Understanding and Interaction in Clinical and Educational Settings - Barry Saferstein
8. Conclusion to Part Two—Grey Boxes, Context, and Content
Understanding and Interaction in Clinical and Educational Settings - Barry Saferstein
Barry Saferstein [+]
California State University, San Marcos
Professor Barry Saferstein is a cognitive sociologist whose research interests include the effects of multimedia health information technology on clinical interaction; explanations and understandings of genetics and medical information in schools, science centres, and clinics; the application of digital technologies to qualitative research methods; and the construction of ideology through mediated and face-to-face interaction. His recent work examines how professional authority affects the development of understandings. He has also published studies of agenda setting activities and the interactional construction of ideology in television production settings.
Description
Chapter Eight is a prelude to Part Three’s explanation of discourse frameworks. Grey boxes mobilize resources in settings as components of process narratives. Analysis of interpretation activities related to the creation and use of grey boxes clarifies concepts presented by explanations of reasoning based on mental models and cognitive schemata. For example, the interpretation activities related to producing and applying grey boxes show that ‘context’ is not simply a situational link between material or mental artifacts, but involves interpretations of information resources embedded in and retrievable through grey boxes and process narratives.