6 pages, Using an intercept method at two local farmers’ markets (n= 192), this study found the notion that local foods taste better and are more nutritious (i.e., lionization) and the notion that buying locally supports and contributes to the local economy and community (i.e., communization), positively influences consumers’ attitude towards shopping at their local farmers’ market. This positive attitude subsequently influences consumer purchase behavior. Extension professionals can utilize these data-driven results to aid in effective farmers’ market promotion by communicating micro-benefits (e.g., nutrition, taste) and macro-benefits (e.g., economic impact) to potential and current farmers’ market consumers.
17 pages, This article draws upon research exploring a project that combines edutainment and participatory communication strategies as an approach to social change in Malawi. Throughout the research, I take a critical stance that seeks to uplift voices of an audience attending a radio listening club (RLC) and therefore utilize participatory methods to co-create the body of knowledge with study participants. In this article, I query RLC audience’s thoughts of the project’s relevance and influence in their daily lives. Oriented by Hall’s concepts of encoding and decoding, I analyse my data focusing on the dynamics between the objectives of the producers and the lived reality of the participants. Findings reveal that audience’s motivation for continued attendance of the RLC is different to that intended in the encoding process; rather audiences negotiate the relevance of messages to their own needs, those of their children and utilize the space to extend their social capital.
13 pages, Much is known about the benefits of interacting with animals for learners. However, little is known about the animals’ potential influence on the communication ability of the presenter/educator. The purpose of this qualitative study was to describe the experience of undergraduate students who used live animals (baby chicks, turtles, salamanders, and non-venomous snakes) during in-class and outreach presentations and the animals’ role in influencing their communication ability. The influence of an instructor who teaches with such animals was also examined. A purposive sample of students enrolled in an introductory environmental education course open to all majors was obtained and five students agreed to participate in semi-structured interviews. Once audio was recorded and transcribed, the constant comparative method was used to analyze the data. Six reoccurring themes emerged. Presenting with a live animal (1) helped students feel less nervous while teaching, (2) increased presenter confidence, (3) promoted flexibility while teaching, (4) encouraged audience analysis, (5) helped create a positive, comfortable learning environment, and (6) influenced student career decisions. These themes aligned with Bandura’s triatic reciprocality model. Pre-service teacher education programs may consider using small, live animals, when relevant, with apprentice teachers as they can equally benefit the presenter and learning environment.
