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This study explores interactions on internal social media (ISM) in a Danish bank in order to understand how communicative leadership is enacted in social media dialogues within an organizational context. Three months of posts, comments and likes from September to November 2018 were analyzed to identify communicative leadership roles and communicative leadership behaviours. Three types of communicative leadership arose in this study: formal communicative leadership, coconstructed communicative leadership and peer communicative leadership. Communicative leadership was further identified in communicative acts such as setting directions, making sense, solving problems and listening. The findings suggest that communicative leadership is coconstructed in interactions between managers and employees as well as in interactions among employees. In this respect, communicative leadership on ISM is not only enacted by formal managers but aslo by knowledgeable individual organizational members and it is also coconstructed by groups of employees. In this respect, the findings help us understand leadership as a complex set of interactions in organizational contexts and know that empowering communication on ISM can therefore enhance employee engagement.

The article tackles the under-defined notion of communication in strategic communication research and elaborates a taxonomy of semiotic processes, which distinguishes different types of communicative and signalling events. The purpose is to offer an improved analysis of the processes by which meaning emerges from strategic communication situations.

The proposed taxonomy is based on a conceptual framework combining semiotics, linguistic pragmatics and signalling theory. Several real cases of strategic communication are analysed to exemplify the taxonomy.

Different sub-types of signalling events are highlighted and explained. The communicative function of performed behaviours (i.e. when actions speak and do it louder than words) depends on how informative and communicative intentions are managed by the message source and inferentially interpreted by different receivers. It is suggested that the ways in which meaning is signalled can be best understood with an argumentative perspective that foregrounds the inferential processes of persuasion, interpretation and decision-making. The limitations of the transmission vs. ritual and the one-way vs. two-way theories of strategic communication are highlighted.

The article discusses strategic communication events with the under-considered perspective of communication theories in the fields of semiotics and pragmatics. Signalling phenomena are interpreted from a communicative viewpoint, emphasising the argumentative dynamics that constitute them.

This chapter elaborates a phenomenological framework for the concept of “communication” by drawing mainly on the notion “lifeworld,” created by Husserl and developed by Habermas. The concept of “lifeworld” is approached as a communication-grounded idea.

The chapter is a theoretical essay, grounded mainly on bibliographical research. Main sources are the two volumes of Habermas’ The Theory of Communicative Action (Habermas, 1987), seconded by other works by the German philosopher and some commentators as Stein (2004) e Pizzi (2006). The chapter endeavors to show that the phenomenological notion of “lifeworld” might be key to a critical understanding of main constructivist approaches in communication theory. It could be particularly illuminating where the focus is on a “reality,” which results from intersubjective interactions in everyday life. Most communication theories are media-centered, which means that they regard the “media,” both in its technical and institutional aspects as the main focus of the communication process. This chapter argues that the “lifeworld” is a far broader way to understand communication as a form of social interaction, whether mediated by media technologies or not. The chapter discusses the concept of “lifeworld,” framing its relational and communicative aspects as fundamental to the notion of “reality” as an interactive social creation. It also proposes the understanding of “communication” grounded on this phenomenological notion. Finally, it discusses some problems and limits of this approach, offering an alternative approach to conventional communication theory.

This paper aims to examine the relationships between meaning and truth as they may contribute to a constitutive definition of information. The thesis is primarily that “information” cannot be defined unless within the context of meaning and truth, and that any theory based on, or related to, information is not possible without the foundational definition.

A review of related literatures and an arrangement of frameworks forms the design of this conceptual proposal.

While other definitions of information have been presented, the present one integrates meaning and truth in ways that others do not. The thoroughgoing semantic examination provides a starting‐point for a much deeper analysis of the integral role that language plays in the formation of any theory related to information. Truth tends not to be spoken of a great deal in information science; the definitional positioning of truth adds to a more complete definition and basis for theory.

This paper proposes a new definitional and theoretical construct for information.

This paper examines how politeness strategies are used in Omani schools and professional development classrooms. It is a qualitative study following an interactional sociolinguistic analysis approach. The study adopts Brown and Levinson (1987) model to analyse the use of politeness and the notion of face in two different contexts.

This is a qualitative study because it includes descriptive findings. It will follow an interactional sociolinguistic analysis approach and adopts Brown and Levinson (1987) model to analyse the use of politeness and the notion of face in two different contexts. It aims at studying student–teacher interaction in two different groups: Omani private school and Professional development Academy. Two classes will be attended in the school and two classes in the Academy. A mix of female and male teachers from both groups will be observed. The first age group is young learners of grades 7 and 9 and the age range of the second group is adult learners aged between 25 and 40 years old.

The results are as follows: young learners want to be perceived with their positive face while adult learners with negative face. More face saving acts (FSA) are performed by teachers than face threatening acts (FTAs). More FTAs are performed by young students than adult students. More FSAs are performed than FTAs by female teachers than their counterparts. All teachers agreed that when their face is put into threat, they will save it even if it meant putting the student's face in threat. These results imply that there is a big awareness of politeness and face in the modern day Omani classroom in different contexts and that teachers are actually using it and trying to help students to be aware of it.

The findings of this study will reverberate throughout the field of education and pedagogical techniques since before this study, there has not been sufficient investigation exploring politeness strategies or FSAs of adults in this age group in Oman. In fact, there have not been sufficient studies conducted in this area in Oman within all age groups. To this purpose, this paper will contribute to the existing literature in this field by examining how politeness strategies are used and factors that directly affect their use in the classroom in a new context, Oman. Moreover, the analysis that is presented in this study conveys valuable information for future research exploring this topic but within a broader age range and a bigger sample.

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.

The purpose of this paper is to explore the aptness of “information literacy”, conceptualized as a socially contextualized phenomenon, for analyses of interdisciplinary scholarly communication.

The paper presents a conceptual analysis. Two influential representatives of the social turn in the information literacy literature are taken as starting points: Annemaree Lloyd’s conceptualization of “information literacy practice”, and Jack Andersen’s conceptualization of information literacy as “genre knowledge”. Their positioning of information literacy as a socially contextualized phenomenon – by use of practice theories and rhetorical genre theory, respectively, – is analysed against an illustrative example of interdisciplinary scholarly communication.

Conceptualizations by Lloyd and Andersen explain information literacy as socially contextualized in terms of stable norms and understandings shared in social communities. Their concepts have the potential of explaining changes and innovations in social practices including scholarly communication. If we combine genre-theoretical and practice-theoretical concepts – and accentuate the open-endedness of social practices and of genres – we can enhance the understanding of information literacy in settings of interdisciplinary scholarly communication where the actors involved lack shared conventions and assumptions.

The paper suggests that the fluid features of social contexts should be accounted for in the information literacy literature. By combining genre-theoretical and practice-theoretical concepts in a novel way it offers such an account. It provides a useful framework for understanding the phenomenon of information literacy in interdisciplinary scholarly communication.

If you knew one of your child’s friends smoked pot with her mom, would that worry you? If you knew another one of your child’s friends spoke in tongues, would that worry you more or less?