A Genre-Aware Approach to Online Journalism Education
New media has brought constant evolution to professional journalism practices and news genres. Online news practices challenge the occupational jurisdiction of journalism with a multiplicity of conflicting and competing journalistic ideals. In order to prepare journalism students to meet the demands of online journalism today, journalism schools have developed courses that emphasize journalistic practice on online news platforms and tools, such as Twitter, WordPress.com, Soundslides Plus, etc.
Drawing on the theoretical lens of digital literacies, Multimedia News Storytelling as Digital Literacies problematizes the emphasis on transmission of certain professional values and news formats without raising students’ critical awareness that there can be diversity of values. Methodologically, the present study proposes a genre-aware, semiotic-aware, critical framework that aims at analyzing digital literacies required and practiced by online journalists. It simultaneously encompasses dimensions of professional culture, professional practices, and abstraction of instantiated meaning making via multimodal semiotic resources.
Multimedia News Storytelling as Digital Literacies is ideal for courses in journalism and mass communication, curriculum studies, and digital literacies. The book is a valuable resource for online journalism educators, journalism students, and online journalism practitioners.
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- New York, Bern, Berlin, Bruxelles, Vienna, Oxford, Wien, 2019. XX, 308 pp., 12 b/w ill., 22 tbl.
- About the author(s)/editor(s)
- About the book
- This eBook can be cited
- List of Tables
- List of Figures
- Chapter 1. Introduction
- Research Background
- Significance of the Research
- Structure of the Study
- Chapter 2. Literature Review
- The Occupational Ideologies of Online Journalism
- Media Logic of Online News Production
- Emergence of Online News Genres/Formats/Techniques
- Online Journalism Education
- Content Analysis of Online Journalism Course Syllabi Collected from the Internet
- Chapter 3. Theoretical Framework
- Rationale for the Selection of Theoretical Traditions
- Fairclough’s Framework of Critical Discourse Analysis
- Genre Analysis
- Multimodal Discourse Analysis (MDA)
- A Digital-Literacies-Informed, Genre-Aware Model for Online Journalism
- Pedagogical Theories
- Research Question and a Framework of Online Journalism Course Analysis
- Chapter 4. Methodology
- Case Study
- Triangulation of Methods
- On-Site Observation
- Methods of Textual Analysis
- Research Ethics
- Chapter 5. Analysis of Stated Course Curriculum from the Perspective of Outcomes-Based Education
- Analysis of CILOs (Course Intended Learning Outcomes) and Course Syllabus
- Analysis of Assessment Tasks and Grading Criteria in the Stated Curriculum
- Chapter 6. Analyzing the Teaching and Learning of Audio Slideshows
- Description of the Enacted Curriculum
- A Digital-Literacies-Informed, Genre-Aware Analysis of the Teaching and Learning of Audio Slideshows
- Analysis of Students’ Audio Slideshow Making as Process and Product
- Chapter 7. Evaluating the Teaching and Learning of Multimedia Packages
- Description of the Enacted Curriculum
- A Genre-Aware Analysis of the Teaching and Learning of Multimedia Packages
- Analysis of Students’ Multimedia Package Making as Process I: In-Class Consultation
- Analysis of Students’ Multimedia Package Making as Process II: Student-Initiated Use of Facebook for Group Work
- Analysis of Students’ Multimedia Package Making as Product I: Images as Interpersonal Hyper-Themes and Visual Punctuates
- Analysis of Students’ Multimedia Package Making as Product II: Social Purposes Guiding Multimodal Structuring of News Story Pages
- Analysis of Constructive Alignment of the Enacted Curriculum
- Chapter 8. Conclusion
- Research Question: How Could the Digital-Literacies-Informed, Genre-Aware Framework of Online Journalism Course Analysis Inform Journalism Education?
- Theoretical Implications
- Pedagogical Implications
- Limitations of the Research
- Suggestions for Future Research
- Appendix I: Semi-Structured Student Interview Protocol
- Appendix II: Semi-Structured Instructor Interview Protocol
- Appendix III: Multimodal News Analysis of Shine for Life
- Appendix IV: The List of Online Journalism Course Syllabi for Content Analysis
- Appendix V: Student Interview Time Log
Chapter 3. Theoretical Framework
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Rationale for the Selection of Theoretical Traditions
In order to examine the teaching and learning of online journalism, the present chapter proposes a digital-literacies-informed analytical model that draws on five pertinent theoretical traditions, including (1) critical discourse analysis, (2) genre analysis and genre pedagogy, (3) multimodal discourse analysis, (4) pedagogical theory of Community of Practice, and (5) curriculum theory of Outcome-based Education. The selection of these theoretical traditions is in line with the focus of the present study:
First, the present study is a study of online news production as a professional construction of social reality (Steensen, 2009). It draws on the theory of media logic and Fairclough’s model of Critical Discourse Analysis that focuses both on (1) the interdiscursivity (Fairclough, 1992, 1995) between genres, discourses and styles of the process of news production and (2) the dynamic shaping influence of an order of discourse on online journalism as enacted in the teaching, learning and assessment activities of the course.
Second, the present study is a study of news genres in the new media era and in educational contexts. It requires genre analysis and multimodal discourse analysis theories in order to describe, analyze, and classify the emergent genres and their variants in specific contexts of use; based on this description of the ← 71 | 72 → genres, the study draws on genre pedagogy to make recommendations about the teaching and learning of the online news genres...
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