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Journal of Communication Pedagogy最新文献

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Editor’s Note to Volume 7 of the Journal of Communication Pedagogy: Sharing Is Caring 《传播教育学杂志》第七卷编者注:分享即关怀
Journal of Communication Pedagogy Pub Date : 2023-01-01 DOI: 10.31446/jcp.2023.1.01
Renee Kaufmann
{"title":"Editor’s Note to Volume 7 of the Journal of Communication Pedagogy: Sharing Is Caring","authors":"Renee Kaufmann","doi":"10.31446/jcp.2023.1.01","DOIUrl":"https://doi.org/10.31446/jcp.2023.1.01","url":null,"abstract":"This is the editor’s Note to Volume 7 of the Journal of Communication Pedagogy.","PeriodicalId":34526,"journal":{"name":"Journal of Communication Pedagogy","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72900190","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Challenging the Positionality of Western Mainstream English Through the Implementation of Communication Action Statements 通过交际行动语句的实施挑战西方主流英语的地位
Journal of Communication Pedagogy Pub Date : 2023-01-01 DOI: 10.31446/jcp.2023.1.11
Victoria McDermott, Amy May
{"title":"Challenging the Positionality of Western Mainstream English Through the Implementation of Communication Action Statements","authors":"Victoria McDermott, Amy May","doi":"10.31446/jcp.2023.1.11","DOIUrl":"https://doi.org/10.31446/jcp.2023.1.11","url":null,"abstract":"Communication is the most powerful tool we have to challenge the plague of invisibility impacting our Indigenous communities. As we continue to challenge the diversity, equity, and inclusion initiatives touted by our institutions, we need to move beyond mission statements to motion, i.e., action required for meaningful transformation to take place (Qassataq, Iñupiaq, 2022). To call attention to and name the silencing of language and knowledge systems outside of western mainstream english (WME), the present paper proposes the concept of Communication Action Statements (CAS). Based on place and space, CASs recognize, label, and affirm the negative effects of WME, as well as call attention to the silencing associated with the reinforcement of WME as the ideal form of communication. Moreover, CASs normalize other knowledge systems outside of the rigid western model that defines higher education. In conjunction with CASs, to initiate motion, we provide four strategies to take action to move beyond acknowledgment and challenge the Communication discipline to continue working to decenter whiteness.","PeriodicalId":34526,"journal":{"name":"Journal of Communication Pedagogy","volume":"31 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85666489","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
A Pedagogy of Consilience and Renewal 协调与更新的教育学
Journal of Communication Pedagogy Pub Date : 2022-10-01 DOI: 10.31446/jcp.2022.1.02
Carolyn Calloway‐Thomas
{"title":"A Pedagogy of Consilience and Renewal","authors":"Carolyn Calloway‐Thomas","doi":"10.31446/jcp.2022.1.02","DOIUrl":"https://doi.org/10.31446/jcp.2022.1.02","url":null,"abstract":"This essay calls for a pedagogy of consilience and renewal as a dynamic fusion of research and practices in order to provide a more coherent way of examining some of the keen, interlaced variables that trouble the academy and society. The project challenges scholars to study five key scholarship of learning variables that should help transform the way we look at pedagogy for the betterment of North American society and beyond. The variables—a quintile—are knowledge, geography, critical thinking, civic engagement, and empathy.","PeriodicalId":34526,"journal":{"name":"Journal of Communication Pedagogy","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89130350","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Editor’s Note to Volume 3 of the Journal of Communication Pedagogy 《传播教育学杂志》第三卷编者注
Journal of Communication Pedagogy Pub Date : 2022-10-01 DOI: 10.31446/jcp.2020.01
Deanna D. Sellnow
{"title":"Editor’s Note to Volume 3 of the Journal of Communication Pedagogy","authors":"Deanna D. Sellnow","doi":"10.31446/jcp.2020.01","DOIUrl":"https://doi.org/10.31446/jcp.2020.01","url":null,"abstract":"Editor’s Note to Volume 3 of the Journal of Communication Pedagogy","PeriodicalId":34526,"journal":{"name":"Journal of Communication Pedagogy","volume":"33 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82231340","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Coming to Terms Will Do It: Students Engaging with Climate Change Through Sensemaking and Collective Efficacy Perceptions 达成协议:学生通过感知和集体效能感知参与气候变化
Journal of Communication Pedagogy Pub Date : 2022-01-01 DOI: 10.31446/jcp.2022.1.06
Sean Quartz
{"title":"Coming to Terms Will Do It: Students Engaging with Climate Change Through Sensemaking and Collective Efficacy Perceptions","authors":"Sean Quartz","doi":"10.31446/jcp.2022.1.06","DOIUrl":"https://doi.org/10.31446/jcp.2022.1.06","url":null,"abstract":"Within climate change instruction, effective instructional crisis communication is necessary to attain cognitive, affective, and behavioral learning outcomes so students comprehensively learn the reality and implications of this planetary crisis. I locate this learning as coming to terms with climate change. This study explores how students affectively and cognitively learned to come to terms with the immense threat of the climate crisis outside their initial exposure to climate change fear appeals communicated in their classrooms. Drawing from interviews and focus groups with college students, I found students came to terms with climate change outside their classrooms by coping with the immense threat while enacting sensemaking with their peers. These findings suggest coping and sensemaking are crucial for students to come to terms with climate change after instructor-delivered fear appeals to access the efficacy needed to face this planetary threat. Ultimately, this study advances instructional crisis communication by providing insight into student to student out-of-classroom communication and how it affects cognitive and affective learning outcomes concerning climate change.","PeriodicalId":34526,"journal":{"name":"Journal of Communication Pedagogy","volume":"79 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85802446","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Assessing Student Mindset, Interest, Participation, and Rapport in the Post-Pandemic Public Speaking Classroom: Effects of Modality Change and Communication Growth Mindset 大流行后公共演讲课堂中学生心态、兴趣、参与和关系的评估:模式变化和沟通成长心态的影响
Journal of Communication Pedagogy Pub Date : 2022-01-01 DOI: 10.31446/jcp.2022.1.14
Katherine J. Denker, Kendra Knight, Riley Carroll, Kathryn Bradley, Peyton Bonine, Sophia Lauck, Heidi Przytulski, M. Storr
{"title":"Assessing Student Mindset, Interest, Participation, and Rapport in the Post-Pandemic Public Speaking Classroom: Effects of Modality Change and Communication Growth Mindset","authors":"Katherine J. Denker, Kendra Knight, Riley Carroll, Kathryn Bradley, Peyton Bonine, Sophia Lauck, Heidi Przytulski, M. Storr","doi":"10.31446/jcp.2022.1.14","DOIUrl":"https://doi.org/10.31446/jcp.2022.1.14","url":null,"abstract":"The COVID-19 pandemic created an exigency for educators to reevaluate their approaches to the classroom with one major dimension being course modality. This study uses the Instructional Beliefs Model to examine the impacts of course modality (i.e., hybrid versus face-to-face formats) and students’ communication growth mindset on student engagement in the foundational public speaking course. Consistent with pre-COVID-19 findings, the results indicated that modality does not significantly impact student engagement, with one exception: higher cognitive interest scores were reported among students in the hybrid modality. Communication growth mindset associated positively with all student engagement variables examined: student interest–emotional, student interest–cognitive, participation, and class rapport. The findings offer tentative optimism about the promise of blended public speaking course modalities, and evidence for the necessity of mindset intervention to maximize student success.","PeriodicalId":34526,"journal":{"name":"Journal of Communication Pedagogy","volume":"29 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81439456","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Encouraging Student Sense of Belonging Through Instructor Face Support 通过教师的支持鼓励学生的归属感
Journal of Communication Pedagogy Pub Date : 2022-01-01 DOI: 10.31446/jcp.2022.1.16
Nicholas Burk, Amy Pearson
{"title":"Encouraging Student Sense of Belonging Through Instructor Face Support","authors":"Nicholas Burk, Amy Pearson","doi":"10.31446/jcp.2022.1.16","DOIUrl":"https://doi.org/10.31446/jcp.2022.1.16","url":null,"abstract":"Research has established important links between student sense of belonging in the classroom and levels of academic engagement, motivation, and persistence (e.g., Jang et al., 2016; Reeve, 2012) yet more work is needed to identify specific teacher communication tactics and strategies that can foster sense of belonging and increased engagement. Using a conceptual framework centered on organizational identification, we surveyed 172 undergraduates and found that instructor interpersonal skills—specifically face support during student feedback—significantly correlated with increased class identification and sense of belonging. These results hold important implications for promoting student engagement, motivation, and persistence, particularly for underrepresented students.","PeriodicalId":34526,"journal":{"name":"Journal of Communication Pedagogy","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88684627","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
A Pedagogical Mystique?: Lessons of Incorporating Feminism Into Skills-Based Communication Courses 教育学的奥秘?:将女权主义融入技能沟通课程的经验教训
Journal of Communication Pedagogy Pub Date : 2022-01-01 DOI: 10.31446/jcp.2022.1.13
Daniela Molta, Regina Luttrell, Christopher J. McCollough
{"title":"A Pedagogical Mystique?: Lessons of Incorporating Feminism Into Skills-Based Communication Courses","authors":"Daniela Molta, Regina Luttrell, Christopher J. McCollough","doi":"10.31446/jcp.2022.1.13","DOIUrl":"https://doi.org/10.31446/jcp.2022.1.13","url":null,"abstract":"It is imperative that today’s advertising, journalism, mass communication, and public relations students are prepared to engage in corporate activism and corporate social responsibility communications once in the workforce. This article explores the need for incorporating equity-based pedagogy, using feminism as one of many approaches, into skills-based communication courses. The researchers conducted 20 qualitative interviews with academics to discuss various approaches, examples, and learnings. The findings suggest that using a feminist framework to teach skills: (1) enhances the skill being taught, (2) allows students to communicate more effectively, (3) builds life skills, and (4) comes in many forms. The article concludes with consideration to areas for future research and contributes to the understanding of academics engaged in a feminist approach to teaching skills-based communication courses.","PeriodicalId":34526,"journal":{"name":"Journal of Communication Pedagogy","volume":"27 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77378743","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Engaging Pre-Med Students in Field-Related Dialogue: Best Practices for a Dialogic Approach to a Health-Specific Oral Communication Course 医学预科学生参与与领域相关的对话:以对话方式进行健康口语交流课程的最佳实践
Journal of Communication Pedagogy Pub Date : 2022-01-01 DOI: 10.31446/jcp.2022.1.19
Natalie C. Grecu
{"title":"Engaging Pre-Med Students in Field-Related Dialogue: Best Practices for a Dialogic Approach to a Health-Specific Oral Communication Course","authors":"Natalie C. Grecu","doi":"10.31446/jcp.2022.1.19","DOIUrl":"https://doi.org/10.31446/jcp.2022.1.19","url":null,"abstract":"Using a dialogic framework as the backdrop to course curriculum, I developed an Oral Communication course for pre-med students with the goal to enhance students’ public speaking skills while also incorporating health communication and applied communication research and activities to create opportunities for engagement. I propose best practices for teaching pre-med oral communication by deconstructing “bedside manner,” emphasizing a dialogic, audience-centered approach to communication, illustrating the praxis of genuine communication, creating a supportive climate through nonverbal and small group communication tenets, and creating a space to practice genuine communication. Using this approach, the layperson understanding of “bedside manner” becomes an intersection of these areas to better understand the complexities of physician-patient communication.","PeriodicalId":34526,"journal":{"name":"Journal of Communication Pedagogy","volume":"28 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89450853","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The Pedagogy of Renewal: Black Women, Reclaiming Joy, and Self-Care as Praxis 更新的教育学:黑人女性，重新获得快乐，以及作为实践的自我关怀
Journal of Communication Pedagogy Pub Date : 2022-01-01 DOI: 10.31446/jcp.2022.1.03
A. Hall, Tiffany Bell
{"title":"The Pedagogy of Renewal: Black Women, Reclaiming Joy, and Self-Care as Praxis","authors":"A. Hall, Tiffany Bell","doi":"10.31446/jcp.2022.1.03","DOIUrl":"https://doi.org/10.31446/jcp.2022.1.03","url":null,"abstract":"The 2020 quote defining the pandemic era was “The New Normal,” which, for Black women, implies a need for structural and personal transformation. In this essay, we incorporate the concepts of culturally relevant pedagogy and critical autoethnography to amplify a Black feminist ethos of self-care as an embodied praxis. Reflecting on the embodied experiences of two Black women professors, we advance a crucial notion of self-care as a pedagogy of renewal to reclaim joy through generative and transformative modes, methods, and meanings.","PeriodicalId":34526,"journal":{"name":"Journal of Communication Pedagogy","volume":"25 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83505526","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
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