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Gustav LymerUniversitetslektor

Om mig

I conduct research in the intersection between conversation analysisethnomethodology and the learning sciences. My interests concern formal education as well as workplace 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 dentistry education, professional radiology, participatory design, and workplace interaction and learning. The overarching theme of my research can be said to be the development, display and communication of knowledge and expertise in interaction. This implies an encompassing methodology - video-based analyses in combination with elements of ethnography - in which organizational, material, embodied and linguistic facets of interaction are taken into consideration.


Lundmark, S. & Lymer, G. (2016). Analogies in interaction: Practical reasoning and participatory design. Text & Talk36(6), 705-731.

Lindwall, Lymer & Ivarsson (2016). Epistemic status and the recognizability of social actions. Discourse studies18(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 Studies16(2), 185-215

Lindwall, O. & Lymer, G. (2014). Inquiries of the body: Novice questions and the instructable observability of endodontic scenes. Discourse Studies16(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 Studies33(6), 530-556.

Lymer, G., Lindwall, O. & Ivarsson, J. (2011). Space and discourse interleaved: Intertextuality and interpretation in the education of architects. Social Semiotics21(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 Learning4(4), 423-444.

Lymer, G. (2009). Demonstrating professional vision: The work of critique in architectural education. Mind, Culture, & Activity16(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 Sciences17(2), 180-224.