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The purpose of this toolkit is to help education leaders craft written language that conveys their work clearly, effectively, and in a way that resonates with their intended audiences--otherwise known as messaging. Written messaging is the most critical approach for achieving coherence, consistency, and resonance. It ensures the audiences are hearing the same thing across all staff, materials, and touchpoints.

This toolkit is for school districts that are considering using text messaging to improve attendance. Text messaging can reach large numbers of parents with minimal cost. This toolkit is intended to enable district leaders and staff to: (1) Consider goals and priorities for using text messaging to communicate with parents about student absences; (2) Understand the attendance data collection procedures and information technology (IT) infrastructure needed to implement a texting strategy; (3) Consider whether the text messaging strategies used in the Parent Messaging Study are feasible to adopt and implement; and (4) Set up a text messaging system using the district's student information system and (if appropriate) a short messaging service (SMS) vendor. The Background section of this toolkit provides an overview of chronic absence in elementary schools and describes the texting strategy that was found in the Parent Messaging Study to reduce chronic absence rates. Part I is for "district leadership and the team in charge of planning for student attendance text messaging." This section will help district staff assess their needs, examine capabilities, and plan to implement the messaging strategy. Part II is geared specifically to "district staff working with the student information system and district IT." It describes key actions to set up and monitor a text messaging system and provides information about security and privacy considerations. Part III is a set of tools and resources to support the district's work on both Parts I and II. The Example Attendance Text Messaging Blueprint is the same blueprint that was used in the Parent Messaging Study. The other tools were developed specifically for this guide.

In March 2020, Advance CTE and the Association for Career and Technical Education (ACTE) convened a Shared Solutions Workgroup of state and national experts to explore strategies for effective Career Technical Education (CTE) data reporting and communication. Over a series of meetings, the workgroup co-designed a set of tools and resources to help states improve their CTE data reporting. This toolkit contains guidance, best practices and tools that CTE leaders can use to create communications that help stakeholders better understand and act on CTE data. The primary audience for the toolkit is state leaders, but district and K-12 or postsecondary institution leaders may also be able to use these resources for the CTE data communications. [For "Beyond the Numbers: Design Principles for CTE Data Reporting," see ED610152.]

This report presents data on students in the United States attending kindergarten through grade 12. The focus of the report is on parent and family involvement in the students' education during the 2018-19 school year, as reported by the students' parents. It includes the percentage of students who participated in selected family activities. Demographic information about students and families is presented, including students' poverty status and parents' education and language spoken at home, as well as school characteristics, such as school size and school type. These data represent circumstances before the implementation of coronavirus pandemic restrictions. The data for this report come from the Parent and Family Involvement in Education (PFI) Survey, administered as part of the 2019 National Household Education Surveys Program (NHES:2019). When weighted, the PFI data in this report are nationally representative of the nonhomeschooling population of students in grades kindergarten through 12, including children enrolled in public, private, and virtual schools. The total number of cases used in this report is 15,950 students, representing a population of 51.5 million nonhomeschooled students in kindergarten through grade 12. This "First Look" report presents selected descriptive information. The variables examined in this report are just a few of the variables that can be examined in these data; they were selected to demonstrate the range of information available from the study. The release of this report is intended to encourage in-depth analysis of the data using more sophisticated statistical methods. [For "Parent and Family Involvement in Education: 2019. First Look--Summary. NCES 2020-076," see ED606749.]

COVID-19 presents novel and unprecedented challenges to our society. The pandemic is placing our economic system, our system of government and every sector and area of human life under great stress, and forcing us to raise to the challenge in new ways. Education is no exception. Educating students, ensuring they make progress, and safeguarding their health, welfare and nutrition has been made vastly more difficult by the presence of the virus. In Vermont, COVID-19 forced the rapid dismissal of schools in March 2020, followed by a period of maintenance of learning, while the education system worked to stand up a Continuity of Learning structure. The education community has worked incredibly hard and risen to the challenge in truly inspiring ways. The lessons learned from these experiences indicate the need to resume in-person instruction of students as soon as safely possible, while continuing to strengthen the Continuity of Learning systems and the ability to be nimble and move quickly to respond to future outbreaks of the virus. The following guidance is drafted with this in mind. It is one of several sets of guidance that will released in the coming weeks, intended to help School Districts and Supervisory Unions (SU/SDs) and independent schools prepare to reopen school in the Fall of 2020. This document is focused on safeguarding student and staff health while operating in-person instruction. [This guide was produced with the Vermont Department of Health.]

Educators employ different methods of teaching and learning to help their students succeed. One such method is personalized learning, which aims to tailor instruction to the needs, talents, and skills of each individual learner. Rapid advances in technology platforms and digital content over the last decade have enabled more widespread use of personalized learning. As a result, many schools and districts may be interested in expanding its use across various content areas and grade levels. Effective personalized learning requires the collection, understanding, and use of data across many variables. Schools and districts that are interested in implementing personalized learning need to be prepared to ensure the data access, data privacy, and time and training to use data that are necessary to making personalized learning scalable. This document is designed to assist education agencies as they consider whether and how to expand their use of personalized learning. It provides an overview of personalized learning and describes best practices used by education agencies to collect data for personalized learning; to use those data to meet personalized learning goals; and to support the relationships, resources, and systems needed for effective use of data in personalized learning. It also provides a particular focus on data considerations needed by different locations depending on their approach to personalized learning, and considers questions such as which data elements are appropriate at the district or state levels. Because personalized learning is still a developing prospect in many locations, the concepts and examples provided here are intended to help facilitate idea sharing and discussion.

This special report -- informed by the Education Commission of the States' March 2018 School Improvement Thinkers Meeting -- guides state leaders toward a better understanding of how to improve lower-performing schools. This brief contains questions in four key areas to provide a road map for digging into school improvement systems and orienting state leaders to the process and context within their state. This brief also includes links to key related resources to further assist state leaders with their school improvement efforts.

Whether the goal is to identify and describe trends and variation in populations, create new measures of key phenomena, or describe samples in studies aimed at identifying causal effects, description plays a critical role in the scientific process in general and education research in particular. Descriptive analysis identifies patterns in data to answer questions about who, what, where, when, and to what extent. This guide describes how to more effectively approach, conduct, and communicate quantitative descriptive analysis. The primary audience for this guide includes members of the research community who conduct and publish both descriptive and causal studies, although it could also be useful for policymakers and practitioners who are consumers of research findings. The guide contains chapters that discuss the important role descriptive analysis plays; how to approach descriptive analysis; how to conduct descriptive analysis; and how to communicate descriptive analysis findings. The following are appended: (1) Resources Related Especially to Communications and Visualization; and (2) References. [Tom Szuba was a contributing writer for this report.]

In response to the need to develop leaders to guide the implementation of the Next Generation Science Standards (NGSS), the Carnegie Corporation of New York provided funding to WestEd to develop a framework that defines the leadership knowledge and actions needed to effectively implement the NGSS. The development of the framework entailed completing a review of the literature to identify the leadership knowledge and actions necessary for implementing new standards; convening an NGSS Leadership Summit with 21 national science education experts who have been implementing the NGSS in states and districts; and conducting 23 interviews with leaders at all levels of the system in California and Washington to gather voices from the field (many of which are included in quotations throughout this framework document). The "Framework for Leading Next Generation Science Standards Implementation" is a synthesis of information gathered from all of these activities. This new framework provides insight into the full array of what leaders need to know--and be able to do--to lead NGSS implementation, from inspiration and vision to data use and quality professional learning. Developed by science education experts and project staff, the framework is designed to provide a comprehensive vision of the leadership knowledge and the critical actions that need to be taken to plan for and implement the NGSS. It is intended to inform the work of all leaders at all levels of the system--from teacher leaders to district leaders to state education leaders--who are charged with supporting and implementing the NGSS. The framework can be used as a self-assess­ment for leaders to identify areas for their further development to prepare them to lead standards implementation, and as a planning guide to help leaders think through the critical actions that they need to take in order to lead and support others for NGSS implementation.

The "Trainer's Guide for the Systematic Monitoring of SDG 4-Education 2030 in Asia-Pacific" has been created to further facilitate making effective use of the "Regional Capacity Development Resource Book on Monitoring SDG4-Education 2030 in Asia-Pacific" ("Resource Book") and to support Member States in the effective organization of national and subnational training programmes. It has has been prepared for professional trainers to deliver training on the systematic monitoring requirements of the SDG 4-Education 2030 Agenda in countries of Asia and the Pacific. By following the modular contents of the "Resource Book," this document guides trainers to design and implement relevant trainings by providing resource materials with which to familiarise audiences from the education and statistical communities with monitoring, analysis and reporting of Sustainable Development Goal 4. This guide follows the themes from the "Resource Book" and it is meant to be used in conjunction with the "Resource Book" as the main reference. However, depending on the training purposes, not all topics are needed for a training. While the "Resource Book" has been written to guide the reader through one theme at a time, the training can and should be tailored. The "Trainer's Guide" should be understood as a session template with the essential topics to cover, depending on the audience, upon which the trainer can build and expand by him- or herself. The guide has been designed to make training sessions participatory and experiential, with opportunities for peer learning through the question and answer sessions, case studies, group and individual exercises and assessment activities. Instructions are provided to indicate how and when to use the provided materials in the corresponding exercises. [For the companion work, "Regional Capacity Development Resource Book on Monitoring SDG4-Education 2030 in Asia-Pacific," see ED601899.]

The Toolkit of Resources for Engaging Families and the Community as Partners in Education is a four-part resource that brings together research, promising practices, and useful tools and resources to guide educators in strengthening partnerships with families and community members to support student learning. The toolkit defines family and community engagement as an overarching approach to support family well-being, strong parent--child relationships, and students' ongoing learning and development. The primary audiences for this toolkit are administrators, teachers, teacher leaders, and trainers in diverse schools and districts. Part 3 is designed to show how cross-cultural and two-way communication enhances family and community engagement. Appendix A: "Activity and tool selection" is included. [For "Toolkit of Resources for Engaging Families and the Community as Partners in Education. Part 1: Building an Understanding of Family and Community Engagement. REL 2016-148," see ED569110. For "Part 2: Building a Cultural Bridge. REL 2016-151," see ED569111. For "Part 4: Engaging All in Data Conversations. REL 2016-153," see ED569113.]

The Toolkit of Resources for Engaging Families and the Community as Partners in Education is a four-part resource that brings together research, promising practices, and useful tools and resources to guide educators in strengthening partnerships with families and community members to support student learning. The toolkit defines family and community engagement as an overarching approach to support family well-being, strong parent-child relationships, and students' ongoing learning and development. The primary audiences for this toolkit are administrators, teachers, teacher leaders, and trainers in diverse schools and districts. Part I is designed to guide educators into building awareness of how their beliefs and assumptions about family and community engagement influence their interactions with families and the community and how knowledge about the demographic characteristics of the families in their schools can inform educators about what might support or hinder family engagement with schools. Appendix A: "Activity and tool selection," is included. [For "Toolkit of Resources for Engaging Families and the Community as Partners in Education: Part 2: Building a Cultural Bridge. REL 2016-151," see ED569111. For Part 3: "Building Trusting Relationships with Families and the Community through Effective Communication. REL 2016-152," see ED569112. For "Part 4: Engaging All in Data Conversations. REL 2016-153," see ED569113.]

The Toolkit of Resources for Engaging Families and the Community as Partners in Education is a four-part resource that brings together research, promising practices, and useful tools and resources to guide educators in strengthening partnerships with families and community members to support student learning. The toolkit defines family and community engagement as an overarching approach to support family well-being, strong parent-child relationships, and students' ongoing learning and development. The primary audiences for this toolkit are administrators, teachers, teacher leaders, and trainers in diverse schools and districts. Part 2 is designed to tap into the strengths of families and community members and help families establish active roles in the school community in support of student learning. Appendix A: "Activity and tool Selection" is included. [For "Toolkit of Resources for Engaging Families and the Community as Partners in Education. Part 1: Building an Understanding of Family and Community Engagement. REL 2016-148," see ED569110. For "Part 3: Building Trusting Relationships with Families and the Community through Effective Communication. REL 2016-152," see ED569112. For "Part 4: Engaging All in Data Conversations. REL 2016-153," see ED569113.]

The Toolkit of Resources for Engaging Families and the Community as Partners in Education is a four-part resource that brings together research, promising practices, and useful tools and resources to guide educators in strengthening partnerships with families and community members to support student learning. This toolkit defines family and community engagement as an overarching approach to support family well-being, strong parent-child relationships, and students' ongoing learning and development. The primary audiences for this toolkit are administrators, teachers, teacher leaders, and trainers in diverse schools and districts. Part 4 is designed to help educators learn which student data are important to share with families and community members and how to share such data in a meaningful way. Appendix A, "Activity and tool selection," is included. [For "Toolkit of Resources for Engaging Families and the Community as Partners in Education. Part 1: Building an Understanding of Family and Community Engagement. REL 2016-148," see ED569110. For Part 2: "Building a Cultural Bridge. REL 2016-151," see ED569111. For "Part 3: Building Trusting Relationships with Families and the Community through Effective Communication. REL 2016-152," see ED569112.]

This report presents data on students in the United States attending kindergarten through grade 12. The main focus of the report is on parent and family involvement in the students' education during the 2011-12 school year as reported by the students' parents. It also includes the percentage of students who participated in selected family activities. Demographic information about students and families is presented, including students' poverty status and parents' education and language spoken at home, as well as school characteristics, such as school size and school type. The data for this report come from the National Household Education Surveys Program of 2012 (NHES:2012), Parent and Family Involvement in Education (PFI) Survey. The PFI survey is designed for students who are enrolled in kindergarten through grade 12 or are homeschooled for equivalent grades and asks questions about various aspects of parent involvement in education, such as help with homework, family activities, and parent involvement at school. For homeschooled students, the survey asks questions related to the student's homeschooling experiences, the sources of the curriculum, and the reasons for homeschooling. This report (NCES 2013-028.REV2) is revised from an earlier version (NCES 2013-028.REV) that was released in May 2015. This updated version corrects an error in the standard error estimates presented in table C-1. The correction was made to the standard errors reported for the estimated total number of students in kindergarten through grade 12 by school, student, and family characteristics. All other estimates and findings presented in the report remain unchanged. [For the original report, "Parent and Family Involvement in Education, from the National Household Education Surveys Program of 2012. First Look. NCES 2013-028.Rev," see ED556339.]

Similar to sign language and picture boards, Picture Exchange Communication System (PECS) is an augmentative and alternative communication (AAC) system. AAC systems are used to help individuals who do not have typical verbal skills to communicate with others. PECS is a behavior based intervention that teaches the learner to use visual-graphic symbols to communicate with others. Learners with Autism Spectrum Disorder (ASD) are taught to give a picture or graphic symbol of a desired item to a communicative partner in exchange for the actual item through a six phase process. Each phase of PECS instruction builds upon the previous phase. This evidence-based practice (EBP) overview on PECS includes the following packet components: (1) Overview; (2) Evidence-base; (3) Step-by-Step Guide; (4) Implementation Checklist; (5) Data Collection Sheets; (6) Tip Sheet for Professionals; (7) Parent Guide; (8) Additional Resources; (9) CEC Standards; and (10) Module References. [This brief was co-written by the Autism Focused Intervention Resources and Modules (AFIRM) team.]

The U.S. Departments of Education (ED) and Justice (DOJ) released joint guidance on January 7, 2015, reminding states, school districts and schools of their obligations under federal law to ensure that English Learners have equal access to a high-quality education and the opportunity to achieve their full academic potential. In this context, the Office of English Language Acquisition (OELA) at the U.S. Department of Education is pleased to provide the English Learner (EL) Tool Kit, a companion to the Office for Civil Rights and Department of Justice "Dear Colleague Letter" (DCL). The tool kit is designed to help state and local education agencies (SEAs and LEAs) in meeting their legal obligations to ELs and in providing all ELs with the support needed to attain English language proficiency while meeting college- and career-readiness standards. The EL Tool Kit is intended primarily for state, district, school administrators, and teachers, but may also inform other stakeholders concerned with the education of ELs. The 10 chapters of the EL Tool Kit, published in serial form over the last number of months, correspond to the 10 sections of the January 2015 DCL. Each chapter provides (1) explanations of the civil rights and other legal obligations to ELs; (2) checklists SEAs, LEAs, and schools can use as self-monitoring tools; (3) sample tools that may be used or adapted for use in SEAs, LEAs, and schools to aid with compliance; and (4) additional resources that may provide further relevant information and assistance. The tool kit does not encompass all resources about EL services, only a sample. For the reader's convenience, the tools and resources are free and accessible via the Internet. The chapters of the tool kit are: (1) Tools and Resources for Identifying All English Learner Students; (2) Tools and Resources for Providing English Learners with a Language Assistance Program; (3) Tools and Resources for Staffing and Supporting an English Learner Program; (4) Tools and Resources for Providing English Learners Meaningful Access to Core Curricular and Extracurricular Programs; (5) Tools and Resources for Creating an Inclusive Environment for and Avoiding the Unnecessary Segregation of English Learners; (6) Tools and Resources for Addressing English Learners with Disabilities; (7) Tools and Resources for Serving English Learners Who Opt Out of EL Programs; (8) Tools and Resources for Monitoring and Exiting English Learners from EL Programs and Services; (9) Tools and Resources for Evaluating the Effectiveness of a District's EL Program; and (10) Tools and Resources for Ensuring Meaningful Communication with Limited English Proficient Parents. A list of resources is included. [Synergy Enterprises, Inc. also assisted with the publication of the document.]

This toolkit is designed to guide school staff in strengthening partnerships with families and community members to support student learning. This toolkit offers an integrated approach to family and community engagement, bringing together research, promising practices, and a wide range of useful tools and resources with explanations and directions for using them. The toolkit is presented in four parts, which includes information and tools that reflect these activities. Each tool is introduced with a cover sheet that includes the purpose of the tool; the intended outcome of using the tool, the materials and time needed to use the tool; whether the tool is best used with individuals, small groups, or large groups; the tool type, and the audience for the tool. The tools in Part 4 focus on helping school staff understand what data are important to share with families and community members and how to share such data. The following are appended: (1) Tool Selection; and (2) Tool Types. [For Part 1: Building an Understanding of Family and Community Engagement, see ED550096; Part 2: Building a Cultural Bridge, see ED557975; and Part 3: Building Trusting Relationships with Families & Community through Effective Communication, see ED557977.]

This toolkit is designed to guide school staff in strengthening partnerships with families and community members to support student learning. This toolkit offers an integrated approach to family and community engagement, bringing together research, promising practices, and a wide range of useful tools and resources with explanations and directions for using them. The toolkit is presented in four parts, which includes information and tools that reflect these activities. Each tool is introduced with a cover sheet that includes the purpose of the tool; the intended outcome of using the tool, the materials and time needed to use the tool; whether the tool is best used with individuals, small groups, or large groups; the tool type, and the audience for the tool. The tools in Part 2 focus on tapping into the strengths of families and community members and helping families to establish active roles within the school community in support of student learning. The following are appended: (1) Tool Selection; and (2) Tool Types. [For Part 1: Building an Understanding of Family and Community Engagement, see ED550096; Part 3: Building Trusting Relationships with Families & Community through Effective Communication, see ED557977; and Part 4: Engaging All in Data Conversations, see ED557978.]

This toolkit is designed to guide school staff in strengthening partnerships with families and community members to support student learning. This toolkit offers an integrated approach to family and community engagement, bringing together research, promising practices, and a wide range of useful tools and resources with explanations and directions for using them. The toolkit is presented in four parts, which includes information and tools that reflect these activities. Each tool is introduced with a cover sheet that includes the purpose of the tool; the intended outcome of using the tool, the materials and time needed to use the tool; whether the tool is best used with individuals, small groups, or large groups; the tool type, and the audience for the tool. The tools in Part 3 focus on cross-cultural and two-way communication as ways to enhance family and community engagement. The following are appended: (1) Tool Selection; and (2) Tool Types. [For Part 1: Building an Understanding of Family and Community Engagement, see ED550096; Part 2: Building a Cultural Bridge, see ED557975; and Part 4: Engaging All in Data Conversations, see ED557978.]

The Office of Special Education and Student Services asked the Office of Shared Accountability to evaluate the "Facilitated Communication Pilot." In facilitated communication (FC), people with communication impairments express themselves by typing with the aid of a communication partner, called a facilitator, who provides physical (and other types of) support. Montgomery County (Maryland) Public Schools (MCPS) committed to the FC pilot in late spring 2013 with four Grade 5 students. Each one had a paraeducator facilitator and was included in general education classes for the first time by the end of school year 2013-2014. The pilot's goal was for students to demonstrate their learning of the general education curriculum, initially through FC and longer term, through independent communication without facilitation. The goals for this study were to help assess authorship of messages (i.e., whether students' typed messages about schoolwork can be attributed to the student rather than to the facilitator), to study an approach that MCPS had not previously used, and to determine the efficacy of the pilot. The report includes a summary of the findings and recommendations and also contains the appendix: Number and Type of Language Function in Messages from Students.

As obtaining education funding becomes increasingly competitive, family literacy programs must communicate their message of success to receive public and private funding and support. A critical component of educational excellence is parental engagement, but how do communities and schools effectively implement parent engagement and family literacy, especially during challenging budget times? This resource outlines tangible methods of sustaining engagement through all seasons. This document outlines planning and execution steps and considerations for programs to explore as they expand and reinvent their sources of funding. Planning and preparation will enhance the likelihood of identifying and attracting new sources of support. [Toyota provided funding for this guide.]

Las dinámicas empresariales hoy exigen un compromiso comercial tanto para los clientes como para la proyección de marca en cualquier entorno; es por eso por lo que herramientas como el marketing digital son indispensables en el planteamiento, visualización y ejecución de un proyecto empresarial. Pero qué pasa cuando las actividades comerciales de una empresa están lejos de ser afines o conocedoras de las dinámicas del mercado aun cuando dependen de ellas para destacar. Este documento explora el marketing digital como herramienta indispensable para micro, pequeñas y medianas empresas constructoras en Bogotá y la sabana que se enfrenta a un entorno comercial en constante cambio y altamente influenciado por nuevas tecnologías y medios de comunicación, donde el eje central es el cliente que hoy en día tiene en la palma de la mano una alta y densa oferta de comunicación que le permite elige qué y cómo quiere consumir servicios y productos. Hoy las micro, pequeñas y medianas empresas están obligadas a forjar su futuro basadas en las tendencias de Marketing digital.

This study analyzes the presence or absence of communication strategies managed in the informative publications of Guillermo Lasso, president of the Republic of Ecuador, from a qualitative approach and a non-probabilistic sampling, a semi-structured interview was conducted with the communication secretary of the presidency between the period 2015 to 2017, and is counteracted with a multimodal matrix to determine the interactions, visual elements and messages published on the social networks of: facebook, Twitter and TikTok, with more than 450 publications analyzed in total, it is evident how the president maintains a business and family discourse, relegating the important aspects that the president of a country must consider, since it does not manage to set a trend but it does become a follower of the conjunctures., Este estudio analiza la presencia o ausencia de estrategias de comunicación en las publicaciones informativas de Guillermo Lasso, presidente de la república del Ecuador, desde un enfoque cualitativo y un muestreo no probabilístico. Se realizó una entrevista semiestructurada al secretario de Comunicación de la Presidencia entre el período 2015-2017, y se la contrastó con una matriz multimodal para determinar las interacciones, los elementos visuales y los mensajes publicados en las redes sociales Facebook, Twitter y TikTok. Tras más de 450 publicaciones analizadas, se evidencia cómo el presidente mantiene un discurso empresarial y familiar, relegando los aspectos importantes que el primer mandatario de un país debe considerar, pues no logra marcar tendencia, pero sí se vuelve un seguidor de las coyunturas.

In the form of a critical diagnosis, the author Marta D. Riezu, a journalist on fashion and trends, undertakes reflections with a committed and imaginative perspective on aspects related to characteristic problems of the textile industry, such as the democratization of the style of fast-moving consumption models, that managed to devalue the perception of clothing, presenting it as disposable. Thus, it develops specific sections on a current context in which the climate crisis, the consumerist ideology, the phenomena of control, the precariousness of working conditions in the fashion industry, human, animal and environmental exploitation or the growth of fast-fashion under the heat of big data and social networks are main elements of worrying environmental realities. And expanding on original aspects around these, she stresses the urgency of responsible consumption, as well as sustainable and a critical collective awareness of our “needs”., En forma de diagnóstico crítico, la autora Marta D.Riezu, periodista sobre moda y tendencias, acomete reflexiones con una perspectiva comprometida e imaginativa de aspectos relacionados con problemáticas características de la industria textil, como la democratización del estilo de los modelos de consumo veloz, que consiguió devaluar la percepción de la ropa, presentándola como desechable. Así desarrolla apartados específicos sobre un contexto actual en el que la crisis climática, la ideología consumista, los fenómenos de control, la precariedad de las condiciones laborales en la industria de la moda, la explotación humana, animal y medioambiental o el crecimiento de la moda ultrarrápida bajo el calor del big data y las redes sociales son elementos principales de unas realidades medioambientales preocupantes. Y extendiéndose en aspectos originales en torno a éstos, incide en la urgencia de un consumo responsable, a la par que sostenible y una conciencia crítica colectiva sobre nuestras «necesidades».

En 1968, Ciudad de México se preparaba para albergar los primeros Juegos Olímpicos realizados en América Latina. Uno de los objetivos principales en la organización, era incentivar un ánimo social favorable al evento. Para cubrir este aspecto, el Comité Organizador Olímpico (COO) desarrolló estrategias comunicativas que evitaron un estilo imperativo o aleccionador como se proponía en algunos círculos de opinión relevantes. Con base en el análisis de contenido en tres ámbitos: espacio urbano, cine y televisión, perfilamos las conceptualizaciones subyacentes a esas acciones comunicativas. Consideramos que este ejercicio contribuye a explicar la entusiasta participación ciudadana, la cual se expresó incluso tras la masacre de Tlatelolco, ocurrida diez días antes de la inauguración de los Juegos., In 1968, Mexico City was preparing to host the first-ever olympic games in Latin America. One of the organization’s main objectives was to encourage a favorable social spirit for the event. In order to fulfill this goal, The Organizing Olympic Committee developed social strategies that avoided an imperative or instructive style as proposed in some relevant opinion circles. We present the strategies in three areas: urban areas, films and television. Based on the content analysis, we outline the conceptualizations underlying these communicative actions. We consider that this exercise contributes to explain the enthusiastic citizen participation, which was expressed even more after the Tlatelolco massacre, which occurred ten days before the opening of the Games.

The aim of this chapter is to examine the conditions for the practice of critical journalism in Denmark, Iceland, and Sweden, during the Covid-19 pandemic. We focus on two aspects, one practical and one discursive. First, we focus on journalists’ access to relevant information about the pandemic, as access plays a key role in the practice of critical reporting. Second, we focus on metajournalistic discourse, understood as how public debate about ­journalism shapes the practice of journalism. We found that information access was challenged in all three countries, but in different ways. We also found elements of a metajournalistic discourse. In Denmark, this discourse expressed concern about journalism being too critical, while in Sweden and Iceland, the concern was more a lack of critical reporting. We argue that the differences found can best be explained by the different Covid-19 communication strategies in the three countries.

Under de senaste årtiondet har det skett en förändring där allt fler företag erbjuder möjligheten för medarbetare att arbeta digitalt, oberoende av arbetsplatsen. Syftet med denna uppsats är att undersöka hur kommunikationsstrategier används i digitala organisationer för att skapa och upprätthålla organisationskultur. För att undersöka frågeställningen har intervjuer av kommunikatörer hos fem svenska digitala vårdgivare samt analyser av interna dokument för strategier utförts. Urvalet representerar en grupp som etablerat sig som digitala inom en relativt ny marknad. Med utgångspunkt i teorierna Three Levels of Culture, Hofstedes Lökdiagram, Social Identity Theory, och ett deduktivt tillvägagångssätt har genomgående teman identifierats i analysen, i linje med den tematiska analysen. Resultatet visar att kommunikationsstrategier behövs för att skapa organisationskultur, däribland formellt kommunicerade riktlinjer, visioner, värden och symboler. Det bör nämnas att hjältar inte går att generaliseras som en strategi för att skapa organisationskultur i digitala bolag. Detta innebär att studien bidrar med forskning inom området kommunikation i organisationer, en gren inom strategisk kommunikation., In recent years, more organizations have offered employees the opportunity to work remotely. This research aims to investigate how communication strategies are used in digital organizations to create and maintain organizational culture. To investigate the research question, interviews with communication specialists at five Swedish digital healthcare organizations and an analysis of internal strategy documents were performed. The selection represents a group established as digital within a relatively new market. Based on the theories Three Levels of Culture, Hostede's Onion Diagram, Social Identity Theory, and a deductive approach, themes have been identified in the analysis, in line with the thematic analysis. The result shows that communication strategies are needed to create organizational culture, including formally communicated guidelines, visions, values, and symbols. It should be mentioned that heroes can not be generalized as a strategy for creating an organizational culture in digital companies. As such, the study contributes to research in the field of communication in a branch of strategic communication.

The article provides an analytical description of the pragmatic level of sports blogs, identifying the main communicative strategies used in sports blogs and describing the communicative tactics as well as their linguistic operationalisation. The pragmalinguistic approach is used to identify the linguistic features, communicative and pragmatic goals of the blog, shedding light on the mechanisms that make blogosphere language into an effective tool for interactive communication. The research examines both verbal and non-verbal aspects of communication in English-language sports blogs from 2020-2022. We conclude that modern sports blogs are data-driven and interactive, characterized by a transition from a descriptive to an analytical approach to the story, El presente artículo ofrece una descripción analítica del nivel pragmático de los blogs deportivos mediante la identificación de las principales estrategias comunicativas utilizadas en los blogs deportivos, la descripción de sus tácticas comunicativas y su operacionalización lingüística. Se utiliza un enfoque pragmalingüístico para identificar los rasgos lingüísticos y los objetivos comunicativos y pragmáticos del blog, de tal modo que se arroja luz sobre los mecanismos que convierten al lenguaje de la blogosfera en una herramienta eficaz para la comunicación interactiva. Este trabajo examina los aspectos verbales y no verbales de la comunicación en los blogs deportivos en inglés de2020-2022. Se llega a la conclusión de que los blogs deportivos modernos se basan en datos, son interactivos y se caracterizan por la transición de un enfoque descriptivo de la noticia a otro analítico

The communicative competence of conversational partners may influence the social participation of a person with aphasia (PWA). This study examines the effects of an unfamiliar conversational partner training program on a PWA within a natural environment through an interaction-based approach. An agrammatic PWA was videotaped in six shopping situations within a marketplace before and after training was provided to three volunteer clerks (I1, I2 and I3) with no prior knowledge of aphasia. Using conversational analysis, nine communicative behaviors were identified in conversational partners and the interactions were scored using functional scales. There is a typical informal structure, but with context-dependent individual and inter-interaction variations. After training, qualitative changes in the frequency of use of nonverbal strategies were observed in all clerks. Likewise, I2 and I3 incorporated the retaking strategy and semantic facilitation, respectively. The results also show significant differences in the communicative competence of clerks, both overall and individually. Similarly, that subject with aphasia improves conversational engagement levels in both interactional and transactional acts, initiating new topics in all three interactions. This type of intervention requires time, knowledge of the context and the organization. The analysis of interactions with unfamiliar people during the shopping activity can guide speech-language pathologists on relevant aspects of intervention aimed at supporting the social participation of patients with aphasia., La competencia comunicativa del interlocutor puede influir en la participación social de la persona con afasia (PCA). Este estudio analiza los efectos de un programa de formación en interlocutores desconocidos de una PCA dentro de un entorno natural, mediante un enfoque basado en la interacción. Se grabó en video a una PCA agramática en seis situaciones de compra dentro de un mercado, antes y después de una formación proporcionada a tres vendedores voluntarios (I1, I2 e I3) sin conocimientos previos de afasia. Mediante análisis conversacional, se identificaron 9 conductas comunicativas en los interlocutores y se puntuaron las interacciones con escalas funcionales. Existe una estructura conversacional típica, pero con variaciones individuales y entre interacciones, dependientes del contexto. Tras la formación, se aprecian cambios cualitativos en la frecuencia de uso de estrategias no verbales en todos los vendedores. Asimismo, I2 e I3 incorporaron la estrategia de retoma y las facilitaciones semánticas, respectivamente. Los resultados también muestran diferencias significativas en la competencia comunicativa de los vendedores, de manera general e individual. Igualmente, la PCA mejora el nivel de participación conversacional tanto en los actos interaccionales como transaccionales, iniciando nuevos temas en las tres interacciones. Este tipo de intervención requiere tiempo, conocimientos del contexto y organización para llevarse a cabo. El análisis de las interacciones con personas desconocidas durante la actividad de la compra puede orientar a los logopedas sobre los aspectos relevantes de la intervención dirigida a apoyar la participación social de sus pacientes con afasia.

La salud comunicativa es una parte importante en el bienestar de una persona con o sin discapacidad. El objetivo del artículo es describir la interacción comunicativa que se da entre un grupo de cuidadores y las personas a quienes cuidan para identificar sus percepciones frente a su salud comunicativa. En la investigación de tipo descriptivo participaron 12 cuidadores informales quienes diligenciaron una encuesta sobre las estrategias comunicativas empleadas en las interacciones con las personas a quienes cuidan. Los resultados mostraron que la interacción entre el cuidador y la persona a quien se cuida se caracteriza por la presencia de diferentes intenciones comunicativas, por el uso del código verbal oral y no verbal, por el rol pasivo de la persona con discapacidad, y por el rol activo del cuidador. Los autores reflexionan en torno a los criterios a tener en cuenta al hablar de la salud comunicativa en personas con discapacidad. El estudio concluye con los signos que dan cuenta de la salud comunicativa evidenciados en la diada cuidador-persona a la que se cuida., Communicative health plays an important role in the well-being of a person with or with-out a disability. The aim of the article is to describe the communicative interaction that occurs be-tween a group of caregivers and the people which they take care to identify their perceptions focus on their communicative health. This is descriptive research. 12 informal caregivers participated and they completed a survey based on the communication strategies used in interactions with the people who they take care. The results show that the interaction between the caregiver and the person who they take care. This is characterized by the presence of different communicative intentions, the use of verbal and non-verbal code, the passive role of the person with disabilities, and the active role of the caregiver. In the discussion the authors introduce the criteria to take into account when someone is talking about communicative health in people with disabilities. The study shows the signs that account for communicative health evidenced in the caregiver-person dyad who is cared for., A saúde comunicativa é uma parte importante do bem-estar de uma pessoa com ou sem deficiência. O objetivo do artigo é descrever a interação comunicativa que ocorre entre um grupo de cuidadores e as pessoas de quem cuidam, a fim de identificar suas percepções sobre sua saúde co-municativa. Na pesquisa descritiva, participaram 12 cuidadores informais que responderam a um questionário sobre as estratégias de comunicação utilizadas nas interações com as pessoas de quem cuidam. Os resultados mostram que a interação entre o cuidador e o ser cuidado é caracterizada pela presença de diferentes intenções comunicativas, pelo uso do código verbal oral e não verbal, pelo papel passivo da pessoa com deficiência, e pelo papel ativo de cuidador. Os autores refletem sobre os critérios a serem levados em consideração quando se fala em saúde comunicativa em pes-soas com deficiência. O estudo se conclui com os indícios que explicam a saúde comunicativa evi-denciados na díade cuidador-pessoa cuidada.

Whether it be an environmental disaster, civil unrest, or a public health emergency, higher education leaders must be ready to address and respond to any crises threatening their institutions or university communities. The purpose of this study was to gain understanding regarding how university presidents and provosts respond and communicate during times of crisis. Using an interpretive policy analysis approach, this research aimed to reveal how leadership messaging during times of crisis could be interpreted by various stakeholder groups and to measure how equitable outcomes were addressed in the communications. This qualitative research study gathered leadership statements regarding the COVID-19 pandemic from multiple universities and leaders to observe the communication strategies utilized and to study common practices amongst the group. Coding and analysis revealed little focus on equity-based decision-making by university leaders and that equitable outcomes were rarely stated as a priority. Further analysis revealed three main themes within the crisis messaging: administrative response, community response, and empathetic response. By reviewing and understanding strategies for communicating during times of crisis and recognizing how messaging could be interpreted by different stakeholders, university leaders can learn best practices for how to communicate and engage with their communities to better engage students, staff, and faculty so that they can get through the crisis at hand with the best outcomes. Keywords: higher education crisis response, crisis communication, leadership, communication strategies, equitable outcomes, decision-making

Cilj ovog rada je da istraži načine na koje aktivisti u Srbiji koriste digi- talne alate kako bi obezbedili pažnju publike i ostvarili ciljeve za koje se zalažu. Podaci su prikupljeni kvalitativnom analizom sadržaja digi- talnih objava deset udruženja građana i dubinskim intervjuima sa ak- tivistima. Procedurom tematskog kodiranja identifikovane su tri ključne strategije koje ilustruju povezanost digitalnog aktivizma, na- vika digitalnih publika i političke kulture. Prva strategija nazvana je ukrojavanje i predstavlja različite oblike prilagođavanja sadržaja ka- rakteristikama platforme i ciljnoj grupi. Strategija povezivanje odnosi se na upotrebu dijaloških i interaktivnih funkcija digitalnih platformi za definisanje granica zajednice i jačanje veza u njoj. Na kraju, osnaži- vanje i organizovanje je strategija kojom aktivisti pokušavaju da oja- čaju efikasnost pratilaca i edukuju ih o političkim procesima kako bi podstakli interesovanje građana za politiku i aktivnosti udruženja., The digital environment presents activists with new possibilities and challenges in their advocacy efforts when performing the key communication functions—i.e., informing the public, community building, and mobilizing citizens for various activities. Digital tools allow activists to circumvent mainstream media gatekeepers and speak directly to their audiences. Activists can use digital platforms to build and maintain relations with their public, forging a dialogue on important issues for the community. Digital platforms can also be used to reinvigorate citizens’ interest in politics and facilitate various modes of political participation. However, in order to utilize the full potential of digital platforms, activists need to find ways to capture the attention of digital audiences. This is becoming increasingly difficult as activists face stark competition from various actors—including politicians, celebrities, and popular brands— who also depend on public attention to meet their goals. Against this background, this study set out to identify and describe the main strategies that activists in Serbia use to capture the attention of digital audiences to promote the social changes they advocate. Given the exploratory nature of the study, a qualitative research design was selected. Data were collected using qualitative content analysis and in-depth interviews. Purposive sampling was used to select ten diverse organizations that differ with respect to the type of organization (formally registered NGOs and informal citizens’ associations), thematic focus (e.g., environment, housing, and labor rights), and geographic scope (local, regional, and national). The entire content of each organization’s websites and social media posts (on Facebook, Twitter, and Instagram) published between 1 September and 31 December 2021 were analyzed. In addition, in-depth interviews were conducted with ten activists from six organizations that accepted the invitation to participate. The main res

Cilj ovog rada je da istraži načine na koje aktivisti u Srbiji koriste digi- talne alate kako bi obezbedili pažnju publike i ostvarili ciljeve za koje se zalažu. Podaci su prikupljeni kvalitativnom analizom sadržaja digi- talnih objava deset udruženja građana i dubinskim intervjuima sa ak- tivistima. Procedurom tematskog kodiranja identifikovane su tri ključne strategije koje ilustruju povezanost digitalnog aktivizma, na- vika digitalnih publika i političke kulture. Prva strategija nazvana je ukrojavanje i predstavlja različite oblike prilagođavanja sadržaja ka- rakteristikama platforme i ciljnoj grupi. Strategija povezivanje odnosi se na upotrebu dijaloških i interaktivnih funkcija digitalnih platformi za definisanje granica zajednice i jačanje veza u njoj. Na kraju, osnaži- vanje i organizovanje je strategija kojom aktivisti pokušavaju da oja- čaju efikasnost pratilaca i edukuju ih o političkim procesima kako bi podstakli interesovanje građana za politiku i aktivnosti udruženja., The digital environment presents activists with new possibilities and challenges in their advocacy efforts when performing the key communication functions—i.e., informing the public, community building, and mobilizing citizens for various activities. Digital tools allow activists to circumvent mainstream media gatekeepers and speak directly to their audiences. Activists can use digital platforms to build and maintain relations with their public, forging a dialogue on important issues for the community. Digital platforms can also be used to reinvigorate citizens’ interest in politics and facilitate various modes of political participation. However, in order to utilize the full potential of digital platforms, activists need to find ways to capture the attention of digital audiences. This is becoming increasingly difficult as activists face stark competition from various actors—including politicians, celebrities, and popular brands— who also depend on public attention to meet their goals. Against this background, this study set out to identify and describe the main strategies that activists in Serbia use to capture the attention of digital audiences to promote the social changes they advocate. Given the exploratory nature of the study, a qualitative research design was selected. Data were collected using qualitative content analysis and in-depth interviews. Purposive sampling was used to select ten diverse organizations that differ with respect to the type of organization (formally registered NGOs and informal citizens’ associations), thematic focus (e.g., environment, housing, and labor rights), and geographic scope (local, regional, and national). The entire content of each organization’s websites and social media posts (on Facebook, Twitter, and Instagram) published between 1 September and 31 December 2021 were analyzed. In addition, in-depth interviews were conducted with ten activists from six organizations that accepted the invitation to participate. The main res

The Covid-19 pandemic affected the tourism sector, this situation caused the total or partial suspension of its offer and destinations, this generated changes in the behavior of tourists, who are more sensitive to advertising messages. The objective of this study was to propose an effective communication strategy in the present situation of tourism in times of pandemic. The methodology used was quantitative, because it allowed the collection of information to develop the instrument for data collection, in which the statistical analysis was carried out by means of the non-parametric statistical test of chi-square in which the existing relationship between the advertising message and tourist behavior was demonstrated. The result showed that advertising influences the purchase of tourism services. It is concluded, that the communicational strategies have greater influence on Facebook and Instagram platforms, since, they show greater benefits when socializing content digitally, La pandemia Covid-19 afectó al sector turístico, esta situación provocó la suspensión total o parcial de su oferta y destinos, esto generó cambios en el comportamiento de los turistas, quienes son más sensibles a los mensajes publicitarios. Este estudio tuvo como objetivo proponer una estrategia de comunicación eficaz en la presente situación de turismo en épocas de pandemia. La metodología utilizada fue cuantitativa, porque permitió la compilación de información para desarrollar el instrumento para la recolección de datos, en el que se efectuó el análisis estadístico mediante la prueba estadística no paramétrica del chi-cuadrado en la que se demostró la relación existente entre el mensaje publicitario y el comportamiento turístico. El resultado demostró que la publicidad influye en la compra de los servicios turísticos. Se concluye, que las estrategias comunicacionales tienen mayor influencia en las plataformas de Facebook e Instagram, puesto que, muestran mayores beneficios al socializar el contenido digitalmente

This article presents the results of a study of the use of communication strategies among advanced-level students of Spanish. The speakers are classified in three groups based on their learning context: the classroom, immersion in a Spanish-speaking country, or their family. The study looks at the use of strategies classified attending to their origin (first or second language), the kind of interaction with the interlocutor (interactional or direct), and the underlying cognitive process involved (analytical or control.), Este artículo presenta los resultados de un estudio del uso de las estrategias de comunicación entre estudiantes de español de nivel avanzado. Los hablantes se dividen en tres grupos según el contexto en el que aprendieron el español como lengua extranjera o segunda lengua: el aula, la inmersión en un país hispanohablante, o la familia. El estudio atiende al uso de las estrategias de comunicación clasificadas de acuerdo con su origen (primera o segunda lengua), el nivel de interacción con el interlocutor (directas o de interacción), y el proceso cognitivo subyacente (analíticas o de control.)

The aim of this chapter is to examine the conditions for the practice of critical journalism in Denmark, Iceland, and Sweden, during the Covid-19 pandemic. We focus on two aspects, one practical and one discursive. First, we focus on journalists’ access to relevant information about the pandemic, as access plays a key role in the practice of critical reporting. Second, we focus on metajournalistic discourse, understood as how public debate about ­journalism shapes the practice of journalism. We found that information access was challenged in all three countries, but in different ways. We also found elements of a metajournalistic discourse. In Denmark, this discourse expressed concern about journalism being too critical, while in Sweden and Iceland, the concern was more a lack of critical reporting. We argue that the differences found can best be explained by the different Covid-19 communication strategies in the three countries.

The aim of this chapter is to examine the conditions for the practice of critical journalism in Denmark, Iceland, and Sweden, during the Covid-19 pandemic. We focus on two aspects, one practical and one discursive. First, we focus on journalists’ access to relevant information about the pandemic, as access plays a key role in the practice of critical reporting. Second, we focus on metajournalistic discourse, understood as how public debate about ­journalism shapes the practice of journalism. We found that information access was challenged in all three countries, but in different ways. We also found elements of a metajournalistic discourse. In Denmark, this discourse expressed concern about journalism being too critical, while in Sweden and Iceland, the concern was more a lack of critical reporting. We argue that the differences found can best be explained by the different Covid-19 communication strategies in the three countries.

En forma de diagnóstico crítico, la autora Marta D.Riezu, periodista sobre moda y tendencias, acomete reflexiones con una perspectiva comprometida e imaginativa de aspectos relacionados con problemáticas características de la industria textil, como la democratización del estilo de los modelos de consumo veloz, que consiguió devaluar la percepción de la ropa, presentándola como desechable. Así desarrolla apartados específicos sobre un contexto actual en el que la crisis climática, la ideología consumista, los fenómenos de control, la precariedad de las condiciones laborales en la industria de la moda, la explotación humana, animal y medioambiental o el crecimiento de la moda ultrarrápida bajo el calor del big data y las redes sociales son elementos principales de unas realidades medioambientales preocupantes. Y extendiéndose en aspectos originales en torno a éstos, incide en la urgencia de un consumo responsable, a la par que sostenible y una conciencia crítica colectiva sobre nuestras «necesidades»., In the form of a critical diagnosis, the author Marta D. Riezu, a journalist on fashion and trends, undertakes reflections with a committed and imaginative perspective on aspects related to characteristic problems of the textile industry, such as the democratization of the style of fast-moving consumption models, that managed to devalue the perception of clothing, presenting it as disposable. Thus, it develops specific sections on a current context in which the climate crisis, the consumerist ideology, the phenomena of control, the precariousness of working conditions in the fashion industry, human, animal and environmental exploitation or the growth of fast-fashion under the heat of big data and social networks are main elements of worrying environmental realities. And expanding on original aspects around these, she stresses the urgency of responsible consumption, as well as sustainable and a critical collective awareness of our “needs”.

Due to the great interest aroused by academics and professionals regarding the relationship and communication between consumers and brands in social media, this study analyzes consumer brand engagement (CBE), consumer participation in virtual brand communities, and their effect on brand advocacy. For this purpose, a survey of 306 Facebook users in Colombia was conducted. Data were analyzed using an SEM-PLS model using Smartpls 3 software. Results show that consumer participation in virtual communities’ influences CBE and drives brand advocacy. Besides, we identified that CBE could mediate between behaviors associated with the involvement in virtual brand communities and brand advocacy., Devido ao grande interesse despertado por acadêmicos e profissionais a respeito da relação e comunicação entre consumidores e marcas em redes sociais, neste estudo, é analisado o compromisso do consumidor com a marca (Consumer Brand Engagement — CBE), sua participação em comunidades virtuais de marca e seu efeito sobre a advocacia pela marca. Para isso, foi realizada uma pesquisa com 306 usuários do Facebook na Colômbia. Os dados foram analisados mediante um modelo SEM-PLS por meio do software Smartpls 3. Os resultados mostraram que a participação do consumidor em comunidades virtuais influencia no CBE e impulsiona a advocacia pela marca. Além disso, foi identificado que o CBE pode ser mediador entre comportamentos associados à participação em comunidades virtuais de marca e à advocacia pela marca., Debido al gran interés suscitado por académicos y profesionales respecto de la relación y la comunicación entre consumidores y marcas en redes sociales, el presente estudio analiza el compromiso del consumidor con la marca (CBE - consumer brand engagement), su participación en comunidades virtuales de marca y su efecto sobre la abogacía por la marca. Para tal efecto, se realizó una encuesta a 306 usuarios de Facebook en Colombia. Los datos se analizaron mediante un modelo SEM-PLS a través del software Smartpls 3. Los resultados mostraron que la participación del consumidor en comunidades virtuales influye en el CBE e impulsa la abogacía por la marca. Además, se identificó que el CBE puede ser mediador entre comportamientos asociados a la participación en comunidades virtuales de marca y la abogacía por la marca.

Scholars from different fields of knowledge agree that storytelling has gained particular relevance in the current context, as noted in Corporate Communication. The term “corporate storytelling” has already been coined to refer to the stories that companies tell their stakeholders. We have found several studies that try to shed light on the nature, scope, and limitations of storytelling in the corporate world from different approaches and methods. This research presents a critical review of this literature. It highlights that the absence of conceptual unity and methodological approaches validated by the scientific community has made storytelling a topic about which much has been written without offering articulated knowledge or practical solutions for its application to develop a company’s communication strategy., Os acadêmicos de diferentes campos do conhecimento estão de acordo com que o storytelling vem ganhando especial relevância no contexto atual. Isso resulta evidente na comunicação corporativa, em que vem se instaurando já a expressão “storytelling corporativo”, para fazer referência às histórias que as empresas contam a seus diferentes grupos de interesse (stakeholders). Nesse campo, são encontradas diversas pesquisas acadêmicas que, sob diferentes abordagens e com diversas metodologias, tentam trazer clareza sobre a natureza, escopo e limitações do storytelling no mundo da empresa. Esta pesquisa apresenta uma revisão crítica dessa literatura acadêmica e destaca que a ausência de unidade conceitual e de abordagens metodológicas validadas pela comunidade científica vem fazendo do storytelling um tópico do qual se escreve muito, embora sem oferecer um conhecimento articulado ou soluções práticas para sua aplicação no desenvolvimento da estratégia de comunicação da empresa., Los académicos de diferentes campos del conocimiento están de acuerdo en que el storytelling ha ganado especial relevancia en el contexto actual. Esto resulta evidente en la comunicación corporativa, donde se ha instaurado ya el término de storytelling corporativo, para hacer referencia a las historias que las empresas cuentan a sus diferentes grupos de interés (stakeholders). En este campo, se han encontrado diversas investigaciones académicas que desde diferentes enfoques y con distintas metodologías tratan de dar luces sobre la naturaleza, los alcances y las limitaciones del storytelling en el mundo de la empresa. Esta investigación presenta una revisión crítica de esta literatura académica y destaca que la ausencia de unidad conceptual y de aproximaciones metodológicas validadas por la comunidad científica han hecho del storytelling un tópico del que se escribe mucho, aunque sin ofrecer un conocimiento articulado o soluciones prácticas para su aplicación en el desarrollo de la estrategia de comunicación de la empresa.

Rhetoric has a long tradition in the professional practice and in the scientific-academic researchers in Advertising. This paper presents the research that assumed as main aim to know the rhetorical knowledge of university students of Advertising and Public Relations at the Universidad Complutense de Madrid; for which a structural sample of students of the 3rd year of the Degree in Advertising and Public Relations of the mentioned University belonged to the 2017/2018 academic course was selected, whom an quantitative survey was performed. The results show a student body with little knowledge of Rhetoric who, at the same time, is aware of its shortcomings and of the close link between rhetorical activity and advertising activity. Likewise, the lack of rhetoric training is verified, which affects, mainly, specifically advertising subjects of the curriculum., A Retórica tem uma longa tradição na prática profissional da publicidade e nos estudos científico-acadêmicos em Publicidade. Este artigo expõe a pesquisa que assumiu como objetivo principal conhecer o conhecimento retórico de estudantes universitários de Publicidade e Relações Públicas da Universidade Complutense de Madrid; para o qual se selecionou estruturalmente uma amostra de alunos que frequentavam o 3º ano da Licenciatura em Publicidade e Relações Públicas da referida Universidade pertencente ao ano letivo 2017/2018, aos quais foi realizado um inquérito quantitativo. Os resultados obtidos mostram um corpo discente com pouco conhecimento de Retórica que, ao mesmo tempo, está ciente de suas deficiências e da estreita ligação entre a atividade retórica e publicitária. Verifica-se a falta de formação retórica dos alunos, afetando, principalmente, as disciplinas especificamente publicitárias do currículo., La retórica tiene una larga tradición en la práctica profesional publicitaria y en los estudios científico-académicos en Publicidad. El presente artículo expone la investigación que asumió como objetivo principal conocer los conocimientos retóricos de los estudiantes universitarios de Publicidad y Relaciones Públicas en la Universidad Complutense de Madrid; para lo que se seleccionó estructuralmente una muestra de estudiantes que cursaron 3er curso del Grado de Publicidad y Relaciones Públicas en la citada Universidad pertenecientes al curso académico 2017/2018, a los que se le realizó una encuesta cuantitativa. Los resultados obtenidos muestran un alumnado con escasos conocimientos de Retórica que, al tiempo, es consciente de sus carencias y de la estrecha vinculación entre la actividad retórica y la publicitaria. Se comprueba la falta de formación retórica del alumnado, afectando, principalmente, a las materias específicamente publicitarias del plan de estudios.

From Campus Closure to Campus Reopening: Strategies of American Universities to Avoid Social Crisis in COVID-19 CommunicationThis paper examines how the universities used their institutional websites as one of the key channels of COVID-19 communication and engagement of all participants of the educational process in the achievement of the set aims during the pandemic. The article investigates which communication strategies and tactics were implemented and what the verbal and nonverbal markers of the communication strategies and tactics are. It is assumed that universities generally implement the combination of strategies and tactics instead of realizing each one individually in order to cope with educational and social crisis and address such issues as inequality, social distancing, psychological problems, lack of communication and community.Od zamknięcia kampusu do jego ponownego otwarcia. Strategie uniwersytetów amerykańskich mające na celu uniknięcie kryzysu społecznego w komunikacji na temat COVID-19W niniejszym artykule zbadano, w jaki sposób uczelnie wykorzystywały swoje instytucjonalne strony internetowe jako jeden z kluczowych kanałów komunikacji i angażowania wszystkich uczestników procesu edukacyjnego w czasie pandemii COVID-19. Przedmiotem uwagi są wdrożone strategie i taktyki komunikacyjne, wraz z ich wyznacznikami werbalnymi i niewerbalnymi. Zakłada się, że uczelnie na ogół łączą różne strategie i taktyki zamiast realizować każdą z nich indywidualnie, tak aby poradzić sobie z kryzysem edukacyjnym i społecznym oraz zająć się takimi problemami, jak nierówności, dystans społeczny, problemy psychologiczne, brak komunikacji i wspólnoty.

During the COVID-19 pandemic, schools offered what became known as emergency remote teaching. However, teachers, students, school leaders, and parents were naturally unprepared to teach and study at a distance. This article aims to evaluate the support offered to students during the pandemic in a school in the city of São Paulo (Brazil). A mixed-approach case study used as a theoretical reference DigCompOrg, a framework for assessing digital competence developed by the European Commission. Teachers, school leaders, and students answered a DigCompOrg-based questionnaire (SELFIE), some of which were selected to participate in interviews and focus groups. The research also involved documents analysis and participant observation. The results indicated that the school offered adequate support to students, parents, and teachers. However, some challenges were identified, such as communication with families, timely feedback, assessment at a distance, and plagiarism. The research results may enhance the development of a plan to improve student support in the school.

During the COVID-19 pandemic, schools offered what became known as emergency remote teaching. However, teachers, students, school leaders, and parents were naturally unprepared to teach and study at a distance. This article aims to evaluate the support offered to students during the pandemic in a school in the city of São Paulo (Brazil). A mixed-approach case study used as a theoretical reference DigCompOrg, a framework for assessing digital competence developed by the European Commission. Teachers, school leaders, and students answered a DigCompOrg-based questionnaire (SELFIE), some of which were selected to participate in interviews and focus groups. The research also involved documents analysis and participant observation. The results indicated that the school offered adequate support to students, parents, and teachers. However, some challenges were identified, such as communication with families, timely feedback, assessment at a distance, and plagiarism. The research results may enhance the development of a plan to improve student support in the school.

Este texto analiza las estrategias narrativas del nacionalismo vasco radical (NVR) a partir del documental de Thomas Lacoste, Pays Basque et liberté (2019). Se compone de cuatro partes. La primera, a modo de introducción, se centra en unas consideraciones generales sobre el lenguaje para enmarcar las prácticas narrativas del NVR. La segunda y tercera abordan los dos elementos centrales de la estrategia de comunicación aberzale: el uso de figuras internacionales como mecanismo de amplificación, por un lado, y la apropiación de un lenguaje noble que funciona como elemento legitimador y de prestigio (hoja de parra), mientras que incorpora elementos susceptibles de ser decodificados por los miembros del colectivo como parte de su interpretación canónica (silbidos de perro), por otro. En la cuarta se resumen los principales ejes argumentativos que vehiculan los participantes en el documental. Se cierra el texto con una breve conclusión. La herramienta metodológica principal es el análisis de contenido., This paper analyzes the narrative strategies of Radical Basque Nationalism (RBN), taking advantage of Thomas Lacoste's documentary, Pays Basque et liberté (2019). It is made up of four parts. The first, as an introduction, focuses on general considerations about language to frame the narrative practices of the RBN. The second and third address the two central elements of the nationalist communication strategy: the use of international figures as an amplification mechanism, on the one hand, and the appropriation of a noble language that functions as a legitimating and prestigious element (figleaf), while it incorporates elements that can be decoded by the members of the collective as part of its canonical interpretation (dogwhistles), on the other. The fourth summarizes the main argumentative axes conveyed by the participants in the documentary. The text is closed with a brief conclusion. The main methodological tool is the analysis of contents.

Extreme right-wing violence has increased in recent years. Social media technologies and self-made media platforms have allowed extreme right-wing groups to create and push narratives online. These narratives have inspired others to act outside of the digital world and commit horrendous [GH1] attacks targeting minorities. These narratives are also published in a hybrid media system where audience-driven content is favored by social media, rather than objective and correct content. Therefore, it is important to understand the use of digital storytelling and social media technologies in a political context to push political views and stories online. This thesis studied how The Nordic Resistance Movement (NRM) uses digital storytelling strategies to build and push narratives on Twitter and self-made media platforms. This was conducted through a network and qualitative content analysis. 400 000 tweets were collected using Twitter’s API from 1/1-2022 to 31/3-2022. The outcome indicates that NRM dilutes its hateful narrative on Twitter but uses digital storytelling to evoke interest in the movement and combines it with influential hashtags according to the network analysis to force users onto self-made media platforms. This is when the narrative changes to the extreme. The study concludes that NRM uses social media in combination with its digital storytelling to attract users from traditional political spaces on Twitter through intriguing storytelling as part of an initiation process to attract new members and visitors to their self-made media platforms. Further research is suggested to be done on media ecology concerning self-made media platforms to gain further insight into how the platforms affect each other and the storytelling in the hybrid media system.

Classroom interaction is very critical to the teaching and learning process in the second language classroom and speakers may encounter difficulties in expressing their communication intentions as a result of gaps in their linguistic repertoire. Necessarily, this study was conducted to ascertain the strategies students and lecturers of the University of Cape Coast use to compensate for gaps in their classroom interactions. The concurrent mixed method approach was used to study 128 students and 2 lecturers of the Department of Arts Education of the University of Cape Coast. Questionnaires and a structured observation guide were used to collect data from students and lecturers. It was found that students prefer to use non-linguistic means (indirect strategies) to convey their meaning. In contrast, lecturers prefer to use strategies that engage students in the conversation (interactional strategies). Fillers, self-rephrasing, and self-repetition were found to be the most frequently used strategies by students and lecturers. The study concluded that interactional strategies are often used by lecturers as a teaching methodology even though excessive use of communication strategies sometimes disrupts instructional hours and impedes the proper acquisition of the English language. The study also recommends using more learner-centered teaching methodologies, which will allow students to self-learn the second language by practicing it. &nbsp