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Multimedia News Storytelling as Digital Literacies

A Genre-Aware Approach to Online Journalism Education

Yang Song

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,, 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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Chapter 5. Analysis of Stated Course Curriculum from the Perspective of Outcomes-Based Education


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As the tertiary institution is funded by the government, all the courses within the institution are supposed to follow the Outcomes-based Teaching and Learning Framework (OBTL) when doing course design and implementation. The present chapter analyzes the stated curriculum of the online journalism course under investigation in accordance with. The OBTL framework. Section 5.1 will (1) map CILOs onto the SOLO taxonomy in order to analyze whether the instructor has explicitly conceptualized the course objectives as observable CILOs using concrete verbs, and (2) analyze the content and context where the concrete verbs are situated with reference to the genre-aware framework of online journalism analysis proposed in Chapter Three. Session 5.2 analyzes the assessment tasks (ATs) and the assessment criteria as stated in the course curricula, especially whether the assessment tasks have been designed to align with the CILOs. Session 5.3 will summarize the findings in the previous two sections. ← 133 | 134 →

Analysis of CILOs (Course Intended Learning Outcomes) and Course Syllabus

The course intended learning outcomes that are stated in the course curriculum include:

1. Critically analyze online news content and their presentation

2. Create, produce and package journalistic content for online consumption using multimedia tools

3. Identify and discuss ethical and social issues in online journalism and take them into consideration in practice

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