Intermediate indexing in small group configurations around large screens: interactions that advance knowledge building

• Published in: Instructional science Vol. 52; no. 2; pp. 207 - 226
• Main Authors: Yaari, Chen, Hod, Yotam, Sagy, Ornit
• Format: Journal Article
• Language: English
• Published: Dordrecht Springer Netherlands 01.04.2024; Springer Nature B.V
• Subjects: Active learning; Classrooms; Collaborative learning; Community; Community Relations; Design; Education; Educational Psychology; Educational technology; Indexing; Interaction analysis; Interaction Process Analysis; Knowledge; Learning and Instruction; Libraries; Original Research; Pedagogic Psychology; Small groups; Students; Interaction analysis; Learning spaces; Wiki; Knowledge building
• ISSN: 0020-4277; 1573-1952
• DOI: 10.1007/s11251-023-09645-5

As educational systems design and build new spaces aimed for learning in the digital age, small group configurations around large screens have become a highly popular spatial feature in classrooms and libraries. In this paper, we introduce the idea of intermediate indexing as occurring in the space between the knot of intertwined resources at the fine-grained level of interactions and the public knowledge building effort at the community level. Arguing that these intermediate processes occur in these configurations, we explored a classroom community that studied within a learning space designed to support knowledge building between individuals, small groups, and the community. In this paper, we report on our interaction analysis of a small group of students around a large screen as they negotiate a set of ideas that they want to make public to their community. The results of this study elucidate how collective monitoring of artifacts and documents, inclusive participation structures, and fluid turn-taking transitions in these configurations ultimately contribute to the knowledge building effort.