Edited By Hana S. Noor Al-Deen
Chapter Nine: Challenging the Newsroom Paradigm: Four Nations’ Journalism Students Interrogate Global Issues Through Social Media
Challenging THE Newsroom Paradigm
Four Nations’ Journalism Students Interrogate Global Issues Through Social Media
DAVID BAINES AND MELISSA WALL
Social media have helped to disrupt, dislocate, and in some cases dissolve many boundaries that have long characterized journalism practice: boundaries between the professional and amateur; local and global; producer and consumer; process and product; mass and interactive communication. Yet, journalism education does not seem to have responded fast enough or dramatically enough to these enormous changes. One reason has been that educators have oftentimes looked toward the journalism industry for ways to adapt, even though critics believe traditional journalism has failed to adequately respond to the scope of change (Anderson, 2013; Stencel, Adair, & Kamalakanthan, 2014). This follows a historic pattern in which journalism educators preparing students for careers in the field often modeled their campus-based teaching and learning facilities on the routines and practices of the industry. They valorized the newsroom as a teaching and learning space where the classroom experience was as close to work experience as they could make it. The intention was to replicate the professional experience, creating a dress-rehearsal for a career in the industry. But has this been the best way to approach the dramatic changes rocking the field?
This chapter suggests not, focusing on a collaborative global project, the Pop-Up Newsroom, which challenged these tendencies and served as a model for ways in which social media could help educators rethink journalism education. This study joins...
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