Blurb:

Chapter Ten examines a discourse framework based on interpretation activities that restrict information and searching for information. Restrictive discourse frameworks can occur in any situation in which an expert provides explanations to individuals or groups who do not have detailed knowledge about the topics being discussed. A new set of classroom data elucidates how communication patterns are constrained by professional culture and organizational arrangements. Diversions and delays in regard to providing information that would answer students' questions about cellular processes create interpretive contingencies that lead to the students’ creating a discourse framework that supports the use of grey boxes in process narratives. This discourse framework contributes to understandings that rely on grey boxes linked to classroom resources and activities. As a result, understandings that students expressed in a classroom can be difficult to recall later in a setting that lacks the resources of the classroom discourse framework.