Managing participation and turn-taking in children’s digital activities
Touch in blocking a peer’s hand
Keywords:Classroom interaction, Touch, Digital tablets, Turn-taking
This article investigates touch in the social organization of digital classroom activities as small groups of primary school pupils animate a story by using a shared iPad. Such a socio-material setting foregrounds haptic resources for action and requires coordination of hand movements on and around the screen. The groups in our data treat the animation as a product that takes its shape through the individual members operating the device one at a time. Our analysis focuses on how the haptic practice of blocking a peer’s hand is deployed to manage competition for a turn at using the tablet and to resolve the problem of its simultaneous manual operation by two or more participants. The blocks we describe are non-intensive human-to-human touches with varying duration whereby one participant prevents another from accessing the screen by sweeping the latter’s hand aside or grabbing and holding it. We show through a multimodal analysis how blocks accomplish the social action of claiming a turn for the blocker by investigating how they emerge sequentially, how participants operating the tablet anticipate peer interruption with ready-to-block hand movements, and how blocks are complied with or resisted. In our conclusion, we consider to what extent the young children in our data treat blocks as morally problematic and socially controlling actions, and how digital technologies shape educational practices.
Bergnehr, D., & Cekaite, A. (2018). Adult-initiated touch and its functions at a Swedish preschool: controlling, affectionate, assisting and educative haptic conduct. International Journal of Early Years Education, 26(3), 312–331.
Burdelski, M. (2010). Socializing politeness routines: Action, other-orientation, and embodiment in a Japanese preschool. Journal of Pragmatics, 42(6), 1606–1621.
Cekaite, A. (2015). The coordination of talk and touch in adults’ directives to children: Touch and social control. Research on Language and Social Interaction, 48(2), 152–175.
Cekaite, A. (2016). Touch as social control: Haptic organization of attention in adult-child interactions. Journal of Pragmatics, 92, 30–42.
Goodwin, M. H., & Cekaite, A. (2013). Calibration in directive/response sequences in family interaction. Journal of Pragmatics, 46(1), 122–138.
Haakana, M., & Visapää, L. (2014). Eiku – korjauksen partikkeli? [Eiku – the particle of repair?]. Virittäjä, 2014(1), 41–71.
Hellermann, J., Thorne, S. L., & Fodor, P. (2017). Mobile reading as social and embodied practice. Classroom Discourse, 8(2), 99–121.
Hermansson, C. (2017). Disembodied Voice and Embodied Affect: e-Reading in Early Childhood Education. Nordic Journal of Literacy Research, 3(0), 12–25.
Ivarsson, J., & Greiffenhagen, C. (2015). The Organization of Turn-Taking in Pool Skate Sessions. Research on Language and Social Interaction, 48(4), 406–429.
Juvonen, R., Tanner, M., Olin-Scheller, C., Tainio, L., & Slotte, A. (2019). ‘Being stuck’. Analyzing text-planning activities in digitally rich upper secondary school classrooms. Learning, Culture and Social Interaction, 21, 196–213.
Karvonen, U., Heinonen, P., & Tainio, L. (2018). Kosketuksen lukutaitoa [Literacy in touch]. In L. Lehti, P. Peltonen, S. Routarinne, V. Vaakanainen, & V. Virsu (Eds.), Uusia lukutaitoja rakentamassa – Building new literacies (pp. 159–183). Jyväskylä: Suomen soveltavan kielitieteen yhdistys AFinLA. https://doi.org/10.30661/afinlavk.69257
Kern, F. (2018). Mastering the body: Correcting bodily conduct in adult–child interaction. Research on Children and Social Interaction, 2(2), 213–234. https://doi.org/10.1558/rcsi.37389
Kääntä, L., & Piirainen-Marsh, A. (2013). Manual Guiding in Peer Group Interaction: A Resource for Organizing a Practical Classroom Task. Research on Language and Social Interaction, 46(4), 322–343.
Liberman, K. (2019). A study at 30th street. Language & Communication, 65, 92–104. https://doi.org/10.1016/j.langcom.2018.04.001
McIlvenny, P. (2009). Communicating a “time-out” in parent-child conflict: Embodied interaction, domestic space and discipline in a reality TV parenting programme. Journal of Pragmatics, 41(10), 2017–2032.
Mondada, L. (2007). Multimodal resources for turn-taking: Pointing and the emergence of possible next speakers. Discourse Studies, 9(2), 194–225.
Mondada, L. (2014). Conventions for multimodal transcription. Basel: Romanisches Seminar der Universität. Retrieved from https://franz.unibas.ch/fileadmin/franz/user_upload/redaktion/ Mondada_conv_multimodality.pdf
Niemi, K. (2016). ‘Because I point to myself as the hog’: Interactional achievement of moral decisions in a classroom. Learning, Culture and Social Interaction, 9, 68–79.
Rusk, F. (2019). Digitally mediated interaction as a resource for co-constructing multilingual identities in classrooms. Learning, Culture and Social Interaction, 21, 179–193.
Sacks, H., Schegloff, E., & Jefferson, G. (1974). A simplest systematics for the organization of turn-taking for conversation. Language, 50(4), 696–735.
Schegloff, E. (2007). Sequence organization in interaction: A primer in conversation analysis. Cambridge: Cambridge University Press.
Theobald, M., Danby, S., Davidson, C., Houen, S., Scriven, B., & Thorpe, K. (2016). How talk and interaction unfold in a digitally enabled preschool classroom. Australian Journal of Linguistics, 36(2), 189–204.
Thorne, S. L., Hellermann, J., Jones, A., & Lester, D. (2015). Interactional practices and artifact orientation in mobile augmented reality game play. PsychNology Journal, 13(2–3), 259–286.
Vepsäläinen, H. (2019). Suomen "no"-partikkeli ja kysymyksiin vastaaminen keskustelussa [The Finnish particle ”no” and responding to questions in conversation]. Doctoral dissertation. University of Helsinki.
How to Cite
Copyright (c) 2020 Author and Journal
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
We follow the Budapest Open Access Initiative's definition of Open Access.
The journal allows the author(s) to hold the copyright without restrictions.
The journal allows software/spiders to automatically crawl the journal content (also known as text mining)
The journal provides article level metadata to DOAJ
The journal allows readers to read, download, distribute, print, search, or link to the full texts of its articles and allow readers to use them for any other lawful purpose.