Conversational Functions of 'I Know', 'You Know' and 'We Know' in Collaborative Writing of Primary School Children

Autor/inn/en	Herder, Anke; Berenst, Jan; de Glopper, Kees; Koole, Tom
Titel	Conversational Functions of 'I Know', 'You Know' and 'We Know' in Collaborative Writing of Primary School Children
Quelle	In: Classroom Discourse, 13 (2022) 1, S.1-31 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Herder, Anke)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1946-3014
DOI	10.1080/19463014.2020.1814368
Schlagwörter	Cooperative Learning; Collaborative Writing; Elementary School Students; Peer Groups; Group Dynamics; Epistemology; Interpersonal Communication; Inquiry; Knowledge Level; Foreign Countries; Grade 2; Grade 3; Grade 4; Grade 5; Grade 6; Netherlands + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Gleichaltrigengruppe; Peer Group; Gruppendynamik; Erkenntnistheorie; Interpersonale Kommunikation; Wissensbasis; Ausland; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Niederlande
Abstract	This paper discusses how primary school students, who are writing together in the context of inquiry learning, explicitly orient to knowing of oneself and others within the peer group. Using Conversation Analysis, we disclose the conversational functions of assertions holding 'I know', 'you know' and 'we know'. First, students position themselves as knowledgeable, to (i) express a preannouncement of a proposal, (ii) respond to a request for information and (iii) reinforce an assertion with use of an evidential. Second, students claim equal epistemic access, as a response to an action that conveys epistemic authority of a peer. Third, students indicate shared knowledge with other participants, to (i) pursue agreement, (ii) check the epistemic status of a co-participant, (iii) reject a proposal for grounds of relevance and (iv) mark shared, newfound knowledge. The different practices are discussed in terms of epistemics in conversation and dialogic writing. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01