Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 193 Document Number: D07245
Notes:
Hal R. Taylor Collection. Includes concepts and activities from the Communication Training Program of the National Project in Agricultural Communications (NPAC), Michigan State University, East Lansing., From author., Project file containing resources and assignments for a communication training program in Indonesia and perhaps other settings.
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 193 Document Number: D07243
Notes:
Hal R. Taylor Collection, Author, Unpublished set of teaching resources. Features 25 sessions and 26 exercises for an 18-day workshop on agricultural science writing.
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: Byrnes8 Document Number: D09067
Notes:
Includes Documents C12219 "The effective consultant or technical assistant in agricultural communications in developing countries" and C08809 "Staffing the U.S. contribution to international development assistance in agriculture"., Francis C. Byrnes Collection
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 177 Document Number: C30399
Notes:
Paper presented in the Agricultural Communications Section, annual meeting of the Southern Association of Agricultural Scientists, Atlanta, Georgia, January 31-February 3, 2009.
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)
19 pages., This article reports on a technology stewardship training program to promote ICT leadership development with agricultural extension practitioners in Sri Lanka. Researchers used a multi-method approach with a single embedded case study. Data were collected using a pre-course survey, formal course evaluation, classroom observation, and semi-structured interviews with participants. Kirkpatrick's four-level evaluation model was used to structure analysis of the results. Findings from this study show a positive response to technology stewardship training among agricultural extension practitioners in the course, that learning objectives of the course are achievable when offered as an in-service training program, that self-confidence with ICT is improved, and that some participants applied their learning in a post-course activity. Results from the study also raise a number of considerations for future course design in order to better support digital leadership development in practice. Technology stewardship training shows promise as a form of ICT leadership education for agricultural communities of practice in Sri Lanka and elsewhere. This article contributes to a better understanding of the role of social learning among communities of practice in agricultural extension services, and in contributing to effective use of ICT for agriculture development more broadly.
Rumble, Joy N. (author), Lamm, Alexa J. (author), Gay, Keegan D. (author), and University of Florida Institute of Food and Agricultural Sciences (UF/IFAS) Center for Public
Issues Education in Agriculture and Natural Resources
Format:
Online journal article
Publication Date:
[date of publication not identified]
Published:
USA: The American Association for Agricultural Education
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 151 Document Number: D10119
16 pages., via online journal, The Cooperative Extension Service has performed the role of educator and change agent for more than a century. Changes occurring during this period caused Extension to extend its influence beyond the farm and traditional roles. Today, Extension faces controversial public issues and unparalleled levels of policy and regulation impacting agriculture and natural resources. As the needs of our changing society evolve, regulation increases, and response to public opinion becomes more complex. Extension must expand its role in providing education related to public issues and acting as facilitators and change agents to ensure viable actions are taken. This study was conducted to determine the level of preparedness of Florida Extension agents in dealing with policies and regulations. An emailed survey of all Florida Extension agents utilized questions regarding frequency of addressing policies with their clientele and their knowledge of said policies. Results indicated a low frequency of agents of all types addressing most policies with their clientele and a need for increased knowledge about the policies. In particular, there is an opportunity for all agent types to improve interactions with clientele on the topic of Immigration Reform as well as knowledge of related policies.
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: Byrnes9 Document Number: D09071
Notes:
Includes Documents B00239, B01341, B02044, B02311, C08798, C12642, C12643, C12644, C12645, C12646. In four folders in the box., Francis C. Byrnes Collection
Agricultural Communications Documentation Center, Funk Library, University of Illinois Document Number: D08098
Notes:
John L. Woods Collection, File containing assorted photographs of training activities and presentation settings from Development Training and Communication planning (DTCP,UNDP Asia and Pacific Programme, Bangkok, Thailand.
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 193 Document Number: D07244
Notes:
Hal R. Taylor Collection. Teaching materials used for the Communication Training Program of the National Project in Agricultural Communications (NPAC), headquartered at Michigan State University, East Lansing, and for other training occasions., From author., Forty-five cards and 11 acetate visuals for use in communication teaching sessions.
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 192 Document Number: D03128
Notes:
6 pages., Author points to ignorance as the worst of all evils. Emphasizes the role of extension and communication in developing agriculture in Pakistan.
Describes the first agricultural journalism course offered at the University of Illinois. It was taught during second semester 1907, featuring agricultural editors as guest lecturers. "The demand for trained workers in this line is considerable and the managers of agricultural journals assert that the average student from college is of little value in a newspaper office. This is largely due to the fact that he has had absolutely no instruction in work of this kind. Very naturally, he is all at sea when he accepts a position on an agricultural paper."
Discusses the causes of prejudice against advertising schools. Argues that such schools have "come to stay. The critics have emptied their quivers but the school goes merrily on, teaching its students how to study human nature, how to study commodities, how to devise selling plans, how to write effective copy, design attractive displays, etc."
Editorial comments positively on a course in agricultural journalism being taught at the University of Wisconsin. Cites need for more farmers to write for their farm papers.
Survey report at annual AAACE meeting. "About 40 per cent of the county extension agents now furnish extension information to their local newspapers regularly, only a very few altogether neglecting to do so, but there is a distinct need for editorial training for agents." Among the training means proposed: journalism courses for prospective agents while in college, state news-writing training meetings held by the college editor for county agents, correspondence courses in news writing, and bulletins on news writing. American Association of Agricultural College Editors.
Author emphasizes intellectual curiosity as a striking characteristic of the effective agricultural college editor. Among other cited credentials: agricultural college education, newspaper training and practical farm experience.
Arkansas newspaper cooperates with the University of Arkansas to hold a half-day School for Rural Correspondents, followed by a lunch at which the correspondents were guests of the newspaper. Cash prizes offered for the best rural correspondent's work in the next six months.
Brief summary of a talk by Frank L. Ballard, county agent leader for Oregon, at the 1931 AAACE meeting in Corvallis, Oregon. In a follow-up commentary, J.R. Beck, county agent for Polk County, Dallas, Oregon, described his procedures for providing news material to local editors. American Association of Agricultural College Editors.
Report based on a nationwide survey to learn about sources of photographs,uses of photographs, who takes photographs, usefulness of photo training for extension agents and specialists, staffing, filing systems. "As nearly as could be determined, four states (Indiana, Ohio, Missouri, Colorado) employ what might be termed staff photographers in the sense that they seemed to be at the command of the editor, and not just college or university photographers working occasionally for the editor."
Raises eight questions for ACE members: " 1) Are we glorified clerks or are we scientists? 2) What are desirable forms of publication and information materials? Scientists are demanding longer bulletins. The public is calling for shorter. 3) What should be the professional training of men and women to become agricultural and home editors? One school suggests that all that is needed in our fields is a certain facility -- we are engaged in a science -- home scientists measure success by acceptance in AP and UP. 4) Is there opportunity for research in the field of farm and home editing? 5) What is to be the future of agriculture and what leadership will the college of agriculture, the experiment stations, and the USDA be called upon to give? Together with our institutions, we must begin long-time planning. 6) What place has and will the radio have in carrying to the people the results of research? 7) How shall we measure results in our field? 8) What are we going to do about it?"
Author reports that Kansas State has offered a news writing course for agricultural students for more than a decade, and with good results.. Believes a course in news writing should not be a universal requirement in the agricultural college curriculum, but emphasizes skills in English.
Supports training of agriculture students in news-writing, and argues that they also should be trained in public speaking. Also: "it would seem that agricultural students should by all means know or learn how to make a living with their hands on land before they take up news-writing and public speaking. Our national literacy of the head is far greater than our literacy of the human hand. We cannot take much of a hand in nation-building from the ground up unless we have trained hands, even in this machine age."
Recommendations from the Professional Development Committee of AAACE. They include sabbatical leaves, exchange appointments, short-term media experience (unpaid leave from college position). "Members of the association were emphatic in their statement that editors should be given the same privileges of sabbatical leave as other college workers and that they should develop their jobs and positions so that they would have a rank equivalent to that of any professorship on the campus."
Agricultural Communications Documentation Center, Funk Library, University of Illinois Document Number: D08605
Notes:
Located in Review of Extension Studies, volumes for 1946-1956, U.S. Department of Agriculture, Washington, D.C., Summary of a report of research among radio station managers. College of Agriculture Extension, University of Illinois, Urbana. 12 pages.
USA: Federal Extension Service, U.S. Department of Agriculture, Washington, D.C.
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Document Number: D08919
Notes:
Pages 3-4 in Lucinda Crile, Review of Extension Studies - January to June 1950, Extension Service Circular 470, U.S. Department of Agriculture, Washington, D.C. July 1950. Summary of findings from a M.S. thesis, University of Wisconsin, Madison. 1949. 123 pages., Effective use of the "various media and tools of communication..., perhaps, is the area of our present training program that needs most strengthening."
