“…A further potential risk of in-class social smartphone use comes from the complexity of managing multiple interactional activities at once. The methods used in this study enable us to discern how the in-between spaces emerge in a complex interplay between classroom resources, students and teachers that could be characterized in terms of multiactivity (Haddington, 2019;Haddington et al, 2014). A clear example of this multiactivity is when Anna, as described in the category "The teaching activity does not require the student's full attention," is focusing on off-task social media on her phone at the same time as she is present on-task helping and interplaying with Sofi, who is doing the more attention-demanding work of hammering.…”
Section: Discussionmentioning
confidence: 99%
“…CA is fundamentally concerned with understanding the sequentiality of people's social interactions, whereby people coordinate their actions with each other in joint meaning making in different social situations (Sacks et al, 1974;Schegloff, 2007). Recently, some CA scholars have been especially concerned with how people may be engaged in multiple activities at more or less the same time, which has been described as multiactivity (Haddington, 2019;Haddington et al, 2014;Mondada, 2014). The concept of multiactivity is used to focus on the practical accomplishment of progressing and participating in different simultaneous courses of action and how this is achieved in multimodal interactions.…”
In this article, we focus on smartphone use initiated by students during lessons, with the aim of deepening the knowledge of when and why this use happens. Our methodological approach is video-ethnographic. The empirical data consists of 20 focus students in 9 upper secondary school classes, comprising 70 h of video material. The results show that the use of smartphones most often occurs in what we call the inbetween spaces during lessons. These spaces are individual and negotiated within the classroom interaction frames. We argue that turning to one's phone during an in-between space may largely be seen as a social excursion that is generally smoothly and tactfully integrated into the social order of the classroom.
“…A further potential risk of in-class social smartphone use comes from the complexity of managing multiple interactional activities at once. The methods used in this study enable us to discern how the in-between spaces emerge in a complex interplay between classroom resources, students and teachers that could be characterized in terms of multiactivity (Haddington, 2019;Haddington et al, 2014). A clear example of this multiactivity is when Anna, as described in the category "The teaching activity does not require the student's full attention," is focusing on off-task social media on her phone at the same time as she is present on-task helping and interplaying with Sofi, who is doing the more attention-demanding work of hammering.…”
Section: Discussionmentioning
confidence: 99%
“…CA is fundamentally concerned with understanding the sequentiality of people's social interactions, whereby people coordinate their actions with each other in joint meaning making in different social situations (Sacks et al, 1974;Schegloff, 2007). Recently, some CA scholars have been especially concerned with how people may be engaged in multiple activities at more or less the same time, which has been described as multiactivity (Haddington, 2019;Haddington et al, 2014;Mondada, 2014). The concept of multiactivity is used to focus on the practical accomplishment of progressing and participating in different simultaneous courses of action and how this is achieved in multimodal interactions.…”
In this article, we focus on smartphone use initiated by students during lessons, with the aim of deepening the knowledge of when and why this use happens. Our methodological approach is video-ethnographic. The empirical data consists of 20 focus students in 9 upper secondary school classes, comprising 70 h of video material. The results show that the use of smartphones most often occurs in what we call the inbetween spaces during lessons. These spaces are individual and negotiated within the classroom interaction frames. We argue that turning to one's phone during an in-between space may largely be seen as a social excursion that is generally smoothly and tactfully integrated into the social order of the classroom.
“…(Student counselors' website 2015) Although student counseling is quite a common form of guidance at least in the European context, there is some variety in what is called student counseling. For example, in the study by Hazel and Mortensen (2014) on student counseling in the Danish context, the counselor is another student, and the participants mainly tackle very practical issues related to studying. The current research steers more toward the therapy end of the scale: All the counselors are licensed psychologists who have some kind of a therapy training.…”
The paper studies the activity of note-taking in interactions between a university student counselor and an undergraduate student. The study is based on authentic videotaped discussions recorded in a Finnish university. The study concentrates on sequences consisting of a question, an answer, and the taking of notes. The aim of the paper is to present a detailed multimodal analysis on how the note-taker moves from not writing to writing and how nodding is used in both receiving the answer and indicating the transition from listening to taking down notes. Listening and note-taking are seen as a dual involvement depending partially on the same embodied resources, especially the gaze and bodily orientation. The shift from listening to note-taking often is indicated with a pronounced writing initial nod.
“…While it is itself noteworthy that mobile phone use in the midst of copresent interaction is rarely made accountable throughout our broader collection of interactions involving mobile phones, 7 we found the practice of orally reporting text message content to be a further method for participants to deal with one's mobile-related interactions while also display It is also worth pointing out that the core interactional problems participants deal with throughout our data do not appear to be completely new, nor do they seem oriented to by participants as deserving of moral judgment in practice. The matter of initiating, suspending, and resuming one's activity (whether embodied or verbal) in the midst of a social encounter represents a generic interactional problem that interactants routinely deal with, regardless of its technological dimensions (see Haddington et al, 2014). Furthermore, as others have argued, the use of any new technological means for communication does not necessarily lead to fundamentally different under-standings of communication (Aakhus & DiDomenico, 2016;Aakhus & Jackson, 2005).…”
Section: Explicitly Incorporating the Mts-prompted Action Into The Comentioning
This article presents a qualitative investigation of communication practices interactants use to manage mobile phone activity while they are engaged in a copresent conversation. Drawing from conversation analysis and a collection of naturalistic video recordings, our study of mobile phone use in situ focuses on how participants orient to the mobile text summons, the audible chimes or vibrations that indicate the receipt of a text message (or short message service [SMS]). In these moments, interactants must simultaneously manage attending to their phone and the copresent conversation. Our analysis shows how people may use nonverbal and verbal techniques to attend to their mobile phone based on their identity respective to the copresent activity. The study contributes to scholarly understandings of technology use, multitasking, and the management of attention in interpersonal communication.
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