Clarifying interactional and contributory expertise

Goddiksen, Mads

doi:10.1016/j.shpsa.2014.06.001

Cited by 30 publications

(32 citation statements)

References 19 publications

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“…In work seeking to improve the SEE framework, both Plaisance and Kennedy (2014) and Goddiksen (2014), identify two definitions of interactional expertise within Collins and Evan's work. Both identify an earlier definition that Plaisance and Kennedy argue is focused upon what is needed to allow someone to "interact interestingly" with a contributory expert (Collins and Evans, 2002, p. 254), and that Goddiksen argues relates to the capacity to speak the language of the domain.…”

Section: An Analytical Framework For Understanding Interdisciplinaritymentioning

confidence: 99%

“…Aiding this, Plaisance and Kennedy (2014) identify four general sets of motivations and the types of interactional experts associated with them: 'learners', 'challenges', 'facilitators', and-the category capturing the participants in our study-'collaborators'. In a paper responding to both Plaisance and Kennedy (2014) and Goddiksen (2014), Collins and Evans (2015) highlight the risks of overly broadening the definition of interactional expertise to include students or political activists who are not immersed in the community of scientific experts. Specifically, to Collins and Evans, this weakens the utility of the SEE framework to intervene in the science policy issues discussed above and improve technological decision-making in the public domain.…”

Section: An Analytical Framework For Understanding Interdisciplinaritymentioning

confidence: 99%

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Analysing the role of virtualisation and visualisation on interdisciplinary knowledge exchange in stem cell research processes

2018

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Interdisciplinary work is an increasingly frequent and important aspect of scientific research. However, successful knowledge exchange and collaboration between experts is itself a challenging activity with both technical and social components that require consideration. Here, this article analyses the cultural factors involved in interdisciplinary research, specifically in the context of a software programme designed to improve knowledge exchange. The authors undertook an ethnographic study to understand the impact of virtualisation and visualisation on an interdisciplinary research team, working together to develop novel imaging technologies for investigating stem cells. In this discovery-research environment the challenge was to determine the socio-technical effect of an in-house software tool called ProtocolNavigator, which provided a virtual laboratory environment for the team to simulate and map their 'real-life laboratory' activities. This display, together with activity icons and a timeline, could be visually analysed and transferred between multiinstitutional researchers in a non-narrative approach. The aim of the work reported here is to provide the first detailed analysis of how software of this type is used in practice, and to analyse this through a robust social science-based perspective. Subsequently this study examines the effectiveness of this virtual laboratory environment on enhancing communication and understanding using a theoretical framework drawing upon three insights from the Sociology of Expertise and Experience: (i) interactional and contributory expertise, (ii) knowledge exchange and interpretative flexibility, and (iii) trading zones. The framework was extended by introducing the notion of material, concept and practice trade at these trading zones with a demonstration of how interactive visualisation of interconnected trading routes can empower interdisciplinary work. The addition of Foucault's classic account of power found evidence of a panoptical effect due to the augmented visibility of each other's work. In summary, the article offers a theoretical framework together with novel analysis to determine the influence of introducing tools and approaches designed to enhance interdisciplinary working-particularly in the context of knowledge sharing and trust.

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Section: An Analytical Framework For Understanding Interdisciplinaritymentioning

confidence: 99%

Section: An Analytical Framework For Understanding Interdisciplinaritymentioning

confidence: 99%

Analysing the role of virtualisation and visualisation on interdisciplinary knowledge exchange in stem cell research processes

2018

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“…With this re-visit to the idea of interactional expertise in mind we can look at the recent critiques and proposed amendments of IE by Plaisance and Kennedy (2014) and by Goddiksen (2014), along with the reply to the later by RGD. PK want to go back to the definition found in the 2002, Third Wave, publication.…”

Section: Recent Critiques Of Interactional Expertisementioning

confidence: 99%

“…To extend the beerdrinking metaphor, the tendency to convert 'real IE' into IE lite would be exacerbated were Goddiksen's (2014) interpretations to be accepted. As RGD point out, Goddiksen misses the tacit knowledge/socialisation dimension of the concept when he tries to replace what can only be acquired through deep immersion within the oral community of research scientists with what is learned in the classroom.…”

Section: Recent Critiques Of Interactional Expertisementioning

confidence: 99%

“…We will not be able to resolve all the problems but we will assemble our newly evolved understanding of what it is to make a contribution to specialist domains and to technological decision-making in the public domain. The immediate occasion for revisiting these concepts is the 2014 discussion of interactional expertise by Plaisance and Kennedy (2014) (PK) and the debate between Goddiksen (2014), and Reyes-Galindo and Duarte (2015 -RGD). We believe the new papers published here provide a clearer framework for their project.…”

Section: Introductionmentioning

confidence: 99%

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Expertise revisited, Part I—Interactional expertise

Collins

Evans

2015

Studies in History and Philosophy of Science Part A

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Meaningful participation of schools in scientific research through contributory citizen science projects

et al. 2023

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School‐based citizen science offers a way for students and teachers to collaborate with scientists and take part in multiple facets of research such as data collection and analysis, and sometimes research initiation, co‐design, and reporting of findings. However, most citizen science projects offered to schools are of the contributory type, often regarded as a lesser form of participation since the role of nonscientific participants lies mostly in data collection. The current study set out to examine the potential of contributory projects to afford—despite their limitations—more equitable power relations between schools and scientists and a meaningful participation of schools in scientific research. We view meaningful participation as such that embodies students' and teachers' responsibility over scientific processes or outcomes. Nine pairs of teachers and scientists who collaborated in contributory‐based projects were asked to think aloud as they answered a questionnaire regarding their experiences, resulting with rich commentary on how they perceived relationships between the schools and the scientists. Analysis of the think‐aloud data, using a framework based on the notion of reciprocity in university‐community partnerships, indicated that most teachers and scientists developed a sense of reciprocal relations where both sides are acknowledged contributors, some even deeply so. We discuss factors influencing the emergence of reciprocity and implications towards the premise of school‐based citizen science to democratize science and change traditional power relations in school‐based citizen science collaborations.

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Clarifying interactional and contributory expertise

Cited by 30 publications

References 19 publications

Analysing the role of virtualisation and visualisation on interdisciplinary knowledge exchange in stem cell research processes

Analysing the role of virtualisation and visualisation on interdisciplinary knowledge exchange in stem cell research processes

Expertise revisited, Part I—Interactional expertise

Meaningful participation of schools in scientific research through contributory citizen science projects

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