This paper discusses a study examining how mentors in nurse education make professional judgments about the clinical competence of their pre‐registration nursing students. Interviews were undertaken with nine UK students and 15 mentors, using critical incidents in practice settings as a focus. The study was undertaken for the English National Practice‐Based Professional Learning Centre for Excellence in Teaching and Learning. This paper reports on the conversation analytic thread of the work. The mentor role with pre‐registration nursing students is not only (...) supportive but involves formal assessment. Central to the relationship is communication. In professional education, communication is seen as a skill to be applied and assessed in practice settings but is also the medium mentors and mentees use to talk about the relationship. Analysis of excerpts of conversation in the interviews shows that episodes of communication are used as topics of conversation to establish professional identity. It also reveals that judgments about the extent of professional capacity of both students and mentors are grounded in everyday behaviours (for example, enthusiasm, indifference and confidence) as well as professional competence. In addition to focusing on clinical issues, mentors can and do use mundane communication as a resource for judgments about competence. (shrink)

Accounts of video game play developed from an ethnomethodological and conversation analytic perspective remain relatively scarce. This study collects together an emerging, if scattered, body of research which focuses on the material, practical “work” of video game players. The study offers an example-driven explication of an EMCA perspective on video game play phenomena. The materials are arranged as a “tactical zoom.” We start very much “outside” the game, beginning with a wide view of how massive-multiplayer online games are played within (...) dedicated gaming spaces; here, we find multiple players, machines, and many different sorts of activities going on. Still remaining somewhat distanced from the play of the game itself, we then take a closer look at the players themselves by examining a notionally simpler setting involving pairs taking part in a football game at a games console. As we draw closer to the technical details of play, we narrow our focus further still to examine a player and spectator situated “at the screen” but jointly analyzing play as the player competes in an online first-person shooter. Finally, we go “inside” the game entirely and look at the conduct of avatars on-screen via screen recordings of a massively multiplayer online game. Having worked through specific examples, we provide an elaboration of a selection of core topics of ethnomethodology and conversation analysis that is used to situate some of the unstated orientations in the presentation of data fragments. In this way, recurrent issues raised in the fragments are shown as coherent, interconnected phenomena. In closing, we suggest caution regarding the way game play phenomena have been analyzed in this study, while remarking on challenges present for the development of further EMCA-oriented research on video game play. (shrink)

Accounts of video game play developed from an ethnomethodological and conversation analytic perspective remain relatively scarce. This study collects together an emerging, if scattered, body of research which focuses on the material, practical “work” of video game players. The study offers an example-driven explication of an EMCA perspective on video game play phenomena. The materials are arranged as a “tactical zoom.” We start very much “outside” the game, beginning with a wide view of how massive-multiplayer online games are played within (...) dedicated gaming spaces; here, we find multiple players, machines, and many different sorts of activities going on. Still remaining somewhat distanced from the play of the game itself, we then take a closer look at the players themselves by examining a notionally simpler setting involving pairs taking part in a football game at a games console. As we draw closer to the technical details of play, we narrow our focus further still to examine a player and spectator situated “at the screen” but jointly analyzing play as the player competes in an online first-person shooter. Finally, we go “inside” the game entirely and look at the conduct of avatars on-screen via screen recordings of a massively multiplayer online game. Having worked through specific examples, we provide an elaboration of a selection of core topics of ethnomethodology and conversation analysis that is used to situate some of the unstated orientations in the presentation of data fragments. In this way, recurrent issues raised in the fragments are shown as coherent, interconnected phenomena. In closing, we suggest caution regarding the way game play phenomena have been analyzed in this study, while remarking on challenges present for the development of further EMCA-oriented research on video game play. (shrink)

Based on video-recordings of several weeks of rehearsals of a Japanese theater piece played by French actors, and adopting an ethnomethodological and conversation analytic perspective, this paper focuses on how the same few lines of a scene are subsequently enacted. In particular, it explores how the scene is played, not only in relation to the script but also to the situated moment-by-moment unfolding of embodied movements constituting the actions and achieving their detailed formatting and meaning. Whereas the dialogue refers to (...) the scripted text, we argue that the multimodal details of each scene constitute a unique situated course of action achieved for ‘another first time,’ whose multimodal configuration depends on the temporality and the shape of each step, gesture, and body posture, as they are embodied and responded to in the vivid present and its contingencies. We demonstrate this by revealing how variations of the scene are performed, explored, and serendipitously found by the actors. We focus in particular on embodied details like walking, sitting, hugging and kissing, and the sequential and temporal positions at which they co-occur with the lines of the script. The analysis demonstrates both the indexicality of the script interpretations and the creative contingencies of the embodied work of the actors. In this way, it aims at contributing to current growing literature revisiting theater rehearsal as a situated activity and an interactional multimodal achievement. (shrink)

In this paper, we study the interactional organization of an instructed object exploration among sighted and visually impaired people (VIPs) in order to contribute to studies of instructional activities and the observable accomplishment of haptic perception. We do this by showing the situated, interactional, and co-operative organization of achieving object understanding. We focus on the dynamics of haptic perception as being reliant on instructions, while at the same time being an observable production that furnishes further instructions. We show the organization (...) of visual and verbal instructions versus the touching of objects for haptic perception. Based on ethnomethodological conversation analysis of video data, we study a VIP’s haptic actions in interaction with a professional, sighted ICT consultant who provides instructions on what an object is and what it can do. We show how the instructions are sequentially adjusted to make them relevant for a simultaneous, emerging exploration in which the VIP uses their hands and fingers to perceive very specific details of the object. We argue that achieving object understanding is accomplished in and through the fine-tuned coordination of haptic exploration, both as a response to verbal instructions and also as a means of conveying perception-related actions, which the ICT uses to build new actions. The paper thus makes a case for instructed and distributed haptic perception as observable in social interaction and as a resource for building object understanding within phenomenal fields. (shrink)

This investigation examines ‘teasing’ of non-combatant children by US military service personnel in occupied Iraq and Afghanistan. The majority of existent investigations of teasing and related practices place significant conceptual importance on the intentions of the teaser – such that a target can understand that the tease is not true. However, in data examined here it appears that targets do not understand the language in which the teasing is undertaken. Drawing from publicly available video footage posted on the video sharing (...) website Liveleak, we provide an ethnomethodological and conversation analytic informed examination of how persons initiating teasing strategically exploit asymmetries in the sequential and preferential organization of interactions when tease recipients do not have sufficient English skills to redress the negative assessments being made of them. Three types of candidate teasing practices are identified: soldier initiated negative other-assessments; target parroting negative other-assessments; and offer-withdrawal games. Analysis examines how such interactions effectively fail as teases and explores how children can resist soldiers’ pursuit of degrading responses. (shrink)