DEN SOCIALE KONSTRUKTION AF IDÃƒÂ‰ER - KÃƒÂ¸benhavns Universitet

More documents

Recommendations

Info

Dillenbourg, P. & D. Traum. 1999. The long road from a shared screen to a shared understanding. C. Hoadly & J. Roschelle (Eds.), Proceedings of the 3rd conference on computer-supported collaborative learning, 12-15. Stanford University Press. Dingwall, Robert. 1980. Orchestrated Encounters: An Essay in the Comparative Analysis of Speech!Exchange Systems. Sociology of Health & Illness 2(2). 151-173. Djordjilovic, Olga. 2012. Displaying and Developing Team Identity in Workplace Meetings – a Multimodal Perspective. Discourse Studies 14(1). 111-127. Doloreux, David & Saeed Parto. 2005. Regional innovation systems: Current discourse and unresolved issues. Technology in Society 27(2). 133-153. Dougherty, Deborah. 2004. Innovation, Creativity, and Discovery in Modern Organizations. Academy of Management Review 29(2). 301-303. Drazin, Robert, Mary Ann Glynn & Robert K. Kazanjian. 1999. Multilevel Theorizing about Creativity in Organizations: A Sensemaking Perspective. Academy of Management Review 24(2). 286-307. Drazin, Robert, Robert K. Kazanjian & MaryAnn Glynn. 2008. Creativity and Sensemaking Among Professionals. Jin Zhou, Christina E. Shalley (eds) Handbook of organizational creativity. 263-283. Lawrence Erlbaum Associates. Drew, Paul & John Heritage. 1992. Talk at Work: Interaction in Institutional Settings: Studies in Interactional Sociolinguistics; 8. Cambridge: Cambridge University Press. Drew, Paul & John Heritage. 2006. Editors’ Introduction. Drew, P. & Heritage, J. (eds.) Conversation Analysis 1, xxi-xxxvii. Sage. Due, Brian L. 2012. Den narrative konstruktion af en idé: En singlecase multimodal analyse af narrativer som ressource for udvikling af nye ideer under møder. Språk og Interaktion vol. 3. Duranti, Alessandro & Charles Goodwin. 1992. Rethinking Context: Language as an Interactive Phenomenon. Cambridge, England; New York: Cambridge University Press. Duranti, Alessandro. 2005. On Theories and Models. Discourse Studies 7(4-5). 409-429. Durkheim, Émile. 1982. The Rules of Sociological Method. New York: Free Press. Dwyer, Nathan & Daniel D Suthers. 2005. A Study of the Foundations of Artifact-Mediated Collaboration. Proceedings of th 2005 conference on Computer support for collaborative learning: learning 2005: the next 10 years! 135-144. (CSCL ’05). International Society of the Learning Sciences. Dwyer, Nathan & Daniel D. Suthers. 2006. Consistent Practices in Artifact-Mediated Collaboration. International Journal of Computer-Supported Collaborative Learning 1(4). 481-511. ! 280
Edwards, Betty 1986. Drawing on the artist within: A guide to innovation, invention, imagination, and creativity. New York: Simon and Schuster. Edwards, Betty. 1993. Drawing on the right side of the brain. London: HarperCollins. Edwards, D. 1997. Discourse and cognition. SAGE. Ehlich, K. & J. Wagner. 1995. The Discourse of Business Negotiation. Mouton de Gruyter. Elsborg, S. & I. Ravn. 2006. Lærende møder og konferencer i praksis. Kbh.: Peoples Press. Emmertsen, Sofie & Trine Heinemann. 2010. Realization as a Device for Remedying Problems of Affiliation in Interaction. Research on Language & Social Interaction 43(2). 109-132. Enfield, Nicholas J. 2005. The Body as a Cognitive Artifact in Kinship Representations. Current Anthropology 46(1). 51-73. Enfield, Nicholas J. 2006. Social Consequences of Common Ground. N.J. Enfield & S.C. Levinson (eds.) Roots of Human Sociality: Culture, Cognition and Interaction. Berg Press. Enfield, Nicholas J. 2007. Person Reference in Interaction: Linguistic, Cultural, and Social Perspectives. Cambridge UK; New York: Cambridge University Press. Enfield, Nicholas J. 2008. Common Ground as a Resource for Social Affiliation. I. Kecskes, & J. L. Mey (Eds.), Intention, common ground and the egocentric speaker-hearer. Mouton de Gruyter. Engeström, Yrjö & D. Middleton. 1996. Cognition and Communication at Work. Cambridge; New York: Cambridge University Press. Engeström, Yrjö & Merja Kärkkäinen. 1995. Polycontextuality and Boundary Crossing in Expert Cognition: Learning and Problem Solving in Complex Work Activities. Learning and Instruction 5(4). 319-336. Engeström, Yrjö, Reijo Miettinen & Raija-Leena Punamäki. 1999. Perspectives on Activity Theory. Cambridge University Press. Engeström, Yrjö. 1994. Teachers as Collaborative Thinkers: Activity-theoretical Study of an Innovative Teacher Team. I. Carlgren, G. Handal, S. Vaage (eds.) Teachers’ minds and Actions: Research on Teachers Thinking and Practive. The Falmer Press. Engeström, Yrjö. 1995. Innovative Organizational Learning in Medical and Legal Settings. L. Martin, K. Nelson, E. Tobach (Eds.) Sociocultural psychology. Theory and practice of doing and knowing. 326-357. Cambridge University Press. Engeström, Yrjö. 1999. Innovative Learning in Work Teams. Engestöm, Miettinen, Punamäki (eds.) Perspectives on Activity Theory. Cambridge University Press. Engeström, Yrjö. 2006. From Well-Bounded Ethnographies to Intervening in Mycorrhizae Activities. Organization Studies 27(12). 1783-1783-1793. ! 281
Page 1 and 2:
DET HUMANISTISKE FAKULTET KØBENHAV
Page 3:
Brian L. Due DEN SOCIALE KONSTRUKTI
Page 7 and 8:
Indhold !"#$%&$'()*+,-.)/+($0000000
Page 9 and 10:
BC>)*=D)$00000000000000000000000000
Page 11 and 12:
!"#$%&$'()*+,-.)/+($ LBM'73K$%&$B?N
Page 13 and 14:
Chris fremsætter en idé om at de
Page 15 and 16:
Lehmann-Willenbrock 2012). Hvad der
Page 17 and 18:
(01) (Vi skal have et katalog …)
Page 19 and 20:
Induktivt sluttet er disse beskrive
Page 21 and 22:
Som i eksemplet der blev vist før:
Page 23 and 24:
multimodale, fordi de kan optræde
Page 25 and 26:
Pomerantz & Fehr 1997; Huisman 2001
Page 27 and 28:
LBM'73K$2&$M+>/)/+("*/(
Page 29 and 30:
Som det ses af modellen, opereres d
Page 31 and 32:
group theori "$ . Disse inkluderes
Page 33 and 34:
20%$!")$?-(.)/+("##"$5"*>5".)/;$ De
Page 35 and 36:
miljømæssige og kognitive aspekte
Page 37 and 38:
kortfattede og formaterne berøres
Page 39 and 40:
artifact” (2008:142); og at nye i
Page 41 and 42:
hvordan deltagere viser affiliation
Page 43 and 44:
90%$QS,")$)"+*")/>.$C"
Page 45 and 46:
En deltager er en deltager i kraft
Page 47 and 48:
perspektiv er her de til tider klar
Page 49 and 50:
!"#$2$&$345/*/$6$7"+*/$$ $ LBM'73K$
Page 51 and 52:
I forhold til besvarelse af afhandl
Page 53 and 54:
Første møde: 01.04.09 kl. 10.30-1
Page 55 and 56:
mikroanalytiske undersøgelsesdesig
Page 57 and 58:
end hvad de gør, 3) forskeren væl
Page 59 and 60:
er robuste. Efterhånden som situat
Page 61 and 62:
kommunikationshandlingerne skabes a
Page 63 and 64:
I afhandlingen bruges disse symbole
Page 65 and 66:
Det første eksempel viser hvordan
Page 67 and 68:
LBM'73K$1&$!"($)"+*")/>."$5+>/)/+($
Page 69 and 70:
implicitte ”regler” for samvær
Page 71 and 72:
til den efterfølgende TCU eller ta
Page 73 and 74:
Medlemskab af kategorier er tilskre
Page 75 and 76:
Levinson 1987). Ifølge Brown & Lev
Page 77 and 78:
• Idéen om at tænkning er krops
Page 79 and 80:
modaliteter der må tages højde fo
Page 81 and 82:
ikke forveksle med Chicago-skolens
Page 83 and 84:
LBM'73K$E&$!"($=(=#R>">)*=)"."$)/#
Page 85 and 86:
tale om talehandlinger ud fra en id
Page 87 and 88:
Hvad vi kan vide om verden, går ik
Page 89 and 90:
egrænsninger for dets brug. Men ti
Page 91 and 92:
1. Kritik som respons på en fremsa
Page 93 and 94:
LBM'73K$J&$B(=#R>"$=?$N+;",".>"45"#
Page 95 and 96:
Anton peger på lærred (set fra mo
Page 97 and 98:
! @*!&,?3,&!3#$!1/-.7!#!37*-,2!*$!.
Page 99 and 100:
27 we can sa:y that but (.) eh (0.5
Page 101 and 102:
827*2!1*-+,&!/&5,2!%+!*$!$&#2,&!1=?
Page 103 and 104:
Anton siger: ”i guess (.) after t
Page 105 and 106:
Anton producerer ytringen ved hjæl
Page 107 and 108:
Antons uddybende forklaring lyder:!
Page 109 and 110:
Anslagspunktet for håndbevægelsen
Page 111 and 112:
Bo peger på dokumentet der ligger
Page 113 and 114:
Bos kommunikationshandlinger. Anton
Page 115 and 116:
væk fra den problematiske kritik.
Page 117 and 118:
LBM'73K$@&$B(=#R>"$=?$N+;",".>"45"#
Page 119 and 120:
18 om de egentlig os ku tænke sig
Page 121 and 122:
Eksemplet viser blandt andet hvorda
Page 123 and 124:
nu blot uden den ironiske markering
Page 125 and 126:
Sara italesætter ikke direkte de a
Page 127 and 128:
@09$B(=#R>"T$,"#$9&$OZ(,)"*/(
Page 129 and 130:
Sara inviterer med den kropslige ma
Page 131 and 132:
idéfremsætteren producerer en yde
Page 133 and 134:
på. Det er altså designet af resp
Page 135 and 136:
%F0%$A",-.)/+($=?$5+)"()/"##"$=(>/H
Page 137 and 138:
(05) (Luderpresse …) (1. møde, o
Page 139 and 140:
ekspliciteret pointe. For at udrett
Page 141 and 142:
Thors fastholdelse af taleretten sk
Page 143 and 144:
LBM'73K$ %%&$ M*+,-.)/+("($ +$;/=$;
Page 145 and 146:
Idéen er ikke blot fremsat af en u
Page 147 and 148:
Det er en måde at sige og gøre no
Page 149 and 150:
på det institutionelle formål og
Page 151 and 152:
”In certain conditions, left to s
Page 153 and 154:
afhandling på at ” (…) more re
Page 155 and 156:
liver bedre (jf. Girotra 2010). Det
Page 157 and 158:
LBM'73K$%2&$B(=#R>"$=?$N+;",".>"45"
Page 159 and 160:
10 simpelthen gribe syv ud af tredv
Page 161 and 162:
32 Bent: ja 33 Kim: ˆja det er et
Page 163 and 164:
Umiddelbart efter peger Dan på Kim
Page 165 and 166:
Den følgende analyse af eksemplet
Page 167 and 168:
Ytringen kan nok ses som en konkret
Page 169 and 170:
Kim holder sit fokus på hvordan or
Page 171 and 172:
%201$G*-,$4",$IH>5=D">$>R44")*/>."$
Page 173 and 174:
Denne kobling mellem politikerne (
Page 175 and 176:
%20J$Q-#)/4+,=#"$=??/#/=)/+(>4=*.S*
Page 177 and 178:
organiseret distribueret kognition
Page 179 and 180:
1. Hans Skov får fire gymnasieelev
Page 181 and 182:
Som eksemplet har vist, er idéudvi
Page 183 and 184:
(9) Ligesom en æske … (1. møde,
Page 185 and 186:
18 så det ku godt væ:re at jeg ku
Page 187 and 188:
fingeren op” mens han simultant p
Page 189 and 190:
Inden for neurovidenskaben har man
Page 191 and 192:
placering i det materielle omgivend
Page 193 and 194:
(11) Den sorte farve… 2. møde, o
Page 195 and 196:
! 11 Viggo: °det vil være [ovenp
Page 197 and 198:
Fra dette tidspunkt i samtalen flyt
Page 199 and 200:
levet socialt distribueret. Brugen
Page 201 and 202:
Idet Yrsa i linje 1 ytrer et forsla
Page 203 and 204:
samtalen (jf. Button 1987) og for e
Page 205 and 206:
!! (14) (Noget af det jeg tænker)
Page 207 and 208:
Fremsættelsen af idéen udfolder s
Page 209 and 210:
LBM'73K$%8&$!/>)*/C-"*","$*">>+-*D"
Page 211 and 212:
tegne kasser i luften eller at lukk
Page 213 and 214:
Funktionen af de nonverbale ressour
Page 215 and 216:
Koestler forklarer videre at bisoci
Page 217 and 218:
I direkte forlængelse af at latter
Page 219 and 220:
%808$L+(.#->/+($+/>)"*"(,"$?+*>.(/(
Page 221 and 222:
!"#$1&$',:-,;/.#/(
Page 223 and 224:
% LBM'73K$%1&$L+(.#->/+($$ Det er b
Page 225 and 226:
• Aktivering af de multimodale re
Page 227 and 228:
Eks. (1) Idéen fremsættes som et
Page 229 and 230:
Samlet set kan spørgsmålet som fr
Page 231 and 232:
subjektive plan. Idéen forbliver i
Page 233 and 234:
Eks. (14) Idéen tager sit udgangsp
Page 235 and 236: man argumentationsteknikken for et
Page 237 and 238: Eks. 3 19 Sara: nogle! penge indime
Page 239 and 240: ansigts-truende handlinger; hvilket
Page 241 and 242: Eks. 3 Kritikken håndteres ved at
Page 243 and 244: Eks. 9 Der sker en kropslig spejlin
Page 245 and 246: Respons kan blive givet på en skal
Page 247 and 248: være til stede som deltager under
Page 249 and 250: nihilo (jf. Sapir 1924). Igennem an
Page 251 and 252: LBM'73K$%J&$["#;.*/)/.$$ Afhandling
Page 253 and 254: Taget i sin fulde konsekvens er bå
Page 255 and 256: Figur 13. Et begrebskompleks for si
Page 257 and 258: Figur 14: Oversigt over et udsnit a
Page 259 and 260: Modellens epistemologi: Viden udgø
Page 261 and 262: Det beskrives i mykologien (svampel
Page 263 and 264: $ %@08$`*"4)/,/.(/(
Page 265 and 266: Endelig fremanalyseres det hvilke s
Page 267 and 268: • How the use of different semiot
Page 269 and 270: KEY NOTES, PAPERS AND PRESENTATIONS
Page 271 and 272: Kjeld er kommunikationsdirektøren
Page 273 and 274: Han strækker tre fingre 12 (2.5) H
Page 275 and 276: løbende korrigerende kommunikation
Page 277 and 278: Figurer: Figur 1: Model over afhand
Page 279 and 280: Arminen, Ilkka. 2005. Institutional
Page 281 and 282: Bennington, Ashley J., Judy C. Shel
Page 283 and 284: Christensen, Clayton. 2008. The Inn
Page 285: Action: Studies in Conversation Ana
Page 289 and 290: Finke, Ronald. 1990. Creative image
Page 291 and 292: Gibson, J.J. 1977. The Theory of Af
Page 293 and 294: Gravengaard, Gitte & Lene Rimestad.
Page 295 and 296: Heritage, John. 1989. Current Devel
Page 297 and 298: Hutchins, Edwin. 1990. The technolo
Page 299 and 300: Kaufman, A., S. Kornilov, A. Bristo
Page 301 and 302: Labov, W. & J. Waletzky. 1967. Narr
Page 303 and 304: Magnusson, Peter R. 2009. Exploring
Page 305 and 306: Mondada, Lorenza. 2007a. Multimodal
Page 307 and 308: Nonaka, Ikujiro & Hirotaka Takeuchi
Page 309 and 310: Pomerantz, Anita. 1984a. Agreeing a
Page 311 and 312: Sacks, Harvey L. 1987. On the Prefe
Page 313 and 314: Schegloff, Emmanuel A. 1988. "On a
Page 315 and 316: Sellars, W., Richard Rorty & R. Bra
Page 317 and 318: Stivers, Tanya & F. Rossano. 2010.
Page 319 and 320: Thompson, Leigh L. & Hoon-Seok Choi
Page 321: Wilson, Robert A. 2004. Boundaries
show all

DEN SOCIALE KONSTRUKTION AF IDÃƒÂ‰ER - KÃƒÂ¸benhavns Universitet

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?