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1.
Courses: Intercultural Communication, Culture and Conflict, International Conflict and Alliance BuildingObjectives: After completing this single-class activity, students should be able to (1) describe the concepts of identity, citizenship, and mobility; (2) empathize with the everyday struggles of students who hold citizenship outside of their “homeland”; and (3) explain how intersectionality influences an individual’s ability to traverse national borders. 相似文献
2.
Henrik Bødker 《Critical Studies in Media Communication》2016,33(5):409-423
ABSTRACTNotions of circuitry are central to Stuart Hall’s conceptualization of how communities, cultures, and media constitute each other. This is very explicit in his encoding/decoding model from 1973. Hall here reserves the term “circulation” for a delimited process within a broader argument for a circular movement, or a “reproduction” of culture through media. In this broader view, however, Hall sees circulation as both technological and hermeneutical processes through which meaning and/or ideology move into and out of discursive form. The encoding/decoding text(s) refer on several occasions to “current affairs” but later applications of this model have somewhat neglected the sphere of journalism. This paper consequently situates Hall’s notions of circulation in relation to new modes of circulating journalism on participatory digital platforms. Given the status of Hall’s model, the overall goal of this re-reading is twofold: seeing Hall through contemporary issues puts into perspective key aspects of Hall’s thinking, while Hall’s framework in turn helps illuminate important characteristics of how journalism is ascribed meaning in a digital landscape. The paper ultimately argues that while Hall’s insistence on seeing the circulation of journalism within a broader circuit of culture is as important as ever, some of his main tenets and assumptions need to be rethought and supplemented in light of newer developments. 相似文献
3.
《Communication Teacher》2013,27(4):244-248
Courses: This activity could be used in courses where persuasion, dialogue, and communication ethics are primary. Thus, a communication ethics course, or course units where students discuss ethics, would be appropriate. For instance, even a human communication course could use this activity to describe ethical treatment of “the other” or a mass communication class can use this activity to discuss ethical power (i.e. the power of technology or news media). This activity could also be modified for use in a public speaking, rhetoric, organizational, or small group communication.Objective: This activity should be used in tandem with the National Communication Association (NCA) ethical credos on communication. In 2014, to mark the 100th anniversary of the NCA, NCA reaffirmed three ethical credos: The Credo for Free and Responsible Communication in a Democratic Society (National Communication Association, 2013); The Credo for Free and Responsible Use of Electronic Communication Network (National Communication Association, 1963); and the Credo for Ethical Communication (National Communication Association, 1999). When training students to think ethically, it is important to help them develop categories and determine declarative statements. Thus, the NCA documents are effective examples of communication manifestos. Ultimately, through collaboration with partners, small groups of students will develop a communication ethics manifesto in a format similar to the NCA examples. Specifically, they will identify ethical dilemmas, in the activity these are called “Urgent 21st Century Communication Ethics Issues,” and determine declarative statements that provide an ethical framework to address the issue. The “big question”: can student groups create a declarative and collaborative manifesto that addresses urgent 21t century communication ethics issues? 相似文献
4.
UNESCO 《广播与电子媒介杂志》2013,57(4):350-352
The following article is an edited abstract of a report on “Space Communication and the Mass Media” published by the United Nations Educational, Scientific and Cultural Organization on the occasion of the Extraordinary Administrative Radio Conference on Space Communications convened in October, 1963, by the International Telecommunications Union. The complete report, No. 41 in the series of Reports and Papers on Mass Communication, is available from the various national distributors of Unesco publications; in the United States, for fifty cents from the Unesco Publications Center, 317 E. 34th St., New York 22. 相似文献
5.
Astrid Kersten 《The Communication Review》2013,16(4):383-392
This article discusses the history of the Philosophy of Communication Division through the lens of identity groups as a way to focus on the social and political dynamics of academic interaction. It offers one person's story of the Division's origins, its development and the continuing importance and challenge of its contributions within the International Communication Division. “Power is OK as long as you don't inhale.”—Manfred Kets de Vries 相似文献
6.
Milan D. Meeske 《广播与电子媒介杂志》2013,57(3):331-346
Although the law of libel and other forms of defamation seems to undergo change with every new term of the U.S. Supreme Court, it is hoped that this “here is how it is in the summer of 1971” review will be of value. Dr. Milan Meeske is assistant professor in the Department of Communication of Florida Technological University. 相似文献
7.
Radhika Gajjala 《The Communication Review》2015,18(1):23-36
New domesticity—which is a return to a lifestyle that centers domesticity “in the service of environmentalism, DIY culture, and personal fulfillment”—is taking shape in mostly Westernized DIY spaces. New domesticity exists in a neoliberal and digital DIY ontology that distinguishes itself from the domesticity of previous generations while also making claims to a “return.” This essay lays out some key issues that need to be taken into account regarding this emerging form of Wi-Fi gadget facilitated public engagement through domestic space while noting how the issue of unwaged labor resurfaces in the context of digital labor by women. 相似文献
8.
Extramural funding to support communication research influences and is influenced by the culture of our discipline, universities, and departments. Both the National Communication Association and the International Communication Association have established closer ties to funding agencies and encouraged members' grant writing pursuits through mentorship and convention programs, newsletter columns, and publicity. Universities vary in how much support they have available as infrastructure to assist in the submission and administration of grants. Some institutions facilitate extramural funding endeavors through mentoring programs, university-wide research centers, sharing of indirect costs, and space. Department cultures, too, vary in the resources available to support grants. Departments in many ways have the most direct effects on grant-supporting cultures. In addition to activities indicated for the discipline and university, departments can build a grant culture by recognizing grant writing in their personnel practices, creating systems for rewarding and supporting grant activities, and having policies in place for the many related issues (e.g., release time, indirect cost sharing, research assistants). Finally, the interpersonal culture, whether colleagues recognize and support grants, plays a major role in individual pursuit of, and satisfaction with, seeking extramural funding to support communication research. 相似文献
9.
Extramural funding to support communication research influences and is influenced by the culture of our discipline, universities, and departments. Both the National Communication Association and the International Communication Association have established closer ties to funding agencies and encouraged members' grant writing pursuits through mentorship and convention programs, newsletter columns, and publicity. Universities vary in how much support they have available as infrastructure to assist in the submission and administration of grants. Some institutions facilitate extramural funding endeavors through mentoring programs, university-wide research centers, sharing of indirect costs, and space. Department cultures, too, vary in the resources available to support grants. Departments in many ways have the most direct effects on grant-supporting cultures. In addition to activities indicated for the discipline and university, departments can build a grant culture by recognizing grant writing in their personnel practices, creating systems for rewarding and supporting grant activities, and having policies in place for the many related issues (e.g., release time, indirect cost sharing, research assistants). Finally, the interpersonal culture, whether colleagues recognize and support grants, plays a major role in individual pursuit of, and satisfaction with, seeking extramural funding to support communication research. 相似文献
10.
《Communication monographs》2012,79(4):301-305
"Communication” is examined as a cultural term whose meaning is problematic in selected instances of American speech about interpersonal life. An ethnographic study, focusing on analysis of several cultural “texts,” reveals that in the discourse examined here, “communication” refers, to close, supportive, flexible speech, which functions as the “work” necessary to self‐definition and interpersonal bonding. “Communication,” thus defined, is shown to find its place in a “communication” ritual, the structure of which is delineated. The use of the definition formulated, and of the ideational context which surrounds it, is illustrated in an analysis of a recurring public drama, the “communication” theme shows on the Phil Donahue television program. Implications of the study are drawn for ethnography as a form of communication inquiry. 相似文献
11.
《Communication Teacher》2013,27(2):82-86
Course: This activity was used in an upper-level, undergraduate, special topics course entitled “Issues in Mobile Communication.” However, the activity could also be used in undergraduate courses relating to mediated communication, interpersonal communication and communication theory Objectives: The purpose of this activity is to increase students’ awareness of how norms for mobile communication technology use are established 相似文献
12.
In 1996 five Loyola University faculty members proposed limiting the term “social justice communication research” exclusively to studies whose designs focused on “usable knowledge.” For them, that criterion necessitates that a legitimate social justice research project entail immediate action recommendations and direct researcher intervention in the interests of immediate study participants. This essay contends that such a litmus test restricts acceptable research to short‐term case studies aimed at immediately measurable outcomes produced by the researcher him‐ or herself, qualities that do not necessarily match the complex nature of problems of social in(justice) or exclusively yield the type of research outcomes that most powerfully address such problems. Widespread acceptance of their criterion: 1) limits scholarly influence to those few sites of struggle where a researcher's location and finite schedule allow extended personal engagement; 2) encourages counter‐productive dependence by lay social justice advocates on Communication researchers; 3) works against discovering and integrating broader, long‐term systemic solutions or effectively empowering advocates in other social justice struggles; 4) discourages the innovation of “the scholarship of discovery” with respect to social (in)justice issues in favor of the safer, predictable strategies of responsible “scholarship of application” (and vice versa) by necessitating the combination of conflicting objectives in a single scholarly project; and 5) promotes dysfunctional isolation and territoriality within the Communication discipline. 相似文献
13.
We examine how the makeover paradigm is mobilized in contemporary humanitarian communications—a practice we call “humanitarian makeover.” We demonstrate its operation in the Finnish television programme Arman and the Children of Cameroon and Plan's 2013 International Day of the Girl event. The analysis shows how helping distant others is configured within a makeover and self-transformation narrative, providing a stage for performance of an “ethical self.” We argue that while the humanitarian impetus is to disturb and redress global inequality and injustice, which includes exposing and interrupting the failures of neoliberalism, the makeover paradigm is intimately connected to and reinforces individualized “moral citizenship,” which conforms to and reinforces neoliberal values. 相似文献
14.
Donna R. Pawlowski 《Communication Teacher》2013,27(3):69-73
Objective: Students can reflect upon and articulate how they have been shaped by their “standpoints” in life. This assignment allows students to truly see themselves reaching out (understanding others) and reaching in (examining selves) to reflect upon their standpoint in society. Secondary goals are to dispel stereotypes of various standpoints and create more openness in class discussions. Potential courses: Gender Communication, Communication Theory, Cultural Communication, and Introduction to Public Speaking 相似文献
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Richard L. Lanigan 《Communication Studies》2013,64(2):108-116
This essay is a speculative attempt to explain the operation of four interaction elements that exist in an urban crisis situation. The relations of “polarization”; “communication,”; “isolation”; and “confrontation”; are viewed structurally as constituent elements in the creation or alleviation of crisis tensions. Communication is suggested as an alter‐native technique of confrontation in tension modification. 相似文献
17.
“改革开放一代”老年人成长于我国历史性的转折时期,是第一代整体上浸润和认同流行文化的老年群体。在分析“改革开放一代”特征的基础上,提出要将流行文化作为公共图书馆老年阅读推广工作的基本要素,并阐述了“当代大众文学”“当代审美精神”“书模展演”等老年阅读推广工作的几种具体实现形式,目的是更好促进“改革开放一代”老年读者的阅读发展、文化发展、生命发展,积极建立适应老龄社会要求的现代文化模态。 相似文献
18.
《Communication Teacher》2013,27(4):194-198
Courses: Media Studies, Gender and Communication, Communication Research Methodologies Objectives: Students will develop a complex understanding of the critical/cultural media studies concepts of “polysemy” and “encoding/decoding” used in audience research and apply their knowledge of these theories in writing. 相似文献
19.
David Fleming 《Curator: The Museum Journal》2016,59(2):73-79
No museum is actually “neutral,” ever. This article presents the keynote address presented at the annual conference of the International Committee on Museum Management (INTERCOM) and of the Federation of International Human Rights Museums (FIHRM). In it, the author lays out the provocative case that museums not only are not, but should not be “neutral” when it comes to issues of human rights and social justice. Museums need not present both sides of every argument, or retain a lofty academic tone when it comes to the injustices of the present and the past. As an alternative course, the author presents a framework published by the British Museums Association, entitled Museums Change Lives, which offers a vision for museums to engage with challenging topics. He then offers a series of examples where Museums have embraced a new role as a promoter of social good. 相似文献
20.
Marcia D. Dixson 《Communication Teacher》2013,27(3):82-84
Objective: Students will be able to apply the concepts of stories and rituals to an analysis of the ritual in “Harvest Home,” gaining understanding of how stories and rituals affect and reflect family values, power structures and identities. Course: Family Communication. Especially good for family communication taught online 相似文献