Accountability and public displays of knowing in an undergraduate computer-mediated communication context

Abstract

A great deal of research has examined computer-mediated communication discussions in educational environments for evidence of learning. These studies have often been disappointing, with analysts not finding the kinds of ‘quality’ talk that they had hoped for. In this study we draw upon elements of discursive psychology as we oriented to what was happening in the talk from the participants’ perspective in addition to what should be happening from the researcher/instructor perspective. We examine the talk of undergraduate nutrition science students within web logs (blogs), exploring ways in which the students, when asked to make blog posts on their beliefs about and experiences with dietary supplements, display knowing in dynamic and fluid ways. We analyzed 152 blog posts students were asked to make prior to attending the lecture on the topic. Our findings point to how students negotiate and at times resist doing being a knowledgeable student, using disclaimers such as ‘I don’t know’ and script formulations to minimize accountability for their posts. Our findings highlight how students oriented to the blogs as a venue for institutional talk, responding to the required academic task while simultaneously managing their identities as students.