A Phenomenological Study of Student Experiences in a Multiplatform Journalism Course

Auger, Giselle A.; Tanes-Ehle, Zeynep; Gee, Charlie

doi:10.1177/1077695816650324

Cited by 6 publications

(7 citation statements)

References 16 publications

(41 reference statements)

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“…Auger, Tanes-Ehle, and Gee (2017) acknowledged that the goal of a journalism curriculum should be one in which students are prepared both conceptually and practically. They studied the experience of students working with new and traditional technologies to develop and produce news stories and found that the students’ technological and traditional skills were both stronger when practiced in tandem.…”

Section: Literature Reviewmentioning

confidence: 99%

Help Wanted: Realigning Journalism Education to Meet the Needs of Top U.S. News Companies

Wenger

Owens

Cain

2018

Journalism & Mass Communication Educator

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Journalism programs working to stay current with industry practice often struggle to do so without forgoing traditional journalism skills and attributes. This longitudinal study involves content analysis of more than 1,800 jobs posted in either 2010 or 2015 by companies listed among the top 10 newspaper and broadcast journalism companies in the United States. The researchers found an increased demand for employee skills in social media and audience engagement, and a significant trend toward seeking candidates that exhibit web/multimedia skills, teamwork, and the ability to work under pressure and tight deadlines.

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Section: Literature Reviewmentioning

confidence: 99%

Help Wanted: Realigning Journalism Education to Meet the Needs of Top U.S. News Companies

Wenger

Owens

Cain

2018

Journalism & Mass Communication Educator

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“…The case study of my class, Truth, Lies, and Accuracy in the Digital Age applied PBL and media literacy pedagogies and theories into the classroom using current media texts that are part of the post-truth era. Especially in a time of increased information disorder (Wardle & Derakhshan, 2017), it is crucial to find methods and texts that can engage undergraduate students who will become part of the media industry (Auger et al, 2017). This pedagogy allows journalism and media educators to broaden the learning to be able to see the economics, power relations, and ideology beyond merely focusing on verification and accuracy.…”

Section: Discussionmentioning

confidence: 99%

“…Having journalism students unaware of how media news operates in "real life" can be addressed by a reciprocal process with various stakeholders (Gutsche, Jacobson, Pinto, & Michel, 2017). This is why it is important to add a project-based learning (PBL) activity to produce media as an engaged journalism process, while also analyzing and evaluating narratives that enhance journalism skills such as writing and listening well, constructing a story, and adapting narratives to various situations (Auger, Tanes-Ehle, & Gee, 2017). Brooks and Ward (2007) showed that using media technologies in the classroom helped to synthesize multiple pedagogies and make participants more engaged, which enhanced students' ability to analyze media representations of diversity, especially regarding gender and race.…”

Section: Why Media Literacy Educationmentioning

confidence: 99%

Teaching Truth, Lies, and Accuracy in the Digital Age: Media Literacy as Project-Based Learning

Friesem

2019

Journalism & Mass Communication Educator

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The post-truth era has challenged traditional ways of teaching journalism and media literacy. Media literacy education can offer a useful lens for teaching students to be more critical. This pedagogy article describes a semester-long undergraduate course designed to deconstruct information disorder in the post-truth era by looking at economics, ideology, and power relations. Applying a project-based learning model allowed students to enhance their digital and media literacy skills by inquiring about the accuracy of a variety of sources centered on a single story.

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“…While social media tools have their downsides, this study reveals how students can leverage and build their strengths to interact, collaborate, and create a dialogue with an audience in an appropriate manner (Auger, Tanes-Ehle & Gee 2017;Patrão & Figueiredo 2011;Hermida 2010).…”

Section: (Fgd4 Participant)mentioning

confidence: 93%

Online journalism education in Rwanda: students find value in the Experiential Learning Approach

Njuguna

Jjuuko

2019

Sotls

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The digital age is reshaping media industries locally and globally, forcing media firms and media producers to master new media tools in order to remain competitive and employable. This technological revolution has had a marked impact on the structures and economic viability of media, necessitating media training institutions to rethink how they prepare future media professionals for work in the twenty-first century. In order to keep pace with these rapid technological changes, educational institutions have had to adjust journalism curricula to integrate online or multimedia journalism courses that build online competencies and the technological skills needed for graduates to flourish in digital media domains. Despite these efforts, industry players still decry the apparent unpreparedness of graduates, largely attributing this to the learning approach taken by universities.Quality skills training has been argued to ensure that learners can relate with real work life. However, in countries like Rwanda, little is known about whether these new strategies are fostering the knowledge, skills and professional dispositions needed to work in a country that is undergoing rapid technological and economic change. Drawing from experiential learning theory, this study uses five focus-group discussions from five Rwandan journalism schools to glean the views of final-year students on how trainers employ practical pedagogy to cultivate students’ online skills in readiness for employment. Findings reveal that students consider the experiential learning approaches to be essential to their perceived online readiness. These enhanced skills were achieved using digital scenarios relating to students’ future work environment. However, the perceived quality of this experience varied from trainer to trainer, based on a range of factors including their how students perceived the trainers’ attitudes towards new media, their perceived ability to teach the digital skills and the learners’ own digital experience and competence. How to cite this article: NJUGUNA, Joseph; JJUUKO, Margaret. Online journalism education in Rwanda: students find value in the Experiential Learning Approach. Scholarship of Teaching and Learning in the South. v. 3, n. 2, p. 84-101, Sept. 2019. Available at: https://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=91&path%5B%5D=48 This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

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A Phenomenological Study of Student Experiences in a Multiplatform Journalism Course

Cited by 6 publications

References 16 publications

Help Wanted: Realigning Journalism Education to Meet the Needs of Top U.S. News Companies

Help Wanted: Realigning Journalism Education to Meet the Needs of Top U.S. News Companies

Teaching Truth, Lies, and Accuracy in the Digital Age: Media Literacy as Project-Based Learning

Online journalism education in Rwanda: students find value in the Experiential Learning Approach

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