ABSTRACT

This multimodal conversation analysis study is part of a larger video ethnographic project that explores the media literacy practices that children develop as they use digital and mobile technologies. The study investigates how Swedish students in grades 3–4 make use of text to speech (TTS) technology as an interactional resource during collaborative writing on iPads in the classroom. The results show that students routinely make use of synthetic voicings to display and claim knowledge about the voiced written units and negotiate writing roles with differing epistemic rights and obligations to assess voicings and practice repair.

中文翻译：

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青年学生将合成语音作为数字写作中的交互资源处理

摘要

这项多模式对话分析研究是一个更大的视频民族志项目的一部分，该项目探讨了儿童在使用数字和移动技术时所培养的媒体素养实践。该研究调查了瑞典 3-4 年级学生在课堂上使用 iPad 进行协作写作时如何利用文本转语音 (TTS) 技术作为交互资源。结果表明，学生经常使用合成语音来展示和声称有关浊音书面单元的知识，并就具有不同认知权利和义务的写作角色进行协商，以评估语音和练习修复。