Gustav LymerSenior lecturer

About me

I conduct research in the intersection between conversation analysis, ethnomethodology and the learning sciences. My interests concern formal education as well as workplaces and everyday settings. I defended my PhD thesis (a study of design reviews in architectural education) in 2010, and has since been involved in various projects, including studies of science education, dentistry education, professional radiology, workplace interaction and learning, human-robot interaction, and simulation-based training. The overarching theme of my research is the development, display and communication of knowledge and expertise in interaction. I primarily rely on a video-based methodology in combination with elements of ethnography, taking into consideration organizational, material, embodied and linguistic facets of interaction.

Publications

Sjöblom, B., & Lymer, G. (2025). Conceptual socialization in debriefing: Tactics as an object of knowledge in wargame interactions. Instructional Science, 1-28.

Lymer, G., & Sjöblom, B. (2024). Interaction in post-simulation debriefing. Learning, Culture, & Social Interaction, 48, 100855.

Lymer, G., Lindwall, O., & Greiffenhagen, C. (2024). Student writing in higher education: From texts to practices to textual practices. Linguistics & Education, 80, 101247.

Majlesi, A. R., Cumbal, R., Engwall, O., Gillet, S., Kunitz, S., Lymer, G., ... & Tuncer, S. (2023). Managing turn-taking in human-robot interactions: The case of projections and overlaps, and the anticipation of turn design by human participants. Social Interaction: Video-based Studies of Human Sociality, 6(1).

Lindwall, O., & Lymer, G. (2023). Detail, granularity, and laic analysis in instructional demonstra-tions. In M. Lynch & O. Lindwall (Eds), Instructed and instructive actions: The situated production, reproduction and subversion of social order (pp. 37–54). Routledge.

Nordenström, E., Lymer, G., & Lindwall, O. (2023). Socialization and accountability: Instructional responses to peer feedback in healthcare simulation debriefing. In S. Keel (Ed.), Medical and health-care interactions: Members’ competence and socialization (pp. 239-258). Routledge.

Risberg, J., & Lymer, G. (2020). Requests and know-how questions: Initiating instruction in work-place interaction. Discourse Studies, 22(6), 753-776.

Lymer, G., & Blomberg, O. (2019). Experimental philosophy, ethnomethodology, and intentional action: A textual analysis of the Knobe effect. Human Studies, 42(3), 673-694

Lundmark, S. & Lymer, G. (2016). Analogies in interaction: Practical reasoning and participatory design. Text & Talk, 36(6), 705-731.

Lindwall, Lymer & Ivarsson (2016). Epistemic status and the recognizability of social actions. Discourse studies, 18(5), 500-525.

Lindwall, O., Lymer, G., & Greiffenhagen, C. (2015). The sequential analysis of instruction. In N. Markee (ed.) Handbook of classroom discourse and interaction (pp. 142-157). Hoboken, NJ: Wiley Blackwell.

Weilenmann, A. & Lymer, G. (2015). Incidental and essential objects in interaction: Paper documents in journalistic work. In M. Nevile, P. Haddington, T. Heinemann, & M. Rauniomaa (Eds), Interacting with objects: Language, materiality, and social activity (pp. 319-338). Amsterdam: John Benjamins.

Lymer, G., Ivarsson, J., Rystedt, H., Asplund, S., Johnson, Å., & Båth, M. (2014). Situated abstraction: From the particular to the general in second order diagnostic work. Discourse Studies, 16(2), 185-215

Lindwall, O. & Lymer, G. (2014). Inquiries of the body: Novice questions and the instructable observability of endodontic scenes. Discourse Studies, 16(2), 271-294.

Lymer G. (2013). Assessing the realization of intention: The case of architectural education. Human Studies, 36(4), 533-563.

Murphy, K., Ivarsson, J., & Lymer, G. (2012). Embodied reasoning in architectural critique. Design Studies, 33(6), 530-556.

Lymer, G., Lindwall, O. & Ivarsson, J. (2011). Space and discourse interleaved: Intertextuality and interpretation in the education of architects. Social Semiotics, 21(2), 197-217.

Lindwall, O. & Lymer, G. (2011). Uses of “understand” in science education. Journal of Pragmatics. 43(2), 452-474

Lymer, G., Ivarsson, J., & Lindwall, O. (2009). Contrasting tools for presentation and critique: Some cases from architectural education. International Journal of Computer Supported Collaborative Learning, 4(4), 423-444.

Lymer, G. (2009). Demonstrating professional vision: The work of critique in architectural education. Mind, Culture, & Activity, 16(2), 145-171.

Lindwall, O. & Lymer, G. (2008). The dark matter of lab work: Illuminating the negotiation of disciplined perception in mechanics. Journal of the Learning Sciences, 17(2), 180-224.