WorldCat Identities

Littlefield, Robert S. 1952-

Overview
Works: 33 works in 66 publications in 1 language and 1,298 library holdings
Genres: History  Juvenile works 
Roles: Editor, Author, Contributor, Other
Publication Timeline
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Most widely held works by Robert S Littlefield
Risk and crisis communication : navigating the tensions between organizations and the public by Robert S Littlefield( )

9 editions published between 2015 and 2017 in English and Undetermined and held by 799 WorldCat member libraries worldwide

This book applies relational dialects to risk and crisis communication in order to explain how agencies and organizations navigate tensions with stakeholders and the public during high-stress situations. Littlefield and Sellnow's novel use of this interpersonal theory, which conceptually describes how couples negotiate tensions as they maintain their relationship, is exemplified through seven case studies that each focus on one common tension
Forensics in America : a history by Michael D Bartanen( Book )

4 editions published between 2013 and 2014 in English and held by 306 WorldCat member libraries worldwide

"Here is the story of the process by which competitive speech and debate evolved in the United States during the 20th Century. This authoritative history shows how forensics, as practiced in the United States, was an uneasy fusion of contradictory premises that began as a significant part of the tradition of American public address: The need for preparing students to participate in democratic governance in conflict with a student's need to express personal and competitive impulses. Forensics represented a push and pull between an activity simultaneously considered to be both a public and a private good. The book identifies the themes and trends of American forensics within an overarching chronological framework; reveals the impact of American forensics on the communication discipline, as well as America's social and educational systems; concentrates on the elements of social history that contributed to organizational development, leadership, and politics; and, provides a base line reflecting the influences of both American culture in particular, and western culture in general, for cross-cultural comparisons between processes and effects of forensics as a form of education. While intrinsically valuable as part of a comprehensive understanding of the history of higher education in the United States in the 20th Century, Forensics in America: A History is significant in providing a context for understanding the role forensics may play in the 21st Century. The book expands the study of American public address, focuses on the pedagogy of forensics training, and explores cultural dimensions of forensics activities."--Publisher's description
Effective risk communication : a message-centered approach by Timothy L Sellnow( Book )

9 editions published between 2008 and 2009 in English and Undetermined and held by 104 WorldCat member libraries worldwide

Helps in constructing a communication based approach to risk communication. This book establishes a message-centered focus to risk communication. It identifies the complex audience expectations for risk messages, and introduces a model of best practices for effective risk communication
Voices on the prairie : bringing speech and theatre to North Dakota by Robert S Littlefield( Book )

4 editions published in 1998 in English and held by 35 WorldCat member libraries worldwide

KIDSPEAK : an innovative activity program for children by Kathy M Littlefield( Book )

4 editions published in 1988 in English and held by 4 WorldCat member libraries worldwide

Kidspeak, intended to promote the development of effective communication and critical thinking skills in children at the elementary and middle school levels, is an independently funded extra-curricular program providing a variety of relatively brief communication activities in a multi-disciplinary context. The program was developed and completed its first year of operation in both the Fargo (nd) and Moorhead (mn) areas. Materials were developed so that any teacher, regardless of experience in communication or critical thinking skills, could use them, and so that children would enjoy them. Six month-long units included: (1) basic public speaking skills; (2) oral reading; (3) creative expression and storytelling; (4) informing and persuading others; (5) argumentation and debate; and (6) communication etiquette. Instruction took place in small groups or individually. Though attrition over the six-month program was substantial, reactions to kidspeak from administrators, teachers, parents, and children were positive. (An appendix contains four sample lessons from four different units.) (Sr)
Lessons learned about protecting America's food supply( Book )

2 editions published in 2005 in English and held by 4 WorldCat member libraries worldwide

Judging oral interpretation events by Robert S Littlefield( Book )

2 editions published in 1987 in English and held by 4 WorldCat member libraries worldwide

Cutting and presenting an oral interpretation script by Steven J Fetzik( Book )

1 edition published in 1992 in English and held by 4 WorldCat member libraries worldwide

Debate Instruction at the Elementary School Level An Opportunity To Build Legitimacy by Robert S Littlefield( Book )

2 editions published in 1989 in English and held by 3 WorldCat member libraries worldwide

An educational program called KIDSPEAK was designed to teach oral communication skills to children in grades three through six in four public and private school districts in Fargo, North Dakota and Moorhead, Minnesota. Topics which have been taught include: basic public speaking skills; oral reading; listening; creative expression and storytelling; speaking with a purpose; communication etiquette; and speaking and working in groups. A unit on debate was also introduced and widely accepted. Four areas of debate were identified as being most important for children to understand: debate format; asking questions and responding to questions in debate; the use of evidence in debate; and practicing the art of debate. Each of these areas was divided into six lessons or activities. At the end of the month the parents came to listen to their children debate and were very pleased that their children could master the debate concepts. The children were praised for what they accomplished individually and competition was not stressed. By starting debate at an early age, children can invest time and energy to learn and master some of the basic concepts of the activity. The two key factors involved in offering debate for children are (1) finding a teacher who is intrested in the activity and (2) locating a curriculum that is appropriate. (Two appendixes containing the table of contents from the KIDSPEAK program and six lessons about asking questions in debate are attached.) (MG)
National Forensic Honorary Organizations and the "National" Tournaments How Do They Relate? by Robert S Littlefield( Book )

2 editions published in 1989 in English and held by 2 WorldCat member libraries worldwide

A study was conducted to begin the process of determining the preferences of coaches and/or teams for attending specific national debate tournaments. Ninety-six respondents participated in the study either through an oral survey or a follow-up questionnaire administered at two different national tournaments. The subjects included the directors of forensics, the coach in attendance, and five students unaccompanied by a coach. Respondents provided factors influencing their decisions to attend particular national tournaments which were grouped into 10 reasons: manner of qualification, availability of funding, quality of the tournament, tradition of attending the tournament, location of the tournament, professional affiliation of the coach or program, educational value of participating in the tournament, preference of the students involved, time when the tournament was held, and enjoyment of the coach and students when attending the tournament. Conclusions suggested that while the national tournaments sponsored by forensic honorary organizations ranked second most preferred, the reasons why they might be preferred (tradition, professional affiliation of the coach and/or program, educational value, preference of the student, and enjoyment) were not among the reasons identified. (Twelve tables of data are included.) (Author/MG)
Competitive Live Discussion The Effective Use of Nonverbal Cues by Robert S Littlefield( Book )

1 edition published in 1983 in English and held by 2 WorldCat member libraries worldwide

Verbal and nonverbal dimensions of communication are a vital part of competitive group discussion. Specific nonverbal elements that have been found useful in competitive group discussion include environment, proxemics, kinesics, objectics, and chronemics. For example, equalizing arrangements for the discussion in the best area of a room enhances the environment and places a minimum amount of attention on this variable. The physical distance between members is another important variable, influencing the perceived status and power of members and the weight given to their ideas. An area over which discussants have the most control is kinesics or gestures. By encouraging another discussant with positive facial expressions or discouraging participation with scowls or negative expressions, a group member can influence the kind of interaction that occurs in a round. Objectics, or the dress and personal accessories of a speaker, indicate those individuals with status and power in a group. A final nonverbal dimension is the impact of clocks and time upon the kind of discussion that occurs in a round. All of these elements can influence a judge's perception. To become active and effective members of a discussion, students should consider each of these nonverbal dimensions. (HOD)
The Use of the Undergraduate Student in Tournament Management Some Ethical Considerations by Robert S Littlefield( Book )

1 edition published in 1985 in English and held by 2 WorldCat member libraries worldwide

To determine the extent of the involvement of undergraduates in speech tournament management, a survey was sent to 230 Directors of Forensics at schools with a Pi Kappa Delta affiliation. Most of the 102 respondents indicated that they use undergraduates when running a speech tournament but that concerns about utilizing undergraduates do exist. Major areas of concern are scheduling, tabulation, ballot distribution/checking, and judging--because students may lack the experience and the maturity to exercise ethical judgment. However, since it is almost impossible to run a tournament using only faculty members, steps must be taken to improve the quality of undergraduates involved. A curriculum should be established to educate undergraduates regarding tournament management. Also, opportunities should be provided at the high school and college level to give students practical experience in tournament management. If these steps are taken, the overall quality of future forensics coaches will be improved. Furthermore, more tournaments may exist if the coach does not have to run the tournament alone. (Tables of findings are included.) (DF)
Tournament Management via Interactive Video Communication Systems: Models and Motives by Robert S Littlefield( Book )

2 editions published in 1990 in English and held by 2 WorldCat member libraries worldwide

In response to tighter school budgets and improved technology, a two-way interactive video was successfully used to provide an alternative "delivery system" for forensic competition. Two university sites were selected to organize and host an interactive video speech and debate tournament for area high school students. The program was completed quickly and efficiently. The speaking order in the individual events moved from hearing all the contestants from one site to all the contestants at the other site. Managers at each site were able to communicate with each other between speeches and at the end of the rounds via telephone. The judges' rankings and ratings were also communicated over the telephone, and a fax machine transmitted the overall result sheets between sites. Managers' noted less physical strain at this tournament compared with regular tournaments, primarily because the interactive video setting took place in one room and minimized the normal "housekeeping" items. Moreover, the tournament managers were able to observe the students in actual competition, a benefit usually only experienced by debate coaches. This type of forensic tournament appears to hold great potential as a supplement to traditional tournament schedules. (Two appendixes containing descriptions of the electronic classroom and interactive video network system are attached.) (Keh)
"What's your point"? : a four-step guide to success for young speakers by Kathy M Littlefield( Book )

1 edition published in 1990 in English and held by 2 WorldCat member libraries worldwide

A Comparison of Tabulation Methods at Two National Individual Events Tournaments: The Afa-Niet and the Nfa Ie Nationals by Robert S Littlefield( Book )

2 editions published in 1986 in English and held by 2 WorldCat member libraries worldwide

Comparing the manner in which contestants' scores were tabulated at both the 1985 American Forensic Association National Individual Events Tournament (afa-niet) and National Forensic Association Individual Events Nationals (nfa-ien), a study (1) examined whether a correlation exists between contestants placing in the quarterfinals with five ranks/five ratings (5r/5r) and those who would have placed with six ranks/six ratings (6r/6r), and (2) replicated an analysis suggesting that the afa-niet practice of dropping the low rank and low rating did not significantly alter the group of contestants who would have advanced if all six ranks and ratings had been used. The results of the 1985 nfa-ien and the afa-niet were recalculated using 6r/6r to determine the correlation. Results supported the previous study, indicating that similar groups would have advanced using 6r/6r in the calculation as did using 5r/5r. While contestants advancing to the quarterfinals in each contest were not significantly different, results showed that more were affected by the inclusion of 6r/6r at the nfa-ien. Findings also showed that there was a greater shift in contestants' overall rankings at the nfa-ien. (Statistical tables are included.) (Jd)
The Forensic Participation Course What Is It Really For? by Robert S Littlefield( Book )

1 edition published in 1984 in English and held by 2 WorldCat member libraries worldwide

A study was conducted to determine (1) what active forensic coaches currently perceive to be the purpose of forensic participation courses, (2) the difficulties they have had in reaching their course goals, and (3) what they think the purpose of the courses should be. Data were collected from coaches at 130 schools with active forensic programs. Results indicated that the initial motivation for the development of a participation course was the effort of coaches to academically reward students who compete on forensic teams. The coaches defined their courses to include preparation, practice, on-campus activities, and competition, and reported experiencing a number of difficulties--generally grouped into the areas of time, content, and commitment. Suggestions for improving the course included providing objectives, creating a syllabus, offering content that is instructional, offering practice sessions, creating both competitive and noncompetitive opportunities, and developing an appropriate method of evaluation. (FL)
The Ex-Director as a Forensics Administrator by Robert S Littlefield( Book )

1 edition published in 1991 in English and held by 2 WorldCat member libraries worldwide

When directors of forensics stop coaching and travelling with their teams, they often seek other roles to enable them to continue their affiliation with forensic activities. A closer look at five commonly held assumptions about the motivation of ex-directors shows that: (1) after active coaching ends, ex-directors do take on different roles in forensics; (2) ex-directors usually want to maintain contact with forensics; (3) directors cannot perform all tasks as effectively as they would like, so they often wait until after active coaching to pursue different roles; (4) forensic administration is actually not different after active coaching ends; and (5) active coaching is often the "villain" forcing directors out of the activity. There are benefits in having the "non-travelling" director function as an administrator. Ex-directors can assist the coach by assuming responsibility for planning, organizing, leading, and controlling the program, and for increasing support for forensics among other faculty. Forensics suffers significantly when forensics directors, with their years of experience, disappear from the activity after active coaching ends. Directors being able to continue involvement without travelling or coaching offers three benefits to the activity: delegating management to ex-directors allows more time for coaches to work with students; programs could enjoy institutional stability by having a liaison; and additional support for the program could be garnered through regular contacts with representatives from the business and professional community. (Pra)
Student Predictions of Judge Bias Illusion or Reality? by Robert S Littlefield( Book )

1 edition published in 1987 in English and held by 2 WorldCat member libraries worldwide

This study was designed to determine forensics students' ability to predict accurately how judges they knew from previous tournaments would rank them in rounds of competitive individual events. The study examined the following hypotheses: (1) contestants can predict how they will do in rounds of competition; and (2) contestants in prepared oral interpretation or public speaking events are more likely to predict successfully their ranking than are contestants in limited preparation events. Fifty-seven contestants of the American Forensic Association's National Individual Events Tournament, all of whom were familiar with a tournament judge, predicted their rank from that judge in a given section of the tournament. After matching their predictions with the actual rankings received from the judges, a t-test analysis generally indicated a significant difference between prediction and actual rankings, with contestants tending to predict higher rankings than they actually received. Neither hypothesis was supported by the data: students were not good predictors of their rankings, and contestants in prepared events were not better predictors than those in limited preparation events. Moreover, knowing a judge did not help the contestants' ability to predict their ranking. Since one justification for eliminating the low rank and low rating at national forensic tournaments rests on the premise that students can predict when they will receive a low ranking from a judge they know (contributing to psychological distress), this study suggests that the procedure is unnecessary. (JG)
The Rhetoric of Balance An Analysis of Selected Speeches by Anwar El-Sadat by Robert S Littlefield( Book )

2 editions published in 1987 in English and held by 2 WorldCat member libraries worldwide

Anwar el-Sadat's speaking style became a key factor in his ability to maintain a balance between the goals essential to Egypt's future and the position taken by Israelis in the settlement of the Mideast conflict. Three speeches (two addressing the Egyptian National Assembly, one the Israeli Knesset) were examined to explore the rhetorical choices Sadat made as he addressed different cultural audiences. The study shows that as Egypt's position improved, Sadat's use of ornate language increased, and as he became more powerful and important in the settlement of the Mideast conflict, his speeches contained more personal references and fewer impersonal references to Israel as the "enemy." Sadat's ethos in Israel grew as a result of his speeches and his decision to address the Israelis in person. He balanced his personal philosophy with the points of view held by his separate audiences, and he was thereby able to pursue peace despite external Arab opposition. Sadat's rhetoric differed vastly from that of other Arab leaders, who espoused violence and total elimination of the Israeli state, preferring war to communication. (AEW)
University Administrators and Forensics What Do the Officials Think about the Activity? by Robert S Littlefield( Book )

1 edition published in 1988 in English and held by 2 WorldCat member libraries worldwide

To identify and interpret some of the attitudes toward and levels of support for competitive forensic activities on college campuses, a study surveyed the chief administrative officer at every institution identified in the Speech Communication Association's 1988 Directory (339 of the 1,100 surveys mailed were completed). Questions concerned past and current funding of debate and individual events teams, perceived barriers to and benefits of forensic programs, and personal assessments over the value of forensics. Analysis suggested that the number of debate and individual events programs has declined. Although the majority of administrators indicated that having forensic teams was important, data were not conclusive as to whether these personal feelings of value translated into faculty positions or funding. A large "no response" rate for questions requesting information about faculty positions and budget sources and levels restricted the analysis of this area. (Eight tables of data are included.) (MM)
 
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Effective risk communication : a message-centered approach
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Voices on the prairie : bringing speech and theatre to North Dakota
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English (49)