In my research on classroom interaction, I analyze how students and teachers draw upon multiple semiotic resources, including talk but also bodies arranged in space, objects of various sorts, and material texts. I am interested in developing methodology for interpreting how these semiotic resources are used to produce and relate the multiple space-time contexts of a given classroom interaction. I believe that classroom interactions are as much "about" who participates in them as they are "about" the topics that they claim to engage. To understand these identity and learning relations, I articulate a critical perspective on identity and culture with a mediational perspective on learning, informed by cultural historical activity theory. Publications of my work on classroom interaction are as follows:
Leander, K. M. & Prior, P. (2003). Speaking and writing: How talk and text interact in situated practices. In C. Bazerman & P. Prior (Eds.), What writing does and how it does it: An introduction to analysis of text and textual practice (pp. 201-238). Mahwah, NJ: Erlbaum.
Leander, K. M.
(2002). Locating Latanya: The situated production of identity artifacts in
classroom interaction. Research in the Teaching of English, 37, 198-250.
Leander, K. M. (2002). Polycontextual construction zones: Mapping the expansion of schooled space and identity. Mind, Culture, and Activity, 9, 211-237.
Leander, K.M. (2002). Silencing in classroom interaction: Producing and relating social spaces. Discourse Processes, 34, 193-235.
Leander, K. M. (2001). "This is our freedom bus going home right now": Producing and hybridizing space-time contexts in pedagogical discourse. Journal of Literacy Research, 33, 637-679.
Leander, K. M. & Brown, D. E. (1999). "You understand but you don’t believe it": Tracing the stabilities and instabilities of interaction in a physics classroom through a multidimensional framework. Cognition & Instruction, 17(1): 93-135.