Will the Geeks Inherit the Newsroom?: Reflections on why Journalists should Learn Computer Science

Doherty, Skye

doi:10.18848/1832-3669/cgp/v08i02/56259

Cited by 12 publications

(7 citation statements)

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“…Using data to tell news stories is a team effort in which reporting meets programming and involves reporters, editors, programmers, graphic artists, web designers and app developers. One opinion (Doherty, 2012) is that for journalists, the aim of mastering programming languages is to empower them to create stories for digital platforms with the same precision as traditional media, so they do not need to become an expert in computer coding.…”

Section: Discussionmentioning

confidence: 99%

“…In Davies and Cullen's research on DJ education in Australian universities (2016), academic staff from 11 of the 25 universities offering DJ education stated that 'students' low levels of mathematical and quantitative literacy skills made teaching DJ difficult' (p. 142). Many journalism majors want to be journalists because they like to write, and therefore they are likely to resist the learning of computer science skills (Doherty, 2012). Moreover, data work might be off-putting for students and cause tension with their satisfaction (Hewett, 2016).…”

Section: Data Journalism and Its Educationmentioning

confidence: 99%

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Interdisciplinary Learning in Journalism: A Hong Kong Study of Data Journalism Education

Zhu

2018

Asia Pacific Media Educator

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Using data collected in the assessment survey of a series of data journalism (DJ) training activities in Hong Kong, this study compares participants' learning activities. These participants consist of students, scholars and professionals from diverse academic backgrounds. The findings show that significant differences exist between learners with journalism-related backgrounds and those with science backgrounds. Compared with journalism majors, during the activities, science majors interact with others more and get more practice; they also gain more theoretical and practical outcomes alongside higher levels of learning enjoyment. Interviews with journalism majors indicate that lack of fundamental knowledge, time and support in practice brings difficulties to their DJ learning. Suggestions for an interdisciplinary approach to journalism education were also collected through interviews, which include more information on DJ, a deeper level of interdisciplinary interaction and more interactions with the industry. Survey and in-depth interviews are both used in this research to provide references for DJ students and instructors.

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Section: Discussionmentioning

confidence: 99%

Section: Data Journalism and Its Educationmentioning

confidence: 99%

Interdisciplinary Learning in Journalism: A Hong Kong Study of Data Journalism Education

Zhu

2018

Asia Pacific Media Educator

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“…Du and Thornburg (2011) reported that despite an agreement between online journalists and online journalism instructors about the importance of core skills (e.g., writing and grammar), there seems to be discord over the relative value of other competencies (e.g., multitasking, mass communication theory, interpersonal skills, etc.). As a response to rapid technological changes, some scholars (e.g., Doherty, 2012) have even argued that journalists need to learn computer science skills to regain control over their work.…”

Section: Balancing Journalistic Skills and Specialized Knowledgementioning

confidence: 99%

Journalists and Communicators' Perceptions of Their Graduate Training in Environmental Reporting: An Application of Knowledge-Based Journalism Principles

Takahashi

Parks

2018

Front. Environ. Sci.

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This study explores the educational and post-graduation experiences of graduates of a master's program with a focus on environmental journalism. The study uses the framework of knowledge-based journalism to qualitatively examine how the competencies of journalistic skills, general and content-specific knowledge, learning communication theory, and developing journalistic values allowed graduates to develop a niche in their professional careers. Results show respondents placed disproportionate emphasis on the importance of journalistic skills and were ambivalent about the value of theory courses. The responses suggest scholars' idealistic conception of knowledge-based journalism is problematic when applied to the changing realities of journalism and the media industry in the U.S.

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“…Calls for greater numeracy are not new (e.g., Curtin and Maier, 2001), but they have not been widely implemented in education or treated consistently or urgently (Wilson, 2000;Berret and Phillips, 2016;Griffin and Dunwoody, 2016;Nguyen and LugoOcando, 2016; for basic coding, see Doherty, 2012). There are multiple reasons for slow change.…”

Section: Innumeracy Should Be the New Illiteracymentioning

confidence: 99%

(When) Is Science Reporting Ethical? The Case for Recognizing Shared Epistemic Responsibility in Science Journalism

Figdor

2017

Front. Commun.

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Internal mechanisms that uphold the reliability of published scientific results have failed across many sciences, including some that are major sources of science news. Traditional methods for reporting science in the mass media do not effectively compensate for this unreliability. I argue for a new conceptual framework in which science journalists and scientists form a complex knowledge community, with science news as the interdisciplinary product. This approach motivates forms of collaboration and training that can improve the epistemic reliability of science news.

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Will the Geeks Inherit the Newsroom?: Reflections on why Journalists should Learn Computer Science

Cited by 12 publications

References 0 publications

Interdisciplinary Learning in Journalism: A Hong Kong Study of Data Journalism Education

Interdisciplinary Learning in Journalism: A Hong Kong Study of Data Journalism Education

Journalists and Communicators' Perceptions of Their Graduate Training in Environmental Reporting: An Application of Knowledge-Based Journalism Principles

(When) Is Science Reporting Ethical? The Case for Recognizing Shared Epistemic Responsibility in Science Journalism

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