Teaching Data Journalism in a World of Tool and Tech Overload
Name
3462741.3466660.pdf
Size
1.39 MB
Format
Adobe PDF
Checksum (MD5)
e7a353ade6c9f0942535f0ec1370af89
Author(s)
Bhargava, Rahul
D'Ignazio, Catherine
Date Issued
2021
Journal
13th ACM Web Science Conference 2021
Publisher
ACM
Citation
Bhargava, Rahul and D'Ignazio, Catherine. 2021. "Teaching Data Journalism in a World of Tool and Tech Overload." 13th ACM Web Science Conference 2021.
Version
Final published version
Abstract
The field of journalism is undergoing systemic disruption, with the subarea of data journalism transforming rapidly due to the introduction of new tools and techniques as well as the changes in reporting practices as journalists and newsrooms experiment and innovate. This paper explores the challenges for data journalism educators to teach in such a rapidly shifting landscape. Drawing from our experiences teaching journalism students in higher education, we assert that the goal of data journalism education amidst this complexity is not to teach tech, nor even to teach technical skills, but rather to model for students strategies of dealing with transformation and complexity. These include peer learning, hands-on learning activities, modeling learning and information seeking, and establishing a culture of critique. We introduce a number of activities that put those approaches into practice, drawing on learning literature to support our fellow educators shifting from the ”banking model” of education[10] to a learner-centered model[23]. Working with students to co-create knowledge, acting as a ”Guide on the Side”[15] can help better prepare students for the constantly evolving ecosystem of technologies and tools that support data journalism.
MIT Department
Massachusetts Institute of Technology. Department of Urban Studies and Planning
Terms of Use
Article is made available in accordance with the publisher's policy and may be subject to US copyright law. Please refer to the publisher's site for terms of use.
Persistent DSpace Link
DOI of Published Version
https://doi.org/10.1145/3462741.3466660
