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Teaching “Journalism As Process” Teaching Journalism and Mass Communication, Vol. 3, no. 1, pp. 1-12, Winter 2013 http://www.aejmc.net/spig/journal Teaching “Journalism as Process”: A Proposed Paradigm for J-School Curricula in the Digital Age Sue Robinson School of Journalism & Mass Communication University of Wisconsin-Madison An in-depth audience study in Madison, Wisconsin, revealed new conceptions of “news” that war- rant a reconceptualization of journalism schools’ curricula. Using an experiential-learning model, this essay explores how the digital-era “journalism-as-process” considerations on the part of news audiences might be incorporated into journalism courses. The findings suggest that journalism educators must reformulate traditional news-product classroom work into something more interactive, amorphous, and process-oriented. In addition, teachers should begin helping students to “own” conversations generated in cyberspace. In a 2009 blog post Jeff Jarvis of Buzzmachine of the literature on journalism education, this proposed that the news story was moving away teaching of digital understandings—often talked from the mass consideration of the article as a about as “convergence”—has been the desire for discrete, finite product and had assumed the almost a decade, but its implementation in col- characteristics of a process of production. He leges and universities has been cautious, informal, positioned the article in the center of a series of and spotty (Longinow, 2011; Lowrey, Daniels, & productive actions—from idea conception to Becker, 2005; Sarachan, 2011; Ying, 2010). In post-publication modification. Neither owner- part this has to do with a lack of specificity on the ship nor assigned agency could be attached to part of professionals for their would-be employees any of the moving parts. It was not a new idea, (Adams, 2008) and in part with inertia, doubts, certainly, but Jarvis was the first to visually depict and resistance in journalism programs to unchar- and articulate a specific form for new-age news. tered territory and massive transformation The Huffington Post reprinted that post, called (Longinow, 2011). “journalism as process,” and the notion that news This article reports the results of a study inves- production must be reconceptualized for the dig- tigating how “journalism as process” has filtered ital age became intellectual fodder for journalistic down to those who consume news so that jour- and academic conferences (Staff, 2009). In much nalism educators might employ more innovative Keywords: audience, citizens, classroom, experiential learning, interviews, journalism, journalism schools, news Correspondence: Sue Robinson, Associate Professor, School of Journalism & Mass Communication, University of Wisconsin-Madison; email: [email protected] © Sue Robinson 2012. Licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License Robinson Teaching “Journalism as Process” 2 techniques to better engage the interactive audi- expectations surrounding news appear to be ence member. An understanding of how such emerging. A discussion section will parse the evi- news conceptions are changing must inform dence into both conceptual and practical ideas educators as they revolutionize curricula to pre- for evolving journalistic curricula according to pare students for the digital age. This data sug- the “journalism as process” experiential-learning gests that because the new industry professional environment. This article seeks to be specific in must place the individual audience member at terms of how journalism instructors might think the center of any journalism, so too educators about changing their courses not in a piecemeal must teach future journalists accordingly. Calling way, but in a manner that recognizes a larger par- on in-depth interviews with nearly 100 residents adigmatic shift is happening. It offers a core of of Madison, WI over a period of two years, the pragmatic recommendations from these findings evidence demonstrated that many people have that might address the evolving user approach to reconceptualized news content. In the interviews, the news. participants demanded opportunities for user- generated content, desired the chance to “dig LITERATURE REVIEW deeper” into information channels, and said they Consider that much communication research expected ubiquitous, interactive news. In other holds that online citizens achieve information words, they told researchers they wanted to be authority and empowerment in a way that is as much a part of newsgathering and dissemi- drastically affecting news companies’ ability to nation as of news consumption. “Journalism as maintain market share. From Dan Gillmor’s We process” in an experiential-learning model moves the Media (2004) to Manuel Castells’ declara- the news-reporting course from teaching journal- tion of new mass self-communication trends in ism as a discrete, finite product to understand- his Communication Power (2009), scholars have ing the news story as a process, a conversation, theorized that interactivity inevitably alters the and a collaborative venture that is never finished. established hierarchy of information flow in This particular conceptualization entails not only society. Jarvis’ model, “journalism as process,” developing multimedia and interactive skill sets depicted a system of production that distilled as many scholars have proposed, but also asks agency over content, moving away from the idea instructors to execute their courses so the audi- of a singular product of journalism and empha- ence member becomes a central agent in the pro- sizing the fluid, literal, and shared construction ductive process. Thus, this essay does not argue of knowledge (Jarvis, 2009). Journalism schools merely that course assignments include blogging are recognizing the shift in communicative pat- or that lectures teach social-media techniques; terns as well. This piece attempts to answer a call rather, the author suggests that educators must that journalism schools respond to the challenges completely rethink the operationalization of posed by the convergence culture, mobile tech- news content, story authorship, and journalistic nologies, and digital dynamics that have so shifted norms and practices as well as the very definition the traditional media landscape (Claussen, 2009; of journalist—all based on data emerging from Dennis et al., 2003). The author of this research current digital transformations. Such a recon- wanted to understand how “journalism as pro- figuration of the journalist-audience relationship cess” is becoming part of society’s conceptions of would require journalism schools to radically news today, to investigate how news consumers renovate traditional core curricula and reporting interact with news products, to conceptualize classes. new forms of journalism that would better fulfill First this piece will detail the results of the the habits people are already practicing, and then audience study in terms of what kinds of societal to develop a slate of recommendations for how Robinson Teaching “Journalism as Process” 3 this evolving idea of the news product might be theory in journalism classes from the perspective implemented in journalism classes. of the citizen, in contrast to the traditional per- Recent research has proposed that new media spective of the corporate-based reporter (Mac- skills, mediated network literacy, and social-me- donald, 2006). Nonetheless, these citizen-centric dia fluency be integrated at all levels of course- approaches also position the student journalists work (Berkeley, 2009; Claussen, 2009; Duffield, as somehow apart from their audiences, rather 2011; Huang et al., 2006). Fahmy (2008) found than as collaborators with individual members of that online journalism professionals called for the public. experience working with digital understandings This research tackles the quagmire of making of news production, as opposed to actually learn- journalism schools relevant in a digital-age envi- ing the skills. Schwalbe (2009) laid out a specific ronment by positioning audiences—and stu- teaching plan incorporating mobile technologies dents’ direct experience with those audiences—at and other digital habits of young people into class- a curriculum’s core. It employs an experiential- room exercises. These and other essays—though learning model as an appropriate guide for a new important to keep journalism-school curricula kind of curricula for journalism schools. Deriv- marketable—tend to piecemeal “computational ing from pragmatist John Dewey, experiential- journalism” (Claussen, 2009) by concentrating learning theory incorporates personal experience on a specific technology such as podcasts (Hunt- such as reflective observation, visualization tech- sberger & Stavitsky, 2007) or computer-assisted niques, external activities (e.g. in the “real world” reporting (Yarnall, Johnson, Rinne, & Ranney, outside the classroom), and internal experimen- 2008). Though all make significant contribu- tation through workshops, internships, and other tions to moving journalism curriculum forward, kinds of applied activity (Svinicki & McKeachie, the majority is based on surveys of journalism 2011). It is important to note that the model students, communication educators, or indus- insists on abstract conceptualization—led by an try professionals (as opposed to citizens). These instructor serving as guide—along with hands-on characteristics set any “revolution” of journalism learning activities (Kayes, 2002; Kolb,
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