"I study features; believe me, I should know!" The mediational role of distributed expertise in the development of student authority

Jennifer M. Langer-Osuna, Randi A. Engle

Research output: Chapter in Book/Report/Conference proceedingConference contribution

3 Scopus citations

Abstract

This paper examines the development of student authority in a case of one student assigned the role of topic expert in a classroom that utilized distributed expertise as a participation structure during collaborative projects. Using video data of a heated student-led debate, we show how this student successfully positioned himself with greater authority than recognized adult experts, despite the fact that his evidence was often weak given classroom norms. He was able to do so for two reasons. First, he utilized his role as topic expert to position himself with authority and discredit others, including the recognized adult experts. Second, he drew on student allies that supported his position. We conclude with implications of this paper for how participation structures may mediate the development of powerful student identities, and function in concert with other interactional factors in th e classroom.

Original languageEnglish
Title of host publicationLearning in the Disciplines: ICLS 2010 Conference Proceedings - 9th International Conference of the Learning Sciences
Pages612-619
Number of pages8
Volume1
StatePublished - Dec 1 2010
Externally publishedYes
Event9th International Conference of the Learning Sciences, ICLS 2010 - Chicago, IL, United States
Duration: Jun 29 2010Jul 2 2010

Other

Other9th International Conference of the Learning Sciences, ICLS 2010
CountryUnited States
CityChicago, IL
Period6/29/107/2/10

ASJC Scopus subject areas

  • Computer Science (miscellaneous)
  • Education

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    Langer-Osuna, J. M., & Engle, R. A. (2010). "I study features; believe me, I should know!" The mediational role of distributed expertise in the development of student authority. In Learning in the Disciplines: ICLS 2010 Conference Proceedings - 9th International Conference of the Learning Sciences (Vol. 1, pp. 612-619)