The article explores training programs in higher education with regard to data journalism from a multi-national perspective. By carrying out a comparative analysis in six European countries (Germany, Switzerland, the Netherlands, Italy, Poland, and the United Kingdom), it covers different models of media systems and journalistic cultures envisaged by Hallin and Mancini. Based on a desk review and in-depth interviews with instructors of data journalism in each country, the article identifies different approaches to the way data journalism is taught. In Europe, such programs are offered by four types of organizations: academic, vocational, professional, and civic. The role played by those organizations can be explained as a result of the peculiarities of national media systems. But there are also commonalities, for example, non-academic institutions (such as the European Journalism Center or the Center for Investigative Journalism) and major international news outlets (such as The Guardian and The New York Times) seem to take over a leading role in all of the analyzed countries. Generally speaking, data journalism education appears to be a very young discipline that frequently neglects fundamental journalistic topics such as ethical issues, transparency, accountability, and responsiveness although they are crucial in a journalistic field as sophisticated tools to reveal hidden aspects of reality.
The crisis in Ukraine was one of the dominant topics in international news coverage of 2014 and the following years. Representing a conflict along the lines of an East-Western confrontation unprecedented since the end of the Cold War, the news reporting in different European countries with different historical backgrounds is an essential research topic. This article presents findings of a content analysis examining coverage of the conflict in the first half of 2014 in newspapers from a diverse set of 13 countries: Albania, Czech Republic, Germany, Latvia, the Netherlands, Poland, Portugal, Romania, Serbia, Switzerland and the United Kingdom, as well as Ukraine and Russia. Drawing on prior literature on news values, key events, and news cycles in foreign coverage, this study maps the evolution of the conflict in the course of four key events and identifies specific characteristics of the coverage in different newspapers. The results show that attention for the conflict varies considerably across the countries, which might be traced back to different degrees of geographical and cultural proximity, domestication, and economic exchange, as well as lack of editorial resources especially in Eastern Europe. Russia dominated the news agenda in all newspapers under study with a constant stream of conflict news. Contradicting prior literature, media sought to contextualise the events, and meta-coverage of the media’s role in the crisis emerged as a relevant topic in many countries with a developed media system.
The main purpose of the article is to present the role and importance of Polish fact-checking initiatives in context of their educational dimension. The central question that the authors will try to answer is: To what extent and in which way do the Polish fact-checking initiatives provide education as part of their activities? To answer this question, the authors implemented a two-step research design – starting from desk research concerning the development of Polish fact-checking scene and its social, political, economic and cultural background. The second step included in-depth, semi-structured interviews with five representatives of different types of Polish fact-checking initia-tives. Considering a limited number of fact-checking organizations in Poland, the authors can assume a certain level of generalizability of the results of such qualitative research. The study shows that stud-ied initiatives are occasionally active in the field of media and information literacy, and only some of them (i.e. mostly those related to civil society groups) treat their educational activities as a priority.
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While citizen journalists (citJs) hope to bring new impulses to mass media performance, it is often asked whether they are adequately trained for the production of 'newsworthy' stories. This paper focuses on educational aspects of citizen journalism, which, to date, have largely been disregarded by empirical research. A comparative analytical design illustrates the different ways in which citJs acquire and develop the skills that are necessary to undertake journalistic activities in the different journalism cultures throughout Europe. The authors carried out a multi-national analysis in six European countries (UK, Germany, Austria, Switzerland, Italy, and Poland). In each country, an extensive desk study helped to map the field of citizen journalism and highlight the most relevant examples. Semi-structured interviews with 54 practitioners in the field (representing different types of citizen journalism) made it possible to identify the alternative strategies that citJs employ to prepare themselves for news production initiatives. The research demonstrates that the educational backgrounds of citJs display differences as well as similarities -both within and across journalism cultures. While some of the actors in the field have a clear idea of what constitutes good journalism (and sometimes even aspire to work in a mainstream media organization), others seem to care little about journalistic standards and have only a vague idea about the identity of the profession. On the basis of these insights, the paper develops a typology of citJs that takes into account both their education and their journalistic scope.
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