Slowing down and Digging Deep: Teaching Students to Examine Interview Interaction in Depth

Autor/inn/en	Herron, Brigette A.; Roulston, Kathryn
Titel	Slowing down and Digging Deep: Teaching Students to Examine Interview Interaction in Depth
Quelle	In: LEARNing Landscapes, 14 (2021) 1, S.153-169 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-5688
Schlagwörter	Interviews; Interaction; Critical Thinking; Teaching Methods; Interpersonal Communication; Observation; Questioning Techniques; Controversial Issues (Course Content); Graduate Students; Undergraduate Students; Student Reaction + Suchen Sie Ihr Suchwort? Interviewing; Interviewtechnik; Interaktion; Kritisches Denken; Teaching method; Lehrmethode; Unterrichtsmethode; Interpersonale Kommunikation; Beobachtung; Befragungstechnik; Fragetechnik; Controversial issues; Kontroverse; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schülerkritik
Abstract	Teaching students to become critical consumers of interviews, which often serve as influential sources for learning and interpreting world events, is important in today's information-rich world. This paper outlines an approach to teaching in-depth interviewing in which students examine excerpts from interviews (e.g., archival collections, oral histories, or media interviews) using the tools of ethnomethodology and conversation analysis to "slow down" and "dig deep" into the social aspects of interviews. Using two case examples from undergraduate and graduate classrooms, we illustrate how this approach helps students to notice how question-answer sequences unfold and encourages critical consumption and participation in interviews. (As Provided).
Anmerkungen	LEARN (Leading English Education and Resource Network). 2030 Dagenais Blvd West, 2nd Floor, Laval Quebec H7L 5W2 Canada. Web site: https://learninglandscapes.ca/index.php/learnland
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01