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    14. 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.

    15. Using an experiential learning design to teach photography in agricultural communications

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    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.