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This study investigates the effect of communication skills training concerning aided-speaking students' questions in classroom interaction. Eighty-two Swedish teachers and classroom assistants working with students using augmentative and alternative communication (AAC) participated. The study was based on the Conversation Analytic Role-play Method (CARM) and implemented as a pre-post intervention design. The results show significant change on self-efficacy but not on interactional awareness. Level of education in combination with firsthand contact with students was significant. The correlation between self-efficacy and interactional awareness indicated interdependency. The study highlights how AAC topics can be included in teacher education and communication skills training for professionals.

Using the framework of conversation analysis, this paper examines aided-speaking students’ unsolicited speech-generating device(SGD)-mediated questions in teacher-fronted classroom talk. The analysis draws on a corpus of 18 h of video-recorded classroom interactions including 23 aided-speaking students using SGDs or picture-based communication boards. In all, 5% of the students’contributions were unsolicited questions, produced by three students.The students were found to orient to turn transition relevance places, but due to prolonged production time their questions risked sequential and topical misplacement in the ongoing classroomtalk and were vulnerable to misunderstandings. To address this problem, students activated the synthetic voice before finalising the question, claiming the interactional floor while securingtime to complete their utterance. They also refrained from activating the synthetic voice and instead made the question visually available for the teacher to read, thereby transferring the responsibilityfor answering the question to the teacher when sequentially and topically relevant. The study demonstrates the complex interactional process of formulating SGD-mediated questions, sometimes requiring that the teacher, assistants, and students engage in repair work and scaffolding to establish the meaning of a student’s utterance. The findings imply that the treatment of non-speaking students’ contributions as questions requires designated teacher work.

This study investigates instances where experienced researchers make explicit claims of lack of knowledge (e.g., ‘I have to reveal my ignorance completely’) in the context of paper discussions during research group meetings. Drawing on multimodal interaction analysis, the analysis focuses on epistemic disclaimers in their sequential contexts, and the local management of institutional identities and domains of knowledge. The analyzed data draw from video-ethnographic work involving participant observation and video recordings at a research program in Physical Chemistry at a Swedish university. Focusing on epistemic disclaimers occurring in first pair-parts,the analysis explores how senior researchers employ disclaimers to mark the eliciting function oftheir questions, as they work to encourage participation by opening the floor while positioning co-participants as (more) knowledgeable. The results evidence how the accomplishment of peer collaboration and knowledge distribution in scientific work involves the management of rights and responsibilities with respect to knowledge and scientific expertise.

This study explores children’s appropriation of media rules in a group of boys (10 years) in Sweden. The analysis is based on focus-group interviews where rules regulating children’s use of mobile phones in school was discussed. Drawing on ethnomethodology and conversation analysis, the focus is on how rules are made sense of and appropriated, and how this contributes to establishing, negotiating, and sustaining a moral order for digital media use. The findings show that the children justify rules by discussing them in relation to their school context, through criticism of the enforcement of rules, and through navigating different rule systems.

Based on ethnographic fieldwork including video recordings, this study examines how pre-teen girls, in everyday peer interaction, deal with controversial issues on a social media network. Drawing on a multimodal interactional approach, we analyze the situated affective and collaborative embodied work through which a peer group unravels and remedies problematic online behaviors (cheating, scamming,stealing). The results show how the girls affectively align themselves to deal with online risks in ways that demand different social media skills as well as networks of supportive peers. The girls agentively draw upon the affordances (texting, images, social norms) of the social media network as well as their expertise and collective knowledge of similar online events. The creative power of the peer group plays an important role, in terms of how the girls nourish their peer culture while building mutual trust and collaborative competencies for interpreting and anticipating risky practices in their lives with peers.

Spel online utgör en central del av barns vardagsliv idag. I studien undersöks barns berättelser om spel, som de tar form i vardaglig interaktion i kamrat-gruppen. Studien anknyter till en definition av literacy som deltagande i en digital värld, där betydelsen av det sociala livet kring spelen betonas. Analyserna, som bygger på videoinspelningar av pojkars (10 år) samtal om Minecraft, utgår från en syn på berättelser som social och situerad praktik grundad i multimodal samtalsanalys, med fokus på hur narrativers innehåll och struktur framträder allt eftersom och kontinuerligt (om)förhandlas av deltagarna. Resultaten visar hur pojkarnas berättelser växer fram i ett komplext samspel där barnen agerar be-rättare, medberättare och åhörare. Språket utgör en central resurs, samtidigt visas betydelsen av kroppsliga och materiella resurser för hur berättelserna tar form. Berättelser om spel visas utgöra ett återkommande inslag i pojkarnas kamrat-gruppskulturer där de delar med sig av kunskaper och erfarenheter samt beskriver och gemensamt föreställer sig olika händelser och konstruktioner. Samtidigt synliggörs hur kamratgruppsrelationer är dynamiska och asymmetriska, där identiteter kopplas till kunskap och olika rättigheter att berätta. Studien bidrar sammanfattningsvis med kunskap om den roll som berättelser om spel har i pojkars sociala liv och som en del av deras digitala literacypraktiker.

This video-ethnographic study investigates how designedly incomplete utterances (DIUs) are used during home literacy events in three bilingual families with young chidlren in Sweden to prompt collaborative storybook reading in the chidlren's heritage language, Russian. The multimodal interactional analyses uncover how DIUs, in concert with other semiotic resources, create a sequential environment to prompt chidlren's speech production  in relation to the text at hand, to negotiate language choice and alignment with an ongoing literacy project, and to creatively exploit the DIU structure to initiate storytelling. The findings moreover show that recurrent use of DIUs during reading of well-known to teh child texts with rhythm and rhyme allow for ritualized engagemnet in co-narration, in all contributing to children's socialization to oral performance in the heritage language. 

This study explores meals as a locus for children’s socialization into the socio-spatial organization of a mobile preschool, i.e. a preschool in a bus. Building on ethnographic fieldwork with video-recordings, the analysis is informed by ethnomethodology and conversation analysis to explore the everyday interactional organization of meal practices. Conceptualizing space as both a resource for interaction and as achieved in interaction, the study investigates how children and pedagogues create space for meals inside the bus and in outdoor spaces. The results demonstrate how the socio-spatial organization is made relevant as a learning object in interactions between pedagogues and children, and between peers. Knowledge of the socio-spatial organization is shown to constitute a critical aspect of competent participation in the mobile preschool. A trajectory in the children’s embodied spatial learning is discerned, from socio-spatial configurations as objects of instructions to embodied habits.