Deanna D. Sellnow – författare

Communication in Instruction: Beyond Traditional Classroom Settings explores the various challenges we face when trying to teach others in various contexts beyond traditional classroom settings, as well as the possible strategies for overcoming them.Instructional communication is a research field that focuses on the role communication plays in instructing others. Although many resources focus on effectively instructional communication strategies within a traditional classroom setting, this book expands the scope to include diverse settings where instructional communication also occurs (e.g., risk and crisis situations, health care contexts, business settings), as well as new directions where instructional communication research and practice are (or ought to be) headed.Whether we are trying to teach a youngster to ride a bike, to help a friend evaluate the claims made on an advertisement, or to conduct a safety drill with colleagues in the workplace, we are engaging in instructional communication. If we want to do so effectively, however, we need to equip ourselves with best practice tools and strategies for doing so. That is what this book is intended to do. In it, you will read about how to teach advocacy to health care practitioners, guide others to become socialised in a new workplace setting, employ strategies for teaching digital media literacy to nondigital natives, and use artificial intelligence (AI) and robots when instructing and engaging strategies for instruction around socially relevant issues such as religion, politics, and violence. Together, they point to some of the ways instructional communication scholarship may be used to explore and inform best practices across communication contexts. The chapters in this book were originally published in Communication Education.

Communication in Instruction: Beyond Traditional Classroom Settings explores the various challenges we face when trying to teach others in various contexts beyond traditional classroom settings, as well as the possible strategies for overcoming them.Instructional communication is a research field that focuses on the role communication plays in instructing others. Although many resources focus on effectively instructional communication strategies within a traditional classroom setting, this book expands the scope to include diverse settings where instructional communication also occurs (e.g., risk and crisis situations, health care contexts, business settings), as well as new directions where instructional communication research and practice are (or ought to be) headed.Whether we are trying to teach a youngster to ride a bike, to help a friend evaluate the claims made on an advertisement, or to conduct a safety drill with colleagues in the workplace, we are engaging in instructional communication. If we want to do so effectively, however, we need to equip ourselves with best practice tools and strategies for doing so. That is what this book is intended to do. In it, you will read about how to teach advocacy to health care practitioners, guide others to become socialised in a new workplace setting, employ strategies for teaching digital media literacy to nondigital natives, and use artificial intelligence (AI) and robots when instructing and engaging strategies for instruction around socially relevant issues such as religion, politics, and violence. Together, they point to some of the ways instructional communication scholarship may be used to explore and inform best practices across communication contexts. The chapters in this book were originally published in Communication Education.

Can television shows like Stranger Things, popular music by performers like Taylor Swift, advertisements for products like Samuel Adams beer, and films such as The Hunger Games help us understand rhetorical theory and criticism? The Fourth Edition of The Rhetorical Power of Popular Culture offers students a step-by-step introduction to rhetorical theory and criticism by focusing on the powerful role popular culture plays in persuading us as to what to believe and how to behave. In every chapter, students are introduced to rhetorical theories, presented with current examples from popular culture that relate to the theory, and guided through demonstrations about how to describe, interpret, and evaluate popular culture texts through rhetorical analysis. Authors Deanna Sellnow and Thomas Endres provide sample student essays in every chapter to demonstrate rhetorical criticism in practice. This edition’s easy-to-understand approach and range of popular culture examples help students apply rhetorical theory and criticism to their own lives and assigned work.

Can television shows like Modern Family, popular music by performers like Taylor Swift, advertisements for products like Samuel Adams beer, and films such as The Hunger Games help us understand rhetorical theory and criticism?

 

The Third Edition of The Rhetorical Power of Popular Culture offers students a step-by-step introduction to rhetorical theory and criticism by focusing on the powerful role popular culture plays in persuading us as to what to believe and how to behave. In every chapter, students are introduced to rhetorical theories, presented with current examples from popular culture that relate to the theory, and guided through demonstrations about how to describe, interpret, and evaluate popular culture texts through rhetorical analysis. Author Deanna Sellnow also provides sample student essays in every chapter to demonstrate rhetorical criticism in practice. This edition’s easy-to-understand approach and range of popular culture examples help students apply rhetorical theory and criticism to their own lives and assigned work.

Teaching Communication is an innovative series designed to help communication instructors develop a course for the first time or to guide teacher-trainers as they work with new teachers in formal classroom settings or informal mentoring sessions. Providing theoretically grounded research-based guidelines for teaching communication effectively, each volume in the series provides robust suggestions for what to teach and how to teach various communication topics.In Volume I: Foundations, editors Deanna D. Sellnow and Michael G. Strawser situate communication education within the context of instructional communication. The book provides a historical overview of communication education and instructional communication, describes instructional communication research methods and pedagogical strategies, and highlights best practices for graduate teaching assistant training and development. The closing chapter considers what historical trends and foundational principles might suggest for future directions in teaching communication, especially within the context of the ever-changing landscape of higher education. This first volume provides readers with a solid knowledge base and a contextual foundation for the other three volumes in the series.Providing readers with the knowledge and skillsets they need to become effective educators, the Teaching Communication series is an exemplary resource for courses and programs in teaching communication.Chapters and contributors include:Chapter 1 - Communication Education: A Historical Illumination of Contemporary Issues in Communication Pedagogy - Jon A. HessChapter 2 - Historical Trends in Instructional Communication Research - Derek R. LaneChapter 3 - Instructional Strategies - Michael G. Strawser and Jordan AtkinsonChapter 4 - Basic Course Oversight and GTA Training - Cheri Simonds and John HookerChapter 5 - Future Directions in Instructional Communication Research and Practice - Deanna D. Sellnow

Teaching Communication is an innovative series designed to help communication instructors develop a course for the first time or to guide teacher-trainers as they work with new teachers in formal classroom settings or informal mentoring sessions. Providing theoretically grounded research-based guidelines for teaching communication effectively, each volume in the series provides robust suggestions for what to teach and how to teach various communication topics. Volume II: Communication Studies contains a comprehensive and contemporary discussion of topics and issues about the teaching of communication studies. The chapters—written by key voices in the communication discipline—address conceptual as well as practical issues related to communication studies instruction. Opening chapters cover strategies and approaches for teaching introductory, foundational, and core courses, such as public speaking, the hybrid course, communication theory, and research methods. Additional chapters address courses that showcase relational topics and issues, such as interpersonal and family communication, intercultural communication, gender and communication, and nonverbal communication. Others emphasize the importance of communication in professional and workplace contexts (e.g., group and organizational communication), and closing chapters expand communication skills development to public engagement contexts, such as teaching persuasion, health and environmental communication, and ethics. Providing readers with the knowledge and skillsets they need to become effective educators, the Teaching Communication series is an exemplary resource for courses and programs in teaching communication. Chapters and contributors: Series Preface - Deanna D. Sellnow and Michael G. Strawser, Volume II PrefaceChapter 1. Teaching Public Speaking - Lindsey B. AndersonChapter 2. Teaching the Hybrid Introductory Communication Course - Melissa A. Broeckelman-PostChapter 3. Teaching Communication Theory - J. Kevin BargeChapter 4. Teaching Communication Research Methods - Joann Keyton and Pavitra KavyaChapter 5. Teaching Interpersonal Communication - Elizabeth Graham and Scott A. MyersChapter 6. Teaching Family Communication - Dawn O. BraithwaiteChapter 7. Teaching Intercultural Communication - Yea-Wen Chen and Brandi LawlessChapter 8. Teaching Gender and Communication - Meggie Mapes and Alaina WalbergChapter 9. Teaching Nonverbal Communication - Laura K. Guerrero and Valerie ManusovChapter 10. Teaching Mediated Communication Technologies - Nick Bowman, Stephanie Kelly, KJ Rocker, Kyle R. Vareberg, and David WestermanChapter 11. Teaching Business and Professional Communication - Stephen A. Spates and Shawn T. WahlChapter 12. Teaching Organizational Communication and Leadership - Roth Smith and Lance LippertChapter 13. Teaching Group Communication - Angela M. Hosek, Caroline Waldbuesser, and Carly DensmoreChapter 14. Teaching Health Communication - Heather J. Carmack and Margaret M. QuinlanChapter 15. Teaching Political Communication - Jerry L. MillerChapter 16. Teaching Persuasion - Kevin R. Meyer and Stephen K. HuntChapter 17. Teaching Rhetorical Criticism - Jim A. Kuypers, Joseph M. Valenzano, III, and Jason A. EdwardsChapter 18. Teaching Argumentation and Advocacy - Matthew deTarChapter 19. Teaching Sport Communication - Gregory A. Cranmer and Samuel HakimChapter 20. Teaching Environmental Communication - Maria BlevinsChapter 21. Teaching Communication Ethics - Brenden E. Kendall

Integrated Marketing Communications in Risk and Crisis Contexts is part of the Lexington Books Integrated Marketing Communication (IMC) series. The authors present a culture centered model for examining risk and crisis communication within the context of IMC to provide a more robust understanding of myriad cultural variables affecting the perception of risk and crisis messages and the means by which these messages are processed by different publics, particularly multicultural and international groups. While the conceptualization of what constitutes IMC has been broad, from the perspective of risk and crisis communication, the focus is quite specific: All communication and messages created and disseminated in a risk or crisis situation must be carefully created and strategically presented if the intended outcomes associated with the publics' responses are to be realized by the sender of the messages.

Integrated Marketing Communications in Risk and Crisis Contexts is part of the Lexington Books Integrated Marketing Communication (IMC) series. The authors present a culture centered model for examining risk and crisis communication within the context of IMC to provide a more robust understanding of myriad cultural variables affecting the perception of risk and crisis messages and the means by which these messages are processed by different publics, particularly multicultural and international groups. While the conceptualization of what constitutes IMC has been broad, from the perspective of risk and crisis communication, the focus is quite specific: All communication and messages created and disseminated in a risk or crisis situation must be carefully created and strategically presented if the intended outcomes associated with the publics' responses are to be realized by the sender of the messages.

The world is wrought with risks that may harm people and cost lives. The news is riddled with reports of natural disasters (wildfires, floods, earthquakes, hurricanes), industrial disasters (chemical spills, water and air pollution), and health pandemics (e.g., SARS, H1NI, COVID19). Effective risk communication is critical to mitigating harms. The body of research in this handbook reveals the challenges of communicating such messages, affirms the need for dialogue, embraces the role of instruction in proactively communicating risk, acknowledges the function of competing risk messages, investigates the growing influence of new media, and constantly reconsiders the ethical imperative for communicating recommendations for enhanced safety.