Teaching Web Design in Journalism and Mass Communications Programs: Integration, Judgment, and Perspective

Abstract

Abstract:The Internet is being implemented for many educational and academic purposes, and departments of journalism are no exception in integrating technology into the curriculum. The presence of the Internet in education is causing many educators to reconsider, reevaluate, and modify their teaching methods to meet the needs of a new media environment. But this presents many challenges. Should the focus be on theory or practice? This paper is a case study of a Web Publishing course that covers the basic skills of Web design, graphics, animation, and multimedia, and how it has evolved over time to focus on integration, judgment, and perspective.

Development of Concept-Based XHTML/CSS Pedagogy for Non-Technical Learners

“…To this list, add journalism (Royal, 2005), rhetoric and composition (Dick, 2006;Karper, 2004;Turnley, 2005), education (Marx, 2003;Victor, 2002), information science, library science, linguistics, mathematics, psychology, and particularly, literacy (Hofstetter, 2006;Mackey & Ho, 2005).…”

“…It is my belief that this lack is due to the inability to keep pace with the rapidly changing nature of the Web. (Karper, 2004, p. 6) Academia has also resisted studying Web design education by classifying it as a skill or literacy (Karper, 2004;Royal, 2005) and then relegating it as skills-based training (Chafy, 1997). In the latter half of the 20th century, educational research strove to emphasize the teaching of critical thinking, expression and application of knowledge, rather than skills labeled 'basic literacies' (Bransford et al, 2000) or professional or procedural training (Chafy, 1997).…”

“…Web design "is transitioning from a cutting-edge technology to a more accepted, more transparent technology" (Karper, 2004, p. 35), because of the Internet's presence in daily life; this sometimes means that computer literacy instruction presents Web design as software training, but more often these educators reclassify it as an advanced 'new literacy' that requires integration of not just technological skills, but the judgment and perspective of communication and composition skills in the Web medium (Karper, 2004;Krunić et al, 2006;Mackey & Ho, 2005;Royal, 2005;Turnley, 2005 It should be noted that many traditional computer literacy standards promote advanced intellectual skills, including problem solving and design, as "critical elements in technology education" (Jakovljevic, Ankiewicz, de Swardt, & Gross, 2004, p. 267), even while focusing on software or hardware training-these two ideas are not mutually exclusive (Ebersole, 1997;Niess et al, 2008). Accreditation standards for colleges and universities also mandate the integration of information literacy and technology as intellectual skills in higher education curricula rather than just software training (Mackey & Ho, 2005).…”

“…This "focus on the necessary critical and intellectual approaches [is] missing from many Web design curricula" (Royal, 2005, p. 401) and scholars such as Royal (2005) Competency as a conceptual learner is then an important characteristic for Web design students; the capability to experiment and invent in the form of design, and the confidence to take risks, is essential (Gordon, 2005;Karper, 2004). Deek et al (2000) found & McKim, 2013).…”

“…Only those who manage to combine these two things can become good web designers" (Krunić et al, 2006, p. 326); "it is necessary to teach technology in contexts that honor the rich connections between technology, the subjectmatter (content) and the means of teaching it (the pedagogy)" (Koehler & Mishra, 2005, p. 148). Again, technical Web design knowledge is essential, but should be taught in regard to the design or communication concepts which necessitate it (Gordon, 2005;Royal, 2005). Karper (2004) provides an example of an effective conceptual learning scenario:…”