Looking Beyond Cues in Understanding the Co-Construction of Epistemological Framing During Interviews: A Case Study

• In Event: Poster Session 10
  In Poster Session: Learning Sciences SIG Poster Session

Abstract

Researchers are interested in how students’ framings - their expectations of what is going on - influence their performance during interviews. Some work has specifically investigated how interviewer’s cues afford or constrain particular framings. We report a case study in which shifts in one participant’s framing during interviews could not be fully explored in terms of interviewer’s cues. We use positioning theory and the construct of footing to argue that the student’s framing of the interview was co-constructed with the interviewer as a result of their constant negotiation of their epistemic roles. This suggests that attending to cues may not always be enough to understand student framing during interviews; and contributes new methods for analyzing more complex interview dynamics

Authors

• Yara Shaban, Tufts University

• Michelle Hoda Wilkerson, University of California - Berkeley