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Article published In: Genre and Disciplinarity
Edited by Tim Moore, Janne Morton and Steve Price
[Australian Review of Applied Linguistics 41:2] 2018
► pp. 157–184

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Knowledge building

How interdisciplinary understandings are realised in team negotiation

 | The University of Sydney
Published online: 10 January 2019
DOI logo with link
https://doi.org/10.1075/aral.00008.dru
Abstract
Successful research and teaching of discipline genres is based on collaboration among language and learning specialists with expertise in applied linguistics, and subject area specialists with expertise in the knowledge and communication practices of their disciplines. These interdisciplinary collaborations involve experts coming together around an area of shared interest in a community of practice (Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press. Google Scholar logo with link to Google Scholar), where members are committed to building relationships to learn from each other, and in this process build new knowledge (Scardamalia, M., & Bereiter, C. (2006). Knowledge building: Theory, pedagogy, and technology. In K. Sawyer (Ed.), Cambridge handbook of the learning sciences (pp. 97–118). New York: Cambridge University Press.Google Scholar logo with link to Google Scholar). This paper aims to identify the kinds of knowledge building negotiations involving a team of discipline staff, academic literacy specialists, and e-learning specialists as they collaborate in the design of online learning materials to support students in writing the laboratory report genre in the discipline of physiology. The data consist of recordings of team members’ spoken interactions, with or without other artefacts, such as storyboards, over a period of nine months as the design for the website evolved. Initial discourse analysis of transcripts, based on the metafunctions from Systemic Functional Linguistics (SFL) (Halliday, M. A. K. (1985a). An introduction to functional grammar. London: Arnold.Google Scholar logo with link to Google Scholar), is used to identify phases where the emphasis is on the negotiation of ideational, or content meanings, enabled by interpersonal and textual meanings. A sample of these phases is then analysed in detail using exchange structure (Martin, J. R. (1992). English text: System and structure. Amsterdam: John Benjamins. Google Scholar logo with link to Google Scholar) to identify possible genres which build new knowledge and embody it in the online resources.
Article outline
  • 1.Introduction and background
  • 2.Broad theoretical framework
  • 3.Analysis of talk in institutional meetings
  • 4.Data and participants
  • 5.Analysis
    • 5.1Negotiating knowledge
    • 5.2Disputing knowledge
    • 5.3Explaining knowledge
    • 5.4Towards a meeting genre
  • 6.Discussion and conclusion
  • References
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