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Quantitative and Digital Skills of International Journalism and Communications Educators 6-10 Junio 2007 2007 Media Ecolog...
Credits to Knight and Harvard for financial support <ul><li>Funding for the research, analysis and publication of this pro...
Co-investigators Map J. T. Johnson Institute for Analytic Journalism,  Santa Fe, NM, USA Louise Yarnall Center for Technol...
Journalism is… <ul><li>“ The central purpose of journalism is to provide citizens with accurate and reliable information t...
Objectives: <ul><li>Proof of concept </li></ul><ul><ul><li>Use low-cost tools to create online survey? </li></ul></ul><ul>...
Theoretical platform <ul><li>Datasphere: that conceptual place where all data exists to feed the  species  living in that ...
Species in the Infosphere The Datasphere:   that conceptual environment where all   information-processing species   resid...
<ul><li>Journalists, et al., in Datasphere </li></ul>Changing Datasphere: Metabolism Latent  Energy In Energy Out <ul><li>...
RRAW-P Process R esearch And all the stuff that’s ever written is pumped out and continues to fill the DATASPHERE with mor...
Path to quality, responsible journalism <ul><li>Qualitative </li></ul><ul><li>Who </li></ul><ul><li>What </li></ul><ul><li...
Methodology <ul><li>Recruited multi-lingual colleagues </li></ul><ul><ul><li>Translation of survey </li></ul></ul><ul><ul>...
Responses by language N = 228
Response by nation  (n=228)
Level of instruction
Departmental Expectations/Reqs? <ul><li>EQ7) Does your academic unit require that faculty members make their syllabi and c...
Departmental Expectations/Reqs? <ul><li>EQ11) Does your journalism program have any published standards of  quantitative a...
Departmental Expectations/Reqs? <ul><li>EQ12) Does your journalism program have any published standards of  computer skill...
Major Findings: Little use of advanced analytic tools “ Zone of suspicion”
Major Findings: Little use of advanced analytic tools
Major findings: Minimal use of digital communications & course tools <ul><li>Using e-mail; little else to gather data; com...
Major findings:  “It’s all about story.” <ul><li>Emphasis on writing, not analysis.   </li></ul><ul><li>We teach people ho...
Major findings <ul><li>Journalism students learn quantitative skills primarily in quick-hit classes; no integrated curricu...
Major findings <ul><li>Non-U.S. programs require students to pass  quantitative  and digital skills proficiency tests to g...
Conclusions <ul><li>Educators lagging behind the changes in the datasphere in all aspects of the RRAW-P process </li></ul>...
Conclusions <ul><li>While definition of journalism changes, journalism educators focus more on teaching only “journalistic...
Possible causes;  possible consequences <ul><li>Continuing  negative symbiosis  between professional journalism and journa...
Demo Formsite and display of results <ul><li>Use screen shots for speed. </li></ul>
URL of where to see survey’s results <ul><li>http://www. iajjoursurvey . shorturl .com/ </li></ul>
Quantitative and Digital Skills of International Journalism and Communications Educators Prof. Tom Johnson, et al. Institu...
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Quantitative and Digital Skills of International Journalism and Communications Educators

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Presented at the Media Ecology Assoc. conference Mexico City June 2007

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Quantitative and Digital Skills of International Journalism and Communications Educators

  1. 1. Quantitative and Digital Skills of International Journalism and Communications Educators 6-10 Junio 2007 2007 Media Ecology Association Convention Mexico City Prof. Tom Johnson, et al. Institute for Analytic Journalism Santa Fe, New Mexico EEUU t o m @ j t j o h n s o n . c o m w w w . a n a l y t i c j o u r n a l i s m . c o m
  2. 2. Credits to Knight and Harvard for financial support <ul><li>Funding for the research, analysis and publication of this project has been provided by the John S. and James L. Knight Foundation as part of the Carnegie-Knight Initiative on the Future of Journalism Education. </li></ul>
  3. 3. Co-investigators Map J. T. Johnson Institute for Analytic Journalism, Santa Fe, NM, USA Louise Yarnall Center for Technology in Learning, SRI International, Palo Alto, CA USA Maria Isabel Neuman Centro de Investigación de la Comunicación y la Información University de Zulia Maracaibo, Venezuela Ammar A. Bakkar American University of Sharjah, Sharjah, UAE Elias Machado Universidade Federal da Bahia Salvador, Bahia, Brasil Yehiel (Hilik) Limor School of Communication, Sapir College, D.N. Chof Ashkelon, Israel Flemming Svith Danish International Center for Analytical Reporting Danish School of Journalism, Århus, Denmark Co-investigators
  4. 4. Journalism is… <ul><li>“ The central purpose of journalism is to provide citizens with accurate and reliable information they need to function in a free society.'‘ — Bill Kovach Committee of Concerned Journalists </li></ul>
  5. 5. Objectives: <ul><li>Proof of concept </li></ul><ul><ul><li>Use low-cost tools to create online survey? </li></ul></ul><ul><ul><li>Respondent Driven Sampling (“Snowball” sampling) </li></ul></ul><ul><li>Est. baseline for digital skills and their inclusion in curriculum </li></ul><ul><li>Est. baseline for quantitative skills and their inclusion in curriculum </li></ul>
  6. 6. Theoretical platform <ul><li>Datasphere: that conceptual place where all data exists to feed the species living in that conceptual environment. </li></ul><ul><li>RRAW-P process </li></ul><ul><li>Changes in Datasphere drive – or should be driving – changes in both professional and academic journalism. </li></ul><ul><ul><li>Sweeping changes not just in how we deliver the content, but first – and foremost – the process of how, why and what: </li></ul></ul><ul><ul><li>Data In  Analysis  Info Out </li></ul></ul>
  7. 7. Species in the Infosphere The Datasphere: that conceptual environment where all information-processing species reside Lawyer Economist Insurance adjuster Driver of garbage truck Journalist Teacher Historian Cop
  8. 8. <ul><li>Journalists, et al., in Datasphere </li></ul>Changing Datasphere: Metabolism Latent Energy In Energy Out <ul><li>Species in Biosphere: </li></ul>
  9. 9. RRAW-P Process R esearch And all the stuff that’s ever written is pumped out and continues to fill the DATASPHERE with more and more stuff. It just keeps coming, the stuff does. And it gets used, Oh YES! Used, I tell you, by …. R eporting A nalysis W riting Publish-Produce-Package- Journalists!
  10. 10. Path to quality, responsible journalism <ul><li>Qualitative </li></ul><ul><li>Who </li></ul><ul><li>What </li></ul><ul><li>When </li></ul><ul><li>Why </li></ul><ul><li>Where </li></ul><ul><li>How </li></ul><ul><li>Quantitative </li></ul><ul><li>How much/many </li></ul><ul><li>What acategories </li></ul><ul><li>Of what kind and degree </li></ul><ul><li>What change </li></ul><ul><li>What timeline </li></ul>100% of The STORY
  11. 11. Methodology <ul><li>Recruited multi-lingual colleagues </li></ul><ul><ul><li>Translation of survey </li></ul></ul><ul><ul><li>Promotion/recruitment </li></ul></ul><ul><li>Harvested U.S. e-mail addresses from accredited depts. </li></ul><ul><li>Personal contacts and listservs </li></ul><ul><li>Offered chance to win MP3 or iPod </li></ul><ul><li>Used www.formsite.com as survey tool </li></ul><ul><li>“ Cleaned” and analyzed quant. and qual. response data </li></ul>
  12. 12. Responses by language N = 228
  13. 13. Response by nation (n=228)
  14. 14. Level of instruction
  15. 15. Departmental Expectations/Reqs? <ul><li>EQ7) Does your academic unit require that faculty members make their syllabi and course calendars available online each semester? </li></ul>
  16. 16. Departmental Expectations/Reqs? <ul><li>EQ11) Does your journalism program have any published standards of quantitative analytic skills students are expected to meet? </li></ul>
  17. 17. Departmental Expectations/Reqs? <ul><li>EQ12) Does your journalism program have any published standards of computer skills students are expected to meet? </li></ul>
  18. 18. Major Findings: Little use of advanced analytic tools “ Zone of suspicion”
  19. 19. Major Findings: Little use of advanced analytic tools
  20. 20. Major findings: Minimal use of digital communications & course tools <ul><li>Using e-mail; little else to gather data; communicate * </li></ul>* Avg. of scaled responses by language group
  21. 21. Major findings: “It’s all about story.” <ul><li>Emphasis on writing, not analysis. </li></ul><ul><li>We teach people how to write, but they don’t have anything to say. </li></ul><ul><li>IF students learn quantitative skills for journalism, it’s largely through their own resourcefulness. (i.e. Faculty aren’t much help.) </li></ul>
  22. 22. Major findings <ul><li>Journalism students learn quantitative skills primarily in quick-hit classes; no integrated curricular approach. </li></ul><ul><li>U.S. journalism programs offer more options for students to take courses outside journalism departments than non-U.S. </li></ul>
  23. 23. Major findings <ul><li>Non-U.S. programs require students to pass quantitative and digital skills proficiency tests to graduate </li></ul><ul><li>Non-U.S. faculties engage in more hands-on digital activities in their classes and as part of their work. </li></ul>
  24. 24. Conclusions <ul><li>Educators lagging behind the changes in the datasphere in all aspects of the RRAW-P process </li></ul><ul><li>This does not seem to be because of a lack of money or technology; </li></ul><ul><ul><li>A failure to invest in their own learning </li></ul></ul><ul><ul><li>A failure to engage in applied research (theory  experimentation) to advance the profession </li></ul></ul><ul><ul><li>A failure to look for data and methods in other disciplines </li></ul></ul>
  25. 25. Conclusions <ul><li>While definition of journalism changes, journalism educators focus more on teaching only “journalistic writing” and, perhaps, photojournalism. </li></ul><ul><li>Journalism education must recognize a much broader definition of the field; evolve the curriculum to reflect the changing datasphere. </li></ul>
  26. 26. Possible causes; possible consequences <ul><li>Continuing negative symbiosis between professional journalism and journalism education </li></ul><ul><li>Journalism – and journalism graduates – becoming increasingly superficial. Ergo  </li></ul><ul><li>Irrelevant </li></ul><ul><li>Ultimately, democracy pays the price </li></ul>
  27. 27. Demo Formsite and display of results <ul><li>Use screen shots for speed. </li></ul>
  28. 28. URL of where to see survey’s results <ul><li>http://www. iajjoursurvey . shorturl .com/ </li></ul>
  29. 29. Quantitative and Digital Skills of International Journalism and Communications Educators Prof. Tom Johnson, et al. Institute for Analytic Journalism Santa Fe, New Mexico EEUU t o m @ j t j o h n s o n . c o m w w w . a n a l y t i c j o u r n a l i s m . c o m

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