Abstract
This chapter describes and reflects upon the analytic representations used in the analyses presented in this book, and the roles they played in multivocal analysis. As shown in other chapters, multivocality across analyses based on shared datasets can be productive in a variety of ways and for a variety of reasons. From a pragmatic perspective this productivity is also dependent on the ability of analysts to share datasets, perform analyses, inscribe new analytic knowledge into representations and use these representations as a basis for discussion. In this chapter, we examine how representations are used and given meaning in analysis. We catalogue the types of entities and attributes inscribed in representations, the notational systems by which they are encoded, and the kinds of moves that result in the creation of new representations. We then discuss the opportunities for multivocality afforded by the representations present in the different data sections, and discuss the properties desirable in a framework for coordinating analytic representations. We describe instances of representation-based productive multivocality found in this volume, presenting nine strategies for researchers seeking to engage in productive multivocality. This chapter will be of interest to tool designers, but also provide guidance to researchers in reflectively choosing representations (and their affordances for interpretation and manipulation) so as to maximize their ability to engage in productive multivocality.
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Acknowledgements
The authors are grateful to the ASLAN project (ANR-10-LABX-0081) of Université de Lyon, for its financial support within the program “Investissements d’Avenir” (ANR-11-IDEX-0007) of the French government operated by the National Research Agency (ANR).
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Dyke, G., Lund, K., Suthers, D.D., Teplovs, C. (2013). Analytic Representations and Affordances for Productive Multivocality. In: Suthers, D., Lund, K., Rosé, C., Teplovs, C., Law, N. (eds) Productive Multivocality in the Analysis of Group Interactions. Computer-Supported Collaborative Learning Series, vol 15. Springer, Boston, MA. https://doi.org/10.1007/978-1-4614-8960-3_33
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