Knowledge in Motion: Investigating how teachers connect institutional and everyday knowledge practices in naturally occurring classroom interactions. Kenneth Silseth Ola Erstad

Aim and background An interest in studying the continuities and discontinuities between formal and informal contexts of learning (Barron, 2006; Brown, Collins, & Duguid, 1989; Lave, 1988; Leander, Phillips, & Taylor, 2010; Resnick, 1987). Scholars have investigated how teachers can develop strategies for including students’ experience and knowledge in their teaching (Cremin, Mottram, Collins, Powell, & Drury, 2012; Dworin, 2006; Hogg, 2011; Hughes & Greenhough, 2006; Moll, Amanti, Neff, & Gonzalez, 1992).

Aim and background Fostering engagement and interest among students in classroom practice is not something that easily can be done with ready-made recipes and is a highly demanding task (Engle & Conant, 2002; Kumpulainen & Lipponen, 2010). We know surprisingly little about how teachers use student’s everyday experiences and knowledge as resources for learning in naturally occurring classroom interaction.

Aim and background Some studies do exist: – Moje and colleagues (2004) Studied everyday funds of knowledge that potentially could be used as valuable resources for engagement in scientific literacy learning (family, community, peer, and popular culture). – Grossen, Zittoun and Ros (2012) Have studied the occurrence of what they call “boundary crossing events” in upper- secondary classrooms in the subject of literature, philosophy and what they call general knowledge.

Aim and background The main aim: – To describe, analyze and categorize what kind of talk teachers employ when using students everyday experiences and knowledge that is part of their lives outside school as resources for students learning about subject knowledge in naturalistic school settings.

Theoretical framework We employ a sociocultural and dialogical approach to learning and meaning-making: – Learning is viewed as a social and contextual enterprise (Brown et al., 1989; Ford & Forman, 2006). – Learning as a collaborative and dialogical achievement (Kumpulainen & Mutanen, 1999; Renshaw, 2004). – Social interaction (teacher-student talk) as a unit of analysis.

Research method and design Context: – The project Knowledge in Motion across Contexts of Learning. – Involves two local communities in a medium-sized city in Norway. – We follow nine teachers and approximately 100 students, distributed across two schools (one in each local community) and four classes (two at each school).

Research method and design Context: – We follow the teachers and students over the course of lower secondary school, from eighth grade until the end of tenth grade. – We also follow selected students in three other domains than school; organized sports (such as soccer, hand ball and volleyball), the family and media use. – In school, we follow different core subjects, such as mathematics, science, Norwegian, and social studies. – In this paper we will focus on lessons in social studies.

Research method and design Method: – Longitudinal case study (Yin, 2006). – We have collected different types of data, such as surveys, documents, field notes, interviews, video data, artifacts created by the students etc.. – In this paper, video data of teacher-student interactions constitutes the foreground in the analysis. – All video data from one semester have been taken into consideration; 13 lessons.

Research method and design Method: – Thematic coding (Braun & Clarke, 2006). – Relevant episodes where subjected to interaction analysis (Jordan & Henderson, 1995). – How participants respond to each other’s utterances turn- by-turn in interactional episodes is an analytical focus; sequences of utterances. – Through this analysis different categories of teacher intervention emerged.

Preliminary findings ActivitiesTime spent Whole-class conversations31,6 % Group work25,6 % Instruction15,6 % Student presentation15 % Watching film or listening to audio recordings 3,5 % Drama2,05 % Individual work1,47 Other5,14 %

Preliminary findings Looking at the total video material of this semester in social studies we have been able to only identify 21 relevant episodes.

Preliminary findings Categories: – Teachers using student’s knowledge about and experiences from the local community as resources for students learning. – Teachers using student’s experiences from extraordinary events. – Teachers using student’s identity dimensions as resources for student learning. – Teachers using student’s emotional experiences as resources for student learning. – Teachers using popular culture as a resource for student learning.

Preliminary findings In contrast to Moje et al. (2004) we do find traces of students out-of-school experiences in teacher- student interaction. However, as our data also show it is often unclear how these resources become tools for learning.

Conclusion and educational implications The data show that connections to everyday practices as part of social studies lessons do not happen very often. It seems like it is easier to use the local community in general as a resource, rather than other types of resources. The findings show that teachers orientation towards experiences that students have gained outside school can support students in dealing with curricular topic and issues, but it is also often unclear how these resources specifically become tools for learning. Knowledge about these types of aspects of teaching and learning in classrooms is important because it can guide us in findings ways of developing strategies that teachers can use in teacher-student interaction for making content within subject domains more available for both struggling and non- struggling students.

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