ABSTRACT
This chapter discusses common forms of pedagogy and offers a description of a signature pedagogy that provides students with opportunities to understand those values and ways of generating and applying knowledge within a field. Some publications on communication pedagogy have connected explicitly with the scholarship of teaching and learning movement since the 1990s. From various approaches there is a cosigning, or countersigning, of pedagogic initiatives to help students explore processes of thinking, researching, and analyzing the forms of theory and practice. The renewal of a multidisciplinary field, in a changing world of communications, depends on giving students imaginative reasons to engage in its practices. Mass communication research complemented political-economics studies of factors such as media ownership and concentration, national and international markets for media, and political support for, and regulation of, media and communications. The relation of academic studies to wider media and communication practices creates challenges for both curriculum design and pedagogy.
