Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 92 Document Number: C06718
Notes:
Cover title: "4-H learning experiences in communication."; AGRICOLA CAT 90937991, Athens, GA : Cooperative Extension Service, University of Georgia, College of Agriculture, [1985?]. 31 p. : ill., This is a communication project manual for 4-H'ers at the Junior High level. The manual is sub-divided into three sections: communicating with yourself, communicating with others, and communicating with lots of people. In the section of communicating with yourself, attention is given to self examination of ideas and problems that enhance or hinder communication. An exercise included is creating a collage of self-expression. On communication with others most information involves one-on-one communication and interaction. The key concept conveyed is the importance of feedback between people via verbal and body responses. One activity includes you and a friend listing common activities, interests, etc. Another suggestion is to learn a foreign language. With regards to communication via broadcast media and print media in news and advertisements. One suggestion for communication with posterity is the creation of a time capsule to be opened at a later date. (original)
USA: Food Marketing Institute, Arlington, Virginia.
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 201 Document Number: D11746
Notes:
3 pages, Via Food Marketing Institute website. 3 pages., Summary of findings of focus group interviews and a larger survey, "The grocery shopping habits of Gen Z and Millennials." "It turns out younger generations prefer to shop for groceries in the store versus shopping online for them."
18pgs, Can the power of digital communications create opportunities for overcoming generational renewal problems on farms? This interdisciplinary review explores the reported impacts of digital communication on career initiation into farming from a global perspective via the lens of career theories. Seventy-three papers were synthesized into two domains: (1) the impact of digital communication interactions on farming career initiation, and (2) the dynamics of digital communication initiatives that create opportunities to inspire youth into farming. The finding shows that the mainstream literature primarily aims to support the continuity of farming careers but pay little attention to the potential of digital communication to attract youth into farming. This review argues that career communications for farming receives insufficient attention, and could be better integrated into agricultural communications strategies by using the potential of digital communications. Study concludes that while economic and geographic factors, as well as societal and cultural norms, lead to negative perceptions on farming careers, there are three pathways that may contribute to breaking down these negative perceptions. Firstly, taking the changing nature of career motivations, such as the trend towards sustainable farming linked to self-fulfillment, among today’s youth into consideration is essential. Secondly, highlighting technological advances in digital agriculture practices, like geographical flexibility or innovation capacity of farming, for example, is important to increase awareness about new opportunities in the profession. Lastly, communication campaigns with targeted groups (e.g., young females) play a role to change the negative perceptions of the rural way of life and the farming profession.
19 pages., via online journal., This article discusses how to involve rural youths not in employment, education, or training (or NEETs) in agriculture. A Portuguese network-based project called Terra Nostra, carried out
from 2013 to 2015 to engage and train NEETs in ecoagriculture activities, was examined to address this issue. The study focused on three aspects: a reanalysis of Terra Nostra’s final report, based
on the bioecological model, targeting typical problems with NEETs’ involvement and how the project aimed to overcome them; the lessons learned from the project according to the literature; and the state of the art regarding identical social interventions with NEETs in Portugal and the rest of Europe. A major conclusion stemming from the analysis is that similar projects
will need to address the limitations of employment public services in reaching out to rural NEETs and the state’s excessive protectionism of the sector.
