The document discusses the concept of theory in communication. It states that theories are used in everyday life and are the academic foundation of disciplines. Theories allow the transformation of information to knowledge and help communicate knowledge. Theories also challenge cultural norms and generate new ways of living. A theory is an organized set of concepts, explanations, and principles about some aspect of human experience. Theories are human constructions and abstract representations of reality. The document then discusses evaluating communication theory and the academic study of communication as a multidisciplinary field before concluding with an overview of communication theory as a field and different theoretical standpoints.
Practice-based research methods: Challenges and potentialsLina Markauskaite
Master class on practice based research methods 11 December 2019.
Education as an applied interdisciplinary research field faces acute challenges in defining the nature and scope of practice-based research. Constantly shifting notions of what it means to learn and, consequentially, what it means to teach make practice-based research a fluid and muddy concept. Increasing technologisation of learning environments and heightened expectations concerning the role of evidence in situated educational decisions have led some scholars to suggest a range of new approaches that are seen as more suitable for quickly changing research and practice contexts and capable to connect research with practice, design with teaching, and data with action. In this presentation, I discuss some different ways of thinking about these connections and emerging from them methodological implications. I argue that practice-based research has to ground itself in a much better understanding of diverse ways of knowing and embrace the notion of the methodological craftsmanship.
Fotogramas con bicos destacados da historia do cine para celebrar o 14F, o Día de San Valentín. Presentación power point elaborada por membros da Biblioteca "Sarturnino Hermida" do IES "Concepción Arenal" de Ferrol.
The document discusses National Adaptation Plans (NAPs), which are mid- to long-term adaptation strategies established under the UNFCCC. It outlines the objectives and process for developing NAPs, comparing them to the previous National Adaptation Programmes of Action (NAPAs) which focused on immediate needs. The guidelines in Decision 5/CP.17 provide a framework for developing NAPs through stages including laying the groundwork, preparatory elements, implementing strategies, and reporting/review. The document then discusses some questions around Nepal developing and implementing its own National Adaptation Plan to address medium- and long-term climate adaptation needs.
Bcom 275 final exam guide 2) The term channel in communication means A. the ...kishorekuttan
2) The term channel in communication means
A. the medium through which a message travels from sender to receiver
B. the context of the communication
C. the process of changing thoughts into symbols
D. the volume at which a message is received
Centexpress has over 15 years experience specializing in urgent, on-demand courier services in Melbourne. Centexpress Courier Delivery Services are supported by Car, Medium Van, 1 Tonne Van or Tray. Centexpress Provide safe and best courier delivery services in Melbourne.
Bcom 275 final exam guide 29) Deliberately blaming individuals or groups for ...kishorekuttan
29) Deliberately blaming individuals or groups for things they really did not do is called
A. ethnocentrism
B. scapegoating
C. stereotyping
D. discriminating
Practice-based research methods: Challenges and potentialsLina Markauskaite
Master class on practice based research methods 11 December 2019.
Education as an applied interdisciplinary research field faces acute challenges in defining the nature and scope of practice-based research. Constantly shifting notions of what it means to learn and, consequentially, what it means to teach make practice-based research a fluid and muddy concept. Increasing technologisation of learning environments and heightened expectations concerning the role of evidence in situated educational decisions have led some scholars to suggest a range of new approaches that are seen as more suitable for quickly changing research and practice contexts and capable to connect research with practice, design with teaching, and data with action. In this presentation, I discuss some different ways of thinking about these connections and emerging from them methodological implications. I argue that practice-based research has to ground itself in a much better understanding of diverse ways of knowing and embrace the notion of the methodological craftsmanship.
Fotogramas con bicos destacados da historia do cine para celebrar o 14F, o Día de San Valentín. Presentación power point elaborada por membros da Biblioteca "Sarturnino Hermida" do IES "Concepción Arenal" de Ferrol.
The document discusses National Adaptation Plans (NAPs), which are mid- to long-term adaptation strategies established under the UNFCCC. It outlines the objectives and process for developing NAPs, comparing them to the previous National Adaptation Programmes of Action (NAPAs) which focused on immediate needs. The guidelines in Decision 5/CP.17 provide a framework for developing NAPs through stages including laying the groundwork, preparatory elements, implementing strategies, and reporting/review. The document then discusses some questions around Nepal developing and implementing its own National Adaptation Plan to address medium- and long-term climate adaptation needs.
Bcom 275 final exam guide 2) The term channel in communication means A. the ...kishorekuttan
2) The term channel in communication means
A. the medium through which a message travels from sender to receiver
B. the context of the communication
C. the process of changing thoughts into symbols
D. the volume at which a message is received
Centexpress has over 15 years experience specializing in urgent, on-demand courier services in Melbourne. Centexpress Courier Delivery Services are supported by Car, Medium Van, 1 Tonne Van or Tray. Centexpress Provide safe and best courier delivery services in Melbourne.
Bcom 275 final exam guide 29) Deliberately blaming individuals or groups for ...kishorekuttan
29) Deliberately blaming individuals or groups for things they really did not do is called
A. ethnocentrism
B. scapegoating
C. stereotyping
D. discriminating
Here are some key rules of scholastic rigor:
- Methods and findings must be able to withstand peer review and scrutiny
- Claims require robust evidence and logic to support them
- Intellectual honesty and integrity are paramount
Scholastic rigor helps maintain high standards of quality, accuracy and ethics in academic work. It enhances academic freedom by requiring solid justification and reasoning.
Number FOUR Diversity of Thought
- The university welcomes diverse & conflicting viewpoints rather than enforcing orthodoxy
- Exposure to a variety of perspectives strengthens critical thinking & prevents intellectual stagnation
- An inclusive culture where all are free to question received wisdom & propose unconventional ideas
Number FIVE
The document provides an agenda for a workshop on making school meaningful hosted by the Institute for Global Ethics. The workshop aims to explore concepts and frameworks to build an ethics focus in schools, strengthen the common core through ethical decision making, and examine classroom practices for building trust and relationships. The agenda covers topics such as balancing academics and ethics, using ethics to build common core skills, and increasing relevance through ethics. It also shares findings from the Institute's research and provides examples for participants to consider implementing at their own schools.
The document discusses definitions and theories of learning. It defines learning as a relatively permanent change in behavior resulting from practice and interaction with the environment. Several learning theorists are mentioned, including behaviorism, constructivism, and sense-making. Constructivism views learning as an active process of building understanding through experiences. Sense-making sees learning as bridging gaps and obstacles encountered to make sense of situations. The implications for teachers and librarians are that learning involves actively engaging students to construct their own understandings through social interaction and experience.
Common Core & Lifelong Learning: Are We Pouring Concrete or Building Capacity?sewilkie
The learning objectives within the Common Core State Standards represent a rigorous application of research, media and higher-order thinking skills, as students develop their capacity to engage in complex text and tasks that have real-world implications.
Essential to this effort are the lifelong learning skills, habits and dispositions that serve as the foundational structure for all learners. Without thoughtful and purposeful attention to these and other requisites we risk our investments of time, money and energy yielding little return – like pouring concrete without proper supports in place.
A rich discussion focused on the core tools our leaners need to build capacity and develop competencies in discovering meaning, analyzing content, comparing information, synthesizing, applying and sharing their understandings.
The design and domestication of assistive technology by older people being-at...Mark Hawker
The document summarizes a PhD research project that will examine how older adults domesticate, or incorporate into their daily lives at home, assistive technologies. The research will use qualitative methods like interviews and observation to understand how older adults appropriate, learn to use, and talk about assistive technologies. The goal is to provide insights that can help improve assistive technology design and ensure older adults' voices are represented in the process.
Here are some key points to discuss about communal constructivism and e-learning:
Why is making it social valuable?
- Learning from and contributing to others expands one's knowledge beyond what can be learned individually. It encourages collaboration and knowledge-sharing. Learning becomes a communal effort rather than an isolated one.
Which is better? Getting it from a peer... Or getting it from a teacher?
- Getting it from a peer may promote more equal engagement and discussion as peers tend to communicate on a more similar level. However, teachers bring expertise and can provide guidance, feedback and correct misunderstandings. An ideal approach combines both peer and teacher interactions.
How to design Multi-user Object Oriented systems (MO
Here are some key points to discuss about communal constructivism and e-learning:
Why is making it social valuable?
- Learning from and contributing to others expands one's knowledge beyond what can be learned individually. It encourages collaboration and knowledge-sharing. Learning becomes a communal effort rather than an isolated one.
Which is better? Getting it from a peer... Or getting it from a teacher?
- Getting it from a peer may be better in some ways because peers can explain concepts in simpler terms and from a learner's perspective. However, teachers bring expertise and can provide guidance, feedback and correct misunderstandings. An ideal approach combines both peer and teacher interactions.
How to design Multi-user Object Oriented
Exploring the Power of TOC for Education - Leaving behind a Better World. Chr...commonsenseLT
The document discusses using Theory of Constraints (TOC) thinking tools to improve education. It argues that current education reforms often only address symptoms and not underlying problems. TOC tools could help students develop abilities like problem solving, analyzing information, applying lessons to real life, setting goals, and making responsible decisions. This would prepare them better for life after school. TOC also provides a framework for overcoming obstacles like complexity, conflicts, blaming, and assumptions to create meaningful education systems and lives. An example shows how TOC helped inmates develop skills to find jobs and stay out of prison after release.
This document summarizes Liz Bennett's research on the impact of Web 2.0 technologies on pedagogy. She conducted semi-structured interviews with 16 early adopter lecturers who were experimenting with Web 2.0 tools like wikis, blogs, and social media in their teaching. While some saw potential for radical changes by challenging authority and valuing student expertise, others felt reined in by student and institutional expectations. Overall, Bennett finds that lecturers cautiously applied the technologies with an emphasis on duty of care and the important role of the educator, rather than being constrained by their own conservatism.
Theoretical or conceptual frameworks for dissertations or theses 2016DoctoralNet Limited
What is the difference between and usefulness of conceptual vs theoretical frameworks in research? These slides and the corresponding webinar considered each, testing our ideas and using them as a step towards the significance of our work?
B k standards-cognition_knowledge 5-11-2012 finalJean Smith
This document provides standards and examples for the domains of cognition and general knowledge in mathematics, social studies, science, and processes and skills for infants through pre-kindergarten age groups. The standards cover topics such as number sense, geometry, social identity, science inquiry, and memory. Examples are given to illustrate how children may demonstrate understanding of concepts through their behaviors, play, and interactions with adults and peers at each age level.
This document summarizes a presentation about using tablets in education, specifically iPads. The presentation discusses using tablets to support universal design for learning (UDL) principles by providing multiple means of representation, action and expression, and engagement. Tablets can increase accessibility through built-in features, allow flexible ways to represent and comprehend information, and provide new options for physical action and expression. However, simply adding technology may not improve learning without also changing pedagogical approaches, goals, and assessments. The goal of UDL is to both support and challenge students through flexible design that expects variability among learners.
This document discusses interdisciplinary research. It defines interdisciplinary research as integrating knowledge and methods from different disciplines to address a research question. The document outlines the need for interdisciplinary research to solve interconnected problems in an interconnected world. It also discusses the process of conceptual design, technical design, integration, and addressing scientific and ethical considerations. Some benefits of interdisciplinary research include addressing bigger questions, developing a wider audience, and gaining new perspectives. However, challenges can include differences in theoretical backgrounds, operationalizing concepts, intellectual traditions, and methodological approaches between disciplines.
This document outlines a research proposal to explore how design thinking may offer a solution to deficiencies in modern speech therapies for treating stuttering. The hypothesis is that a design thinking approach, which examines problems holistically and promotes experimentation, could help create a more robust system for evaluating and treating speech disfluency. The proposed research would include analyzing current speech therapy approaches and their deficiencies, exploring how design thinking could address these issues, developing prototypes of a new evaluation system using design methods, and creating an interactive community for tracking progress.
presentation on connecting adult learning theories and progressive learning theories with new learning environments including those with OERs and MOOCs.
This document provides guidance on fostering constructive dialogue and reciprocal relationships between students and community partners. It discusses:
1. The importance of starting any community engagement with listening to understand different perspectives.
2. Tools for establishing ground rules to build trust and ensure all voices are heard, such as experiencing learning models that involve observing a situation, integrating multiple views, and revising understandings.
3. Challenges like groupthink and social biases that can arise, but also benefits like co-creating solutions and innovative policies by involving the community in problems.
Secondary school students are generally in Piaget's formal operational stage of cognitive development, allowing abstract logical thought and problem solving. Vygotsky emphasized social learning and language as important influences on cognitive development. While theories provide a general picture of development, there is variability among individuals, and theories have limitations and do not consider all aspects of development.
Learning with technology as coordinated sociomaterial practice: digital liter...Martin Oliver
This document discusses conceptualizing educational technology through a sociomaterial lens. It argues that technology is often theorized as having effects on learning, but not how those effects are achieved through sociomaterial relationships. The document advocates analyzing digital literacies as situated practices that coordinate people and technologies in different ways, producing multiple realities. It provides examples analyzing how technologies shape bodies and medical understandings of conditions like atherosclerosis. The overall aim is a praxiological study of digital literacies as networked learning.
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Similar to Approaches to communication the idea of theory.
Here are some key rules of scholastic rigor:
- Methods and findings must be able to withstand peer review and scrutiny
- Claims require robust evidence and logic to support them
- Intellectual honesty and integrity are paramount
Scholastic rigor helps maintain high standards of quality, accuracy and ethics in academic work. It enhances academic freedom by requiring solid justification and reasoning.
Number FOUR Diversity of Thought
- The university welcomes diverse & conflicting viewpoints rather than enforcing orthodoxy
- Exposure to a variety of perspectives strengthens critical thinking & prevents intellectual stagnation
- An inclusive culture where all are free to question received wisdom & propose unconventional ideas
Number FIVE
The document provides an agenda for a workshop on making school meaningful hosted by the Institute for Global Ethics. The workshop aims to explore concepts and frameworks to build an ethics focus in schools, strengthen the common core through ethical decision making, and examine classroom practices for building trust and relationships. The agenda covers topics such as balancing academics and ethics, using ethics to build common core skills, and increasing relevance through ethics. It also shares findings from the Institute's research and provides examples for participants to consider implementing at their own schools.
The document discusses definitions and theories of learning. It defines learning as a relatively permanent change in behavior resulting from practice and interaction with the environment. Several learning theorists are mentioned, including behaviorism, constructivism, and sense-making. Constructivism views learning as an active process of building understanding through experiences. Sense-making sees learning as bridging gaps and obstacles encountered to make sense of situations. The implications for teachers and librarians are that learning involves actively engaging students to construct their own understandings through social interaction and experience.
Common Core & Lifelong Learning: Are We Pouring Concrete or Building Capacity?sewilkie
The learning objectives within the Common Core State Standards represent a rigorous application of research, media and higher-order thinking skills, as students develop their capacity to engage in complex text and tasks that have real-world implications.
Essential to this effort are the lifelong learning skills, habits and dispositions that serve as the foundational structure for all learners. Without thoughtful and purposeful attention to these and other requisites we risk our investments of time, money and energy yielding little return – like pouring concrete without proper supports in place.
A rich discussion focused on the core tools our leaners need to build capacity and develop competencies in discovering meaning, analyzing content, comparing information, synthesizing, applying and sharing their understandings.
The design and domestication of assistive technology by older people being-at...Mark Hawker
The document summarizes a PhD research project that will examine how older adults domesticate, or incorporate into their daily lives at home, assistive technologies. The research will use qualitative methods like interviews and observation to understand how older adults appropriate, learn to use, and talk about assistive technologies. The goal is to provide insights that can help improve assistive technology design and ensure older adults' voices are represented in the process.
Here are some key points to discuss about communal constructivism and e-learning:
Why is making it social valuable?
- Learning from and contributing to others expands one's knowledge beyond what can be learned individually. It encourages collaboration and knowledge-sharing. Learning becomes a communal effort rather than an isolated one.
Which is better? Getting it from a peer... Or getting it from a teacher?
- Getting it from a peer may promote more equal engagement and discussion as peers tend to communicate on a more similar level. However, teachers bring expertise and can provide guidance, feedback and correct misunderstandings. An ideal approach combines both peer and teacher interactions.
How to design Multi-user Object Oriented systems (MO
Here are some key points to discuss about communal constructivism and e-learning:
Why is making it social valuable?
- Learning from and contributing to others expands one's knowledge beyond what can be learned individually. It encourages collaboration and knowledge-sharing. Learning becomes a communal effort rather than an isolated one.
Which is better? Getting it from a peer... Or getting it from a teacher?
- Getting it from a peer may be better in some ways because peers can explain concepts in simpler terms and from a learner's perspective. However, teachers bring expertise and can provide guidance, feedback and correct misunderstandings. An ideal approach combines both peer and teacher interactions.
How to design Multi-user Object Oriented
Exploring the Power of TOC for Education - Leaving behind a Better World. Chr...commonsenseLT
The document discusses using Theory of Constraints (TOC) thinking tools to improve education. It argues that current education reforms often only address symptoms and not underlying problems. TOC tools could help students develop abilities like problem solving, analyzing information, applying lessons to real life, setting goals, and making responsible decisions. This would prepare them better for life after school. TOC also provides a framework for overcoming obstacles like complexity, conflicts, blaming, and assumptions to create meaningful education systems and lives. An example shows how TOC helped inmates develop skills to find jobs and stay out of prison after release.
This document summarizes Liz Bennett's research on the impact of Web 2.0 technologies on pedagogy. She conducted semi-structured interviews with 16 early adopter lecturers who were experimenting with Web 2.0 tools like wikis, blogs, and social media in their teaching. While some saw potential for radical changes by challenging authority and valuing student expertise, others felt reined in by student and institutional expectations. Overall, Bennett finds that lecturers cautiously applied the technologies with an emphasis on duty of care and the important role of the educator, rather than being constrained by their own conservatism.
Theoretical or conceptual frameworks for dissertations or theses 2016DoctoralNet Limited
What is the difference between and usefulness of conceptual vs theoretical frameworks in research? These slides and the corresponding webinar considered each, testing our ideas and using them as a step towards the significance of our work?
B k standards-cognition_knowledge 5-11-2012 finalJean Smith
This document provides standards and examples for the domains of cognition and general knowledge in mathematics, social studies, science, and processes and skills for infants through pre-kindergarten age groups. The standards cover topics such as number sense, geometry, social identity, science inquiry, and memory. Examples are given to illustrate how children may demonstrate understanding of concepts through their behaviors, play, and interactions with adults and peers at each age level.
This document summarizes a presentation about using tablets in education, specifically iPads. The presentation discusses using tablets to support universal design for learning (UDL) principles by providing multiple means of representation, action and expression, and engagement. Tablets can increase accessibility through built-in features, allow flexible ways to represent and comprehend information, and provide new options for physical action and expression. However, simply adding technology may not improve learning without also changing pedagogical approaches, goals, and assessments. The goal of UDL is to both support and challenge students through flexible design that expects variability among learners.
This document discusses interdisciplinary research. It defines interdisciplinary research as integrating knowledge and methods from different disciplines to address a research question. The document outlines the need for interdisciplinary research to solve interconnected problems in an interconnected world. It also discusses the process of conceptual design, technical design, integration, and addressing scientific and ethical considerations. Some benefits of interdisciplinary research include addressing bigger questions, developing a wider audience, and gaining new perspectives. However, challenges can include differences in theoretical backgrounds, operationalizing concepts, intellectual traditions, and methodological approaches between disciplines.
This document outlines a research proposal to explore how design thinking may offer a solution to deficiencies in modern speech therapies for treating stuttering. The hypothesis is that a design thinking approach, which examines problems holistically and promotes experimentation, could help create a more robust system for evaluating and treating speech disfluency. The proposed research would include analyzing current speech therapy approaches and their deficiencies, exploring how design thinking could address these issues, developing prototypes of a new evaluation system using design methods, and creating an interactive community for tracking progress.
presentation on connecting adult learning theories and progressive learning theories with new learning environments including those with OERs and MOOCs.
This document provides guidance on fostering constructive dialogue and reciprocal relationships between students and community partners. It discusses:
1. The importance of starting any community engagement with listening to understand different perspectives.
2. Tools for establishing ground rules to build trust and ensure all voices are heard, such as experiencing learning models that involve observing a situation, integrating multiple views, and revising understandings.
3. Challenges like groupthink and social biases that can arise, but also benefits like co-creating solutions and innovative policies by involving the community in problems.
Secondary school students are generally in Piaget's formal operational stage of cognitive development, allowing abstract logical thought and problem solving. Vygotsky emphasized social learning and language as important influences on cognitive development. While theories provide a general picture of development, there is variability among individuals, and theories have limitations and do not consider all aspects of development.
Learning with technology as coordinated sociomaterial practice: digital liter...Martin Oliver
This document discusses conceptualizing educational technology through a sociomaterial lens. It argues that technology is often theorized as having effects on learning, but not how those effects are achieved through sociomaterial relationships. The document advocates analyzing digital literacies as situated practices that coordinate people and technologies in different ways, producing multiple realities. It provides examples analyzing how technologies shape bodies and medical understandings of conditions like atherosclerosis. The overall aim is a praxiological study of digital literacies as networked learning.
Similar to Approaches to communication the idea of theory. (20)
Learning with technology as coordinated sociomaterial practice: digital liter...
Approaches to communication the idea of theory.
1. The Idea of Theory in
12/8/2012
Communication
adapted from Littlejohn, S. W. and Foss, K.A. (2005). Theories of Human
Communication. 8th edition. Belmont, CA.: Thomson Wadsworth.
1
3. The Idea of Theory
• Theories are used in every day living.
• Theories are also the academic foundation of every discipline
12/8/2012
or field.
• Theories allow scholars and students to transform information
to knowledge.
• Theories do not just help us grow knowledge, they also help
us communicate knowledge.
3
4. The Idea of Theory
• Theories also provide a way to challenge existing cultural life
and to generate new ways of living.
12/8/2012
• What is theory?
It is any organized set of concepts, explanations and principles
of some aspect of human experience.
4
5. The Idea of Theory
• All theories are abstractions.
• Theories are also human constructions.
12/8/2012
• Theories are less a record of reality than a record of scholar’s
conceptualizations about that reality. –Abraham Kaplan.
5
6. The Idea of Theory
Basic Elements of Theory
1. Philosophical assumptions
2. Concepts
12/8/2012
3. Explanations
4. Principles
6
7. The Idea of Theory
12/8/2012
Nomothetic Practical
Theory Theory
7
8. The Idea of Theory
Evaluating Communication Theory
• Theoretical Scope
• Appropriateness
12/8/2012
• Heuristic Value
• Validity
• Parsimony
• Openness
8
9. The Academic Study of
Communication
• Communication has been studied since antiquity but it has
assumed immense importance in academics in recent times.
12/8/2012
• In recent years many scholars have come to recognize that
communication is central to human experience and have
emphasized it in academic research.
• Thus a new field of communication seemed to have emerged
and is growing strong in the universities.
9
10. The Academic Study of
Communication
• Communication is so broad a field that it can not be confined
within any single paradigm, nor any single discipline.
12/8/2012
• It is a multi-disciplinary field.
10
11. Introducing Communication
Theory
• A theory is not just an explanation; it is a way of packaging
reality, a way of understanding it.
12/8/2012
• We can’t view reality purely; instead, we use a set of concepts
and symbols to define what we see, and our theories provide
the lenses with which we observe and experience the world.
11
12. Introducing Communication
Theory
• We need to understand two things about theory:
1. Theory is the product of human judgment and discussion.
12/8/2012
2. Different people prefer different ways of knowing.
12
13. Developing Theories
• First Stage: asking questions.
12/8/2012
• Second Stage: observation.
• Third Stage: constructing answers.
• Each stage affects and is affected by the others.
13
14. The stages of inquiry
12/8/2012
Questions
Observation
Theory
14
15. Types of scholarship
12/8/2012
Standardization Creative Observation
Humanities
Sciences
Social Sciences
Replication Interpretation
15
16. Communication Theory as a Field
• Robert Craig in a landmark article proposes a vision for
communication theory that takes a huge step toward unifying
12/8/2012
our otherwise disparate field.
• Craig argues that the field will never be united by a single
theory or group of theories.
• Thus, the field would always have multiplicity of approaches
16
17. Communication Theory as a Field
• Craig argues that scholars should not seek a standard model
that applies universally to any communication situation, as
12/8/2012
this would lead to a “dead field”.
• Instead, communication scholars should strive to manage the
tensions of diverse theories of the field through dialogue and
a common understanding of similarities and differences
among theories.
17
18. Communication Theory as a Field
• Rather than viewing a theory as an explanation of
communication process, Craig argues that, it should be seen
12/8/2012
as a statement or argument in favour of a particular approach
to the study of the field.
• In other words communication theories are a form of
discourse among diverse approaches of study.
18
19. Communication Theory as a Field
• Craig says that theories communicate about communication,
meaning that ‘meta-discourse’ is taking place in the field.
12/8/2012
• Different theories are different ways of “talking about”
communication each one having its own powers and
limitations.
19
20. Communication Theory as a Field
• Craig identifies seven traditional standpoints that enters the
meta-discourse:
12/8/2012
1. Rhetorical
2. Semiotic
3. Phenomenological
4. Cybernetic
5. Socio-psychological
6. Socio-cultural
7. Critical
20
21. Jimi Kayode
12/8/2012
Adebola Adegunwa School of
Communication,
Lagos State University,
Lagos, Nigeria.
21