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1
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.
Анотація:
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.
2
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.
Анотація:
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.
3
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.
Анотація:
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.
4
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.
Анотація:
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.
5
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.
Анотація:
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.
6
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.
Анотація:
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.
7
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.
8
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.
9
Hamilton, John Maxwell. "Journalism Education." Journalism & Mass Communication Educator 69, no. 3 (July 17, 2014): 289–300. http://dx.doi.org/10.1177/1077695814542935.
10
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.
Анотація:
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.
11
Avdonina, N. S. "Development of Professional Identity in Journalism Students Using Liberal Education Methods." Vysshee Obrazovanie v Rossii = Higher Education in Russia 29, no. 7 (July 29, 2020): 135–43. http://dx.doi.org/10.31992/0869-3617-2020-29-7-135-143.
Анотація:
In the conditions of robotization and automation of journalistic activities, journalists need to develop professional competencies that will allow them to perform the tasks of complex individual and collective creative activity, namely, authoring and editing. A modern journalist is primarily an author, a creator of meanings and values, and only then a relay of information. Changes in working conditions and the profession affect the understanding of oneself, a specialist has to rediscover the image of himself in the profession and the image of the profession itself, which is the core of professional identity. Modern universities are looking for innovative models of training journalists. One of such innovative educational systems can be so called liberal education. In Russian universities, journalism education according to the principles of the liberal education system is organized at the RANEPA, Novosibirsk State University, Tyumen State University, NArFU named after M.V. Lomonosov. However, there is a lack of research on the topic of the effectiveness of liberal education in the context of the formation of professional identity. The article discusses the results of using methodologies from the liberal education system to develop professional identity at the university for students in the direction 42.03.02 “Journalism” in the disciplines “Introduction to World Journalism”, “History of Foreign Journalism”, “History of Foreign Journalism: XX Century” and “International Journalism”. The goal was the introduction of liberal education techniques, namely, analytical writing, in-depth, slow reading and joint work on media projects, which contribute to the formation of professional identity of future journalists who are ready to work in the new conditions of a digital society. The author analyzes her own experience in using the above methods. As the main research method, a content analysis of student activity products is used.
12
Dadakhonov, Azamjon. "INNOVATIONS IN JOURNALISTIC ACTIVITY AND EDUCATION IN THE CONTEXT OF MEDIA CONVERGENCE." INTERNATIONAL JOURNAL OF WORD ART 1, no. 3 (January 30, 2020): 69–78. http://dx.doi.org/10.26739/2181-9297-2020-1-10.
Анотація:
This article is devoted to the study of the process of media convergence, its characteristics, its impact on journalism and education in the field. In this study, the author examines various scientific literature and sources, updates in journalistic practice, reveals that the convergence process changesthe structure of media editorials and the daily routine of journalists, analyzes the phenomenon of "universal journalist" and gives examples of national and foreign media practice.The concept of "convergent editorial" refers to the new technological and creative professional skills required of journalists. It is noted that the latest innovations in the field also place new demands on the organization of the educational process of journalism, the necessary conclusions are drawn on the subject.
13
Makarova, Natalia Ya. "DATA JOURNALISM AS A DRIVER OF THE MEDIA DEVELOPMENT AND JOURNALISTIC EDUCATION." RSUH/RGGU Bulletin. "Literary Theory. Linguistics. Cultural Studies" Series, no. 6 (2020): 55–64. http://dx.doi.org/10.28995/2686-7249-2020-6-55-64.
Анотація:
Data journalism has become a stable trend in the development of the global media system. The article is devoted to the key competencies that a data journalist should possess. Examples of the foreign and Russian publications prepared on the basis of data analysis are considered. Special attention is paid to the training of data journalists. The system of journalistic education is not ready to fully meet the challenges of the media market: we can safely say that there are very few educational programs on data journalism in Russia.
14
Bjørnsen, Gunn, Jan Fredrik Hovden, and Rune Ottosen. "The Norwegian journalism education landscape." Žurnalistikos Tyrimai 2 (January 1, 2009): 123–37. http://dx.doi.org/10.15388/zt/jr.2009.2.77.
Анотація:
Journalism is one of the most popular study programmes in Norway. There are several pathways into the Norwegian news industry for young people seeking a career in journalism, but it is increasingly common for aspiring journalists to start off with a journalism education. In this article the landscapeof Norwegian journalism education is presented, including a closer look at the content of the studies, the connection to the industry and the students of journalism themselves. The description of the students is based on a dataset from a series of questionnaires administered between 2000 and 2004 to three complete cohorts of Norwegian journalism students at Oslo University College and Volda University College, the largest and oldest J-schools in Norway. Norwegian journalism education can be described as working quite well as measured by both the students’ success in the job market and their expressed satisfaction with their studies. The fact that the application rate for several years has been among the very highest compared with other university programmes also validates this point. Keywords: Norway, journalism education, relation between industry and j-schools. p>
15
Balčytienė, Auksė, and Epp Lauk. "Some reflections on journalism education and journalism culture." Žurnalistikos Tyrimai 2 (January 1, 2009): 5–12. http://dx.doi.org/10.15388/zt/jr.2009.2.70.
Анотація:
A consequence of globalization of media economy and technology for journalism lies in the unification of the production processes of media content. Differences between journalistic production routines and applied principles are diminishing towards more popularized, more commercialized production of content (Hallin & Mancini, 2004). Furthermore, journalists in many countries around the world work in basically similar professional environments; they use similar equipment and technology and share a common occupational ideology. Michael Schudson (2001:153) describes the occupational ideology of journalism as cultural knowledge that constitutes ‘news judgment’, rooted deeply in the communicators’ consciousness. This ‘cultural knowledge’ comprises certain characteristics and values, which journalists generally agree upon as a basis of journalistic practice, and function ‘to self-legitimize their position in society’ (Deuze, 2005: 446).
16
Folkerts, Jean. "History of Journalism Education." Journalism & Communication Monographs 16, no. 4 (July 22, 2014): 227–99. http://dx.doi.org/10.1177/1522637914541379.
Анотація:
From its beginning, American journalism has been anchored in both the printing trades and the world of intellectuals who recognized the value of newspapers in shaping public opinion. These dual origins influenced the debate over journalism education from the mid-nineteenth century. News professionals and university educators pondered whether journalists needed to be college-educated, whether they needed a liberal arts degree, or whether they needed professional education that combined liberal arts and practical training. These debates were complex and political, representing issues of localism versus nationalism, the role of professional schools within the American university, and the rise of social science. The tension between educating reporters and editors to improve the quality of journalism or contribute to a democracy versus training them to function efficiently in a newspaper office—or any media environment—continues today.
17
Luhova, Tetiana. "JOURNALISM EDUCATION BASED ON SERIOUS GAMES." OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, no. 11 (2021): 92–105. http://dx.doi.org/10.28925/2414-0325.2021.118.
Анотація:
The article substantiates the use of serious games for training in the specialty 061 Journalism. Serious games are viewed as information and communication technologies for training journalists. Well-known serious games of journalistic direction are analyzed. The role of serious games in the courses «Internet Journalism», «Blogging», «International Journalism», «Fact-Checking», «Art Journalism», etc. is determined. The project of a serious game «J-chess» for journalists using the universal modeling language (UML) is described. It identified the benefits of serious games for learning journalists: work the principles of active- and problem-based learning, a pleasant and deep immersion in professional issues and educational topics. Serious games are also a basis for strengthening the interdisciplinary links between mandatory and selective disciplines of journalists’ professional training. The content and principles of serious games contribute to reaching learning outcomes defined in the Higher Education Standard in journalism. It confirmed this by the four-year results of students' surveys. Problematic issues for the practice of serious games in the educational process are shown: digital inequality, availability of video games, lack of integration of serious games with electronic learning systems, students’ readiness to play, the didactic impact of the game, and ethical dilemmas. Emphasis is placed on the need to create methodological aids for serious games, determine their role and place in the discipline’s structure, formulate the principles and algorithms for pedagogical support of serious games. Solving these problems will promote the academic and practical training of future journalists through serious games, intensify the development of serious games, bring together the gaming industry and education. Integrating serious games with online learning will be the basis for trans-media learning. And this will increase the quality of education and the level of satisfaction of graduates and stakeholders.
18
Noe, Jennifer. "Case studies and pervasive instruction." Reference Services Review 43, no. 4 (November 9, 2015): 706–21. http://dx.doi.org/10.1108/rsr-04-2015-0023.
Анотація:
Purpose – The purpose of this paper is to explore whether journalism education techniques can be adapted for use in the information literacy classroom as a means of teaching the ethical use of information. Design – The author uses personal experience as a journalist and graduate of journalism education programs to examine the similarities between journalism pedagogy and information literacy and whether any aspect of journalism pedagogy is transferrable to the information literacy classroom. Findings – Journalism educators deliver a potent anti-plagiarism message using case studies and “war stories” from the newsroom delivered through the pervasive instruction method or stand-alone ethics class. Using case studies from a variety of different disciplines in information literacy classes could help students make a stronger connection between honest writing in all subjects. However, until information literacy is taught more widely in libraries as semester-long classes, it would be difficult to use journalism’s pervasive method of instruction. The same holds true with the stand-alone class, which does not appear to be used as a part of information literacy education. Originality/value – Given the many commonalities between journalism pedagogy and information literacy, there have been very few attempts to see whether it would be efficacious to adapt journalism education’s methodology to the information literacy classroom.
19
Widodo, Yohanes. "Menyoal Etika Jurnalisme Kontemporer: Belajar dari OhmyNews." Jurnal ASPIKOM 1, no. 1 (January 9, 2017): 41. http://dx.doi.org/10.24329/aspikom.v1i1.7.
Анотація:
This article explores journalism ethics, credibility and objectivity on contemporary journalism platforms (blog, online journalism and citizen journalism) by case study of Ohmynews— a citizen journalism developed in South Korea. To answer the challenge of citizen journalism in relation with credibility and objectivity on contemporary journalism, at least there are three solutions. First, by developing education and training for citizen journalism. Second, by building collaboration between professional journalism and citizen. Third, in their task, journalist must based on nine
journalism elements. So, media idealism as social control and education for society can be practiced
20
Meuret, Isabelle. "“George Orwell Invented Journalism Studies”." Sur le journalisme, About journalism, Sobre jornalismo 10, no. 2 (December 19, 2021): 214–33. http://dx.doi.org/10.25200/slj.v10.n2.2021.449.
Анотація:
To inaugurate our series of conversations with scholars in journalism studies with a view to securing some useful insights into the history and practice of journalism education, Prof. Richard Lance Keeble appeared an obvious choice. Now an Honorary Professor at Liverpool Hope University, Prof. Keeble was first director of the International Journalism MA, then director of the Journalism and Social Science BA, at City University, London (1984-2003). He was then appointed Professor of Journalism (2003-present) at Lincoln University where he also became acting head of the Lincoln School of Journalism (2010-2013) and later a Visiting Professor at Liverpool Hope University (2015-2019). Prof. Keeble has been the recipient of prestigious and distinguished prizes, namely the National Teaching Fellowship Award (2011) and the Lifetime Achievement Award for services to journalism education (2014), the latter bestowed by the Association for Journalism Education in the UK. Parallel to his academic career, Prof. Keeble has always been a practising journalist. On completion of his studies in Modern History at Keble College, Oxford University (1967-70), he started a career in journalism, first as sub editor at the Nottingham Guardian Journal/Evening Post (1970-73) and then at the Cambridge Evening News (1973-77). He was deputy editor, then editor, of The Teacher, the weekly newspaper of the National Union of Teachers (1977-84). His dual pedigree in journalism, as a practitioner and a professor, led him to take on many editorial responsibilities. He is emeritus editor of Ethical Space: The International Journal of Communication and Ethics and joint editor of George Orwell Studies and is also on the board of an impressive number of journals, among which are Journalism Studies, Digital Journalism, Journalism Education, International Journal of Media and Cultural Politics, Media Ethics, Journalism: Theory, Practice & Criticism, to name just a few. Prof. Keeble was also Chair of the Orwell Society1 (2013-2020) and has authored or edited no less than 44 books. They include Ethics for Journalists and The Newspapers Handbook,2 respectively on their second and fifth editions, as well as several volumes on George Orwell, investigative journalism, and the British media. It was an honour and privilege to talk to Prof. Keeble in a phone interview on March 25, 2021. The conversation was transcribed while some passages were edited for clarity. I hereby express my immense gratitude for his time, generosity, expertise, and humour. It is such a thrill to start our series of interviews in a way that only makes us want more such conversations.
21
Sytnyk, Oleksii. "Instrumental Competence of Journalists as One of the Main Educational Results of Their Professional Training." Current Issues of Mass Communication, no. 27 (2020): 21–30. http://dx.doi.org/10.17721/2312-5160.2020.27.21-30.
Анотація:
The study provides an analysis of skills required for journalists to use information and communication technologies in professional practice in accordance with modern challenges. The main objective of the present article is to substantiate the need to form the journalist’s instrumental competence in the professional training framework in the specialty “Journalism” in higher education institutions of Ukraine. Methodology: theoretical (abstraction, concretization and generalization of scientific research, pedagogical and professional experience), general (analysis, synthesis, analogy and extrapolation of the analyzed issue to the current state of professional journalism training in Ukraine). Findings and conclusions: 1) as a result of the documentary research, the concept of “instrumental competence of a journalist” (ICJ) was revealed; 2) based on the results of the analytic review of scientific sources and educational documents, the relevant components of journalists’ instrumental competence (knowledge/skills related to software mastering, digital resources and technologies for creating and disseminating media content) are identified; 3) based on the analysis of educational programs in the specialty “Journalism” in Ukrainian higher education institutions, we postulate the need to revise the principles of blocks formation of disciplines aimed at mastering students’ ICJ. Avenues for further research are proposed, in particular, search for mechanisms to maintain a balance between academic knowledge and technological skills in journalism educational programs, which primarily requires the study of positive experiences of modernization of journalism education.
22
Moebin, Amrullah Ali. "STRATEGI KOMUNIKASI AJI BOJONEGORO DALAM MENCEGAH PRAKTIK JURNALISME AMPLOP." Dinamika Penelitian: Media Komunikasi Penelitian Sosial Keagamaan 20, no. 1 (September 7, 2020): 57–80. http://dx.doi.org/10.21274/dinamika.2020.20.1.57-80.
Анотація:
Abstract
This study discusses the communication strategy undertaken by the Alliance of Independent Journalists (AJI) Bojonegoro East Java in conducting discussions about the practice of envelope journalism. The reason is that the practice of envelope journalism violates the journalistic code of ethics. The research process uses qualitative methods with a case study approach. The results of this study are AJI Bojonegoro's strategy to prevent envelope journalism by creating new innovations. They provide education to the speakers. The media used is outdoor media, posters. Steps taken by interpersonal communication and utilizing social media.
Keywords: Communication Strategy, Envelope Journalisme
23
Yessenbekova, U. M. "Professional and cognitive level of the journalist in science propaganda." BULLETIN of the L.N. Gumilyov Eurasian National University. Journalism Series 134, no. 1 (2021): 91–96. http://dx.doi.org/10.32523/2616-7174-2021-134-1-91-96.
Анотація:
Journalism branches arise in accordance with development of society and its needs. Society, people, and professions are undergoing systematic transformation. Scientific journalism performs with its distinctive characteristics. First, it changes and organized by the achievements of science and education. Second, the success factors of science journalism have a normative, legal, and practical basis. Third, scientific journalism has a combined function of connecting the scientific community and public. The promotion of scientific achievements is jointly carried out by professional journalists and the scientific community. Therefore, the elaboration of scientific information is important for a good perception of the content by a wide audience. The cognitive level of the scientific journalist helps him to freely use scientific theories along with other sources. The author considers that such activities should not end with the publication of scientific results by a journalist. For a journalist, high-quality publication of research results is an integral part of the success of scientific communication. The study concludes that the degree of success in scientific communication depends on several factors, including the cognitive and professional level of a journalist.
24
Abusharif. "Framing Journalism Education." Journal of General Education 63, no. 2-3 (2014): 198. http://dx.doi.org/10.5325/jgeneeduc.63.2-3.0198.
25
Deuze, Mark. "GLOBAL JOURNALISM EDUCATION." Journalism Studies 7, no. 1 (February 2006): 19–34. http://dx.doi.org/10.1080/14616700500450293.
26
Grieves, Kevin. "TRANSNATIONAL JOURNALISM EDUCATION." Journalism Studies 12, no. 2 (April 2011): 239–54. http://dx.doi.org/10.1080/1461670x.2010.490654.
27
Abusharif, Ibrahim N. "Framing Journalism Education." Journal of General Education 63, no. 2-3 (2014): 198–204. http://dx.doi.org/10.1353/jge.2014.0016.
28
Heravi, Bahareh R., and Mirko Lorenz. "Data Journalism Practices Globally: Skills, Education, Opportunities, and Values." Journalism and Media 1, no. 1 (October 22, 2020): 26–40. http://dx.doi.org/10.3390/journalmedia1010003.
Анотація:
Despite the growing interest in data journalism in newsrooms and its more recent emergence as an academic discipline, there is a need for systematic research on the state-of-the-art and current data journalism-related practices in newsrooms. The Global Data Journalism survey was an attempt to address this gap by studying the data journalism practices in newsrooms across the world. This study provides a descriptive view of the results of this study and discusses the findings on several aspects of data journalism practice, characteristics of data journalists and data teams, and their skills and educational requirements. We further provide insight into the values associated with journalistic work and analyse the ways in which the community believes data journalism has improved or undermined these values.
29
Sirinyok-Dolgaryova, Katerina. "Professional Journalism Education in Eastern Europe: Ukrainian Experience." Current Issues of Mass Communication, no. 20 (2016): 23–36. http://dx.doi.org/10.17721/2312-5160.2016.20.23-36.
Анотація:
Ukraine’s civic revolutions of the last decade were supposed to bring democratization. Highly expected were improvements in media industry and journalism education that is still experiencing follow-ups of the Soviet theory-based teaching model rather than adherence to the internationally accepted best practices. The reforms have been introduced recently with adopting of new Law of Higher Education, but they meet problems and obstacles as social humanitarian crisis is in high gear in Ukraine. The objective of this study is to analyze how Ukrainian journalism education faces demands of the time and prepares students to successful careers. For this reason, the survey method was used. An online survey was conducted considering graduates of leading journalism schools, faculties and institutes of the country regarding how they evaluate the role of practical trainings during the course of higher education. The study findings prove its main hypothesis that professional journalists value practice the most. Internships are among their priorities during studying at universities. The survey results showed that graduates connect high number of practical trainings with their professional growth. Respondents generally expressed the idea that journalism schools should model professional journalism environment as much as possible by providing students with as many practical disciplines and journalism internships as available. Positive correlation between a number of internships and successful job search among students-journalists has been discovered. The study concluded that Ukraine’s journalism education has to be transformed in accordance to market-driven media industry of the country. Both the survey and the analytical research of this study have shown that Ukrainian journalism education still has obstacles to overcome. Among them, there are quite theorized academic process, highly bureaucratized and corrupted education atmosphere, financial and conceptual crisis of journalism and professional education in Ukraine.
30
Harcup, Tony. "Questioning the ‘bleeding obvious’: What’s the point of researching journalism?" Journalism 13, no. 1 (June 14, 2011): 21–37. http://dx.doi.org/10.1177/1464884911400843.
Анотація:
Within higher education, journalism studies is often seen as an uncomfortable bedfellow with journalism training; there is evidence of a pervasive disconnect between research and teaching, as between theory and practice. However, voices within journalism education are calling for a more critical curriculum informed by scholarly research. There are suggestions that the journalists now doing much of the teaching within university journalism departments could play a key role in establishing a more critical journalism education and, by doing so, contributing towards more critical forms of journalism. Within this context, do journalists-turned-journalism-educators see any point in researching journalism or would they rather simply pass on vocational skills to the next generation? This article is based on asking a sample group of such ‘hackademics’ working in UK and/or Irish universities about the utility of scholarly inquiry into journalism. The article suggests that exploring ostensibly ‘bleeding obvious’ aspects of journalism may not be the pointless exercise derided by some commentators; rather, it could be precisely what journalism educators ought to be doing.
31
Solomon, Eileen Fredman. "How Freelance Journalists Can Help Shape Journalism Education." Journalism & Mass Communication Educator 71, no. 2 (August 21, 2015): 241–47. http://dx.doi.org/10.1177/1077695815589444.
32
Balalaieva, O. Yu. "Mainstreaming of Gender Perspective in Journalism Education." Mìžnarodnij fìlologìčnij časopis 11, no. 2 (May 22, 2020): 105–9. http://dx.doi.org/10.31548/philolog2020.02.105.
33
Williams, Amanda, Maria Victoria Guglietti, and Sally Haney. "Journalism students’ professional identity in the making: Implications for education and practice." Journalism 19, no. 6 (February 17, 2017): 820–36. http://dx.doi.org/10.1177/1464884917692344.
Анотація:
Changes in journalism spurred by technological shifts and industry restructuring have left observers questioning both the nature of the profession and what educators ought to do in order to prepare aspiring journalists. Despite attempts to rethink what it means to be a journalist and the educational experience needed to prepare students, few qualitative studies have emerged that track how learners are negotiating professional values. This article does precisely that by providing a case study of how students in an undergraduate Canadian university’s journalism program are conceptualizing the profession against the backdrop of changing practices and principles. Based on the data generated from 96 open-ended reflections, this investigation offers some important findings about the student professional identity experience within a 4-year program. More precisely, the results indicate that the ideals of ‘high modernism’ (especially those surrounding objectivity, the role of the public watchdog, and ethical practice) are being negotiated by journalists in training in important and meaningful ways.
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Kothari, Ammina, and Andrea Hickerson. "Social Media Use in Journalism Education." Journalism & Mass Communication Educator 71, no. 4 (July 28, 2016): 413–24. http://dx.doi.org/10.1177/1077695815622112.
Анотація:
Social media use has become essential for journalists. Although previous research has explored how journalists use social media, less is known about how journalism and mass communication programs incorporate social media in their coursework. Based on our survey of 323 students and 125 faculty in American universities, this study offers a comparative analysis of social media use among journalism faculty and students, both personally and in coursework. Faculty and students in our sample report using Facebook more frequently for personal reasons, whereas Twitter is the main platform required by faculty members for class assignments. We also found that students’ majors and faculty’s experience in the industry influenced not only how they evaluated the utility of social media in coursework but also how they utilized various platforms in classes.
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Hannis, Grant. "Journalism Education in New Zealand: Its History, Current Challenges and Possible Futures." Asia Pacific Media Educator 27, no. 2 (November 1, 2017): 233–48. http://dx.doi.org/10.1177/1326365x17728823.
Анотація:
Vocational journalism education in New Zealand is facing the twin challenges of declining student numbers and increasing industry expectations that graduates should have strong multimedia skills. The main reason for both is the digital revolution, which has created a public perception that there are no longer jobs for new journalists and increased demand from industry for recruits proficient in convergent journalism. Some journalism schools, unable to meet these challenges, have closed. This article considers what the remaining schools are doing to meet the challenges. The article also reports the results of a survey of graduates of the oldest continuously operating journalism school in the country. The results reveal how the nature of journalism education in New Zealand has changed over the past 50 years, the experience of the graduates since leaving the school and the advice they offer today’s aspiring journalists.
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Abdullayeva, Shahnaz. "THE ROLE OF EDUCATION IN INTERNATIONAL INFORMATION-SHARING SYSTEMS." Scientific Journal of Polonia University 52, no. 3 (August 30, 2022): 9–13. http://dx.doi.org/10.23856/5201.
Анотація:
Social life has been in constant change throughout history. Economic, political, technological and cultural advances have affected all societies at different times. Journalism, too, is a profession that emerged in this change and was renewed within the framework of these changes, and it has a very important role in terms of democratization of society. Over time, factors such as the formation of the capitalist economy, the importance of public opinion and the press, the emergence of the press as a sector and its rapid growth, together with the practical education concern for the field, created the necessary social framework for the emergence of communication science and the establishment of journalism schools. Until today, the number of journalism schools in the world and in Azerbaijan has increased continuously in line with the development of the industry. This increase shows the high demand for journalism education. First, journalism is a social phenomenon and because of this feature, it is not static but in constant change. Society and journalism have developed in mutual relations. The newspaper and the journalist itself are a product of the process of social change and journalism practices are shaped within the framework of social change.
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Viktorovich, Matvienko Valentin. "The status of journalism and journalist education in india." Geopolitical, Social Security and Freedom Journal 2, no. 2 (December 1, 2019): 101–7. http://dx.doi.org/10.2478/gssfj-2019-0019.
Анотація:
Abstract Journalistic education in India in the context of booming media sector is a relatively new topic of scientific interest in the Russian Federation. The object of scientific research is vast: it includes a numerous list of problems and specific circumstances of the Indian national level concerning the freedom of journalism as a social institution and consists of fragmentary issues such as the rights of journalists, peculiar properties of journalistic trainings in India and their practical realization. It should be mentioned that journalistic education in India is a peculiar system with its specific structure, concrete goals and traditional objectives.The article is devoted to the analysis of the Indian national system of journalists training and its role in the social and partly “ political environment of the country. As the topic is rather complicated, the author researches different aspects of journalistic education in India: the process of forming the professional ethics, working on the qualification upgrade, communication with the audience and other media workers. After the conducted research the author concludes that despite the improving economic policy of the country and growing role of social responsibility, the Indian journalists are in their mass still poorly qualified on the one hand and the editorial policy doesn’t objectively reflect the kaleidoscopically changing economic and social conjuncture of the country” on the other hand.
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Aslam, Muhammad. "Role of educational institutions in promoting medical research and publications in Pakistan." Journal of Shifa Tameer-e-Millat University 5, no. 1 (September 3, 2022): 1–2. http://dx.doi.org/10.32593/jstmu/vol5.iss1.197.
Анотація:
There are several types of journalism like political journalism, crime journalism, business journalism, arts journalism, celebrity journalism, sports journalism, education journalism and so-forth. There is a dire need to nurture medical journalism in Pakistan. A science journalist reports news and other information about science to the general public. This involves consisting new searches, new discoveries and relevant findings, interviews with expert scientists and researchers. It conveys the information and ways that a non-specialist audience can understand.
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Mat Saad, Mohd Zuwairi. "FACTORS AFFECTING THE JOURNALIST IN FRAMING BY-ELECTION NEWS." International Journal of Modern Trends in Social Sciences 3, no. 11 (March 15, 2020): 125–33. http://dx.doi.org/10.35631//ijmtss.3110011.
Анотація:
Media is one of the platforms for delivering information to an audience. The role of media plays in framing issues is very important when it can impact how an audience thinks. Therefore, this article analyses frame construction by focusing on by-election news. The study using semi-structured interviews with journalists was done to explain how the internal and external factors affecting journalists in the newsroom affected the framing of the by-elections news in Malaysia. The informants for this face-to-face interview are Malaysian media practitioners, print journalists (Utusan Malaysia and Daily News) from different backgrounds, roles, and experiences in political journalism. Three informants from Daily News and three informants from Utusan Malaysia. The interviewer is an experienced journalist who reports on the news of a by-election or general election has been interviewed. The results show that there are internal and external factors that influence journalists in the construction of news frames. However, there is a dominant factor affecting the framing of the by-elections in Malaysia, namely journalist education. Journalist education plays an important role in providing insight into delivering news reports to audiences. Specializing in the field of journalism, it has an impact on news writing as well as brings journalist thinking into the selection of themes, news directions, and resources, although internal organizational factors and external factors influence news production.
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Ekaterina K., Reva. "Features of Ethno-Journalism as an Educational Discipline within the Framework of Journalistic Education in Modern Russia." Scholarly Notes of Transbaikal State University 17, no. 4 (November 2022): 66–72. http://dx.doi.org/10.21209/2658-7114-2022-17-4-66-72.
Анотація:
The study of the specifics of the ethnopolitical component in journalistic education is relevant due to a number of factors. Firstly, the current year has shown even greater importance of the media as a social institution in preserving the integrity of the state, its multicultural and ethno-confessional basis. Secondly, the media are one of the main means of disseminating knowledge about the history and ethnoculture of the peoples of the Russian Federation, form ethnographic literacy of the population, and contribute to civic identity and patriotism. Thirdly, the information support of the state national policy of Russia is one of the directions of the Strategy of the State National Policy of the Russian Federation for the period up to 2025, the main document of strategic planning that determines the nation of Russia. In this regard, the article emphasizes the importance of the discipline “Ethno-Journalism” in the main educational program in the direction of 42.03.02 Journalism. The purpose of the study is to identify and systematize educational practices in the field of ethnopolitics used in the educational process of student journalists to determine the dominant pedagogical approaches in preparing students to work with ethnic issues. The empirical basis of the study has become the working programs of the disciplines “Journalism in ethnocultural interaction”, “Journalism in ethnocultural space”, “Ethnocultural problems in the media”, the teaching of which is carried out at the Altai State University, Kazan Federal University, St. Petersburg State University of Industrial Technologies and Design, Penza State University. Based on the method of studying pedagogical experience and qualitative analysis of work programs, the approaches of the work programs’ developers in choosing topics to ensure the effective interaction of ethnological, ethnopolitological and journalistic components in the training of student journalists to work with ethnic issues have been systematized. Students are invited to study fundamental topics from the field of ethnology, introduce ethnopsychology in the terminology in the context of the profession of a journalist, and give an idea of cultural processes and phenomena. The topic is promising for further research aimed at determining the quality of education of student journalists in the field of ethno-journalism, determining their orientation in ethno-political processes and phenomena, ethno-cultural specifics of the peoples of the Russian Federation. It is also possible to study the literature disciplines recommended in work programs. Keywords: ethno-journalism, educational practices, ethno-political education of journalists, multicultural education, ethnocultural education
41
Henshall, Peter. "The origins of journalism education at UPNG." Pacific Journalism Review : Te Koakoa 4, no. 1 (November 1, 1997): 97–98. http://dx.doi.org/10.24135/pjr.v4i1.625.
Анотація:
Journalism education training was started at the University of PNG at the beginning of 1975, when the New Zealand Government agreed to fund a one-year Diploma in Journalism for an initial two-year period. Before this, the few national journalists employed in Papua New Guinea had been trained in-house by the two-principal employers of the time— the Office of Information and the National Broadcasting Commission.
42
Bidzilya, Yuriy M., Liubov M. Rusynko-Bombyk, Yevhen O. Solomin, Hanna I. Hetsko, and Olesya V. Barchan. "Implementation of the of Lifelong Learning Principles as a Background for Quality Specialized Education of Journalists." Journal of Curriculum and Teaching 11, no. 1 (January 17, 2022): 142. http://dx.doi.org/10.5430/jct.v11n1p142.
Анотація:
The need for lifelong education is urged in the context of constant social transformations, unprecedented challenges, total digitalization of communicative transactions, virtualization of many types of professional activity. Journalism is one of the most sensitive to transformational challenges. Therefore, a journalist must respond objectively, flexibly, tolerantly, adequately, professionally, responsibly and social transformations and challenges to the current realities. To do this, he/she must be prepared for lifelong learning. It is the journalist’s readiness for lifelong learning that is an indicator of the quality of his/her specialized education. The research aimed to empirically establish the skills of journalists related to lifelong learning, and to develop a programme for the implementation of the lifelong learning principles in the professional training of journalists. General scientific methods, surveys of research respondents, qualitative and quantitative analysis of the obtained data, modelling are the methods used. A model of modern journalist training in the context of lifelong learning was formed, a program for the implementation of lifelong learning principles in specialized education of journalists was developed. The results of the research can be used for the development of individual trainings, seminars, compilation of collections of didactic tools for the formation of the ability of modern journalists to education throughout life. Prospects for further research in this area are: experimental testing of our proposed program for the implementation of the principles of lifelong learning in the training of journalists; development of diagnostic tools to establish the levels of readiness of journalism students and practicing journalists for lifelong learning.
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Maniou, Theodora A., Alexandra Stark, and Carien J. Touwen. "Journalism Training Beyond Journalism Schools." Journalism & Mass Communication Educator 75, no. 1 (February 25, 2020): 33–39. http://dx.doi.org/10.1177/1077695820904979.
Анотація:
The need for journalism educators to critically reflect on social, economic, and technological global changes has been on the agenda since the early 2000s. In this era of disruption, digitalization offers new possibilities by using the internet, its platforms, and its ability to create new forms of training. This piece presents ways in which a new journalism education model can be implemented to better train student journalists.
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Reed, Katherine, Kim Walsh-Childers, Kenneth Fischer, and Bill Davie. "Restoring Trust in Journalism: An Education Prescription." Journalism & Mass Communication Educator 75, no. 1 (February 25, 2020): 40–45. http://dx.doi.org/10.1177/1077695820904192.
Анотація:
The practice of journalism has long been based on the premise that a receptive audience awaits the content and that citizens—as participants in a democracy—will use the news to make sound decisions. Yet mainstream journalism has lost much of its audience to purveyors of disinformation, misinformation, and malinformation, a situation that has grown more perilous with the widespread embrace of social media tools in all their sophistication. This represents a threat to the vital forums of democracy and a new challenge for journalism education: How to equip future journalists with the critical thinking and technology skills they need to produce and/or share content that is independent, accurate, and fair, while developing relationships with audiences that reflect accountability, respect, and understanding. Journalists also need to learn how to identify situations that call for careful consideration of audience confirmation biases and accordingly to present important information, such as on vaccines, in a manner less likely to trigger those biases. The mix of new skills required in this complicated, sometimes toxic, information environment is the subject of this essay.
45
Kashyap, Geeta, and Harikrishnan Bhaskaran. "Teaching Data Journalism: Insights for Indian Journalism Education." Asia Pacific Media Educator 30, no. 1 (June 2020): 44–58. http://dx.doi.org/10.1177/1326365x20923200.
Анотація:
With emergent subspecialties like data journalism bringing new skillsets and job roles, professionals and journalism educators find it difficult to imbibe the fast-changing industry demands. Such challenges in some countries and media industries put journalism educators in an advantageous position, offering them an agency to actively shape the contours of industry practice than getting shaped by it. From this perspective, the present study tries to understand data journalism practices in India and suggests certain insights to integrate data journalism training in programmes offered by Indian journalism education. By probing insights from the literature on data journalism education and by examining existing data journalism practices in India, the study calls for intervention with a pedagogic strategy to impart better data-sourcing practices, coding skills and critical data literacy among the students as an antidote to the prevalent DIY culture and overdependence on data aggregates. The pedagogic strategy should convey the importance of audience centrality and ethics in data journalism practice. It argues that such an approach can, in effect, improve industry practices as well as the quality of journalism education in India.
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Hollings, James. "REVIEW: Valuable overview of global journalism." Pacific Journalism Review : Te Koakoa 23, no. 2 (November 30, 2017): 226–27. http://dx.doi.org/10.24135/pjr.v23i2.346.
Анотація:
Global Journalism Education In the 21st Century: Challenges and Innovations, edited by Robyn S. Goodman and Elanie Steyn. Austin, TX: Knight Center for Journalism in the Americas, University of Texas. 2017. 468 pages. ISBN 978-1-58790-388-5IN THE post-truth, fake news world, journalism education has never been more necessary; not only educators, but journalists and journalism academics are grappling with what to teach, how to teach it, when and where.
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Rosmilawati, Srie, and Indah Tri Handayani. "Pendidikan Jurnalisme Warga (Citizen Journalism) pada Siswa di SMA Muhammadiyah 2 Kalampangan, Palangka Raya." PengabdianMu: Jurnal Ilmiah Pengabdian kepada Masyarakat 6, no. 1 (December 31, 2020): 1–8. http://dx.doi.org/10.33084/pengabdianmu.v6i1.1152.
Анотація:
Citizen journalism or citizen journalism can now be done by anyone, anywhere, without special knowledge in delivering the news. This can be a severe problem because some citizen journalists only deliver news that occurs around the real world without fulfilling the news elements, namely 5W + 1H, and do not understand the journalistic code of ethics. So that the news delivered can violate the rules in journalism. Citizen journalism education action is needed to solve problems in most people in Indonesia, especially among students of SMA Muhammadiyah 2 Kalampangan, Palangkaraya. For this reason, all students must be able to participate in making social media a means of journalism by using journalism principles such as writing procedures and journalistic code of ethics. This citizen journalism education program, is a program in educating high school students using social media to become professional citizen journalists and can be used as a reference for the community in Kalampangan in obtaining information around their environment. It is hoped that in the future, the students of SMA Muhammadiyah 2 Palangkaraya can apply citizen journalism education into their daily life and be able to transmit it to the community around Kalampangan village.
48
Josephi, Beate. "Which bedrock in a sea of change?" Journalism 20, no. 5 (April 6, 2018): 679–87. http://dx.doi.org/10.1177/1464884918760673.
Анотація:
In answer to the question of how journalism studies can prove its continued significance, this article argues that journalism skills should be seen as bedrock for journalism studies. From a historical perspective, journalism studies has grown out of journalism education, with its emphasis on training journalists. From a global perspective, it is the skill of sourcing, verifying, and communicating news, which is common to journalists around the world, and sets them apart from other information providers. In this respect, both historically and globally, journalism skills are fundamental to journalism and, by extension, can aid journalism studies to locate its own center and draw distinctions from other fields of study.
49
Katerynych, Petro. "Educational journalism in Ukraine: current status and development prospects." Synopsis: Text Context Media 26, no. 4 (2020): 151–58. http://dx.doi.org/10.28925/2311-259x.2020.4.6.
Анотація:
The article deals with the development of the concept of “educational journalism” in Ukrainian and European journalism, defines the concept of “educational content”, typology and functions of the education media outlets. The study is relevant because it is the first time in Ukrainian journalism a thorough attempt was made to study the concept of “educational journalism”. The study aims to define the concept of “educational journalism” in the Ukrainian media discourse and analyze the typological and genre features (sampled by the selected online publications on educational topics). The research method is quantitative content analysis. It allows us to understand a range of problems in the field of education, which is the core focus of the analyzed media outlets, as well as the fields of education that are covered least of all. The novelty is connected with introduction of the concepts of “education media outlets”, “the path of educational journalism” into Ukrainian journalism and with the development of the structure of the multimedia editorial office that is specialized in education. The complexity of work on educational content is that educational journalism per se is a specialized field of knowledge, however, preschool, secondary education, higher education, inclusive education (among others are oligophrenic education, deaf education and blindness and education), postgraduate education, andragogy are defined among the fields of education. The study presents the results of quantitative content analysis of online education media outlets “Osvita.ua”, “Pedpress”, “Osvitoria” and “NUS” (6623 publications of these education media outlets were analyzed), which allowed to identify themes and genres that prevail in journalistic materials on educational topics, as well as the sources of origin of these materials — the author's or borrowed ones from other resources (in particular, The Ministry of Education and Science of Ukraine). The results of the study are not only of theoretical but also practical relevance, since they can be taken into consideration during the development of curricula for the training of education journalists, conclusion of terminology and formation of recommendations for the work of education journalists.
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Hanna, Mark, and Karen Sanders. "JOURNALISM EDUCATION IN BRITAIN." Journalism Practice 1, no. 3 (October 2007): 404–20. http://dx.doi.org/10.1080/17512780701505093.