中国新闻传播教育“华科大模式”的内涵及价值

中国当代新闻教育蔚为大观,不同类型、不同层次的高校竞相创办新闻传播类专业,其教育模式也异彩纷呈。其中,华中科技大学作为非综合性大学最早设立新闻专业的高校,领专业性高校新闻教育的风气之先,并形成了独特的新闻教育模式--"华科大模式"。其核心内涵是:自主办学,学者治院;以人为本,教学相长;文工交叉,应用见长;物质强基,文化铸魂。这一模式对同类高校的新闻教育不无启发、借鉴意义。     

LITERACY PROBLEMS WITHIN SKILL SOLUTIONS

This discussion of education and media questions the assumptions made about types of literacy and their reproduction in journalism practice classes. The first part concerns the idea of “skills” in communication. Are “skills” classrooms becoming “de-skilled” themselves, as important critical questions are decided from above and removed from the active classroom? Secondly, is there a way of re-conceiving literacy that can respond to this problem, a literacy that goes beyond communication “skills” into developing critical reflective practitioners? Examples from a classroom ethnographic study are included.     

“MAYBE YOU NEED TO HAVE AN EARTHQUAKE”

This study explores whether the US media, particularly television, radio, and newspapers, met the expectations of international journalism educators concerning the coverage of world news. Four focus groups with 34 journalism educators from 29 countries were conducted in the United States. A critical discourse analysis shows that most journalism educators' expectations were not met because they found world news coverage to be deviant from the reality in their respective countries or regions. Discussion focuses on how the discourse could help us to understand how to coalesce international journalistic practices and information gathering in a new global hi-tech era, not only for the US media, but for other media systems around the world.     

RESEARCH AND REFLECTION

Journalism education is increasingly located within universities where much of the teaching is carried out by journalists and former journalists known as “hackademics”. Yet only a minority of journalists-turned-journalism-educators are engaging in the scholarly research typically expected of academics. Should this grouping be expected to undertake academic research into journalism and, if so, how might they be supported in becoming scholars? Such issues will be explored in this study of journalists-turned-journalism-educators in the higher education sectors of the United Kingdom and Ireland. Their experiences of, and attitudes to, academic research into journalism will be reported and analysed alongside the perspectives of journal editors and in comparison with the experiences of academics in other disciplines. Within the context of a growing literature on journalism education, the concept of reflection-upon-practice will be discussed as one with resonance not only for the graduate journalists now being turned out by universities, but for journalism educators internationally.     

FROM “KNOWING HOW” TO “BEING ABLE”

In attempt to define a methodology, journalism scholars use the term “reflective” as a way to distinguish their critical study of journalism from that of a non-practitioner. The phrase “reflective practice in journalism” is now also used widely in higher education course literature and increasingly it is emerging in discourses relating to journalism research. However, the use of the term “reflective” in both cases has not been anchored in meaning. This paper will propose a number of definitions, and will discuss a number of potential approaches that seek to move towards a synthesis of journalism practice and theory. It will start by outlining the current scholarly context for undertaking journalism research, focusing on the rise of “journalist-academics” and the desire for recognition of the value and status of practice within the academy. It will then examine a number of critical models which may shed helpful light on how journalism might be viewed as “research-in-practice”.     

澳大利亚:谁在教授新闻学?

本文从新闻教师的成分、资格、课时量等方面综合考察了 2 0世纪 90年代澳大利亚新闻教育的情况。     

描述和可复制性:关于经验知识生产的对谈

新闻传播学需要关注研究的可复制性危机.在这次对谈中,我们讨论了对现象的描述如何作为获取经验知识的基本手段,可复制性如何成为知识生产的认识论原则.在这个基础上,我们考察了2023年新闻传播学五大期刊发表的论文.结果显示,其中经验研究的可复制程度普遍不高,尤其是在人文取向的质化研究中.针对这些结果,我们展开了科学认识论的分析和解读,并据此提出了提升经验研究可复制性的具体建议,以求走向可相互检验、提升社会公信力的新闻传播学研究.     

THE DIDACTIC CHALLENGE

The training of journalists in a university context must fulfil a twofold requirement, as it unavoidably has to integrate theory and practice, academic study and practical application—this is the central didactic challenge. There is no doubt, however, that the concepts of theory and practice are employed in a diffuse way in the current debates both within the relevant academic fields and elsewhere. The present article seeks to sketch out the difficulties, which will inescapably arise in any attempt to integrate academic study and practical application within a university, and it relates these difficulties to specific fundamental problems (the problem of definition, the problem of reputation and recognition, the problem of concretisation, etc.). In addition, the author demonstrates by results from his own project work how this integration of theory and practice may be successfully accomplished. The essential purpose of the article is to initiate a didactic debate that meets the demands of the university as well as the requirements of professional practice in equal measure.     

中国思想界对“现代”与“后现代”话语体系的接受与反抗——以新闻传播学在中国的发展史为例

本文以新闻传播学在中国的发展史为例,分析了中国暑想界对“现代”与“后现代”话语体系的接受与反抗．     

新闻教育改革的现实选择

本文从微观层面探讨了我国新闻学本科教育教学中存在的问题,并就改革新闻学教学实践提出了相应的对策建议。     

MEDIA CRITIQUE,AGONISTIC RESPECT AND THE (IM)POSSIBILITY OF A “REALLY QUITE PRETENTIOUS” LIMINAL SPACE

This essay reflects on the blogosphere reaction to a journal article of mine about the relationship between journalists and media academics in Aotearoa New Zealand. Much of the response reenacted the original essay's argument about journalistic antagonisms towards critical theoretical scholarship. I resituate the reaction in terms of the original essay's objectives, and discuss the chaotic nature of these academic field/journalistic field exchanges. I argue that it would be a mistake to simply dismiss the blogosphere attacks, because that would merely reinscribe my identity in the blind antagonistic frame I had originally critiqued. Instead, revisiting aspects of the original essay that were subsequently ignored, I elaborate on the implications of William Connolly's call for an ethos of “agonistic respect” both for the articulation of an engaged counter-response and the interrogation of political and cultural antagonisms more generally.     

MAPPING EDUCATIONAL ROLE DIMENSIONS AMONG CHILEAN JOURNALISM AND MASS COMMUNICATION EDUCATORS

The challenges and uncertainties that journalism education has historically faced have led to reconsiderations of its approaches, definitions, and functions in society over time. Yet, little attention has been paid to assess how Journalism and Mass Communications (JMC) educators see their roles, as well as individual and contextual factors that influence their orientations. Based on a survey of educators and data collected from JMC schools in Chile, JMC educators' roles can be grouped into four distinctive categories: the scholarly-oriented, the didactic-oriented, the practice-oriented, and the journalistic-oriented roles. Overall, the orientation that received the greatest support was the practice-oriented, followed by the didactic and the scholarly-oriented. The findings also reveal that education level, job commitment, gender, current professional journalism experience, organization type, school accreditation and the existence of graduate programs are factors that best predict educators' orientations.     

Innovation and Entrepreneurship: Journalism Students’ Interpretive Repertoires for a Changing Occupation

ABSTRACT

Amid ongoing disruption, discourse about journalism increasingly emphasizes innovation within the newsroom and the rise of entrepreneurial initiatives outside it. This article uses the concept of interpretive repertoires to explore how students enrolled in journalism programmes in Britain and the Netherlands understand innovation and entrepreneurialism in relation to changing industry circumstances and long-standing conceptualizations of occupational norms and behaviours. We find shared repertoires that embrace technological change, but generally within an acceptance of traditional normative practice.     

What is Slow Journalism?

In an era of fast and instantaneous journalism and concerns about the deleterious effects of speed, it can be easy to lose sight of the other kinds of journalism being practiced, other temporalities for its production. There has been little scholarly work on slow journalism, so the first aim of this article is, if not to define, then at least to describe some key characteristics of what slow journalism might be. It will look at how the term has been used on blogs, websites, public forums, and in the minimal scholarly literature available. It will also explore some examples by producers who identify with the term to see what slow journalism looks like in practice. The proliferation of independent journalism using Slow as a way of thinking about production suggests that we are witnessing a new alternative emerging in the mediascape.