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Authors:George L. Daniels Abstract: Journalism & Mass Communication Educator, Ahead of Print.
Citation: Journalism & Mass Communication Educator PubDate: 2024-07-27T10:18:31Z DOI: 10.1177/10776958241266767
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Authors:Kow Kwan Yee, Tan Huey Shyh Abstract: Journalism & Mass Communication Educator, Ahead of Print. Media and Information Literacy (MIL) education can combat online misinformation by enhancing users’ fact-checking skills. This action research study designed and implemented a problem-based learning MIL project for journalism undergraduates. The objectives are (a) to design a MIL project by using a problem-based learning methodology; (b) to implement the MIL project and to assess its effectiveness in improving students’ fact-checking skills; and (c) to identify the challenges and limitations of implementing the project. Analysis shows that the MIL project successfully improved students’ MIL skills, including critical analysis, media production, and personal growth. Despite facing challenges like time constraint and limited generalizability, the study suggests that the MIL project could be replicated in other journalism programs to enhance MIL skills and cultivate critical thinking to fight misinformation. Citation: Journalism & Mass Communication Educator PubDate: 2024-06-21T07:14:50Z DOI: 10.1177/10776958241256404
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Authors:Kyser Lough, Karen McIntyre, Kate Roff Abstract: Journalism & Mass Communication Educator, Ahead of Print. This study examines how solutions journalism education translates to professional practice, through in-depth interviews with current media professionals who encountered solutions journalism when they were in college. Findings suggest that solutions journalism education resonates powerfully with students, and incorporating the practice in J-school curriculum may have the potential to reengage disenchanted students. Whereas there remain significant barriers to practicing the approach in the workplace, participants revealed that their encounters at university with solutions journalism positively affected their reporting style, interview skills, and perspective of journalism’s role in society. Citation: Journalism & Mass Communication Educator PubDate: 2024-06-21T07:13:08Z DOI: 10.1177/10776958241254152
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Authors:Signe Ivask Abstract: Journalism & Mass Communication Educator, Ahead of Print. This study explores journalism students’ responses to hazards and hostility in the profession within a Safety of Journalists course. The research uses focus group interviews, field notes, study diaries, written tasks, and Teams’ chat logs of 11 students. Students’ reactions to the hazards highlight the importance of awareness for finding solutions and developing resilience. Proposed solutions include fostering self-assurance, enhancing interpersonal communication, setting boundaries to prevent burnout, and recognizing the significance of workers’ rights. However, finding some solutions was hindered by students’ experiences of media organizations neglecting worker well-being. Citation: Journalism & Mass Communication Educator PubDate: 2024-06-21T07:11:29Z DOI: 10.1177/10776958241248731
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Authors:Robin Blom Abstract: Journalism & Mass Communication Educator, Ahead of Print.
Citation: Journalism & Mass Communication Educator PubDate: 2024-05-28T12:40:07Z DOI: 10.1177/10776958241253320
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Authors:Lydia Ouma Radoli Abstract: Journalism & Mass Communication Educator, Ahead of Print. The paradox of documenting history through gruesome visuals depicting the prominence of stories intrigues media researchers. Foundational work on the dual representation theory explains trauma transference to brain functions following disturbing emotional triggers. The analysis suggests an existing link between exposure to disturbing information and trauma. In East Africa, trauma and related psychological effects thrive amid rigid newsroom structures devoid of intervention mechanisms. The scarcity of trauma mitigations is not just an issue in journalism, but in society, as mental health concerns and other deprivations become common. Data from in-depth interviews with journalists reporting trauma in Kenya, Uganda, and Rwanda indicate a positive correlation between a heightened frequency of exposure to violent visuals and an increased manifestation of trauma. Data also show a dearth in psychosocial support, indicating a need for alternative mitigation strategies. Citation: Journalism & Mass Communication Educator PubDate: 2024-05-17T05:57:14Z DOI: 10.1177/10776958241242941
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Authors:Scott Parrott, Andrew C. Billings, Brandon Boyd, Tom Arenberg, Samantha Bureau Abstract: Journalism & Mass Communication Educator, Ahead of Print. Concussions are an important issue facing the short- and long-term health of athletes. News media play an important role in shaping public perceptions of concussions. However, such coverage often provides inaccurate information, disinformation, and/or trivializes concussions. To address the problem, the Concussion Legacy Foundation (CLF) provides workshops to teach journalists to responsibly report about concussions during live and post-competition coverage. Spearheaded by journalism instructors, the present study tested the effectiveness of the workshops through an experiment with 90 college journalism students. Students who completed the training showed improvement in scores on a “concussion in sport” literacy exam. They also performed better on the examination than students in a control condition. Results suggest the training is effective and could be standardized for those studying to work in the field of sports journalism. Citation: Journalism & Mass Communication Educator PubDate: 2024-04-24T06:59:57Z DOI: 10.1177/10776958241242646
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Authors:Sue Greenwood Abstract: Journalism & Mass Communication Educator, Ahead of Print. Studies into why young people choose to study journalism have often been informed by a belief in journalism’s inherent worthiness within civil society. However, as surveys show decreasing trust in journalism and increasing avoidance of news in many countries, this article asks whether young people are being put off studying journalism in part because of rising public cynicism around its societal worth. The research compares data sets across multiple countries to explore whether there is a statistical relationship between attitudes among 18- to 20-year-olds toward trust in news and interest in learning to produce it. Citation: Journalism & Mass Communication Educator PubDate: 2024-03-27T10:11:41Z DOI: 10.1177/10776958241236103
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Authors:Monica Chadha, Jeannine E. Relly Abstract: Journalism & Mass Communication Educator, Ahead of Print. Online program design is important for cross-cultural learning and cultural awareness and responsiveness. Because of the importance of these areas in journalism and similar fields, this research studies an intercultural “bridge” project with journalism and media-related students at a southwest U.S. university and four universities in Yemen. The paper presents an analysis of the students’ experience of the cultural exchange on the platform, Slack, of journalism, and other types of media. Data demonstrated the impact of learning about each culture, and interculturally, through students’ and instructors’ perspectives versus news coverage provided by mainstream media. Intercultural bridge building and relationship development through collective activities and journalistic work also offered promise. The study also revealed impediments to seamless cultural exchanges and learning, and barriers to effective intercultural communication. Citation: Journalism & Mass Communication Educator PubDate: 2024-03-23T12:21:08Z DOI: 10.1177/10776958241234365
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Abstract: Journalism & Mass Communication Educator, Ahead of Print.
Citation: Journalism & Mass Communication Educator PubDate: 2024-02-29T12:23:19Z DOI: 10.1177/10776958241235713
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Authors:Kelsey R. Mesmer, Kaitlin C. Miller Abstract: Journalism & Mass Communication Educator, Ahead of Print. Journalistic well-being is garnering increasing attention from scholars globally. Nevertheless, minimal research has explored how colleges and universities are teaching about such topics, especially as they pertain to hostility toward the press, which is on the rise. Utilizing a survey of journalism instructors at ACEJMC-accredited U.S.-based universities, this study explores the state of education on the topics of abuse and safety toward journalists. Data indicate that instructors rarely teach about hostility in the classroom, although most feel efficacious to do so. Moreover, findings indicate an instructor is more likely to teach about hostility toward the press the more they see it as an issue and have encountered it personally as a journalist—particularly women faculty. Implications for these findings are discussed for journalism schools and their curriculum. Citation: Journalism & Mass Communication Educator PubDate: 2024-02-05T09:26:36Z DOI: 10.1177/10776958231225709
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Authors:Andrew M. Abernathy Abstract: Journalism & Mass Communication Educator, Ahead of Print. Little research exists about embedded remediation (ER) in college journalism and mass communication (JMC) programs. ER could support students who are underprepared for college-level writing. Because ER would affect faculty’s professional practice, this study explored its feasibility by investigating JMC faculty perceptions of ER and its feasibility. Qualitative inquiry via focus groups with a purposeful sample (n = 17) was used to explore perceptions and barriers to implementation and a conceptual framework including Experiential Learning Theory and the Teaching-for-Learning model was used in analysis. Four themes were identified: (a) growing concerns, (b) externalizing remediation, (c) institutional challenges, and (d) taking action. Citation: Journalism & Mass Communication Educator PubDate: 2024-02-05T09:20:56Z DOI: 10.1177/10776958231224827
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Authors:Brian J. Bowe, Robin Blom, Lena Lazoff Abstract: Journalism & Mass Communication Educator, Ahead of Print. The use of professional internships has long been a defining feature of journalism and mass communication programs, but the practice is also increasingly controversial for the financial burdens it places on marginalized students. This study examined accreditation reports for 120 institutions to gain a better understanding of current practices. Findings showed that almost all universities offer internships for credit, and about two fifths of the programs require them. Most programs use internship data to assess student learning outcomes. Citation: Journalism & Mass Communication Educator PubDate: 2024-02-05T09:15:36Z DOI: 10.1177/10776958231224160
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Authors:Shenid Bhayroo Abstract: Journalism & Mass Communication Educator, Ahead of Print. This study explores how a study-abroad program that combines journalism best practices in diversity, equity, and inclusion with decolonized curricular materials can foster critical consciousness in journalism education. Against the backdrop of a multiethnic world, growing diversity in student demographics, and a recognition of the lack of diversity in newsrooms and news content, journalism education can explore innovative and radical options to equip future journalists. Data analysis of five cohorts of a journalism study abroad in South Africa finds that using such options translates into journalists-in-training producing news content that reflects a critical consciousness about equity, justice, and colonialism. Citation: Journalism & Mass Communication Educator PubDate: 2024-02-05T09:07:36Z DOI: 10.1177/10776958231223823
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Authors:Md Sazzad Hossain, Debora Wenger Abstract: Journalism & Mass Communication Educator, Ahead of Print. Journalism is a highly technology-dependent profession, and students, educators, and professionals must develop specific digital skills. This study uses the theory of disruptive innovation to examine how journalism educators adapt their programs in response to changing media environments. A survey of accredited journalism and mass communication programs identified three key challenges: the need for long-term investment, the ability to predict future change and demand, and difficulty in hiring faculty expertise. When asked which technologies will affect journalism curricula in the next 3 to 5 years, artificial intelligence (AI) topped the list, followed by drone journalism, virtual reality, and augmented reality. Citation: Journalism & Mass Communication Educator PubDate: 2024-01-31T01:12:53Z DOI: 10.1177/10776958231224038
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Authors:Chaitanya Shinkhede Abstract: Journalism & Mass Communication Educator, Ahead of Print.
Citation: Journalism & Mass Communication Educator PubDate: 2024-01-30T10:27:54Z DOI: 10.1177/10776958241229202
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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
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