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Journal articles on the topic 'Collaborative conversation'

Author: Grafiati

Published: 4 June 2021

Last updated: 11 February 2022

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1

Fang, Di. "Collaborative assessments in Mandarin conversation." Chinese Language and Discourse 12, no. 1 (July 8, 2021): 52–83. http://dx.doi.org/10.1075/cld.00037.fan.

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Abstract The co-production of a sentence is a phenomenon that is widely observed in talk-in-interaction across languages. However, with a few notable exceptions, there is still much room for the investigation of how the co-production of sentences is put to the service of specific actions and activities in different language communities. This paper, using 10 hours of video-recorded data, examines the co-production of assessments (“collaborative assessments”) in Mandarin conversation. It is found that speakers can use syntactic, prosodic, and bodily-visual devices to realize assessment collaboration, and that the functions of collaborative assessment include (1) helping provide a candidate assessment term and facilitating the assessment; (2) articulating/specifying ‘vague’ assessments; (3) helping complete the foreshadowing of a negative assessment term; and (4) co-participation in the assessment activity. This paper also discusses the design features of co-completion and subsequent responses on the basis of the continuum of speakers’ epistemic authority and agency in collaborative assessment sequences and concludes with some implications of this study for grammar as practice.

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Booth, Coe, Matt de la Pena, Walter Myers, Cynthia Leithich Smith, and Gene Luen Yang. "Race Matters: A Collaborative Conversation." ALAN Review 42, no. 2 (January 10, 2015): 8–14. http://dx.doi.org/10.21061/alan.v42i2.a.1.

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Egbert, Maria M. "Schisming: The Collaborative Transformation From a Single Conversation to Multiple Conversations." Research on Language & Social Interaction 30, no. 1 (January 1997): 1–51. http://dx.doi.org/10.1207/s15327973rlsi3001_1.

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4

Harris, Anne, Susan Davis, Kim Snepvangers, and Leon de Bruin. "Creative Formats, Creative Futures." Departures in Critical Qualitative Research 6, no. 2 (2017): 48–61. http://dx.doi.org/10.1525/dcqr.2017.6.2.48.

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As creative economies and industries continue to impact emerging markets and cultural conversations, creative education seems no more central to these conversations than it was a decade ago. Two recent Creativity Summits marked a collaborative milestone in the global conversation about creative teaching, learning, ecologies, and partnerships, signaling a turn from nation-based approaches to more globally-networked ones. This essay and the summits offer not only an international and interdisciplinary survey of the “state of play” in creativity education, but also collaboratively-generated strategies for strengthening creative research in tertiary education contexts, teacher education, cross-sectoral partnerships, and policy directions internationally.

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Sawyer, R. Keith. "La conversation comme phénomène d’émergence collaborative." Tracés, no. 18 (May 1, 2010): 45–67. http://dx.doi.org/10.4000/traces.4643.

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Gordon, Chris, and Helen Riess. "The Formulation as a Collaborative Conversation." Harvard Review of Psychiatry 13, no. 2 (March 2005): 112–23. http://dx.doi.org/10.1080/10673220590956519.

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Hulme, Peter. "Everybody means something: collaborative conversation explored." Changes 14, no. 1 (March 1996): 67–72. http://dx.doi.org/10.1002/(sici)1234-980x(199603)14:1<67::aid-cha121>3.3.co;2-7.

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8

Kaplan, Simon M., Alan M. Carroll, and Kenneth J. MacGregor. "Supporting collaborative process with conversation builder." ACM SIGOIS Bulletin 12, no. 2-3 (November 1991): 69–79. http://dx.doi.org/10.1145/127769.122838.

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9

Kaplan, Simon M., and Alan M. Carroll. "Supporting collaborative processes with Conversation Builder." Computer Communications 15, no. 8 (October 1992): 489–501. http://dx.doi.org/10.1016/0140-3664(92)90028-d.

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10

Bruce, Caitlin Frances. "Hemispheric Conversations: Exploring Links between Past and Present, Industrial and Post-Industrial through Site-Specific Graffitti Practice at the Carrie Furnaces." Contemporaneity: Historical Presence in Visual Culture 7 (October 30, 2018): 17–26. http://dx.doi.org/10.5195/contemp.2018.236.

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In this article, I briefly discuss a project I co-organized this year in collaboration with Oreen Cohen, Shane Pilster, Rivers of Steel, University of Pittsburgh, Pennsylvania Partners in the Arts, and the American Studies Association. Named “Hemispheric Conversations: Urban Art Project” we used international collaboration between artists in Chicago, Pittsburgh, and León Guanajuato Mexico as a platform for conversation about how to reimagine our shared urban spaces. In a political moment that might be a cause for despair, collaborative art practice in urban space can serve as one vehicle to reignite our shared sense of possibility and energy.

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Schroeder, Eileen E., and E. Anne Zarinnia. "How to develop a consortium: conversation and collaboration." On the Horizon 24, no. 3 (August 8, 2016): 235–45. http://dx.doi.org/10.1108/oth-04-2016-0014.

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Purpose This paper aims to describe the conversations and collaborative problem-solving strategies initiated by a small group of faculty working collegially across five University of Wisconsin–Whitewater (UW) campuses to address the state shortage of school librarians. Design/methodology/approach This is a case study of the development of the consortium; its curriculum design and redesign and course development based on Conversation Theory, a set of common principles; and new directions in the library field. Findings This consortium developed a virtual department structure and a curriculum that has addressed the needs of the state and overcome bureaucratic hurdles. Originality/value The structure of the consortium; the use of the Conversation Theory to guide its development, curriculum and course design; and solutions to problems that arose could benefit other collaborative efforts.

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Friedman, Victor J., Sarah Robinson, Mark Egan, David R. Jones, Nicholas D. Rhew, and Linda M. Sama. "Meandering as Method for Conversational Learning and Collaborative Inquiry." Journal of Management Education 44, no. 5 (June 19, 2020): 635–50. http://dx.doi.org/10.1177/1052562920934151.

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Collaborative inquiry and conversational learning are approaches to management education and learning in which participants construct knowledge together through dialogue. Both approaches advocate letting go of control to allow insight to emerge through free-flowing conversation, but little has been written about how to accomplish this. Furthermore, these approaches contradict expectations about learning among both teachers and students and raise fears of discussion degenerating into pointlessness. This article presents the idea of “meandering”—wandering casually without urgent destination—as a way of framing a conversation process that can help management educators loosen control without being out of control. It is based on a case of group learning generated by the six authors at the 2019 Research in Management Learning and Education Unconference. Our conversational learning process, which we described as meandering, was not only pleasant and rewarding but also led to a concrete action plan and research agenda. In this article, we demonstrate and discuss the highly relational, embodied, and contextual nature of meandering and propose a research agenda for generating more knowledge about this method and how to put it into practice in management learning and education.

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Sun, Hao. "Collaborative strategies in Chinese telephone conversation closings." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 15, no. 1 (March 1, 2005): 109–28. http://dx.doi.org/10.1075/prag.15.1.05sun.

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This study is focused on Chinese telephone conversation closings in non-institutional settings. The purpose is to provide a descriptive account of characteristics of Chinese telephone conversation closings. This article reports findings of differences between Chinese and English calls regarding initiation of closing, length and structure of leave-taking, and interactional styles such as repetition and overlaps.

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Hydén, Lars-Christer, and Christina Samuelsson. "“So they are not alive?”: Dementia, reality disjunctions and conversational strategies." Dementia 18, no. 7-8 (January 19, 2018): 2662–78. http://dx.doi.org/10.1177/1471301217754012.

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In some conversations involving persons with Alzheimer’s disease, the participants may have to deal with the difficulty that they do not share a common ground in terms of not only who is alive or dead, but even more, who could possibly be alive. It is as if the participants face a reality disjunction. There are very few empirical studies of this difficulty in conversations involving persons with Alzheimer’s disease or other kinds of dementia diagnoses. Often studies of confabulation have a focus on the behavior and experience of the healthy participants, but rarely on the interaction and the collaborative contributions made by the person with dementia. In the present article, we discuss various strategies used by all participants in an everyday conversation. The material consists of an hour long everyday conversation between a woman with Alzheimer’s disease and two healthy participants (relatives). This conversation is analyzed by looking at the organization of the interaction with an emphasis on how the participants deal with instances of reality disjunctions. The result from the analysis demonstrates that both the healthy participants as well as the person with dementia together skillfully avoid the face threats posed by reality disjunctive contributions by not pursuing argumentative lines that in the end might jeopardize both the collaborative and the personal relations.

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Wang, Hong Bo. "Research on the Group Collaborative Mode of CSCW." Advanced Materials Research 472-475 (February 2012): 2617–20. http://dx.doi.org/10.4028/www.scientific.net/amr.472-475.2617.

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The aim of computer support cooperative work (CSCW) research is to improve the level of collaborative work among group components. Therefore we must understand the collaborative mode among the members of group to direct the collaborative work and research. The research on group collaborative work mode in CSCW is to summarize the collaborative mode of human group under information society environment and direct the collaborative work technology research. The research on the group collaborative model of CSCW should be intensified further to abstract the features of group collaboration and direct the research on collaborative work technology. In CSCW field, there are many group collaborative modes, such as conversation model, meeting model, process model, activity model and so on.

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Alabri, Amal, Zuhoor Al-Khanjari, Yassine Jamoussi, and Naoufel Kraiem. "Mining the Students’ Chat Conversations in a Personalized e-Learning Environment." International Journal of Emerging Technologies in Learning (iJET) 14, no. 23 (December 6, 2019): 98. http://dx.doi.org/10.3991/ijet.v14i23.11031.

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Providing personalized e-learning environment is normally relying on a domain model representing the knowledge to be acquired by learners and learners’ characteristics to be used in the personalization process. Therefore, constructing the domain model and understanding the characteristics of the learners are very crucial in such an environment. With the inclusion of social collaboration tools for collaborative learning activities, the generated data during conversations enrich with valuable information to be used for personalization. However, when considering chat conversations as a source for constructing the domain model, there is a need to perform a mining technique for chat conversations in order to extract the semantic relations from the user-generated contents hidden inside these conversations. As well as the learner’s characteristics like learning style and knowledge level expressed during conversations. Thus in this paper, we are aiming for the best utilization of chat conversation by proposing a model containing a rule-based technique as a form of mining technique. This mining aims at extracting the semantic relations to build the domain model as an ontology-based depiction. In addition, the mining model is proposed to perform some collaborative filtering techniques to identify the learning styles and knowledge level of the learners.

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Boyd, Glenn E. "Kerygma and Conversation." Journal of Pastoral Care 50, no. 2 (June 1996): 161–69. http://dx.doi.org/10.1177/002234099605000204.

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Argues that thinking of pastoral care and counseling in terms of pastoral conversation makes sense within a hermeneutic framework, particularly if that framework includes a dialogue with the Collaborative Language Systems Approach developed by Harold Goolishian and Harlene Anderson. Sees such an intellectual exercise as supporting a much needed reappreciation of pastoral conversation as therapeutic while at the same time providing imaginative openings for a postmodern pastoral theology.

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Hudiyono, Yusak, Alfian Rokhmansyah, and Kukuh Elyana. "Class conversation strategies in junior high schools: Study of conversation analysis." Cypriot Journal of Educational Sciences 16, no. 2 (April 30, 2021): 725–38. http://dx.doi.org/10.18844/cjes.v16i2.5649.

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Class conversation in the learning process has important benefits and can facilitate the learning process, students’ understanding of the material and create a close relationship between teachers and students. This study describes the classroom conversation strategies implemented in junior high schools, namely preliminary, core and final at learning activities. The conversion analysis model by Harvey Sacks and communication ethnography were used in this study. Data were taken from recorded class conversations and then transcribed. The respondents of this research are second-grade students at junior high school in Samarinda. The data collected from observation and recording were analysed using content analysis. This study’s results are, first, classroom conversation strategies classified in the opening section, which includes emotional approach strategies, apperception strategies and strategies to condition the class. Second, in the core part of learning, an inductive collaborative strategy was carried out, a deductive assertive strategy, a directive strategy in a non-explicit and explicit manner and a guiding strategy drawing students’ memories. Third, the strategy at the closing section includes summarising the material strategy, a clarification strategy, a reminder strategy and an assignment strategy through convincing steps and assigning students. Keywords: Strategy conversation, class, conversation analysis.

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Moreira, Albert, Raul Alonso-Calvo, Alberto Muñoz, and José Crespo. "Measuring Relevant Information in Health Social Network Conversations and Clinical Diagnosis Cases." International Journal of Environmental Research and Public Health 15, no. 12 (December 9, 2018): 2787. http://dx.doi.org/10.3390/ijerph15122787.

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The Internet and social media is an enormous source of information. Health social networks and online collaborative environments enable users to create shared content that afterwards can be discussed. The aim of this paper is to present a novel methodology designed for quantifying relevant information provided by different participants in clinical online discussions. The main goal of the methodology is to facilitate the comparison of participant interactions in clinical conversations. A set of key indicators for different aspects of clinical conversations and specific clinical contributions within a discussion have been defined. Particularly, three new indicators have been proposed to make use of biomedical knowledge extraction based on standard terminologies and ontologies. These indicators allow measuring the relevance of information of each participant of the clinical conversation. Proposed indicators have been applied to one discussion extracted from PatientsLikeMe, as well as to two real clinical cases from the Sanar collaborative discussion system. Results obtained from indicators in the tested cases have been compared with clinical expert opinions to check indicators validity. The methodology has been successfully used for describing participant interactions in real clinical cases belonging to a collaborative clinical case discussion tool and from a conversation from a health social network. This work can be applied to assess collaborative diagnoses, discussions among patients, and the participation of students in clinical case discussions. It permits moderators and educators to obtain a quantitatively measure of the contribution of each participant.

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Kottler, Amanda, and Sally Swartz. "Talking about Wolf-Whistles: Negotiating Gender Positions in Conversation." South African Journal of Psychology 25, no. 3 (September 1995): 184–90. http://dx.doi.org/10.1177/008124639502500307.

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In this article we analyse a conversation between a man and a woman discussing the effect of wolf-whistles on women. In an attempt to reach consensus both participants appear to change their views. By blending elements of discourse and conversation analysis, the article examines the conversational outcome and the effects of gender and power on the discourse positions taken up by the participants. Wolf-whistling is a gendered activity and the implications of this become clear in the contradictory positions drawn on by each as they try to reach consensus. This makes it difficult for them to ‘share’ the conversation and the outcome, although collaborative, misrepresents the complexity of the negotiations which preceded it.

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Zhao, Huan, Ashwaq Zaini Amat, Miroslava Migovich, Amy Swanson, Amy S. Weitlauf, Zachary Warren, and Nilanjan Sarkar. "C-Hg." ACM Transactions on Accessible Computing 14, no. 2 (July 2021): 1–28. http://dx.doi.org/10.1145/3459608.

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Computer-assisted systems can provide efficient and engaging ASD intervention environments for children with Autism Spectrum Disorder (ASD). However, most existing computer-assisted systems target only one skill deficit (e.g., social conversation skills) and ignore the importance of other areas, such as motor skills, that could also impact social interaction. This focus on a single domain may hinder the generalizability of learned skills to real-world scenarios, because the targeted teaching strategies do not reflect that real-world tasks often involve more than one skill domain. The work presented in this article seeks to bridge this gap by developing a Collaborative Haptic-gripper virtual skill training system (C-Hg). This system includes individual and collaborative games that provide opportunities for simultaneously practicing both fine motor skills (hand movement and grip control skills) as well as social skills (communication and collaboration) and investigating how they relate to each other. We conducted a usability study with 10 children with ASD and 10 Typically Developing (TD) children (8–12 years), who used C-Hg to play a series of individual and collaborative games requiring differing levels of motor and communication skill. Results revealed that participant performance significantly improved in both individual and collaborative fine motor skill training tasks, including significant improvements in collaborative manipulations between partners. Participants with ASD were found to conduct more collaborative manipulations and initiate more conversations with their partners in the post collaborative tasks, suggesting more active collaboration and communication of participants with ASD in the collaborative tasks. Results support the potential of our C-Hg system for simultaneously improving fine motor and social skills, with implications for impacts of improved fine motor skills on social outcomes.

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Housley, William. "Conversation analysis, publics, practitioners and citizen social science." Discourse Studies 20, no. 3 (May 16, 2018): 431–37. http://dx.doi.org/10.1177/1461445618754581.

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During the course of this short article, I respond and connect with insights and issues raised by the Conversational Rollercoaster (CR) and its relationship with conversation analysis (CA) and the public science of talk. I constructively engage with the innovative thinking and practice associated with this initiative. Finally, I consider how this might enhance a potential drive to connect ethnomethodology (EM) and CA to additional public and collaborative practices and interventions in the digital age.

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Anderson, Julie, Helen Goodall, and Sheila Trahar. "Women in powerful conversation: collaborative autoethnography and academia." International Journal of Qualitative Studies in Education 33, no. 4 (October 16, 2019): 393–403. http://dx.doi.org/10.1080/09518398.2019.1671632.

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Feldman, Allan. "The role of conversation in collaborative action research." Educational Action Research 7, no. 1 (March 1999): 125–47. http://dx.doi.org/10.1080/09650799900200076.

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Sgro, Donna, Armando Chant, and Olivier Solente. "A Conversation about Collaborative Practice by MAKE.SHIFT Concepts." Journal of Textile Design Research and Practice 1, no. 1 (November 2013): 93–108. http://dx.doi.org/10.2752/175183513x13772670831236.

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Cowell, Andrew J., Michelle L. Gregory, Joe Bruce, Jereme Haack, Doug Love, Stuart Rose, and Adrienne H. Andrew. "Understanding the Dynamics of Collaborative Multi-Party Discourse." Information Visualization 5, no. 4 (December 2006): 250–59. http://dx.doi.org/10.1057/palgrave.ivs.9500139.

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In this paper, we discuss the efforts underway at the Pacific Northwest National Laboratory in understanding the dynamics of multi-party discourse across a number of communication modalities, such as email, instant messaging traffic and meeting data. Two prototype systems are discussed. The Conversation Analysis Tool (ChAT) is an experimental test-bed for the development of computational linguistic components and enables users to easily identify topics or persons of interest within multi-party conversations, including who talked to whom, when, the entities that were discussed, etc. The Retrospective Analysis of Communication Events (RACE) prototype, leveraging many of the ChAT components, is an application built specifically for knowledge workers and focuses on merging different types of communication data so that the underlying message can be discovered in an efficient, timely fashion.

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Norrick, Neal R. "Twice-told tales: Collaborative narration of familiar stories." Language in Society 26, no. 2 (June 1997): 199–220. http://dx.doi.org/10.1017/s004740450002090x.

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ABSTRACTConsideration of twice-told tales, of narrative events built around stories already familiar to the participants, offers a special perspective on conversational storytelling, because it emphasizes aspects of narration which lie beyond information exchange, problem-solving etc. This article seeks to show that the retelling of familiar stories has at least three functions: (a) fostering group rapport, (b) ratifying group membership, and (c) conveying group values. It is shown that familiar stories exhibit characteristic structures, conditions on tellability, and participation rights. Such stories are prefaced so as to justify their retelling on the basis of the opportunity they offer for co-narration, and this in turn allows participants to modulate rapport and demonstrate group membership. (Discourse analysis, conversation, storytelling, narrative, co-narration)

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Ko, Sungbae. "Multiple-response sequences in classroom talk." Australian Review of Applied Linguistics 32, no. 1 (January 1, 2009): 4.1–4.18. http://dx.doi.org/10.2104/aral0904.

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This paper examines multiple-response sequences (MRSs), occurring in adult Korean TESOL classrooms, to show the responses produced by students in the language classroom are not always confined within the boundaries of a single response, but are likely to be seen as mutually orienting to, and collaborating to produce a comprehensible outcome to the sequence. To analyse and consider what types of multiple response (MR) can be identified, and how the different types occur within those MRSs, this study adopts Conversation Analysis principles. By using conversation analytic perspectives, this study identifies four major types of MR (identical, complementary, collaborative and competitive).

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Ko, Sungbae. "Multiple-response sequences in classroom talk." Australian Review of Applied Linguistics 32, no. 1 (2009): 4.1–4.18. http://dx.doi.org/10.1075/aral.32.1.02ko.

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This paper examines multiple-response sequences (MRSs), occurring in adult Korean TESOL classrooms, to show the responses produced by students in the language classroom are not always confined within the boundaries of a single response, but are likely to be seen as mutually orienting to, and collaborating to produce a comprehensible outcome to the sequence. To analyse and consider what types of multiple response (MR) can be identified, and how the different types occur within those MRSs, this study adopts Conversation Analysis principles. By using conversation analytic perspectives, this study identifies four major types of MR (identical, complementary, collaborative and competitive).

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Anderson, Laurie, and Chris Crutcher. "Trusting Teens and Honoring Their Experiences: A Collaborative Conversation." ALAN Review 43, no. 2 (January 20, 2016): 6–10. http://dx.doi.org/10.21061/alan.v43i2.a.1.

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31

Sawyer, R. Keith, and Sarah Berson. "Study group discourse: How external representations affect collaborative conversation." Linguistics and Education 15, no. 4 (December 2004): 387–412. http://dx.doi.org/10.1016/j.linged.2005.03.002.

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Rallis, Sharon, Jane Tedder, Andrew Lachman, and Richard Elmore. "Superintendents in Classrooms: From Collegial Conversation to Collaborative Action." Phi Delta Kappan 87, no. 7 (March 2006): 537–45. http://dx.doi.org/10.1177/003172170608700720.

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Hollingsworth, Sandra. "Learning to Teach Through Collaborative Conversation: A Feminist Approach." American Educational Research Journal 29, no. 2 (June 1992): 373–404. http://dx.doi.org/10.3102/00028312029002373.

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Robertson, Wendy C., and Yolanda M. Nelson. "Cultivating Conversation: Collaborative Education for the Culturally Diverse Classroom." Nurse Educator 46, no. 5 (March 22, 2021): E121. http://dx.doi.org/10.1097/nne.0000000000000992.

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Rojas, Lucero Ibarra. "On Conversation and Authorship: Legal Frameworks for Collaborative Methodologies." International Journal of Qualitative Methods 20 (January 1, 2021): 160940692199328. http://dx.doi.org/10.1177/1609406921993289.

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Collaborative methodologies are at the forefront of an academic movement seeking to recognize the way social research emerges out of interaction with social actors involved in the processes studied. However, the question of how this recognition can be expressed through authorship is rarely explored. Even though co-authorship is common in different academic fields, including social sciences, the inclusion of actors involved in the social processes studied as co-authors of academic reports is still quite rare. Thus, I here analyze the methodological and epistemological assumptions underlying traditional expressions of authorship embedded in intellectual property models, and how these can be challenged through collaborative methodologies and co-authorship dynamics. I then present a methodological approach that focuses on the co-authored construction of academic texts through conversations, which was developed through four different experiences with scholars and persons involved in different social and political initiatives.

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Dierckx, Chloé, Nico Canoy, Jessica Schoffelen, Ellen Anthoni, Sara Coemans, Lynn Hendricks, Karmijn Van de Oudeweetering, et al. "From Bubbles to Foam, A Nomadic Interpretation of Collaborative Publishing: A Review of Jorge Lucero and Colleagues’ Article in Art Education." Art/Research International: A Transdisciplinary Journal 5, no. 1 (February 28, 2020): 241–49. http://dx.doi.org/10.18432/ari29524.

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This review is a bricolage of nomadic encounters with Jorge Lucero and colleagues’ (2016) article on ways to engage with collaborative publishing. Lucero presents a Facebook discussion amongst practitioners denouncing the limited power of practitioners in shaping academic discourse. It shows how social media can serve as a platform for inviting the practitioner’s voice into research. The authors illustrate that by using Facebook, practitioners’ unfamiliarity and discomfort with academic standards can be bypassed. It demonstrates metalogue as a conceptual form of writing that disrupts the structure of conversations and challenges the authorial researchers’ voices. A critical note, however, is whether it is beneficial in the long term to consider the academic and social media parts as separate accounts. We argue that collaborative publishing requires collaborative research and writing in the first place. In response to the article, we started a WhatsApp conversation. This enabled us to reflect on the content of the article and experience the use of social media as a collaborative writing method ourselves.

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Pugh, Emily, and Megan Sallabedra. "Ed Ruscha, Streets of Los Angeles project: developing collaborations to support digital art history." Art Libraries Journal 46, no. 2 (April 2021): 44–50. http://dx.doi.org/10.1017/alj.2021.4.

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For the past four years, the team working on the “Ed Ruscha, Streets of Los Angeles” project at the Getty Research Institute has worked to establish a framework for leveraging the benefits of collaboration and conversation between groups of people who work in different areas of expertise and communities of practice. Facilitating sustained conversations among art historians, art librarians, and technical specialists has proved a successful framework of mutual consultation between Getty staff and external collaborators. These conversations helped external collaborators better understand the kinds of metadata generated through the archival process and how it might be useful for investigating their particular research questions. In turn, Getty staff gained a better understanding of the kinds of metadata helpful to researchers, which helped determine our own priorities for this work. Moreover, new avenues of inquiry emerging from this collaborative project have outlined a path for articulating best practices in digital art history projects to come.

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Togher, Leanne. "Improving Communication for People with Brain Injury in the 21st Century: The Value of Collaboration." Brain Impairment 14, no. 1 (April 12, 2013): 130–38. http://dx.doi.org/10.1017/brimp.2013.3.

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This paper describes the value of collaboration from two perspectives. The first perspective highlights the benefit of teaching communication partners collaborative communication strategies to facilitate the interactions of people with traumatic brain injury (TBI). Collaborative strategies encompass the provision of collaborative intent, emotional and cognitive support, positive questioning styles and collaborative turn taking. Translating research outcomes into accessible resources is described with reference to the TBI Express website which has video demonstrations of conversation strategies for communication partners of people with TBI. The broader meaning of collaboration is also discussed, with particular focus on the advantages collaboration can provide in advancing rehabilitation outcomes for people with acquired brain injury, their families and social networks. Collaboration is described in terms of encompassing all relevant contributors to the development of research advances, including people with acquired brain injury, their families and social networks, stakeholders, clinicians, peak bodies, students and researchers. Two examples of large-scale research collaborations occurring within Australia are described, including the NHMRC Clinical Centre of Research Excellence in Aphasia Rehabilitation and the NHMRC Moving Ahead Centre for Research Excellence in Brain Recovery, also known as Moving Ahead.

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Batais, Saleh. "Topic Maintenance and Topic Transition in a Couple’s Dinnertime Conversation." International Journal of English Linguistics 9, no. 5 (August 26, 2019): 267. http://dx.doi.org/10.5539/ijel.v9n5p267.

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This paper investigates the patterns of topic maintenance and topic transition used to create conversation and their accompanying structural features speakers employ to signal these two conversational phenomena. The data are a 21-minute dyadic dinnertime conversation between a boyfriend and girlfriend; they are both native speakers of American English, in their late twenties. The two significant findings of the study are as follows. First, the data reveal that the speakers used three major techniques, namely minimal responses, substitutions, and deletions, to maintain the same topic of the conversation (Goffman, 1983; Radford & Tarplee, 2000; Abu Akel, 2002; Sukrutrit, 2010; Jeon, 2012). Second, in the analysis of topic transition, the data show that the speakers resorted to different types of topic transitions (i.e., collaborative, unilateral, linked, minimally linked, and sudden) to end an ongoing topic and start a new one (West & Garcia, 1988; Ainsworth-Vaughn, 1992; Okamoto & Smith-Lovin, 2001; Sukrutrit, 2010; Jeon, 2012).

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Tuccio, William A., David A. Esser, Gillian Driscoll, Ian R. McAndrew, and MaryJo O. Smith. "Interventionist applied conversation analysis." Pragmatics of professional discourse 7, no. 1 (April 7, 2016): 30–56. http://dx.doi.org/10.1075/ps.7.1.02tuc.

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Pragmatic language competence plays a central role in how aviation flight crews perform crew resource management (CRM); this competence significantly affects aviation safety. This paper contributes to existing literature on interventionist applications of conversation analysis (CA) by defining and evaluating a novel collaborative transcription and repair based learning (CTRBL) method for aviation CRM learning. CTRBL was evaluated using a quantitative quasi-experimental repeated-measure design with 42 novice, university pilots. Results support that CTRBL is an effective, low-resource CRM learning method that will benefit from exploratory applications and further study in pragmatics, aviation, and other sociotechnical domains. The views in this article were the result of independent research of the authors. Views herein do not necessarily represent the views of the National Transportation Safety Board (NTSB) or the United States.

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Zauha, Janelle. "Peering Into the Writing Center: Information Literacy as Collaborative Conversation." Comminfolit 8, no. 1 (2014): 42741. http://dx.doi.org/10.15760/comminfolit.2014.8.1.160.

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Johnson, Thomas S. "A Comment on "Collaborative Learning and the 'Conversation of Mankind'"." College English 48, no. 1 (January 1986): 76. http://dx.doi.org/10.2307/376588.

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Brockenbrough, Martha, Jennifer Niven, Adam Silvera, and Francisco X. Stork. "Meanings of Life and Realities of Loss: A Collaborative Conversation." ALAN Review 44, no. 2 (December 21, 2017): 98–102. http://dx.doi.org/10.21061/alan.v44i2.a.12.

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Connor, Kimberly Rae. "Engaging History in Collaborative Mythmaking: A Conversation with Russell Banks." Revue LISA / LISA e-journal, Vol. II - n°4 (July 1, 2004): 5–16. http://dx.doi.org/10.4000/lisa.2920.

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Hostetler, Karl. "RORTY AND COLLABORATIVE INQUIRY IN EDUCATION: CONSENSUS, CONFLICT, AND CONVERSATION." Educational Theory 42, no. 3 (June 1992): 285–98. http://dx.doi.org/10.1111/j.1741-5446.1992.00285.x.

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Aditya, Candra, and Richard Fox. "A Conversation with Indonesian Filmmaker Candra Aditya." Bijdragen tot de taal-, land- en volkenkunde / Journal of the Humanities and Social Sciences of Southeast Asia 177, no. 2-3 (July 9, 2021): 254–63. http://dx.doi.org/10.1163/22134379-bja10025.

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Abstract This interview with the Indonesian filmmaker Candra Aditya reflects on several months of collaborative work with a small group of scholars specializing in film, language, religion, and culture. In addition to remarks on the short film Dewi pulang, the discussion also addresses a range of more general issues pertaining to filmmaking in post-authoritarian Indonesia.

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Sokol, Robin. "Do we X, Should/Shall we X, Let’s X." Interaction Studies 20, no. 2 (October 7, 2019): 339–61. http://dx.doi.org/10.1075/is.17013.sok.

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Abstract This article studies the formats Do we X, Should/Shall we X, and Let’s X in order to deepen our understanding of face-to-face collaborative interactions at the computer. We use 6 hours of data of university students collaborating in British and American English, and our methodology is Conversation Analysis. We demonstrate that the participants display and orient to the immediacy/remoteness of the task, as well as their entitlement to carry out the proposed task, when they put forward a proposed action. To do so, they use specific formats, specific verbs, and display specific tasks depending on their needs, emerging from the unfolding of the collaboration. We argue that collaboration is not only a matter of organising the accomplishment of a set of tasks, but also of displaying what kind of task is being proposed, and to what extent the speaker is entitled to the proposed task.

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Franklin, Jonathan. "Museum libraries and library history: joining the research conversation at the National Gallery." Art Libraries Journal 44, no. 1 (January 2019): 19–22. http://dx.doi.org/10.1017/alj.2018.35.

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Responding to widespread changes in the role of the museum library, the National Gallery Library is adapting to join the research conversations within the institution, as well as in the wider arenas of art history and library history. Using the historic Eastlake Library as a focus, the library has been embarking on projects on several fronts: cataloguing rare books online; selective digitisation; collaboration with the Digital Cicognara project; publishing our own research; and establishing an innovative Collaborative Doctoral Partnership as one way of creating research opportunities for others.

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Gay, Geri, Kirsten Boehner, and Tara Panella. "ArtView: Transforming Image Databases into Collaborative Learning Spaces." Journal of Educational Computing Research 16, no. 4 (June 1997): 317–32. http://dx.doi.org/10.2190/j8vk-wnvq-q03r-h56a.

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Considering the educational importance of dialogue among students, faculty, and professionals, this article examines a computer-mediated communication tool designed to support online learning through conversation. ArtView, developed by Cornell University's Interactive Multimedia Group, allows groups of learners to converse from disparate locations in a shared space while viewing an image that has been pre-loaded by the instructor. An online database provides a ready-reference, allowing the instructor to customize background or contextual information necessary to supplement the online conversations. This article describes and reports the results of user-testing conducted in conjunction with a college course, “Art in the Electronic Age.” Through qualitative techniques, learners compare and contrast their experiences in a face-to-face guided visit and discussion with a computer-mediated viewing and discussion using ArtView. Museums were seen as providing an attractive element of personal choice and an outstanding physical viewing environment. ArtView lacked these elements and tended to homogenize the artworks with its two-dimensional display limitations. However, most students reported levels of satisfaction with the quality and convenience of the computer-mediated communication (CMC) aspects sufficient to make up for the limitations. The article concludes with suggestions on how educators might augment learning by combining the strengths of the online and museum experiences.

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Skelt, Louise. "Damage control." Language as Action 30, no. 3 (January 1, 2007): 34.1–34.15. http://dx.doi.org/10.2104/aral0734.

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When a problem of understanding arises for a hearing-impaired recipient in the course of a conversation, and is detected, repairing that problem is only one of several possible courses of action for participants. Another possibility is the collaborative closing of the part of the conversation which has proved problematic for understanding, to allow the initiation of a new, and potentially less problematic, topic. This paper examines one practice utilised by hearing-impaired interactants and their partners in achieving such closings. The action of withdrawal of engagement (via withdrawal of gaze at partner) by hearing impaired interactants, accompanied by their production of multi-unit turns at talk, brings about the closing of problematic sequences. It is proposed that these multi-unit turns address the interactional delicacy of recipients’ withdrawal of engagement at points where the speaker’s action is demonstrably incomplete. By initiating and cooperating with ‘strategic’ topic change in this way, participants act both to conceal the understanding problem and to avoid its potential consequences for the unfolding conversation. In doing so, they also act to keep issues of conversational competence, and the threats to face and identity which may arise from these issues, off the surface of the conversation.

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