When students speak, who listens?: constructing audience in classroom argumentation

Authors:
Leema K. Berland;Andrea Forte
Affiliations:
University of Texas, Austin, TX;Drexel University, Philadelphia, PA
Venue:
ICLS '10 Proceedings of the 9th International Conference of the Learning Sciences - Volume 1
Year:
2010

Citing 5
Cited 2

Sustaining mentoring relationships on-line

CSCW '98 Proceedings of the 1998 ACM conference on Computer supported cooperative work
Role, goal, and activity: a framework for characterizing participation and engagement in project-based learning environments

ICLS '04 Proceedings of the 6th international conference on Learning sciences
From Wikipedia to the classroom: exploring online publication and learning

ICLS '06 Proceedings of the 7th international conference on Learning sciences
Fostering scientific argumentation by creating a need for students to attend to each other's claims and evidence

ICLS '06 Proceedings of the 7th international conference on Learning sciences
Constructing text:: Wiki as a toolkit for (collaborative?) learning

Proceedings of the 2007 international symposium on Wikis

Facilitating content creation and content research in building the city of lit digital library

Proceedings of the 11th annual international ACM/IEEE joint conference on Digital libraries
The "City of Lit" digital library: a case study of interdisciplinary research and collaboration

Proceedings of the 12th ACM/IEEE-CS joint conference on Digital Libraries

Quantified Score

Hi-index	0.00

Visualization

Abstract

Does a speaker craft an argument carefully if no one will hear it? Does an engineer design structures without reflecting on the individuals for whom her creations will have meaning and utility? Learning sciences research often explores such creative activities as meaningful opportunities for learning-inherent in these acts of creation is the concept of audience. In this paper, we draw on the philosophical and science studies literature to further unpack the role of audience in argumentation and examine three different ways that educators have addressed the problem of creating an audience for student work. We discuss how these approaches can challenge existing classroom structures and present evidence from empirical studies that demonstrate some of the outcomes.