Telling True Stories in Australia

Joseph, Sue

doi:10.1080/17512780903119685

Cited by 7 publications

(9 citation statements)

References 2 publications

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“…Narrative journalism is seen as an important promise for the future of print journalism for its capacity to cross traditional boundaries and fulfill additional, distinctive functions (e.g. Joseph, 2010 ; Merljak Zdovc, 2009 ; Neveu, 2014 ).…”

Section: Introductionmentioning

confidence: 99%

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Framing narrative journalism as a new genre: A case study of the Netherlands

Krieken

Sanders

2016

Journalism

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Although narrative journalism has a long history in the Netherlands, it is in recent years being promoted as a ‘new’ genre. This study examines the motives underlying this promotional tactic. To that end, we analyze how narrative journalism is framed in (1) public expressions of the initiatives aimed at professionalization of the genre and (2) interviews with journalists and lecturers in journalism programs. Results indicate that in public discourse on narrative journalism, the genre is framed as moving, essential, and as high quality journalism. These frames indicate that the current promotion of narrative journalism as ‘new’ can be seen as a strategy that journalists apply to withstand the pressures they are facing in the competition with new media. These frames are deepened in the interviews with lecturers and practitioners, who frame narrative journalism as a dangerous game, a paradigm shift, and as the Holy Grail. These frames indicate that narrative journalism is regarded as the highest achievable goal for journalists, but that its practice comes with dangers and risks: it tempts journalists to abandon the traditional principles of objectivity and factuality, which can ultimately cause journalism to lose its credibility and authority. We discuss these findings in terms of boundary work and reflect on implications for narrative journalism’s societal function.

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Section: Introductionmentioning

confidence: 99%

“…Recent research has examined professional conceptions of narrative journalism in Australia and Slovenia. Joseph (2010) interviewed six leading Australian narrative journalists on their understanding of the genre. The interview data revealed that Australian journalists do not actively debate or talk about the genre but just practice it.…”

Section: Introductionmentioning

confidence: 99%

Framing narrative journalism as a new genre: A case study of the Netherlands

Krieken

Sanders

2016

Journalism

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“…The narrative’s real power in the classroom lies in students’ ability to create their own internal cognitive frameworks that, in turn, provide meaningful ‘hooks’ on which to ‘hang’ new facts, concepts and theories (Short & Ketchen, 2005, p. 816). This is especially critical in journalism education that, at its core, teaches students to tell other people’s (true) stories (Joseph, 2010). Indeed, because ‘reporting’ is a ‘linguistic and cultural act’ (Eason, 1981, p. 125) in which journalistic ‘narratives’ (Zerba, 2008) and ‘frames’ (Entman, 1993) offer meaning to readers, journalism students benefit handsomely from the content delivered in a narrative form.…”

Section: Why Tell Stories In a University Classroom?mentioning

confidence: 99%

“…Last, and most pragmatically, Aesop’s Fables flag for the beginning journalists a fundamental truth: At our core, journalists tell other peoples’ (true) stories (Darnton, 1975; Joseph, 2010; Joslyn, Howard & Weinstein, 1984). As Tuchman (1976, pp.…”

Section: Why Use Aesop’s Fables In Journalism Classroom?mentioning

confidence: 99%

“…Moreover, in their coverage of 'established truths' surrounding the human condition, Aesop's Fables and the Socratic method mitigate against 'groupthink' (Short & Ketchen, 2005, p. 824)-an important lesson for students if they are to develop as independent thinkers. Last, and most pragmatically, Aesop's Fables flag for the beginning journalists a fundamental truth: At our core, journalists tell other peoples' (true) stories (Darnton, 1975;Joseph, 2010;Joslyn, Howard & Weinstein, 1984). As Tuchman (1976, pp.…”

Section: Why Use Aesop's Fables In Journalism Classroom?mentioning

confidence: 99%

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Using Aesop’s Fables to Teach Political Theory and Newsgathering Practice to Journalism Students

Williams

2016

Asia Pacific Media Educator

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While the industry versus academic debate surrounding the training and education of journalists is now largely resolved in a consensus of a hybrid pedagogical model, there remains concern that even this compromise ignores journalistic ‘empowerment’. This article seeks to answer this concern with a model to empower beginning journalists by teaching students political concepts of power and authority through a novel classroom application of Aesop’s Fables. Taking the rich pedagogy literature on storytelling as its commencement, this article anatomizes how the universally familiar and popular Aesop’s Fables—with their clear cultural and political mores—not only offer easy and accessible insight into the political theory but also practical lessons that can prepare beginning journalists cognitively and intuitively as they begin newsgathering and newswriting processes. Ultimately, a study of Aesop’s Fables can produce not only more able beginning journalists but also well-rounded and engaged citizens.

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Popular Criminological Representations of the Sutcliffe Case

Wattis

2018

Revisiting the Yorkshire Ripper Murders

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Telling True Stories in Australia

Cited by 7 publications

References 2 publications

Framing narrative journalism as a new genre: A case study of the Netherlands

Framing narrative journalism as a new genre: A case study of the Netherlands

Using Aesop’s Fables to Teach Political Theory and Newsgathering Practice to Journalism Students

Popular Criminological Representations of the Sutcliffe Case

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