Enthusiasm for Making a Difference: Adapting Data Journalism Skills for Digital Campaigning

Research output: Contribution to journalArticle

Abstract

Journalism is conventionally taught through a ‘teaching hospital’ type model involving a set of tacit professional skills largely developed through experience (Anderson, Glaisyer, Smith, & Rothfeld, 2011). This article reports on the approach taken to adapt data journalism pedagogy for a digital campaigning unit in a journalism course. The main focus is building confidence with developing relevant technical skills in what Davies and Cullen (2016) describe as ‘quantitative literacy’. Although there is a range of ways to approach the turn to ‘data journalism’ (Coddington, 2015), teaching aspects of data and computational journalism with students can be difficult as the focus on technical and math skills contravenes the self-identity of journalism students as writers or similar (Nguyen & Lugo-Ocando, 2015). Meyer and Land’s (2005) pedagogical theory of the ‘threshold concept’ is used to think through the affective aspects of a practical exercise for developing ‘data confidence’. Journalism has long attracted students with a social justice orientation and who want to ‘make a difference’ (Vromen, 2016), and challenging students to appreciate the social change context of online engagement is often sufficient to enthuse a student into developing technical skills. The example explored here should be useful for journalism educators in other contexts approaching the common challenge of working with students to develop ‘data confidence’.

Original languageEnglish
Pages (from-to)112-123
Number of pages12
JournalAsia Pacific Media Educator
Volume28
Issue number1
DOIs
Publication statusPublished - Jun 2018
Externally publishedYes

Fingerprint

journalism
Students
student
confidence
Teaching
social justice
social change
literacy
writer
educator
experience

Cite this

@article{cd7ea14420ef4a8b9081137237f4ec43,
title = "Enthusiasm for Making a Difference: Adapting Data Journalism Skills for Digital Campaigning",
abstract = "Journalism is conventionally taught through a ‘teaching hospital’ type model involving a set of tacit professional skills largely developed through experience (Anderson, Glaisyer, Smith, & Rothfeld, 2011). This article reports on the approach taken to adapt data journalism pedagogy for a digital campaigning unit in a journalism course. The main focus is building confidence with developing relevant technical skills in what Davies and Cullen (2016) describe as ‘quantitative literacy’. Although there is a range of ways to approach the turn to ‘data journalism’ (Coddington, 2015), teaching aspects of data and computational journalism with students can be difficult as the focus on technical and math skills contravenes the self-identity of journalism students as writers or similar (Nguyen & Lugo-Ocando, 2015). Meyer and Land’s (2005) pedagogical theory of the ‘threshold concept’ is used to think through the affective aspects of a practical exercise for developing ‘data confidence’. Journalism has long attracted students with a social justice orientation and who want to ‘make a difference’ (Vromen, 2016), and challenging students to appreciate the social change context of online engagement is often sufficient to enthuse a student into developing technical skills. The example explored here should be useful for journalism educators in other contexts approaching the common challenge of working with students to develop ‘data confidence’.",
keywords = "affect, Data journalism, enthusiasm, threshold concepts",
author = "Glen Fuller",
year = "2018",
month = "6",
doi = "10.1177/1326365X18768134",
language = "English",
volume = "28",
pages = "112--123",
journal = "Asia Pacific Media Educator",
issn = "1326-365X",
number = "1",

}

Enthusiasm for Making a Difference: Adapting Data Journalism Skills for Digital Campaigning. / Fuller, Glen.

In: Asia Pacific Media Educator, Vol. 28, No. 1, 06.2018, p. 112-123.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Enthusiasm for Making a Difference: Adapting Data Journalism Skills for Digital Campaigning

AU - Fuller, Glen

PY - 2018/6

Y1 - 2018/6

N2 - Journalism is conventionally taught through a ‘teaching hospital’ type model involving a set of tacit professional skills largely developed through experience (Anderson, Glaisyer, Smith, & Rothfeld, 2011). This article reports on the approach taken to adapt data journalism pedagogy for a digital campaigning unit in a journalism course. The main focus is building confidence with developing relevant technical skills in what Davies and Cullen (2016) describe as ‘quantitative literacy’. Although there is a range of ways to approach the turn to ‘data journalism’ (Coddington, 2015), teaching aspects of data and computational journalism with students can be difficult as the focus on technical and math skills contravenes the self-identity of journalism students as writers or similar (Nguyen & Lugo-Ocando, 2015). Meyer and Land’s (2005) pedagogical theory of the ‘threshold concept’ is used to think through the affective aspects of a practical exercise for developing ‘data confidence’. Journalism has long attracted students with a social justice orientation and who want to ‘make a difference’ (Vromen, 2016), and challenging students to appreciate the social change context of online engagement is often sufficient to enthuse a student into developing technical skills. The example explored here should be useful for journalism educators in other contexts approaching the common challenge of working with students to develop ‘data confidence’.

AB - Journalism is conventionally taught through a ‘teaching hospital’ type model involving a set of tacit professional skills largely developed through experience (Anderson, Glaisyer, Smith, & Rothfeld, 2011). This article reports on the approach taken to adapt data journalism pedagogy for a digital campaigning unit in a journalism course. The main focus is building confidence with developing relevant technical skills in what Davies and Cullen (2016) describe as ‘quantitative literacy’. Although there is a range of ways to approach the turn to ‘data journalism’ (Coddington, 2015), teaching aspects of data and computational journalism with students can be difficult as the focus on technical and math skills contravenes the self-identity of journalism students as writers or similar (Nguyen & Lugo-Ocando, 2015). Meyer and Land’s (2005) pedagogical theory of the ‘threshold concept’ is used to think through the affective aspects of a practical exercise for developing ‘data confidence’. Journalism has long attracted students with a social justice orientation and who want to ‘make a difference’ (Vromen, 2016), and challenging students to appreciate the social change context of online engagement is often sufficient to enthuse a student into developing technical skills. The example explored here should be useful for journalism educators in other contexts approaching the common challenge of working with students to develop ‘data confidence’.

KW - affect

KW - Data journalism

KW - enthusiasm

KW - threshold concepts

UR - http://www.scopus.com/inward/record.url?scp=85046632834&partnerID=8YFLogxK

UR - http://www.mendeley.com/research/enthusiasm-making-difference-adapting-data-journalism-skills-digital-campaigning

U2 - 10.1177/1326365X18768134

DO - 10.1177/1326365X18768134

M3 - Article

VL - 28

SP - 112

EP - 123

JO - Asia Pacific Media Educator

JF - Asia Pacific Media Educator

SN - 1326-365X

IS - 1

ER -