Teachers telling: informings in an early years classroom

Gardner, Rod and Mushin, Ilana (2013) Teachers telling: informings in an early years classroom. Australian Journal of Communication, 40 2: 63-81.

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Name Description MIMEType Size Downloads
Author Gardner, Rod
Mushin, Ilana
Title Teachers telling: informings in an early years classroom
Journal name Australian Journal of Communication   Check publisher's open access policy
ISSN 2202-9222
Publication date 2013
Sub-type Article (original research)
Volume 40
Issue 2
Start page 63
End page 81
Total pages 19
Place of publication St Lucia, QLD, Australia
Publisher School of English, The University of Queensland
Collection year 2014
Language eng
Formatted abstract
Informings (assertions or tellings) are a fundamental action type for transferring knowledge from a knowing participant to an unknowing one in an interaction. They form a complementary pair with questions. In this study, we draw on video- and audio-taped data from a primary school in central Queensland. We investigate the distribution and sequential occurrence of informings in about 15 hours of classroom recordings. Whereas questions by teachers are very common, we found informings to be relatively infrequent. In particular, teachers were found to pass on factual information directly to students rarely. Informings were found to occur most frequently after other strategies, and in particular, questions, had been tried.
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2014 Collection
School of Languages and Cultures Publications
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Created: Mon, 04 Nov 2013, 09:38:03 EST by Ms Katrina Hume on behalf of School of Languages and Cultures