The document summarizes a pilot study examining the journalism major at the University of Newcastle. It analyzed course content to assess what skills students learn in areas of domain knowledge, field knowledge, and individual skill development. The study found courses focus mainly on domain acquisition of practical skills. It suggests broadening curriculum to include more field knowledge about how the journalism industry works to better prepare students. The presenters call for further research on journalism programs nationwide to evaluate learning objectives and gather input from educators, students, and professionals.

1. TILLING THE FIELD IN
JOURNALISM
EDUCATION
Results from a pilot study
examining the journalism major
at the University of Newcastle
Dr Janet Fulton
PhD (Media and Communication) (UoN)
Lecturer in Communication
Mr Paul Scott
Lecturer in Communication
Faculty of Science and IT
School of Design, Communication and IT
July 10, 2014

2. July 10, 2014
WHAT AM I TALKING ABOUT?
• A pilot study that analysed the course content of the journalism major at
the University of Newcastle.
• Courses offered to students in the major were assessed to see what
skills they learn
– Domain knowledge and acquisition (rules, conventions, techniques,
guides and procedures of journalism)
– Field knowledge (social structure)
– Individual skill development
• Why is this important?

3. July 10, 2014
BACKGROUND TO THE PILOT: PhD PROJECT
Making the news: print journalism and the creative process
Systems model provided a framework to examine and understand how
journalists interact with cultural and social structures in the production, or
creation, of their work

4. July 10, 2014
BACKGROUND TO THE PILOT
“It is essential to teach students how to navigate the social structure of
journalism … Teaching an understanding of the field – how the field
works, who can assist in accessing information, who selects what is
published, who selects what is to be written, as well as identifying who
in the field can negotiate entry into journalism – in conjunction with
domain acquisition can only assist an early journalist in their career
and lead to a more efficient work process” (Fulton & Scott, 2013, p.
66).
“Continuing to teach the knowledge structures, including practical
skills, of journalism is understood by the authors to remain a crucial
part of education. But this paper argues that it is also of significant
importance to increase journalism students’ knowledge of the field”
(Fulton & Scott, 2013, p. 62).

5. July 10, 2014
JOURNALISM MAJOR AT UoN
• Structure: 8/8/8
– 8 x core courses
– 8 x major courses (directed courses)
– 8 x electives
• First year directed courses (journalism major)
– Introduction to Professional Writing
– Introduction to Journalism
• Second year directed courses (journalism major)
– Feature Writing
– Radio Journalism
• Third year directed courses (journalism major - choose 4/5)
– International Media Studies
– Television Journalism
– Journalism
– Communication Professional Placement
– Public Affairs and Communication

6. July 10, 2014
METHODOLOGY
• Analysis of the following for each course:
– Description
– Rationale
– Course objectives (learning outcomes)
– Assessment items
– Weekly tasks
• keywords that fit under the categories of domain, field and individual
were used to categorise these course documents and discover how,
and how much, each of these elements are taught in the courses.

7. July 10, 2014
METHODOLOGY: CATEGORIES
DOMAIN FIELD INDIVIDUAL
• Forms of writing
• Writing and editing
• Examples of writing
• Structure, style and
format
• Media release
• News writing
conventions
• News values
• Headlines
• Interviewing
• News article content
• Multimedia
• Journalism theory
• Legal issues
• Audience
• Relevant social
contexts
• Role of a journalist
• Writing skills
• Awareness of role of
journalist
• Interview skills
• Develop knowledge
and understanding
• Multimedia skills
• Curiosity
• Understanding
• Creativity

8. July 10, 2014
RESULTS
• Description, Rationale, Course objectives – typically student centred
– Developing skills, understanding, knowledge of journalism leading
to contribution to the development of the individual in the system
• Assessment items, Weekly tasks – domain acquisition dominates a
student’s learning
• Today I will be discussing
– CMNS1280 Introduction to Journalism (First year, second
semester)
– CMNS3333 Television Journalism (Third year, first semester)

9. July 10, 2014
CMNS1280: Introduction to journalism
DESCRIPTION
•Introduces students to the professional practice of contemporary
journalism through consideration of the nature and role of news and
current affairs in society. Through a variety of assigned tasks, students will
develop analytical, research, interviewing, production, multimedia
and writing skills. Students will engage in the analysis and production of
journalism with a focus on news and current affairs.
ASSIGNMENTS
•Slideshow presentation
•Weekly quiz
•Presentation on the week’s topic
•Participation in an online forum
•1400 word article

10. DOMAIN FIELD INDIVIDUAL
• Journalism theory and
practice
• Copyright
• Technology changes and use
• How to tell a story with text,
audio, visual
• Interviewing
• Photography
• Research methods
• Ethics – code of ethics
• Law – defamation, anti-
terrorism and national
security, vilification laws, etc
• Telling the truth, press
freedom, privacy, fairness,
social responsibility, etc.
• News values
• Storytelling
• Sources
• News definitions, values
• Journalistic writing
• relationship with the
community and profession
• knowledge of the audience
• ownership
• what employers expect
• circulation and readership,
ratings
• what editors want
• Consider key actors,
stakeholders (e.g.,
institutions, organisations)
and/or forces involved, and
explain their roles and the
range of interests and views
associated with the issue
• key issues or challenges that
this topic presents for people
involved in journalism (topics:
sports journalism, citizen
journalism, ethics, under-30
news engagement, radio
journalists, ethics, journalism
as a craft/profession/trade)
• analytical skills
• depth and breadth of
knowledge
• critical, creative thinking,
communication skills
• analytical, research,
interviewing, production,
multimedia and writing skills
• self-analysis of learning
process
• developing curiosity
• familiarity with news and
current affairs
• develop online
communication skills
July 10, 2014

11. July 10, 2014
CMNS3333: Television journalism
DESCRIPTION
•Through a variety of assigned tasks and self-directed learning, students will
develop further their research, interviewing and writing skills. They will
prepare, record and edit a number of items for the broadcast medium of
television news, and for online. Students will gain a solid understanding of the
ethical and legal obligations of journalism. Students intending to enrol in this
course should be aware that technical proficiency in video and audio recording
and editing is required as these skills are assumed knowledge and are not
covered in depth during the course. Students will be directed to resources that
will develop their technical skills.
ASSIGNMENTS
•Production of two TV stories in groups
•Online version of the same story
•Mini news bulletin in groups

12. July 10, 2014
DOMAIN FIELD INDIVIDUAL
• Writing for the spoken
word and television
• Scripting
• components of a good
news script including the
piece to camera
• Getting the story, planning
and shooting the story
• Interviewing
• presenting to camera
• ethical and legal
obligations
• digital recording and
production skills
• different formats
• Writing and packaging a
television news story
• Core production skills
• Online story format
• a variety of technologies
• scripting, editing
• Audiences
• Students will work in
groups of 3-4
• Demonstrate research and
planning skills
• Writing and packaging
• broadcast skills
• critical, creative thinking
and practice
• communication skills
• critical reflection
• Core skills required by the
TV journalist
• vocal exercises

13. July 10, 2014
RESULTS
• Domain acquisition is given higher precedence
• Professional Placement has more field knowledge
– Students undertake a work placement in organisations to apply the
principles and theories acquired during the B Communication program,
to develop communication skills appropriate to their chosen profession
and to experience organisations, their dynamics, discourses,
practices and realities in a professional environment. Direction is
provided onsite by a placement supervisor” and the course
“contributes to the student's general communication skills through
developing the student's skills and experience in a range of tasks found
in the communication and cultural industries and through the forming of
a relationship with communication professionals.
• Students do learn about the field – formally and informally
• Learning about the field enables efficient work practices

14. July 10, 2014
•Courses at UoN do have field knowledge included but domain acquisition
is clearly dominant
•Broader research project
– Australia-wide journalism programs
• Analysis of course outcomes and learning objectives
• Interviews with teaching staff, journalism students, university-
educated journalists, senior members of the field
SUGGESTED STUDY: Tilling the field in journalism education

15. July 10, 2014
NEXT STEP …
•If the system model is true, knowledge of the field should be included in a
journalism education model
•How can this be done?
– Student publication, broadcast
– Work placement component
– Involving journalism professionals
“…at the heart of journalism education is a balance of conceptual,
philosophical and skills-based content” (Banda, 2013, p. 12).

16. DISCUSSION
A presentation to ANZCA Conference 2014 | 4 August 2014
CRICOS Provider 00109J | www.newcastle.edu.au
July 10, 2014

17. July 10, 2014
Bibliography
Banda, F. (2013). Model curricula for journalism education. UNESCO
series on journalism education. UNESCO.
http://unesdoc.unesco.org/images/0022/002211/221199e.pdf -
accessed 20.9.13
Fulton, J. & Scott, P. (2013). Tilling the field in journalism education:
implications of a systems model approach for journalism education.
Journalism Education, 2(1), pp. 62-75.