Search

This paper explores the intersection of pedagogical research in communication and research on public diplomacy and engages with the notion of "knowledge diplomacy." It revises the concept of the "collaborative" central to both public diplomacy and higher education pedagogy. With both fields emphasizing the importance of "co-creation," the paper theorizes and operationalizes this concept, and argues that co-creation (as a process and a framework) is one solution to the challenge of dominance argued by the scholarship of "knowledge diplomacy." Empirically, the article engages with two cases of "grassroots knowledge diplomacy" initiated by a tertiary communication program in collaboration with diplomats.

This paper discusses the innovative research method of using body-worn cameras for capturing speech and experiences of 3- to 5-year olds in English early years settings. The strengths and weaknesses will be discussed in this multiple case study approach to capturing the quality of speech from young children (n = 43). Adopting an interactionist theoretical framework and viewing the project through an interpretive paradigm, it is asserted there is the necessity to capture data in a way that is naturalistic and ethical at all times. It is argued that that in order to gain a full and deep understanding of young children's lives, the use of body-worn cameras is pivotal in gaining the data that may not exist otherwise. It is therefore argued throughout this paper that although both strengths and weaknesses exist that weaknesses should be overcome and accommodated in order to enhance future research.

The content of the 847 papers presented by authors from Spanish universities at the six conferences of the Spanish Association for Communication Research (AE-IC) is analyzed. The six conferences were held in Santiago de Compostela (2008), Malaga (2010), Tarragona (2012), Bilbao (2014), Madrid (2016), and Salamanca (2018). The research variables of study are: author's profiles, geographic location, gender, home university, most commonly studied topics, and considered media. The results confirm that the gender divide no longer exist: in fact, there are more female than male authors. Universidad Complutense de Madrid and Universitat Autònoma de Barcelona exhibit the highest rates of participation, and Madrid and Catalonia are the most active regions, followed by Andalusia and Valencia. The topics treated are quite diverse, with the study of media content standing out, mainly those focused on political communication. Other common topics are the impact of the digital age, and audiovisual media structure. [ABSTRACT FROM AUTHOR]

After its institutionalisation during the early 1970s through the creation of the first faculties of Communication Sciences, Spanish communication research consolidates as a disciplinary field in the 1990s. During this period, the increasing number of universities degrees on communication studies led to an exponential growth of the academic community and, so, of the scientific production in the field. The enormous efforts of meta-research carried out in the last decade, specially focused on the study of peer-reviewed journals, and to lesser extent of PhD theses, have allowed the reconstruction of some relevant aspects of the current communication research in Spain. Nevertheless, these studies have not considered sufficiently those elements which would allow to identify the general epistemological orientation followed by the scientific activity in the field of communication. This paper intends to contribute to this research line. For this purpose, a content analysis has been applied to a sample of 1098 papers published between 1990 and 2014 by six major peer-reviewed communication journals, in order to observe the evolution of the objects of study and the methodological procedures in Spanish communication research during this period. The results show a progressive diversification of the objects of study, the pre-eminence of the studies on media content, a growing neglect of the institutional dimension of the media system (companies, professionals, markets, public policies, etc.), a decreasing interest on theoretical research, a gradual improvement of the methodological standards of empirical research, and a growing dominance of quantitative research, specially by means of content analysis applied to media documents (news, advertisements, television series, etc.). The observed trends are put for discussion considering the consequences that could have be generated on Spanish communication research by the changes of the media system (the growth of the communication sector, the advent of digitalization, etc.) and by the updated institutional context (the autonomy of university degrees in communication studies, the implementation of the Academia teaching acreditation programme) on which scientific activity has deveolped over the past 25 years. [ABSTRACT FROM AUTHOR]

This study compares the share of male/female as first authors, the growth of authors per paper, and the differences in publication productivity in the last decade of the most cited authors versus the field of communication (i.e., a representative sample of papers published in the field of communication). Results indicate that there are significantly more female first authors in the field than a decade ago, but their proportion among the most cited authors has not grown at a similar pace. Likewise, the number of authors per paper has significantly increased in the field, but not among the most cited authors, who, in turn, publish significantly more papers than the field, both in 2009 and 2019. And not only that, the productivity gap between the most cited authors and the field has substantially increased between the span of this decade. Theoretical implications of these findings and suggestions for future studies are also discussed. [ABSTRACT FROM AUTHOR]

The term "Thin Slice," first coined and defined by Ambady and Rosenthal (1992), is a brief sample of behavior, not exceeding five minutes in length, extracted from the full-length behavior stream. These thin slices are an efficient means to form judgments and predict outcomes of interpersonal relations from the full-length behavior (Ambady, LaPlante, Johnson, 2001). Previous research using the thin slice method propels the following research questions for this proposed study: can the thin slice method be applied to judge the quality of college level speeches? Communication studies professors have claimed to be able to assess the quality of the speech they are observing within only 30-seconds (Hossman & Erickson, personal communication, 2015). Is this statement true or is it only based on the experience of the observer? Hence, can an individual through only the observation of speech thin slices accurately evaluate the overall quality of a speech? This proposed study aims to establish a framework to investigate and test these claims in hopes of finding an explanation as to whether or not thin slices can be used in the communication education arena to evaluate speeches. The implications of this study, if the findings suggest that the thin slice method can be used effectively to evaluate the overall quality of a speech, would be to apply the thin slice method in assisting universities with their assessment efforts pertaining both to the improvement of students' ability to speak proficiently and communication center operations. [Paper presented at the National Association of Communication Centers (Pittsburgh, PA, 2016).]

This paper is the result of a research carried out under the umbrella of the "UNESCO UniTWIN Network on Media, Gender, and ICTs" Project, and it tries to determine the presence of subjects with a specific focus on gender in the current Communication Degrees offered at Spanish universities. The inclusion of subjects about gender equality in relation to media follows the suggestions of the IV World Conference on Women in Beijing (1995). The main objective of this research will be to investigate the presence of these subjects in Communication Degrees, identifying the elements that define them at a thematic, methodological and relevant levels within the curriculum. A mixed methodological design is proposed based on ex-post-facto research, with a descriptive orientation and the search for improvement, a qualitative analysis of study plans using ATLAS.ti and a panel of experts. The results reveal a scarce presence of this type of subjects, with a higher percentage in public universities than in private ones, and also a minimal relevance as compulsory subjects. This research study reveals the current formal training in gender studies of future generations of media professionals and serves as an endorsement for forthcoming changes of curricula in the European Higher Education Area context.

This review paper synthesizes peer-reviewed empirical research published between 2010 and 2021 about wildland fire communication practices. Our goal was to systematically review and provide an overview of how wildland fire communication has been empirically studied, and theoretical and methodological underpinnings and representativeness of this work. We found that researchers employ diverse theoretical and methodological approaches, yet most work originates from the western United States or Australia. Studies were published in diverse disciplinary journals, most frequently looked at residents as study subjects, and many sought to understand the effectiveness of communication. There is a need to build theoretical and methodological consistency in wildland fire communication research.

After nearly 40 years of policy changes since "A Nation at Risk," often without or over the voices of teachers, it seemed that society was on the way to embracing the idea that teachers were interchangeable, over compensated, and largely unnecessary to the process of education. Supreme Court decisions, such as Janus vs. American Federation of State, County and Municipal Employees (AFSCME), have dealt a terrible blow to teacher unions ability to advocate effectively for their students, communities, and profession. However, teachers have started to push back, and have enjoyed success through recent labor movement activism (e.g., Red for Ed) in states such as Illinois, West Virginia, Tennessee, and Colorado. Although teacher advocacy has not been successful everywhere from a policy standpoint, it has started to create a conversation about teacher labor different from the emphasis on skills, accountability, and testing that has been so harmful to teachers and students. For example, many teacher unions across the U.S. have begun subscribing to the tenets of "Bargaining for the Common Good," encouraging teachers to demand contractual language that addresses topics beyond wages and benefits, such as hiring full-time librarians, nurses, and mental health counselors; securing affordable housing for teachers; guaranteeing manageable class sizes, and addressing racism, classism, and ableism as community issues (rather than classroom problems) (see Bargaining for the Common Good, n.d.). Overall, teachers are on the forefront of labor politics in the U.S., reinvigorating conversations about the dignity of labor and its centrality in movements for justice. The essays in the forum identify ways communication and instruction scholars can expand their advocacy with PK-12 teachers. As noted in the forums, there remains a dearth of communication and instruction scholarship that addresses PK-12 teacher concerns or theorizes the specificity of communication pedagogy in PK-12 public education. Authors Kyle Rudick, and Deanna Dannels, wish to encourage scholars in their field to begin programs of research to address PK-12 public education. They draw upon Craig's (1999) seven traditions of the communication discipline to generate research questions that future scholars and teachers might pursue.

Purpose: Mixed methods research can provide a fruitful line of inquiry for educational leadership, program evaluation, and policy analysis; however, mixed methods research requires a metatheory that allows for mixing what have traditionally been considered incompatible qualitative and quantitative inquiry. The purpose of this paper is to apply Jürgen Habermas's "Theory of Communicative Action" as that metatheoretical justification. Design/Methodology/Approach: After reviewing the traditional quantitative/qualitative divide based on incompatible ontologies, the author argues for a pragmatist stance toward educational leadership inquiry. Such a stance allows for mixing methods because it privileges methodology and epistemology in social inquiry, rather than ontological theories of reality. Using Habermas's metatheory, the author shows how truth claims are linguistically mediated; how they make reference to objective, subjective, and normative formal worlds; and how they are always fallible and revisable. Findings: The author argues that Habermas's metatheory allows (and requires) integration of qualitative and quantitative approaches to fully understand social phenomena. Such integration is possible if researchers attempt to make methodological decisions explicit by linking methodology (and thus methodical decisions) to all three formal worlds, and articulating the rationale for doing so. The author also argues that making the entire corpus of claims bound within a line of social inquiry subject to critical examination promotes the validity of inquiry. Originality/Value: This paper contributes to the discussion on mixed methods research by applying a particular strand of pragmatism. This is an advance in the extant literature, which argues for a pragmatist stance on mixed methods research, but has not yet conceptualized a metatheoretical position supporting this stance.

Racism and other prejudices have hindered efforts to diversify and further many fields, including education, psychology, politics, law, and healthcare (Race for Opportunity, 2010). Although there are many ways to combat these prejudices, intercultural communication continues to be a vital component in assisting individuals and groups with valuing the past, understanding the present, and preparing for the future of communication in a global society (Sadri and Flammia, 2011, p. 19). This paper provides a brief overview of pertinent research and major theories related to communicating with people of different cultural backgrounds, as well as useful techniques and strategies to use when teaching in international or multinational classrooms, and working or consulting in international or multinational companies, organizations, and educational institutions. It also includes data collected via surveys and interviews that helps to shed light on underlying issues of racism and discontent in Japanese and Nigerian populations within Japan, and concludes with a description of a new approach to one of the most common intercultural communication exercises called the E.A.D. (Evaluate, Analyze, Describe). While this exercise has proved to increase cultural awareness and open the lines of communication between individuals from various cultural and lingual backgrounds, research also shows that other strategies may be necessary to achieve desired levels of communication.

Author Jennifer Waldeck writes that her earliest research exposed her to the difficulty that students appear to encounter in accessing potential mentors and building productive relationships with them. In fact, the lack of student mentees available to serve as research participants was one of the drivers behind a decision to explore communication strategies for initiating mentoring relationships in a 1997 study (developed with Victoria Orrego, Tim Plax, and Pat Kearney). Over 20 years later, students still report barriers to effective mentoring; thus, a new paradigm for mentoring could in fact be in order. In this essay, Waldeck shares her reactions and reflections to the advocate model and suggests how she believes communication research might help advance it. Then she discusses some institutional approaches that might enhance the experiences of students of color (SOC) create opportunities for them to connect with appropriate mentors, stay in school, and consider graduate school. Institutional attention to SOC that involves strong mentoring at the undergraduate and graduate levels will hopefully build a pipeline of prospective faculty of color (FOC). Waldeck believes more FOC to mentor future generations of scholars can potentially ameliorate many of the stunning difficulties such as perceptions of disenfranchisement and diminished confidence and competence Harris and Lee discuss in their essay.

In this paper, we first frame Sprague's vision in the historical context from which it emerged. From there, we explore some contemporary concerns instructional communication researchers must grapple with, and then propose some practical next steps for envisioning instructional communication research as a platform for meaningful contributions throughout the subfields of the communication discipline both within and beyond traditional classroom walls.

Graduate courses are designed to help students learn discipline-specific knowledge, theories, and methods, but also to socialize them into the larger professional network. The awards assignment in this paper is designed to familiarize students with a wide variety of scholars and research within a field of study, to engage them creatively with synthesizing and assessing a field of study, to build strong arguments, and to enhance their socialization and networking opportunities. Course: Any graduate-level survey course focused on a particular area of communication studies (e.g. instructional communication, health communication, family communication). Objectives: (1) Understand the historical, philosophical, and foundational roots of a field of study, including people, concepts, theories, and research studies; (2) Critically evaluate scholars, constructs, theories, and research; (3) Develop sound and supported arguments regarding critical evaluations and decisions; (4) Socialize students into a field of study; and (5) Begin building students' scholarly networking opportunities.

Despite the increasing volume of research addressing the relevance of de-Westernizing Media Studies, we lack a comparative evaluation of the performance of Global South universities regarding their presence in the most prestigious domains within the field of Communication. Against this background, the article explores if and to what extent the publication of articles authored by BRICS-based scholars in top-ranked journals is restricted to a handful of academic institutions – making them a national "elite" authorized to engage in the mainstream intellectual debate. We pose three questions: RQ1) To what extent is the academic output of BRICS countries in the field of Communication concentrated within a select few "top-level" institutions? RQ2) How are the research articles from the most productive universities distributed across the journal rankings comprising the SJR database? RQ3) What partnerships do institutions from BRICS countries engage in when producing research articles? Using data from the SciVal (Elsevier) and SJR (SCImago Journal Rank) platforms, the empirical study encompasses a set of articles published between 2012 and 2021. Our findings reveal that South Africa, Russia, and Brazil had the highest concentration of academic production within a select few universities. The disparities among the most and least productive universities can be attributed to a lack of ambitious policies in terms of academic innovation. The contrast becomes more evident when we consider China's performance – which has implemented a range of strategies to foster international partnerships with Western academic communities. We contend that the demand for "de-Westernization" must go beyond a mere plea for increased numerical representation. The exclusion of perspectives or phenomena from developing regions hinders the progress of knowledge production itself. Once Social and Human Sciences traditionally occupy a peripheral position in terms of funding, it is as if Communication researchers based in the Global South were part of a "periphery of the periphery." The paper is relevant for enabling us to discuss Global South universities' international insertion and the dynamics influencing the academic contributions of semi-peripheral communities. We also consider to what extent the SciVal and SJR metrics reinforce an academic rationale that upholds the mechanisms of neoliberal globalization and the standardization of the scholarly agenda. [ABSTRACT FROM AUTHOR]

Copyright of Publizistik: Vierteljahreshefte für Kommunikationsforschung is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Anita Vangelisti writes in this response that although the recommendations set forward in this "Forum" are well thought out and important additions to the discussion, teacher-scholars in the field of communication can, and should, do more. She agrees that there is a need to identify and describe learning outcomes in communication, and says that the work done by the faculty who participated in the LOC Project is overdue. Vangelisti also advocates for the need to empirically interrogate the leaning outcomes put forth to ascertain how they are best taught and, as noted by Mello and his colleagues, how they should be evaluated. With this said, the learning outcomes generated by the LOC Project and the ideas offered in the current forum represent "a starting point for conversations" as opposed to an endpoint (see NCA's LOC Project). Vangelisti observes that in addition to investigating learning outcomes, how they are used, and how they might be refined, there is a need to continue the conversation by conducting research that demonstrates why the communication outcomes being taught are so important. She believes various stakeholders and researchers should also be more than responsive or reactive. They should be proactive. What Communication educators and researchers bring to the conversations about teaching and learning is a deep understanding of and an ability to embrace the complexity of communication, and the LOCs and the present "Forum" essays offer an exciting starting point for further discussion.

The study and practice of health communication have never been confined to the classroom context, as health communication is inherently practice-oriented while being simultaneously based in theory. In this article, Teresa Thompson, editor of "Health Communication" journal for over 30 years, reflects on the interrelationships between communication and pedagogy. According to Thompson, the goal of all health communication research is educational, in that investigation should be focused on changing health related behaviors and communication within health care contexts. Thus, teaching and learning are foundational to health communication educators' work. Though she emphasizes that instructional communication does not occur exclusively within the classroom. There is much promise for collaborative studies focused in a variety of nonclassroom settings in upcoming research related to communication teaching, learning, and health.

Paul Witt challenges every reader to make a decision in response to the question: "Will the profession follow these recommendations presented in this forum?" Will "quick and dirty" survey methods be exchanged for more complex research designs?" He cautions readers to think first before replying, warning that this is a courageous decision that will improve the validity of findings but could very well slow the research-to-publication process. Witt notes that although most of the scholars he has known do not disagree with the concept of engaging in cross-disciplinary dialogue that might produce collaborative research projects, the truth of the matter is that most of them have never followed through with such an idea. Admittedly, change is difficult, particularly when proven processes worked well in the past and helped us achieve a current level of success. However, as a former editor of "Communication Education," and having just completed an 800-page compilation of instructional research in the "Handbook of Communication and Learning," it is clear to Witt that instructional communication scholarship as we have known it in former years has passed its zenith and is in need of new inspiration. Simply put, Witt feels that communication educators must take on new directions if the sub discipline is to persist in future decades. Although it is not easy for individual scholars to change, there is great risk for instructional communication research if, collectively, communication research scholars do not change. The article concludes by Witt saying that every reader can respond to the challenges presented in this forum in one of three ways: (1) move into new areas and develop new perspectives, (2) systematically review former findings in search of new insight, or (3) continue what worked for you in the past.

As ways that communication scholars can prepare students to meet challenges and transform society are considered, for the greater good, the authors argue that it is essential to consider the realm of health communication (Morreale, Valenzano, & Bauer, 2016). The authors focus on a growing need for rigorous research as a cornerstone of communication skills training for health professionals. Although education has reached a point where it is clear that communication skills training can reduce some of the human costs and financial burdens of healthcare, the authors maintain the gold standard for delivering this type of instruction is understudied. This article suggests that what remains to be understood are (a) precisely how communication affects health outcomes and (b) how communication skills training is best delivered. The authors believe both would benefit from theoretically driven, methodologically sophisticated programs of research with the promise of evidence-based recommendations. They support the need to study what happens when learning communication becomes part of the culture of care rather than a one-off event so that the health care professions can accumulate evidence demonstrating how communication instruction can cure much of what ails the healthcare system.

Instructional communication (IC) scholars have made significant contributions to the study of educational outcomes by creating a deep understanding of the teacher-student relationship (Mottet & Beebe, 2006). IC research published in "Communication Education" and other outlets therefore appropriately emphasizes interpersonal communication--the relational, emotional, and affective component of communication related to learning. However, IC is suffering from an identity crisis and potential irrelevance as a result of continued dependence on theoretical frameworks and constructs coopted from other areas of the field. In this brief forum article, the author highlights four key distinctions between instructional and interpersonal relationships that render a treatment of instruction as an interpersonal context inappropriate and suggests that treating instruction as interpersonal communication not only impedes IC from growing in scope and legitimacy as a scholarly field, but also limits our conceptual and operational ability to understand the unique nature of instructional communication. [Other articles in this forum include: Interpersonal communication research in instructional contexts: A dyadic approach (EJ1121093); The interplay between interpersonal communication and instructional communication (EJ1121087); Raising new questions and restoring our focus on authentic student learning (EJ1121117); Improving situational awareness for instructional communication research: A forum response (EJ1121131); and What role should interpersonal communication play (or not) in instructional communication research: A response to the forum essays (EJ1121147).]

In this brief forum article, the author suggests studying the instructor-student relationship as a superior-subordinate relationship offers an alternative way to view how student learning occurs in the college classroom, and can provide instructional communication researchers with the opportunity to explore how structural and institutional variables--typically associated with organizational communication research but certainly relevant to the instructional communication context--influence student learning as well as the development, maintenance, and termination of the instructor-student relationship. In answer to the question as to whether instructional communication researchers study too much interpersonal communication and not enough of other topics in the instructional communication literature, the answer is affirmative. While the genesis of instructional communication can be attributed to the study of interpersonal communication and the application of these interpersonal communication constructs is informative, it should be considered that the organizational communication literature can be equally as informative when applied to the study of the instructor-student relationship. [Other articles in this forum include: Interpersonal communication research in instructional contexts: A dyadic approach (EJ1121093); A cautious approach to reliance on interpersonal communication frameworks: The importance of context in instructional communication research (EJ1121095); The interplay between interpersonal communication and instructional communication (EJ1121087); Raising new questions and restoring our focus on authentic student learning (EJ1121117); Improving situational awareness for instructional communication research: A forum response (EJ1121131); What role should interpersonal communication play (or not) in instructional communication research: A response to the forum essays (EJ1121147).

Copyright of MATRIZes is the property of Universidade de Sao Paulo, Programa de Pos Graduacao em Ciencias da Comunicacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Methaodos: Social Science Journal / Methaodos: Revista de Ciencias Sociales is the property of Departamento de Ciencias de la Comunicacion y Sociologia, Universidad Rey Juan Carlos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The reforms in higher education that have been introduced on a global scale in recent years have gone hand in glove with the progressive imposition of scientific journal impact factors, all of which points to the rise of academic capitalism and digital labour in universities that is increasingly subject to the logic of the market. A diachronic analysis of this process allows for talking about, paraphrasing Gabriel García Márquez, the chronicle of a commodification process foretold. More than twenty years ago it was clear what was going to happen, but not how it was going to unfold. Accordingly, this article reconstructs that process, comparing the Spanish case with global trends and highlighting the crucial role that governmental agencies like the National Agency for Quality Assessment and Accreditation and specific evaluation tools like the publication of scientific papers in high-impact journals have played in it. In this analysis, Wallerstein's core-periphery relations and the concept of commodity fetishism, as addressed by Walter Benjamin, prove to be especially useful. The main research question posed in this article is as follows: What does the process of the commodification of communication research look like in Spain? [ABSTRACT FROM AUTHOR]

This paper summarizes what is known about everyday health information seeking and use, as supported by empirical research largely conducted during the 1980s and 1990's. It draws implications for research and system design applicable to the U.S. National Library of Medicine's (NLM) MedlinePlus web portal and data base of consumer health information. Its focus is on the two academic disciplines that bear most directly on information seeking and use, each with different perspectives. Communication (COMM) whose orientation is the study of messaging and the effective transmission of information, and Library and Information Science (LIS) whose focus is on meeting user information needs. Although there is very little overlapping literature, Dr. Dervin's career was spent working across these two research genres. She is known most prominently for her Sense-Making Methodology. Dr. Dervin supports the view that there are more commonalities than differences between the two disciplines, and that research focusing on the commonalities provides a better opportunity for accounting for more variance in human information seeking than the highly compartmentalized approaches that dominate the study of information seeking. Dr. Dervin's first-person review of these literatures was commissioned by NLM in 2001. It remains relevant today both for its critical insights, and as an historical resource. It is published posthumously in 2023 in tribute to Dr. Dervin on her recent passing. [ABSTRACT FROM AUTHOR]

Copyright of Revista Espanola de Comunicacion en Salud is the property of Asociacion Espanola de Comunicacion Sanitaria and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journalism & Mass Communication Quarterly is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of El Profesional de la Información is the property of EPI SCP and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper reflects upon humanities 'interfaces' between academia and society via an analysis of two recent Australian policy moments. First, I reflect on the inaugural Engagement and Impact (E & I) Assessment of university research, undertaken in 2018 by the Australian Research Council (ARC). The EI 2018 points to the rich contribution of humanities interfaces to social function of contemporary research and the pivotal role that communication and media studies play. Second, I discuss the effort over the past 10–15 years to conceptualise and fashion an e-research infrastructure for humanities and social sciences research. Despite leadership in e-research infrastructure in sciences Australia lagged in addressing requirements of humanities and social science. Both cases show the stakes in digital humanities interfaces, which are vital to research and its social futures. [ABSTRACT FROM AUTHOR]

This paper explores the current paradigm of the publication culture in Spain, examining the negative and positive forces that shape the dominant dynamics in the production, dissemination and evaluation of scholars' works. Following the intentional sampling of maximum variety, we planned a set of interviews with scholars in the area of communication that represented the heterogeneity of academic ranks, gender, and territories of Spain. The final output consisted of thirty-five semi-structured interviews that took place between May 2018 and May 2019. Scholarship on how researchers and university professors experience publication cultures is abundant, however the national and international studies that address this phenomenon from a holistic approach are practically non-existent. Comprising three actions or systems -production, dissemination and evaluation-, the current publishing culture is depicted as a structure tuned to a set of global-accepted requirements that seem easy to understand and replicate. Under such model, most of the scholars experience discomfort because overproduction is widespread, social transference is rare, and the production and diffusion of scientific works frequently occur at the expense of scholars themselves. The goal seems to be inspired by the cost- and time-effective system of evaluation processes that, despite academics' general opposition, official bodies and university departments have adopted to circumvent the costly task of assessing scientists' outcomes on an individual basis. [ABSTRACT FROM AUTHOR]

Copyright of Revista Prisma Social is the property of Revista Prisma Social and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In the last years, the academic body seems to have exceeded the saturation point of the employment structure. This situation has led to an increase in professional competitiveness that affects the practices of communication research. Through the longitudinal quantitative analysis of public financing, academic personnel employment, and the scientific production in communication - explained by the development in the number of papers, the methodological approach and its specialization-, we interpret the effects of the current paradigm of this discipline, characterized by the stagnation of the investment in science, labor temporality and the numerical increase of articles and researchers. [ABSTRACT FROM AUTHOR]

This study is a response to the challenge of Development Communication (DevCom) scholar Felix Librero to analyse the status and trends in UP Los Baños DevCom research that may help in reinvigorating the research thrust of the college attuned to the needs of time. As a rejoinder to previous efforts of DevCom scholars Gomez and Librero, the authors looked into 35 graduate research studies: 19 Masteral theses and 16 Doctoral dissertations that were produced from 2008 to 2015. The papers were evaluated according to a) Communication Tradition b) DevCom Thread c) Theories used, and d) Research Method employed. The review also revealed that DevCom research is primarily inclined to the Cybernetic tradition, still predominantly influenced by the modernisation paradigm, as demonstrated by the heavy use of linear, one-way communication models and theories such as diffusion of innovations, two-step flow, or extension approaches. This is more evident in the classification of Devcom research into the typologies of Colle and Quebral. Majority of the researches can be classified in the extension thread, although there is a growing interest in community participation theme. On the other hand, following Quebral’s typologies, most of the MS researches are people research, while PhD dissertations are varied and cut across people research, normative and policy researches. The quantitative method, which has been a preferred approach since 1985 when Gomez declared it dominant in DevCom research and even until 2012 in Librero’s review of researches from 2001 to 2010, remained popular among more than half of the researchers while the rest ventured into qualitative, except for a few who tried mixed methods. In a concerted effort to make a synthesis of what has been done and realised so far in DevCom research areas and concerns, the proponents hope to contribute to the strengthening of the research culture in DevCom while putting into consideration its responsiveness to the needs of society. [ABSTRACT FROM AUTHOR]

This paper summarizes what is known about everyday health information seeking and use, as supported by empirical research largely conducted during the 1980s and 1990's. It draws implications for research and system design applicable to the U.S. National Library of Medicine's (NLM) MedlinePlus web portal and data base of consumer health information. Its focus is on the two academic disciplines that bear most directly on information seeking and use, each with different perspectives. Communication (COMM) whose orientation is the study of messaging and the effective transmission of information, and Library and Information Science (LIS) whose focus is on meeting user information needs. Although there is very little overlapping literature, Dr. Dervin's career was spent working across these two research genres. She is known most prominently for her Sense-Making Methodology. Dr. Dervin supports the view that there are more commonalities than differences between the two disciplines, and that research focusing on the commonalities provides a better opportunity for accounting for more variance in human information seeking than the highly compartmentalized approaches that dominate the study of information seeking. Dr. Dervin's first-person review of these literatures was commissioned by NLM in 2001. It remains relevant today both for its critical insights, and as an historical resource. It is published posthumously in 2023 in tribute to Dr. Dervin on her recent passing. [ABSTRACT FROM AUTHOR]

Copyright of Palabra Clave is the property of Universidad de la Sabana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

By extending Andersen’s (2003) propositions, the current paper formalizes Luhmann’s four fundamental analytical frameworks and proposes a model that delineates the relations among them. That is, with the form analysis as the base framework, observation analysis is considered the social extension of form analysis as it involves the distinction observer / observed or ego / alter. Differentiation analysis is described as the factual extension of form as it distinguishes a system (this) and everything else (in its environment). Finally, semantic analysis is considered the temporal extension of form analysis as it focuses on the condensation of meaning over time. In addition, to overcome the abstractness of descriptions in the existing literature, this paper suggests the workable definitions that operationalize the analytical frames. Rich research examples are also presented to demonstrate the broad applicability of the four frameworks in communication research and their analytical gains. These theory-driven analytical frameworks are expected to provide meaningful connections between empirical data and theories, thereby enriching the field of communication research. In turn, more empirical applications will contribute to Luhmann’s systems theory by bringing in productive insights.

This article analyzes the role of women in communication research. It does so by studying their presence/absence in the bibliographies of the syllabus of 108 theoretical courses of journalism degrees taught in 36 colleges in Spain during the 2020-2021 academic year. The work investigates the roles and presences of women in the field of communication, measuring the degree of visibility of women scientists and their contributions in a statistical and comparative way to that of male researchers, quantifying the citation patterns according to the gender of the authors. The data were analyzed with the free statistical software R (version 4.0.3) and a descriptive and inferential analysis was performed. The main results regarding the citation patterns of the research are: 1) an under-citation of publications written by female scientists; 2) an over-citation of publications by male researchers; and 3) the nonexistence of gender homophily (researchers do not tend to cite more authors of their same gender), since female authors are little cited and this low visibility is due to both female and male faculty members. The most referenced author is Elizabeth Noelle-Neumann, one of the few "classics" present, indicating a Matilda effect regarding the historical erasure of female contributions. In conclusion, the paper argues for the need to transform not only citation practices, but an entire scientific culture that denies women as a source of reference and authority from the early stages of university education. [ABSTRACT FROM AUTHOR]

The growth of global online media necessitates a better knowledge of how these media affect the world. Communication researchers have examined how rhetoric and globalization interact dynamically; how information spreads through cross-cultural interactions, and how a growing global media landscape affects culture, society, economy, and politics. However, no study has aggregated the areas of focus of such studies in order to establish a trend of the discussion of online media and global communication scholarship in Nigeria. In this essay, we offer a pathway for understanding approaches to scholarship in online media and global communication in Nigeria. We review all articles on online media and global communication that were published in two Nigerian academic journals, The Nigerian Journal of Communication and the Journal of Communication and Media Research between 2015 and 2021 using our content categories of authorship, theory/theories used, study population, method of study and research focus. We found that social media, which has proved to be a very hot area of research among scholars worldwide, also occupied the pride of place among Nigerian scholars and that collaboration in research, which is a major way of growing and advancing knowledge, was also significantly common among Nigerian communication researchers. On the low side, however, we found, among others, that lack of funding was a major issue in Nigerian communication research as none of the 73 articles that we analyzed was funded. [ABSTRACT FROM AUTHOR]

In 2017, EACH celebrated its change of name from European Association for Communication in Healthcare to EACH: International Association for Communication in Healthcare. This paper aims to present the developments and achievements of EACH over the past five years with a focus on its mission in promoting and advancing the field of communication in healthcare. Specifically, the paper focuses on how EACH, first, promotes research in the field of health communication, second, provides support, resources and sharing for healthcare communication teachers and, third, aims at influencing policy through dissemination of evidence. This paper also explores future challenges and directions for EACH to further strengthen its impact by designing activities in knowledge transfer and knowledge dissemination, engaging with patients and truly benefitting from their expertise, fostering active participation and networking among its members, targeting interventions to the needs of different countries around the world and refining knowledge-sharing and cooperation both within the membership of EACH and outside the association to as wide an audience as possible. Scholars, educators and practitioners active in the field of healthcare communication are invited to comment on this paper and to actively contribute towards the goals of EACH. [ABSTRACT FROM AUTHOR]

Copyright of MATRIZes is the property of Universidade de Sao Paulo, Programa de Pos Graduacao em Ciencias da Comunicacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Academic Inquiries / Akademik Incelemeler Dergisi is the property of Akademik Incelemeler Dergisi (Journal of Academic Inquiries) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of ComHumanitas: Revista Científica de Comunicación is the property of ComHumanitas: Revista Cientifica de Comunicacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Tras su institucionalización a comienzos de la década de los 70 con la creación de las primeras facultades de Ciencias de la Información, la investigación española sobre comunicación se consolida como ámbito disciplinar desde los años 90 con la multiplicación de la oferta de estos estudios en la universidad española, que propicia un crecimiento exponencial de la comunidad académica y de la producción científica en este campo. El ingente esfuerzo de metainvestigación realizado en la última década, centrado especialmente en las revistas especializadas, y en menor medida en las tesis doctorales, está permitiendo reconstruir aspectos relevantes de la investigación comunicativa en España en este periodo, pero sin atender de manera suficiente a aquellos elementos que nos permitirían realizar un diagnóstico de la orientación epistemológica general que haya seguido la actividad científica en este ámbito. Este trabajo pretende contribuir en esa dirección mediante un análisis de contenido de una muestra de 1.098 artículos publicados entre 1990 y 2014 por seis revistas españolas especializadas de referencia, con el propósito de describir la evolución de los objetos de estudio y de los dispositivos metodológicos de la investigación española sobre comunicación en este periodo. Los resultados indican la progresiva diversificación de los objetos de estudio; la preeminencia de los trabajos sobre contenidos mediáticos, con una desatención creciente de la dimensión institucional del sistema comunicativo (empresas, profesionales, mercados, políticas públicas, etc.); el decaimiento de la investigación teórica; la mejora paulatina de la calidad metodológica de los trabajos empíricos publicados; y el predominio, cada vez más acusado, de la investigación cuantitativa, y especialmente de los análisis de contenido realizados sobre documentos de origen mediático (noticias, anuncios, series televisivas, etc.). Las tendencias observadas son discutidas apelando al impacto que hayan podido tener en la investigación española sobre comunicación los cambios experimentados por el sistema comunicativo (crecimiento del sector, advenimiento de la digitalización, etc.) y por el renovado contexto institucional (autonomización de las titulaciones de comunicación, implantación del programa Academia de acreditación del profesorado universitario) en el que ha venido desarrollándose la actividad científica en este ámbito disciplinar en el último cuarto de siglo. After its institutionalisation during the early 1970s through the creation of the first faculties of Communication Sciences, Spanish communication research consolidates as a disciplinary field in the 1990s. During this period, the increasing number of universities degrees on communication studies led to an exponential growth of the academic community and, so, of the scientific production in the field. The enormous efforts of meta-research carried out in the last decade, specially focused on the study of peer-reviewed journals, and to lesser extent of PhD theses, have allowed the reconstruction of some relevant aspects of the current communication research in Spain. Nevertheless, these studies have not considered sufficiently those elements which would allow to identify the general epistemological orientation followed by the scientific activity in the field of communication. This paper intends to contribute to this research line. For this purpose, a content analysis has been applied to a sample of 1098 papers published between 1990 and 2014 by six major peer-reviewed communication journals, in order to observe the evolution of the objects of study and the methodological procedures in Spanish communication research during this period. The results show a progressive diversification of the objects of study, the pre-eminence of the studies on media content, a growing neglect of the institutional dimension of the media system (companies, professionals, markets, public policies, etc.), a decreasing interest on theoretical research, a gradual improvement of the methodological standards of empirical research, and a growing dominance of quantitative research, specially by means of content analysis applied to media documents (news, advertisements, television series, etc.). The observed trends are put for discussion considering the consequences that could have be generated on Spanish communication research by the changes of the media system (the growth of the communication sector, the advent of digitalization, etc.) and by the updated institutional context (the autonomy of university degrees in communication studies, the implementation of the Academia teaching acreditation programme) on which scientific activity has deveolped over the past 25 years.

Copyright of Historia y Comunicación Social is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This research-based essay presents evidence concerning the leading dimensions that make an empirical communication research article interesting. Based on a survey to editorial boards (EBs) of 16 communication journals, five different categories of interest were found: counterintuitive, foundational, new approach, quality and exemplarity, and insightful and practical. By outlining these categories, the article provides illustrative examples of interesting studies, aiming to stimulate the research community to better assess the potentiality of their contributions, and thus elevating the likelihood of being influential and appealing. To contextualize these findings, the study also provides evidence from EBs regarding the research system itself, arguing that there is a gap between the current robustness of empirical developments and the apathy about them showed by some field's forefathers. The article finally reflects on the social division of academics based on the research nature of their studies, suggesting that the 'empirical' term has lost its original meaning of evidenced-based research and became shorthand for most quantitative work, made by 'social scientists'. [ABSTRACT FROM AUTHOR]

The institutional framework supporting Spanish Communication research has changed radically over the past 30 years, affecting the internal structure of the academic community and the characteristics of scientific production in this field. This paper reconstructs that process by attending to four factors: the increase since the early 1990s in universities offering Communication studies; the establishment of three distinct Communication degree programmes (1991); the deployment and consolidation of a culture of evaluation of research activity (1989-2008); and the recognition of Communication as a specific area in the National RD&I Plan (2010). Such institutional changes have had a significant impact on the structure of the scientific community (exponential growth, incorporation of women, growing internationalisation, etc.) and the general direction of scientific production (publication formats, collaborative research, methodological quality, etc.). The various identified indicators showed a turning point in Spanish Communication research in the mid-2000s, situating it within parameters that differed considerably from those of the previous period. [ABSTRACT FROM AUTHOR]

Copyright of Medien & Kommunikationswissenschaft is the property of Nomos Verlagsgesellschaft mbH & Co. KG and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Introduction. Over the past 25 years, the number of communication researchers in Spain has doubled, and has probably modified some of its characteristics and research practices. Objectives and method. This paper analyses the transformation experienced by this scientific community using as an indicator the evolution of authorship patterns (gender distribution of authors, number of authors, university, etc.) in Spanish communication research. Data were collected from a sample of 1000 articles published between 1990 and 2014 by five peer-reviewed journals edited in Spain. Results and conclusions. The results show the growth of the presence of women in the research activity, the increase in the number of universities of the signing authors, the modest contribution of authors affiliated to private universities, and the progressive consolidation of the research developed by the collaboration of multiple authors. [ABSTRACT FROM AUTHOR]

This paper addresses an instrument for the meta-theoretical analysis of scientific texts. Based on Anderson's model, this article proposes the analysis of four claim components (ontology, axiology, epistemology and methodology) implicit on conceptual systems that we employ to study social world's phenomena. The application of such instrument is aimed at facilitating a critical, productive use of theoretical foundations. [ABSTRACT FROM AUTHOR]