TILLING THE FIELD IN JOURNALISM EDUCATION

Results from a pilot study examining the journalism major

at the University of Newcastle

Dr Janet Fulton

PhD (Media and Communication) (UoN)

Lecturer in Communication

Mr Paul Scott

Lecturer in Communication

Faculty of Science and IT

School of Design, Communication and IT

July 10, 2014

July 10, 2014

WHAT AM I TALKING ABOUT?

• A pilot study that analysed the course content of the journalism major at the University of Newcastle.

• Courses offered to students in the major were assessed to see what skills they learn

– Domain knowledge and acquisition (rules, conventions, techniques, guides and procedures of journalism)

– Field knowledge (social structure)

– Individual skill development

• Why is this important?

July 10, 2014

BACKGROUND TO THE PILOT: PhD PROJECT

Making the news: print journalism and the creative process

Systems model provided a framework to examine and understand how journalists interact with cultural and social structures in the production, or creation, of their work

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BACKGROUND TO THE PILOT

“It is essential to teach students how to navigate the social structure of journalism … Teaching an understanding of the field – how the field works, who can assist in accessing information, who selects what is published, who selects what is to be written, as well as identifying who in the field can negotiate entry into journalism – in conjunction with domain acquisition can only assist an early journalist in their career and lead to a more efficient work process” (Fulton & Scott, 2013, p. 66).

“Continuing to teach the knowledge structures, including practical skills, of journalism is understood by the authors to remain a crucial part of education. But this paper argues that it is also of significant importance to increase journalism students’ knowledge of the field” (Fulton & Scott, 2013, p. 62).

July 10, 2014

JOURNALISM MAJOR AT UoN

• Structure: 8/8/8– 8 x core courses– 8 x major courses (directed courses)– 8 x electives

• First year directed courses (journalism major)– Introduction to Professional Writing– Introduction to Journalism

• Second year directed courses (journalism major)– Feature Writing– Radio Journalism

• Third year directed courses (journalism major - choose 4/5)– International Media Studies– Television Journalism– Journalism– Communication Professional Placement– Public Affairs and Communication

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METHODOLOGY

• Analysis of the following for each course:

– Description

– Rationale

– Course objectives (learning outcomes)

– Assessment items

– Weekly tasks

• keywords that fit under the categories of domain, field and individual were used to categorise these course documents and discover how, and how much, each of these elements are taught in the courses.

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METHODOLOGY: CATEGORIES

DOMAIN FIELD INDIVIDUAL

• Forms of writing• Writing and editing• Examples of writing• Structure, style and

format• Media release• News writing

conventions• News values• Headlines• Interviewing• News article content• Multimedia• Journalism theory• Legal issues

• Audience• Relevant social

contexts• Role of a journalist

• Writing skills• Awareness of role of

journalist• Interview skills• Develop knowledge

and understanding• Multimedia skills• Curiosity• Understanding• Creativity

July 10, 2014

RESULTS

• Description, Rationale, Course objectives – typically student centred

– Developing skills, understanding, knowledge of journalism leading to contribution to the development of the individual in the system

• Assessment items, Weekly tasks – domain acquisition dominates a student’s learning

• Today I will be discussing

– CMNS1280 Introduction to Journalism (First year, second semester)

– CMNS3333 Television Journalism (Third year, first semester)

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CMNS1280: Introduction to journalism

DESCRIPTION

•Introduces students to the professional practice of contemporary journalism through consideration of the nature and role of news and current affairs in society. Through a variety of assigned tasks, students will develop analytical, research, interviewing, production, multimedia and writing skills. Students will engage in the analysis and production of journalism with a focus on news and current affairs.

ASSIGNMENTS

•Slideshow presentation

•Weekly quiz

•Presentation on the week’s topic

•Participation in an online forum

•1400 word article

DOMAIN FIELD INDIVIDUAL• Journalism theory and

practice• Copyright• Technology changes and use• How to tell a story with text,

audio, visual• Interviewing• Photography• Research methods• Ethics – code of ethics• Law – defamation, anti-

terrorism and national security, vilification laws, etc

• Telling the truth, press freedom, privacy, fairness, social responsibility, etc.

• News values• Storytelling• Sources• News definitions, values• Journalistic writing

• relationship with the community and profession

• knowledge of the audience• ownership• what employers expect• circulation and readership,

ratings• what editors want

• Consider key actors, stakeholders (e.g., institutions, organisations) and/or forces involved, and explain their roles and the range of interests and views associated with the issue

• key issues or challenges that this topic presents for people involved in journalism (topics: sports journalism, citizen journalism, ethics, under-30 news engagement, radio journalists, ethics, journalism as a craft/profession/trade)

• analytical skills• depth and breadth of

knowledge• critical, creative thinking,

communication skills• analytical, research,

interviewing, production, multimedia and writing skills

• self-analysis of learning process

• developing curiosity• familiarity with news and

current affairs• develop online

communication skills

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July 10, 2014

CMNS3333: Television journalism

DESCRIPTION

•Through a variety of assigned tasks and self-directed learning, students will develop further their research, interviewing and writing skills. They will prepare, record and edit a number of items for the broadcast medium of television news, and for online. Students will gain a solid understanding of the ethical and legal obligations of journalism. Students intending to enrol in this course should be aware that technical proficiency in video and audio recording and editing is required as these skills are assumed knowledge and are not covered in depth during the course. Students will be directed to resources that will develop their technical skills.

ASSIGNMENTS

•Production of two TV stories in groups

•Online version of the same story

•Mini news bulletin in groups

July 10, 2014

DOMAIN FIELD INDIVIDUAL• Writing for the spoken

word and television• Scripting• components of a good

news script including the piece to camera

• Getting the story, planning and shooting the story

• Interviewing• presenting to camera• ethical and legal

obligations• digital recording and

production skills• different formats• Writing and packaging a

television news story• Core production skills• Online story format• a variety of technologies• scripting, editing

• Audiences• Students will work in

groups of 3-4

• Demonstrate research and planning skills

• Writing and packaging• broadcast skills• critical, creative thinking

and practice• communication skills• critical reflection• Core skills required by the

TV journalist • vocal exercises

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RESULTS

• Domain acquisition is given higher precedence• Professional Placement has more field knowledge

– Students undertake a work placement in organisations to apply the principles and theories acquired during the B Communication program, to develop communication skills appropriate to their chosen profession and to experience organisations, their dynamics, discourses, practices and realities in a professional environment. Direction is provided onsite by a placement supervisor” and the course “contributes to the student's general communication skills through developing the student's skills and experience in a range of tasks found in the communication and cultural industries and through the forming of a relationship with communication professionals.

• Students do learn about the field – formally and informally• Learning about the field enables efficient work practices

July 10, 2014

•Courses at UoN do have field knowledge included but domain acquisition is clearly dominant

•Broader research project

– Australia-wide journalism programs

• Analysis of course outcomes and learning objectives

• Interviews with teaching staff, journalism students, university-educated journalists, senior members of the field

SUGGESTED STUDY: Tilling the field in journalism education

July 10, 2014

NEXT STEP …

•If the system model is true, knowledge of the field should be included in a journalism education model

•How can this be done?

– Student publication, broadcast

– Work placement component

– Involving journalism professionals

“…at the heart of journalism education is a balance of conceptual, philosophical and skills-based content” (Banda, 2013, p. 12).

DISCUSSION

A presentation to ANZCA Conference 2014 | 7 April 2023

CRICOS Provider 00109J | www.newcastle.edu.au

July 10, 2014

July 10, 2014

Bibliography

Banda, F. (2013). Model curricula for journalism education. UNESCO series on journalism education. UNESCO. http://unesdoc.unesco.org/images/0022/002211/221199e.pdf - accessed 20.9.13

Fulton, J. & Scott, P. (2013). Tilling the field in journalism education: implications of a systems model approach for journalism education. Journalism Education, 2(1), pp. 62-75.