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 language | English |
|---|---|
| Title of host publication | Learning in the Disciplines: ICLS 2010 Conference Proceedings - 9th International Conference of the Learning Sciences |
| Pages | 612-619 |
| Number of pages | 8 |
| Volume | 1 |
| State | Published - Dec 1 2010 |
| Externally published | Yes |
| Event | 9th International Conference of the Learning Sciences, ICLS 2010 - Chicago, IL, United States Duration: Jun 29 2010 → Jul 2 2010 |
Other
| Other | 9th International Conference of the Learning Sciences, ICLS 2010 |
|---|---|
| Country | United States |
| City | Chicago, IL |
| Period | 6/29/10 → 7/2/10 |
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ASJC Scopus subject areas
- Computer Science (miscellaneous)
- Education
Cite this
"I study features; believe me, I should know!" The mediational role of distributed expertise in the development of student authority. / Langer-Osuna, Jennifer M.; Engle, Randi A.
Learning in the Disciplines: ICLS 2010 Conference Proceedings - 9th International Conference of the Learning Sciences. Vol. 1 2010. p. 612-619.Research output: Chapter in Book/Report/Conference proceeding › Conference contribution
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TY - GEN
T1 - "I study features; believe me, I should know!" The mediational role of distributed expertise in the development of student authority
AU - Langer-Osuna, Jennifer M.
AU - Engle, Randi A.
PY - 2010/12/1
Y1 - 2010/12/1
N2 - 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.
AB - 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.
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M3 - Conference contribution
AN - SCOPUS:84880543061
VL - 1
SP - 612
EP - 619
BT - Learning in the Disciplines: ICLS 2010 Conference Proceedings - 9th International Conference of the Learning Sciences
ER -