Inchargeness is associated with one's authority in driving the activity in collaboration. We study how inchargeness changes within a collaborative group when its members have differing expertise. We present a case study of a group of three students working in an upper division undergraduate physics laboratory. One of them has less on-task expertise than her peers due to missing a day, which reduces her relative inchargeness across two storylines: "catching up" and "moving forward".
@article{arxiv.2003.01529,
title = {Positioning in groups: The roles of expertise and being in charge},
author = {Tra Huynh and Amali Priyanka Jambuge and Hien Khong and James T. Laverty and Eleanor C. Sayre},
journal= {arXiv preprint arXiv:2003.01529},
year = {2020}
}