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52. Teaching students to write: a review of history, movements and methods
- Collection:
- Agricultural Communications Documentation Center (ACDC)
- Contributers:
- Kelemen, Danna B. (author) and Cartmell, D. Dwayne II (author)
- Format:
- Research paper
- Publication Date:
- 2006-02-04
- Published:
- USA
- Location:
- Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 149 Document Number: C24008
- Notes:
- 18 p. Paper presented at the Southern Association of Agricultural Scientists' 103rd annual meeting in Orlando, Fla. [Agricultural Communications Section].
53. Teaching the next generation of agriculture
- Collection:
- Agricultural Communications Documentation Center (ACDC)
- Contributers:
- Nash, Erin (author)
- Format:
- Online article
- Publication Date:
- 2022-02-10
- Published:
- USA: National Association for Farm Broadcasters, Platte City, Missouri
- Location:
- Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 207 Document Number: D12995
- Notes:
- 2 pages
54. The lessons on storytelling that William Kittredge taught
- Collection:
- Agricultural Communications Documentation Center (ACDC)
- Contributers:
- Schimel, Kate (author)
- Format:
- Commentary
- Publication Date:
- 2021-01-18
- Published:
- USA
- Location:
- Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 202 Document Number: D12086
- Journal Title:
- High Country News
- Journal Title Details:
- 53(2)
- Notes:
- Online from publication., Essay about the career, writings, and perspectives of a long-time faculty member at the University of Montana. One perspective emphasized: "Aging is unavoidable. Growing up, though, takes work."
55. The starch ad litmus test
- Collection:
- Agricultural Communications Documentation Center (ACDC)
- Contributers:
- Evans, James F. (author)
- Format:
- Book chapter
- Publication Date:
- 2005
- Published:
- USA
- Location:
- Agricultural Communications Documentation Center, Funk Library, University of Illinois Document Number: C25273
- Notes:
- Pages 259-264 in Zachary Michael Jack (ed.), Black earth and ivory tower: new American essays from farm and classroom. University of South Carolina Press. 312 pages., Author describes how his combination of rural background and communications interests has influenced and interacted with his career in an academic community.
56. The student-run collaborative environmental communication blog
- Collection:
- Agricultural Communications Documentation Center (ACDC)
- Contributers:
- Cruger, Katherine M. (author)
- Format:
- Book chapter
- Publication Date:
- 2017
- Published:
- International
- Location:
- Agricultural Communications Documentation Center, Funk Library, University of Illinois Document Number: D09048
- Notes:
- Pages 269-274 in Tema Milstein, Mairi Pileggi, and Eric Morgan (editors), Environmental communication pedagogy and practice. Routledge: Abingdon, Oxon, England. 277 pages.
57. Use of information and communication technology (ICT) to achieve information literacy in agriculture
- Collection:
- Agricultural Communications Documentation Center (ACDC)
- Contributers:
- Nallusamy, Anandaraja (author), Balasubramaniam, Swaminathan (author), and Chellappan, Sivabalan K. (author)
- Format:
- Online journal article
- Publication Date:
- 2015
- Published:
- ESci Journals Publishing
- Location:
- Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 123 Document Number: D11156
- Journal Title:
- International Journal of Agricultural Extension
- Journal Title Details:
- 3(2): 111-122
- Notes:
- 12 pages., via online journal., Present world belongs to the era of information explosion. With the information edge on hand, the world is getting much competitive. Students are required to develop rigorous digital skills to suit themselves to the multi-faceted world. It is no coincidence that Information and Communication Technology (ICT) tools form the bulwark of this new age digital literacy. ICTs have been establishing themselves for so long as the futuristic tools of teaching and learning. In addition, ICT has become a polynary and systematic concept in the field of education. Thankfully, agricultural education is not left behind and it is getting more and more realized that agricultural information professionals must support agriculture by managing and improving access to a proliferating and increasingly complex array of information. This paper is limited to the usage and effects of ICT tools in the classroom teaching-cum-learning setup of agricultural education. Research studies show that for massive deployment of ICTs, the student community needs to be exposed to various courses of computer usage and application software. Besides, bottlenecks that hinder widespread ICT deployment have also been identified amongst agricultural community. Apart from the poor or inadequate availability of interactive multimedia, self-learning modules and online class courses in agricultural domain, it has been ascertained that poor signal strength of wifi also pose as barrier in inhibiting the adaptability of ICT tools in countries like India. The study suggests that the students should foster information awareness, build their knowledge about ICT, develop competence in ICT, and the teaching faculty should determine methods for how to use ICT to achieve information literacy in agriculture.
58. Using an experiential learning design to teach photography in agricultural communications
- Collection:
- Agricultural Communications Documentation Center (ACDC)
- Contributers:
- Kennedy, Lindsay (author), Akers, Cindy (author), Jackson, Rachel B. (author), and Texas Tech University
- Format:
- Journal article
- Publication Date:
- 2017
- Published:
- United States: New Prairie Press
- Location:
- Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 2 Document Number: D10172
- Journal Title:
- Journal of Applied Communications
- Journal Title Details:
- 101(4)
- Notes:
- 13 pages, via online journal, Photography is an important competency of agricultural communications graduates and is a core skill taught in the discipline’s curriculum. The [department] at [university] offers an undergraduate photography course twice yearly in two semester formats: a traditional spring semester where photography principles are taught in the classroom and a 12-day experiential intersession semester that allows for flexibility in how and where the course is taught. Both semesters utilize the same instructor, assignments, and grading rubric. While much agricultural communications research has focused on photography as a needed skill, few studies examine photography teaching methods. The purpose of this study was to compare student performance in an agricultural communications digital photography course taught with an experiential learning approach to a traditional classroom approach during the 2016 and 2017 academic calendar years. Kolb’s (1984) experiential learning theory was used as the theoretical framework for this study. Independent-samples t-tests were conducted to compare students’ cumulative mean assignment scores, individual assignment mean scores, and rubric criteria mean scores within the two instruction formats. The results suggest instruction method has an effect on student performance in agricultural communications digital photography courses. Students in the experiential intersession course had significantly higher mean cumulative assignment scores compared to students in the traditional course. While individual assignment performance was less affected by instruction format, students’ understanding of specific photography skills (rubric criteria), especially composition and clarity was higher when in the experiential intersession format.
59. Using infographics to put environmental communication into practice
- Collection:
- Agricultural Communications Documentation Center (ACDC)
- Contributers:
- Lopez, Antonio (author)
- Format:
- Book chapter
- Publication Date:
- 2017
- Published:
- International
- Location:
- Agricultural Communications Documentation Center, Funk Library, University of Illinois Document Number: D09045
- Notes:
- Pages 244-247 in Tema Milstein, Mairi Pileggi, and Eric Morgan (editors), Environmental communication pedagogy and practice. Routledge: Abingdon, Oxon, England. 277 pages.
60. “Organic is more of an American term... we are traditional farmers”: discourses of place-based organic farming, community, heritage, and sustainability
- Collection:
- Agricultural Communications Documentation Center (ACDC)
- Contributers:
- Hoffmann, Jeffrey Alan (author)
- Format:
- Online journal article
- Publication Date:
- 2018
- Published:
- Taylor & Francis
- Location:
- Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 64 Document Number: D10729
- Journal Title:
- Environmental Communication
- Journal Title Details:
- 12(6): 807-824
- Notes:
- 19 pages., via online journal., The following study looks at how traditional, organic, cooperative farmers starting a new farming cooperative in the US Southwest communicate about their farming as a set of (sustainable) cultural practices. The study draws on environmental communication theory, the theory of the coordinated management of meaning, and Vandana Shiva’s three-tiered economic model to construct a communication-based framework through which to view farmers’ stories about sustainability. This framework is productive, showing how some Nuevo Mexicano farmers (and others) orient toward farming, sustenance, and human-nature relationships through community, family, heritage, and education. Moreover, in addition to a conceptualization of sustainability as specific practices for nurturing and enduring in environments, communities, and organizations/institutions, sustainability can be understood as embedded ecocultural and historical experience with cross-cultural parallels in land-based communities. This study advances the ethical duty of environmental communication to better understand the ways in which environmental discourse and ecocultural and material realities are imbricated, as well as the call for such discursive study to be grounded in phenomenological experience of the natural world.