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Descriptors:
Activism; Ethnic Studies; Mexican Americans; Epistemology; Journalism; Hispanic American Literature; High Schools; Rhetoric; Student Participation; Student Role

Abstract:
This essay looks at Ethnic Studies activism in Arizona through a rhetorical lens in order to highlight epistemological aspects of activities such as a high school Chicano Literature class, Roberto "Dr. Cintli" Rodriguez's journalism, and student activism to defend the Mexican-American Studies Department. Taking rhetoric's premise that language is at the center of knowledge construction (epistemology), this essay turns to Chicano activism as a language that produces knowledge differently. The participation of students, particularly in the indigenous spiritual runs, is an important example of the traditionally central role of students to the field of Chicano Studies. Runs also work inwardly to strengthen participants and build group cohesion. These practices, like Chicano and Ethnic Studies in general, constitute a critical dialectical way of thinking, a disruptive opposition to traditional rationalities that tend to gloss over colonialist histories and justify status quo racial inequalities. Thinking about these activities rhetorically allows readers to understand how the participants communicate with a wider audience and how they generate knowledge uniquely around Chicano Studies. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Higher Education; Mass Media; Journalism; College Instruction; Educational Change; Multimedia Materials; Production Techniques; Skills; Integrated Curriculum; Critical Thinking; Thinking Skills; Curriculum Development; Teaching Methods; Best Practices; Urban Universities; State Aid; Focus Groups

Abstract:
In a time of dynamic changes in mass communication and the restructuring of communication programs, and in the face of shrinking education budgets, educators are being pushed to update their programs to include a new emphasis on multimedia production while sustaining traditional modes of mass communication. Through surveys (N = 121) and focus groups (N = 40) with students, this research explores how to update pedagogy to keep pace with the changes in industry. It is built around the experience of launching a multimedia class required for all students enrolled in a journalism and mass communication school at a large, urban, state-funded university. (Contains 19 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:
Public Health; News Media; Medicine; Audiences; Scientific Literacy; Role; Information Sources; Journalism; National Surveys; Regression (Statistics); Correlation; Gender Differences; Age; Race; Ethnicity; Health Education; Health Behavior; Minority Groups

Abstract:
The news media play a vital role in disseminating health information, yet little is known about the social characteristics of health journalists or the impact they have on the newsmaking process. This study examines how the social group influences of US health journalists impact two important aspects of news production--"media agenda-setting" and "framing". Using data from a national survey of health and medical science journalists, the authors conducted multivariable logistic regression analyses to study the links between the gender, age and race/ethnicity of respondents, and the ways in which they utilized news sources, other resources, news priorities and story angles. Female respondents were more likely than males to say that educating people to make informed decisions and disseminating new, accurate information are important priorities. Female and minority journalists were more likely than white males to use a variety of sources, and to say it is important to develop the health and scientific literacy of audiences and influence public health behaviors. The gender and race/ethnicity of journalists play an important role in the production of health news. Health educators can foster improved coverage by learning more about the life experiences of health journalists and developing better working relationships with them. 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:
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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Older Adults; News Media; Anxiety; Family Violence; Grounded Theory; Internet; Coding; Aging (Individuals); Public Opinion; Consciousness Raising; Journalism

Abstract:
Purpose: The purpose of this study was to gain insight into public awareness of intimate partner violence (IPV) in late life by how individuals respond to incidents of IPV reported in the newspaper. Design and Methods: Using grounded theory techniques, online news items covering 24 incidents of IPV in late life, and the reader comments posted to them were analyzed. The news items were examined for incident details, story framing, and reporting style. An open coding process (Charmaz, K. [2006]. "Constructing grounded theory: A practical guide through qualitative analysis". Thousand Oaks, CA: Sage Publications.) was used to generate a comprehensive understanding of themes and patterns in the comments posted by readers. Results: Few posters indicated that incidents were episodes of IPV. As many posters struggled to make sense of incidents, they attempted to remove guilt from the perpetrator by assigning blame elsewhere. Comments were influenced by personal assumptions and perspectives about IPV, relationships, and old age; reporting style of the news items; and comments posted by other posters. Implications: Altering public views of IPV in late life requires raising awareness through education, reframing the ways in which information is presented, and placing greater emphasis on the context of the violence. By engaging interactive news media, reporters, participatory journalists, and policymakers can enhance public recognition and understanding of IPV in late life. 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:
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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