expanding the metadiscourse concept
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Expanding the metadiscourse concept
Rolf K. Baltzersen, Østfold University College, Norway
Background
Knowledge building discourse along a timeline
Metadiscourse session or meeting
Metadiscourse session or meeting
Goal of the presentation
I will try and illustrate how different kinds of “talk about talk” are present in knowledge building discourse, while not being explicitly described as metadiscourse.
Metacommunication (talk about talk)
• 1. Questions of clarification (Short comments on the ongoing communication).
• 2. Paraphrasing: restate what another person already have said in order to clarify a message («Short summarizing»).
• 3. Say something about the conversational relationship. (e.g. norms or participants role or behavior)
(Baltzersen 2013)
1. The ability to comment upon the meaningful actions of oneself and others is essential for
successful social intercourse (Bateson 1972)
What do you mean by
that?
http://www.flickr.com/photos/lebenszentrumadelshofen/2343185558/
1. Questions of clarification in KB discourse
Teacher to the class: “Have we answered that? … Do all opaque objects reflect light?” (Zhang and Messina 2010)
http://commons.wikimedia.org/wiki/File:Beloeil_castel_1_Luc_Viatour.jpg
2. Paraphrasing as an important communication strategy in client-centered therapy
http://no.wikipedia.org/wiki/Fil:Carl_Ransom_Rogers.jpg
Paraphrasing in KB discourse
(Zhang and Messina 2010)
Teacher: “So you’re saying everything is reflective then, (...)”
How do students become Knowledge builders?
• (…) I often will just reiterated, actually literally repeat what the child just said, often without even
rephrasing it, I just literally repeat what they said and then another child speaks and it just keeps
bouncing back and forth, (Phase 1)
• and then as we go thru the year, their ability to have a discourse with less and less mediation from an
adult, (Phase 2)
• (1.) partly is about assessing their ability to have that kind of conversation, and
• (2.) part of it is about assessing their understanding.
,
Explain conversational norms in KB discourse
Zhang and Messina (2010) codes this utterance as “maintaining norms”.
Teacher: “Don’t throw it back to him. Give your theory.”
Summary
There exists metatalk in KB discourse which seems to be important, but which is not part of the metadiscourse concept:
– Metadiscourse as part of the ongoing discourse?– Metadiscourse about the discourse relationship?
(for example norms)
References• Resendes, M., Chen, B., Acosta, A., & Scardamalia, M. (2013). The Effect of Formative Feedback on
Vocabulary Use and Distribution of Vocabulary Knowledge in a Grade Two Knowledge Building Class. In N. Rummel, M. Kapur, M. Nathan, & S. Puntambekar (Eds.), To See the World and a Grain of Sand Learning across Levels of Space Time and Scale CSCL 2013 Conference Proceedings Volume1 Full Papers Symposia (pp. 391 – 398). International Society of the Learning Sciences.
• Van Aalst, J. (2009). Distinguishing knowledge-sharing, knowledge-construction, and knowledge-creation discourses.International Journal of Computer-Supported Collaborative Learning ,4 (3), 259–287.doi:10.1007/s11412-009-9069-5
• Zhang, J., & Messina, R. (2010). Collaborative productivity as self-sustaining processes in a grade 4knowledge building community. In Proceedings of the 9th International Conference of the Learning Sciences - Volume 1 (pp. 49–56). International Society of the Learning Sciences. Retrieved fromhttp://dl.acm.org/citation.cfm?id=1854360.1854367
• Zhang, J., Lee, J., & Wilde, J. (2012). Metadiscourse to foster collective responsibility for deepening inquiry. In J. van Aalst, K. Thompson, M. J. Jacobson, & P. Reimann (Eds.), The Future of Learning: Proceedings of the 10th International Conference of the Learning Sciences (ICLS 2012) (Full papers) (pp. 395–402). Sydney, NSW, Australia: International Society of the Learning Sciences (ISLS). Retrieved from http://tccl.rit.albany.edu/wpsite/wp-content/uploads/2013/04/Spacestudy_icls_final_refined.pdf
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