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Using social media in teaching journalism
A skill-based approach
EJTA 2014 22 May 2014, Jyväskylä, Finland
Maarit Jaakkola University of Tampere
School of Communication, Media and Theatre (CMT) [email protected]
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Why do I use social media?
• To teach social media • To enhance collaborative learning and the
development of collaboration skills • To advance self-determined learning and the
development of students’ metacognitive skills • To find an alternative for the organization’s own
information management systems • To create more functional communication channels
between the teacher and the students and between students
• To benefit from the openness of the teaching activity
Why to use e-tools in journalism education?
To support individual professional growth (e.g. portfolios)
To enable self-study and non-stop courses
To enhance the public presence of individuals and the university
To keep materials up-to-date and accessible 24/7
To promote spontaneous (peer) interaction and exchange of ideas
To teach critical online media use and develop versatile digital skills
To scaffold journalistic practices
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Journalistic core skills
Core skills for the future of journalism, Poynter 2014
Practical skills (teknê)
Practical knowledge (phronesis)
Contextual knowledge (episteme)
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Traditional journalism
Online/new media journalism
Pseudojournalistic area/social journalism
Traditional (offline) pedagogy
E-learning, blended learning
Web 2.0 learning
Digital journalism and pedagogy
LMS’s used in Finnish education
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Typical Web 2.0 tools for learning
Social media as learning platform
Home
wiki
blog
micro-blog
rss
rtce
tools
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Web magazine: http://utain.uta.fi Digital paper: http://issuu.com/utain Twitter: http://twitter.com/utainlehti Facebook: http://www.facebook.com/utainlehti
Facebook pages and groups
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Internal work organization with wiki
• Wiki as intranet:
– Schedules
– Instructions: how-to-do- lists, technical instructions
– The stylebook
– The ”who is who” gallery
– Self-assessments
– Further readings
Wiki as external page
• Students book their shifts by editing the wiki table
• Guests are allowed to reserve their visiting times
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Real-time text editors as writing aid
• Etherpads and Google Drive/Docs
• Co-writing stories and notes
• Taking notes and mapping ideas collaborately
• Commenting on texts and ideas
Blogs
• Personal or small group blogs for self-reflection on the journalistic work
• Public blog for weekly feedback given to the students by professional journalists
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Tweeting
We tweet on * coming stories
* newly published stories
* pieces of news * insights by the
journalists * anecdotes related to stories and journalistic
work * surveys directed to
audiences
Curation tools
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Skills of social media use
Käyttö
Käytännöt
Käyttäy-tyminen
Käyttäjyys
Käyttö-ympäristö
Meta-cognitive
Operational Contextual
Instrumental
Strategic
Usage: creating profiles, creating links, mastering the html etc.
Practices: following processes and instructions
Strategies: mastering the rules, e.g. the ethical code
Personal learning management: regulating the learning process of one’s own, self-reflection etc.
Background: access to the hardware, recognition by the community etc.
Overcoming challenges
Challenges:
• Delusion: young students already master digital tools.
• Technological determinism: once account is created, everything is enabled.
• Students may show resistance to new tools.
• Resources such as time and equipment are scarce.
Solutions:
• Personal instructor-student support
• Strong peer interaction and supportive ’horizontal’ structures
• Self-reflection made visible and interactive
• Domestication phase
• Model agents
• The BYOD principle
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Basic principles for teaching with social media
1. Build upon the journalistic and general communication skills.
2. Experiential knowledge is important to create and support agency: don’t forget the ’domestication phase’.
3. Differentiate and make explicit the roles of different platforms and tools. Create shared rules for each platform.
4. Remember that the teacher is an active player, not an observer, in digital environments.
5. Decide which solutions are centralized (teacher-driven) and which decentralized (student-driven). – user, time, privacy management, problem shooting?
Thank you
Contact: Maarit Jaakkola
Lecturer in Journalism
School of Communication, Media and Theatre (CMT)
University of Tampere, Finland
Homepage (English) Twitter @maaritjii