Pub Date : 2018-06-01DOI: 10.1177/1326365X18767460
Kayt Davies
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Pub Date : 2018-05-14DOI: 10.1177/1326365X18772359
C. Murthy
The article is an overview of the growing concerns about escalating violence against journalists in India and a matching lack of interest in Indian academy to understand the various implications of such violence—both pedagogically and sociologically. The fact that about six journalists were killed in a span of two to three months—September–November 2017—speaks volume about the magnitude of the problem in India—the world’s largest democracy that has the largest volume of media presence. By far, the safety and security of journalists was never part of a serious debate among Indian media houses or Indian journalism education except by way of expressing a symbolic condolence whenever a journalist was killed in action. Although Indian academy has displayed abject ignorance of this important component of journalists’ training despite the UNESCO proposing a model curriculum for safety of journalists at University level in 2007, the media industry which runs its own media schools in India to train its recruits is never concerned about the safety and security of the journalists. Using the methodology adopted by the Freedom House in its report on Freedom of Press (2016) for determining the varied ways in which the pressure was laid on the objective flow of information, the present study throws light on several dimensions involved in evolving a pedagogy for the ‘safety and security of journalists’ from sociological perspectives.
{"title":"Safety and Security of Journalists: Yet Awaiting Intervention from Indian Academy and Industry","authors":"C. Murthy","doi":"10.1177/1326365X18772359","DOIUrl":"https://doi.org/10.1177/1326365X18772359","url":null,"abstract":"The article is an overview of the growing concerns about escalating violence against journalists in India and a matching lack of interest in Indian academy to understand the various implications of such violence—both pedagogically and sociologically. The fact that about six journalists were killed in a span of two to three months—September–November 2017—speaks volume about the magnitude of the problem in India—the world’s largest democracy that has the largest volume of media presence. By far, the safety and security of journalists was never part of a serious debate among Indian media houses or Indian journalism education except by way of expressing a symbolic condolence whenever a journalist was killed in action. Although Indian academy has displayed abject ignorance of this important component of journalists’ training despite the UNESCO proposing a model curriculum for safety of journalists at University level in 2007, the media industry which runs its own media schools in India to train its recruits is never concerned about the safety and security of the journalists. Using the methodology adopted by the Freedom House in its report on Freedom of Press (2016) for determining the varied ways in which the pressure was laid on the objective flow of information, the present study throws light on several dimensions involved in evolving a pedagogy for the ‘safety and security of journalists’ from sociological perspectives.","PeriodicalId":43557,"journal":{"name":"Asia Pacific Media Educator","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1326365X18772359","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49356252","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 : 2018-05-13DOI: 10.1177/1326365X18768308
C. Graham
As a case study, this article will illustrate how a project-based approach has addressed some of the challenges of embedding data journalism content into courses at a small Australian university. It will also identify some of the associated limitations and difficulties. Since 2013, Bond journalism students have undertaken five collaborative data-driven investigations, with a sixth underway in 2018. The project-based approach encourages resilience, creative problem-solving and minimizes students’ aversion to maths and statistics while empowering students to produce industry-standard work in an area of inexperience and discomfort. However, it is a reasonably resource-intensive approach and would be difficult to replicate in a larger cohort.
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Pub Date : 2018-05-09DOI: 10.1177/1326365X18768134
G. Fuller
Journalism is conventionally taught through a ‘teaching hospital’ type model involving a set of tacit professional skills largely developed through experience (Anderson, Glaisyer, Smith, & Rothfeld, 2011). This article reports on the approach taken to adapt data journalism pedagogy for a digital campaigning unit in a journalism course. The main focus is building confidence with developing relevant technical skills in what Davies and Cullen (2016) describe as ‘quantitative literacy’. Although there is a range of ways to approach the turn to ‘data journalism’ (Coddington, 2015), teaching aspects of data and computational journalism with students can be difficult as the focus on technical and math skills contravenes the self-identity of journalism students as writers or similar (Nguyen & Lugo-Ocando, 2015). Meyer and Land’s (2005) pedagogical theory of the ‘threshold concept’ is used to think through the affective aspects of a practical exercise for developing ‘data confidence’. Journalism has long attracted students with a social justice orientation and who want to ‘make a difference’ (Vromen, 2016), and challenging students to appreciate the social change context of online engagement is often sufficient to enthuse a student into developing technical skills. The example explored here should be useful for journalism educators in other contexts approaching the common challenge of working with students to develop ‘data confidence’.
{"title":"Enthusiasm for Making a Difference: Adapting Data Journalism Skills for Digital Campaigning","authors":"G. Fuller","doi":"10.1177/1326365X18768134","DOIUrl":"https://doi.org/10.1177/1326365X18768134","url":null,"abstract":"Journalism is conventionally taught through a ‘teaching hospital’ type model involving a set of tacit professional skills largely developed through experience (Anderson, Glaisyer, Smith, & Rothfeld, 2011). This article reports on the approach taken to adapt data journalism pedagogy for a digital campaigning unit in a journalism course. The main focus is building confidence with developing relevant technical skills in what Davies and Cullen (2016) describe as ‘quantitative literacy’. Although there is a range of ways to approach the turn to ‘data journalism’ (Coddington, 2015), teaching aspects of data and computational journalism with students can be difficult as the focus on technical and math skills contravenes the self-identity of journalism students as writers or similar (Nguyen & Lugo-Ocando, 2015). Meyer and Land’s (2005) pedagogical theory of the ‘threshold concept’ is used to think through the affective aspects of a practical exercise for developing ‘data confidence’. Journalism has long attracted students with a social justice orientation and who want to ‘make a difference’ (Vromen, 2016), and challenging students to appreciate the social change context of online engagement is often sufficient to enthuse a student into developing technical skills. The example explored here should be useful for journalism educators in other contexts approaching the common challenge of working with students to develop ‘data confidence’.","PeriodicalId":43557,"journal":{"name":"Asia Pacific Media Educator","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1326365X18768134","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45613380","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 : 2018-05-09DOI: 10.1177/1326365X18768135
T. Nirmala, I. Aram
This study examines how the environment is represented in images in India’s two main national newspapers, The Times of India and The Hindu, in the calendar years 2014 and 2015. Photographs and infographics were taken for the analysis as they are frequently observed images in the newspapers. Using content analysis, manifest content of the images was analysed. Later, visual discourse analysis was used to find the inherent meaning present in the images of the environment. In this study, infographics have been subjected to a detailed analysis. The findings show that the images of climate change, biodiversity and water scarcity themes were most frequently found. Adverse impacts were well represented in newspapers such as the graphical information of global CO2 emissions, dipping levels of reservoirs and groundwater, and threats to the ecosystems. The Times of India used more of graphics with textual information as part of infographics and The Hindu used more of statistical data. Though The Times of India and The Hindu employ infographic artists besides graphic designers, infographics were scarce compared to photographs. Data journalism is the way of the future, and the newspapers should strive more to help public understand scientific and ethical aspects of an environmental problem better.
{"title":"Environmental Images in Indian Newspapers","authors":"T. Nirmala, I. Aram","doi":"10.1177/1326365X18768135","DOIUrl":"https://doi.org/10.1177/1326365X18768135","url":null,"abstract":"This study examines how the environment is represented in images in India’s two main national newspapers, The Times of India and The Hindu, in the calendar years 2014 and 2015. Photographs and infographics were taken for the analysis as they are frequently observed images in the newspapers. Using content analysis, manifest content of the images was analysed. Later, visual discourse analysis was used to find the inherent meaning present in the images of the environment. In this study, infographics have been subjected to a detailed analysis. The findings show that the images of climate change, biodiversity and water scarcity themes were most frequently found. Adverse impacts were well represented in newspapers such as the graphical information of global CO2 emissions, dipping levels of reservoirs and groundwater, and threats to the ecosystems. The Times of India used more of graphics with textual information as part of infographics and The Hindu used more of statistical data. Though The Times of India and The Hindu employ infographic artists besides graphic designers, infographics were scarce compared to photographs. Data journalism is the way of the future, and the newspapers should strive more to help public understand scientific and ethical aspects of an environmental problem better.","PeriodicalId":43557,"journal":{"name":"Asia Pacific Media Educator","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1326365X18768135","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65375108","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 : 2018-05-09DOI: 10.1177/1326365X18766767
Sue M Green
Journalism educators recognize the need to prioritize teaching data journalism to ensure their students are industry-ready, particularly given the exponential growth in data, data availability, collection and analysis. However, research indicates that falling staff numbers and skill levels, lack of available sessional expertise and insufficient room in existing course curricula are among the problems faced in accommodating data journalism. This article outlines the efforts of Swinburne University of Technology’s journalism programme to meet these challenges and the solutions implemented. The programme staff sought expertise through their existing international contacts and within their own university but also reached beyond the silos of their own department and faculty into computer science disciplines. The outcome means students in a programme which promotes its practical nature and industry-experienced staff will be taught by staff with data analytics expertise but limited journalism experience. This has, however, opened up the possibilities for collaboration between the analytics and journalism staff members and a team approach to the teaching of data journalism.
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Pub Date : 2018-05-01DOI: 10.1177/1326365X18769395
P. Bradshaw
This commentary draws on a decade’s experience of teaching data journalism within a variety of contexts to describe the lessons learned regarding different pedagogical techniques and choices about the aspects of data journalism to teach. What emerges is a difference between classes aimed at a general audience, who might be sceptical and/or ignorant of the diversity of data journalism practice and those aimed at a more specialist audience aiming to go into the increasing numbers of roles dedicated to data-driven techniques.
{"title":"Data Journalism Teaching, Fast and Slow","authors":"P. Bradshaw","doi":"10.1177/1326365X18769395","DOIUrl":"https://doi.org/10.1177/1326365X18769395","url":null,"abstract":"This commentary draws on a decade’s experience of teaching data journalism within a variety of contexts to describe the lessons learned regarding different pedagogical techniques and choices about the aspects of data journalism to teach. What emerges is a difference between classes aimed at a general audience, who might be sceptical and/or ignorant of the diversity of data journalism practice and those aimed at a more specialist audience aiming to go into the increasing numbers of roles dedicated to data-driven techniques.","PeriodicalId":43557,"journal":{"name":"Asia Pacific Media Educator","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1326365X18769395","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42009561","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 : 2018-04-19DOI: 10.1177/1326365X18764779
Grant Hannis
This case study details how a postgraduate journalism programme in New Zealand uses a short, focused module to introduce students to the basic concepts and practices of data journalism. The students consider and reflect upon the examples of published data journalism and work through an example of data visualization. While some areas for improvement are suggested, a survey of the students reveals they are generally satisfied with the module.
{"title":"Teaching Data Journalism in New Zealand","authors":"Grant Hannis","doi":"10.1177/1326365X18764779","DOIUrl":"https://doi.org/10.1177/1326365X18764779","url":null,"abstract":"This case study details how a postgraduate journalism programme in New Zealand uses a short, focused module to introduce students to the basic concepts and practices of data journalism. The students consider and reflect upon the examples of published data journalism and work through an example of data visualization. While some areas for improvement are suggested, a survey of the students reveals they are generally satisfied with the module.","PeriodicalId":43557,"journal":{"name":"Asia Pacific Media Educator","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1326365X18764779","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45603104","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 : 2017-11-02DOI: 10.1177/1326365X17736579
A. Kruger
The University of Hong Kong’s (HKU) ‘Cyber News Verification Lab’ was founded in June 2016, as a focused, experiential project developing undergraduates’ online verification skills. It has been hailed as ‘ahead of the curve’ in online and social media fact-checking education by the industry’s pioneering social media open source technologists and verification experts. In September 2016, Meedan (a founding partner of First Draft News including Google News Labs) joined the experiment by providing access and technical support to their open source verification platform called ‘Check’. The project led to a significant increase in the quality of verification techniques and critical thinking actions by students. This article discusses the curriculum design and initial findings from the Cyber News Verification Lab implemented into news literacy courses at HKU in Semester 2, 2016–2017. The article also outlines current developments towards a news literacy verification rating scale—that arose from measures created by the instructor to assess student outcomes from the experiential project.
{"title":"Ahead of the e-Curve in Fact Checking and Verification Education: The University of Hong Kong’s Cyber News Verification Lab Leads Verification Education in Asia","authors":"A. Kruger","doi":"10.1177/1326365X17736579","DOIUrl":"https://doi.org/10.1177/1326365X17736579","url":null,"abstract":"The University of Hong Kong’s (HKU) ‘Cyber News Verification Lab’ was founded in June 2016, as a focused, experiential project developing undergraduates’ online verification skills. It has been hailed as ‘ahead of the curve’ in online and social media fact-checking education by the industry’s pioneering social media open source technologists and verification experts. In September 2016, Meedan (a founding partner of First Draft News including Google News Labs) joined the experiment by providing access and technical support to their open source verification platform called ‘Check’. The project led to a significant increase in the quality of verification techniques and critical thinking actions by students. This article discusses the curriculum design and initial findings from the Cyber News Verification Lab implemented into news literacy courses at HKU in Semester 2, 2016–2017. The article also outlines current developments towards a news literacy verification rating scale—that arose from measures created by the instructor to assess student outcomes from the experiential project.","PeriodicalId":43557,"journal":{"name":"Asia Pacific Media Educator","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1326365X17736579","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46821333","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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