ABSTRACT This study focuses on the critical role instructional communication plays in effective risk and crisis communication. More specifically, we examined efforts made by the United States’ swine industry to teach biosecurity practices in response to the African Swine Fever virus, a highly contagious novel disease. To do so, researchers interviewed 14 research, veterinary, and extension specialists to assess the swine industry’s capacity to function as a community of practice (CoP). Strategies were coded under the three major functions of CoPs: mutual engagement, shared repertoire, and joint negotiation. Respondents indicated that the industry was successful primarily because they engaged in effective instructional communication as a learning CoP to create a clear shared repertoire and negotiate consistent messages to teach better biosecurity practices among diverse people and facilities. Although the goal of biosecurity remains the same—maintaining a line of separation between infected areas and uninfected areas—the means for achieving it may differ among locations and the instructional strategies for achieving it must be tailored for diverse populations to achieve the desired affective, cognitive, and behavioral learning outcomes. Implications for instructional communication research to address other risk situations and crisis events are also proposed.

中文翻译：

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实践社区作为危机期间教学交流的提供者

摘要 本研究侧重于教学沟通在有效的风险和危机沟通中所起的关键作用。更具体地说，我们研究了美国养猪业在教授生物安全实践以应对非洲猪瘟病毒（一种高度传染性的新型疾病）方面所做的努力。为此，研究人员采访了 14 名研究、兽医和推广专家，以评估养猪业作为实践社区 (CoP) 的能力。战略根据 CoP 的三个主要功能进行编码：相互接触、共享曲目和联合谈判。受访者表示，该行业的成功主要是因为他们作为学习 CoP 进行了有效的教学交流，以创建清晰的共享曲目并协商一致的信息，以便在不同的人和设施之间教授更好的生物安全实践。尽管生物安全的目标保持不变——在感染区和未感染区之间保持一条分隔线——实现它的方法可能因地点而异，实现它的教学策略必须针对不同的人群量身定制，以实现所需的情感、认知，以及行为学习成果。还提出了对解决其他风险情况和危机事件的教学传播研究的影响。尽管生物安全的目标保持不变——在感染区和未感染区之间保持一条分隔线——实现它的方法可能因地点而异，实现它的教学策略必须针对不同的人群量身定制，以实现所需的情感、认知，以及行为学习成果。还提出了对解决其他风险情况和危机事件的教学传播研究的影响。尽管生物安全的目标保持不变——在感染区和未感染区之间保持一条分隔线——实现它的方法可能因地点而异，实现它的教学策略必须针对不同的人群量身定制，以实现所需的情感、认知，以及行为学习成果。还提出了对解决其他风险情况和危机事件的教学传播研究的影响。