Communication sciences

Abstract: This essay reconstructs communication theory as a dialogical-dialectical field according to two principles: the constitutive model of communication as a metamode1 and theory as metadiscursive practice. The essay argues that all communication theories are mutually relevant when addressed to a practical lifeworld in which “communication” is already a richly meaningful term. Each tradition of communication theory derives from and appeals rhetorically to certain commonplace beliefs about communication while challenging other beliefs. The complementarities and tensions among traditions generate a theoretical metadiscourse that intersects with and potentially informs the ongoing practical metadiscourse in society. In a tentative scheme of the field, rhetorical, semiotic, phenomenological, cybernetic, sociopsychological, sociocultural, and critical traditions of communication theory are distinguished by characteristic ways of defining communication and problems of communication, metadiscursive vocabularies, and metadiscursive commonplaces that they appeal to and challenge. Topoi for argumentation across traditions are suggested and implications for theoretical work and disciplinary practice in the field are considered. Communication theory is enormously rich in the range of ideas that fall within its nominal scope, and new theoretical work on communication has recently been flourishing.’ Nevertheless, despite the ancient roots and growing profusion of theories about communication, I argue that communication theory as an identifiable field of study does not yet exist.2 Rather than addressing a field of theory, we appear to be operating primarily in separate domains. Books and articles on communication theory seldom mention other works on communication theory except within narrow (inter)disciplinary specialties and schools of thought.’ Except within these little groups, communication theorists apparently neither agree nor disagree about much of anything. There is no canon of general theory to which they all refer. There are no common goals that

Abstract: All chapters end with "Conclusion." Preface. I.CONCEPTUALIZING COMMUNICATION RESEARCH. 1.Introduction to the Research Culture. The Importance of Knowing Research Methods. Making Claims and Offering Evidence. Everyday Ways of Knowing. The Research Process. The Importance of Distinguishing Research from Pseudoresearch. 2.Asking Questions about Communication. Defining Communication. What Constitutes Communication Research? Areas of Communication Research. Basic versus Applied Communication Research Topics. Justifying Communication Research Topics. Research Questions and Hypotheses. 3.Finding, Reading, and Using Research. Reasons for Reviewing Previous Research. The Search for Research. Diane F. Witmer, Internet and World Wide Web Resources for Research. How Research Is Presented: Reading Scholarly Journal Articles. Writing a Literature Review. II.PLANNING AND DESIGNING COMMUNICATION RESEARCH. 4.Observing and Measuring Communication Variables. Conceptual versus Operational Definitions. Measurement Theory. Measurement Methods. Measurement Techniques. 5.Designing Valid Communication Research. Internal and External Validity. Measurement Validity and Reliability. Threats to Internal Validity. External Validity. 6.Research Ethics and Politics. Ethical Issues in Communication Research. III.METHODOLOGIES FOR CONDUCTING COMMUNICATION RESEARCH. 7.Experimental Research. Establishing Causation. Exercising Control in Experimental Research. Experimental Research Designs. Factorial Designs. Laboratory versus Field Experiments. 8.Survey Research. The Prevalence of Surveys. Survey Research Design. Survey Measurement Techniques. Using Multiple Methods in Survey Research. 9.Textual Analysis. Purposes of Textual Analysis. Important Considerations in Textual Analysis. Rhetorical Criticism. Content Analysis. Interaction Analysis. Performance Analysis. Ron Pelias, Performance as a Method. 10.Naturalistic Inquiry. Common Assumptions Guiding Naturalistic Inquiry. Types of Naturalistic Inquiry. The Flow of Naturalistic Inquiry. Collecting Data in Naturalistic Inquiry. Start Making Sense: Analyzing and Reporting Qualitative Data. IV.ANALYZING AND INTERPRETING QUANTITATIVE DATA. 11.Describing Quantitative Data. Making Sense of Numbers: Statistical Data Analysis. Describing Data through Summary Statistics. Describing Data in Standard Scores. Describing Data through Visual Displays. 12.Inferring from Data: Estimation and Significance Testing. Estimation. Significance Testing. 13.Analyzing Differences between Groups. Types of Difference Analysis. Advanced Difference Analysis. 14.Analyzing Relationships between Variables. Types of Relationships. Correlations. Regression Analysis. Advanced Relationship Analysis. V.RECONCEPTUALIZING COMMUNICATION RESEARCH. 15.Epilogue: Concluding Research. Discussing Research Findings. Appendices. Random Number Table. Chi-Square Table. t Table. F Table. Pearson r Table. Spearman rho Table. Glossary. References. Index.

Abstract: This article examines the nature of strategic communication, which is defined as the purposeful use of communication by an organization to fulfill its mission. Six relevant disciplines are involved in the development, implementation, and assessment of communications by organizations: management, marketing, public relations, technical communication, political communication, and information/social marketing campaigns. The nature of the term strategic is examined, and key aspects of communication are identified. This article is based, in part, on a panel discussion involving the journal's editors and international scholars at the International Communication Association in May 2005 in New York.

Abstract: Science communication is a growing area of practice and research. During the past two decades, the number of activities, courses, and practitioners has steadily increased. But what actually is science communication? In what ways is it different to public awareness of science, public understanding of science, scientific culture, and scientific literacy? The authors review the literature to draw together a comprehensive set of definitions for these related terms. A unifying structure is presented and a contemporary definition of science communication positioned within this framework. Science communication (SciCom) is defined as the use of appropriate skills, media, activities, and dialogue to produce one or more of the following personal responses to science (the AEIOU vowel analogy): Awareness, Enjoyment, Interest, Opinion-forming, and Understanding. The definition provides an outcomes-type view of science communication, and provides the foundations for further research and evaluation.