Abstract
In this article we focus the role of texts as material objects in the interaction between a teacher and her students in Swedish grade nine, working with argumentative texts on basis of dialogic reading instruction. With a conversation analysis approach we investigate how texts are used as material objects and resources in the organization of interaction between students and their teacher during group work. We also discuss what pedagogical implications for reading instruction do the role of texts as material objects have when striving for dialogicity in the classroom. The result shows that texts are used for establishing a shared focus of attention in relation to solving the task, as well as negotiating responsibility and primacy in this activity. They are also used as resources for organizing turn-taking. A conclusion is that an intention to implement dialogic reading instruction requires awareness of how dialogic and critical aspects of reading easily become subordinated to the aim of problem solving in classrooms as task work is organized around material texts.
Highlights
Classroom instruction and teaching in general relies on a wide range of texts that are materialized in different ways: printed, screen based, on whiteboards, and as films
Texts as material objects are often treated as implicit parts of classroom interaction that bring with them connections to other contexts, whereas the text as an object in classroom interaction seldom has been analytically foregrounded (Guerrettaz & Johnston, 2013)
We contribute to previous research on material objects in social interaction and demonstrate how texts as objects are vital for the organization of participation and action formation in reading activities in classroom settings
Summary
Classroom instruction and teaching in general relies on a wide range of texts that are materialized in different ways: printed, screen based, on whiteboards, and as films. Paper based sources of texts, for example textbooks, work instructions, or written notes, still dominate most classrooms (Gilje, Ingulfsen, Dolonen, Furberg, Rasmussen, Kluge, Knain, Mørch, Naalsund, & Granum Skarpaas, 2016). This is the route that we take as we explore in detail two examples from reading instruction in Swedish year nine, taking the perspective.
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