Sharing knowledge with peers: Epistemic displays in collaborative writing of primary school children

Conversational functions of ‘I know’, ‘you know’ and ‘we know’ in collaborative writing of primary school children

“…Focusing on how students relate to 'having knowledge' will help make a significant contribution to our current understanding of how orientations to epistemic access and stance function in the design of actions in peer talk and more specifically in the context of collaborative writing. When students expose what they know by producing epistemic displays (Herder et al 2020), both symmetries and asymmetries of knowledge (Heritage and Raymond 2005;Heritage 2012a;Mondada 2011) may become apparent, since each student brings in her/his own knowledge, that originates from experiences both within and outside the classroom (Hedegaard 2008;Houen et al 2017). In our data, we noticed how students explicitly designate 'knowing' of oneself and others, by use the epistemic verb (Kärkkäinen, 2003) 'to know' in various linguistic constructions.…”

“…', but directly as the intended question: 'when was your house built?'. As a response, recipients tend to answer the proposed question, thus treating the proposal as a request for information (Herder et al 2020). In some cases, the response is initiated with 'I know that (already)', with which a student emphasises her/his knowledgeable position.…”

Peer talk in collaborative writing of primary school students: A conversation analytic study of student interaction in the context of inquiry learning

“…We will discuss the different contexts in which students claim to have independent and prior knowledge, and demonstrate that epistemic primacy and responsibility are negotiated within these sequences. 'I know'-responses claim equal epistemic access and mark the given information as 'not new', and as our examples (excerpts 5 and 6) will show, the nature of the knowledge at hand determines the use of a stand-alone 'I know' or 'I know' accompanied by an epistemic display (Herder et al, 2020), which then functions as an account.…”

“…Focusing on how students relate to 'having knowledge', will help make a significant contribution to our current understanding of how orientations to epistemic access and stance function in the design of actions in peer talk and more specifically in the context of collaborative writing. When students expose what they know by producing epistemic displays (Herder, et al, 2020), both symmetries and asymmetries of knowledge (Heritage & Raymond, 2005;Heritage, 2012a; Mondada, 2011) may become apparent, since each student brings in his own knowledge, that originates from experiences both within and outside the classroom (Hedegaard 2008;Houen, Danby, Farrell, & Thorpe, 2017). In our data, we noticed how students explicitly designate 'knowing' of oneself and others, by use the epistemic verb (Kärkkäinen, 2003) 'to know' in various linguistic constructions.…”

“…', but directly as the intended question: 'when was your house built?'. As a response, recipients tend to answer the proposed question, thus treating the proposal as a request for information (Herder et al, 2020). In some cases, the response is initiated with 'I know that (already)', with which a student emphasises his knowledgeable position.…”