Lorenza Mondada

Knowledge, morality and affiliation in social interaction

Introduction In everyday social interaction, knowledge displays and negotiations are ubiquitous. At issue is whether we have epistemic access to some state of affairs, but also how certain we are about what we know, our relative authority and our differential rights and responsibilities with respect to this knowledge. Implicit in this conceptualization is that knowledge is dynamic, graded and multi-dimensional and that our deployment of and reliance on epistemic resources are normatively organized. As Drew puts it, there is a “conventional ascription of warrantable rights or entitlements over the possession and use of certain kinds of knowledge” (1991: 45). As in any normatively organized system, we can and do hold one another accountable for justifiably asserting our rights and fulfilling our obligations with respect to knowledge. It is in this way that we see the epistemic domain as morally ordered. This orientation to and monitoring of the moral order might seem completely different from the moral reasoning used in tasks requiring judgements of whether a given scenario (e.g., about sharing resources or unintentionally killing someone) is morally acceptable or not (e.g., Hauser 2006; Henrich et al . 2004). However, the micro-level moral order can be understood as cut from the same cloth as other forms of moral reasoning. And these micro-interactional moral calibrations have critical consequences for our social relations, most directly through our moment-by-moment alignments and affiliations with others.

Participants’ online analysis and multimodal practices: projecting the end of the turn and the closing of the sequence

Studies of talk-and-bodily-conduct-in-interaction have inspired new insights into the way in which language, interaction and cognition might be articulated. More particularly, they have shown that participants mutually orient to the finely tuned multimodal details by which talk and action in interaction are sequentially organized. This article deals with this form of ‘participants’ multimodal online analysis’ by focusing on a particular phenomenon - the methodical practices and resources by which the end of a turn and of an activity phase is projected and collectively achieved - in a specific videorecorded setting - a meeting in an architect’s office. It aims at questioning both how these local orientations are systematically displayed and exploited by the participants for the sequential organization of their activity and how they can be demonstrably observed by the analyst.

Working with video: how surgeons produce video records of their actions

This paper considers video data recorded and used by professionals for the practical purposes of their work. The issues addressed here concern how, in the course of their work, medical practioners deal with the fact that they are filming and being filmed. How they orient toward the video camera and accomplish the ordered character of their work whilst reflexively taking into account the fact that it is being recorded. The fieldwork data comprises a telemedicine project in the domain of surgery. A surgical operation was carried out employing the laparoscopic technique by a team within an operating room, connected by video-conference to an external expert giving advice online, and to an audience of advanced trainees in an auditorium witnessing the operation on a giant screen. This situation involves video materials as a constitutive feature of action. On the one hand, minimally invasive surgery is performed by introducing an optical system into the body, allowing the surgeon to operate by looking at the anatomy on a TV monitor and not directly at the patients body. On the other hand, broadcasting the operation within a larger public space, beyond the operating theatre, involves also the filming of the surgical procedure. The detailed way in which this surgical procedure is perfomed is reflexively tied to this situation. Surgeons display their attention toward the ways in which their action is being recorded and viewed online by the audience. They accomplish their action in such a way that it is recipient designed, visible and accountable for both the audience and the expert. The analysis of these materials takes into account the way in which the video image is produced and oriented to in work practices.

The morality of knowledge in conversation

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Commentary: transcript variations and the indexicality of transcribing practices:

In this commentary, I consider variability as an ordinary and irremediable feature related to the indexicality not only of transcripts but first of all of transcribing. In this sense, it is not just a characteristic of transcripts as texts, which can be assessed in a kind of philological comparison comparing formal features of autonomous and fixed textual objects, but a characteristic of transcribing as a situated practice. Practices are irremediably indexical, reflexively tied to the context of their production and to the practical purposes of their accomplishment. Thus, a transcript is an evolving flexible object; it changes as the transcriber engages in listening and looking again at the tape, endlessly checking, revising, reformatting it. Transcribing relies in a fundamental way not only on the possibility of fixing the relevant details in a complex multilayered representation but also on the possibility of manipulating them, playing them again and again, at different paces, positions, fragments, while transcribing their finely tuned coordination, their synchronization, the fine articulation between different projections and sequential implicativenesses. These manipulations are one of the ways in which transcribing is accomplished as a situated practice.

Interaction and mobility : language and the body in motion

How do people use language, gestures and the materialenvironment around themfor interacting in mobile situations? Interaction and Mobility brings together international scholars who use video-recordings from real-life everyday settings to study how people interact in diverse mobile situations as part of activities such as walking, driving, flying, dancing and gaming. This book isvaluablefor anyone interested in multimodal interaction and mobility.

Interweaving Objects, Gestures, and Talk in Context

In a large French hospital, a group of professional experts (including physicians and software engineers) are working on the computerization of a blood-transfusion traceability device. By focusing on a particular moment in this slow process of design, we analyze their collaborative practices during a work session. The analysis takes a praxeological and interactionist approach and is inspired by discussions on the role of artifacts in social practices currently developed within various research frameworks in this field: activity theory, distributed cognition, conversation analysis, and actor network theory. After a brief presentation of the place of objects and artifacts in these ways of approaching action and human cognition, we show how the collective activity analyzed here is generated by the interweaving of discursive, gestural, and artifactual resources.

Bilingualism and the Analysis of Talk at Work: Code-Switching as a Resource For the Organization of Action and Interaction

One major characteristic of bilingualism is the way that speakers deploy resources from what may be recognized as two different languages. The meanings of such code-switching, or the motivations of language alternation in bilingual talk, have been discussed within a variety of theoretical paradigms. Whereas the ‘allocational’ paradigm represented by Fishman’s domain analysis sees social structure as determining language choices, the ‘interactional’ paradigm introduced by Gumperz sees these choices as a way of locally achieving a specifi c interactional order (Wei 2005: 376). Within the latter paradigm, conversation analysis (CA) takes a specifi c stance, stressing the importance of the situated moment-by-moment organization of interaction, of the intelligibility it has for the participants, and of the membership categories that are achieved and made relevant within the interaction itself. Within this framework, the sense of the plurilingual resources used by speakers can neither be mechanistically related to a set of predetermined factors, such as identities or social structures, nor associated with imputed intentions, strategies or goals of the participants. Instead, the questions asked (and answered through analyses of empirical data) are: how do participants orient to bilingual resources? Which problems are solved by participants’ procedures of exploiting bilingual resources? What intelligibility is given to these resources through the specifi c and local ways in which they are mobilized? What kind of ‘procedural consequentiality’ does the orientation have for the construction of identities, social categories or language diversity, i.e. what are the demonstrable consequences of this orientation and its manifestation in the specifi c sequential unfolding and organization of the interaction?

Displaying, contesting and negotiating epistemic authority in social interaction: Descriptions and questions in guided visits

This article contributes to ongoing studies in conversation analysis dealing with the way in which epistemic authority is displayed, claimed, contested and negotiated in social interaction. More particularly, it focuses on the articulation between action format, sequential organization, membership categorization and epistemic authority. The article offers an empirical analysis of the way in which knowledge is distributed and recognized in social gatherings, with a special focus on guided visits. Guided visits are a perspicuous setting for this analysis, since it is an activity in which the guide displays knowledge in comments and explanations and the guided seeks for knowledge in questions. However, this distribution of knowledge is regularly challenged. The article offers a systematic study of a collection of sequences initiated by turns beginning with ‘et là’ and locating a new referent in the environment, either in informings or in questions. While the former are frequently produced by the guide, assuming a knowing (K+) status, and the latter by the guided, assuming a not knowing (K−), it is possible to observe informings initiated by the guided, who, by so doing, claims a revision of his or her epistemic authority. Likewise, in second position, questions are generally answered by the guide, but can also be answered by another person, claiming alternative epistemic rights. By examining the details of turn and action design in these environments, the article shows how they either reproduce and confirm the current epistemic status of the participants or challenge, negotiate and transform them. The latter case is particularly revealing of the fact that epistemic status and stance are constantly reflexively (re)elaborated by the participants in social interaction.

Assessments in Social Interaction: Introduction to the Special Issue

This special issue is focused on the multimodal sequential analysis of assessments in a variety of social contexts. It aims at contributing to the study of assessments by taking into consideration their role within the overall organization of activities, being sensitive to the peculiar contexts, both ordinary and professional, in which they can be observed, which may display a variety of sequential formats, mobilizing both linguistic and multimodal resources. In this introduction we will provide a theoretical overview of key studies that have advanced our understanding of the social and sequential organizations of assessments, discuss the types of data privileged in prior research, and finally outline the contributions of the studies included in this special issue.