Agricultural Communications faculty (author / University of Illinois)
Format:
Project files
Publication Date:
1980-1984
Published:
International: Office of Agricultural Communications, College of Agriculture, University of Illinois, Urbana
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Document Number: D10031
Notes:
The project file is maintained in records of the Agricultural Communications Program, University of Illinois > "International" section > "PACE" file folder., This project file describes formation and early activities involving the International Project in Agricultural Communications Education (PACE) at the University of Illinois. This initiative is built upon growing need and potential for home-country, university-based academic programs focused on journalism and communications related to agriculture.
11 pages., Online from publisher via JSTOR digital archive., Authors identified how fears about Asian immigration are often expressed in a distaste for foreign food in the Australian media and official discourse. They also examined how newspaper and television coverage of food poisoning in restaurants and food courts suggests a link between ethnicity and contamination.
Asayama, Shinichiro (author), Lidberg, Johan (author), Cloteau, Armèle (author), Comby, Jean-Baptiste (author), and Chubb, Philip (author)
Format:
Book chapter
Publication Date:
2017
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Document Number: D08855
Notes:
Pages 171-192 in Kunelius, Risto Eide, Elisabeth Tegelberg, Matthew Yagodin, Dmitry (eds.), Media and global climate knowledge: journalism and the IPCC. United States: Palgrave Macmillan, New York City, New York. 309 pages.
9 pages., via online journal., Cross-property cooperation has the potential to enhance the effectiveness of environmental management actions that cut across property boundaries. Online tools can facilitate this and overcome barriers to landholder engagement in collaborative management. However, collaborative online tools need to be designed and tailored to users' needs and values, and landholder participation in the development process is critical to ensuring uptake and long-term use.
This article presents a case study from the Central Tablelands region of New South Wales, Australia, where landholders have been involved in participatory development of a new online collaboration tool. The case study results highlight the significance of issues such as internet access, privacy, technical proficiency and differing stakeholder objectives. A landholder survey identified mapping and the uploading of monitoring data as important functions for the online tool, but these were not rated as highly as functions relating to data security, sharing settings and key term searches. Consequently, we recommend that a future online collaboration tool for the region is not framed specifically as a mapping or citizen science tool, but rather as an adaptive collaboration and communication tool that can incorporate a variety of data types and formats and be modified over time in line with changing landholder needs.
17 pages., Via online journal., Purpose: This paper presents economic and pedagogical motivations for adopting information and communications technology (ICT)-mediated learning networks in agricultural education and extension. It proposes a framework for networked learning in agricultural extension and contributes a theoretical and case-based rationale for adopting the networked learning paradigm.
Design/methodology/approach: A review of the literature highlights the economic and pedagogical need for adopting a networked learning approach. Two examples are described to instantiate the language for learning networks: a small community of farmers in India and large Twitter community of Australian farmers.
Findings: This paper reviews evidence that successful networked learning interventions are already occurring within agricultural extension. It provides a framework for describing these interventions and for helping future designers of learning networks in agricultural extension.
Practical implication: Facilitation of learning networks can serve to achieve efficient agricultural extension that connects farmers across distances for constructivist learning. To realize these benefits, designers of learning networks need to consider set design, social design and epistemic design.
Theoretical implication: This paper contributes a theoretical framework for designing, implementing and analysing learning networks in agriculture. It does this by integrating existing ideas from networked learning and applying them to the agricultural context through examples.
Originality/value: This paper contributes an understanding of the value of networked learning for extension in terms of economic and pedagogical benefits. It provides a language for talking about learning networks that is useful for future researchers and for practitioners.
International: International Program for Agricultural Knowledge Systems (INTERPAKS), Office of International Agriculture, University of Illinois, Urbana-Champaign.
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Document Number: D07323
