On interlistening and the idea of dialogue

Lipari, Lisbeth

doi:10.1177/0959354314540765

Cited by 19 publications

(51 citation statements)

References 31 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The activity of the dialogic self within a story, as a vicarious kind of social interaction, is potentially transformative for the reader (Bakhtin, 1981; Vygotsky, 1978). Furthermore, humans make meaning with others not only with language but also through gesture and image (Lipari, 2014).…”

Section: Theoretical Perspectivementioning

confidence: 99%

Social and Relational Aspects of Comprehending in One Fourth Grader’s Unaided and Illustration-Aided Picturebook Retellings

Lysaker

Nie

2016

Journal of Literacy Research

View full text Add to dashboard Cite

In this article, we present one fourth grader's unaided and illustration-aided retellings of The Other Side. Using a qualitative clinical case study approach, we examine comprehending activity in these retellings using microethnographic discourse analysis in conjunction with dialogic self theory and a transactional model of reading. Analysis indicates that illustration-aided retelling results in qualitatively different comprehending activity than unaided retelling. John's illustration-aided retelling demonstrates relational involvement in the social world of the story and a more aesthetic stance characterized by movement between multiple character positions and their perspectives. John's unaided retelling shows a nearly singular, outsider position and an efferent stance, characterized by summarizing and reporting. In addition, this study suggests that microethnographic analysis is a useful framework for noticing and understanding social and relational aspects of comprehending in illustration-aided retelling. Specifically, in illustration-aided retelling, the reader's use of contextualization cues and dialogic activity of turn-taking were accompanied by social imagination and intersubjective relationships with characters. Other social and dialogic aspects of the illustration-aided retelling included intertextuality and narrative coherence both frequently involving polychronic activity. Implications of illustration-aided retellings as assessments of readers' comprehending activity within picturebooks are discussed.

show abstract

Section: Theoretical Perspectivementioning

confidence: 99%

Social and Relational Aspects of Comprehending in One Fourth Grader’s Unaided and Illustration-Aided Picturebook Retellings

Lysaker

Nie

2016

Journal of Literacy Research

View full text Add to dashboard Cite

show abstract

“…It is the dimension in which things or elements of things envelop each other, whereas breadth and height are the dimensions in which they are juxtaposed. (Merleau-Ponty, 1945/1962 Both the spatial and temporal associations of Merleau-Ponty's use of "depth" resonate quite well with Lipari's (2014) notion of interlistening, I would argue.…”

Section: Conclusion: Toward An Ontology Of the In-betweenmentioning

confidence: 58%

The ontology of the “in-between” and the genetic legacy in psychology

Baerveldt

2014

Theory & Psychology

View full text Add to dashboard Cite

A true psychology of language and self requires a radically dialogical ontology that goes beyond the dialectics of self and other and the logic of me-other exchange. Bertau's notion of the inbetween and Lipari's notion of interlistening are highly suggestive of such a dialogical ontology. This article attempts to connect those notions to a history of genetic thought going back to Goethe's Lebensphilosophie. Following the implications of this tradition leads to a different interpretation of Vygotsky's work on thinking and concept formation than the one offered by Larraín and Haye. The article concludes by evoking Merleau-Ponty in further support of an ontology of the in-between that reveals expression both in its generativity and in its depth. With an allusion to Karsten, genuine depth can be seen as expressed precisely through a refraction of the self as expression and the self as expressed. The idea that both "self" and "language" are inherently dialogical is gradually gaining prominence within the psychological sciences. Whereas discursive psychologists in particular have embraced the idea of the rhetorical and constructive nature of selfhood for some time, more recently the dialogical nature of language itself has received more attention. The contributions to this special issue are particularly relevant in that regard, because they each attempt to engage the question of the relation between language and self in a living way, both by reinterpreting and juxtaposing historical sources, such as von Humboldt, Vygotsky, Bühler, Vološinov, and Bakhtin and by broadening the scope of a

show abstract

“…For we must, as a result of hearing our talk, lead our listeners into undergoing a particular languaged experience, or a unique experience with language, if we are to occasion within them the thinking that can happen within us as we hear an old word used in a new context, or a new word used in an already familiar context. Lipari (2014) clearly realizes the importance of this. Hence her noting at the beginning of her article that:…”

mentioning

confidence: 81%

From within the thick of it: Human beings doing being human in languaged worlds

Shotter

2014

Theory & Psychology

View full text Add to dashboard Cite

In this commentary I note that Lipari and Bertau want to assume that we live immersed in a flowing, stranded, agential reality in which no-"thing" is separate from any-"thing" else. Thus rather than being wholly in control of the unfolding processes of importance to us, we need to see ourselves as essentially living within dialogical and hermeneutical, back-and-forth relations with the others and othernesses around us. So although we may assume our understandings occur as a result of our "thoughts," "ideas," or "theories," the fact is such nameable causal processes can only be seen as having been at work in people's performances after they have been performed. Something else altogether guides us in the performance of our actions than the nameable "things" whose nature we currently seek to discover in our inquiries. Both Lipari and Bertau go a long way towards describing the nature of this "something else."

show abstract

On interlistening and the idea of dialogue

Cited by 19 publications

References 31 publications

Social and Relational Aspects of Comprehending in One Fourth Grader’s Unaided and Illustration-Aided Picturebook Retellings

Social and Relational Aspects of Comprehending in One Fourth Grader’s Unaided and Illustration-Aided Picturebook Retellings

The ontology of the “in-between” and the genetic legacy in psychology

From within the thick of it: Human beings doing being human in languaged worlds

Contact Info

Product

Resources

About