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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 7. Evaluating the Teaching and Learning of Multimedia Packages

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EVALUATING THE TEACHING AND LEARNING OF MULTIMEDIA PACKAGES

Introduction

While the previous chapter analyzed the teaching and learning activities focusing on audio slideshows in the enacted curriculum, the present chapter shifts the focus to the latter five sessions of the course in relation to the assessment tasks of, in particular, Twitter posts, the Twitter essay, and multimedia packaging. Section 7.1 first describes the enacted curriculum from Session 7 to Session 12 (Session 13 was the session for group presentations). Section 7.2 analyzes the enacted curriculum in accordance with the genre-aware framework of online journalism analysis. The first three sub-sections respectively analyze the dimensions of journalistic values or Discourse(s), the multimedia logic and the definition of multimedia package given by the instructor. The last sub-section analyzes the teaching and learning of Twitter journalism as a sub-category of online journalism, in relation to the Twitter posting and essay writing assignments. Section 7.3 analyzes the students’ assignment completion processes and the assignment assessment. Section 7.4 analyzes the enacted curriculum from the perspective of outcomes-based teaching and learning and summarizes the analysis in the present chapter. ← 207 | 208 →

Description of the Enacted Curriculum

The present section describes the enacted curriculum from Session 7 to Session 12 in relation to the assessment tasks of Twitter posting and essay writing, as well as the group project of making multimedia packages. Table 7.1 summarizes the content planning of each session.

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