Publication Date

10-2014

Abstract

Drawing on past pedagogical and scholarly lines of inquiry, this article advances—in a dialogic form—several questions for future research and practice in areas of communication, teaching, and learning. The dialogic form of this article offers a metamessage, inviting colleagues to consider creative approaches to inquiry and collaboration in the 21st century. The ideas and questions presented in this essay serve to push the field beyond disciplinary silos, advance research and pedagogy about teaching and learning, and offer thought-provoking insight into what scholars and practitioners who explore communication, teaching, and learning can contribute to those inside and outside of our discipline.

Author Supplied Keywords

Communication pedagogy, New directions for communication inquiry, Communication and learning, Teaching communication, Agenda setting for communication pedagogy and practice

Subjects

Communication (Thought Transfer); Educational Practices; Educational Research; Instruction; Learning;

Publication Information

Communication Education, 2014, Volume 63, Issue 4, 366-382.

© 2014 National Communication Association

Archived version is the accepted manuscript.

This is an Accepted Manuscript of an article published by Taylor & Francis in Communication Education in October, 2014, available online: 10.1080/03634523.2014.934849

DOI

10.1080/03634523.2014.934849

Peer-Reviewed

Yes

Document Type

Journal Article

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