Young students' treatment of synthetic voicing as an interactional resource in digital writing. Issue 3 (3rd July 2022)

• Record Type: Journal Article
• Authors: Norén, Niklas; Melander Bowden, Helen; Evaldsson, Ann-Carita
• Is Part Of: Classroom discourse. Volume 13:Issue 3(2022)
• Page Start: 241
• Page End: 263
• Publication Date: 2022-07-03
• Subjects: Writing in interaction -- conversation analysis -- text to speech -- epistemic stance -- repair; Discourse analysis -- Periodicals; Discourse analysis; Periodicals; 371.102205
• DOI: 10.1080/19463014.2020.1814367
• Languages: English
• ISSNs: 1946-3014

Abstract

ABSTRACT: This multimodal conversation analysis study is part of a larger video ethnographic project that explores the media literacy practices that children develop as they use digital and mobile technologies. The study investigates how Swedish students in grades 3–4 make use of text to speech (TTS) technology as an interactional resource during collaborative writing on iPads in the classroom. The results show that students routinely make use of synthetic voicings to display and claim knowledge about the voiced written units and negotiate writing roles with differing epistemic rights and obligations to assess voicings and practice repair.