Communications & Capacity Building: Exploring Clues from the Literature For Rural Community Development
Bibliographic record
Abstract
It almost goes without saying that communication lies at the root of all human development, in any context. Thus, capacity building for rural development takes place in the context of communication practices and processes. Historically, much rural development has taken place through communication in terms of education through university extension programs, radio and other traditional media, and perhaps most importantly, through the communal ties which are created and fostered by face-to-face communication. In today’s world, rural development is also becoming increasingly tied into new information and communication technologies (ICTs) such as the internet. Further, an examination of the literature surrounding rural development and capacity building reveals that in virtually all of it communication is inextricably involved in the process. The literature also provides some important clues as to why those involved in rural development for the new rural economy in a North American context need to pay attention to existing and potential communication tools and practices (or the lack thereof) when building capacity in their communities. With this end in mind, this article will present an overview of the literature concentrating on the following ideas: communication as a framework of oil, glue, and web; communication and capacity building, i.e., the role of communication in enhancing capacity and the capacities that good communications creates; participatory communications strategies; and communications capacity and conflict resolution in rural communities. While looking at literature concerning both the developed and developing world, the emphasis will be upon work which has a direct rural North American application. Finally, the article will discuss what this foregrounding of communication means in concrete terms to Canadian rural communities caught in the midst of global economic shifts, i.e., those trying to engage and sustain themselves in the New Rural Economy
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.008 | 0.013 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.008 | 0.013 |
| Science and technology studies | 0.014 | 0.033 |
| Scholarly communication | 0.011 | 0.018 |
| Open science | 0.002 | 0.009 |
| Research integrity | 0.005 | 0.007 |
| Insufficient payload (model declined to judge) | 0.005 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".