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Descriptors:
Social Justice; Film Production; Literacy; Social Studies; Educational Change; Journalism Education; Media Literacy; Visual Aids; Computer Software; Curriculum Development; Academic Standards; Educational Technology; Case Studies

Abstract:
This practical book examines how teaching media in high school English and social studies classrooms can address major challenges in our educational system. The authors argue that, in addition to providing underserved youth with access to 21st century learning technologies, critical media education will help improve academic literacy achievement in city schools. "Critical Media Pedagogy" presents first-hand accounts of teachers who are successfully incorporating critical media education into standards-based lessons and units. The book begins with an analysis of how media have been conceptualized and studied; it identifies the various ways that youth are practicing media, as well as how these practices are constantly increasing in sophistication. Finally, it offers concrete examples of how to develop a rigorous, standards-based content area curriculum that embraces new media practices and features media production. Book Features: (1) Case studies from urban high schools co-written with English and social studies teachers; (2) Discussion of multiple forms of media education, including PowerPoint, hip-hop education, digital film production, and art; (3) Hands-on media production projects that address issues of social justice in urban communities; and (4) An online appendix of example lessons adaptable for different curricular contexts. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Journalism; Journalism Education; International Education; Western Civilization; Curriculum; Values; Institutional Environment; Decision Making; Criticism; Intellectual Disciplines; Educational Change

Abstract:
Internationalization of the curriculum points to the interdependent and interconnected (globalized) world in which higher education operates. However, while international awareness is crucial to the study of journalism, in practice this often means an Anglo-American curriculum based around Western principles of journalism education and training that are deeply rooted in Western values and traditions. This tendency to privilege Western thought, practice, and values obscures from view other journalism practices and renders Western models of journalism desirable, replicable, and transplantable to any part of the world. This article discusses the engagement of a small group of staff in the process of thinking through the meaning of internationalization of the curriculum in their particular disciplinary and institutional context. The staff are located in a school of journalism and communication at a large research intensive university in Australia. The article describes the thinking behind their decision to focus internationalization of the curriculum on "critical de-Westernization" and social imaginaries. This was a gestalt shift resulting from discussion of the way in which "taken for granted" disciplinary canons had hitherto been uncritically embedded into the curriculum. It is argued that treating internationalization of the journalism curriculum as critical de-Westernization has conceptual and practical benefits in a globalized world. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Communication Research; Journalism; Story Telling; Educational Trends; Trend Analysis; Educational Development; Educational History; Educational Theories; Influence of Technology; Mass Media; Educational Strategies; Curriculum Evaluation; Instructional Development; Journalism Education

Abstract:
Journalism as an academic field in the United States has frequently changed and grown through new professions and new industries coming under its umbrella (sometimes but not always driven by technological and/or economic changes) and academic developments such as cultural studies and media studies. But journalism is still rooted in good storytelling, and social scientific and other academic approaches are, and should be, oriented toward developing, testing, and refining theory. Educators, researchers, and practitioners must collaborate more. (Contains 11 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Reputation; Journalism; Journalism Education; Accreditation (Institutions); Undergraduate Study; Academic Standards; Administrator Attitudes; Program Attitudes; Value Judgment; Mail Surveys; Online Surveys; Program Effectiveness; Program Evaluation; Institutional Evaluation; Etiology

Abstract:
Accreditation is among various outside influences when developing an ideal journalism curriculum. The value of journalism accreditation standards for undergraduate programs has been studied and is still debated. This study discovers views of opinion leaders in U.S. journalism programs, as surveyed program directors give reasons for being accredited or not. The most important reason for schools with, or obtaining, accreditation is reputation enhancement. But many directors question accreditation's value. Some perceive the cap on journalism credits that students can take as a limitation of student development and a hindrance to responding to increasing media industry convergence. (Contains 1 table and 46 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Student Characteristics; National Surveys; Higher Education; Journalism Education; Enrollment Trends; Enrollment; Racial Composition; Trend Analysis; Gender Differences; Racial Differences; Educational Trends; College Faculty; Questionnaires; Curriculum Development; Academic Degrees; Student Diversity

Abstract:
Enrollments in journalism and mass communication programs declined in the autumn of 2011, compared to a year earlier. Enrollments were down slightly at the senior and junior levels and substantially at the freshman level. Enrollment increased at the sophomore level. The majority of administrators say they have made curricular changes in the past two years in response to changes taking place in the communication landscape. Much of that change is focused on revisions to what had been the journalistic core. The field has become more diverse racially and ethnically, coming close to matching the characteristics of the overall population. (Contains 6 figures and 8 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Journalism Education; Scholastic Journalism; Institutional Characteristics; School Demography; Secondary Schools; Educational Sociology; Minority Group Students; Educational Finance; School Size; Influence of Technology; Measures (Individuals)

Abstract:
This study provides an up-to-date counting of student media in U.S. public high schools. The analysis underscores the importance of school demographic characteristics in predicting whether schools offer student media. The disparities identified here should inform how journalism schools, scholastic journalism organizations, funding agencies, and media companies prioritize their outreach activities to scholastic journalism programs. Precedence should be given to initiatives that address journalism and media programs in smaller schools and in schools that serve larger minority populations. There is also a need for supporting the establishment of online media outlets. (Contains 35 notes, 2 tables and 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; Journalism Education; Journalism; Foreign Countries; Mass Media; International Organizations; Models; Financial Support; Curriculum

Abstract:
Journalism and mass communication higher education in Iraq is well established but largely isolated from global developments since the 1970s. In the post-Iraq war period, the United Nations Educational, Scientific and Cultural Organization (UNESCO) implemented a multiyear project to work with the leadership of Iraqi higher education to help update the curriculum in journalism and mass communication in that country. This project adapted the UNESCO Model Curricula for Journalism Education to the evolving higher education environment in Iraq. The authors were funded by UNESCO to help facilitate the adoption and adaptation of the model curriculum to the unique situation in Iraq. (Contains 23 notes and 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Journalism Education; Interviews; Journalism; Television; Teaching Methods; Mixed Methods Research; Curriculum Evaluation; Curriculum Research; Television Curriculum; Programming (Broadcast); Teacher Attitudes; Teacher Surveys; Course Content; Accreditation (Institutions); Teacher Role; Educational Practices; Educational Change

Abstract:
This study assesses the current state of the television news capstone experience in accredited journalism and mass communication programs in the United States. Specifically, the authors employed a mixed-methods approach, interviewing 20 television news capstone instructors and conducting an analysis of broadcast journalism curriculum information obtained from 113 schools. More than 90 percent of accredited schools offer a television news capstone, and faculty had similar insights about television news instruction and how best to teach the television news capstone course. (Contains 34 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Journalism Education; Journalism; Educational Needs; Scholastic Journalism; Reader Response; Change Strategies; Educational Change; Relevance (Education); Curriculum Evaluation; Educational Objectives; Educational Philosophy; Educational Practices; Academic Achievement; Excellence in Education; Academic Standards; Educational Quality

Abstract:
On June 4 this year, Howard Finberg of the Poynter Institute gave a speech called "The Future of Journalism Education" at the European Journalism Centre's twentieth anniversary celebration in Maastricht, the Netherlands, in which he presented the results of a survey of journalists and journalism professors about the value of a journalism degree, among other things. Finberg spent the rest of his speech bragging about Poynter's News University, encouraging journalism schools to offer a lot of News University-type online courses, saying that "maybe a journalism degree isn't the endgame" (after earlier having said "I do NOT suggest that this survey says that a degree is unimportant"), suggesting that journalism and mass communication (J&MC) programs do "practical research, not just academic exploration," and pushing a combination of student work portfolios that go way beyond "just traditional clips or tapes" and "digital badges that represent skills or other competences" of students in addition to the uber-portfolio and the course transcript. Finberg packed quite a bit into this Maastricht speech, and it requires more than a little bit of unpacking, which the author does in this article without defending the status quo. In sum, the author points out that a sincere goal of true excellence, which would involve, among other things, all journalism students producing News21-like work, would lead to meeting Carnegie Corp.'s three journalism "needs." Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Journalism Education; Foreign Countries; English for Academic Purposes; Second Language Learning; Second Language Instruction; Language Styles; Newspapers; Writing (Composition); Essays; Asians; Comparative Analysis; Undergraduate Students; Teaching Methods; Writing Instruction; Discourse Analysis

Abstract:
If assignments are to present clear arguments that a reader may follow without confusion or rereading, learners need to master a range of thematic options and employ them in proportions appropriate to the target genre. This paper builds upon recent theoretical work on a) genre differences in terms of thematisation between two British newspapers, and b) the role of non-participant Themes in newspaper text, suggesting how that theory may be incorporated into a workable tool for EAP writing. We examine essays by pre-MA students of journalism, predominantly from East Asia, and compare their use of thematisation with that of the professional journalists. We discuss students' problems with Theme choice and propose a focus on non-participant Themes, discourse participants, and also what we refer to as "disguised discourse participants." Most of all, we recommend analysing at least the rudiments of thematisation with students and presenting them with a Theme-Rheme "model" from their chosen genre--specifically a cline, based on quantitative thematisation data, stretching from a tabloid newspaper to a broadsheet, as a yardstick against which the appropriateness of student thematisation may be measured. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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