34.079-12 - Reflexive Multimodal Transcription of Young Children: What Is Made Visible and Possible to Theorize

• In Event: 34.079 - Roundtable Session 14

Session Type: Roundtable Session

Abstract

Drawing on three classroom discourse analysis studies of young children, we present how our theorizing was influenced by the particularities of each scholar’s reflexive processes of multimodal transcriptions, followed by an interactive discussion about the limits and affordances of different kinds of transcription. We submit that our decisions in transcription inherently theorize discourse and interaction. Our presentations include a critical analyses of our transcription methods resulting in creating grounded theoretical constructs through this process and our journeys through the discovery of contradictory findings and transcripts resulting in the highlighting of students’ modal complexity and agency. By discussing our critical processes, we hope to invite a compelling methodological conversation about the importance of close attention to materiality in interaction.

Sub Unit

• Division D - Measurement and Research Methodologies / Division D - Section 3: Qualitative Research Methods

Chairs

• Frederick D. Erickson, University of California - Los Angeles

• Katie Bernstein, Arizona State University

Papers

• Transcribing the Social Construction of Key: Generating Mid-Level Theory Through Transcription - Faythe P Beauchemin, The Ohio State University - Columbus

• The Mysterious Case of Pre-K's "Best" Language Learner: When Words Just Aren't Enough - Katie Bernstein, Arizona State University

• "Re-Presenting" Student Agency: Multimodal Discourse Negotiation in a Third-Grade Classroom - Adrian L Allen, University of Illinois at Chicago