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Publications (10 of 34) Show all publications
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
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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) Epub ahead of print
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)
Note

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

Available from: 2018-07-03 Created: 2018-07-03 Last updated: 2018-10-04Bibliographically 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
Levin, L., Cromdal, J., Broth, M., Gazin, A.-D., Haddington, P., McIlvenny, P., . . . Rauniomaa, M. (2017). Unpacking corrections in mobile instruction: Error-occasioned learning opportunities in driving, cycling and aviation training. Linguistics and Education, 38, 11-23
Open this publication in new window or tab >>Unpacking corrections in mobile instruction: Error-occasioned learning opportunities in driving, cycling and aviation training
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2017 (English)In: Linguistics and Education, ISSN 0898-5898, E-ISSN 1873-1864, Vol. 38, p. 11-23Article in journal (Refereed) Published
Abstract [en]

This article deals with the organisation of correction in mobile instructional settings. Five sets of video data (>250 h) documenting how learners were instructed to fly aeroplanes, drive cars and ride bicycles in real life traffic were examined to reveal some common features of correction exchanges. Through detailed multimodal analysis of participants' actions, it is shown how instructors systematically elaborate their corrective instructions to include relevant information about the trouble and relevant action - a practice we refer to as the unpacking of correction. It is proposed that the practice of unpacking the local particulars of corrections (i) provides for the instructional character of the interaction, and (ii) is highly sensitive to the relevant physical and mobile contingencies. These findings contribute to the existing literature on the interactional organisation of correction and mobility, as well as to ongoing work in ethnomethodology and conversation analysis on teaching and learning as members' phenomena.

Keywords
Correction, Instruction, Instructed action, Mobility, Educational practice, Human interaction
National Category
Educational Sciences
Identifiers
urn:nbn:se:uu:diva-306872 (URN)10.1016/j.linged.2016.10.002 (DOI)000399860600002 ()
Funder
Swedish Research Council, 721-2012-5367
Available from: 2016-11-03 Created: 2016-11-03 Last updated: 2017-06-09Bibliographically approved
Aarsand, P. & Melander, H. (2016). Appropriation through guided participation: Media literacy activities in children's everyday lives. Discourse, Context & Media, 12, 20-31
Open this publication in new window or tab >>Appropriation through guided participation: Media literacy activities in children's everyday lives
2016 (English)In: Discourse, Context & Media, ISSN 2211-6958, E-ISSN 2211-6966, Vol. 12, p. 20-31Article in journal (Refereed) Published
Abstract [en]

This article explores media literacy practices in children’s everyday lives and some of the ways in which young children appropriate basic media literacy skills through guided participation in situated activities. Building on an ethnomethodological perspective, the analyses are based on video recordings documenting the activities in which four target children, aged 6-7 years old, participated at home and in school. Through the detailed analysis of two mundane media literacy activities – online calling and word processing – similarities and differences in media usage within and out-of-school are examined. It is shown how children’s media literacy activities encompass verbal, embodied and social competencies that are made relevant, and thus accessible for learning, in interaction between the adults and children in the form of norms and guidelines for what constitutes knowledgeable participation in media literacy activities, and that are appropriated and reactualized by the children in interaction with their peers. The findings show how the participants coordinate their actions on and in front of the screen and where spatiality and temporality are oriented to as crucial aspects of the organization of the activities. Moreover, it is demonstrated how old and new technologies are linked together in culturally and historically embedded conceptualizations of literacy. 

Keywords
Media literacy practices, digital media activities, ethnomethodology, children, multimodality, learning, appropriation
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:uu:diva-282976 (URN)10.1016/j.dcm.2016.03.002 (DOI)000379560300003 ()
Available from: 2016-04-08 Created: 2016-04-08 Last updated: 2017-11-30Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-4769-4479

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