Pub Date : 2022-08-12DOI: 10.1177/10776958221113153
Serena Miller
The tenure and promotion system influences whether, how, and the extent faculty members produce creative scholarship. A thematic analysis of 69 media and communication departments’ documents was carried out to systematically assess creative scholarship standards. The results showed most documents formally recognized creative scholarship and equated it to traditional research. Results showed less concreteness in comparison with traditional research standards. Artistic and professional peer review criteria such as securing awards, exhibitions, and festivals were the primary evaluative approaches. One implication is that leadership and senior faculty members need to rethink how to evaluate impact because scholars often seek to engage local nonacademics.
{"title":"The Tenure and Promotion Standards Used to Evaluate Creative Scholarship in the Media and Communication Fields","authors":"Serena Miller","doi":"10.1177/10776958221113153","DOIUrl":"https://doi.org/10.1177/10776958221113153","url":null,"abstract":"The tenure and promotion system influences whether, how, and the extent faculty members produce creative scholarship. A thematic analysis of 69 media and communication departments’ documents was carried out to systematically assess creative scholarship standards. The results showed most documents formally recognized creative scholarship and equated it to traditional research. Results showed less concreteness in comparison with traditional research standards. Artistic and professional peer review criteria such as securing awards, exhibitions, and festivals were the primary evaluative approaches. One implication is that leadership and senior faculty members need to rethink how to evaluate impact because scholars often seek to engage local nonacademics.","PeriodicalId":37361,"journal":{"name":"Journalism and Mass Communication Educator","volume":"208 1","pages":"376 - 392"},"PeriodicalIF":0.0,"publicationDate":"2022-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80517292","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-21DOI: 10.1177/10776958221108543
R. Pagano
The authors clearly care about word choice in how they title each chapter. And that translates to modeling for students the importance of word choice when writing persuasively. This is most evident in their final chapter aptly titled, “Say Something, Then Be Ready for Anything.” One notable section in this chapter addresses how to deliver social media messages. Importantly, students learn how to battle misperceptions and think critically about the impact of likes and shares. A case study within this chapter explores the popularity of the @Wendys Twitter account and its unusual approach to engagement. While most brands on social media are, as the authors put, “tepid,” Wendy’s is very much not, and screenshots of their tweets help students think about the ramifications of engagement, for better or worse. This section also offers several examples of contentious plays with rival engagement, in this case @McDonalds. While the text offers plenty of theoretical frameworks to back up various writing decisions, it does not overemphasize theory. The eyes of my nontraditional students already employed in PR agencies can sometimes glaze over when discussing theory as they have witnessed some impracticability of using “theory” on a day-to-day basis in their own agencies. This text more smoothly connects theory to action and is likely to be more palatable for professional students and perhaps graduate students in applied strategic communication programs. In my graduate strategic communications course, we recently discussed the importance of developing a personal library of management reference materials to keep on hand for PR careers. Pieces to include can range from handbooks and how-to manuals to old case studies that can be accessible in the cloud or within reach in your writing space. This is one such text students should hold onto throughout their careers. The authors genuinely communicate their passion for persuasive writing, and students will appreciate the approachability of the applied assignments.
{"title":"Book Review: News for US: Citizen-Centered Journalism, by Paula Lynn Ellis, Paul S. Voakes, and Lori Bergen","authors":"R. Pagano","doi":"10.1177/10776958221108543","DOIUrl":"https://doi.org/10.1177/10776958221108543","url":null,"abstract":"The authors clearly care about word choice in how they title each chapter. And that translates to modeling for students the importance of word choice when writing persuasively. This is most evident in their final chapter aptly titled, “Say Something, Then Be Ready for Anything.” One notable section in this chapter addresses how to deliver social media messages. Importantly, students learn how to battle misperceptions and think critically about the impact of likes and shares. A case study within this chapter explores the popularity of the @Wendys Twitter account and its unusual approach to engagement. While most brands on social media are, as the authors put, “tepid,” Wendy’s is very much not, and screenshots of their tweets help students think about the ramifications of engagement, for better or worse. This section also offers several examples of contentious plays with rival engagement, in this case @McDonalds. While the text offers plenty of theoretical frameworks to back up various writing decisions, it does not overemphasize theory. The eyes of my nontraditional students already employed in PR agencies can sometimes glaze over when discussing theory as they have witnessed some impracticability of using “theory” on a day-to-day basis in their own agencies. This text more smoothly connects theory to action and is likely to be more palatable for professional students and perhaps graduate students in applied strategic communication programs. In my graduate strategic communications course, we recently discussed the importance of developing a personal library of management reference materials to keep on hand for PR careers. Pieces to include can range from handbooks and how-to manuals to old case studies that can be accessible in the cloud or within reach in your writing space. This is one such text students should hold onto throughout their careers. The authors genuinely communicate their passion for persuasive writing, and students will appreciate the approachability of the applied assignments.","PeriodicalId":37361,"journal":{"name":"Journalism and Mass Communication Educator","volume":"7 1","pages":"99 - 101"},"PeriodicalIF":0.0,"publicationDate":"2022-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77406002","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-19DOI: 10.1177/10776958221109692
G. Perreault, D. Dimitrova
Global challenges in combating a range of issues—the coronavirus pandemic, climate change, hostility, migration, misinformation—necessitate global collaboration. The Fulbright Scholar programs provide numerous ways in which to develop the tools to support such collaboration. In this commentary, we provide an overview of the Fulbright experience, reflect on Fulbright’s potential for enhancing scholarship in journalism and mass communication, and pinpoint areas scholars should consider in applying for their own Fulbright grant. The Fulbright is an essential tool in addressing the global problems that plague our world, and this essay serves as an introduction to the Fulbright experience.
{"title":"Demystifying the Fulbright Scholarly Experience","authors":"G. Perreault, D. Dimitrova","doi":"10.1177/10776958221109692","DOIUrl":"https://doi.org/10.1177/10776958221109692","url":null,"abstract":"Global challenges in combating a range of issues—the coronavirus pandemic, climate change, hostility, migration, misinformation—necessitate global collaboration. The Fulbright Scholar programs provide numerous ways in which to develop the tools to support such collaboration. In this commentary, we provide an overview of the Fulbright experience, reflect on Fulbright’s potential for enhancing scholarship in journalism and mass communication, and pinpoint areas scholars should consider in applying for their own Fulbright grant. The Fulbright is an essential tool in addressing the global problems that plague our world, and this essay serves as an introduction to the Fulbright experience.","PeriodicalId":37361,"journal":{"name":"Journalism and Mass Communication Educator","volume":"23 1","pages":"429 - 434"},"PeriodicalIF":0.0,"publicationDate":"2022-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79297741","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-19DOI: 10.1177/10776958221107986
Sonia Kumari
objectivity” and its capacity to displace “outdated” journalistic goals of obtaining unassailable facts from reporters without motives of their own. As Mister Rogers (and Aristotle) might put it, we forget at our peril that emotions drive actions. As Painter and Wilkins demonstrate throughout, a plunge into pop culture combined with a working knowledge of virtue ethics produces nearly endless—and endlessly appealing—thought experiments to show why humans must never respond mechanically to ethical dilemmas. Painter and Williams stop short of prescribing specific lessons distilled from the pop culture portrayals they examine; readers seeking theory-based revisions to existing codes of professional conduct must look elsewhere. Instead students and scholars are urged to continue the work of probing the power of fiction to teach morality (172). It is a worthy goal, discerning how a society’s popular culture subtly but steadily instructs us to be altruistic and transparent, benevolent, and fair. Exploration almost surely will involve difficult dialogue that demands candor and grace. In an era when faculty and students alike report increasing reticence to debate freely for fear of reputation-canceling reprisal, how many of us will follow where Painter and Wilkins lead? As Emma Camp, University of Virginia student journalist, has observed, too many students holding minority opinions now claim to “self-censor” rather than risk friendlessness or low grades (The New York Times, March 7, 2022). “Our universities cannot change our social interactions,” Camp writes, adding that what campuses can insist on are policies that protect expression—perhaps needed most when the topic turns to learning to be good.
{"title":"Book Review: Designing the Social: Unpacking Social Media Design and Identity, by Harry T. Dyer","authors":"Sonia Kumari","doi":"10.1177/10776958221107986","DOIUrl":"https://doi.org/10.1177/10776958221107986","url":null,"abstract":"objectivity” and its capacity to displace “outdated” journalistic goals of obtaining unassailable facts from reporters without motives of their own. As Mister Rogers (and Aristotle) might put it, we forget at our peril that emotions drive actions. As Painter and Wilkins demonstrate throughout, a plunge into pop culture combined with a working knowledge of virtue ethics produces nearly endless—and endlessly appealing—thought experiments to show why humans must never respond mechanically to ethical dilemmas. Painter and Williams stop short of prescribing specific lessons distilled from the pop culture portrayals they examine; readers seeking theory-based revisions to existing codes of professional conduct must look elsewhere. Instead students and scholars are urged to continue the work of probing the power of fiction to teach morality (172). It is a worthy goal, discerning how a society’s popular culture subtly but steadily instructs us to be altruistic and transparent, benevolent, and fair. Exploration almost surely will involve difficult dialogue that demands candor and grace. In an era when faculty and students alike report increasing reticence to debate freely for fear of reputation-canceling reprisal, how many of us will follow where Painter and Wilkins lead? As Emma Camp, University of Virginia student journalist, has observed, too many students holding minority opinions now claim to “self-censor” rather than risk friendlessness or low grades (The New York Times, March 7, 2022). “Our universities cannot change our social interactions,” Camp writes, adding that what campuses can insist on are policies that protect expression—perhaps needed most when the topic turns to learning to be good.","PeriodicalId":37361,"journal":{"name":"Journalism and Mass Communication Educator","volume":"23 1","pages":"439 - 441"},"PeriodicalIF":0.0,"publicationDate":"2022-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81093146","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-30DOI: 10.1177/10776958221106020
Keith A. Quesenberry
After a decade of adding technology to the classroom, students asking for a laptop ban sent me on a journey of discovery. After a literature review of existing research and a semester of a no-tech policy, I found less tech, not more increases student engagement and learning. Despite more than a dozen studies over the last decade detailing the negative learning effects of laptops in the classroom, the majority of faculty believe that laptop use in class increases learning. I highlight the research findings, explain my experience with the new policy, and provide suggestions on how to attempt your own.
{"title":"Engaging the Disengaged: Implementing a No-Tech Policy After Years of Adding Tech to the Classroom","authors":"Keith A. Quesenberry","doi":"10.1177/10776958221106020","DOIUrl":"https://doi.org/10.1177/10776958221106020","url":null,"abstract":"After a decade of adding technology to the classroom, students asking for a laptop ban sent me on a journey of discovery. After a literature review of existing research and a semester of a no-tech policy, I found less tech, not more increases student engagement and learning. Despite more than a dozen studies over the last decade detailing the negative learning effects of laptops in the classroom, the majority of faculty believe that laptop use in class increases learning. I highlight the research findings, explain my experience with the new policy, and provide suggestions on how to attempt your own.","PeriodicalId":37361,"journal":{"name":"Journalism and Mass Communication Educator","volume":"357 1","pages":"339 - 347"},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82620552","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-01DOI: 10.1177/10776958221089932
{"title":"Call for Papers: Trauma Literacy in Global Journalism: Toward an Education Agenda","authors":"","doi":"10.1177/10776958221089932","DOIUrl":"https://doi.org/10.1177/10776958221089932","url":null,"abstract":"","PeriodicalId":37361,"journal":{"name":"Journalism and Mass Communication Educator","volume":"30 1","pages":"259 - 260"},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79280302","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-01DOI: 10.1177/10776958221089944
Jami A. Fullerton
{"title":"AEJMC Midwinter Live and In-Person","authors":"Jami A. Fullerton","doi":"10.1177/10776958221089944","DOIUrl":"https://doi.org/10.1177/10776958221089944","url":null,"abstract":"","PeriodicalId":37361,"journal":{"name":"Journalism and Mass Communication Educator","volume":"124 1","pages":"155 - 156"},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72648353","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-16DOI: 10.1177/10776958221097259
L. Hood
{"title":"Book Review: Selling Lies by Leslie Iwerks","authors":"L. Hood","doi":"10.1177/10776958221097259","DOIUrl":"https://doi.org/10.1177/10776958221097259","url":null,"abstract":"","PeriodicalId":37361,"journal":{"name":"Journalism and Mass Communication Educator","volume":"35 1","pages":"356 - 357"},"PeriodicalIF":0.0,"publicationDate":"2022-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73748065","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-12DOI: 10.1177/10776958221092491
R. Pagano
the marketplace promote a single point of view, then advocacy itself paints an unrealistic picture of reality and of the range of options open to individuals.
市场推广单一观点，然后宣传本身描绘了一幅现实和个人选择范围的不切实际的画面。
{"title":"Book Review: Entertaining Ethics: Lessons in Media Ethics from Popular Culture, by Chad Painter and Lee Wilkins","authors":"R. Pagano","doi":"10.1177/10776958221092491","DOIUrl":"https://doi.org/10.1177/10776958221092491","url":null,"abstract":"the marketplace promote a single point of view, then advocacy itself paints an unrealistic picture of reality and of the range of options open to individuals.","PeriodicalId":37361,"journal":{"name":"Journalism and Mass Communication Educator","volume":"25 1","pages":"437 - 439"},"PeriodicalIF":0.0,"publicationDate":"2022-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73829609","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-09DOI: 10.1177/10776958221096198
S. Tamboer, S. Daalmans, I. Molenaar, T. Bosse, M. Kleemans
To develop guidelines for more effective news literacy interventions, we conducted focus groups with early adolescents (12-15 years old) on what these interventions should be like. Participants (N = 55) discussed that motivating early adolescents is a challenge, but did provide more insight into their preferences and needs. Future interventions should be easy to find and use, make news literate behaviors more accessible, should be interactive, and should tailor the content toward the target group. Developing interventions based on these guidelines could positively influence various predictors of news literate behaviors in early adolescents, and, in turn, lead to more news literate behaviors.
{"title":"How to Increase News Literate Behaviors Via Interventions: Eight Guidelines by Early Adolescents","authors":"S. Tamboer, S. Daalmans, I. Molenaar, T. Bosse, M. Kleemans","doi":"10.1177/10776958221096198","DOIUrl":"https://doi.org/10.1177/10776958221096198","url":null,"abstract":"To develop guidelines for more effective news literacy interventions, we conducted focus groups with early adolescents (12-15 years old) on what these interventions should be like. Participants (N = 55) discussed that motivating early adolescents is a challenge, but did provide more insight into their preferences and needs. Future interventions should be easy to find and use, make news literate behaviors more accessible, should be interactive, and should tailor the content toward the target group. Developing interventions based on these guidelines could positively influence various predictors of news literate behaviors in early adolescents, and, in turn, lead to more news literate behaviors.","PeriodicalId":37361,"journal":{"name":"Journalism and Mass Communication Educator","volume":"22 1","pages":"363 - 375"},"PeriodicalIF":0.0,"publicationDate":"2022-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79094428","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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