Using the gut feeling – making sense of practical knowledge in journalism education

Kronstad, Morten

doi:10.1080/14682753.2014.1000041

Cited by 8 publications

(32 citation statements)

References 23 publications

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“…Tidligere forskning på journalistikkens magefølelse Som nevnt finnes få studier av journalisters og journaliststudenters profesjonskunnskap (Kronstad, 2014). Av norske studier er Dimmens (2009) drøfting av den tause kunnskapen i nyhetsutvelgelsen, Kronstads (2014) undersøkelse av hvordan studenter bruker taus kunnskap og K. S. Olsens (2018) studie av taus kunnskap blant lokaljournalister blant unntakene.…”

Section: Hva Er Praktisk Kunnskap?unclassified

“…Studentene uten praktisk erfaring synes imidlertid det er utfordrende. I likhet med Schultz (2007) sin studie av danske tv-journalister finner Kronstad (2014) at den journalistiske magefølelsen i stor grad baserer seg på implisitte vurderingskriterier. Mens Schultz (2007) avdekker kriteriet eksklusivitet, er gjennomførbarhet og salgbarhet sentrale, skjulte kriterier hos Kronstad (2014).…”

Section: Hva Er Praktisk Kunnskap?unclassified

“…Å undersøke hvordan utøvelsen av journalistisk praksis beskrives, er viktig av flere årsaker. For det første er empiriske studier av journalisters og journaliststudenters kunnskap mangelvare (Kronstad, 2014). En årsak til dette er at den vitenskapelige interessen for praktisk kunnskap er relativt ny.…”

Section: Introduksjonunclassified

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Å telle aviser. Bakgrunn, kilder, problemer og erfaringer

Høst¹

2022

Presse, Profesjon Og Politikk: Festskrift Til Paul Bjerke

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På 1980-tallet dekket avisstatistikken bare de avisene som var medlemmer av Norske Avisers Landsforening. Derfor var det mange aviser, særlig små lokalaviser, som ikke var tatt med. Ingen visste hvor mange det var av dem, og hvor mange aviser det ble til sammen. For å skaffe mer nøyaktige tall begynte jeg å lage et register som skulle dekke alle norske aviser. Den første utgaven var ferdig i 1990, og resultatene ble blant annet brukt av det dagspresseutvalget som ble oppnevnt i 1991. Senere har registeret vært grunnlag for Avisåret, en serie med årlige tabell- og kommentarrapporter som har dekket hele perioden fra 1994 og frem til 2020. De første utgavene av rapporten gjaldt bare vanlige aviser, det vi i dag vil kalle betalte papiraviser. Senere er rapportene utvidet med tidsserier som gjelder avisenes nyhetssider på internett (fra 1996), gratisaviser på papir (fra 1999) og betalte nettaviser (fra 2017). Artikkelen beskriver arbeidet med registeret og statistikken, og det er lagt spesiell vekt på kildebruk og metodeproblemer. For den som er vokst opp med Google, kan det være vanskelig å forestille seg en situasjon der nesten alt kildearbeid handlet om å finne frem til, og å vurdere, informasjon på papir.

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Section: Hva Er Praktisk Kunnskap?unclassified

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Å telle aviser. Bakgrunn, kilder, problemer og erfaringer

Høst¹

2022

Presse, Profesjon Og Politikk: Festskrift Til Paul Bjerke

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“…The ability to develop ideas for interesting, topical news stories is fundamental to success as a journalist. The ability has names in journalism practice—a nose for news, gut instinct, and it is a subject of theorizing in journalism scholarship (Kronstad ; Schultz ). Bonnie was asked why, in her view, students lacked the nose for news.…”

Section: Professional Identities In Decoding Interviewsmentioning

confidence: 99%

Intuitions and Instincts: Considerations for Decoding Disciplinary Identities

MacDonald¹

2017

New Drctns for Teach & Learn

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Interviews of teachers seeking to help students overcome learning bottlenecks are the first steps in a process of Decoding the Disciplines (Pace and Middendorf 2004) pioneered in the History Department at Indiana University. The aim of a Decoding interview is to build precise understanding of the bottleneck in question and to identify the operations or steps experts would take and students must master to get through the bottleneck. Teachers then determine how, as experts, to model the operations or steps for their students, how to provide effective opportunities for students to practice and receive helpful feedback on the operations or steps, how to assess student progress, and how to share results with other teachers in the program or discipline. The steps needed to get through the bottleneck may be identified in a Decoding interview by inquiring of the teacher interviewee what steps she took in overcoming the difficulty when she was a learner or apprentice herself, or by asking her what an expert would do to overcome the difficulty, or both (Diaz, Middendorf, Pace, and Shopkow 2008).Decoding the Disciplines interviews conducted with faculty members at Mount Royal University (described in Miller-Young and Boman, this issue) bumped up against not only the interviewees' professional identities as teachers, always by definition in play in the interviews, but specifically their disciplinary professional identities as, say, nurses or journalists.Interviewers in these situations (including the present author) did not pursue discussion of disciplinary professional identities as such in much depth or breadth. We might have done, though, because unpacking the ways and means by which disciplinary professional identities are

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“…The research of Dailey and Rocky (2016) points to the importance of intellectual and creative processes of journalism for the future. Norwegian scientist Morten Kronstad (2014) found value in the way journalism students who worked as journalists prior to becoming students use this experience in their education. The emphasis is on how students in undergraduate programs in the school of journalism use their experience and practical knowledge along with educational activities, and how this knowledge is expressed.…”

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confidence: 99%

Why Study Journalism: Motivation of Future Kazakh Journalists

Brown¹,

Ibrayeva²

2019

CAJSH

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This paper is part of a large international research project: Journalism Students across the Globe: Professionalization, Identity and Challenges in a Changing Environment. Journalism education in Kazakhstan, like elsewhere, needs to account for changes in the information environment. This project examines the motives to study journalism by students from Kazakhstan. Do today's student motivations reflect an understanding of new media with its text, images, infographics, data, and new genres; and how should a journalist combine knowledge of the various media fields? Study of the motivations of Kazakh students in this context is important for both national interests and aligning Kazakh journalism education with international expectations. An online survey used open-ended questions to elicit replies. Questions focused on career opportunities for journalism students, aspects of education that motivate students and whether a university degree is necessary to become a professional journalist. Findings were compared to historical journalistic motivations in Kazakhstan. Students now are driven by different motives. In the past journalistic education was a building block for a career in politics or writing. Now students know various fields of journalism and what the fields offer. Journalism students prefer TV, but a high percentage also prefer the increasingly important online environment. The formula for modern education in the age of information and new technologies is an ongoing systematic process of learning for both educators and students, driven by motivations that are important not only within the walls of universities, but in everyday life.

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Using the gut feeling – making sense of practical knowledge in journalism education

Cited by 8 publications

References 23 publications

Å telle aviser. Bakgrunn, kilder, problemer og erfaringer

Å telle aviser. Bakgrunn, kilder, problemer og erfaringer

Intuitions and Instincts: Considerations for Decoding Disciplinary Identities

Why Study Journalism: Motivation of Future Kazakh Journalists

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