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The purpose of this exploratory study is to investigate why and how public health agencies employed social media during coronavirus disease 2019 (COVID-19) outbreak to foster public engagement and dialogic accounting.

The authors analysed the official Facebook pages of the leading public agencies for health crisis in Italy, United Kingdom and New Zealand and they collected data on the number of posts, popularity, commitment and followers before and during the outbreak. The authors also performed a content analysis to identify the topics covered by the posts.

Empirical results suggest that social media has been extensively used as a public engagement tool in all three countries under analysis but – because of legitimacy threats and resource scarcity – it has also been used as a dialogic accounting tool only in New Zealand. Findings suggest that fake news developed more extensively in contexts where the public body did not foster dialogic accounting.

Public agencies may be interested in knowing the pros and cons of using social media as a public engagement and dialogic accounting tool. They may also leverage on dialogic accounting to limit fake news.

This study is one of the first to look at the nature and role of social media as an accountability tool during public health crises. In many contexts, COVID-19 forced for the first time public health agencies to heavily engage with the public and to develop new skills, so this study paves the way for numerous future research ideas.

The article aims at analyzing narratives discourses to project dialogic storying as relevant in a mode of narrative research in English language education.

As an English language teacher and researcher, the author adopts narrative analysis as the research method for doctoral study, so this article delves into narrative research methods, especially in the context of English language education. The author found various existing notions on narrative research from Clandinin and Connelly (2000) and Barkhuizen et al. (2014), who contend that narrative is a mode of processing experiences and events in the form of a story. The author corroborated various notions on narrative research in English language education as an argument that narratives can be a strong data source in English language educational research. Since it has been a research focus for English language educators, the author explored seven dissertations that were submitted to a Nepalese university in 2017, 2018 and 2019.

The article aims at analyzing narratives discourses to project dialogic storying as relevant in a mode of narrative research in English language education. While examining the dissertations, the author found that the subjective and ideological exploration of narratives is in practice; however, they need further in-depth analysis under a specific framing. The author argues that the concept of dialogic storying can be strong narrative research in English language education.

It has examined prospective applications of the dialogic storying process using dissertations submitted to a University in Nepal. In terms of conceptual discussions on narratives and narrative analysis, it is more interpretive.

It provides an initial framing to get into narrative research in English language education. It allows academics to go further into subjective and ideological inquiries in order to discuss more categorical elements in narrative research.

It is a more thematic and interpretive discussion so it discusses existing and appropriate practices in narrative research methods to defend the dialogic storying approach. It has not counter argued the existing knowledge; however, it provides insights to clarify dialogic storying as a research approach.

This paper focuses on the relationships that consumers develop with experiential objects in the context of the Biennale of Contemporary Art Exhibition, viewed from a dialogical and intersubjective approach. The purpose of this paper is to elaborate on the interpersonal relationships that visitors of the Biennale establish with contemporary artworks and to understand the characteristics of these relationships as well as their role in shaping Biennale visitors’ identity narratives.

This research employs an instrumental case study that draws on multiple data sources and examines consumers’ relationships with contemporary artworks.

The case study evidence introduces the relationships that emerged from Biennale visitors’ interactions with contemporary artworks and the identity narratives evolving from these relationships. The findings suggest that Biennale visitors’ relationships with the contemporary artworks take the form of I-thou and I-it relationships. These two modes of interpersonal relationships by entailing different characteristics led investigated visitors to live different types of experiences of contemporary art consumption.

The first limitation of this research is that it focuses on the establishment of interpersonal relationships at the microgenetic level. Further research can provide additional insights by conducting a longitudinal case study. The second limitation is that it provides limited insights into the relationships that are revealed by consumers’ experiences with possessive objects. Future research may examine interpersonal relationships in terms of consumers’ relationships with their brands.

The understanding of visitors’ interactions and relationships with contemporary artworks provides insights into curatorial and marketing practices for such art institutions.

The findings of the current research provide new theoretical insights into the interpersonal relationships that consumers develop with experiential objects and into the distinctive identity narratives that evolve from the establishment of different types of interpersonal relationships.

The purpose of this research is to identify the organization, functions, and forms of talk that occur as groups collectively review, interpret, and organise information sought and retrieved as part of a learning activity.

Participants in the study were undergraduate students conducting a series of group investigations into the topic of information management. A content analysis of the discourse generated during the presentation‐planning stage of the group investigations was conducted.

Findings relate to the discovery of a focus formulation step; speakers' use of structuring, informing, eliciting, and summarizing sequences; and speakers' use of exploratory, coordinating, disputational, and cumulative forms of talk. Variations in the use of the functions and forms of talk across the steps of the task and across the groups are discussed.

Issues relating to the reliability and validity of the content analysis are discussed; along with the implications of the study for the support of dialogic interaction during collaborative information seeking and use.

The originality of the paper rests in analyzing collaboration in information seeking and use as a discourse; and in hypothesizing as to the nature of educationally‐valued interaction when speakers collaborate on the seeking and use of information in learning settings.

The article presents the construction of a conceptual framework, which is rooted in mathematics education and in dialogic analysis. It aims to analyse how dialogic interactions contribute to constructing teachers' mathematical problem-solving knowledge. The article provides one example of this analysis.

The networking between a content analysis framework (Mathematical Knowledge for Teaching Problem-Solving) and a dialogic analysis framework (Lesson Study Dialogue Analysis) is presented. This leads to the construction of indicators to quantitatively and qualitatively code our data: five meetings during one lesson study cycle of a group of eight Swiss primary teachers, working on the teaching of problem-solving.

This article does not present empirical findings. The developed conceptual framework is the result presented.

The presented framework allows modelling, on the one hand, the knowledge relating to the teaching and learning of problem-solving and, on the other hand, the analysis of interactions during a lesson study. The article does not contain the results of the research.

The use of our framework can contribute to teacher educators' and facilitators' training by highlighting which types of intervention are favourable to the development of knowledge.

Our analysis involves a “systematic coding” approach. It allows a fine-grained analysis of the interactions in relation to the evolution of knowledge. Such a systematic approach offers the possibility of questioning the coded data in various ways.

Research reveals very little about how the supervision of social studies student teachers ought to be enacted. The paper aims to discuss this issue.

Based on the broader arguments for the democratic purposes of social studies, the author argues for the development of the democratic capacities of teacher citizens by creating deliberative and dialogic spaces in social studies field-based teacher education.

Four conceptual dimensions of dialogic pedagogy in the supervision of social studies student teachers are explored: questioning, listening, negotiation, and self-critique.

Because supervision of student teachers is a pedagogical interaction, a pedagogy of social studies field-based teacher education must be grounded in dialogue and deliberation.

Drawing on the ideas of conversation analysis (CA), the purpose of this paper is to elaborate the picture of dialogical information seeking and sharing. To this end, information seeking and sharing are approached as interactive online talk occurring in an asynchronous discussion forum.

The conceptual framework is based on the elaboration of Schegloff’s model for sequence organisation in spoken conversation. As a result, ten categories constitutive of asynchronous online talk were identified. It was further examined how online talk of this type is structured by expanded question – answers adjacency pairs and how such pairs are constitutive of dialogical information seeking and sharing. This question was explored by scrutinising 20 discussion threads downloaded from a do-it-yourself related online forum.

Four ideal typical patterns of asynchronous online talk were identified. Answering the question is a basic pattern of online talk, based on the provision of responses to an individual request. Specifying the answer, broadening the discussion topic and challenging the answer represent more sophisticated patterns incorporating post-expansions of diverse kind.

As the study focusses on four patterns constitutive of online talk occurring in a particular domain, the findings cannot be generalised to depict the phenomena of dialogical information interaction as a whole. Further research is needed to scrutiny the particular features of asynchronous online talk in the context of dialogical information interaction.

The paper pioneers by examining the potential of CA in the micro-level study of dialogical information seeking and sharing structured by expanded adjacency pairs. The findings also identify the limitations of the conversation analytic methodology in the study of asynchronous online discourse.

The purpose of this paper is to explain how sustainability reporting and stakeholder engagement processes serve as vehicles of dialogic accounting (DA), a form of critical accounting that creates opportunities for stakeholders to express their opinions, and the influence of dialogic interactions on the content of sustainability reports.

Content analysis is used to investigate reports published by 299 companies that have adopted Global Reporting Initiative guidelines. This paper studies how organizations engage stakeholders, the categories of stakeholders that are being addressed, the methods used to support stakeholder engagement, and other features of the stakeholder engagement process. Companies that disclose stakeholder perceptions, the difficulties met in engaging stakeholders, and actions aimed at creating opportunities for different groups of stakeholders to interact were subjects of discussion in a series of semi-structured interviews that focus on DA.

Companies often commit themselves to two-way dialogue with their stakeholders, but fully developed frameworks for DA are rare. However, signs of DA emerged in the analysis, thus confirming that sustainability reporting can become a platform for DA systems if stakeholder engagement is effective.

The findings contribute to the accounting literature by discussing if and how sustainability reporting and stakeholder engagement can serve as vehicles of DA. This is accomplished via a research design that is based on in-depth interviews and content analysis of various sustainability reports.

This paper aims to investigate how relational connectivity can enhance accountability through non-financial reporting regulation in Europe. The paper contributes to the mandatory disclosure literature and provides practical implications for the application of the EU Directive 2014/95/EU.

A case study research methodology is used, analyzing how a listed Italian insurance company embraces a dialogic communication approach with stakeholders along 2018.

From a theoretical standpoint, this paper enhances the scholarly understanding of the relevance and role of the concept of relational connectivity as a mean for effectively enhancing accountability, providing some prerequisites for effectively implementing relational connectivity. From a practical perspective, results address the criticism related to the directive 2014/95/EU guidelines in effectively helping the organization toward enhancing accountability. Through a case study, results show how companies can achieve in practice the goal of enhancing corporate accountability.

The paper is original, as it addresses the topic of relational connectivity applied to the EU Directive 2014/95/EU. Results contribute to the development of the understanding of the mandatory disclosure in a dialogic perspective. Additionally, the paper addresses a case study showing how the analyzed company used relational connectivity to engage an effective dialogue with stakeholders.

The influence of extralocally produced texts, such as professional standards and systems of accreditation, on the ruling relations that govern teachers’ work and their learning about that work is a matter of concern in Australia, as it is in Canada, UK, and USA. This chapter explains how a dialogic analysis and the construction of individual maps of social relations were employed to reveal the influences that governed teachers’ learning about their work at the frontline. A dialogic analysis of research conversations about learning, based on the work of Mikhail Bakhtin, revealed the existence of both centralizing, hegemonic discourses associated with a managerial agenda and contextualized, heterogeneous discourses supportive of transformative learning. It also revealed the uneven influence of extralocally produced governing texts on both the locally produced texts and the “doings” of individuals. The production and use of “individual” maps represents a variation on the way “mapping” has generally been used by institutional ethnographers. From these informant specific maps, we can begin to observe some broad patterns in relation to the coordination of people’s “doings” both within a given context and from one context to another.