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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, 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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Chapter 6. Analyzing the Teaching and Learning of Audio Slideshows

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ANALYZING THE TEACHING AND LEARNING OF AUDIO SLIDESHOWS

Introduction

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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