Transcript Analysis Group (TAG)
Brisbane TAG meets approximately six times each semester, twice a month at each of The University of Queensland, Queensland University of Technology, and Griffith University. For information on Brisbane TAG sessions, contact Nathaniel Mitchell at firstname.lastname@example.org
The Transcript Analysis Group (TAG), originally founded by Carolyn D. Baker at the University of Queensland as a forum for her students and colleagues to participate in data sessions and discussions about the analysis of transcriptions, has retained a similar format since its inception in the early 1990s. The organising committee for the group now comprises members from three Brisbane universities, including The University of Queensland, Queensland University of Technology and Griffith University.
While data sessions regularly occur in discourse-oriented research within a range of perspectives (see, for example, Antaki et al., 2008), the Transcript Analysis Group has developed a strong analytic focus using the methodologies of Ethnomethodology, Conversation Analysis (CA) and Membership Categorization Analysis (MCA). This group consists of researchers using these data analysis approaches, and is one of the longest-standing and most active groups in Australia, with members from a range of disciplines, including education, communication, sociology, medicine and psychology. Members include research higher degree students, early career and experienced researchers. All members are able to share ideas, discuss new approaches, methods and technologies, and discuss and collaboratively analyse data extracts.
In 2010, in acknowledgement of the diverse range of theoretical interests and skills in transcript analysis, the organisers of TAG initiated a second study group, which shares some members with the original TAG. The second group offers sessions on transcription and transcript analysis, led by experienced members of TAG and open to interested parties. For example, one session focused on using transcription conventions, another was a discussion of a selected reading on analysing video-recorded data.
The data analysis sessions offer a pedagogic arena for engaging in the practices of analysing talk and interaction; in other words, pedagogy-in-action. This chap- ter details actual occurrences of members going about their everyday business of looking at, and analysing, extracts of talk. The examination of our actual practices shows a shift away from traditional assumptions of experts and learners, to afford members the participation space to move fluidly between roles of participant and analyst; novice and expert.