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Collaborative Epistemic Discourse in Classroom Information-Seeking Tasks

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Title: Collaborative Epistemic Discourse in Classroom Information-Seeking Tasks
Language: English
Authors: Knight, Simon (ORCID 0000-0002-8709-5780), Mercer, Neil (ORCID 0000-0002-6829-8072)
Source: Technology, Pedagogy and Education. 2017 26(1):33-50.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 18
Publication Date: 2017
Document Type: Journal Articles
Reports - Research
Descriptors: Information Seeking, Epistemology, Beliefs, Cooperative Learning, Discourse Analysis, Interpersonal Communication, Observation, Online Searching, Search Engines, Group Activities, Mixed Methods Research, Group Discussion, Coding, Outcomes of Education, Foreign Countries, Children, Transcripts (Written Records), Content Analysis, Worksheets, Web Sites, Knowledge Level
Geographic Terms: United Kingdom (Great Britain)
DOI: 10.1080/1475939X.2016.1159978
ISSN: 1475-939X
Abstract: The authors discuss the relationship between information seeking and epistemic beliefs--beliefs about the source, structure, complexity and stability of knowledge--in the context of collaborative information-seeking discourses. They further suggest that both information seeking, and epistemic cognition research agendas, have suffered from a lack of attention to how information seeking as a collaborative activity is mediated by talk between partners- an area they seek to address in this article. A small-scale observational study using sociocultural discourse analysis was conducted with eight 11-year-old pupils who carried out search engine tasks in small groups. Qualitative and quantitative analysis were performed on their discussions using sociocultural discourse analytic techniques. Extracts of the dialogue are reported, informed by concordance analysis and quantitative coding of dialogue duration. The authors find that: (1) discourse which could be characterised as "epistemic" is identifiable in student talk; (2) it is possible to identify talk which is more or less productive; and (3) epistemic talk is associated with positive learning outcomes.
Abstractor: As Provided
Number of References: 36
Entry Date: 2017
Accession Number: EJ1126429
Database: ERIC
FullText Text:
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  Data: Collaborative Epistemic Discourse in Classroom Information-Seeking Tasks
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  Data: <searchLink fieldCode="AR" term="%22Knight%2C+Simon%22">Knight, Simon</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-8709-5780">0000-0002-8709-5780</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mercer%2C+Neil%22">Mercer, Neil</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-6829-8072">0000-0002-6829-8072</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Technology%2C+Pedagogy+and+Education%22"><i>Technology, Pedagogy and Education</i></searchLink>. 2017 26(1):33-50.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
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  Data: Journal Articles<br />Reports - Research
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  Data: 10.1080/1475939X.2016.1159978
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  Data: The authors discuss the relationship between information seeking and epistemic beliefs--beliefs about the source, structure, complexity and stability of knowledge--in the context of collaborative information-seeking discourses. They further suggest that both information seeking, and epistemic cognition research agendas, have suffered from a lack of attention to how information seeking as a collaborative activity is mediated by talk between partners- an area they seek to address in this article. A small-scale observational study using sociocultural discourse analysis was conducted with eight 11-year-old pupils who carried out search engine tasks in small groups. Qualitative and quantitative analysis were performed on their discussions using sociocultural discourse analytic techniques. Extracts of the dialogue are reported, informed by concordance analysis and quantitative coding of dialogue duration. The authors find that: (1) discourse which could be characterised as "epistemic" is identifiable in student talk; (2) it is possible to identify talk which is more or less productive; and (3) epistemic talk is associated with positive learning outcomes.
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  Data: 2017
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        Value: 10.1080/1475939X.2016.1159978
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      – Text: English
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      – SubjectFull: Information Seeking
        Type: general
      – SubjectFull: Epistemology
        Type: general
      – SubjectFull: Beliefs
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      – SubjectFull: Cooperative Learning
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      – SubjectFull: Discourse Analysis
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      – SubjectFull: United Kingdom (Great Britain)
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      – TitleFull: Collaborative Epistemic Discourse in Classroom Information-Seeking Tasks
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