Embedding media law in the journalism curriculum

Editors: Fowler-Watt, K.

Publisher: Routledge

Abstract:

UK undergraduate journalism degree programmes may apply for accreditation from up to three Professional, Statutory and Regulatory bodies (PSRBs). But only 30% of UK journalism programmes have chosen this route (Canter, 2015). There has been past criticism (Garman, 2005; Greenslade, 2010; Linford 2010) that the emphasis placed by journalism degrees on vocational requirements and professional PSRB examinations, results in a narrow vocational training-focused and teacher-led learning agenda rather than providing opportunities for students to fully exploit opportunities for thinking and discovery offered by higher education.

This chapter examines the discourse around quality higher education in journalism and the challenges involved in meeting the strict accreditation requirements of PSRBs. Against this background it considers changes to my own media law teaching practice. It includes an overview of teaching strategies employed to help embed media law in the curriculum with reference to literature on education and on teaching journalism and media law.

Source: Manual