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Verbal or written metadiscourse presentation-mexico
 

Verbal or written metadiscourse presentation-mexico

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Abstract: ...

Abstract:
In Knowledge Building (KB) research, the metadiscourse concept has been taken in use more in recent years. Still, the definitions seem to be quite simple and vague. In this paper, I therefore review how the metadiscourse concept is used in some selected research papers. By comparing these papers, I discuss the degree of similarities and differences in the use of the concept within the field. In addition, I propose a typology that includes both written and verbal metadiscourse and which may be relevant when analyzing knowledge building discourse.

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  • Definition is clearly on metadiscourse as being verbal communication.
  • Justere oppløsningen på bilde så det blir enda mer utydelig.
  • Low on verbal interaction in this example. Unfortunately. According to van Aalst (2009) there are not that many examples of Knowledge Building without verbal discussions.
  • A review of the field suggest the inclusion of written discourse in the definition. We could add two more elements in the definition.

Verbal or written metadiscourse presentation-mexico Verbal or written metadiscourse presentation-mexico Presentation Transcript

  • Metadiscourse – A question about verbal or written metadiscourse? By Rolf K. Baltzersen Østfold University College, Norway
  • What is metadiscourse? - An element of knowledge building discourse includes occasional periods of reflection on the state and direction of the community’s discourse itself. - “Meta-discourse” can be described as discussion about discussion, and calls for community members to take a “meta- perspective” on their own dialogue. - Metadiscourse serves as a type of formative evaluation that can help a knowledge creating community both assess their achievement up to the current point and decide on a future plan of action (Resendes et al., 2013)
  • Metadiscourse can help students (….) recognizing shared knowledge advances, identifying setbacks, plotting out next steps, setting goals and drawing links between them, connecting ideas, articulating new and promising questions, and establishing deeper ties between authoritative knowledge and newly identified problems (Zhang et al., 2009; Zhang & Messina 2010; Zhang et al., 2011). (From Resendes et al., 2013)
  • Verbal discourse about written discourse (on the screen) Notes in Knowledge Forum Word Cloud (Resendes et al., 2013) Idea Thread Mapper (Zhang et al., 2012) What do you see on the screen?
  • Verbal discourse about verbal discourse 1. Are we doing Knowledge Building now? 2. Well, that depends. Is this discussion helping us?
  • Written discourse about a verbal discourse Preparing for «metacognitive meeting» (Zhang, Lee and Wilde, 2012) Doing work in Knowledge Forum after metadiscourse session (Resendes et al., 2013)
  • Written discourse about a written discourse
  • A metadiscourse typology Meta-writing   Meta-talk Written discourse Written discourse about a written discourse. Verbal discourse about a written discourse. Verbal discourse Written discourse about a verbal discourse. Verbal discourse about a verbal discourse.
  • A complex interplay
  • Sources • Zhang, J., Lee, J., & Wilde, J. (2012). Metadiscourse to foster collective responsibility for deepening inquiry. In J. van Aalst, K. Thompson, M. J. Jacobson, & P. Reimann (Eds.), The Future of Learning: Proceedings of the 10th International Conference of the Learning Sciences (ICLS 2012) (Full papers) (pp. 395–402). Sydney, NSW, Australia: International Society of the Learning Sciences (ISLS). Retrieved from http://tccl.rit.albany.edu/wpsite/wp-content/uploads/2013/04/Spacestudy_icls_final_refined.pdf • Resendes, M., Chen, B., Acosta, A., & Scardamalia, M. (2013). The Effect of Formative Feedback on Vocabulary Use and Distribution of Vocabulary Knowledge in a Grade Two Knowledge Building Class. In N. Rummel, M. Kapur, M. Nathan, & S. Puntambekar (Eds.), To See the World and a Grain of Sand Learning across Levels of Space Time and Scale CSCL 2013 Conference Proceedings Volume1 Full Papers Symposia (pp. 391 – 398). International Society of the Learning Sciences.
  • Pictures - Kids drawing together: http://www.flickr.com/photos/34728058@N08/4250445407/in/photolist-7tADkv-7tEB8G-ccxP9y-9pVTzv-c6ty5f-a5A1Uv-bAtCfn-9nHdWn- - Student presenting for other students. Raising his hands. http://www.flickr.com/photos/32310384@N03/4587338975/in/photolist-7Znj4i-7Atavz-7At9y2-7AwV3j-7AwUPu-7AwTNE-7AwUyN-7AwU - Picture of note in Knowledge Forum: http://ikit.org/kb_resources/?p=903#more-903 - Word cloud: http://www.flickr.com/photos/35059235@N06/4963334783/in/photolist-8yAovD-7xY1nH-7RL4vZ-7RL4pp-7RPiYL-9W3GZK-9enUpX-b4DG - Children sitting in front of laptop : http://www.flickr.com/photos/47823583@N03/8466485544/in/photolist-dU9XbG-fohmm1-ehBnRE-8GmvbX-8qf7ng-8qZDrT-bVR7nE-bX4 Children working together: http://www.flickr.com/photos/40170888@N07/5477502028/in/photolist-9m2Cw9-aBcCCT-9vPk2D-bNwYWH-8Kgr1s-awLWmB-dfNbs3-9C
  • Pictures Children sitting on floor: http://www.flickr.com/photos/28232089@N04/6728125239/in/photolist-bfxpei-aYVwBX-aYVwYR- aYVwQp-aYVwMZ-aYVwFi-aYVx36-aYVwWg-aYVwtT-aYVwwc-aYVx86-aYVxcT-aYVwKz-aYVxa8-aYVwT4-aYVx5F-e6cPB4-7TqRdr- 8q6Dqj-atoL6E-atoKDW-atm77T-atoKpj-atm6Lx-cB61M9-atoKJW-cCMKLu-atoKHo-eoW788-bm1WoB-az1Gta-agE4ZE-agA6t8- atm7g6-8cPuyr-dSinty-7TqRdP-d8J9Um-8B6Ym3-7N3Ehq-epSkeS-7L5QUD-e8DnjF-7HQ89R-av1T41-auYcdi-av1SBE-av1SGC- auYcjB-auYcpg-auYcGc Children in front of computer:http://www.flickr.com/photos/26204872@N08/3887312861/in/photolist-6VvuFx-8oUPTS-9DFvj7- aStwvT-98DAGE-duvjjF-99XZry-7LRPcs-96DN2L-99CQgX-99EyQN-8Jzfg7-8LcZyG-bzKTg9-fnQZb7-8BdEgr-9S9UTG-dREwvJ-b2Y1vX- 83Fnrf-dkYFci-9AqLrn-8L9Vbr-8VxjJm