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|dc.identifier.citation||Medina, R. & Suthers, D. (2013). Juxtaposing Practice: Uptake as Modal Transposition. In Rummel, N., Kapur, M., Nathan, M., & Puntambekar, S. (Eds.), To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: CSCL 2013 Conference Proceedings Volume 1 — Full Papers & Symposia (pp. 328-335). Madison, WI: International Society of the Learning Sciences.||en_US|
|dc.description.abstract||The analysis discussed in this paper draws attention to the interactional and inscriptional practices observed in a science laboratory setting that utilizes Group Scribbles. The critical finding is the identification of a pivotal sequence of interaction occurring in the later half of the activity in which one member of the group proposes an innovation for illuminating two light bulbs in a single circuit. The proposal and its subsequent endorsement by the other members are contingent on an immediately prior interaction in which the group appropriates another group's circuit diagram. Together, this pair of adjacent sequential structures exposes multiple instances of uptake between participants. These uptake relations are realized through an ensemble of contingencies consisting of persistent diagrams, tabletop materials, and a locally situated interactional practice. Our analysis shows how the participants' actions transform the setting and how these transformations are consequential for how the group proceeds in the learning activity.||en_US|
|dc.publisher||International Society of the Learning Sciences||en_US|
|dc.title||Juxtaposing Practice: Uptake as Modal Transposition||en_US|
|Appears in Collections:||CSCL 2013|
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