<p> This thesis investigates how Generation iY students perceive that social media and / or texting technology has influenced their ability to track and comprehend the subtleties of face-to-face communication within an academic setting. Generation iY is defined as those born between the years 1982 to 2004. Also involved in this study are members of the faculty and staff that teach Generation iY. The theories being applied and examined in this study include, Postman's Technology Ecology, McLuhan's Media Ecology, and Ong's Orality and Literacy. These theories while addressing different aspects of technological change, all agree that the change is all encompassing with every advancement in technology. The study consisted of four focus groups. Two groups consist of Generation iY, and two groups of faculty and staff. Comparative analysis was utilized to point out the similarities and differences between the focus groups. This study has revealed that while Generation iY said that they prefer face to face communication; they are intimidated, fearful of judgment, overwhelmed, and lack the sense of responsibility that is inherent with face-to-face communication. They find social media and texting a more comfortable means of communication because it requires less effort and minimizes consequences. The quotes given by the Generation iYers in this study are in accord with what Elmore (2010), writes about them, Generation iY is isolated yet connected. Generation iY has an overdeveloped attachment to their peer group via social media. The faculty of Generation iY cites this as a major reason why Generation iY struggle with critical thinking. Weiler (2004), supports these concerns as she indicates that they gather information for the wrong reasons. They use critical thinking in order to prove their beliefs right to their peer group instead of trying to find answers to problems.</p>

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2008. / Source: Dissertation Abstracts International, Volume: 69-11, Section: A, page: 4236. Adviser: Daniel J. Walsh. Includes bibliographical references (leaves 161-169) Available on microfilm from Pro Quest Information and Learning.

Master of Arts / Department of Speech Communication, Theatre, and Dance / LeAnn Brazeal / Though communication and learning theory suggest that human interaction is a key component that could enhance both processes, little has been done to incorporate these findings into the basic public speaking course. This study is an attempt to develop a dialogic approach for teaching the introductory college public speaking course. Through the incorporation of standardized analytic grading rubrics, instructor feedback prior to the public speaking performance, peer workshops, and peer evaluations of performances, a process-centered teaching approach is developed that has the potential to increase cognitive learning, improve the quality of student speeches, and increase the consistency between public speaking sections. After implementing this teaching approach for one semester, the results showed an increase in cognitive learning but no improvement in the quality of student speeches or grading consistency. However, a review of other research and the qualitative data collected in this study suggest that there might be greater impacts than could be seen here and that this approach needs to be developed and implemented over a longer period of time for its effects to be fully seen.

This study provides an examination and application of heterotopic dérive, a concept that combines spatial theories originated by Foucault and psychogeographical methods advocated by the Situationists, as enacted within theatrical performance spaces. The first chapter reviews theories related to space, place, and heterotopias, as well as the psychogeographical methods of the Situationists, particularly the dérive. The literature review is augmented with accounts of my experiences of serendipitous heterotopic dérive over a period of several years as a cast member in, or a technical director for, theatrical productions in the Department of Communication Studies Black Box Theatre. Based on the review, I postulate that heterotopic dérive is a potentially valuable phenomenon that performance studies scholar/artists can utilize consciously in the rehearsal process for mounting theatrical performances. To test this proposition, I worked collaboratively with a theatrical cast to craft a devised performance, Desire Lines, with a conscious effort to engender heterotopic dérive in the process of creating the performance. This performance served as the basis for the second chapter of the study, which analyzes and discusses of the results of that investigation. This project enhances understanding of the significance of the places and spaces in which performers practice their craft, and argues for the potential of recognizing and utilizing the agency of heterotopic spaces such as the Black Box.

No description available.

No description available.

No description available.

No description available.

No description available.

No description available.