This chapter evaluates the extent to which Facebook could be used as a training and learning tool for investigative journalism students. This study is based on the deployment of Facebook as a pedagogical tool for an “Investigative Journalism” unit at Swinburne University of Technology, Melbourne, Australia. This chapter, accordingly, outlines the challenges, issues, and benefits of using Social Networking Services (SNS) as pedagogical tools for the training of future investigative journalists, which could in turn assist other instructors to make use of such online social platforms for media training. By conducting an observation of student usage of Facebook and interviewing students and tutors on their experiences from this activity, this chapter concludes that Facebook can serve as a useful online collaborative platform for investigative journalism students and as a progress monitoring tool for their instructors.

The idea of incorporating digital games in journalism education provides the convenience of experiencing real-time happenings in a virtual world and opens up a new possibility for teaching journalism students. These games have the flexibility of offering different perspectives to students, providing them with a bigger picture and required skill sets. They can assist students in acquiring required analytical reasoning and train students to compile and edit news stories, learn about interview techniques and support the development of empathy and cultural sensitivity, crucial for journalistic expertise. Despite these attributes and their existence for over a decade, digital games have yet to be incorporated as a frequently used pedagogical tool in journalism education. This study explores the existing shape of digital games relevant to journalism, and the reason for their rare use as an educational and training resource.

No abstract

No abstract

No abstract