Journalism, Politics and New Media
Edited By Janey Gordon, Paul Rowinski and Gavin Stewart
The answers to these questions reflect the themes of this book. The chapters are by experienced journalists, academics and practitioners in the field. They unravel and clearly present the recent and on-going developments in journalism and the press around the globe, including the US, Europe, Asia and Africa. Chapters deal with the phone hacking and data thefts in the UK that provoked a major inquiry into press ethics and standards. Twitter is examined and found to be a valuable tool for reporters in the Arab world and research shows how, in Australia, readers use Twitter to pass along news topics. Chapters also explore the use of the mobile phone to access news in sub-Saharan Nigeria, the role of media magnates in presenting political views in Europe, and Wikipedia’s representation of conflict. This collection of fourteen chapters by leading authors examines journalism as practised today and what we might expect from it in the future.
SUSAN JACOBSON Br(e)aking the News: The End of American Journalism Education
American Journalism as a profession, a product and a concept is under going radical transformations brought about by developments in technology; changes in the news habits of younger generations; questions about who and what is a journalist; and global economic realignments. Pundits and scholars alike write that we seem to be facing the end of journalism as we know it (Briggs 2008; Charles and Stewart 2011; Picard 2009). But is this ‘end’ the demise of journalism? Or is it the purpose of journalism that is being called into question? Perhaps the mission of journalism needs to be re-evaluated. If so, where does this leave journalism education? How are journalism educators to prepare students for a world where the scope, definition and possibly some core values of journalism are in f lux? American media ecologist Neil Postman (1996) asked similar questions about the mission of education in his book The End of Education. Postman recognized that there were significant shortcomings in the organization and management of education in the United States, but he claimed that fixing these issues did not address the real problem. Rather, Postman sug- gested that education was suf fering from a crisis of identity, that it lacked a reason for being, or at least had outgrown the rationales it had embraced in the past. He suggested that what education needed was a new story, a new master narrative for the purpose of education. In his book, he of fered a few suggestions for new directions this narrative...
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