Environmental Issues: Farmers' Perceptions About Usefulness Of Informational And Orgranizational Sources

Abstract

The public, governmental agencies and the scientific community have recently expressed concerns about the effects of agricultural practices on the environment and the quality of life in general. During the past several years, numerous researchers have attempted to address these and related concerns. However, most of the proposed solutions address the effects of agricultural practices on the environment rather than the solutions to such problems through educational efforts. Perhaps the most important factor often ignored is educating farmers about environmental issues. Against this backdrop, the national task force on extension priorities included water quality as one of eight key issues for extension programming (Extension Service/USDA, 1988). Furthermore, water quality has been listed as the number one priority for fiscal year 1992 by the national committees on extension, agricultural research and northeast regional council (Joint Council on Food and Agriculture, 1990). Extension educators are concerned about how to deliver efficient and effective educational information on environmental issues.

Iowa Corn and Soybean Producers' Use of Communication Channels

“…The results support previous literature showing that the best way to communicate with producers is through a variety of communication channels (Boone & Zenger, 2001;Bruening et al, 1992;Creswell, 1990;Dollisso & Martin, 1999;Kotile & Martin, 2000;Lasley et al, 2001;Richardson & Mustian, 1994;Rollins et al, 1991;Suvedi et al, 1999;Trede & Whitaker, 1998). Extension educators and communicators should target the use of communication methods discussed in this study according to how producers use each method (Bouare & Bowen, 1990;Radhakrishna et al, 2003;Richardson & Mustian, 1994;Rollins, 1993).…”

Before it Hits the Fan: Pre-Crisis Beef Producer Information Source Preferences

“…Bruening (1991) reported Iowa farmers also preferred field demonstrations and county and local meetings as useful communication methods when learning about environmental issues. In a later study by Bruening, Radhakrislma, and Rollins (1992), the same preference was shown by Pennsylvania farmers for methods including demonstrations, tours, or on-farm consults when seeking to learn information about the environment. The least favored methods were those with minimal interaction, for example home study or computer assisted instruction.…”

Perceptions Regarding Selected Educational Strategies used by Extension Educators

“…However, the diversity in personal beliefs and value systems of individual extension educators may potentially define individual convictions, perceptions, attitudes and behaviors (Schauber 2001). The importance of perceptions in relation to attitudes towards major agricultural issues is reflected by the number of studies that have been conducted globally in agricultural education (Blezek and Dillon 1991;Bruening, Radhakrishna and Rollins 1992;Chizari, Lindner and Zoghie 1999;Farouque and Takeya 2007).…”