Fairy tales and storytelling: impromptu speaking with a twist

Objective: To gain practice with public speaking Type of speech: Impromptu Point value: 5% of course grade Requirements: (a) References: 0; (b) Length: 1–2 minutes; (c) Visual aid: No; (d) Outline: No; (e) Prerequisite reading: None; (f) Additional requirements: None This assignment offers students an opportunity to speak on a familiar (and ideally fun) topic. The objectives of this assignment are threefold: (1) to identify students' collective strengths and weaknesses with public speaking, (2) to lessen students' speech anxiety, and (3) to improve students' listening skills.     

Table of contents for volume 17

The present study considers the relationships between communication apprehension (CA), personality type, represented by the Myers‐Briggs Type Indicator (MBTI) (Myers, 1987), and final grades in a basic public speaking course. The results indicated that trait and context CA are significantly correlated with extraversion and in introversion personality types. In addition, CA in the public speaking context is correlated with the sensing and intuition personality types. Multiple regression showed that while trait CA does not contribute to course grade or grade‐point average, thinking and feeling personality types do contribute significant unique variance to final grade in a public speaking course. Keywords: Communication apprehension, speech anxiety, personality, grades, college students, learning preference.     

Media criticism group speech

Objective: To integrate speaking practice with rhetorical theory Type of speech: Persuasive Point value: 100 points (i.e., 30 points based on peer evaluations, 30 points based on individual performance, 40 points based on the group presentation), which is 25% of course grade Requirements: (a) References: 7–10; (b) Length: 20–30 minutes; (c) Visual aid: Yes; (d) Outline: Yes; (e) Prerequisite reading: The appropriate chapter (e.g., generic, feminist, metaphoric, fantasy theme, pentadic criticism, neo-Aristotelian) in Foss (1996); (f) Additional requirements: Each group member should be given an equal amount of time to speak and an equal amount of work in preparing the final presentation This assignment gives students a chance to engage in the study of popular culture as public address, giving them insight into their own worlds and the ways popular culture may help shape/instruct that world. This assignment also allows students to engage in critical analysis, which not only means that students can learn about rhetorical theory, but they also get to engage in the types of analysis used by their instructor during the course.     

Speech anxiety affects how people prepare speeches: A protocol analysis of the preparation processes of speakers

Why does public speaking anxiety lead people to present speeches of judged lower quality? Prior research suggests a number of variables that might detrimentally affect the performance of highly anxious speakers when they present speeches. But does speech anxiety affect only presentation behavior, or does it also affect the ways in which people prepare their speeches? Measures of public speaking anxiety, and most texts focusing on presentational speaking, assume that the anxiety's effect is limited to performance. In the current study we examine this notion. Using a number of variables drawn from a conceptual model of the speech preparation process, we first find that the way people go about preparing their speeches is meaningfully associated with the quality of their presentation. Second, we discover that public speaking anxiety is significantly related to how people prepare speeches. People with high levels of speech anxiety engage in a variety of preparation actions that may limit the effectiveness of their presentations. When the impact of speech anxiety is statistically removed from the preparation process, the relationship between preparation and speech quality is much smaller. In understanding how speech anxiety affects public presentations, it is critical to examine not only what happens during the speech but also how the speech is prepared.     

A Correlational Study of Foreign Language Anxiety and Library Anxiety Among Non-native Speakers of English: A Case Study in a Malaysian Public University

This study examines the correlation of the dimensions of foreign language anxiety and library anxiety among undergraduates at a public university in Malaysia. The Malay translated versions of the Foreign Language Classroom Anxiety Scale (FLCAS) and the Library Anxiety Scale (LAS) were completed by 147 students pursuing a Foundation in Science course. Analysis revealed a significant correlation in all the dimensions of library anxiety with three of the dimensions of foreign language anxiety, namely speaking anxiety, self-evaluation anxiety, and learner anxiety. The findings in this study will enable librarians to be aware of the anxieties faced by students which can help in the planning and delivery of services and instruction.     

The role of videotaped feedback in the instruction of public speaking: A quantitative synthesis of published empirical research

This article summarizes published experimental studies dealing with the use of video taping to provide feedback to students in public speaking courses. Meta‐analytic procedures were used to summarize twelve published studies. Results of the analysis indicate that the use of videotaping to provide feedback to students in public speaking courses results in better content of student speeches, greater acquisition of public speaking skills, better performance on objective tests, and more positive attitudes toward the course in public speaking. In addition to these positive effects, no statistically significant increase in anxiety is experienced by students when video technology is utilized in the classroom to provide feedback to students in public speaking courses.     

A traditional lecture approach versus a collaborative approach: A comparison of student performance outcomes

Many instructors rely primarily on the traditional lecture approach when teaching the basic public speaking course. However, this research suggests that a collaborative instructional approach may be a more effective alternative to the traditional lecture format. Data comparing student performance outcomes when using a traditional lecture approach and a collaborative instructional approach indicate that students’ public speaking performances improve significantly when they engage in collaborative instruction.     

Strengthening information literacy in a writing-designated course in the mathematics major

When a campus has not integrated information literacy education into the curriculum, many students will not have the opportunity to learn these necessary skills before they embark on their career paths. This pilot study explores the possibility of teaching information literacy skills to students enrolled in a writing-designated course offered to mathematics majors who are about to complete their undergraduate studies. Outcome-based objective evaluations were used to guide teaching strategies as well as to gauge student progress. Embedded one-on-one consultations were found to be critical in strengthening these students’ information literacy abilities.     

Context matters: Multilingual learners on public speaking courses

This study assessed whether L1 (English as first language), L2 (English as second language, recent transition to the United States), and Generation 1.5 (English as second language, years of United States–based education) students are able to grow and perform similarly in a public speaking course on measures of public speaking anxiety, information literacy, and several types of learning assessments. Results show no differences between L1, L2, and Generation 1.5 students. This study also assessed whether L2 students are more successful in integrated or protected section, and had mixed findings.     

Preparing for November

Objective: To learn about candidates for a political office by presenting and listening to speeches about the candidates and their platforms Type of speech: Informative Point value: 100 points, which is 10% of course grade Requirements: (a) References: Minimum of 3 from recent and varying publications; (b) Length: 5–7 minutes; (c) Visual aid: No; (d) Outline: Yes; (e) Prerequisite reading: No; (f) Additional requirements: None In a typical college-level public speaking class, many students are young adults who have the opportunity, perhaps for the first time, to vote for candidates for national, state, and local offices. Yet, adults in the 18–24 age group are the least likely to vote due to a lack of time, low interest, or cynicism about politics (National Public Radio, 2002). This speech provides student-citizens with (1) information about candidates that can help them determine if or for whom they will vote, (2) the opportunity to discuss their perceptions of political processes with peers, and (3) the experience of crafting an informative speech using up-to-date information.     

The effects of skills training on communication satisfaction and communication anxiety in the basic speech course

This study was designed to test the effects of skills training and experience on communication satisfaction and communication anxiety in the basic speech course. Skills training was operationalized as completion of COMM 15000, Theory and Practice of Oral Discourse, and experience was operationalized as multiple rhetorical performances. The results showed that students of the basic speech course experienced an increase in communication satisfaction and a decrease in communication anxiety following skills training for this sample. Moreover, highly apprehensive students reported being more satisfied with their communication interchanges following completion of the basic speech course.     

Academic collaborations: Linking the role of the liaison/embedded librarian to teaching and learning

Building partnerships with faculty can be a challenging process for embedded librarians. After defining the essential role of an embedded librarian, this article chronicles the systematic process of how an embedded librarian built a partnership with a faculty member from the education department at a four-year institution. The collaborators created a two-year pilot program to integrate information literacy into a required undergraduate course. The article shares lessons learned about what worked and what did not as they moved through the planning, application, and assessment phases. Their collaboration offered the opportunity to make meaningful changes in the course based on what they learned from students about their anxieties regarding the research process.     

A Practical Guide to Scholarly Activity for Health Sciences Librarians

Abstract

This guide to scholarly activities provides early- and mid-career health sciences librarians with a path to immersing in scholarly activities. The four levels walk librarians through increasing stages of scholarship. Early-career librarians will begin at the first level, navigating from discovering mentors and areas of research interest to level two, publishing a resource or book review and finding their first public speaking opportunity. More experienced librarians will find where they are on the path and continue to build their scholarship all the way to conducting and publishing original research and becoming leaders in their field.     

Puzzled by communication? Playing with puzzle pieces to promote teamwork and theory understanding

Play provides an opportunity for students to learn information and concepts in an active format while facilitating different ways of learning. This puzzle activity is designed to increase student engagement, leverage different learning styles, help students make connections in communication theories, and enhance memory of important communication concepts. As an active learning exercise, play requires students to coordinate behaviors and participate in the learning process differently than through traditional lecture formats. Considering the information on active learning strategies, this activity involves using puzzle pieces labeled with theory components to help students learn each theory term and better understand how the terms work together to form the theory.

Courses: This single-class activity is appropriate for courses across the communication curriculum and is particularly well suited for classes with multi-part concepts and/or theories, including communication theory, organizational communication, interpersonal communication, persuasion, conflict communication, and the public-speaking/basic course, among others.

Objective: As a result of participating in this single-class activity, students will demonstrate understanding of key theoretical terms/concepts and how those concepts work together to inform communication theory. Further, students will work together in teams to bring in outside examples of the theory in action and practice explaining the concepts to their classmates to enhance learning and long-term memory of class concepts.     

Student Responses to Contemplative Practice in a Communication Course

This assessment project explored students' responses to contemplative exercises in a required communication course. The contemplative exercises complemented the public speaking aspect of the course, with the intent that students would feel more confident when giving presentations and that they would experience other benefits of contemplative practice. A student survey revealed that half of the students identified some of the exercises as very helpful or as practices they intended to continue. Although the results suggest that some minor changes in the exercises could be made, the contemplative component seems useful to students, in the course and beyond.     

Public speaking students’ perceptions of cheating

While cheating has been studied in a variety of academic fields little to no research has been done in the field of communication studies and more specifically in the basic public speaking classroom. This may be due in part to a false sense of security public speaking instructors feel when they observe and evaluate a student as he or she stands and delivers a speech. Instructors may assume that since the student delivers the speech the student also researched and wrote the speech. However, the results of this study indicate that students self‐report cheating on speeches and do not seem to have a clear‐cut idea about what constitutes cheating in a public speaking class.     

Will Undergraduate Students Play Games to Learn How to Conduct Library Research?

This exploratory study examines whether undergraduate students will play games to learn how to conduct library research. Results indicate that students will play games that are an integral component of the course curriculum and enable them to accomplish overall course goals at the same time they learn about library research.     

To Hybrid or Not to Hybrid,That is the Question! Incorporating VoiceThread Technology into a Traditional Communication Course

Courses: This exercise can be applied to any course or discipline, particularly those that utilize public speaking techniques, interviewing skills, or media

Objectives: ? Students will identify key concepts from course readings and deliver verbal responses to the instructor's question, photo, and/or video example.

? Students will learn to effectively communicate and organize ideas around the course readings.

? Students will engage with technology that will enhance the in-class learning experience.

? Students will produce competent communication dialogue and discussion in an asynchronous online format.

     

Research is Elementary: How Blue's Clues Can Help Teach Communication Research Methods

Objective: First, this activity is to make research fun and reduce communication students’ anxiety concerning the research methods class. Second, this activity is to create a vivid illustration of the basic characteristics of the research process, and to illustrate that the research process is non-threatening and should be thought of as a process that can be done by students. Third, this activity is to help students realize research methods are not “math,” nor are they limited to statistical analyses.

Courses: Beginning and intermediate research methods courses, as well as advanced communication courses that require students to read research articles, particularly for those classes whose students have not had a research methods course     

The Future Role of Reference Librarians:

This article seeks to explorc whether or not the basic rolc of reference librarians, that of helping people find the information they seek, will change in the future. Three trends currently affecting libraries will be discussed and their potential impact upon the fiuture role of refercnce librarians will be discussed. Economic trends, which could threaten the very existence of publicly funded libraries will be examined first. Then technological trends, which will challenge the means and methods by which librarians secure and provide information will be examined, and last, demographic trends.