Åsa Mäkitalo
Biographic Data
| ID | 87568 |
|---|---|
| NAME | Åsa Mäkitalo |
| GIVEN NAMES | Åsa |
| FAMILY NAME | Mäkitalo |
| SIGNATURE | MÄKITALO Å |
| AFFILIATIONS | University of Gothenburg |
| ORCID | 0000-0003-3711-3781 |
| VERIFIED | Yes |
| TOTAL WORKS | 18 |
| TOTAL CITATIONS | 23 |
| AUTHOR COUNT | 18 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2002 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Shadow care infrastructures in platformised welfare education: Repairing home–school communication
Digital platforms are widely promoted in Nordic welfare-state education as infrastructures for efficient, transparent, and equal home–school communication. In practice, platformised communication generates breakdowns and exclusions that require ongoing professional intervention. This article examines how teachers’ socio-technical repair practices sustain home–school communication when platforms prove insufficient, and what this reveals about incl…
Teachers’ enactment of policy in classrooms: Making students accountable through inscriptions from the curriculum in classroom interactions
The purpose of this paper is to examine the complex relationships between educational policy and classroom practice. By employing a sociocultural perspective, we examine formulations inscribed in socio-material artifacts about what students should learn and how they should engage with knowledge. We explore how these formulations are mobilized in instructional work and the implications this activity has for student participation. To address this i…
The interactive work of narrative elicitation in person‐centred care: Analysis of phone conversations between health care professionals and patients with common mental disorders
INTRODUCTION: Narratives play a central part in person-centred care (PCC) as a communicative means of attending to patients' experiences. The present study sets out to explore what activities are performed and what challenges participants face in the interactive process of narrative elicitation, carried through in patient-professional communication in a remote intervention based on PCC. METHODS: Data were gathered from a randomized controlled tri…
Approaching writing and learning as interdependent processes
Socioscientific issues via controversy mapping: Bringing Actor-Network Theory Into the Science Classroom With Digital Technology
What are the current challenges and opportunities for bringing actor-network theory (ANT) into issues-based science education? This article discusses experiences gained from introducing an educational version of ANT deploying digital technology into an upper secondary school science class. This teaching innovation, called controversy mapping, has been pioneered in different contexts of higher education before being adapted to school education. Ex…
The Swedish grade conference: A dialogical study of face-to-face delivery of summative assessment in higher education
From Drama Text to Stage Text: Transitions of Text Understanding in a Student Theatre Production
Exploring how text understanding evolves through interaction in a drama-text-based student theatre production, the present study takes its theoretical point of departure in sociocultural and dialogical approaches to meaning making and creativity. Video data from a Swedish upper secondary school allowed us to follow transitions of text understanding in the artistic shaping of characters from drama text to stage text. We analyze a special kind of c…
Rendering controversial socioscientific issues legible through digital mapping tools
Giving students opportunities to work collaboratively with complex online information is important for the development of democratic citizenship, but providing and structuring these opportunities poses pedagogical challenges. In this study, we investigate how digital mapping tools developed within Science and Technology Studies (STS) are used by upper secondary science students for the collaborative exploration and ordering of controversial socio…
Integration work as a situated communicative practice: Assuming, establishing and modifying cultural differences
On the notion of agency in studies of interaction and learning
Supervision at the outline stage: Introducing and encountering issues of sustainable development through academic writing assignments
Universities are responsible for introducing students to disciplinary fields and their knowledge traditions. A common way to cater for processes of this kind is to organize students’ work through the production of text in a genre common in their field. Previous research has pointed to the challenges involved as students appropriate disciplinary ways of reasoning through writing, yet further attention needs to be directed to the communicative chal…
Referencing as practice: Learning to write and reason with other people's texts in environmental engineering education
Re-visiting the past: How documentary practices serve as means to shape team performance at an IT help desk
Towards a conversational culture? How participants establish strategies for co-ordinating chat postings in the context of in-service training
Within the research field of computer-mediated communication (CMC), extensive attention has been paid to the differences between CMC and spoken conversation, particularly in terms of sequential structure. In this study, the aim is to analyse how participants maintain continuity and handle discontinuities in institutionally arranged, computer-mediated communication. The empirical material consists of chat log files from in-service training courses…
Effort on Display: Unemployment and the Interactional Management of Moral Accountability
In this study of moral accountability in vocational guidance conversations at a public employment office in Sweden, I adopt a combination of approaches to explore implicit accounts as intrinsic to institutional activities. In this setting, participants managed moral accountability by normalizing a person's conduct, preempting potential critique, and marking transgression. Clients were never held accountable for lack of competence, knowledge, or s…
Mécanismes socio-cognitifs et communication: Les catégories techniques dans le discours
Cet article traite de l’activité complexe de raisonnement quand les gens, au sens ethnométhodologique du terme, « fabriquent » la société et les institutions sociales. Traditionnellement, l’étude du raisonnement et de la connaissance humaine a reposé sur des hypothèses qui sont en désaccord avec la prise en compte de la nature socioculturelle et sociocognitive des activités collectives. Notre raisonnement dans ses grandes lignes est que une analy…
Accounting Practices as Situated Knowing: Dilemmas and Dynamics in Institutional Categorization
This article analyses the dynamics of the use of institutional categories in institutional encounters. The focus is on documenting how categories are invoked to index what is relevant to situated knowing in interactional sequences where there is a need to bridge the gap between action and expectation. This general problem has been studied in the context of interactions between job applicants and vocational guidance officers in a public employment…
Invisible People: Institutional Reasoning and Reflexivity in the Production of Services and"Social Facts" in Public Employment Agencies
(2002). Invisible People: Institutional Reasoning and Reflexivity in the Production of Services and'Social Facts' in Public Employment Agencies. Mind, Culture, and Activity: Vol. 9, No. 3, pp. 160-178
Effort on Display: Unemployment and the Interactional Management of Moral Accountability
In this study of moral accountability in vocational guidance conversations at a public employment office in Sweden, I adopt a combination of approaches to explore implicit accounts as intrinsic to institutional activities. In this setting, participants managed moral accountability by normalizing a person's conduct, preempting potential critique, and marking transgression. Clients were never held accountable for lack of competence, knowledge, or s…
Accounting Practices as Situated Knowing: Dilemmas and Dynamics in Institutional Categorization
This article analyses the dynamics of the use of institutional categories in institutional encounters. The focus is on documenting how categories are invoked to index what is relevant to situated knowing in interactional sequences where there is a need to bridge the gap between action and expectation. This general problem has been studied in the context of interactions between job applicants and vocational guidance officers in a public employment…
Towards a conversational culture? How participants establish strategies for co-ordinating chat postings in the context of in-service training
Within the research field of computer-mediated communication (CMC), extensive attention has been paid to the differences between CMC and spoken conversation, particularly in terms of sequential structure. In this study, the aim is to analyse how participants maintain continuity and handle discontinuities in institutionally arranged, computer-mediated communication. The empirical material consists of chat log files from in-service training courses…
Socioscientific issues via controversy mapping: Bringing Actor-Network Theory Into the Science Classroom With Digital Technology
What are the current challenges and opportunities for bringing actor-network theory (ANT) into issues-based science education? This article discusses experiences gained from introducing an educational version of ANT deploying digital technology into an upper secondary school science class. This teaching innovation, called controversy mapping, has been pioneered in different contexts of higher education before being adapted to school education. Ex…
Rendering controversial socioscientific issues legible through digital mapping tools
Giving students opportunities to work collaboratively with complex online information is important for the development of democratic citizenship, but providing and structuring these opportunities poses pedagogical challenges. In this study, we investigate how digital mapping tools developed within Science and Technology Studies (STS) are used by upper secondary science students for the collaborative exploration and ordering of controversial socio…
Invisible People: Institutional Reasoning and Reflexivity in the Production of Services and"Social Facts" in Public Employment Agencies
(2002). Invisible People: Institutional Reasoning and Reflexivity in the Production of Services and'Social Facts' in Public Employment Agencies. Mind, Culture, and Activity: Vol. 9, No. 3, pp. 160-178
Accounting Practices as Situated Knowing: Dilemmas and Dynamics in Institutional Categorization
This article analyses the dynamics of the use of institutional categories in institutional encounters. The focus is on documenting how categories are invoked to index what is relevant to situated knowing in interactional sequences where there is a need to bridge the gap between action and expectation. This general problem has been studied in the context of interactions between job applicants and vocational guidance officers in a public employment…
Mécanismes socio-cognitifs et communication: Les catégories techniques dans le discours
Cet article traite de l’activité complexe de raisonnement quand les gens, au sens ethnométhodologique du terme, « fabriquent » la société et les institutions sociales. Traditionnellement, l’étude du raisonnement et de la connaissance humaine a reposé sur des hypothèses qui sont en désaccord avec la prise en compte de la nature socioculturelle et sociocognitive des activités collectives. Notre raisonnement dans ses grandes lignes est que une analy…
Effort on Display: Unemployment and the Interactional Management of Moral Accountability
In this study of moral accountability in vocational guidance conversations at a public employment office in Sweden, I adopt a combination of approaches to explore implicit accounts as intrinsic to institutional activities. In this setting, participants managed moral accountability by normalizing a person's conduct, preempting potential critique, and marking transgression. Clients were never held accountable for lack of competence, knowledge, or s…
Towards a conversational culture? How participants establish strategies for co-ordinating chat postings in the context of in-service training
Within the research field of computer-mediated communication (CMC), extensive attention has been paid to the differences between CMC and spoken conversation, particularly in terms of sequential structure. In this study, the aim is to analyse how participants maintain continuity and handle discontinuities in institutionally arranged, computer-mediated communication. The empirical material consists of chat log files from in-service training courses…
Referencing as practice: Learning to write and reason with other people's texts in environmental engineering education
Re-visiting the past: How documentary practices serve as means to shape team performance at an IT help desk
Supervision at the outline stage: Introducing and encountering issues of sustainable development through academic writing assignments
Universities are responsible for introducing students to disciplinary fields and their knowledge traditions. A common way to cater for processes of this kind is to organize students’ work through the production of text in a genre common in their field. Previous research has pointed to the challenges involved as students appropriate disciplinary ways of reasoning through writing, yet further attention needs to be directed to the communicative chal…
On the notion of agency in studies of interaction and learning
Integration work as a situated communicative practice: Assuming, establishing and modifying cultural differences
The Swedish grade conference: A dialogical study of face-to-face delivery of summative assessment in higher education
From Drama Text to Stage Text: Transitions of Text Understanding in a Student Theatre Production
Exploring how text understanding evolves through interaction in a drama-text-based student theatre production, the present study takes its theoretical point of departure in sociocultural and dialogical approaches to meaning making and creativity. Video data from a Swedish upper secondary school allowed us to follow transitions of text understanding in the artistic shaping of characters from drama text to stage text. We analyze a special kind of c…
Rendering controversial socioscientific issues legible through digital mapping tools
Giving students opportunities to work collaboratively with complex online information is important for the development of democratic citizenship, but providing and structuring these opportunities poses pedagogical challenges. In this study, we investigate how digital mapping tools developed within Science and Technology Studies (STS) are used by upper secondary science students for the collaborative exploration and ordering of controversial socio…
Socioscientific issues via controversy mapping: Bringing Actor-Network Theory Into the Science Classroom With Digital Technology
What are the current challenges and opportunities for bringing actor-network theory (ANT) into issues-based science education? This article discusses experiences gained from introducing an educational version of ANT deploying digital technology into an upper secondary school science class. This teaching innovation, called controversy mapping, has been pioneered in different contexts of higher education before being adapted to school education. Ex…
Approaching writing and learning as interdependent processes
The interactive work of narrative elicitation in person‐centred care: Analysis of phone conversations between health care professionals and patients with common mental disorders
INTRODUCTION: Narratives play a central part in person-centred care (PCC) as a communicative means of attending to patients' experiences. The present study sets out to explore what activities are performed and what challenges participants face in the interactive process of narrative elicitation, carried through in patient-professional communication in a remote intervention based on PCC. METHODS: Data were gathered from a randomized controlled tri…
Teachers’ enactment of policy in classrooms: Making students accountable through inscriptions from the curriculum in classroom interactions
The purpose of this paper is to examine the complex relationships between educational policy and classroom practice. By employing a sociocultural perspective, we examine formulations inscribed in socio-material artifacts about what students should learn and how they should engage with knowledge. We explore how these formulations are mobilized in instructional work and the implications this activity has for student participation. To address this i…
Shadow care infrastructures in platformised welfare education: Repairing home–school communication
Digital platforms are widely promoted in Nordic welfare-state education as infrastructures for efficient, transparent, and equal home–school communication. In practice, platformised communication generates breakdowns and exclusions that require ongoing professional intervention. This article examines how teachers’ socio-technical repair practices sustain home–school communication when platforms prove insufficient, and what this reveals about incl…
Sociology (11 works) · Computer Science (10 works) · Psychology (10 works) · Pedagogy (8 works) · Social science (6 works) · Engineering (5 works) · Epistemology (5 works) · Political science (5 works) · Mathematics education (4 works) · Social Psychology (4 works)