Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 159 Document Number: D07700
Notes:
Full dissertation available online at:
http://ufdc.ufl.edu/UFE0049760/00001, Executive summary of doctoral dissertation, Department of Agricultural Education and Communication, University of Florida, Gainesville. 5 pages.
USA: Delmar, Centage Learning, Clifton Park, New York.
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Document Number: D01730
Notes:
"As communicators, we are caretakers of an industry - one of the most important industries in the history of humankind. It is our duty as students and teachers of agriculture to learn, as efficiently and thoroughly as we can, the skills needed to tell a positive story about agriculture through words, pictures and Web site content. This book will help you in that goal." (p. xiii)
Edgar, Leslie D. (author), Edgar, Don W. (author), Cox, Casandra (author), Pennington, Kristin M. (author), and Bills-Hunt, Beth Ann (author)
Format:
Paper
Publication Date:
2012-02
Published:
USA
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 188 Document Number: D01501
Notes:
Paper presented in the Agricultural Communications Section of the Southern Association of Agricultural Scientists annual meeting, Birmingham, Alabama, February 5-6, 2012. 21 pages.
Pennington, Kristin M. (author / University of Arkansas)
Format:
Master's thesis
Publication Date:
2012-05
Published:
USA
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 192 Document Number: D03575
Notes:
148 pages, Currently, a need exists for agricultural education programs to being introducing new curriculum which will help meet the current and future needs of the agricultural industry. In 2010, the University of Arkansas Agricultural and Extension Education Department received grant funding for the development of curriculum relating directly to visual communications technology and its role in agricultural communications. Curriculum was developed and teachers across the state were asked to participate in implementing the program. The primary purpose of this study was to evaluate the knowledge levels of students prior to being taught agricultural communications curriculum was taught, and again after students participated in a day-long experiential learning activity utilizing the skills taught throughout the curriculum; students' perceptions were also assessed. Additionally, a content analysis was completed to assess the ability of students to apply skills learned in the curriculum. Eleven schools participated in the study. A significant difference was seen in test scores for each curriculum (photography, writing, and videography) unit. Overall, students had a positive perceptions of the curriculum and the experiential learning activity. Also, the content analysis showed that students were able to apply skills taught via the curriculum and successfully conveyed stories and messages by producing short promotional videos about agriculture. The study found that the curriculum was successful in increasing student knowledge of visual communications as it relates to agricultural communications.
