Pub Date : 2021-09-15DOI: 10.1177/10776958211043050
Mia Moody-Ramirez
{"title":"Book Review: PR Women With Influence: Breaking Through the Ethical and Leadership Challenges (AEJMC—Peter Lang Scholarsourcing Series), by Juan Meng and Marlene S. Neill","authors":"Mia Moody-Ramirez","doi":"10.1177/10776958211043050","DOIUrl":"https://doi.org/10.1177/10776958211043050","url":null,"abstract":"","PeriodicalId":37361,"journal":{"name":"Journalism and Mass Communication Educator","volume":"76 1","pages":"140 - 142"},"PeriodicalIF":0.0,"publicationDate":"2021-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81063040","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 : 2021-09-07DOI: 10.1177/10776958211044885
J. L. Nelson, S. Edgerly
Journalism stakeholders increasingly believe that they need to better understand the news audience to accomplish their goals. Our study explores the extent to which this “audience turn” has unfolded in the education of future journalists. Drawing on data collected from course syllabi from leading journalism schools throughout the United States, we find that few journalism courses include aspects focused on news audiences. Those that include readings and/or assignments relating to news audiences maintain a narrow focus on audience metrics. We conclude by discussing what these trends mean for the future of journalism and the audience gap in journalism education.
{"title":"The (Ir)Relevance of Audience Studies in Journalism Education","authors":"J. L. Nelson, S. Edgerly","doi":"10.1177/10776958211044885","DOIUrl":"https://doi.org/10.1177/10776958211044885","url":null,"abstract":"Journalism stakeholders increasingly believe that they need to better understand the news audience to accomplish their goals. Our study explores the extent to which this “audience turn” has unfolded in the education of future journalists. Drawing on data collected from course syllabi from leading journalism schools throughout the United States, we find that few journalism courses include aspects focused on news audiences. Those that include readings and/or assignments relating to news audiences maintain a narrow focus on audience metrics. We conclude by discussing what these trends mean for the future of journalism and the audience gap in journalism education.","PeriodicalId":37361,"journal":{"name":"Journalism and Mass Communication Educator","volume":"130 1","pages":"177 - 189"},"PeriodicalIF":0.0,"publicationDate":"2021-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74589707","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 : 2021-08-28DOI: 10.17265/2160-6579/2021.04.002
SONG Jinzhou
{"title":"China’s Minnowbrook Conference: The Review of “Chinese Theories, Chinese Stories and Chinese Solutions” Initiated by China Case Study Journal Alliance","authors":"SONG Jinzhou","doi":"10.17265/2160-6579/2021.04.002","DOIUrl":"https://doi.org/10.17265/2160-6579/2021.04.002","url":null,"abstract":"","PeriodicalId":37361,"journal":{"name":"Journalism and Mass Communication Educator","volume":"55 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90865252","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 : 2021-08-28DOI: 10.17265/2160-6579/2021.04.003
Na Wang
{"title":"The Teaching Reform of Ideological and Political Courses in Colleges Under the Background of Informatization","authors":"Na Wang","doi":"10.17265/2160-6579/2021.04.003","DOIUrl":"https://doi.org/10.17265/2160-6579/2021.04.003","url":null,"abstract":"","PeriodicalId":37361,"journal":{"name":"Journalism and Mass Communication Educator","volume":"29 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76185667","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 : 2021-08-28DOI: 10.17265/2160-6579/2021.04.001
Alexander T. Rosete
{"title":"Ready or Not: Quezon City Mayor Joy Belmonte and Her Crisis Response Strategy During the COVID-19 Pandemic","authors":"Alexander T. Rosete","doi":"10.17265/2160-6579/2021.04.001","DOIUrl":"https://doi.org/10.17265/2160-6579/2021.04.001","url":null,"abstract":"","PeriodicalId":37361,"journal":{"name":"Journalism and Mass Communication Educator","volume":"2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88269335","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 : 2021-08-25DOI: 10.1177/10776958211026176
Téwodros W. Workneh, Mei-Chen Lin
Higher education institutions in the United States resorted to remote instruction after the disruption caused by the coronavirus (COVID-19) pandemic. The disjointed nature of this transition of managing the academic crisis needs to be critically engaged. By examining the experiences of global communication faculty at a midsize Midwestern university, this study attempts to reflect on the circumstances, challenges, and some unexpected outcomes of the phenomenon. Based on testimonies generated from the authors’ experiences and interviews conducted with instructors, the study outlines lessons learned from the adoption of media technology and offers insights on reimagining global communication pedagogy in the post-pandemic period.
{"title":"Teaching Global Communication During COVID-19: Challenges, Mitigation, and Lessons Learned","authors":"Téwodros W. Workneh, Mei-Chen Lin","doi":"10.1177/10776958211026176","DOIUrl":"https://doi.org/10.1177/10776958211026176","url":null,"abstract":"Higher education institutions in the United States resorted to remote instruction after the disruption caused by the coronavirus (COVID-19) pandemic. The disjointed nature of this transition of managing the academic crisis needs to be critically engaged. By examining the experiences of global communication faculty at a midsize Midwestern university, this study attempts to reflect on the circumstances, challenges, and some unexpected outcomes of the phenomenon. Based on testimonies generated from the authors’ experiences and interviews conducted with instructors, the study outlines lessons learned from the adoption of media technology and offers insights on reimagining global communication pedagogy in the post-pandemic period.","PeriodicalId":37361,"journal":{"name":"Journalism and Mass Communication Educator","volume":"25 1","pages":"489 - 502"},"PeriodicalIF":0.0,"publicationDate":"2021-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78035386","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 : 2021-08-25DOI: 10.1177/10776958211022485
Julianna Kirschner
As a result of the coronavirus disease 2019 (COVID-19) pandemic, college and university faculty have been tasked with moving their courses toward online modalities with minimal notice. This environment challenged faculty in unique ways, but the need for transparency and communication became more important than ever. To improve the student experience, faculty should consider adapting their strategies to accommodate the online space. Using critical analysis, this piece addresses specific steps faculty can take to improve the transition toward online teaching. These steps include increased access to the instructor and online learning materials, adapting course materials and syllabi, and acceptance of perceived failure.
{"title":"Transparency in Online Pedagogy: A Critical Analysis of Changing Modalities","authors":"Julianna Kirschner","doi":"10.1177/10776958211022485","DOIUrl":"https://doi.org/10.1177/10776958211022485","url":null,"abstract":"As a result of the coronavirus disease 2019 (COVID-19) pandemic, college and university faculty have been tasked with moving their courses toward online modalities with minimal notice. This environment challenged faculty in unique ways, but the need for transparency and communication became more important than ever. To improve the student experience, faculty should consider adapting their strategies to accommodate the online space. Using critical analysis, this piece addresses specific steps faculty can take to improve the transition toward online teaching. These steps include increased access to the instructor and online learning materials, adapting course materials and syllabi, and acceptance of perceived failure.","PeriodicalId":37361,"journal":{"name":"Journalism and Mass Communication Educator","volume":"51 1","pages":"439 - 447"},"PeriodicalIF":0.0,"publicationDate":"2021-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90449689","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 : 2021-08-25DOI: 10.1177/10776958211022564
Carrie Reif-Stice, Sarah Smith-Frigerio
Major disruptions to traditional academic learning have occurred since the onset of the COVID-19 pandemic, as most higher education institutions have shifted to online or hybrid course delivery. This virtual shift has significant implications for service-learning. In this study, we explored the impact of virtual service-learning on public relations instructors and community partners. Interview respondents described challenges to virtual service-learning related to the pandemic but also noted unanticipated benefits, such as creativity and resilience. In addition, community partners and public relations instructors recommended a heightened focus on communication, flexibility, and adaptability to ensure successful virtual service-learning experiences for students and organizations.
{"title":"Communication, Flexibility, and Resilience: Navigating the Shift to Virtual Service-Learning During COVID-19","authors":"Carrie Reif-Stice, Sarah Smith-Frigerio","doi":"10.1177/10776958211022564","DOIUrl":"https://doi.org/10.1177/10776958211022564","url":null,"abstract":"Major disruptions to traditional academic learning have occurred since the onset of the COVID-19 pandemic, as most higher education institutions have shifted to online or hybrid course delivery. This virtual shift has significant implications for service-learning. In this study, we explored the impact of virtual service-learning on public relations instructors and community partners. Interview respondents described challenges to virtual service-learning related to the pandemic but also noted unanticipated benefits, such as creativity and resilience. In addition, community partners and public relations instructors recommended a heightened focus on communication, flexibility, and adaptability to ensure successful virtual service-learning experiences for students and organizations.","PeriodicalId":37361,"journal":{"name":"Journalism and Mass Communication Educator","volume":"152 1 1","pages":"477 - 488"},"PeriodicalIF":0.0,"publicationDate":"2021-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80403142","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 : 2021-08-25DOI: 10.1177/10776958211025199
Hanan Badr, Sara S. Elmaghraby
The article critically examines how faculty in journalism and mass communication perceive the Covid-19 impact on higher education in Egypt. Using an online survey (N = 135) and 14 in-depth interviews in spring–summer 2020, the article contextualizes the faculty’s ambivalent perceptions within the diffusion of innovation theory. The article bridges a gap in the existing literature by localizing this disrupted delivery in relation to the broader challenges and opportunities for diffusion of digital innovations in higher education. The results nuance the debate on digital education beyond a techno-determinist focus on digital skills to encompass societal awareness of regional and culture-specific digital inequalities.
{"title":"How Higher Education Faculty in Egypt Perceive the Effects of Covid-19 on Teaching Journalism and Mass Communication: Perspectives From the Global South","authors":"Hanan Badr, Sara S. Elmaghraby","doi":"10.1177/10776958211025199","DOIUrl":"https://doi.org/10.1177/10776958211025199","url":null,"abstract":"The article critically examines how faculty in journalism and mass communication perceive the Covid-19 impact on higher education in Egypt. Using an online survey (N = 135) and 14 in-depth interviews in spring–summer 2020, the article contextualizes the faculty’s ambivalent perceptions within the diffusion of innovation theory. The article bridges a gap in the existing literature by localizing this disrupted delivery in relation to the broader challenges and opportunities for diffusion of digital innovations in higher education. The results nuance the debate on digital education beyond a techno-determinist focus on digital skills to encompass societal awareness of regional and culture-specific digital inequalities.","PeriodicalId":37361,"journal":{"name":"Journalism and Mass Communication Educator","volume":"53 1","pages":"394 - 411"},"PeriodicalIF":0.0,"publicationDate":"2021-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75996023","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 : 2021-08-25DOI: 10.1177/10776958211038152
Ingrid Sturgis, Yanick Rice Lamb
When the COVID-19 pandemic of 2020 hit, historically black colleges and universities were among the thousands of higher education institutions forced to pivot to online teaching. The pandemic has led to profound changes in social interaction and organization in postsecondary education. The pandemic required that institutions respond with “emergency eLearning” or remote learning protocols, moving quickly from face-to-face, in-person classes to online learning systems. This move disproportionately impacted HBCUs, which traditionally serve low-income, first-generation students, many of whom lack access to needed resources and technology. This article examines how communications programs at HBCUs have fared in the emergency move to online teaching while serving an at-risk population for the coronavirus. It will discuss the pedagogical approach and process by which these primarily ACEJMC-accredited journalism programs moved courses online and attempted to train hundreds of faculty to teach online within days of expanding lockdown orders in mid-March through the end of 2020. This exploratory research focuses on 10 HBCUs, including all eight ACEJMC-accredited HBCU journalism and communication programs.
{"title":"Pivot! Teaching Communications Online During COVID-19","authors":"Ingrid Sturgis, Yanick Rice Lamb","doi":"10.1177/10776958211038152","DOIUrl":"https://doi.org/10.1177/10776958211038152","url":null,"abstract":"When the COVID-19 pandemic of 2020 hit, historically black colleges and universities were among the thousands of higher education institutions forced to pivot to online teaching. The pandemic has led to profound changes in social interaction and organization in postsecondary education. The pandemic required that institutions respond with “emergency eLearning” or remote learning protocols, moving quickly from face-to-face, in-person classes to online learning systems. This move disproportionately impacted HBCUs, which traditionally serve low-income, first-generation students, many of whom lack access to needed resources and technology. This article examines how communications programs at HBCUs have fared in the emergency move to online teaching while serving an at-risk population for the coronavirus. It will discuss the pedagogical approach and process by which these primarily ACEJMC-accredited journalism programs moved courses online and attempted to train hundreds of faculty to teach online within days of expanding lockdown orders in mid-March through the end of 2020. This exploratory research focuses on 10 HBCUs, including all eight ACEJMC-accredited HBCU journalism and communication programs.","PeriodicalId":37361,"journal":{"name":"Journalism and Mass Communication Educator","volume":"5 1","pages":"123 - 139"},"PeriodicalIF":0.0,"publicationDate":"2021-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91246654","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：