Material texts as objects in interaction – constraints and possibilities in relation to dialogic reading instruction.

Authors

  • Marie Tanner Karlstad University, Sweden
  • Christina Olin-Scheller Karlstad University, Sweden
  • Michael Tengberg Karlstad University, Sweden
DOI: https://doi.org/10.23865/njlr.v3.471

Abstract

In this article we focus the role of texts as material objects in the interaction between a teacher and her students in Swedish grade nine, working with argumentative texts on basis of dialogic reading instruction. With a conversation analysis approach we investigate how texts are used as material objects and resources in the organization of interaction between students and their teacher during group work. We also discuss what pedagogical implications for reading instruction do the role of texts as material objects have when striving for dialogicity in the classroom. The result shows that texts are used for establishing a shared focus of attention in relation to solving the task, as well as negotiating responsibility and primacy in this activity. They are also used as resources for organizing turn-taking. A conclusion is that an intention to implement dialogic reading instruction requires awareness of how dialogic and critical aspects of reading easily become subordinated to the aim of problem solving in classrooms as task work is organized around material texts.

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Published

2017-03-16

How to Cite

Tanner, M., Olin-Scheller, C., & Tengberg, M. (2017). Material texts as objects in interaction – constraints and possibilities in relation to dialogic reading instruction. Nordic Journal of Literacy Research, 3(1). https://doi.org/10.23865/njlr.v3.471

Keywords:

classroom interaction, conversation analysis, dialogicity, reading instruction