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|Title:||Off-Task Interaction as a Mechanism to Support On-Task Participation|
|Keywords:||Learning and Identity|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Bartell, R. & Hutchison, P. (2020). Off-Task Interaction as a Mechanism to Support On-Task Participation. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 1 (pp. 621-624). Nashville, Tennessee: International Society of the Learning Sciences.|
|Abstract:||In this paper, we seek to further understand the relationship between off and on task interactions, particularly for students who do not typically verbally participate. We focus on one such student, Jessica, and apply framing theory to two episodes of her on-task participation in order to study whether off-task interactions leading up to these episodes support her on-task participation that follows. We find that the frames of the off-task interactions have a sort of stickiness: expectations characteristic of these off-task frames bleed into the on-task activity. We argue that this has implications for equitable access to both scientific discourse practice and identities.|
|Appears in Collections:||ICLS 2020|
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