Communication Teacher最新文献

{"title":"Relationship tree mapping: Close relationships as roots, branches, and leaves","authors":"Trevor Kauer","doi":"10.1080/17404622.2022.2069840","DOIUrl":"https://doi.org/10.1080/17404622.2022.2069840","url":null,"abstract":"Courses: Interpersonal Communication, Family Communication, Relational Communication. Objectives: The objective of this study is to engage students in identifying close relationships’ costs/rewards, resources, and development by creating a visual representation using a tree metaphor. Students will reflect on their close relationships and apply foundational interpersonal concepts.","PeriodicalId":44418,"journal":{"name":"Communication Teacher","volume":"37 1","pages":"24 - 29"},"PeriodicalIF":0.4,"publicationDate":"2022-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47715981","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}

{"title":"Art and perception: How observing and discussing art can support students’ communication education","authors":"Terry Gipson, Stephen M. DiDomenico","doi":"10.1080/17404622.2022.2064530","DOIUrl":"https://doi.org/10.1080/17404622.2022.2064530","url":null,"abstract":"Perception is one of the most fundamental aspects of human communication. This activity utilizes art to help students experience and understand the psychological and communicative aspects of perception. Students are required to observe and discuss their observations about selected pieces of artwork. After completing the activity, students enhance their abilities to form connections between their experiences and course concepts about perception. Courses: Interpersonal Communication, Small Group Communication, Public Speaking, Introduction to Communication, Nonverbal Communication, Listening, and Visual Communication. Objectives: The activity aims to provide students with first-hand experience and appreciation for how perception influences the way humans receive and interpret all types of messages.","PeriodicalId":44418,"journal":{"name":"Communication Teacher","volume":"37 1","pages":"19 - 23"},"PeriodicalIF":0.4,"publicationDate":"2022-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44308013","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}

{"title":"Constructing an immersive learning environment with atmospherics: An interactive method to teach students priming theory","authors":"S. McCullock","doi":"10.1080/17404622.2022.2065022","DOIUrl":"https://doi.org/10.1080/17404622.2022.2065022","url":null,"abstract":"Courses\u0000 Mass Communication, Persuasion, Media Literacy, Political Communication, and Communication Theory. \u0000 Objectives\u0000 This activity introduces students to priming theory through atmospheric peripheral cues. Students learn about media priming and understand how priming effects may occur in real-world situations.","PeriodicalId":44418,"journal":{"name":"Communication Teacher","volume":"37 1","pages":"14 - 18"},"PeriodicalIF":0.4,"publicationDate":"2022-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47757571","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}

{"title":"Networked students gaming together: Mobile scavenger hunts for online classrooms","authors":"Nicole K. Stewart, Richard Smith","doi":"10.1080/17404622.2022.2062018","DOIUrl":"https://doi.org/10.1080/17404622.2022.2062018","url":null,"abstract":"Courses Communication Theory, Information Society, Digital Cultures. Objectives Students will demonstrate an ability to use mobile technologies, understand gaming cultures, and explore how everyday gaming connects to mobile issues.","PeriodicalId":44418,"journal":{"name":"Communication Teacher","volume":"37 1","pages":"7 - 13"},"PeriodicalIF":0.4,"publicationDate":"2022-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42952780","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}

{"title":"Teaching intersectional rhetorical criticism with second-wave feminist music","authors":"Kristen D. Herring","doi":"10.1080/17404622.2022.2052917","DOIUrl":"https://doi.org/10.1080/17404622.2022.2052917","url":null,"abstract":"Intersectionality is core to contemporary feminist rhetorical criticism. It is also a complex concept with great potential for promoting social change by shifting discourses about identity in the public sphere. Therefore, communication scholars have a vested interest in teaching the basics of intersectional criticism to undergraduate and graduate students across the humanities, especially in upper-division undergraduate communication courses that deal with rhetorical criticism, feminist rhetorical theory, women and or gender studies, social movements, critical cultural studies, media studies, or other related topics. I recommend teaching intersectionality as an analytic framework for rhetorical criticism with second-wave feminist music. The unit begins by briefly overviewing the key goals and rhetorical tactics of second-wave feminists. Students then read intersectional criticism of second-wave rhetoric and criticism of rhetorical theory that fails to consider the intersectional experience of identity. The unit culminates with students working in groups to conduct an abbreviated rhetorical criticism of popular music associated with the United States’s second wave of feminist movements. The abbreviated rhetorical criticism asks students to analyze the embodied and situated components of musical argumentation. They present their findings to the class in a multimedia presentation that engages many sensorial and rhetorical possibilities, much like music does. Courses Rhetorical Criticism, Feminist Rhetorical Theory, Women/Gender Studies, The Rhetoric of Social Movements, Critical Cultural Studies, Media Studies. Objectives In this unit, students will learn how to analyze second-wave feminist rhetoric through an intersectional lens using musical case studies. First, students will study the history of second-wave feminist movements. They will then read about the core tenants of intersectional thinking before exploring how rhetorical critics use intersectionality as an analytic framework. Next, students will engage popular music with feminist messages that emerged during the second wave in an abbreviated rhetorical criticism textured with historical context and focused on embodied experiences of musical appeals. They will present their findings in a multimedia format for their classmates. By the completion of this unit, students should learn to apply intersectional theory to an analysis of a musical rhetorical tactic and to identify the strengths and weaknesses of that tactic.","PeriodicalId":44418,"journal":{"name":"Communication Teacher","volume":"37 1","pages":"40 - 47"},"PeriodicalIF":0.4,"publicationDate":"2022-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43410984","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}

{"title":"The uses of conspiracy","authors":"N. Bedsole, T. Hahn","doi":"10.1080/17404622.2022.2050414","DOIUrl":"https://doi.org/10.1080/17404622.2022.2050414","url":null,"abstract":"ABSTRACT This lesson offers students a way to analyze conspiracy theories while neither platforming dangerous ideas nor dismissing them as unworthy of academic study. Ideal for argument or rhetoric courses, first, the lesson advances conspiracy theories as a recognizable species of argument; second, the lesson uses a truncated version of Toulmin’s model of argument to equip students to engage the reasoning behind conspiratorial claims rather than the claim or its evidence. In so doing, students learn to isolate the most vulnerable part of an argument—what Toulmin calls its “warrant.” By the lesson’s end, students engage in an empathetic imagining of what makes conspiracy theories desirable in the first place, no matter their content, re-emphasizing rhetoric’s civic roots in a time of vitriol. Courses Argumentation and Debate, Rhetorical Criticism, Introduction to Communication, Political Communication, Persuasion. Objectives By the lesson’s end, students will be able to (1) identify the conspiracy theory as a form of public argument, (2) engage examples of the form with empathetic imagination, and (3) use the Toulmin model to evaluate arguments otherwise dismissed.","PeriodicalId":44418,"journal":{"name":"Communication Teacher","volume":"37 1","pages":"35 - 39"},"PeriodicalIF":0.4,"publicationDate":"2022-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45028281","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}

{"title":"Social media takeover: Using experiential learning to teach social media marketing","authors":"Nancy García, M. Brooks","doi":"10.1080/17404622.2022.2049836","DOIUrl":"https://doi.org/10.1080/17404622.2022.2049836","url":null,"abstract":"The opportunities in social media management and digital marketing strategy continue to expand as the profession evolves. Social media has become central for communication around the globe, but social marketers struggle with strategy and planning skills. The client-based activity outlined in this study facilitates the development of skills related to social media content creation and social media strategy with the aim of promoting transformative learning using experiential learning activities. Courses This semester-long activity can be implemented in media communication, strategic communication, and social/digital marketing courses. The assignment could be adapted to courses in other areas that would benefit from students learning social media content creation and social management tools. For example, this assignment would be apropos for an advertising course where students learn about the art of helping a company stay “on brand” through social media. Likewise, professors teaching public relations courses could adapt this assignment to teach students relationship-building techniques with a company’s stakeholders and publics through the use of social media. Additionally, with slight modifications, this assignment can be used by student media advisors to train student media staff. For example, a student newspaper can use this approach to share published stories and promote readership using social media by creating graphics that follow branding guidelines and have a specific goal, such as sharing news. Objectives With this assignment, students will (1) apply the elements of a social media strategy to create social media content for a brand, and (2) use a social media scheduler to plan a social media strategy.","PeriodicalId":44418,"journal":{"name":"Communication Teacher","volume":"37 1","pages":"57 - 63"},"PeriodicalIF":0.4,"publicationDate":"2022-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48022425","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}

{"title":"Problem-based service-learning project in an intercultural communication course: Collaboration with a nonprofit refugee resettlement agency","authors":"Sachiyo M. Shearman","doi":"10.1080/17404622.2022.2047215","DOIUrl":"https://doi.org/10.1080/17404622.2022.2047215","url":null,"abstract":"A service-learning (SL) version of the Intercultural Communication course was designed in collaboration with a nonprofit refugee resettlement agency. Through the collaborative discussions prior to the start of the semester, the instructor and community partner identified the needs and possible ideas for problem-based SL projects. In the SL course, students were asked to create and improve cultural orientation materials and to review and improve sections of the agency’s website. The students working in groups reviewed the options, took the initiative to explore specific issues, and applied their knowledge to the projects. At the end of the semester, students presented their cultural orientation materials and proposals for new content for specific sections of the agency’s website to the members of the agency and refugees. By completing this semester-long course in the SL Intercultural Communication course, students were given opportunities to review American culture in comparison to other cultures, learn about the world refugee crisis, refugee resettlement, and cultural integration processes, and apply course concepts to their SL project assignments. The benefits of problem-based SL assignments and insights from collaborating with a community partner are discussed. Courses Intercultural Communication","PeriodicalId":44418,"journal":{"name":"Communication Teacher","volume":"37 1","pages":"48 - 56"},"PeriodicalIF":0.4,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48586226","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}

{"title":"A communicative approach to addressing interactional injustice in the workplace","authors":"Mary Kiura, Heewon Kim","doi":"10.1080/17404622.2022.2047214","DOIUrl":"https://doi.org/10.1080/17404622.2022.2047214","url":null,"abstract":"The goal of this activity is to equip students with skill sets for overcoming unfair experiences at work, drawing on interactional justice theory that is developing in organizational communication. Students reflect on their interactional injustice experiences and then proceed to generate response strategies to cope with such injustices. In doing so, students can theoretically discuss workplace (in)justices and develop communicative practices to respond to those injustices. Courses: Small-group,business and professional, and organizational communication. \u0000 Objectives\u0000 By the end of this activity, students will (1) demonstrate a clear understanding of the construct of interactional justice that includes interpersonal and informational justice; (2) critically revisit their interactional injustices experiences in the workplace; and (3) develop and practice skill sets to navigate interactional injustices at work.","PeriodicalId":44418,"journal":{"name":"Communication Teacher","volume":"37 1","pages":"2 - 6"},"PeriodicalIF":0.4,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47066953","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}

{"title":"Communication apprehension in the online presentational speaking course: Considerations for synchronous course meetings and asynchronous presentations","authors":"Victoria A. Ledford, X. Wang, L. Anderson, Jonathan Leach, Melissa Lucas, Raphael Mazzone","doi":"10.1080/17404622.2022.2046284","DOIUrl":"https://doi.org/10.1080/17404622.2022.2046284","url":null,"abstract":"ABSTRACT As institutions of higher education continue to offer online instruction, educators and administrators of presentational speaking courses must adapt their classes for various modes of online delivery. One primary consideration for adapting a presentational speaking course to online delivery is how students will experience communication apprehension and/or public speaking anxiety in online communication contexts. The instructional communication field is rife with research about students’ experiences with speech anxiety and communication apprehension. However, little work has explored how students’ experiences may differ when the primary mode of course communication and course presentations is mediated through either synchronous or asynchronous modes of online communication. If these anxieties in face-to-face settings can deter students’ academic and professional goals (Richmond et al., Communication apprehension, avoidance, and effectiveness [6th ed., Pearson, 2013]), researchers should investigate students’ experiences in online courses. The current study begins to fill this gap. We analyze qualitative responses (N = 178) to an open-ended survey distributed to undergraduates in presentational speaking courses. Thematic analysis revealed the uniqueness of online communication apprehension and its similarities to face-to-face communication apprehension. Implications for administrators and instructors of presentational speaking courses are offered.","PeriodicalId":44418,"journal":{"name":"Communication Teacher","volume":"37 1","pages":"64 - 82"},"PeriodicalIF":0.4,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42077943","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}