This paper examines the function of narrative discourse in television talk shows. Basing our analysis on five episodes of the Swedish talk show Skavlan, we illustrate how narratives are initiated and elaborated by the participants of the show. The analysis shows that the institutional roles are challanged and that the roles vary between the host ant the guests. The analysis also shows that when guests introduce and elaborate stories they use the same discursive actions and resources as the host. When participants enter an actvie role in their storytelling the hos takes a more restrained role in which he lets the the conversation evolve spontaneously. The analysis identifies yet another participant role which was not included in the studies of Ochs & Taylor and Thornborrow. The role appears when the host uses indirect form of address to both the studio audience and the overhearing audience. This role is relevant in the study of broadcast talk because of the very nature of television.

Användningen av digitala konferensverktyg (DKV) har ökat under pandemin Covid-19 ochanvändare har rapporterat att de upplever kommunikationen mer ansträngande än öga-mot-öga. En utmaning i DKV är att det inte går att rikta uppmärksamhet mot specifika samtalsdeltagare för att det inte går att skapa ögonkontakt vilket försvårar turtagning eftersom det är på så vis turen fördelas mellan samtalsdeltagare. Tidigare forskning visar att turtagning stöds av icke-verbala signaler och främst ögonkontakt och att stöd för turtagning i DKV kan designas utifrån att en ögonscanner som läser av var samtalsdeltagare tittar implementeras. Studien syftar till att undersöka hur olika designval vid design av DKV kan användas för att förbättra användaresupplevelser av turtagning vid samtal mellan flera parter i DKV. För att undersöka nya sätt att designa DKV har en designorienterad studie genomförts där designförslag formats baserade på ögonkontakt och dessa har utvärderats tillsammans med användare. Studiens resultat påvisar att turtagning kan stödjas i flerpartssamtal i DKV genom att addera rörliga visuella element som visar vem som talar nu och vem denne etablerar ögonkontakt med för att lämna över turen. Tre designförslag presenteras för hur detta kan göras. / The use of Digital conference tools (DKV) has increased because of the pandemic Covid-19 and DKV users has reported that the communication is more exhausting than communication face-to-face. A challenge in DKV is the inability to direct attention towards specific conversational participants because of absence of eye contact which makes turn-taking difficult since that is how the turn is allocated between conversational participants. Related work shows that turn-taking is supported by non-verbal signals, primarily eye-contact, and that turntaking can be supported by implementing an eyescanner that interpret where conversational participants direct their gaze. The aim of the study is to investigate how different design choices when designing DKV can be used to improve users’ experiences of turn-taking in multi-party conversations in DKV. In order to explore new ways of designing DKV design research has been used to empirically evaluate suggestions for design based on eyecontact. The result of the study shows that turn-taking can be supported in multi-party conversations in DKV by adding moving visual elements that shows who is the current speaker and who this person is establishing eye contact with to allocate the turn. Three suggestions for design are presented for how this could be done.

The overall purpose of this study is to gain knowledge about dialogues in the setting of the preschool. The more in-depth purpose is to highlight what happens in dialogues between a teacher and a child when more children join the situation of interaction in which the dialogue is taking place. A further purpose is to attempt to understand what it is that influences change in the dialogue and what significance the actions of the teacher can have for this change. The study is based on several questions that concern interaction in preschools, who it is that initiates an increase in the number of participants in those situations that involve dialogue, and what happens with the dialogue when more children join and what causes the change in the dialogue. The study is based on video observations from a preschool; approximately 10 teachers and 50 children between the ages of one and six took part in the study. The situations that were observed and documented in video format were everyday activities (both indoor and outdoor) that were led at a nominal level by teachers. In total, 40 films were recorded. Film length was between one and 60 minutes. In 32 of the films, there was interaction between a teacher and several children, and 18 of these included dialogues between a teacher and several children. Dialogue is here given a specific significance and refers to the interaction that can be described in terms of presence, listening, reciprocity, and extending. This definition of dialogue derives from a combination of Martin Buber’s philosophy of dialogue and aspects of interaction that earlier research found to be significant for children’s learning. In two of the 18 films that showed dialogue, no other children became part of the situation of interaction; the remaining 16 films were transcribed; and both verbal and non-verbal events were made apparent in the transcriptions. Analyses of the recorded material and of the transcriptions were conducted using analytical terms borrowed from conversation analysis as well as the central term for this study dialogue.  The results demonstrate a complex practice and also demonstrate that dialogues in the sense given in this study take place between children and teachers. Situations of interaction also occur where dialogues take place in which a number of children join. It can be the child joining the situation of interaction who takes the initiative to an increased number of participants; however, it can also be the teacher or the child in the dialogue. The initial address can take place during a moment of transition in the interaction or at the same time as another participant is talking. The dialogue often changes when more children join the situation where the dialogue is taking place. The dialogue can end completely or be interrupted and resume. The results further demonstrate that the dialogue can continue without seemingly being affected by the fact that more children join. This happens when the child joining and the teacher in the dialogue interact in a non-verbal manner at the same time as the teacher is talking with the child in the dialogue. The dialogue can also be continued with more participants. Who takes the initiative, how the initial address occurs, and which content is given focus by the different participants are all factors that seem to affect what happens to the dialogue. How the teacher acts when more children join also appears to be significant in terms of what happens with the dialogue when more children join. In those situations where the teacher begins talking with a number of children about different subjects, the interaction ceases to be dialogic. When the teacher asks the joining child to wait, the dialogue is both interrupted and resumed, and on those occasions when the dialogue continues with more participants, the teacher listens to the joining child and the participants take turns speaking. / <p>Licentiatuppsatsen har författats inom forskarskolan "Utforskande lärprocesser och literacy: förskolebarns lärande i språk, matematik och naturvetenskap" som genomförts i samarbete mellan Stockholms universitet, Uppsala universitet, Umeå universitet och Högskolan i Dalarna.</p>

The overall purpose of this study is to gain knowledge about dialogues in the setting of the preschool. The more in-depth purpose is to highlight what happens in dialogues between a teacher and a child when more children join the situation of interaction in which the dialogue is taking place. A further purpose is to attempt to understand what it is that influences change in the dialogue and what significance the actions of the teacher can have for this change. The study is based on several questions that concern interaction in preschools, who it is that initiates an increase in the number of participants in those situations that involve dialogue, and what happens with the dialogue when more children join and what causes the change in the dialogue. The study is based on video observations from a preschool; approximately 10 teachers and 50 children between the ages of one and six took part in the study. The situations that were observed and documented in video format were everyday activities (both indoor and outdoor) that were led at a nominal level by teachers. In total, 40 films were recorded. Film length was between one and 60 minutes. In 32 of the films, there was interaction between a teacher and several children, and 18 of these included dialogues between a teacher and several children. Dialogue is here given a specific significance and refers to the interaction that can be described in terms of presence, listening, reciprocity, and extending. This definition of dialogue derives from a combination of Martin Buber’s philosophy of dialogue and aspects of interaction that earlier research found to be significant for children’s learning. In two of the 18 films that showed dialogue, no other children became part of the situation of interaction; the remaining 16 films were transcribed; and both verbal and non-verbal events were made apparent in the transcriptions. Analyses of the recorded material and of the transcriptions were conducted using analytical terms borrowed from conversation analysis as well as the central term for this study dialogue.  The results demonstrate a complex practice and also demonstrate that dialogues in the sense given in this study take place between children and teachers. Situations of interaction also occur where dialogues take place in which a number of children join. It can be the child joining the situation of interaction who takes the initiative to an increased number of participants; however, it can also be the teacher or the child in the dialogue. The initial address can take place during a moment of transition in the interaction or at the same time as another participant is talking. The dialogue often changes when more children join the situation where the dialogue is taking place. The dialogue can end completely or be interrupted and resume. The results further demonstrate that the dialogue can continue without seemingly being affected by the fact that more children join. This happens when the child joining and the teacher in the dialogue interact in a non-verbal manner at the same time as the teacher is talking with the child in the dialogue. The dialogue can also be continued with more participants. Who takes the initiative, how the initial address occurs, and which content is given focus by the different participants are all factors that seem to affect what happens to the dialogue. How the teacher acts when more children join also appears to be significant in terms of what happens with the dialogue when more children join. In those situations where the teacher begins talking with a number of children about different subjects, the interaction ceases to be dialogic. When the teacher asks the joining child to wait, the dialogue is both interrupted and resumed, and on those occasions when the dialogue continues with more participants, the teacher listens to the joining child and the participants take turns speaking.