New journalisms, new pedagogies

Authors: Fowler-Watt, K.

Editors: Fowler-Watt, K. and Jukes, S.

Publisher: Routledge

If journalistic storytelling is to have a meaningful, positive impact on society, in the digital age it needs to become more intuitive, more aligned. The imperative to utilise digital media to help create a better world, where citizens and journalists feel they belong, where the powerful are still held to account remains, but perhaps now is the time for a more inclusive, more thoughtful, investigative and globally-aware journalism. Predicated on the understanding that robust journalism plays a crucial role in healthy public discourse, this chapter explores whether reimagining journalism education offers a potential - if partial - route for seeking connected publics and trusted journalism practice. Arguably, in the ‘post truth’ context, credible journalism, has never been more important, but levels of disaffection with the media are profound. How can journalists’ faith in their own ability to have impact be restored? Is a focus on emotional literacy the route to ’new journalisms’? This chapter presents ideas for different approaches to journalism education that engage students in self-reflexive activities that enable them to interrogate the normative values of their practice. Embracing the psychosocial notion that journalists who are emotionally literate and self-aware are more likely to produce journalism that is inclusive, immersive and connected, it suggests that transformative pedagogies could provide a starting point to inspire new journalistic practices.

Keywords: ethics; trust; media literacy; connectivity; journalism education

The data on this page was last updated at 04:52 on April 20, 2019.