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Melander Bowden, Helen, DocentORCID iD iconorcid.org/0000-0003-4769-4479
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Publications (10 of 36) Show all publications
Melander Bowden, H. & Sandlund, E. (2019). Knowledge talk in performance appraisal interviews. Learning, Culture and Social Interaction, 21, 278-292
Open this publication in new window or tab >>Knowledge talk in performance appraisal interviews
2019 (English)In: Learning, Culture and Social Interaction, ISSN 2210-6561, E-ISSN 2210-657X, Vol. 21, p. 278-292Article in journal (Refereed) Published
Abstract [en]

Drawing on ethnomethodology and conversation analysis, this paper examines video-recorded sequences of interaction where ‘knowledge’ is made relevant in annual performance appraisal interviews (PAIs) in a Swedish bank. We examine how managers and employees collaboratively construct, define, and negotiate knowledge, and seek to understand what knowledge talk is recruited for accomplishing on individual and organizational levels. The study aims to add to the existing literature on management and leadership as situated practice by examining the interactional work accomplished through talk about individual and collective knowledge in the context of PAIs. Findings reveal how participants draw upon formulations of individual and collective knowledge in interactional projects negotiating professional identities, knowledge boundaries and expertise, the organization of work, and a distribution of work tasks. We discuss how the appraisal component of the PAIs has an impact on the employees’ epistemic positionings, and how knowledge talk is related to participants’ situated negotiation concerning a division of labor, relations to clients and colleagues, and individual and organizational goals for learning. While PAIs are generally seen as a cog in the wheel of organizational performance management, we argue that they can also be viewed as a site for the situated practice of organizational knowledge management.

Place, publisher, year, edition, pages
Elsevier, 2019
Keywords
Conversation analysis, epistemics in interaction, ethnomethodology, knowledge, leadership, performance appraisal interviews
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:uu:diva-381967 (URN)10.1016/j.lcsi.2019.03.012 (DOI)000471363600022 ()
Funder
European Regional Development Fund (ERDF)Region Värmland
Available from: 2019-04-16 Created: 2019-04-16 Last updated: 2019-08-06Bibliographically approved
Melander Bowden, H. (2019). Problem-solving in collaborative game design practices: epistemic stance, affect, and engagement. Learning, Media & Technology, 44(2), 124-143
Open this publication in new window or tab >>Problem-solving in collaborative game design practices: epistemic stance, affect, and engagement
2019 (English)In: Learning, Media & Technology, ISSN 1743-9884, E-ISSN 1743-9892, Vol. 44, no 2, p. 124-143Article in journal (Refereed) Published
Abstract [en]

This article explores children's development of problem-solving practices through multimodal engagements in digital activities. The study is based on analyses of a video recorded peer group activity in which two children, within the context of a project on computational thinking using the software Scratch, collaboratively work to solve a coding problem. Drawing on work on epistemics-in-interaction and the cooperative and transformative organization of human action and knowledge, the analyses focus on the interactional strategies that the children use to establish, sustain, and develop knowledge within the peer group and the role of affect in the unfolding organization of actions. By analyzing the multimodal cultural production in children's interaction with digital technologies, it is shown how children learn creative and artful skills, thus positioning them as consumers as well as producers of media.

Keywords
Creative media production, children's interaction, problem-solving, ethnomethodology/conversation analysis, programming
National Category
Pedagogy Learning
Identifiers
urn:nbn:se:uu:diva-372033 (URN)10.1080/17439884.2018.1563106 (DOI)000467988700003 ()
Funder
Marcus and Amalia Wallenberg Foundation, MAW 2014:0057
Available from: 2019-01-04 Created: 2019-01-04 Last updated: 2019-06-18Bibliographically approved
Gustafson, K. & Melander, H. (2018). Berättelser om måltider i en mobil förskola. In: Annica Löfdahl Hultman, Christina Olin-Scheller & Marie Tanner (Ed.), Berättelser: Vänbok till Héctor Pérez Prieto (pp. 19-35). Karlstad: Karlstad University Press
Open this publication in new window or tab >>Berättelser om måltider i en mobil förskola
2018 (Swedish)In: Berättelser: Vänbok till Héctor Pérez Prieto / [ed] Annica Löfdahl Hultman, Christina Olin-Scheller & Marie Tanner, Karlstad: Karlstad University Press, 2018, p. 19-35Chapter in book (Other academic)
Place, publisher, year, edition, pages
Karlstad: Karlstad University Press, 2018
Series
Karlstad University Studies, ISSN 1403-8099 ; 2018:3
National Category
Educational Sciences
Research subject
Education
Identifiers
urn:nbn:se:uu:diva-345611 (URN)978-91-7063-829-9 (ISBN)978-91-7063-924-1 (ISBN)
Funder
Swedish Research Council, 2015-01260
Available from: 2018-03-12 Created: 2018-03-12 Last updated: 2018-03-14Bibliographically approved
Gejard, G. & Melander, H. (2018). Mathematizing in preschool: Children's participation in geometrical discourse. European Early Childhood Education Research Journal, 26(4), 495-511
Open this publication in new window or tab >>Mathematizing in preschool: Children's participation in geometrical discourse
2018 (English)In: European Early Childhood Education Research Journal, ISSN 1350-293X, E-ISSN 1752-1807, Vol. 26, no 4, p. 495-511Article in journal (Refereed) Published
Abstract [en]

This study explores preschool children's mathematizing in everyday block play activities. Building on an ethnomethodological and multimodal conversation analytic framework, we explore how geometry (i.e. spatiality, shape, and symmetry) is actualized in children's verbal and embodied interaction with their peers, pedagogues, and material environment. The selected data are drawn from a video ethnographic study in a Swedish preschool in which a boy and a girl play with a magnetic construction toy. The results of the study demonstrate how the participants orient to spatial locations, properties, dimensions, orientations, transformations, and shapes as they build a house. The children are shown to rely upon verbal and embodied resources such as deictics (e.g. here, there, these) and pointing gestures as geometrical aspects are actualized in their interaction. The study contributes with knowledge on preschool children'e everyday mathematizing, in particular, children's appropriation of geometric discourse as it emerges in the unfolding flow of interaction.

Keywords
Ethnomethodology, conversation analysis, block play, geometry, mathematizing, preschooler's multimodal interaction
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:uu:diva-356118 (URN)10.1080/1350293X.2018.1487143 (DOI)000438637100004 ()
Available from: 2018-07-14 Created: 2018-07-14 Last updated: 2018-09-27Bibliographically approved
Melander, H. (2018). Multiple perspectives on the same event: Professional vision, tactility, and embodied feeling. In: Don Favareau (Ed.), Co-operative engagements in intertwined semiosis: Essays in honour of Charles Goodwin (pp. 280-286). Tartu: University of Tartu Press
Open this publication in new window or tab >>Multiple perspectives on the same event: Professional vision, tactility, and embodied feeling
2018 (English)In: Co-operative engagements in intertwined semiosis: Essays in honour of Charles Goodwin / [ed] Don Favareau, Tartu: University of Tartu Press , 2018, p. 280-286Chapter in book (Other academic)
Place, publisher, year, edition, pages
Tartu: University of Tartu Press, 2018
Series
Tartu semiotics library ; 19
National Category
Learning
Identifiers
urn:nbn:se:uu:diva-342283 (URN)
Available from: 2018-02-20 Created: 2018-02-20 Last updated: 2018-03-08
Rauniomaa, M., Haddington, P., Melander, H., Gazin, A.-D., Broth, M., Cromdal, J., . . . McIlvenny, P. (2018). Parsing tasks for the mobile novice: Orientation to the learner's actions and to spatial and temporal constraints in instructing-on-the-move. Journal of Pragmatics, 128, 30-52
Open this publication in new window or tab >>Parsing tasks for the mobile novice: Orientation to the learner's actions and to spatial and temporal constraints in instructing-on-the-move
Show others...
2018 (English)In: Journal of Pragmatics, ISSN 0378-2166, E-ISSN 1879-1387, Vol. 128, p. 30-52Article in journal (Refereed) Published
Abstract [en]

This paper studies parsing as a practice used in mobile instruction. The findings build on ethnomethodological conversation analysis and on observations made on video data that have been collected from three settings: skiing, driving a car and flying a plane. In the data, novice learners are instructed by more experienced instructors to accomplish various mobile tasks. The paper shows how instructors use parsing to guide learners to carry out, step-by-step, the sub-actions that the ongoing mobile task (e.g. turning, landing) is composed of. The paper argues that parsing is a practice employed by instructors to highlight the sub-actions of a mobile task. Instructors may also use parsing to orient learners to emergent problems to do with the timing, quality and order of the sub-actions in the performance of a complex mobile task. Finally, the paper shows that sometimes there is not enough time to parse an ongoing task, in which case the parsing can be carried out afterwards.

Place, publisher, year, edition, pages
Elsevier, 2018
Keywords
Conversation analysis, instruction, mobility, parsing, social interaction, space-time
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:uu:diva-346601 (URN)10.1016/j.pragma.2018.01.005 (DOI)000431746700003 ()
Available from: 2018-03-19 Created: 2018-03-19 Last updated: 2018-08-16Bibliographically approved
Danby, S., Evaldsson, A.-C., Melander, H. & Aarsand, P. (2018). Situated collaboration and problem solving in young children's digital game play. British Journal of Educational Technology, 49(5), 959-972
Open this publication in new window or tab >>Situated collaboration and problem solving in young children's digital game play
2018 (English)In: British Journal of Educational Technology, ISSN 0007-1013, E-ISSN 1467-8535, Vol. 49, no 5, p. 959-972Article in journal (Refereed) Published
Abstract [en]

Collaboration is an important aspect of social activity associated with young children’s digital gameplay. Children organise their participation as they communicate with and support one another, through sharing knowledge and problem-solving strategies, displaying their expertise, encouraging others and creatively exploring possibilities for collaborative game moves. Drawing on a social interactional perspective, we explore the situated and embodied practices of the young players aged 3–8 years. We present three video ethnographic case studies of young children’s everyday peer interactions from three different settings and age groups: Australia (home), Norway (pre-school) and Sweden (afterschool). Across these settings, the findings identify how children collaborate with one another to progress the game by using multiple strategies, including instructing each other, monitoring each other’s actions and problem solving. In the process, collaborative peer culture was maintained and built as the players worked towards problem solutions that require taking each other’s perspectives, and sharing digital devices and skills. This focus on children’s situated language use and assemblage of multimodal resources shows their moment-by-moment collaborative action. These multimodal interactions create opportunities for peer and sibling learning without the presence of an adult. The collaborative activity was a strategic resource used by the children in their digital game playing. In capturing young children’s own strategies, we highlight their agency in learning occurring through social interaction and gameplay.

National Category
Pedagogy
Identifiers
urn:nbn:se:uu:diva-355672 (URN)10.1111/bjet.12636 (DOI)000444224900013 ()
Note

Marcus och Amalia Wallenbergs stiftelse (Projektnr. MAW 2014:0057)

Available from: 2018-07-03 Created: 2018-07-03 Last updated: 2018-11-20Bibliographically approved
Melander, H. (2017). Becoming a good nurse: Social norms of conduct and the management of interpersonal relations. In: Simona Pekarek Doehler, Adrian Bangerter, Geneviève de Weck, Laurent Filliettaz, Esther González-Martínez & Cécile Petitjean (Ed.), Interactional Competences in Institutional Settings: From School to the Workplace. London: Palgrave Macmillan
Open this publication in new window or tab >>Becoming a good nurse: Social norms of conduct and the management of interpersonal relations
2017 (English)In: Interactional Competences in Institutional Settings: From School to the Workplace / [ed] Simona Pekarek Doehler, Adrian Bangerter, Geneviève de Weck, Laurent Filliettaz, Esther González-Martínez & Cécile Petitjean, London: Palgrave Macmillan, 2017Chapter in book (Refereed)
Abstract [en]

Within the profession of nursing, an intrinsic aspect of interactional competence is the nurses’ ability to manage interpersonal relations and to act in accordance with cultural and social norms of proper nurse conduct. The focus of this chapter is how student nurses are socialized into preferred modes of interacting with patients. The data consist of video recordings of a training session in which nursing students at a clinical training center learn to insert peripheral venous catheters. The results of the study show various ways in which the students and their teacher explore social norms of proper nurse conduct by mobilizing the category term patient, and how the notion of a ‘good nurse’ thus emerges in interaction between the participants.

Place, publisher, year, edition, pages
London: Palgrave Macmillan, 2017
National Category
Pedagogy Learning
Research subject
Education
Identifiers
urn:nbn:se:uu:diva-295742 (URN)
Available from: 2016-06-09 Created: 2016-06-09 Last updated: 2016-06-09
Evaldsson, A.-C. & Melander, H. (2017). Managing disruptive student conduct: Negative emotions and accountability in reproach-response sequences. Linguistics and Education, 37, 73-86
Open this publication in new window or tab >>Managing disruptive student conduct: Negative emotions and accountability in reproach-response sequences
2017 (English)In: Linguistics and Education, ISSN 0898-5898, E-ISSN 1873-1864, Vol. 37, p. 73-86Article in journal (Refereed) Published
Abstract [en]

Building on an ethnomethodological multimodal conversation analytic approach, this paper explores the normative character and interactional embodied organization of negative emotions, in particular displays of anger, in classroom situations in which a student refuses to comply with the teachers’ reproaches. We examine how embodied displays of negative affect and ascriptions of negative emotions work as procedures in teacher-student interactions for invoking issues of accountability and teacher authority for managing problematic classroom conduct. The analyses draw on a video ethnographic study in a special teaching class, tracing trajectories of reproach-response sequences in which a student repeatedly contests the moral ordering of classroom relations. It is found that non-compliant student responses are shaped as embodied affective stances through prosody, body postures, gestures, etc. that accentuate the student’s unwillingness to submit. The results show the dialogical organization of reproach-response sequences and the vulnerability of teacher reproaches to escalation of non-compliant student responses, here indexing aggressive acts as unjustifiable classroom conduct.

Keywords
negative emotions, accountability, reproach-response sequences, teacher-student interaction, classroom order, ethnomethodology, multimodality
National Category
Pedagogy
Identifiers
urn:nbn:se:uu:diva-282980 (URN)10.1016/j.linged.2016.05.001 (DOI)000394633000008 ()
Funder
Swedish Research Council, 2011-5756
Available from: 2016-04-08 Created: 2016-04-08 Last updated: 2017-04-25Bibliographically approved
Melander, H. & Aarsand, P. (2017). Practices of remembering: Organizing math activities in a first grade classroom. In: Per Linell, Åsa Mäkitalo, Roger Säljö (Ed.), Memory practices and learning: Interactional, institutional and sociocultural perspectives (pp. 187-211). IAP Publishers
Open this publication in new window or tab >>Practices of remembering: Organizing math activities in a first grade classroom
2017 (English)In: Memory practices and learning: Interactional, institutional and sociocultural perspectives / [ed] Per Linell, Åsa Mäkitalo, Roger Säljö, IAP Publishers , 2017, p. 187-211Chapter in book (Refereed)
Place, publisher, year, edition, pages
IAP Publishers, 2017
Series
Advances in cultural psychology: Constructing human development
National Category
Learning Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:uu:diva-241088 (URN)
Available from: 2015-01-08 Created: 2015-01-08 Last updated: 2017-05-19
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-4769-4479

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