Hegemony: Quiet Control Over Convergence Textbook Content

Gilmour, Deneen; Quanbeck, Aaron

doi:10.1080/15358593.2010.502971

Cited by 6 publications

(9 citation statements)

References 9 publications

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“…As far as history is concerned, journalism can be forgiven for some of its innumeracy. The formalization of journalism education came before the statistical revolution of the 20th century; the first journalism school was founded in Missouri in 1908 (Gilmour & Quanbeck, 2010), years before the use of statistics and experimentation became commonplace even in medicine, and the usefulness of statistical significance testing was not introduced by R. A. Fisher until the 1920s (Salsburg, 2001). In 1921, astoundingly, the Lancet medical journal asked, "Is the application of the numerical method to the subject matter of medicine a trivial and time-wasting ingenuity .…”

Section: Discussionmentioning

confidence: 99%

A Census of Statistics Requirements at U.S. Journalism Programs and a Model for a “Statistics for Journalism” Course

Martin

2016

Journalism & Mass Communication Educator

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This essay presents data from a census of statistics requirements and offerings at all 4-year journalism programs in the United States ( N = 369) and proposes a model of a potential course in statistics for journalism majors. The author proposes that three philosophies underlie a statistics course for journalism students. Such a course should (a) represent a statistics course with journalism, not a journalism course seasoned with a few statistics; (b) encourage awareness of error and skepticism of omniscience of official figures; and (c) cultivate statistical enthusiasts, not formulae repositories. Findings report students in just one fifth of U.S. journalism programs are required to take statistics, and none of those programs offer a course within their own academic unit that fulfills a traditional statistics requirement.

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Section: Discussionmentioning

confidence: 99%

A Census of Statistics Requirements at U.S. Journalism Programs and a Model for a “Statistics for Journalism” Course

Martin

2016

Journalism & Mass Communication Educator

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“…This thematic analysis centers on books that are widely used in American journalism undergraduate classrooms to answer the main research question: what is journalism? The sample of books was based on previous thematic analyses focusing on eight main journalism texts (Gilmour & Quanbeck, 2010; Hardin & Preston, 2001; Weedon & Wilson, 2020). This study includes 10 journalism textbooks that are predominantly U.S.-based with an American focus that often sets the trend for international curricula.…”

Section: Methodsmentioning

confidence: 99%

“…Likewise, Foreman (2016, p. 9) affirmed, “it is precisely in a period of technological transition that we should adhere to time-honored principles.” The textbooks accentuated the core values of verifying truthful information independently to monitor power. As Kovach and Rosenstiel (2014, p. 98) remarked, “The essence of journalism is a discipline of verification.” The urgent need for truth-telling took precedence over the former emphasis in journalism education on providing a forum for public compromise (Brown, 2005; Gilmour & Quanbeck, 2010).…”

Section: Enduring Traditionsmentioning

confidence: 99%

‘New Forces’: How Classroom Textbooks Are Redefining Journalism

Coatney

2022

Journalism & Mass Communication Educator

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Educators increasingly need to teach journalism within everchanging digital newsrooms. This study conducts a rare analysis of popular, United States–focused textbooks to answer a foundational question: What is journalism? Drawing on concepts of journalism’s social function, this analysis finds the university textbooks are providing more upbeat messages, but significantly different definitions. General textbooks often emphasize a dominant, print-oriented watchdog role, while specialized books mostly accentuate journalists’ neighborly, multimedia approach to reporting everyday life. This study points to the value of providing pluralist journalism approaches that show varied views of journalists’ moral authority in reporting for diverse audiences.

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“…In journalism, textbooks, together with classroom lectures and discussion and internships, are seen as the most significant influences on shaping the practices of future journalists and in disseminating new journalism practices, such as the use of convergence technology (Gilmour & Quanbeck, 2010). How well university coursesand their texts-prepare students for the profession remains open to debate, however.…”

Section: Textbooks and Higher Educationmentioning

confidence: 99%

“…Journalism textbooks have also been a frequent subject for content analysis. This research has ranged widely, from the treatment of issues of disability in the news media (Hardin & Preston, 2001) to ethics (Peck, 2004) and convergence (Gilmour & Quanbeck, 2010). However while an analysis of college textbooks in 1990 showed that -specific guidelines on use of anonymous sources are rare‖ (Boeyink, 1990, p. 234), little if any research has focused on the way texts treat the subject of whistleblowers as sources.…”

Section: Textbooks and Higher Educationmentioning

confidence: 99%

Teaching Journalism Students About Confidential Whistleblower Sources: An Analysis Of Introductory News Writing Textbooks

Huxford

Moore

2011

TLC

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Whistleblowers are a key journalistic source for many current news stories. However, reporters pursuing these major stories must navigate the dilemma between transparent full disclosure and protecting their confidential source. Professional journalists begin their journey as students, and students begin their journey in the classroom with a teacher and a textbook. But are journalism students being trained to deal effectively, and sensitively, with a whistleblowing source who may bring complex needs and difficulties to the news gathering process? This study explores how contemporary introductory news writing textbooks tackle issues surrounding the use of unnamed whistleblower sources. Beginning with a quantitative analysis as its foundation, the study explores, qualitatively, the advice being offered to students on how to handle these sources. We suggest that there are a number of important gaps that characterize textbooks when it comes to whistleblowing and associated concepts, with scant attention being paid to, for example, differentiation among varying types of anonymous source, the contextualization of a whistleblowers unique circumstances, and the potential of positive source motivation. Suggestions are included for enhancing textbook content in this important area.

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Hegemony: Quiet Control Over Convergence Textbook Content

Cited by 6 publications

References 9 publications

A Census of Statistics Requirements at U.S. Journalism Programs and a Model for a “Statistics for Journalism” Course

A Census of Statistics Requirements at U.S. Journalism Programs and a Model for a “Statistics for Journalism” Course

‘New Forces’: How Classroom Textbooks Are Redefining Journalism

Teaching Journalism Students About Confidential Whistleblower Sources: An Analysis Of Introductory News Writing Textbooks

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