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    Start Over Subject Term India (Southern Asia) Subject Term curriculum Subject Term teaching

    1. Minutes of the advisory committee meeting for the Centre of Advanced Studies in Agricultural Communication, held at G.B. Pant University of Agriculture and Technology, India

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    Collection:
    Agricultural Communications Documentation Center (ACDC)
    Format:
    Report
    Publication Date:
    1981-02-16
    Published:
    India
    Location:
    Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 122 Document Number: D11133
    Notes:
    9 pages., From the file, "India - G.B. Pant University," in the international file of the Agricultural Communications Program, University of Illinois., Discussion emphasized that the nature of agricultural communication needs a flexible approach rather than the rigid procedures laid down for the program. Committee members emphasized need to focus on features of India culture and society, deliberately departing from "the Western-oriented communication technologies and a systematic attempt to use what is relevant in these to develop packages based on our own understanding of socio-cultural pattern of society." They offered a dozen other recommendations about approaches to this graduate program.

    2. Use of information and communication technology (ICT) to achieve information literacy in agriculture

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    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.