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 6. Analyzing the Teaching and Learning of Audio Slideshows
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ANALYZING THE TEACHING AND LEARNING OF AUDIO SLIDESHOWS
Drawing on the theoretical framework proposed in Chapter Three, the present chapter analyzes the enacted curriculum in relation to one of the major assessment tasks—photo slideshows with audio (also referred to in the course as audio slideshows). Section 6.1, detailed below, first describes the enacted curriculum, including the first six sessions and parts of Sessions 7, 8, and 9 that provided tutorials and feedback on the audio slideshow assignment.1 Section 6.2 conducts a digital-literacies-informed, genre-aware analysis of the teaching and learning of audio slideshows, examining how the instructor shared and co-constructed joint repertoires of knowledge on online journalism. Section 6.3 analyzes students’ audio slideshow making as process and product. Drawing on the OBTL framework, Section 6.4 analyzes the alignment between the CILOs, TLAs and ATs.
Description of the Enacted Curriculum
In this section I describe the enacted curriculum as it unfolds in the course sessions. Unlike courses where lectures and tutorials are separated and scheduled into different sessions, the online journalism course under study has mixed ← 151 | 152 → lectures and tutorials in most of the course sessions. Table 6.1 gives a brief introduction to the teaching/learning situations and content topics of course sessions.
Table 6.1: Session Design in the Enacted Curriculum.
Source: Author. ← 152 | 153 →
In Session 1, the instructor started the course by playing a promotional animation of France...
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