Relevant bibliographies by topics / Journalism education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Journalism education'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Journalism education"

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Majstorović, Dunja, and Dina Vozab. "The transformation of normative approaches to journalism in Croatian academic literature from socialism to post-socialism." Politička misao 58, no. 2 (May 5, 2021): 7–32. http://dx.doi.org/10.20901/pm.58.2.01.

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This paper shows changes in the normative expectations of journalism through‎ an analysis of articles published in Croatian scientific journals about journalism‎ in three time periods: socialism, the transition period, and the period of‎ democratic consolidation. Using qualitative content analysis we identify a‎ total of fifteen themes related to journalism (journalistic norms, regulation,‎ sensationalism, investigative journalism, journalism and PR, organizational‎ aspects, war reporting, technological aspects, gender and journalism, media‎ freedom, democratic aspects, economic aspects, journalism education, the‎ function of journalism in a political system, and the history of journalism) and‎ nine normative roles for journalists ( gatekeeper, social-political worker, public‎ sphere promoter, watchdog, commercial role, emancipatory role, neutral‎ disseminator, advocacy role, defender of democracy). We used quantitative‎ content analysis to analyze the distribution of themes and roles. The results‎ show no unambiguous perception of journalism in academic papers during the‎ different time periods as is generally assumed in the literature on ‎media democratization and the media in transitional countries in general.
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Richardson, Nick. "Fake News and Journalism Education." Asia Pacific Media Educator 27, no. 1 (May 2, 2017): 1–9. http://dx.doi.org/10.1177/1326365x17702268.

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In a contested information environment, the phrase ‘fake news’ represents the existential challenge to journalists dealing with an audience losing its faith in what journalism does. The traditional role of the Fourth Estate and the responsibilities to inform and keep those in power accountable, are now constantly undermined by a determined counter-offensive that purports to show ‘truth’ and ‘accuracy’ are pliable concepts in the hands of the mainstream media. Journalism educators have to confront this dilemma head-on and affirm within the classroom the priority of the basic tenets of the job – not just reporting accurately and capturing balance, but committing to a process of verification that shows the rigour behind the best kind of journalism. This embrace of traditional journalism’s foundation skills is at the heart of re-establishing the credibility of the job, initially with students, and then, with the community.
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Brikše, Inta. "Changes in journalism versus changes in journalism education." Žurnalistikos Tyrimai 2 (January 1, 2009): 98–122. http://dx.doi.org/10.15388/zt/jr.2009.2.76.

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This paper is focused on journalism education in the context of changes in journalism, the professionalization of journalism, and the study programmes that are offered by universities. The author has relied on self-evaluation reports from three study programmes in Latvia, the Evaluation commission final reports, and the things which students themselves have had to say about theirknowledge and skills in comparison to what is needed to work as a journalist. Keywords: journalism, education, professional standards.
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Hanusch, Folker. "Moulding Industry's Image: Journalism Education's Impact on Students' Professional Views." Media International Australia 146, no. 1 (February 2013): 48–59. http://dx.doi.org/10.1177/1329878x1314600108.

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Long-running debates over the value of university-based journalism education have suffered from a lack of empirical foundation, leading to a wide range of assertions from both those who see journalism education playing a crucial role in moulding future journalists and those who do not. Based on a survey of 320 Australian journalism students from six universities across the country, this study provides an account of the professional views held by these future journalists. Findings show that students hold broadly similar priorities in their role perceptions – albeit to different intensities from working journalists. The results point to a relationship between journalism education and the way in which students' views of journalism's watchdog role and its market orientation change over the course of their degree – to the extent that, once they are near completion, students have been moulded in the image of industry professionals.
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Anderson, C. W. "The Sociology of the Professions and the Problem of Journalism Education." Radical Teacher 99 (May 28, 2014): 62–68. http://dx.doi.org/10.5195/rt.2014.108.

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As part of this special issue on the occupations and the sociology of the professions, this article probes how the complexities of journalism's professional status play out in pedgagically in the classroom. The author argues that the current turmoil in journalism, and in journalism education, cannot be attributed to technology alone or economics alone but are a part of a deeper, older professional uncertainty amongst journalists. The author concludes wth an argument that the liberal arts should play a greater role in the education of 21st century journalists.
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Vukić, Tijana. "Journalism Education and Fake News." Medijska istraživanja 26, no. 2 (January 25, 2021): 77–99. http://dx.doi.org/10.22572/mi.26.2.4.

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This article offers a scholarly review of the literature and research on journalism education and fake news from an international and a local (Croatian) perspective. The purpose of this paper is to examine the connection between the education for journalists as a scholarly and academic discipline (as well as a teaching practice) and the issues caused by fake news in the digital age of mass media. Based on a comprehensive critical conceptual analysis of the body of knowledge available on the subject, it was determined that there is a diverse discussion about the status of journalism education regarding fake news. In that context, fake news has so far been internationally researched from several angles – curriculum content, journalism students, journalism and media studies, journalism practice, media audience, etc. When addressing the issue of education of journalists and fake news, three streams can be singled out. The first and most voluminous one refers to the systematic formal or additional education regarding media and information literacy. The next one refers to various changes related to the higher education system for the education of journalists, but without any concrete propositions for system reconstruction or upgrading. The last one advocates providing additional professional education to employed journalists. From the local perspective, even though only two articles suggest journalism education as a solution for the problems caused by fake news, based on thorough research it can be concluded that fake news and journalism education are not yet topics of interest among communication scholars in Croatia.
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Cohen, Jeremy, and Herbert J. Gans. "Journalism, Journalism Education, and Democracy." Journalism & Mass Communication Educator 59, no. 1 (March 2004): 21–170. http://dx.doi.org/10.1177/107769580405900103.

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Bromley, Michael, Howard Tumber, and Barbie Zelizer. "Journalism education." Journalism: Theory, Practice & Criticism 2, no. 3 (December 2001): 251–54. http://dx.doi.org/10.1177/146488490100200302.

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Hamilton, John Maxwell. "Journalism Education." Journalism & Mass Communication Educator 69, no. 3 (July 17, 2014): 289–300. http://dx.doi.org/10.1177/1077695814542935.

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Opiniano, Jeremaiah M. "A two-nation Asian phenomenological study: Roles and purposes of graduate journalism education through the lens of global journalism." Pacific Journalism Review : Te Koakoa 23, no. 2 (October 17, 2017): 26–50. http://dx.doi.org/10.24135/pjr.v23i2.27.

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This phenomenological study sought to describe the essence of the roles and purposes of graduate journalism education through the eyes of 16 Asian students from three graduate journalism schools in Japan and the Philippines. This article is anchored in the theory of reflective practice. Responses of students produced a Bridge of Traits of Graduate Journalism Education that illustrates these roles and purposes of graduate studies. This Bridge of Traits also entered into the theory-and-practice discussions, not to mention that this bridge represents respondents’ efforts to connect their personal, academic and professional milieus and aspirations as journalists. Making these connections is done within the realm of journalism’s theory-practice continuum, which, as respondents surprisingly articulated, is important, complementary and applicable. Respondents’ views offer hope that university-based journalism programmes can run viable graduate journalism programmes implementing several elements in pedagogy and substance that espouse a spirit of critical reflective practice in journalists. They aspire to new perspectives and approaches in the teaching, study and practice of journalism.
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Dissertations / Theses on the topic "Journalism education"

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Pearson, Mark L. "The new 'multi-journalism': Journalists' and educators' perceptions of the influences of the internet upon journalism and its implications for journalism education." Thesis, Queensland University of Technology, 1999. https://eprints.qut.edu.au/36583/1/T%28ED%29%20323_Digitised%20Thesis.pdf.

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This work uses grounded theory methodology to develop a theory of the Internet's influences upon journalism and its implications for journalism education. It sets out to address research questions asking what journalists' and educators' electronic discussions reveal about the influences of the Internet upon journalism and what the implications of this might be for journalism education. Sub-questions ask how the Internet's influences upon journalism might be categorised and, further, ask what new tasks and practices journalists have adopted in their work as a result of the use of the Internet. The literature review reveals scholarship in the field has developed rapidly during the course of the study, however while much of the research has targeted specific ·phenomena in the journalism I Internet I education interface, there has been a dearth of literature attempting to synthesise the three in a holistic theorybuilding exercise such as this. Certainly, there have been no attempts to use a grounded theory approach to the analysis of electronic discussion list data in building such theory. The data upon which the analysis is based are the discussions about journalism practice and journalism education on four electronic discussion lists during a nine week period in 1997. The 1217 messages posted to the lists were sorted according to their relevance to the research questions and the 629 messages selected were coded and sorted using the NUD.IST qualitative research software and analysed in accordance with grounded theory procedures recommended by Strauss (1987) and Strauss and Corbin (1990). The study illustrates that the Internet has had a major influence upon journalism which has important implications for journalism education. The thesis presents a descriptive categorisation of the Internet's influences upon journalism. The Internet's actual influences upon journalism are identifiable and numerous, and include 169 new journalistic tasks and practices. The influences are so profound in some respects that they force a re-evaluation of journalism and its purpose. The influences of the Internet upon the context in which journalism is practised and upon the practice of journalism are momentous. They represent the emergence of an endeavour which, while retaining many of the characteristics of journalism as it has been known, is too fragmented, multi-dimensional and multi-purposed to continue to be classified as such, a notion which has profound implications for journalism education and necessitate a review of its aims and practices. The term "Multi-Journalism" has been coined to describe this new manifestation of journalism as an occupation. Numerous opportunities for further research have been identified, covering all three domains addressed in the thesis: the context in which journalism is practised, the practice itself, and the implications of Internet influences for journalism education.
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French, Nora. "How do you educate a journalist? : the competing discourses of journalism education." Thesis, University of Sheffield, 2005. http://etheses.whiterose.ac.uk/14878/.

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This research is concerned with the curriculum in an area of professional education, that of journalism. Competing concepts of journalism and journalism education exist which have led to variety and some confusion in the structure and content of educational programmes. The research investigates the beliefs and values underlying the two main undergraduate degree programmes in journalism in Ireland, at Dublin City University and the Dublin Institute of Technology, with the aim of gaining a better understanding of the issues involved. The study is set in the context of the more general debates on journalism education and professional education. As the topic is to do with meaning and language, a discourse analysis approach was used, specifically the method of critical discourse analysis developed in the work of Fairclough. This approach entails a comprehensive, multi-layered analysis starting from a small amount of data or core texts. The data used were documents. The brief published descriptions of the two courses served as the core texts; the analysis of which was further tested through examining documents detailing the course modules and course rationale. The third layer of analysis looked at the usage of the concepts in texts from the wider journalistic and educational contexts in which the courses were developed. Discrepancies were found in the concepts of journalism and journalism education within and between the texts at the different levels of analysis. There were differences in the perception of journalism as distinct from or part of the media in general, differences in the nuances attached to its role, and differences as to whether its status is that of a profession. The two curricula studied exemplify the two common journalism education models which are difficult to place within the conventional models of professional education. The findings of the study are discussed in so far as they have implications for practice.
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Donsbach, Wolfgang. "Journalism as the new knowledge profession and consequences for journalism education." Sage, 2014. https://tud.qucosa.de/id/qucosa%3A35511.

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The article starts with observations about an increasing marginalization of professional journalism in public communication. This development is mainly driven by two factors, decreasing interest in the public sphere and increasing selective exposure. Based on these observations, the author develops a definition of the core societal functions of journalism, that is, validation and shared reality. Assigning to professional journalism the role of the ‘new knowledge profession’ he looks for areas of competence that would need to be taught in academic programs to furnish the profession with the necessary skills and make journalism a ‘de facto profession’. Finally, he discusses constraints on such a strategy in educational philosophies, the trade, and the changing demand of professional news.
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Demchenko, Olena. "Journalism education in Ukraine according to journalists perceptions (2015-2018): a bridge too far?" Doctoral thesis, Universitat Autònoma de Barcelona, 2020. http://hdl.handle.net/10803/671080.

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Actualment (2018), el periodisme a Ucraïna s’imparteix en cinquanta-vuit institucions d’educació superior (IsHE) i hi ha dues maneres de rebre l’educació periodística a Ucraïna fins ara: una formal i una no formal. Per una formació formal de periodisme, es pot entendre programes de batxillerat i / o màster en periodisme a les universitats, que són força absolutament regulades per l’estat d’Ucraïna o tenen certa autonomia. Amb una formació de periodisme no formal, ha entès diversos programes educatius periodístics generalment realitzats en un entorn no institucionalitzat i recolzats principalment per ONG estrangeres o mitjans de comunicació nacionals. L’educació formal del periodisme a Ucraïna és criticada per haver estat afectada pel vell model d’ensenyament basat en la teoria soviètica, en lloc de seguir les bones pràctiques acceptades internacionalment. El sistema d’ensenyament als estudiants als departaments de periodisme no ha canviat significativament des de la independència ucraïnesa el 1991 i molts periodistes ucraïnesos han entrat a la professió amb una formació en gran mesura insuficient. Com que l’educació del periodisme ucraïnès encara no està buscant maneres de trobar una visió nacional sobre com ensenyar a professionals dels mitjans de comunicació d’èxit (Sirinyok-Dolgaryova, 2016) i els empresaris dels mitjans de comunicació d’Ucraïna no estan satisfets amb el nivell i la qualitat de les habilitats rebudes pels graduats ucraïnesos dels departaments de periodisme. (Demchenko, 2018), es va haver de fer més investigacions per contribuir a la seva ‘millora. Per això, aquest estudi va voler respondre a les següents preguntes de recerca: RQ1: Quins són els principals trets d’una formació formal del periodisme a Ucraïna segons els periodistes ucraïnesos? RQ 2: Quines són les principals característiques d’una educació periodística no formal a Ucraïna segons els periodistes ucraïnesos? PQ 3: Quin tipus d’educació periodística a Ucraïna (formal o no formal) és més ben considerat pels periodistes ucraïnesos, i per què? En aquesta investigació, els periodistes eren el nostre grup objectiu per rebre informació i amb l’ajuda de les seves respostes per avaluar l’educació del periodisme ucraïnès. Segons els nostres motius, els periodistes són aquells jugadors del procés educatiu que poden descriure sincerament els resultats i les competències que reben després de graduar-se en departaments de periodisme o després de cursos educatius no formals i parlen dels seus avantatges i desavantatges. Les competències i coneixements que tenen els periodistes quan entren en un camp professional i el que els falta representaran els principals trets de l’educació periodística ucraïnesa. Les troballes es van basar en una anàlisi de 10 grups focals realitzats amb un total de 92 periodistes ucraïnesos (amb o sense titulacions de periodisme). Els resultats es van descriure d’acord amb l’anàlisi qualitativa. Aquesta tesi està dividida en set capítols.
Actualmente (2018), el periodismo en Ucrania se enseña en cincuenta y ocho instituciones de educación superior (IsHE) y hasta ahora hay dos formas de recibir educación periodística en Ucrania: una formal y una no formal. Por una educación formal en periodismo se entiende una licenciatura y / o programas de maestría en periodismo en las universidades, que están absolutamente regulados por el estado ucraniano o tienen cierta autonomía. Por educación periodística no formal, se entiende que se entienden varios programas educativos de periodismo que generalmente se llevan a cabo en un entorno no institucionalizado y apoyados principalmente por ONG extranjeras o medios de comunicación nacionales. La educación formal en periodismo en Ucrania es criticada por verse afectada por el antiguo modelo de enseñanza basado en la teoría soviética, en lugar de adherirse a las mejores prácticas aceptadas internacionalmente. El sistema de enseñanza de los estudiantes en los departamentos de periodismo no ha cambiado significativamente desde la independencia de Ucrania en 1991 y muchos periodistas ucranianos han ingresado a la profesión con una formación en gran medida inadecuada. Como la educación en periodismo ucraniana aún no está buscando formas de encontrar una visión nacional sobre cómo enseñar a los profesionales de los medios de comunicación exitosos (Sirinyok-Dolgaryova, 2016) y los empleadores de los medios de comunicación ucranianos no están satisfechos con el nivel y la calidad de las habilidades recibidas por los graduados ucranianos de los departamentos de periodismo. (Demchenko, 2018), era necesario realizar más investigaciones para contribuir a su ‘mejora’. Es por eso que este estudio buscó responder las siguientes preguntas de investigación: PI1: ¿Cuáles son las características principales de una educación formal en periodismo en Ucrania según los periodistas ucranianos? PI 2: ¿Cuáles son las principales características de una educación periodística no formal en Ucrania según los periodistas ucranianos? PI 3: ¿Qué tipo de educación periodística en Ucrania, formal o no formal, es mejor considerada por los periodistas ucranianos y por qué? En esta investigación, los periodistas fueron nuestro grupo objetivo para recibir información y, con la ayuda de sus respuestas, evaluar la educación periodística de Ucrania. En nuestra opinión, los periodistas son aquellos actores del proceso educativo que pueden describir con franqueza los resultados y las competencias que reciben después de graduarse de los departamentos de periodismo y / y después de los cursos educativos no formales y hablar sobre sus ventajas y desventajas. Las habilidades y los conocimientos que tienen los periodistas al ingresar a un campo profesional y lo que les falta representarán las principales características de la educación periodística de Ucrania. Los hallazgos se basaron en un análisis de 10 grupos focales realizados con un total de 92 periodistas ucranianos (con y sin título de periodismo). Los resultados se describieron de acuerdo con un análisis cualitativo. Esta tesis se divide en siete capítulos.
Currently (2018), journalism in Ukraine is taught in fifty-eight institutions of higher education (IsHE) and there are two ways to receive journalism education in Ukraine so far: a formal and a non-formal. By a formal journalism education bachelor and/or master programs in journalism in the universities, which are rather absolutely regulated by Ukrainian state or have some autonomy are understood. By a non-formal journalism education, it’ s understood various journalism educational programs usually conducted in a non-institutionalized environment and supported mostly by foreign NGOs or national mass media are meant. Formal journalism education in Ukraine is criticized for being affected by the old Soviet theory-based teaching model, rather than adhering to internationally accepted best practices. The system of teaching students at journalism departments has not changed significantly since Ukrainian independence in 1991 and many Ukrainian journalists have entered the profession with largely inadequate training. As Ukrainian journalism education yet to be looking for ways to find a national vision on how to teach successful media professionals (Sirinyok-Dolgaryova, 2016) and Ukrainian media employers are not satisfied with the level and quality of skills received by Ukrainian graduates of journalism departments (Demchenko, 2018), there was a need for further research to contribute to its’ improvement. That is why this study seeked to answer the following research questions: RQ1: What are the main features of a formal journalism education in Ukraine according to Ukrainian journalists? RQ 2: What are the main features of a non- formal journalism education in Ukraine according to Ukrainian journalists? RQ 3: What type of journalism education in Ukraine – a formal or a non-formal – is better regarded by Ukrainian journalists, and why? In this research journalists were our target group in order to receive information and with the help of their answers to evaluate Ukrainian journalism education. To our mind, journalists are those players of educational process who can frankly describe outcomes and competencies which they receive after graduation from journalism departments or/and after non-formal educational courses and speak about their advantages and disadvantages. What skills and knowledge journalists have when entering a professional field and what they lack will represent the main features of Ukrainian journalism education. The findings were based on an analysis of 10 focus groups conducted with a total of 92 Ukrainian journalists (both with and without journalism degrees). The results were described in accordance with qualitative analysis. This thesis consists of seven chapters.
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Smallwood, Valerie Margaret. "Women's education in Turkey (1860-1950) and its impact upon journalism and women's journals." Thesis, SOAS, University of London, 2002. http://eprints.soas.ac.uk/28570/.

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This thesis explores certain under-researched aspects of the socio-cultural development of late Ottoman Turkish and early republican women from the 1860s until 1950. By concentrating on females, the research aims to produce a more inclusive picture of how society developed in this period. In order to attempt this, the research focuses on four main topics which are presented in the following format: an introduction, four chapters, conclusions, appendix and a bibliography. The introduction sets the research within a historical framework and states its broad aims. Chapter One looks at various attempts to broaden female State education, culminating in a study of the Koy Enstituleri (Village Institutes). Chapter Two consists of several profiles of female Turkish journalists, active from the late 19th century onwards, who had benefited from improved State education. Chapter Three is a survey of the Ottoman women's press from 1869 onwards and a case study of inci magazine, published between 1919 and 1923. Chapter Four consists of a case study of Sabiha Sertel, a left-wing journalist who was active in Turkey from 1919 until 1950. The conclusion looks at the aims of the thesis and evaluates the material included in the four main subject areas. An appraisal of the educational reforms for women also includes a comparison with appropriate educational developments in England. The conclusion assesses both the value of journalism as an additional career path for educated Turkish women and their importance as role models. The Ottoman women's press is appraised to gauge how far it reflected the social, economic and cultural development of not only women, but society in general. The importance of the writing of Sabiha Sertel to the history of Turkish journalism is assessed and, finally, suggestions are made as to where further research could add to the material included in this thesis.
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Ricks, Stephanie Elaine. "The Effect of a Broadcast Journalism Curricula at Higher Education Institutions in Relation to Hiring Inclinations in the Broadcast Journalism Industry." Thesis, Trevecca Nazarene University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10256718.

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This study examined the current thought of broadcast journalism educators on what is considered most important for broadcast journalism majors in preparation for hiring inclinations in the broadcast television industry. The study also examined the current thought of professionals in the broadcast television industry in relation to standards for the hiring inclinations. A mixed-method design that included phenomenology and descriptive research was used. Both quantitative and qualitative data were collect from both groups to complete this study. The study indicated that both groups agreed that students needed both education and experience. Students must also be able to creatively write stories that captivate and engage their audience within all mediums.

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Weinstein, Gabriel Cydulka. "Bombay Central: A Journey Into Indian Higher Education." Ohio University Honors Tutorial College / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1368535660.

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Staub, Susan Clarke. "The Newspaper in Education Program: Are Newspapers Committed?" Thesis, The University of Arizona, 1989. http://hdl.handle.net/10150/292138.

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Milupi, Mulako. "Constructing a local approach to journalism education: a study of Zambian educators’ conceptualisation of the ideal journalism curriculum." Thesis, Rhodes University, 2016. http://hdl.handle.net/10962/d1021228.

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This research is an investigation of Zambian journalism educators’ conception of the knowledge, competencies and values that should inform their teaching practice. The study establishes how such educators conceptualise of the purpose of journalism education within the Zambian context. As part of this examination, it identifies characteristics of this context that educators regard to be of relevance to their conceptualisation of such purpose. It then identifies what they understand as the implications for the design of the ideal journalism education curriculum. The study assesses the relevance of these perspectives to the teaching of journalism in Zambia, as an example of an African country with a ‘developing’ economy. The study draws for its theoretical framework on journalism studies generally and scholarship about journalism education more specifically. It is argued that a review of the global history of journalism education points to the existence of three main traditions of teaching that have developed internationally. The first of these traditions is described as being dedicated to the project of ‘professionalisation’; the second to the production of ‘critical practitioners’, and the third to the project of ‘social development’. These traditions are based on different understandings with regard to the principles on which journalism education programmes should be based and the kind of knowledge that they should draw on. It is noted that this body of literature does not include extensive research of the way in which particular groups of African journalism educators respond to these traditions. In order to contribute to such research, the empirical component of this study sets out to explore Zambian journalism educators’ conceptualisation of journalism education within their own social context. It does so by means of an exploration of journalism educators based, respectively, at the Evelyn Hone College of Applied Arts (EHC) and the University of Zambia (UNZA)’s Mass Communication Department. The foremost conclusion of the research is that both the professionalising and developmental tradition can be observed to influence the participants’ discussion.
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Gullickson, Glenn W. "Journalism Education at Upper Midwestern Colleges and Universities: A Status Report." Thesis, The University of Arizona, 1985. http://hdl.handle.net/10150/292205.

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Books on the topic "Journalism education"

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Inc, ebrary, ed. European journalism education. Bristol: Intellect, 2009.

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Dennis, Everette E. Commentaries on journalism education. New York: Columbia University, 1986.

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Journalism education, training and employment. New York: Routledge, 2011.

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Recent developments in educational journalism. Charleston, SC: Bibliolife, 2010.

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Wallace, James M. Liberal journalism and American education, 1914-1941. New Brunswick: Rutgers University Press, 1991.

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Medsger, Betty. Winds of change: Challenges confronting journalism education. Arlington, Va: Freedom Forum, 1996.

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Lorente, Luis M. Lázaro. Prensa racionalista y educación en España (1901-1932). [Valencia]: Universitat de València, Dpt. Educación Comparada e Historia de la Educacion, 1995.

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Nafzger-Glöser, Jutta. Vom "Turmhahn" zum "Trojaner": Die Erwachsenenbildung/Weiterbildung in der Bundesrepublik Deutschland von 1945 bis 1994 im Spiegel ihrer Zeitschriften. [Frankfurt am Main]: Deutsches Institut für Erwachsenenbildung, Pädagogische Arbeitsstelle des Deutschen Volkshochschul-Verbandes, 1994.

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D, Murray Michael, and Moore Roy L, eds. Mass communication education. Ames, Iowa: Iowa State Press, 2003.

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Die Sammlung, Zeitschrift für Kultur und Erziehung: Ein Beitrag zur deutschen Nachkriegspädagogik. Köln: In Kommission bei Böhlau, 1993.

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Book chapters on the topic "Journalism education"

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Josephi, Beate. "Journalism Education." In The Handbook of Journalism Studies, 55–69. 2nd edition. | New York, NY : Routledge, 2019. | Series: International Communication Association (ICA) handbook series: Routledge, 2019. http://dx.doi.org/10.4324/9781315167497-4.

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Hooffacker, Gabriele. "Education and Training." In Online journalism, 163–72. Wiesbaden: Springer Fachmedien Wiesbaden, 2022. http://dx.doi.org/10.1007/978-3-658-35731-3_8.

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Obijiofor, Levi, and Folker Hanusch. "Journalism education around the world." In Journalism Across Cultures: An Introduction, 62–86. London: Macmillan Education UK, 2011. http://dx.doi.org/10.1007/978-0-230-34524-9_4.

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Lambert, Charles. "Student Voices: Journalism in Creative Education." In Creative Business Education, 169–83. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-10928-7_10.

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Quinn, Aaron. "Rehabilitating Education for Journalists." In Virtue Ethics and Professional Journalism, 125–41. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-01428-5_8.

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Markelin, Lia, Tom Moring, Charles Husband, Nils Johan Heatta, Nils Johan Päiviö, and Liv Inger Somby. "Indigenous Journalism in Academia – Sámi Journalism Education Breaks New Ground." In Sámi Research in Transition, 130–48. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003090830-8.

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Ebrahimi, Tahereh. "Effect of Technology on Education in Middle East: Traditional Education Versus Digital Education." In Digital Transformation in Journalism and News Media, 519–31. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-27786-8_38.

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Appiah-Adjei, Gifty. "Journalism Education and Ethnic Journalism in Ghana: The Case Study of Ghana Institute of Journalism and University of Education, Winneba." In Palgrave Studies in Journalism and the Global South, 23–47. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-76163-9_3.

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Quinn, Stephen. "Convergence and the Implications for Journalism Education." In Cross-Media Service Delivery, 13–24. Boston, MA: Springer US, 2003. http://dx.doi.org/10.1007/978-1-4615-0381-1_2.

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Neely, Jeffrey C., and Mitzi Lewis. "Literary Journalism and the Pedagogy of Liberal Education." In The Routledge Companion to American Literary Journalism, 449–64. London ; New York : Routledge, [2020] |: Routledge, 2019. http://dx.doi.org/10.4324/9781315526010-31.

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Conference papers on the topic "Journalism education"

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Moosbrugger, Robert, and Dimitri Prandner. "Who is even studying journalism to become a journalist?" In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8047.

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The paper addresses the question why people are entering training programs which disseminate knowledge necessary for becoming part of the journalistic profession and how these motives go along with the intention to become a member of the profession. Therefore it draws on data collected among students in journalism related programs in Austria in 2015 (n=352) and tests the linkage between socioeconomic background of the students, their motives for entering a program and how these affect the intention to work in the field of journalism. Factor analysis allowed the identification of four main motives: political and social agency; employment driven; social benefits; and calling/talent. Results show that a) motives for entering a program differ according to the socioeconomic background of the respondents. And b) the intention to work in the field is higher if motives tied to the ideas of agency and calling are reported and lower if employment driven motives are predominant. This leads to the conclusion that the motivation of students to join the journalistic profession is deeply related to believes and normative aspirations of individuals.
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Suing, Abel, Geovanna Salazar, and Patricio Barrazueta. "INTERACTIVE DIGITAL JOURNALISM AND TRAINING OF JOURNALISTS IN ECUADOR." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.2164.

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Knight, Alan. "Ejournalism: Production, Communication, Interaction and Research Opportunities for Reporters." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2512.

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The Internet is shaping the ways journalists communicate, construct their stories, publish their material and interact with their audiences. Journalism produced for text, audio and television is increasing digitised; converging on the Internet to create a new hybrid professional practice, eJournalism. This paper considers how traditional forms of advanced reporting, such as investigative journalism, may be enhanced by internet technologies.
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Rinsdorf, Lars, and Raoul Boers. "The need to reflect: data journalism as an aspect of disrupted practice in digital journalism and in journalism education." In Promoting Understanding of Statistics about Society. International Association for Statistical Education, 2016. http://dx.doi.org/10.52041/srap.16207.

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Open data is both an opportunity and a challenge for journalism. Our paper describes how newsroom quality management has to be readjusted to provide accurate news in data driven journalism and how these changes affect the pedagogy and learning environments of journalism education. We discuss qualitative changes in newsgathering caused by the availability of open data sets and big data sources and their consequences for quality management against the background of structuration theory. Although there is no clear evidence signaling disruptive change in quality management, two developments cause a need for normative realignment, expansion of individual skill sets and an inventory of novel resources.
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Doroschuk, Elena Sergeevna. "The Peculiarity of Digital Technologies Application in Teaching Prospective Journalists." In International Research-to-practice conference. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-86142.

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The article is devoted to identifying the features of using digital technologies in the educational process for training future journalists. Based on the analysis of the educational practice of Russian universities and the theory of digital education, the specifics of creating and applying a digital educational environment in the conditions of training future specialists in the media sphere are determined. The article substantiates the application of a two-stage model of digital education for journalism students based on the principle of a flexible combination of online and offline education based on the educational activity of students.
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Forsslund, Titti. "Journalism education for social responsibility media practice." In Annual International Conference on Journalism & Mass Communications. Global Science & Technology Forum (GSTF), 2012. http://dx.doi.org/10.5176/2301-3729_jmcomm12.88.

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Larrondo Ureta, Ainara, Jesús Ángel Pérez Dasilva, Koldobika Meso Ayerdi, and Simón Peña Fernández. "Emotional training of online journalists via multimedia communicative projects linked to sustainable development." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12982.

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This paper describes an innovative pedagogic initiative for training Communication and Journalism university students. This initiative has been designed within the framework of a funded project financed. This has seeked to train future communicators in Transversal Competences (TC) via co-operative multimedia online journalism projects, focussed on subjects linked to the seventeen United Nations’ Sustainable Development Goals, to be accomplished by all member States by the year 2030 (Agenda 2030). As this paper concludes, online journalist work with SDG projects can be a useful teaching strategy in the classroom for promoting learning skills and results sustained by the development of students’ Emotional Intelligence (EI). In addition to contributing to the training of students in emotional competences, this innovative teaching initiative has led to develop other abilities related to EI, such as the capacity to work as part of a team.
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Yoanita, Desi, Ido Prijana Hadi, Agusly Irawan Aritonang, and Alexander Setiawan. "Do’s and Dont’s in Citizen Journalism." In Borneo International Conference On Education And Social. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0009021804020407.

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Zuo, Jing. "Reflections on Professional Ethics Education in College Journalism." In 2017 7th International Conference on Education, Management, Computer and Society (EMCS 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/emcs-17.2017.421.

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Nguyen, Van Thieu, Thi Thanh Nhan Vu, and Lyudmila Viktorovna Hochunskaya. "ENHANCING ENGLISH LANGUAGE PROFICIENCY FOR JOURNALISM STUDENTS." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1020.

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Reports on the topic "Journalism education"

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Halych, Valentyna. SERHII YEFREMOV’S COOPERATION WITH THE WESTERN UKRAINIAN PRESS: MEMORIAL RECEPTION. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11055.

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The subject of the study is the cooperation of S. Efremov with Western Ukrainian periodicals as a page in the history of Ukrainian journalism which covers the relationship of journalists and scientists of Eastern and Western Ukraine at the turn of the XIX-XX centuries. Research methods (biographical, historical, comparative, axiological, statistical, discursive) develop the comprehensive disclosure of the article. As a result of scientific research, the origins of Ukrainocentrism in the personality of S. Efremov were clarified; his person as a public figure, journalist, publisher, literary critic is multifaceted; taking into account the specifics of the memoir genre and with the involvement of the historical context, the turning points in the destiny of the author of memoirs are interpreted, revealing cooperation with Western Ukrainian magazines and newspapers. The publications ‘Zoria’, ‘Narod’, ‘Pravda’, ‘Bukovyna’, ‘Dzvinok’, are secretly got into sub-Russian Ukraine, became for S. Efremov a spiritual basis in understanding the specifics of the national (Ukrainian) mass media, ideas of education in culture of Ukraine at the end of XIX century, its territorial integrity, and state independence. Memoirs of S. Efremov on cooperation with the iconic Galician journals ‘Notes of the Scientific Society after the name Shevchenko’ and ‘Literary-Scientific Bulletin’, testify to an important stage in the formation of the author’s worldview, the expansion of the genre boundaries of his journalism, active development as a literary critic. S. Yefremov collaborated most fruitfully and for a long time with the Literary-Scientific Bulletin, and he was impressed by the democratic position of this publication. The author’s comments reveal a long-running controversy over the publication of a review of the new edition of Kobzar and thematically related discussions around his other literary criticism, in which the talent of the demanding critic was forged. S. Efremov steadfastly defended the main principles of literary criticism: objectivity and freedom of author’s thought. The names of the allies of the Ukrainian idea L. Skochkovskyi, O. Lototskyi, O. Konyskyi, P. Zhytskyi, M. Hrushevskyi in S. Efremov’s memoirs unfold in multifaceted portrait descriptions and function as historical and cultural facts that document the pages of the author’s biography, record his activities in space and time. The results of the study give grounds to characterize S. Efremov as the first professional Ukrainian-speaking journalist.
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Yatsymirska, Mariya. SOCIAL EXPRESSION IN MULTIMEDIA TEXTS. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11072.

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The article investigates functional techniques of extralinguistic expression in multimedia texts; the effectiveness of figurative expressions as a reaction to modern events in Ukraine and their influence on the formation of public opinion is shown. Publications of journalists, broadcasts of media resonators, experts, public figures, politicians, readers are analyzed. The language of the media plays a key role in shaping the worldview of the young political elite in the first place. The essence of each statement is a focused thought that reacts to events in the world or in one’s own country. The most popular platform for mass information and social interaction is, first of all, network journalism, which is characterized by mobility and unlimited time and space. Authors have complete freedom to express their views in direct language, including their own word formation. Phonetic, lexical, phraseological and stylistic means of speech create expression of the text. A figurative word, a good aphorism or proverb, a paraphrased expression, etc. enhance the effectiveness of a multimedia text. This is especially important for headlines that simultaneously inform and influence the views of millions of readers. Given the wide range of issues raised by the Internet as a medium, research in this area is interdisciplinary. The science of information, combining language and social communication, is at the forefront of global interactions. The Internet is an effective source of knowledge and a forum for free thought. Nonlinear texts (hypertexts) – «branching texts or texts that perform actions on request», multimedia texts change the principles of information collection, storage and dissemination, involving billions of readers in the discussion of global issues. Mastering the word is not an easy task if the author of the publication is not well-read, is not deep in the topic, does not know the psychology of the audience for which he writes. Therefore, the study of media broadcasting is an important component of the professional training of future journalists. The functions of the language of the media require the authors to make the right statements and convincing arguments in the text. Journalism education is not only knowledge of imperative and dispositive norms, but also apodictic ones. In practice, this means that there are rules in media creativity that are based on logical necessity. Apodicticity is the first sign of impressive language on the platform of print or electronic media. Social expression is a combination of creative abilities and linguistic competencies that a journalist realizes in his activity. Creative self-expression is realized in a set of many important factors in the media: the choice of topic, convincing arguments, logical presentation of ideas and deep philological education. Linguistic art, in contrast to painting, music, sculpture, accumulates all visual, auditory, tactile and empathic sensations in a universal sign – the word. The choice of the word for the reproduction of sensory and semantic meanings, its competent use in the appropriate context distinguishes the journalist-intellectual from other participants in forums, round tables, analytical or entertainment programs. Expressive speech in the media is a product of the intellect (ability to think) of all those who write on socio-political or economic topics. In the same plane with him – intelligence (awareness, prudence), the first sign of which (according to Ivan Ogienko) is a good knowledge of the language. Intellectual language is an important means of organizing a journalistic text. It, on the one hand, logically conveys the author’s thoughts, and on the other – encourages the reader to reflect and comprehend what is read. The richness of language is accumulated through continuous self-education and interesting communication. Studies of social expression as an important factor influencing the formation of public consciousness should open up new facets of rational and emotional media broadcasting; to trace physical and psychological reactions to communicative mimicry in the media. Speech mimicry as one of the methods of disguise is increasingly becoming a dangerous factor in manipulating the media. Mimicry is an unprincipled adaptation to the surrounding social conditions; one of the most famous examples of an animal characterized by mimicry (change of protective color and shape) is a chameleon. In a figurative sense, chameleons are called adaptive journalists. Observations show that mimicry in politics is to some extent a kind of game that, like every game, is always conditional and artificial.
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Kharkivska, Alla A., Liudmyla V. Shtefan, Muntasir Alsadoon, and Aleksandr D. Uchitel. Technology of forming future journalists' social information competence in Iraq based on the use of a dynamic pedagogical site. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3853.

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The article reveals scientific approaches to substantiating and developing technology to form social information competence of future Iraqi journalists based on using a dynamic pedagogical site. After pre-interviewing students of the Journalism Faculty at Al-Imam Al-Kadhim University College for Islamic Sciences in Baghdad, the authors came to the conclusion there are issues on defining the essence of social information competences. It is established that the majority of respondents do not feel satisfied with the conditions for forming these competences in the education institutions. At the same time, there were also positive trends as most future journalists recognized the importance of these professional competences for their professional development and had a desire to attend additional courses, including distance learning ones. Subsequently, the authors focused on social information competence of future journalists, which is a key issue according to European requirements. The authors describe the essence of this competence as an integrative quality of personality, which characterizes an ability to select, transform information and allows to organize effective professional communication on the basis of the use of modern communicative technologies in the process of individual or team work. Based on the analysis of literary sources, its components are determined: motivational, cognitive, operational and personal. The researchers came to the conclusion that it is necessary to develop a technology for forming social information competence of future journalists based on the use of modern information technologies. The necessity of technology implementation through the preparatory, motivational, operational and diagnostic correction stages was substantiated and its model was developed. The authors found that the main means of technology implementation should be a dynamic pedagogical site, which, unlike static, allows to expand technical possibilities by using such applications as photo galleries, RSS modules, forums, etc. Technically, it can be created using Site builder. Further research will be aimed at improving the structure of the dynamic pedagogical site of the developed technology.
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Redondo, M., P. Sánchez-García, and D. Etura. Research on ethics education for journalists in Spain. Bibliometric analysis and applied educational terms (2005-2015). Revista Latina de Comunicación Social, March 2017. http://dx.doi.org/10.4185/rlcs-2017-1163en.

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Petrovych, Olha B., Alla P. Vinnichuk, Viktor P. Krupka, Iryna A. Zelenenka, and Andrei V. Voznyak. The usage of augmented reality technologies in professional training of future teachers of Ukrainian language and literature. CEUR Workshop Proceedings, July 2021. http://dx.doi.org/10.31812/123456789/4635.

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The article deals with the peculiarities of creation and practical application of augmented reality (AR) technologies for the organization of students-philologists’ individual and group work in studying the discipline “Methodic of teaching literature”. The relevance of the introduction of AR technologies for the future teachers-philologists’ readiness formation to the professional activity is substantiated. Analysis of the scientific sources suggested that the professional training process requires the modernization of teaching methods, and the usage of information and communication technologies (ICT) in education, in particular AR technologies, allows to make the learning process interesting and exciting. The domestic and foreign experience of AR technologies application into current educational practices is generalized. A step-by-step algorithm for creating the AR in the mobile application Unite and its subsequent content filling for professional training of future teachers of Ukrainian language and literature is described. The visualization of the educational content of the lepbook “Incredible Lesya Ukrainka”, made by students- philologists at the Mykhailo Stelmakh Faculty of Philology and Journalism of Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University during the studying the discipline “Methodic of teaching literature”, is detailed. It is specified that the educational process is based on the creation AR with the visualization of interactive learning materials with animation, instructions, links, video content, illustrations etc. according to the rubrics of the lepbook. It is emphasized that the implementation of AR technologies provides the increasing of motivation for systematic mastering of practical skills, enhances students’ concentration and attention, increases their cognitive experience, promotes the development of their creative abilities, produces the opportunities of using the visualized content for students’ research work, stimulates them to self-expression, motivates them to self-development, trains them to the skillful use of the Internet, modern gadgets and mobile applications, etc. Prospects for studying the possibilities of using AR technologies in lessons of Ukrainian literature at secondary school are determined.
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López García, Xosé. The education of journalists in the 21st Century in Brazil, Spain, Portugal and Puerto Rico. Revista Latina de Comunicación Social, 2010. http://dx.doi.org/10.4185/rlcs-65-2010-896-231-243-en.

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Shapovalov, Yevhenii B., Viktor B. Shapovalov, and Vladimir I. Zaselskiy. TODOS as digital science-support environment to provide STEM-education. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3250.

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The amount of scientific information has been growing exponentially. It became more complicated to process and systemize this amount of unstructured data. The approach to systematization of scientific information based on the ontological IT platform Transdisciplinary Ontological Dialogs of Object-Oriented Systems (TODOS) has many benefits. It has been proposed to select semantic characteristics of each work for their further introduction into the IT platform TODOS. An ontological graph with a ranking function for previous scientific research and for a system of selection of journals has been worked out. These systems provide high performance of information management of scientific information.
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Dmytrovskyi, Zenon. THE TEXTBOOK, THAT TEACHES AND BRINGS UP. Ivan Franko National University of Lviv, February 2022. http://dx.doi.org/10.30970/vjo.2022.51.11414.

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The review is about textbook on television and radio communication for students, teachers of faculties and departments of journalism, as well as journalists-practitioners, prepared by the author’s team edited by Vasyl Lyzanchuk. Textbok absorbed some considerations and conclusions from previous theoretical developments, which found a new meaning here, deeper argumentation, supplemented by many interesting observations that correspond to the spirit of the time, the innovations that have appeared in recent years in the media space of Ukraine. The textbook has ten sections, each of which is designed to enrich the student with knowledge of television and radio communications, teach him or her all that a media professional should know and be able to apply it in practice. The titles of the sections indicate their practical orientation: «Basic methodical measures of functioning of information radio and television genres», «How we analyze, interpret, explain facts, events, phenomena», «Features of the creation of artistic programs on radio and television» and others. All sections of the textbook are meaningfully connected and constructed in such a way as to provide students with the opportunity to gradually, step by step to deepen their theoretical and practical knowledge of television and radio communications. This is undoubtedly the merit of the authors of the edition. The student will benefit from the numerous examples of television and radio materials prepared by the students themselves. Their creative work should convince that this work can serve as a stimulus for creative work for future journalists during their years of study. In addition to professional competence, as rightly emphasized in the textbook by Professor Vasyl Lyzanchuk, “It is very important to form in students, future journalists, socio-national competence, deep understanding of the essence of freedom of speech and responsibility for the content of the spoken word and image, to develop the belief that they are active participants in the Ukrainian state-building processes, and not intermediaries or repeaters of information”. It should be noted that the educational element is present throughout the textbook starting with the first chapter, historical (author Professor Ivan Krupskyi). While studying this textbook, students should realize that from the honor of journalists, their dignity, patriotism depends on the honor, authority, bright name of Ukraine, its future; that their assertion of Ukrainian national identity is the key to further prosperity of our state.
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Lyzanchuk, Vasyl. THE CHARITABLE ENERGY OF THE JOURNALISTIC WORD. Ivan Franko National University of Lviv, February 2022. http://dx.doi.org/10.30970/vjo.2022.51.11415.

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The article investigates the immortality of books, collections, including those, translated into foreign languages, composed of the publications of publications of worldview journalism. It deals with top analytics on simulated training of journalists, the study of events and phenomena at the macro level, which enables the qualitative forecast of world development trends in the appropriate contexts for a long time. Key words: top, analytics, book, worldview journalism, culture, arguments, forecast.The article is characterized intellectual-spiritual, moral-aesthetic and information-educational values of of scientific and journalistic works of Professor Mykola Hryhorchuk “Where are you going, Ukraine?” and “Freedom at the Barricades”. Mykola Ivanovych’s creative informational and educational communication are reviews, reviews, reviews and current works of writers, poets, publicists. Such as Maria Matios, Vira Vovk, Roman Ivanychuk, Dmytro Pavlychko, Yuriy Shcherban, Bohdan Korsak, Hryhoriy Huseynov, Vasyl Ruban, Yaroslav Melnyk, Sofia Andrukhovych. His journalistic reflections are about memorable events of the recent past for Ukrainians and historical figures are connected with them. It is emphasized that in his books Mykola Hryhorchuk convincingly illuminates the way to develop a stable Ukrainian immunity, national identity, development and strengthening of the conciliar independent state in the fight against the eternal Moscow enemy. Among the defining ideological and political realization of the National Idea of Ukrainian statehood, which are mentioned in the scientific and journalistic works of M. Hryhorchuk, the fundamental ones – linguistic and religious – are singled out. Israel and Poland are a clear example for Ukrainians. In these states, language and religion were absolutized and it is thanks to this understanding of the essence of state-building and national identity that it is contrary to many difficulties achieve the desired life-affirming goal. The author emphasizes that any information in the broadest and narrow sense can be perceived without testing for compliance with the moral and spiritual mission of man, the fundamental values of the Ukrainian ethnic group, putting moral and spiritual values in the basis of state building. The outstanding Ukrainian philosopher Hryhoriy Skovoroda emphasized: “Faith is the light that sees in the darkness…” Books by physicist Mykola Hryhorchuk “Where are you going, Ukraine?” and “Freedom at the Barricades” are illuminated by faith in the Victory over the bloody centuries-old Moscow darkness.
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Golovko, Khrystyna. TRAVEL REPORT BY ALEKSANDER JANTA-POŁCZYNSKI «INTO THE USSR» (1932): FROG PERSPECTIVE. Ivan Franko National University of Lviv, March 2021. http://dx.doi.org/10.30970/vjo.2021.50.11091.

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The article analyzes a series of materials by Aleksander Janta-Polczynski «Into the USSR» from Soviet Russia during the in 1932, published on «Wiadomości Literackiе». The purpose of this article is explain the uniqueness of the reporter’s style and personality. We want to emphasize the role of Janta-Polczynski as the pioneer of reportage journalism. He was the first who worked professionally in this position in the full sense of this word. Analyzed the cycle of Alexander Janta-Polczynski from Russia, we can emphasize the scale of the reporter’s trip: in 1932 the journalist made the largest journalistic trip to the USSR. Janta visited the Eastern republics, which differed from the popular Moscow and Leningrad. Also, he saw the largest construction in the USSR at this time – which it bragged about russian newspapers – Magnitogorsk and Dneprostroy. For a better understanding are given the visual examples from reportorial texts. It should be noted that for Janta the main task of the reporter is to show what is seen and recorded: only facts and personal experience in communication. This cycle can safely be called a journey and social expedition. The main task for Janta the scene where the reportage takes place is to find proper characters and convince them of the importance of their story. These are the materials of a reporter – an eyewitness, not a researcher, a report from the scene, which pushes the reader to an independent conclusion. We explore that all the Janta-Polczynski texts are inextricably linked by looking into the «middle» of the process: the diversity of what is seen allows the journalist to look for differences and similarities, compare, look at the fundamental components, track changes and distinguish them. Special attention was paid to a low-angle shot in his materials. He describes how Soviet society lives, how factories work, how the system of educating a Soviet person, goes to the movies and exhibitions, communicates with ordinary citizens. Undoubtedly, all this is successfully complemented by the factual detail and uniqueness of the author’s style.
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