JournalTOCs

Journalism & Mass Communication Educator
Number of Followers: 22

Hybrid journal (It can contain Open Access articles)
ISSN (Print) 1077-6958 - ISSN (Online) 2161-4326
Published by Sage Publications

[1176 journals]

Introduction: Trauma Literacy in Global Journalism: Toward an Education
Agenda
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  Authors: Olatunji Ogunyemi, Lada Trifonova Price
  Pages: 107 - 111
  Abstract: Journalism & Mass Communication Educator, Volume 78, Issue 2, Page 107-111, June 2023.
  Due to growing evidence of extensive trauma associated with high exposure to traumatizing events, including posttraumatic stress disorder (PTSD) and maladaptive coping strategies among practicing journalists, the drive to prepare journalism students to cope with the emotional and psychological stress of reporting trauma and human suffering has grown significantly among scholars in recent years. This special issue proposes a new pathway to an educational agenda in response to this persistent work-related problem in journalism practice.
  Citation: Journalism & Mass Communication Educator
  PubDate: 2023-05-13T12:38:17Z
  DOI: 10.1177/10776958231167530
  Issue No: Vol. 78, No. 2 (2023)
Book Review: Brand Storytelling: Integrated Marketing Communications for
the Digital Media Landscape, by Keith A. Quesenberry and Michael K.
Coolsen
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  Authors: Kay M. Beckermann
  Abstract: Journalism & Mass Communication Educator, Ahead of Print.
  
  Citation: Journalism & Mass Communication Educator
  PubDate: 2023-06-02T06:49:49Z
  DOI: 10.1177/10776958231178183
U.S. Student Media Associations’ Mission Statements Provide Discursive
Leadership in Support of Civic Culture
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  Authors: Todd R. Vogts
  Abstract: Journalism & Mass Communication Educator, Ahead of Print.
  As political division and polarization continually increases in the United States, civic knowledge faces decline. Journalism education provides a potential remedy for these democracy-endangering harms by imparting valuable instruction regarding civics and the role of the media in society. However, with no standardization in the country, individual educators and school districts largely must develop their own curricula. Luckily, student media associations provide support and leadership to student media programs, which is articulated through their mission statements. Filling a gap in the existing research, this study conducted a thematic analysis and found discursive leadership within the mission statements of such associations.
  Citation: Journalism & Mass Communication Educator
  PubDate: 2023-04-28T11:08:20Z
  DOI: 10.1177/10776958231170319
Exploring Trauma Literacy Quotient Among Indian Journalists and a Way
Forward in Post-Pandemic Era: A Case Study of India
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  Authors: K. Shilpa, A. Kumari, M. M. Das, Tanushree Sharma, S. K. Biswal
  Abstract: Journalism & Mass Communication Educator, Ahead of Print.
  The American Psychological Association defines trauma as “an emotional response to a terrible event. . ..” Trauma can be experienced as a response to either physical or emotionally disturbing circumstances. The Journalism and the Pandemic Project from the International Center for Journalists (ICFJ) and the Tow Center for Digital Journalism at Columbia University, in their global survey of journalists, have studied the impact of the pandemic on journalists across the globe. The COVID-19 pandemic has caused varying degrees of disruptions in the personal and professional lives of journalists. Traumatic experiences like covering traumatic events up close, COVID-induced health issues, job loss, pay cuts, and insecurity at the workplace have consumed journalists like never before. Overwhelming emotions like shock, helplessness, loneliness, depression, and anxiety are some of the reactions observed by mental health experts. Indian journalists, too, like their counterparts across the globe, have had to take on the challenges posed by this unprecedented crisis. This article intends to study the impact of the pandemic on Indian journalists both from physical and emotional perspectives. The objectives of the study include—(a) to analyze the journalists’ response to traumatic experiences during the pandemic, (b) to study the nature of trauma experienced by journalists during the pandemic, (c) to analyze how traumatic experiences affected the journalists, and (d) to explore and analyze how journalists managed to cope with the traumatic experiences. The study adopts social cognitive theory (SCT) as the framework. SCT comprises four goal realization processes: self-observation, self-evaluation, self-reaction, and self-efficacy. The four components are interrelated, and all influence motivation and goal attainment. Social cognition includes diverse processes linking the perception of social information with a behavioral response, including perception, attention, decision-making, memory, and emotion. The post-traumatic reactions include re-experiencing the traumatic event in flashbacks, recurrent nightmares, and intrusive memories, hypervigilant arousal, impaired concentration, depression, sleep disturbances, self-devaluation, avoidance of reminders of traumatic experiences, emotional detachment from others, and disengagement from aspects of life that provide meaning and self-fulfillment, which impair intrapersonal, interpersonal, and occupational functioning. The scope of the study covers the journalists’ responses to traumatic experiences specific to the pandemic. The study adopts a mixed research method with a thematic analysis of the qualitative data from interviews of journalists followed by a factor analysis of the quantitative data from the survey of the journalists.
  Citation: Journalism & Mass Communication Educator
  PubDate: 2023-04-24T06:56:45Z
  DOI: 10.1177/10776958231161889
The Inconsistency of Trauma-Related Journalism Education Goals and
Instruction
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  Authors: Elana Newman, Ilissa Madrigal, Joe Hight
  Abstract: Journalism & Mass Communication Educator, Ahead of Print.
  Many journalism students cover stories about tragedy and violence (trauma). Yet few journalism schools offer trauma training despite growing agreement among educators that early journalists need to learn about the impact of reporting trauma on victims, the community, and the journalists’ themselves. This contrast is puzzling This study aimed to identify what trauma-related topics are valued and which are taught. First, 156 Association for Education in Journalism and Mass Communication (AEJMC) members completed a survey rating the importance and extent of course coverage of self-care, trauma-informed interviewing, trauma’s impact on the community, and best trauma community reporting practices. The commonly deemed highly valued topics include ethics of accuracy, sensitivity, respect for survivors, and privacy rights. Self-care was deemed important but often not covered. Qualitative interviews provided context on pedagogical techniques, experiences, and barriers to teaching trauma.
  Citation: Journalism & Mass Communication Educator
  PubDate: 2023-04-21T07:34:24Z
  DOI: 10.1177/10776958231167304
Embedding Trauma Literacy Into Curriculum: An Examination of the Attitudes
of Australian and New Zealand Journalism Educators
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  Authors: Alexandra Wake, Erin Smith, Matthew Ricketson
  Abstract: Journalism & Mass Communication Educator, Ahead of Print.
  Australia and New Zealand have reputations as countries prone to catastrophic and frequent natural and man-made disasters. Therefore, it is no surprise that antipodean academics want trauma-informed education for their journalism students. This study presents the Australian-New Zealand results of a 2021 survey exploring educators’ attitudes toward embedding trauma literacy into journalism curriculum. It mirrors a survey from the UK-based Journalism Education and Trauma Research Group. The Australian-New Zealand results confirm that educators want more training to effectively embed trauma-informed reporting into their curricula. The discussion notes the availability of local, research-based teaching materials, and identifies barriers to implementation.
  Citation: Journalism & Mass Communication Educator
  PubDate: 2023-04-12T06:58:48Z
  DOI: 10.1177/10776958231164199
Teaching Emotional Intelligence for Enhancing Resilience in Journalism
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  Authors: Maja Šimunjak
  Abstract: Journalism & Mass Communication Educator, Ahead of Print.
  The article outlines an evidence-informed approach for enhancing resilience, one of the key personal resources in labor, and explores the viability of this training for increasing journalists’ ability to manage everyday work-related stressors. The suggested pedagogy is in the form of a microintervention, informed by literature on psychological capital and primary research based on interviews with British journalists. The test of concept is based on 13 workshops carried out with journalism trainees and professionals. The postworkshop survey (n = 80) suggests that the proposed pedagogy has the potential to contribute to development of participants’ resilience as well as their wider psychological capital.
  Citation: Journalism & Mass Communication Educator
  PubDate: 2023-04-11T08:44:34Z
  DOI: 10.1177/10776958231165103
Book Review: The Right to be Forgotten, by Paul Lambert
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  Authors: Kyu Ho Youm
  Abstract: Journalism & Mass Communication Educator, Ahead of Print.
  
  Citation: Journalism & Mass Communication Educator
  PubDate: 2023-03-30T12:41:52Z
  DOI: 10.1177/10776958231164839
Psychological and Physical Lived Experiences of Journalists Covering
Terrorism in Kenya
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  Authors: Benjamin Muindi
  Abstract: Journalism & Mass Communication Educator, Ahead of Print.
  This research is based on 28 in-depth interviews with Kenya-based journalists who report terrorism. The objective of the research was to recount their lived experiences. The theme of safety of journalists comprised psychological and physical safety of the newspeople, and there were various ways in which the psychological and individual safety of the journalists covering terrorism and related events was at risk. The psychological safety included traumatic events leading to sleeplessness and nightmares, loss of memory, and some journalists resorting to alcohol abuse in a bid to cope with the traumatic experiences. These physical safety concerns for some journalists included threats of death by fanatical religious groups, while other participants said that they were threatened with death because of their coverage of terrorism and related activities in Kenya.
  Citation: Journalism & Mass Communication Educator
  PubDate: 2023-03-29T12:40:59Z
  DOI: 10.1177/10776958231163235
“You can Run, but You Cannot Hide!” Mapping Journalists’ Experiences
With Hostility in Personal, Organizational, and Professional Domains
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  Authors: Signe Ivask, Angelina Lon
  Abstract: Journalism & Mass Communication Educator, Ahead of Print.
  Our study describes how hostility reaches journalists and their reactions to the experiences. Semi-structured interviews with 18 Estonian journalists were conducted in 2021 from June to December. We divided journalists’ experiences into personal, professional, and organizational domains. One key observation is that journalists cannot avoid work-related hostility, even when off-duty. In addition, as one journalist receives hostility in a myriad of ways, there is a necessity for a multilevel approach when teaching about coping with or preventing unnecessary hostility from reaching journalists. Our mapping can be used when preparing students for occupational hazards or developing journalism curricula.
  Citation: Journalism & Mass Communication Educator
  PubDate: 2023-03-22T05:23:23Z
  DOI: 10.1177/10776958231151302
“I Definitely Would Appreciate a Little More Validation”: Toward an
Ethics of Care in College Newsrooms and Journalism Education
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  Authors: Taylor Arrey, Chelsea Reynolds
  Abstract: Journalism & Mass Communication Educator, Ahead of Print.
  Drawing on interviews with 10 U.S. student journalists, we introduce an ethics-of-care approach for trauma-informed journalism pedagogy. We express grave concern for mental health in journalism programs, offering an empirical snapshot of students’ traumas and coping strategies. We confirm that student journalists, like working reporters, are traumatized by professional norms, high demands, poor boundaries, safety concerns, and ethical-professional responsibilities. Participants coped through emotional distancing, saving face, and relying on peers. We offer interventions based on student support needs and changing news values, including faculty affirmation, financial support, counselor support, diversity training, newsroom debriefings, emotional leadership, and reporting protocols.
  Citation: Journalism & Mass Communication Educator
  PubDate: 2023-03-22T05:20:53Z
  DOI: 10.1177/10776958231153267
Book Review: Digital Fever, Taming the Big Business of Disinformation, by
Bernhard Poerksen
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  Authors: Jeremy Harris Lipschultz
  Abstract: Journalism & Mass Communication Educator, Ahead of Print.
  
  Citation: Journalism & Mass Communication Educator
  PubDate: 2023-03-22T05:19:23Z
  DOI: 10.1177/10776958231162685
Book Review: Inventing TV News—Live and Local in Los Angeles, by
Terry Anzur
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  Authors: William R. Davie
  Abstract: Journalism & Mass Communication Educator, Ahead of Print.
  
  Citation: Journalism & Mass Communication Educator
  PubDate: 2023-03-22T05:18:03Z
  DOI: 10.1177/10776958231159825
Book Review: All the News That’s Fit to Click: How Metrics Are
Transforming the Work of Journalists, by Caitlin Petre
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  Authors: Amanda C. Bright
  Abstract: Journalism & Mass Communication Educator, Ahead of Print.
  
  Citation: Journalism & Mass Communication Educator
  PubDate: 2023-03-07T10:00:02Z
  DOI: 10.1177/10776958231160040
Mental Health Resilience in the Journalism Curriculum
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  Authors: Marijana Markovikj, Eleonora Serafimovska
  Abstract: Journalism & Mass Communication Educator, Ahead of Print.
  Reporting on trauma is part of the journalists’ job, and it needs to be conducted with care for their mental health of the interviewees and audiences. Data from focus groups and online survey with journalism students in Macedonia identified that: reporting on traumatic events can affect mental health; education can be a factor for coping and building resilience; educators lack adequate training; there are no adequate teaching materials in journalism courses at faculties; and at the end, students are not equipped with strategies and skills for dealing with trauma when reporting on trauma.
  Citation: Journalism & Mass Communication Educator
  PubDate: 2023-02-14T12:59:07Z
  DOI: 10.1177/10776958231153260
Exploring the Attitudes of Journalism Educators to Teach Trauma-Informed
Literacy: An Analysis of a Global Survey
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  Authors: Olatunji Ogunyemi, Lada Trifonova Price
  Abstract: Journalism & Mass Communication Educator, Ahead of Print.
  Literature notes that most journalists will witness trauma and human suffering during the course of their careers, yet journalism education is lagging behind in preparing students to cope with the effects of exposure to traumatic events. This paper examines the attitudes of journalism educators/trainers toward trauma literacy through a questionnaire survey of 119 journalism educators globally. The findings show that a high percentage of educators have a good understanding of the risks that arise from exposure to critical and potentially traumatizing events but there are some barriers to teaching trauma including lack of knowledge/confidence, resources, time, and teaching materials.
  Citation: Journalism & Mass Communication Educator
  PubDate: 2023-02-11T05:43:18Z
  DOI: 10.1177/10776958221143466
Campus Coverage of An Execution: A Narrative Analysis
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  Authors: Desiree Hill
  Abstract: Journalism & Mass Communication Educator, Ahead of Print.
  Research demonstrates that most professional journalists will experience trauma in their work. Yet almost no research has focused on college students’ coverage of a traumatic event. Narrative analysis explores the experiences of 12 university students who reported and produced execution coverage for their college newscast. The data reveal that the students struggled with feelings of detachment, uncertainty, and dread before, during, and after the coverage. The research also explored the students’ reaction to counseling sessions scheduled by faculty to mitigate the trauma. Findings illuminate a path for student media programs to follow to help students prepare for potentially troubling content.
  Citation: Journalism & Mass Communication Educator
  PubDate: 2023-01-25T06:06:20Z
  DOI: 10.1177/10776958221150309
Book Review: Feature Writing and Reporting: Journalism in the Digital Age,
by Jennifer Brannock Cox
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  Authors: Lei Guo
  Abstract: Journalism & Mass Communication Educator, Ahead of Print.
  
  Citation: Journalism & Mass Communication Educator
  PubDate: 2022-02-05T06:27:09Z
  DOI: 10.1177/10776958211074940