Pub Date : 2018-12-01DOI: 10.1177/1326365X18805330
Kathryn Shine
News coverage of education has grown in prominence and influence in recent decades, as education has emerged as a key political issue throughout the world. Although education reporting has tended to be overlooked as a topic of inquiry among media studies and journalism scholars, it has increasingly been the focus of researchers in the field of education. A number of studies have made conclusions about the influence and impact of the news coverage of education, yet researchers have rarely considered how the frequently raised concerns about the nature of the coverage may be addressed. This article aims to provide some insights and recommendations based on the interviews with 25 Australian schoolteachers. The study was guided by the following research question: How do the Australian teachers perceive the news coverage of education? This article focuses on the main themes to emerge in relation to their key concerns about the nature of education reporting and their suggestions for changes and improvements. These findings are contextualized within the relevant literature, and implications and recommendations for journalism practice and journalism education are outlined.
{"title":"Reporting Education: How Can We Do It Better?","authors":"Kathryn Shine","doi":"10.1177/1326365X18805330","DOIUrl":"https://doi.org/10.1177/1326365X18805330","url":null,"abstract":"News coverage of education has grown in prominence and influence in recent decades, as education has emerged as a key political issue throughout the world. Although education reporting has tended to be overlooked as a topic of inquiry among media studies and journalism scholars, it has increasingly been the focus of researchers in the field of education. A number of studies have made conclusions about the influence and impact of the news coverage of education, yet researchers have rarely considered how the frequently raised concerns about the nature of the coverage may be addressed. This article aims to provide some insights and recommendations based on the interviews with 25 Australian schoolteachers. The study was guided by the following research question: How do the Australian teachers perceive the news coverage of education? This article focuses on the main themes to emerge in relation to their key concerns about the nature of education reporting and their suggestions for changes and improvements. These findings are contextualized within the relevant literature, and implications and recommendations for journalism practice and journalism education are outlined.","PeriodicalId":43557,"journal":{"name":"Asia Pacific Media Educator","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1326365X18805330","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46862364","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 : 2018-12-01DOI: 10.1177/1326365X18807026
Bruce Woolley
Capstone courses in undergraduate education, especially in professional schools such as journalism, usually try to teach students to think and perform like the future practitioners they intend to become. Internships, practice-based subjects, work experience courses—they all aim to bridge the students’ knowledge from the largely theoretical to the urgently practical; knowledge that will be essential in the workplace, whether it’s a doctor in a hospital, a lawyer in a courtroom or a teacher in a classroom. Shulman’s ground-breaking insight was to articulate these as Signature Pedagogies and to define them clearly in three dimensions—to think, to perform, and to act with integrity—just as experienced practitioners in the field are doing. This article contends that overseas Work Integrated Learning (WIL) courses such as those examined here, conducted by the researcher for the University of Queensland (UQ), are a Signature Pedagogy because the student participants are required to behave, think and perform ethically, just as foreign correspondents must do.
{"title":"WIL-Power: Towards a Signature Pedagogy in Journalism","authors":"Bruce Woolley","doi":"10.1177/1326365X18807026","DOIUrl":"https://doi.org/10.1177/1326365X18807026","url":null,"abstract":"Capstone courses in undergraduate education, especially in professional schools such as journalism, usually try to teach students to think and perform like the future practitioners they intend to become. Internships, practice-based subjects, work experience courses—they all aim to bridge the students’ knowledge from the largely theoretical to the urgently practical; knowledge that will be essential in the workplace, whether it’s a doctor in a hospital, a lawyer in a courtroom or a teacher in a classroom. Shulman’s ground-breaking insight was to articulate these as Signature Pedagogies and to define them clearly in three dimensions—to think, to perform, and to act with integrity—just as experienced practitioners in the field are doing. This article contends that overseas Work Integrated Learning (WIL) courses such as those examined here, conducted by the researcher for the University of Queensland (UQ), are a Signature Pedagogy because the student participants are required to behave, think and perform ethically, just as foreign correspondents must do.","PeriodicalId":43557,"journal":{"name":"Asia Pacific Media Educator","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1326365X18807026","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47752119","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 : 2018-12-01DOI: 10.1177/1326365X18812508
C. Frost
Journalism and journalism education has been through a time of massive change over the past 20 years as the media has got to grips with the technology revolution, learning how to deal with the benefits and problems that the move from analog to digital has brought. Now education needs to look to the future to predict what’s coming and to prepare teachers and students for even more change as the interface between humans and the digital world becomes ever closer. Journalism education also needs to take more seriously the need to not just train journalism students but to give them the tools to deal with a fast-moving world where things can change almost month by month. Students can now expect a career of up to 60 years duration and learning how to predict the future, deal with the latest innovations, manage change and identify what is important and what is merely transitory; a glossy distraction rather than a change in basic truths will be key skills for success. Training simply for today’s world is no longer good enough and lets our students down – students need skills for a future that will be more different than any sci-fi artefact film can imagine.
{"title":"Five Challenges Facing Journalism Education in the UK","authors":"C. Frost","doi":"10.1177/1326365X18812508","DOIUrl":"https://doi.org/10.1177/1326365X18812508","url":null,"abstract":"Journalism and journalism education has been through a time of massive change over the past 20 years as the media has got to grips with the technology revolution, learning how to deal with the benefits and problems that the move from analog to digital has brought. Now education needs to look to the future to predict what’s coming and to prepare teachers and students for even more change as the interface between humans and the digital world becomes ever closer. Journalism education also needs to take more seriously the need to not just train journalism students but to give them the tools to deal with a fast-moving world where things can change almost month by month. Students can now expect a career of up to 60 years duration and learning how to predict the future, deal with the latest innovations, manage change and identify what is important and what is merely transitory; a glossy distraction rather than a change in basic truths will be key skills for success. Training simply for today’s world is no longer good enough and lets our students down – students need skills for a future that will be more different than any sci-fi artefact film can imagine.","PeriodicalId":43557,"journal":{"name":"Asia Pacific Media Educator","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1326365X18812508","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44203658","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 : 2018-10-25DOI: 10.1177/1326365X18800080
M. Pearson, C. McMahon, A. O’Donovan
Mindfulness can be defined and adopted in many ways, from the simple act of being more thoughtful through to the use of mindfulness-based meditation for a range of purposes and ultimately through to the application of mindfulness-based frameworks such as ‘mindful journalism’ to help navigate ethical dilemmas and avoid moral injury. Each has potential application in journalism education. This article outlines the basic principles and explains the likely benefits for participants in journalism learning, teaching and research, detailing some of the key research underpinning the field and offering some examples of its application. The principal argument is that instruction in mindfulness-based meditation—and in the expanded approach of mindful journalism—has the potential to strengthen journalism graduates’ resilience, deepen their learning and shore up their moral compasses as they enter an occupation where their reporting can expose them to trauma and the upheaval in the industry can subject them to stress, burnout and other mental health challenges.
{"title":"Potential Benefits of Teaching Mindfulness to Journalism Students","authors":"M. Pearson, C. McMahon, A. O’Donovan","doi":"10.1177/1326365X18800080","DOIUrl":"https://doi.org/10.1177/1326365X18800080","url":null,"abstract":"Mindfulness can be defined and adopted in many ways, from the simple act of being more thoughtful through to the use of mindfulness-based meditation for a range of purposes and ultimately through to the application of mindfulness-based frameworks such as ‘mindful journalism’ to help navigate ethical dilemmas and avoid moral injury. Each has potential application in journalism education. This article outlines the basic principles and explains the likely benefits for participants in journalism learning, teaching and research, detailing some of the key research underpinning the field and offering some examples of its application. The principal argument is that instruction in mindfulness-based meditation—and in the expanded approach of mindful journalism—has the potential to strengthen journalism graduates’ resilience, deepen their learning and shore up their moral compasses as they enter an occupation where their reporting can expose them to trauma and the upheaval in the industry can subject them to stress, burnout and other mental health challenges.","PeriodicalId":43557,"journal":{"name":"Asia Pacific Media Educator","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1326365X18800080","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41926212","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 : 2018-10-09DOI: 10.1177/1326365X18799134
Jian Xu
In December 2013, the Propaganda Department of the Central Committee of the Chinese Communist Party (CCP) and the Ministry of Education jointly announced a nationwide ‘joint model’ between state propaganda departments and journalism schools in higher education institutions, signalling a new era for China’s journalism education. The ‘joint model’ campaign aims to enhance the party’s ideological control over journalism education in China’s highly globalized, commercialized and digitized media environment. This essay examines the political context, concrete measures, expected benefits, debate and problems of the new era of China’s journalism education.
{"title":"The Return of Ideology to China’s Journalism Education: The ‘Joint Model’ Campaign Between Propaganda Departments and Journalism Schools","authors":"Jian Xu","doi":"10.1177/1326365X18799134","DOIUrl":"https://doi.org/10.1177/1326365X18799134","url":null,"abstract":"In December 2013, the Propaganda Department of the Central Committee of the Chinese Communist Party (CCP) and the Ministry of Education jointly announced a nationwide ‘joint model’ between state propaganda departments and journalism schools in higher education institutions, signalling a new era for China’s journalism education. The ‘joint model’ campaign aims to enhance the party’s ideological control over journalism education in China’s highly globalized, commercialized and digitized media environment. This essay examines the political context, concrete measures, expected benefits, debate and problems of the new era of China’s journalism education.","PeriodicalId":43557,"journal":{"name":"Asia Pacific Media Educator","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1326365X18799134","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41493698","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 : 2018-06-01DOI: 10.1177/1326365X18780417
Lingzi Zhu, Y. Du
Using data collected in the assessment survey of a series of data journalism (DJ) training activities in Hong Kong, this study compares participants’ learning activities. These participants consist of students, scholars and professionals from diverse academic backgrounds. The findings show that significant differences exist between learners with journalism-related backgrounds and those with science backgrounds. Compared with journalism majors, during the activities, science majors interact with others more and get more practice; they also gain more theoretical and practical outcomes alongside higher levels of learning enjoyment. Interviews with journalism majors indicate that lack of fundamental knowledge, time and support in practice brings difficulties to their DJ learning. Suggestions for an interdisciplinary approach to journalism education were also collected through interviews, which include more information on DJ, a deeper level of interdisciplinary interaction and more interactions with the industry. Survey and in-depth interviews are both used in this research to provide references for DJ students and instructors.
{"title":"Interdisciplinary Learning in Journalism: A Hong Kong Study of Data Journalism Education","authors":"Lingzi Zhu, Y. Du","doi":"10.1177/1326365X18780417","DOIUrl":"https://doi.org/10.1177/1326365X18780417","url":null,"abstract":"Using data collected in the assessment survey of a series of data journalism (DJ) training activities in Hong Kong, this study compares participants’ learning activities. These participants consist of students, scholars and professionals from diverse academic backgrounds. The findings show that significant differences exist between learners with journalism-related backgrounds and those with science backgrounds. Compared with journalism majors, during the activities, science majors interact with others more and get more practice; they also gain more theoretical and practical outcomes alongside higher levels of learning enjoyment. Interviews with journalism majors indicate that lack of fundamental knowledge, time and support in practice brings difficulties to their DJ learning. Suggestions for an interdisciplinary approach to journalism education were also collected through interviews, which include more information on DJ, a deeper level of interdisciplinary interaction and more interactions with the industry. Survey and in-depth interviews are both used in this research to provide references for DJ students and instructors.","PeriodicalId":43557,"journal":{"name":"Asia Pacific Media Educator","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1326365X18780417","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46363019","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 : 2018-06-01DOI: 10.1177/1326365X18780418
A. Weiss, J. Retis
Journalism programs today face the need to train their students in the latest applications and tools - including data journalism techniques. Despite several classes and programs available in this subject area (Berret & Phillips, 2016), students are not actively enrolling in such classes. Using an epistemological approach and Actor-Network Theory (Latour, 2005), this exploratory study of US journalism students identifies some key perceptions that highlight potential barriers to entry for enrollment in such courses.
{"title":"‘I Don’t Like Maths, That’s Why I am in Journalism’: Journalism Student Perceptions and Myths about Data Journalism","authors":"A. Weiss, J. Retis","doi":"10.1177/1326365X18780418","DOIUrl":"https://doi.org/10.1177/1326365X18780418","url":null,"abstract":"Journalism programs today face the need to train their students in the latest applications and tools - including data journalism techniques. Despite several classes and programs available in this subject area (Berret & Phillips, 2016), students are not actively enrolling in such classes. Using an epistemological approach and Actor-Network Theory (Latour, 2005), this exploratory study of US journalism students identifies some key perceptions that highlight potential barriers to entry for enrollment in such courses.","PeriodicalId":43557,"journal":{"name":"Asia Pacific Media Educator","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1326365X18780418","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43603203","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 : 2018-06-01DOI: 10.1177/1326365X18765530
L. Burns, B. Matthews
When journalists publish work based on data, they often appear to be working with secondary sources, such as leaked internal corporate communications or information derived from publicly available Internet sources. However, they are relying on a source of information that varies greatly from other secondary sources. Among the differences is the process by which the data is verified, particularly given that datasets are often very large and unprocessed. How, for example, does a journalist determine the authenticity of data such as The Paradise Papers, the largest leak in history, where more than 13.4 million files revealed the workings of the tax haven industry? The issue of authenticity is further complicated by the processes journalists use to prepare data for delivery to a wide audience. In this article, the authors describe how the model of critical reflection (Sheridan Burns, 2002, 2013) can be used to develop data literacy in first year journalism students as the first step in developing their sense of efficacy in dealing with the complexities of data journalism. Using a scenario based on a large, easily accessible dataset, the authors provide a model through which students can come to understand working with data as a core journalism skill. The model draws on Schon’s (1983) theory of reflective practice, which posits that professionals think by doing and on what Schon calls ‘the conversations we have with ourselves’.
{"title":"First Things First: Teaching Data Journalism as a Core Skill","authors":"L. Burns, B. Matthews","doi":"10.1177/1326365X18765530","DOIUrl":"https://doi.org/10.1177/1326365X18765530","url":null,"abstract":"When journalists publish work based on data, they often appear to be working with secondary sources, such as leaked internal corporate communications or information derived from publicly available Internet sources. However, they are relying on a source of information that varies greatly from other secondary sources. Among the differences is the process by which the data is verified, particularly given that datasets are often very large and unprocessed. How, for example, does a journalist determine the authenticity of data such as The Paradise Papers, the largest leak in history, where more than 13.4 million files revealed the workings of the tax haven industry? The issue of authenticity is further complicated by the processes journalists use to prepare data for delivery to a wide audience. In this article, the authors describe how the model of critical reflection (Sheridan Burns, 2002, 2013) can be used to develop data literacy in first year journalism students as the first step in developing their sense of efficacy in dealing with the complexities of data journalism. Using a scenario based on a large, easily accessible dataset, the authors provide a model through which students can come to understand working with data as a core journalism skill. The model draws on Schon’s (1983) theory of reflective practice, which posits that professionals think by doing and on what Schon calls ‘the conversations we have with ourselves’.","PeriodicalId":43557,"journal":{"name":"Asia Pacific Media Educator","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1326365X18765530","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44872705","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}
{"title":"Book review: An Nguyen (ed). News Numbers and Public Opinion in a Data-driven World","authors":"Kayt Davies","doi":"10.1177/1326365X18764777","DOIUrl":"https://doi.org/10.1177/1326365X18764777","url":null,"abstract":"An Nguyen (ed). News Numbers and Public Opinion in a Data-driven World. London: Bloomsbury, 2018, 288 pp., US £96 (hardcover) and US £82.94 (Ebook).","PeriodicalId":43557,"journal":{"name":"Asia Pacific Media Educator","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1326365X18764777","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46164810","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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