2. Problemstillinger ved digital
kommunikation
Hvad er analyseenheden?
- Traditionelt foretages analyser af afgrænsede sites
- chat, communities/fora, blogs, Facebook, Twitter som
analyseenhed
Hvordan afgrænser og analyserer man kommunikation i
netværk?
Hvad er et netværk, og hvordan afgrænses det?
- linje, forgrening, start/slut?
Hvem er modtager?
Hvem er afsender?
3. Traditionel kommunikationsforståelse
Afsender -> Modtager
Budskab -> Forståelse/Reception
”Language is regarded from the speaker’s standpoint as if there
were only one speaker who does not have any necessary
relation to other participants in speech communication. If the role
of the other is taken into account at all, it is the role of a listener,
who understands the speaker only passively.” (Bakhtin 1986, s.
67)
4. Ytringer som analyseenhed
Fokus væk fra afsenderen og modtageren – i stedet på selve ytringen; det der
kommunikeres
Fokus væk fra ordet og sætningen – i stedet på den meningskonstruerende enhed,
ytringen
"The utterance as a real unit of speech communion" (s. 67)
Ytringen er meningskonstruerende, idet der kan svares på den – det adskiller den fra
arbitrære sætninger og ord
En ytring kan være alt fra en sætning til en hel bog – eller en hjemmeside
"the boundaries of each concrete utterance as a unit of speech communication are
determined by a change in speaking subjects, that is, a change of speakers" (s.71)
"Any utterance – from a short (single-word) rejoinder in everyday dialogue to the large
novel or scientific treatise – has, so to speak, an absolute beginning and an absolute end:
its beginning is preceded by the utterances of others, and its end is followed by the
responsive utterances of others..."
6. Dialogisk læsning
Når vi læser, indgår vi i dialog
Vi fortolker ikke tekster
Vi stiller spørgsmål til og besvarer tekster
”Meaning always responds to particular questions. Anything that does
not respond to something seems meaningless to us; it is removed from
dialogue.” (s. 145)
”The fact is that when the listener perceives and understands the
meaning (the language meaning) of speech, he simultaneously takes
an active, responsive attitude toward it. He either agrees or disagrees
with it [...], augments it, applies it, prepares for its execution, and so
on.” (s. 68)
7. Dialogisk ytring
Enhver ytring indgår i dialog med andre ytringer og er en reaktion på tidligere ytringer
Der eksisterer et dialogisk element i alle ytringer
Kommunikation/dialog har en åben og ufærdig karakter
Der er ikke tale om afsender/budskab og modtager/forståelse
Der er tale om løbende dialoger
”Moreover, any speaker is himself a respondent to a greater or lesser degree. He is not, after all, the
first speaker, the one who disturbs the eternal silence of the universe.” (s. 69)
”Even past meanings, that is, those born in the dialogue of past centuries, can never be stable
(finalized, ended once and for all) - they will always change (be renewed) in the process of
subsequent, future development of the dialogue.” (s. 170)
”However monological the utterance may be [...], however much it may concentrate on its own object,
it cannot but be, in some measure, a response to what has already been said about the given topic
[...]” (s. 92)
8. Dialogisk kommunikation
Dialog finder sted mellem ytringer - ikke mellem individer
Ytringer defineres i relation til andre ytringer - både forud og bagud
En ytring vil altid indgå i dialog med tidligere ytringer
En ytring vil altid kalde på dialog med fremtidige ytringer
”Any utterance is a link in a very complexly organized chain of other utterances.” (s. 69)
"Sooner or later what is heard and actively understood will find its response in the
subsequent speech or behaviour of the listener" (s.69)
”The utterance proves to be a very complex and multiplanar phenomenon if considered
not in isolation and with respect to its author (the speaker) only, but as a link in the chain
of speech communication and with respect to other, related utterances [...]” (s. 93)
”But from the very beginning, the utterance is constructed while taking into account
possible responsive reactions [...]” (s. 94)
10. Analyse af dialog i forum
Dysthe, O. (2002). The Learning Potential of a Web-mediated Discussion in a University Course, Studies in Higher
Education, 27: 3, 339 — 352.
12. Hvad kan det dialogiske princip i
relation til digital kommunikation?
Opgør med
● afsender/modtager-skelnen
● afgrænsning af kommunikationsenheder
● lineær og "progressiv" kommunikation/dialog
En metode til analyse af netværkskommunikation
