Discourses and practices of attention in video chat
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Dorottya Cserző
Abstract
This paper examines the use of video chat (VC) with a focus on expectations and construction of attention. It is based on micro analyses of recorded VC sessions (gathered between 2013 and 2015) and thematic analysis of 29 semi-structured interviews about VC practices (conducted in 2014 and 2015). Building on multimodal (inter)action analysis (Norris, S. (2004). Analysing multimodal interaction: a methdological framework. Routledge, Norris, S. (2016). Concepts in multimodal discourse analysis with examples from video conferencing. Yearbook of the Poznan Linguistic Meeting 2: 141–165) and key concepts from nexus analysis (Scollon, R. and Scollon, S.W. (2004). Nexus Analysis: Discourse and the emerging internet. Routledge), I examine how focused attention is constructed in VCs and how these practices are shaped by experiences with other forms of communication. I demonstrate that unlike other forms of distance communication, typical VC encounters require a full investment of attention. This can be formulated as an interactional maxim: focus your attention on the VC interaction. I discuss how other activities can be interwoven with a VC and examine the exceptional practice of lapsed VC encounters (previously open connections or always-on video). I argue that participants display an orientation towards the maxim when pursuing other courses of action, and that lapsed encounters operate under a different value system than typical focused VC encounters. Finally, I reason that VC is reserved for close relationships because of the required investment of attention.
Acknowledgements
I would like to thank the anonymous reviewers for their insightful comments. I also want to thank my generous mentors and colleagues who have given me feedback on earlier drafts: Virpi Ylänne, Jaspal Singh, and Ruth Page. Any remaining inadequacies are my own. This research would not have been possible without financial support from The Sidney Perry Foundation, The Gen Foundation, The Sir Richard Stapley Educational Trust, The Humanitarian Trust, and The Allan and Nesta Ferguson Charitable Trust and the time and trust of my participants.
Appendix: Participant descriptions
Mark is a 22 year old undergraduate student from the UK. He described his use of VC as ‘infrequent’, about once every 3 months. There was a 5 month period when he was travelling overseas and used VC about twice a month. He first tried VC at around the age of 14. He uses VC primarily with friends and occasionally family.
Gemma is a 21 year old undergraduate student from the UK. She uses VC about 3–4 times a week. She started using VC when she moved away from home for her university course. She uses VC to keep in touch with her mum, her sisters, and her boyfriend.
April is a 27 year old postgraduate student from Germany. She uses VC at least 5 times a week, often daily. She has been using VC for 7 years. She keeps in touch with her friends, family, and her boyfriend through VC (among many other forms of communication). She also uses videoconferencing for work purposes.
Camille is a 30 year old undergraduate student from the UK. In addition to her studies, she also works in the hospitality industry part-time. She uses VC every week and has first used VC about 3 years ago. She talks primarily with her new boyfriend, who lives in another city, and some friends who live far away.
Bryn is a 31 year old postgraduate student from the UK. He provided three recordings of his VC sessions with his boyfriend and participated as an interviewee. Bryn first used VC 5 years before the interview, and was initially using it about every 6 weeks for work purposes. This changed when he got a new job in a different city and he started using VC with his boyfriend every day when they were apart. The recordings were made during this period, but by the time I interviewed him they were living together again and Bryn reverted to using videoconferencing for work as required.
Sian provided a video recording but she was not interviewed. The VC was recorded as part of the coursework for an undergraduate module on Digital Literacies. Students were asked to conduct two interviews: one via VC and one via IM. They summarised the responses and reflected on the differences between the two experiences. Recordings were compulsory for the module, and students could opt in to share the recordings for research purposes. Sian interviewed her friend Tracy who lives in a different city. In addition to answering Sian’s interview questions they also discussed personal matters and made plans for future events.
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Artikel in diesem Heft
- Frontmatter
- Research Articles
- Artistic imagery in advertising: experiencing advertisements through art
- Visual metaphtonymy in automobile femvertising
- How to have fun with sticks, bowls, and colored water: insights into multimodal signifier operations through Lacan’s four discourses
- Discourses and practices of attention in video chat
- The influence of multimodal textualization in the conversion of semiotic representations in Italian primary school geometry textbooks
- Interactional means of teaming up: enacting the features of contemporary working life in a theater performance
Artikel in diesem Heft
- Frontmatter
- Research Articles
- Artistic imagery in advertising: experiencing advertisements through art
- Visual metaphtonymy in automobile femvertising
- How to have fun with sticks, bowls, and colored water: insights into multimodal signifier operations through Lacan’s four discourses
- Discourses and practices of attention in video chat
- The influence of multimodal textualization in the conversion of semiotic representations in Italian primary school geometry textbooks
- Interactional means of teaming up: enacting the features of contemporary working life in a theater performance
