Helen Melander Bowden
Biographic Data
| ID | 139811 |
|---|---|
| NAME | Helen Melander Bowden |
| GIVEN NAMES | Helen Melander |
| FAMILY NAME | Bowden |
| SIGNATURE | BOWDEN H M |
| AFFILIATIONS | Uppsala University |
| ORCID | 0000-0003-4769-4479 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 27 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
‘Someone has taken all my tiaras
Based on ethnographic fieldwork including video recordings, this study examines how pre-teen girls, in everyday peer interaction, deal with controversial issues on a social media network. Drawing on a multimodal interactional approach, we analyze the situated affective and collaborative embodied work through which a peer group unravels and remedies problematic online behaviors (cheating, scamming, stealing). The results show how the girls affecti…
The effectiveness of the Conversation Analytic Role-Play Method (Carm) on teachers' and classroom assistants' self-efficacy and interactional awareness
This study investigates the effect of communication skills training concerning aided-speaking students’ questions in classroom interaction. Eighty-two Swedish teachers and classroom assistants working with students using augmentative and alternative communication (AAC) participated. The study was based on the Conversation Analytic Role-play Method (CARM) and implemented as a pre-post intervention design. The results show significant change on sel…
The many forms and functions of touch in educational settings
Although the significance of multimodal resources for the organization of human interaction is widely acknowledged, it is only more recently that touch practices have received systematic attention, by developing an interactional approach to touch as experienced in a distributed collective way (e.g., Cekaite & Mondada, 2021).The special issue represents a welcome contribution to this line of research by bringing together a selection of papers focu…
Disclaiming knowledge to encourage participation in research group meetings
This study investigates instances where experienced researchers make explicit claims of lack of knowledge (e.g., ‘I have to reveal my ignorance completely’) in the context of paper discussions during research group meetings. Drawing on multimodal interaction analysis, the analysis focuses on epistemic disclaimers in their sequential contexts, and the local management of institutional identities and domains of knowledge. The analyzed data draw fro…
Mobile phones and moral order
This study explores children's appropriation of media rules in a group of boys (10 years) in Sweden. The analysis is based on focus-group interviews where rules regulating children's use of mobile phones in school was discussed. Drawing on ethnomethodology and conversation analysis, the focus is on how rules are made sense of and appropriated, and how this contributes to establishing, negotiating, and sustaining a moral order for digital media us…
Designedly incomplete utterances as prompts for co-narration in home literacy events with young multilingual children
This video-ethnographic study investigates how designedly incomplete utterances (DIUs) are used during home literacy events in three multilingual families with young children in Sweden to prompt collaborative storybook reading in the children's heritage language, Russian. The multimodal interaction analyses uncover how DIUs, in concert with other semiotic resources, create a sequential environment to prompt children's speech production in relatio…
Embodied spatial learning in the mobile preschool
This study explores meals as a locus for children’s socialization into the socio-spatial organization of a mobile preschool, i.e. a preschool in a bus. Building on ethnographic fieldwork with video-recordings, the analysis is informed by ethnomethodology and conversation analysis to explore the everyday interactional organization of meal practices. Conceptualizing space as both a resource for interaction and as achieved in interaction, the study …
Designing and assessing digital games in a classroom
This study explores situated practices of game design critique in a Swedish 4th grade classroom. The analyses are based on video recordings of peer feedback activities within the context of a project on computational thinking using the software Scratch. Drawing on ethnomethodology and conversation analysis, the interactional and collaborative accomplishment of game design critique is examined, focusing on how the participants make relevant norms …
Co-constructing a child as disorderly
This study explores how displays of strong emotions in narrative accounts of emotional experiences provide a context for invoking moral accountabilities, including the shaping of the teller’s character. We use a dialogical approach (i.e., ethnomethodology, linguistic anthropology) to emotions to explore how affective stances are performed, responded to and accounted for in episodes of narrative accounts. The analysis is based on a case study that…
Knowledge talk in performance appraisal interviews
Drawing on ethnomethodology and conversation analysis, this paper examines video-recorded sequences of interaction where ‘knowledge’ is made relevant in annual performance appraisal interviews (PAIs) in a Swedish bank. We examine how managers and employees collaboratively construct, define, and negotiate knowledge, and seek to understand what knowledge talk is recruited for accomplishing on individual and organizational levels. The study aims to …
Parsing tasks for the mobile novice in real time
Appropriation through guided participation
Knowing how to play the game of jump rope
In tow of the blue whale
Parsing tasks for the mobile novice in real time
In tow of the blue whale
Knowing how to play the game of jump rope
Mobile phones and moral order
This study explores children's appropriation of media rules in a group of boys (10 years) in Sweden. The analysis is based on focus-group interviews where rules regulating children's use of mobile phones in school was discussed. Drawing on ethnomethodology and conversation analysis, the focus is on how rules are made sense of and appropriated, and how this contributes to establishing, negotiating, and sustaining a moral order for digital media us…
Embodied spatial learning in the mobile preschool
This study explores meals as a locus for children’s socialization into the socio-spatial organization of a mobile preschool, i.e. a preschool in a bus. Building on ethnographic fieldwork with video-recordings, the analysis is informed by ethnomethodology and conversation analysis to explore the everyday interactional organization of meal practices. Conceptualizing space as both a resource for interaction and as achieved in interaction, the study …
Appropriation through guided participation
In tow of the blue whale
Knowing how to play the game of jump rope
Appropriation through guided participation
Parsing tasks for the mobile novice in real time
Knowledge talk in performance appraisal interviews
Drawing on ethnomethodology and conversation analysis, this paper examines video-recorded sequences of interaction where ‘knowledge’ is made relevant in annual performance appraisal interviews (PAIs) in a Swedish bank. We examine how managers and employees collaboratively construct, define, and negotiate knowledge, and seek to understand what knowledge talk is recruited for accomplishing on individual and organizational levels. The study aims to …
Designing and assessing digital games in a classroom
This study explores situated practices of game design critique in a Swedish 4th grade classroom. The analyses are based on video recordings of peer feedback activities within the context of a project on computational thinking using the software Scratch. Drawing on ethnomethodology and conversation analysis, the interactional and collaborative accomplishment of game design critique is examined, focusing on how the participants make relevant norms …
Co-constructing a child as disorderly
This study explores how displays of strong emotions in narrative accounts of emotional experiences provide a context for invoking moral accountabilities, including the shaping of the teller’s character. We use a dialogical approach (i.e., ethnomethodology, linguistic anthropology) to emotions to explore how affective stances are performed, responded to and accounted for in episodes of narrative accounts. The analysis is based on a case study that…
Embodied spatial learning in the mobile preschool
This study explores meals as a locus for children’s socialization into the socio-spatial organization of a mobile preschool, i.e. a preschool in a bus. Building on ethnographic fieldwork with video-recordings, the analysis is informed by ethnomethodology and conversation analysis to explore the everyday interactional organization of meal practices. Conceptualizing space as both a resource for interaction and as achieved in interaction, the study …
Designedly incomplete utterances as prompts for co-narration in home literacy events with young multilingual children
This video-ethnographic study investigates how designedly incomplete utterances (DIUs) are used during home literacy events in three multilingual families with young children in Sweden to prompt collaborative storybook reading in the children's heritage language, Russian. The multimodal interaction analyses uncover how DIUs, in concert with other semiotic resources, create a sequential environment to prompt children's speech production in relatio…
The many forms and functions of touch in educational settings
Although the significance of multimodal resources for the organization of human interaction is widely acknowledged, it is only more recently that touch practices have received systematic attention, by developing an interactional approach to touch as experienced in a distributed collective way (e.g., Cekaite & Mondada, 2021).The special issue represents a welcome contribution to this line of research by bringing together a selection of papers focu…
Disclaiming knowledge to encourage participation in research group meetings
This study investigates instances where experienced researchers make explicit claims of lack of knowledge (e.g., ‘I have to reveal my ignorance completely’) in the context of paper discussions during research group meetings. Drawing on multimodal interaction analysis, the analysis focuses on epistemic disclaimers in their sequential contexts, and the local management of institutional identities and domains of knowledge. The analyzed data draw fro…
Mobile phones and moral order
This study explores children's appropriation of media rules in a group of boys (10 years) in Sweden. The analysis is based on focus-group interviews where rules regulating children's use of mobile phones in school was discussed. Drawing on ethnomethodology and conversation analysis, the focus is on how rules are made sense of and appropriated, and how this contributes to establishing, negotiating, and sustaining a moral order for digital media us…
‘Someone has taken all my tiaras
Based on ethnographic fieldwork including video recordings, this study examines how pre-teen girls, in everyday peer interaction, deal with controversial issues on a social media network. Drawing on a multimodal interactional approach, we analyze the situated affective and collaborative embodied work through which a peer group unravels and remedies problematic online behaviors (cheating, scamming, stealing). The results show how the girls affecti…
The effectiveness of the Conversation Analytic Role-Play Method (Carm) on teachers' and classroom assistants' self-efficacy and interactional awareness
This study investigates the effect of communication skills training concerning aided-speaking students’ questions in classroom interaction. Eighty-two Swedish teachers and classroom assistants working with students using augmentative and alternative communication (AAC) participated. The study was based on the Conversation Analytic Role-play Method (CARM) and implemented as a pre-post intervention design. The results show significant change on sel…
Psychology (14 works) · Computer Science (11 works) · Communication (9 works) · Sociology (9 works) · Conversation (8 works) · Conversation analysis (7 works) · Language, Discourse, Communication Strategies (7 works) · Communication (6 works) · Linguistics (5 works) · Social science (5 works)