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  • 1.
    Aarsand, Pål
    et al.
    Department of Education and Life Long Learning, Norwegian University of Technology and Science.
    Melander, Helen
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Appropriation through guided participation: Media literacy activities in children's everyday lives2016In: Discourse, Context & Media, ISSN 2211-6958, E-ISSN 2211-6966, Vol. 12, p. 20-31Article in journal (Refereed)
    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. 

  • 2.
    Aarsand, Pål
    et al.
    Pedagogisk institutt, Norges Teknisk-Naturvitenskaplige Universitet.
    Melander, Helen
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Evaldsson, Ann-Carita
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Om media literacy-praktiker i barns vardagsliv2013In: Literacy-praktiker i och utanför skolan / [ed] Sangeeta Bagga-Gupta, Ann-Carita Evaldsson, Caroline Liberg & Roger Säljö, Stockholm: Gleerups Utbildning AB, 2013, p. 41-63Chapter in book (Other academic)
  • 3.
    Evaldsson, Ann-Carita
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Melander, Helen
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Managing disruptive student conduct: Negative emotions and accountability in reproach-response sequences2017In: Linguistics and Education, ISSN 0898-5898, E-ISSN 1873-1864, Vol. 37, p. 73-86Article in journal (Refereed)
    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.

  • 4.
    Gejard, Gabriella
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Melander, Helen
    Mathematizing in preschool: Children's participation in geometrical discourse2018In: European Early Childhood Education Research Journal, ISSN 1350-293X, E-ISSN 1752-1807, Vol. 26, no 4, p. 495-511Article in journal (Refereed)
    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.

  • 5.
    Gustafson, Katarina
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Melander, Helen
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Berättelser om måltider i en mobil förskola2018In: 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)
  • 6.
    Helen, Melander
    et al.
    Uppsala University.
    Héctor, Pérez Prieto
    Fritjof, Sahlström
    Uppsala University.
    Berättelser om sociala handlingar och deras innebörder: Lärande och identitet2004Report (Other (popular scientific, debate etc.))
  • 7.
    Häggblom, Josefin
    et al.
    Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Social Sciences, Department of Education.
    Melander, Helen
    Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Social Sciences, Department of Education.
    Sahlström, Fritjof
    Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Social Sciences, Department of Education.
    En kort beskrivning av fältarbetet i FISK-projektet2003In: Från förskola till skola - berättelser från ett forskningsprojekt, 2003, p. 192-208Chapter in book (Other (popular scientific, debate etc.))
  • 8. Héctor, Pérez Prieto
    et al.
    Fritjof, Sahlström
    Uppsala University.
    Helen, Melander
    Uppsala University.
    Från förskola till skola - berättelser från ett forskningsprojekt2003Report (Other (popular scientific, debate etc.))
  • 9.
    Karlsson, Marie
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Education.
    Melander, Helen
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Education.
    Pérez Prieto, Héctor
    Avdelningen för utbildningsvetenskap, barn och samhälle, Karlstad universitet.
    Sahlström, Fritjof
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Education.
    Förskoleklassen - ett tionde skolår?2006 (ed. 1)Book (Other (popular science, discussion, etc.))
    Abstract [sv]

    Föskoleklassen infördes i januari 1998. Konkret innebar det att förskolans verksamhet för sexåringar flyttades in i skolan. Bärande argument för reformen var att göra övergången mellan förskola och skola smidig samt att förändra skolans arbetssätt: förskolepedagogiken, med sin långa tradition av arbete i lärarlag och större inslag av barncentrerade aktiviteter, skulle integreras med skolans ämnescentrerade verksamhet och bidra till att förändra skolans traditionella arbetssätt.

    Reformen nådde inte sin syften, menar bokens författare. Istället blev följden att barn idag i praktiken börjar skolan som sexåringar. Det är steget från förskola till förskoleklass som utgör skolstarten.

    Boken har sin grund i ett flerårigt forskningsarbete vid Pedagogiska Institutionen vid Uppsala universitet. Författarnas ambition är att i boken belysa skolstarten utifrån olika vetenskapliga perspektiv.

    Inledningsvis ges bakgrunden till reformen. Därefter görs en jämförelse mellan barns möte med bokstäver och siffror i förskola, förskoleklass och skola. Ett kapitel handlar om lärares berättelser om sitt arbete i förskoleklass och skola, ett annat om barns relationsarbete och de komplexa krav som ställs på sexåringarna i leken på skolgråden. I ett kapitel ger föräldrar olika aspekter på förskolans betydelse som skolförberedande verksamhet.

  • 10.
    Levin, Lena
    et al.
    VTI - The national road and transport research institute.
    Cromdal, Jakob
    Institutionen för samhälls- och välfärdsstudier, Linköping universitet, Campus Norrköping.
    Broth, Mathias
    Institutionen för kultur och kommunikation, Linköping universitet.
    Gazin, Anne-Danièle
    Utrecht University, Netherlands.
    Haddington, Pentti
    University of Oulu, Finland.
    McIlvenny, Paul
    Aalborg University.
    Melander, Helen
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Rauniomaa, Mirka
    Finnish Centre of Excellence in Research on Intersubjectivity in Interaction.
    Unpacking corrections in mobile instruction: Error-occasioned learning opportunities in driving, cycling and aviation training2017In: Linguistics and Education, ISSN 0898-5898, E-ISSN 1873-1864, Vol. 38, p. 11-23Article in journal (Refereed)
    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.

  • 11.
    Melander, Helen
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Att lära av varandra: Om social mediering i en elevgrupp2013In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 18, no 1-2, p. 62-86Article in journal (Refereed)
    Abstract [sv]

    Artikeln handlar om social mediering i en skolpraktik där barn återkommande engageras i undervisande aktiviteter. Syftet är att undersöka hur barn görs till medierande aktörer för elevgruppens lärande. En videoinspelad aktivitet från en blandad förskoleklass och årskurs ett i vilken en pojke på uppdrag av en pedagog berättar för några andra barn om hur de ska genomföra en skoluppgift utgör empiriskt underlag för studien. En samtalsanalytisk ansats används för att utforska de kommunikativa, materiella och visuella resurser som deltagarna drar nytta av för att etablera och upprätthålla ett barn som medpedagog. Genom epistemiska positioneringar konstitueras pojken som en länk mellan pedagog och elevgrupp där han ibland är pedagogens hjälpare, ibland ett av barnen i gruppen. Barnen blir genom deltagande i den här och liknande aktiviteter del av en lokal institutionell kultur där gränser mellan experter och noviser är uppluckrade och där klasskamraterna utgör en resurs till vilken man kan och ska vända sig för att få hjälp.

  • 12.
    Melander, Helen
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Becoming a good nurse: Social norms of conduct and the management of interpersonal relations2017In: 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.

  • 13.
    Melander, Helen
    Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Social Sciences, Department of Education.
    "E han lessen bara för att han ska dö?" Om bokanvändning i en förskola, förskoleklass och skola2003In: Från förskola till skola - berättelser från ett forskningsprojekt, 2003, p. 281-303Chapter in book (Other (popular scientific, debate etc.))
  • 14.
    Melander, Helen
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Knowing how to play the game of jump rope: Participation and stancetaking in a material environment2012In: Journal of Pragmatics, ISSN 0378-2166, E-ISSN 1879-1387, Vol. 44, no 11, p. 1434-1456Article in journal (Refereed)
    Abstract [en]

    In this study the relations between knowledge, affect, and social organization are explored using as data a video recording of a jump rope activity. The analyses focus on how epistemic and affective stance interplay in the constitution of social order. In the activity, the participants position themselves as knowing and unknowing through talk and embodied action. Knowing is tied to the handling of game-relevant artifacts, the spatial configuration of the game, as well as rules for turn-taking. Language use is indexical with frequent references to embodied actions and the material environment. When disputing over problematic moves the participants re-enact previous actions, thus displaying not only knowledge of how the game should be played, but also taking a forceful affective stance toward each other. This interplays with epistemic stance so that the participants and their actions are evaluated in different ways, thus leading to a local social hierarchy in which one participant is excluded from the game. Such phenomena shed light on epistemic and affective stances and how they figure into the organization of action and social order in the midst of children’s games.

  • 15.
    Melander, Helen
    Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Social Sciences, Department of Education.
    Learning to Fly - Co-constructing a Flight Manouevre on the Ground and in the Air2008In: AERA (Annual Meeting of the American Educational Research Association), New York, 2008Conference paper (Refereed)
    Abstract [en]

    This paper explores the co-construction and learning of a manoeuvre – recovery from unusual attitudes – as constituted in interaction between a student learning to fly and her teacher, in briefing and debriefing sessions in a classroom and in flight lessons in an actual airplane. Learning is approached from within a conversation analytic (CA) perspective, building on prior CA research on the organisation of human interaction. The empirical data consists of video recordings where a student was followed during three consecutive flight lessons. The paper investigates the resources – talk, embodied actions, and material structure in the environment – that are drawn upon by the participants in each situation, and how the different situations are tied together through the participants’ orientations to a shared content of learning. Building on a dynamic view of context as something that is invoked, managed, and upheld in interaction, issues of context and transfer are discussed. For example, it is demonstrated how experiences from the airplane are invoked in the classroom and vice versa. The results further show how there are micro-longitudinal changes in the student’s performance of the recovery from the unusual attitudes – both within the same flight lesson and over the course of the three lessons.

  • 16.
    Melander, Helen
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Multiple perspectives on the same event: Professional vision, tactility, and embodied feeling2018In: 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)
  • 17.
    Melander, Helen
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Education.
    Pointing as interactional resource in the constitution of a social practice of reading2004Conference paper (Other academic)
    Abstract [en]

    The aim of the paper is to study how three children interact while reading a book together. Using video recordings as data, I explore not only verbal but also non-verbal interaction – i.e. gaze, pointing, and body posture – and how the children use all these interactional resources when reading together. An important aspect of the study is the way I see the book as an artifact and I study how the children use the book as a resource in their interaction. To do this I use a conversation analytic (CA) approach, drawing on the work by Charles Goodwin (see for example 1980, 1999, 2000).

    The video recordings are made within a research project studying the consequences of the introduction of the preschoolclass in Sweden.

  • 18.
    Melander, Helen
    Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Social Sciences, Department of Education.
    Reading as a social practice2004In: Sociala handlingar och deras innebörder: Lärande och identitet, 2004, p. 49-73Chapter in book (Other (popular scientific, debate etc.))
  • 19.
    Melander, Helen
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Education.
    Trajectories of Learning: Embodied Interaction in Change2009Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This dissertation is about learning as changing understanding in social and situated activities. It takes part in the development of a reconceptualization of learning initiated within participationist perspectives. Multiparty interaction in situated activities is a primordial site for the exploration of human action and cognition. Through the theoretical framework of Conversation Analysis (CA), a method for the analysis and description of trajectories of learning is proposed. Departing from a view of learning, interaction, and cognition as closely related, learning is argued as gradually changing understanding in situated activities.

    The empirical material consists of video recordings from an elementary school and pilot training. The recordings are analyzed using CA methods, including detailed attention to embodied features of interaction.

    The analyses focus the development of trajectories of learning through the participants’ orientations. The trajectories are based on topicalizations and co-constructions of contents of learning, where interactional organization and content are interrelated. Participants are shown to make relevant relations between past, present, and future actions and material settings, and their ways of aligning and resisting participation and change are explored. A framework for the analysis of learning as embodied interaction in change is developed.

    The dissertation shows the fruitfulness of CA work for the understanding of learning processes. The results underline the importance of including embodied action, as constitutive of the co-constructions of contents, into learning studies. The value of highlighting learning as co-construction and of anchoring the analyses in the participants’ orientations is underscored. The results further the understanding of how people learn, and of how they make relevant knowledge and experiences in activity. The understanding of learning and change as action, which can be initiated, aligned with and resisted, opens up for future developments within CA, where learning researchers might be able to describe more precisely how human learning is constituted.

  • 20.
    Melander, Helen
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Transformations of knowledge within a peer group: Knowing and learning in interaction2012In: Learning, Culture and Social Interaction, ISSN 2210-6561, E-ISSN 2210-657X, Vol. 1, no 3-4, p. 232-248Article in journal (Refereed)
    Abstract [en]

    The aim of this study is to explore knowing and learning as constitutive aspects of the evolving organization of action in situated activity. Using as data a video recording of a peer group where one child is teaching the others Japanese the analyses focus on (1) how local epistemic identities as knowing and unknowing are established, sustained, and contested through talk and embodied action and (2) how the dynamics between knowing and unknowing participants change over time. A learning trajectory is constructed through tracing the transformations of knowledge and the changing distribution of knowledge within the peer group and the material environment. To have learned in the activity means knowing some Japanese and having written down signs on a paper but it also includes being ratified as a knowing participant within the group. Overall, the findings shed light on micro-processes of learning in interaction.

  • 21.
    Melander, Helen
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Education.
    What Education Research Needs to Know About Interaction2005Conference paper (Refereed)
    Abstract [en]

    An influential trend in contemporary theories on learning is what could be referred to as the socio-cultural trend. Within this line of thinking, the social nature of learning is emphasised, as expressed by for example Jean Lave (1993) who argues that learning can be understood as changing participation in situated interaction. In other words, learning is considered to be something that takes place between people in interaction. As a consequence, it is by examining the situated interaction between people that we are able to understand and analyse the learning process and how knowledge is created. Then the question arises as to what we need to know about interaction to be able to locate and understand learning. What in interaction between people is of relevance for the understanding of the learning process, and what is it that we are able to capture and understand when we study learning in terms of changes in interaction patterns?

  • 22.
    Melander, Helen
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Aarsand, Pål
    Norwegian University of Technology and Science.
    Practices of remembering: Organizing math activities in a first grade classroom2017In: 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)
  • 23.
    Melander, Helen
    et al.
    Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Social Sciences, Department of Education.
    Pérez Prieto, HéctorSahlström, FritjofUppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Social Sciences, Department of Education.
    Sociala handlingar och deras innebörder: lärande och identitet2004Collection (editor) (Other scientific)
  • 24.
    Melander, Helen
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Education.
    Sahlström, Fritjof
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Education.
    In tow of the blue whale.: Learning as interactional changes in topical orientation2009In: Journal of Pragmatics, ISSN 0378-2166, E-ISSN 1879-1387, Vol. 41, no 8, p. 1519-1537Article in journal (Refereed)
    Abstract [en]

    This article aims at taking part in the development of conversation analysis approaches to studying learning in interaction. In focus is the learning of a small group of children doing child-initiated reading. We examine how a topic - the size of the blue whale - is constituted and developed over time in interaction, and how this development can be understood as learning. The analysis is based on a video recording of three 7-year-old children reading a picture book together, where the children explicitly orient to the topic of blue whales. The results of the analysis show that, when content is considered an intrinsic aspect of participation, there are changes over time in the organisation of participation in relation to, in this case, the topic of blue whales. In particular, this concerns how the children relate to the size of the blue whale. Thus, the results show that learning occurs, and how this learning is accomplished. This is made possible through the fine-grained participant perspective-based conversation analysis. The reported work also demonstrates how issues of topic and content can be integrated into micro-analyses of learning.

  • 25.
    Melander, Helen
    et al.
    Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Social Sciences, Department of Education.
    Sahlström, Fritjof
    Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Social Sciences, Department of Education.
    Learning to Fly: The Progressive Development of Situation Awareness2007Conference paper (Refereed)
    Abstract [en]

    This paper investigates how situational awareness is constituted in the moment-to-moment interaction between a student learning to fly an airplane and her teacher, and how the student learns situational awareness, i.e. the ability to analyse a situation so as to provide ground for informed decisions about next actions. In the paper, a view of situational awareness as an interactional on-going accomplishment is proposed. The paper demonstrates how situational awareness is socially established and learned in briefing sessions, in flight lessons in the actual airplane, and in debriefing sessions. Learning is approached from within a conversation analytic (CA) perspective, building on prior CA research on the organisation of human interaction. The empirical material consists of video recordings of flight lessons. Three students were followed and recorded during a series of briefing sessions, flight lessons and debriefing sessions. The studied task concerns situational awareness in recovering from abnormal attitudes.The results show that in the moment-to-moment constitution of situational awareness the participants rely both on information provided from the instruments, and on how it should “feel” when recovering. Further, the results show how there are micro-longitudinal changes in the student’s performance of the recovery from the abnormal attitudes – both within the same flight lesson and over the course of the three lessons. These changes are socially established and upheld, in interaction between the student, the teacher and the airplane controls and instruments.Problems in the pilots’ situational awareness are often reported as a significant contributing factor to airplane accidents. This study furthers the understanding of situational awareness as an interactional accomplishment and sheds light on how situational awareness is learned in the interaction between student and teacher, in the different educational contexts.

  • 26.
    Melander, Helen
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Education.
    Sahlström, Fritjof
    Collegium of Advanced Studies, Helsinki University.
    Learning to Fly: The Progressive Development of Situation Awareness2009In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 53, no 2, p. 151-166Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to argue learning as interaction, and how processes of learning a content as constituted in interaction can be approached analytically and theoretically. Within aviation, the concept of situation awareness (SA) is used to describe a pilot’s capability of correctly perceiving and interpreting a situation, and of understanding what the implications are. We investigate how SA is constituted in interaction, through the theoretical and methodological perspective of conversation analysis (Schegloff, 1996; Goodwin, 2000). In the analysis, we focus how a student develops SA as an intrinsic part of learning how to fly an airplane.

  • 27.
    Melander, Helen
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Education.
    Sahlström, Fritjof
    Institute of Behavioural Sciences, Helsinki University.
    Lärande i interaktion2010Book (Other (popular science, discussion, etc.))
  • 28.
    Melander, Helen
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Sahlström, Fritjof
    Institute of behavioural sciences, Helsinki Univiersity.
    Process eller produkt?: Om samtalsanalysens möjligheter att studera lärande i interaktion2011In: Lärande och minnande: som sociala praktiker / [ed] Roger Säljö, Stockholm: Norstedts Akademiska förlag , 2011Chapter in book (Other academic)
  • 29.
    Melander, Helen
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Education.
    Sahlström, Fritjof
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Education.
    The Constitution of a Social Practice of Reading.: A Starting Point for the Analysis of Learning as Changes in Participation2005Conference paper (Refereed)
    Abstract [en]

    An influential trend in contemporary theories on learning is what could be referred to as the socio-cultural trend. Within this line of thinking, the social nature of learning is emphasised, as expressed by for example Jean Lave (1993) who argues that learning can be understood as changing participation in situated interaction. In other words, learning is considered to be something that takes place between people in interaction. As a consequence, it is by examining the situated interaction between people that we are able to understand and analyse learning processes and how knowledge is created.

    In our paper, we are taking a step towards this understanding. Departing from an analysis of a situation where three seven-year-old children are reading a picture book together, we discuss the concept of participation in a situated activity. Put simply, we pose the question what it is to participate in a book reading activity, and how we can understand the children’s use of different interaction resources in the constitution of a social practice of reading. Finally, we raise the question of how this is related to the understanding of the learning process, and what it is that we are able to capture and understand when we study learning in terms of changes in participation or, in other words, interaction patterns.

  • 30.
    Melander, Helen
    et al.
    Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Social Sciences, Department of Education.
    Sahlström, Fritjof
    Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Social Sciences, Department of Education.
    Häggblom, Josefin
    Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Social Sciences, Department of Education.
    The constitutive web - a first analysis of interaction pattterns in the Swedish preschool and preschool class2003In: Från förskola till skola - berättelser från ett forskningsprojekt, 2003, p. 255-280Chapter in book (Other (popular scientific, debate etc.))
  • 31.
    Rauniomaa, Mirka
    et al.
    University of Oulu, Finland.
    Haddington, Pentti
    University of Oulu, Finland.
    Melander, Helen
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Gazin, Anne-Danièle
    University of Oulu, Finland.
    Broth, Mathias
    Linköping University, Linköping, Sweden.
    Cromdal, Jakob
    Linköping University, Linköping, Sweden.
    Levin, Lena
    Swedish National Road and Transport Research Institute.
    McIlvenny, Paul
    Aalborg University, Denmark.
    Parsing tasks for the mobile novice: Orientation to the learner's actions and to spatial and temporal constraints in instructing-on-the-move2018In: Journal of Pragmatics, ISSN 0378-2166, E-ISSN 1879-1387, Vol. 128, p. 30-52Article in journal (Refereed)
    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.

  • 32.
    Sahlström, Fritjof
    et al.
    Institutionen för beteendevetenskaper, Helsingfors universitet.
    Melander, Helen
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Laering i et samtalsanalytiskt perspektiv2015In: Laeringens fundamenter - teorier og perspektiv / [ed] Mikael Jensen, Århus: Klim , 2015Chapter in book (Other academic)
  • 33.
    Sahlström, Fritjof
    et al.
    Institute of behavioural sciences, Helsinki university.
    Melander, Helen
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Lärande i ett samtalsanalytiskt perspektiv2011In: Lärandets grunder: teorier och perspektiv / [ed] Mikael Jensen, Lund: Studentlitteratur , 2011, p. 185-202Chapter in book (Other academic)
1 - 33 of 33
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