Literary Journalism Courses and Professional Writers

Sims, Norman

doi:10.1177/107769589104500413

Cited by 3 publications

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“…As with the scholarship on literary journalism's historical development, there is no shortage of secondary literature on literary journalism's ties, from literary naturalism to narratology. Theories and theoretical research by Sims (1984Sims ( , 1990Sims ( , 2007, Lounsberry (1990), Connery (1992), Eason (1990), and Hartsock (2016), among others in the U.S., have been complemented in all parts of the world: Aare (2016) in Sweden; Giles and Roberts (2014) in Australia; Lima (1993), de Castro (2010), Borges (2013), and Martinez (2016) in Brazil; and Eberwein (2013) in Germany and Austria. Each has widened the parameters of an already-vibrant discussion to include other developing theories from around the world, such as Lombroso's positivist theory of criminology where political upheaval and social stratification have been historically more pronounced.…”

Section: Literary Journalistic Methodologiesmentioning

confidence: 99%

Notes on the Present and Future Research on World Literary Journalisms

Bak

2023

Journalism and Media

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This review article offers a glimpse into the problems and promises of current research on world literary journalism. It discusses the rise and spread of press cultures via colonialism, the contentious nature and taxonomy of the fact—its subjectivism, accessibility, and veracity—within an inconsistent global press, and how the porous divide between fiction and nonfiction genres is affecting the production and consumption of literary journalism around the world. The article concludes by offering nine areas of research (from canon-building and historiographies to digital news platforms and gendered media) still under-represented in international and transnational literary journalism studies.

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Section: Literary Journalistic Methodologiesmentioning

confidence: 99%

Notes on the Present and Future Research on World Literary Journalisms

Bak

2023

Journalism and Media

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“…Nonetheless, there is a broad tendency in publications which consider professional writers as educators to conceive of this as relating to 'creative' professional writers (novelists, poets, playwrights etc). Atypically, research by Cremin, Lillis, Myhill and Eyres (2017) reports on a study which sought the views of writers from journalism and academia, as well as creative writers to consider writer identity; and in the Higher Education context, Sims (1991) refers to journalists as professional writers in the context of a Journalism course. For the purposes of this chapter, however, we acknowledge that professional writing occurs in many contexts, but we restrict our attention to creative professional writers as that is the principal group referred to in consideration of writers in schools.…”

Section: Professional Writers As Educatorsmentioning

confidence: 99%

Creative Writers as Arts Educators

Cremin¹,

Myhill²

2019

Oxford Research Encyclopedia of Education

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In the field of writing in education two strong, even common-sense, views exist, drawing largely on everyday logic rather than evidenced justification: first, that to teach writing effectively teachers must be writers themselves and second, that professional writers, those who are writers themselves, have a valuable role to play in supporting young writers. But rarely have these views been brought together to explore what teachers can learn about being a writer from those who are writers. Nor are these perspectives unquestioned. The positioning of teachers as writers within and beyond the classroom has been the subject of intense academic and practitioner debate for decades. For years professional writers have visited schools to talk about their work and have run workshops and led residencies. However relatively few peer-reviewed studies exist into the value of their engagement in education, and those that do, in a manner similar to the studies examining teachers as writers, tend to rely upon self-reports without observational evidence to triangulate the perspectives offered. Furthermore, the evidence base with regard to the impact on student outcomes of teachers’ positioning themselves as writers in the classroom is scant. Nor is there a body of evidence documenting the impact of professional writers on student outcomes.Historically, these two foci - teachers as writers and professional writers in education - have been researched separately; in this article we draw them together. Predominantly professional writers in education work directly with students as visiting artists, and have been positioned and positioned themselves as offering enrichment opportunities to students. They have not therefore been able to make a sustained impact on the teaching of writing. Moreover, while writers’ published texts are read, studied, and analyzed in school (as examples for young people to emulate), their compositional processes receive little attention, and the craft knowledge on which writers draw is rarely foregrounded. In addition, writing is often viewed as the most marginalized creative art, in part due to its inclusion within English, which itself has been sidelined in the arts debate. Notwithstanding these challenges, research and development studies have begun to create new opportunities for collaboration, with teachers and professional writers sharing their expertise as pedagogues and as writers in order to support students’ development as creative writers. In such work the challenges, constraints, and consequences of students and teachers identifying themselves as writers in school has been evidenced. In addition, research has sought to document the practices of professional writers, analyzing for example their reading histories, composing practices, and craft knowledge in order to feedforward new insights into classroom practice. It is thus gradually becoming recognized that professional writers’ knowledge and understanding of the art and craft of writing deserves increased practitioner attention for their educative possibilities; they have the potential to support teachers’ understanding of being a writer and of how they teach writing. This in turn may impact upon students’ own identities as writers, their understanding of what it means to be a writer, and their attitudes to and outcomes in writing.

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“…In line with core tenets of literary journalism (Hartsock 1999), satire openly acknowledges the tentative nature of its coverage (Day 2011). Rather than bringing disembodied "news from nowhere" (Baym 2010, 2;Epstein 1973), news satire engages in a form of openly subjective storytelling that brings together facts with personal lived experience (Sims 1995) dedicated to facilitating democratic debate (Berning 2010). This in turn aligns television news satire with more opinionated strands of journalism and their distinct opposition against positivist epistemology (Steensen 2017).…”

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confidence: 97%

The “Humoralist” as Journalistic Jammer: Zondag met Lubach and the Discursive Construction of Investigative Comedy

2022

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This study contributes to ongoing discussions on the societal role of satire as a platform for public debate. To this end, we analysed the metajournalistic discourse surrounding the Dutch television news satire show Zondag met Lubach to assess how it has been received and discussed in the Dutch media landscape. Through an analysis of 64 media appearances (2014-2020) with the host and staff members of the show, we zoom in on how discursive exchanges between Zondag met Lubach and media professionals reflect and shape understandings of the journalistic. Thereby, we distinguish three phases of identity construction for the show. Our findings reveal how Zondag met Lubach entered the Dutch media landscape as a comedic non-journalistic outsider, but has gradually become legitimated as a quasi-insider to the journalistic field, embodying the nuanced role of investigative comedy. We conclude by discussing how the concept of investigative comedy elicits reflection on the epistemic authority of novel incantations of journalistic storytelling, and how it contributes to the expansion of conventional assumptions among satirists and media professionals about what journalism can or should be.

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Literary Journalism Courses and Professional Writers

Cited by 3 publications

References 0 publications

Notes on the Present and Future Research on World Literary Journalisms

Notes on the Present and Future Research on World Literary Journalisms

Creative Writers as Arts Educators

The “Humoralist” as Journalistic Jammer: Zondag met Lubach and the Discursive Construction of Investigative Comedy

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