Pulter, Daniel S. (author), Zilberman, David (author), and Pulter: Agricultural Economist, Commodity Economics Division, Economic Research Service, U.S. Department of Agriculture; Zilberman: Professor, Department of Agricultural and Resource Economics, University of California, Berkeley
Format:
Journal article
Publication Date:
1988
Published:
USA
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 72 Document Number: C03369
33 pages, This study used an in-depth interview and information horizon maps to investigate information seeking behavior of 15 farmers in Central Taiwan. The results show that increased work roles led to more categories of information needed by farmers. Six types of information sources were used by farmers to obtain agricultural information. Interpersonal network was the most preferred information source by farmers. Especially, most farmers contacted other farmers first. Requesting agricultural organizations and farmer groups was the second preferred information source, followed by searching the Internet. Few farmers obtained information from libraries. Several factors affected farmers to select information sources. In addition, barriers to seeking agricultural information faced by farmers were identified. To strengthen the effect of agricultural information dissemination, some suggestions were made. Government agencies related to agriculture should focus the greatest influence of interpersonal network on disseminating agriculture information and improve the communication between agricultural extension agents and farmers. The content and time of agricultural courses were set based on farmers' needs. Improving farmers' information literacy is an essential issue as well.
Online via keyword search of UI Library e-Catalog., Farmer interviews revealed that various forms of agricultural journalism were significant: radio, television, cable network, print media, social media, mobile phone service, and internet websites. Use of some of these was strongly dependent on education level.
Gausset, Quentin (author) and Larsen, Anna Folke (author)
Format:
Book chapter
Publication Date:
2013
Published:
Tanzania
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Document Number: D07181
Notes:
Pages 113-123 in Helen Bie Lilleor and Ulrik Lund-Sorensen (eds), Farmers' choice: evaluating an approach to agricultural technology adoption in Tanzania. 154 pages.
20 pages, via online journal, Purpose: To examine the factors that support and hinder farmers’ learning and to investigate the impact of an innovative learning program on farmers’ practice change.
Design/methodology/approach: Individual interviews and focus group discussions were held with 24 farmers over 20 months. Observations were made of these farmers as they participated with eight agricultural and social scientists in a range of innovative experiences to learn about chicory and plantain establishment and management. These learning experiences were designed around evidence-informed educational pedagogies. Data sets were analyzed using NVivo to determine common themes of affordances and barriers to learning and actual practice changes.
Findings: The affordances for learning and practice change include belonging to a learning community, enhancing self-efficacy, engaging with scientists, seeing relative advantage, reinforcing and validating learning, supporting system’s integration and developing an identity as learners. Barriers to learning and practice change include issues of: trialability, complexity, compatibility and risk.
Practical implications: The importance of basing new models of extension around evidence-informed pedagogies known through educational research to promote learning and practice change.
Theoretical implications: Sociocultural theory and self-efficacy theories of learning are critical to the success of effective agricultural extension programs.
Originality: To date, little empirical research about the affordances and barriers for pastoral farmers’ learning has been based on contemporary educational research.
