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2. Agrarianism in agricultural education: a narrative study
- Collection:
- Agricultural Communications Documentation Center (ACDC)
- Contributers:
- Martin, Michael J. (author), Enns, Kellie (author), and Hartmann, Katherine (author)
- Format:
- Journal article
- Publication Date:
- 2022
- Published:
- USA: American Association for Agricultural Education
- Location:
- Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 205 Document Number: D12705
- Journal Title:
- Journal of Agricultural Education
- Journal Title Details:
- Vol 63, Iss.3
- Notes:
- 14 pages, Agriculturalists can be divided into broad ideological camps with differing value sets. While many different groups exist, there are two primary ideological groups: (1) conventional or agrarian populists and (2) non-conventional or neo-agrarians. Agricultural education students’ values about agriculture shape how they will work in their future classrooms, schools, and communities, as well as how they will interact with students and community members. The purpose of this narrative study was to describe undergraduate agricultural education students’ conceptualization of their values about agriculture. The findings from this study highlighted the polarization of ideologies in American agriculture. The agricultural education students’ conceptualization of agricultural values was largely conventional. Some students formed conventional agriculture values as they grew up, while other students experienced a change of their values towards conventional attitudes while in college. Students’ responses to others with differing values ranged from indifferent to negative. These differences indicate a real challenge for post-secondary agricultural educators. Students have the right to maintain their own values in agriculture, however they must be able to work with others who have differing values. Research is needed to evaluate effective ways to help students learn how to work with people who have differing agricultural values.
3. Exploring the relationship between preschool-aged animated television and agriculture: A content analysis of Disney Junior's Mickey Mouse Clubhouse
- Collection:
- Agricultural Communications Documentation Center (ACDC)
- Contributers:
- Dietrich, Cassaundra (author), Buck, Emily (author), and Specht, Annie (author)
- Format:
- Journal article
- Publication Date:
- 2015
- Published:
- USA
- Location:
- Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 153 Document Number: D06875
- Journal Title:
- Journal of Applied Communications
- Journal Title Details:
- 99(4) : 104-116
4. Spanning the gap: the confluence of agricultural literacy and being agriculturally literate
- Collection:
- Agricultural Communications Documentation Center (ACDC)
- Contributers:
- Chris Clemons (author), James R. Lindner (author), Bruce Murray (author), Mike P. Cook (author), Brandon Sams (author), and Gwendolyn Williams (author)
- Format:
- Journal article
- Publication Date:
- 2018-04-15
- Published:
- USA
- Location:
- Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 149 Document Number: D10105
- Journal Title:
- Journal of Agricultural Education
- Journal Title Details:
- 59(4) : 238-252
- Notes:
- Via online issue. Pgs. 283-252, The purpose of the study was to examine the confluence of agricultural literacy, what it means to be agriculturally literate, and if a gap between agricultural literacy and being agriculturally literate existed. Two primary research questions framed this study: 1) How do agriculture professionals define agricultural literacy? 2) What does it mean to be agriculturally literate? While the terms literacy and literate are often used synonymously they have important and different meanings. This study used the Delphi Study Technique for determining consensus. The Delphi panel consisted of engaged agricultural professionals from seven states. These professions represented a broad spectrum of agricultural careers and experience. Each panel member was recognized as a leader in his or her field. The findings indicated that participants did not discern a difference between agricultural literacy and being agriculturally literate in regards to reading, writing, and speaking about agriculture. This study supports the conclusion that the terms agriculturally literate and agricultural literacy are used interchangeably. Agricultural professional may not be aware of the inherent differences between possessing agricultural literacy and being agriculturally literate.
5. Strategies for scaling out impacts from agricultural systems change: the case of forages and livestock production in Laos
- Collection:
- Agricultural Communications Documentation Center (ACDC)
- Contributers:
- Millar, Joanne (author) and Connell, John (author)
- Format:
- Journal article
- Publication Date:
- unknown
- Published:
- USA: Springer
- Location:
- Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 172 Document Number: C28914
- Journal Title:
- Agriculture and Human Values
- Journal Title Details:
- DOI 10.1007/s10460-009-9194-9
6. Use of information and communication technology (ICT) to achieve information literacy in agriculture
- 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.
7. What can environmental educators & communicators learn from their colleagues in agriculture and health?
- Collection:
- Agricultural Communications Documentation Center (ACDC)
- Contributers:
- Paden, M. (author)
- Format:
- Journal article
- Publication Date:
- 2002-07
- Location:
- Agricultural Communications Documentation Center, Funk Library, University of Illinois Document Number: D08183
- Journal Title:
- Human Nature: Greencom's Newsletter
- Journal Title Details:
- 7 (1): 4-5