Second life first hand: a teacher perspective

The professional landscape in public relations is changing as new communication and social networking technologies are integrated into day-to-day professional practice. Whilst adoption of such technologies by public relations practitioners is certainly on the increase, their use can still be regarded as limited and application experimental to some degree. However, few could argue that these technologies will be increasingly important to public relations practice in coming years.
In this context, public relations educators must strive to deliver a contemporary curriculum reflective of industry expectations and best practice principles but which also provides students with exposure to new communication contexts and technologies.

The advent of persistent virtual worlds generated by Massively Multiplayer Online Role Playing Games (MMORPGs) and Collaborative Virtual Environments (CVEs) offer new realms for public relations practitioners and educators alike. Virtual worlds potentially provide public relations educators with novel but relevant training grounds for their students. These 3D worlds offer dynamic and authentic learning environments which have the capability to foster deep learning and engender a sense of community within a student cohort in a way that many computer-mediated classrooms sadly lack.

This paper will present the experiences of two tertiary educators’ journey towards a conceptual understanding of the persistent virtual world, Second Life, from a teacher perspective. The paper argues that the successful adoption of new online technologies like Second Life need not be inhibited by preferences for technology or prior ICT skills as long as teaching staff are given the necessary support and training by their institutions coupled with opportunity for familiarisation and experimentation.

Feminine Bravery: The Girl's Realm (1898–1915) and the Second Boer War

With the advent of the Second Boer War in 1899, The Girl’s Realm incorporated heroism within its production of English femininity by presenting images of wartime girlhood where girls understood their roles and responsibilities as supporters of the war effort. Nonetheless, the representations of feminine bravery in the magazine are complex and somewhat ambiguous. Although the magazine encourages heroism in a variety of forms, its contributors betray a tendency to fall back onto traditional domestic models of bravery. Thus the Boer War was pivotal in depictions of girls’ bravery, yet it also limited that bravery.