Coviewing in An Italian Classroom

Language, interaction, and making sense of television

Bibliographic Data

ID21190849
AuthorsL Caronia (0000-0002-8912-0599, corresponding author)
Year2009
Volume3
Issue3
Pages267-285
Publication date2009-08-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueJournal of Children and Media (JOURNAL)
Journal identifiersISSN: 1748-2798 • E-ISSN: 1748-2801
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/17482790902999942
OpenAlexW1543204177
LanguageEN
Citations received2
References cited20

The article presents data of a quasiexperimental research on media education practices in Italian primary and preprimary schools. Drawing on a socioconstructivist theoretical approach to children's social and cognitive development the study focuses on peer coviewing in the classroom as a social activity that contributes to the development of children's media-related competences. By describing and analyzing audiovisual recorded interactions of children participating in such an activity-in-context, the article suggests that this activity leads to cognition and understanding as locally situated and socially distributed processes. The social interactions and talk that occur during coviewing are tools through which children collectively make sense of television, orient each other to the text, and construct understanding as an interactive achievement and a socially organized process

Cognition · Situated · Situated cognition · Computer Science · Education and Technology Integration · EFL/ESL Teaching and Learning · Literacy, Media, and Education · Psychology

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