The state of data and statistics in journalism and journalism education: Issues and debates

Abstract

This paper discusses journalists’ vast misunderstanding, underestimation and ignorance of the nature of statistics and their role in shaping the public’s daily work and life. In countering what the authors see as the most common myths about numbers and the news, it aims to set the scene for the key issues and debates that this special issue covers. At the centre of this discussion are three key points: (a) statistics are not distant from the news: they are at the heart of journalism; (b) statistics are not mathematics: they are about the application of the same kind of logical and valid reasoning needed for other types of news material; and (c) statistics are neither cold nor boring: they are an endless source of inspiration for much excellent journalism in the past, present and, undoubtedly, future.

3Ws of Data Journalism Education

“…Putting this next to the results gathered from the Global Data Journalism survey (Figure 2), it is immediately apparent that while most journalists are interested in learning about data analysis, apart from the basic data analytics covered in foundational 'data journalism' courses, very few courses on more advanced data analytics are offered in journalism and related programmes. Perhaps this is the reason why most journalists feel they need to learn more about data analysis, and a reason behind journalists' 'number phobia' highlighted by Nguyen & Lugo-Ocando (2016). This results, put next to former calls on the importance of statistics and data analysis in journalism, e.g.…”

Journalists and Communicators' Perceptions of Their Graduate Training in Environmental Reporting: An Application of Knowledge-Based Journalism Principles

“…Their low self-efficacy when it comes to numeracy might prevent them from using a broader range of sources or analytical tools in their reporting. To prevent this lapse, there are several arguments for incorporating statistical reasoning and data analytic skills-which are not the same as math-throughout the curriculum (Lacy and Fico, 1994;Curtin and Maier, 2001;Dunwoody and Griffin, 2013;Griffin and Dunwoody, 2016;Hewett, 2016;Nguyen and Lugo-Ocando, 2016;Splendore et al, 2016;Tabary et al, 2016). Curtin and Maier (2001) argue that journalism schools not only have to ensure that students master AP style, but also should increase students' self-efficacy in math.…”

Quantitatively Oriented Forms of Journalism and Their Epistemology

“…Journalism in general, and investigative journalism in particular, commonly work with datasets and “statistics have long been a staple of daily news” (Nguyen and Lugo‐Ocando , 4). Anderson () recalls Survey Graphic , a news magazine produced in the middle of the last century and specifically aimed to produce news through the use of statistics.…”