Kunskap i interaktion på en nyhetsredaktion : Om kollegiala möten i den redaktionella vardagen
Sammanfattning: This study examines collaborative work between colleagues in the newsroom of local radio stations. Through the framework of ethnomethodology and conversation analysis the overall aim is to explore how backstage work in the newsroom is initiated, established, and negotiated as a collective knowledge-based practice.Based on video ethnographic fieldwork in five local radio stations, the analyses demonstrate how the newsroom is constituted as a collegial knowledge-based practice through the ways in which colleagues contribute to the accomplishment of seemingly individual tasks in the production of news, and through encounters where journalists request assistance from colleagues to carry out work assignments that are typically technical/practical in their character. The analyses highlight the participants’ epistemic orientations as an interactional engine, but emphasize how this orientation is made relevant for professional actions. Examining in detail how members orient to epistemic asymmetries when requesting assistance in individual tasks, it is shown how accounts expressed in those situations are often double barreled in that they also explicate if the current situation is to be met with instructions or a division of labour. When examining the interactional sequences that ensue in response to requests for help, it is shown how those situations can be understood as communicative pedagogical projects, how the tutor in situ must decompose the overall task into relevant steps and formulate these composite actions so they can be recognized and performed by the colleague. It is also shown how embodied action or absence of expected embodied action is treated as expressions of knowledge, that is, epistemic stance.In these everyday pedagogical practices, the participants establish a local rationality and a situation where two professional colleagues interact. The study thus demonstrates how interaction with colleagues contributes to institutional tasks as well as to the development of different professional skills. In highlighting collaborative work between colleagues in newsrooms the study contributes to the field of epistemics in social interaction, collegial work, talk in institutions, and newsroom ethnographies.
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