WJEC16 closes with positive take on future of journalism
By Laura Tupou
By Laura Tupou
The fourth World Journalism Education Congress (WJEC) closed on Saturday with a message to journalist educators to continue to uphold the need for press freedom.
“It is a basic human right that should never be taken for granted,” said Professor Nico Drok, president of the European Journalism Training Association (EJTA).
Held at AUT, the WJEC saw more than 200 delegates from around the world presenting and sharing their knowledge and experience in teaching young journalists.
Kalafi Moala, vice-chair of the Pasifika Media Association (PasiMA) and CEO of Taimi Media Network in Tonga, also spoke at the closing plenary about not underestimating the importance of the Pacific.
“Despite our small land size, we are still significant,” said Mr Moala. “Some of us are short, some of us are tall, some of us are big. But we all have aspirations and rights and needs that must be met.”
Mr Moala challenged the educators: “Please think of the Pasifika people and assist us in our quest to provide quality journalism to our people.”
His speech was followed by reports from the ten syndicate discussions that had been held throughout the WJEC, which were delivered by delegates Robyn Goodman and Elaine Steyn.
Awards were presented for the top papers in four regions, and one overall highly commended award.
Kim Walsh-Childers, Jennifer Braddock, Lucy March and Deaven Freed won the American award, sponsored by the Association for Education in Journalism and Mass Communication (AEJMC).
David Baines and Fiona Wyton won the European award, sponsored by EJTA.
AUT’s Merja Myllylahti won the New Zealand award, sponsored by the Journalism Education Association of New Zealand (JEANZ), and Fiona Martin won the Australian award sponsored by Journalism Education and Research Association of Australia (JERAA).
The top paper award went to Julie Posetti from the University of Wollongong in Australia.
The 2019 congress location was also announced as the Université Paris-Dauphine in France.
Pascal Guenee, director of journalism at the university, said the university will be making an effort to include speakers in other languages that will hopefully include English, French and Arabic.
After the plenary, the WJEC delegates were given an official farewell with a poroporoaki (traditional Māori farewell).
Dr Joseph Fernandez, of Curtin University in Australia, thanked the hosts on behalf of the delegates.
“As we leave we are now part of an extended family, radiating from New Zealand. We are whanau (family), we will never be a stranger in New Zealand,” said Dr Fernandez.
Kaumatua Haare Williams agreed: “You will be unified in spirit in New Zealand.”
AUT staff concluded the farewell with a waiata (song), Te Aroha, for the guests.
“It is a basic human right that should never be taken for granted,” said Professor Nico Drok, president of the European Journalism Training Association (EJTA).
Held at AUT, the WJEC saw more than 200 delegates from around the world presenting and sharing their knowledge and experience in teaching young journalists.
Kalafi Moala, vice-chair of the Pasifika Media Association (PasiMA) and CEO of Taimi Media Network in Tonga, also spoke at the closing plenary about not underestimating the importance of the Pacific.
“Despite our small land size, we are still significant,” said Mr Moala. “Some of us are short, some of us are tall, some of us are big. But we all have aspirations and rights and needs that must be met.”
Mr Moala challenged the educators: “Please think of the Pasifika people and assist us in our quest to provide quality journalism to our people.”
His speech was followed by reports from the ten syndicate discussions that had been held throughout the WJEC, which were delivered by delegates Robyn Goodman and Elaine Steyn.
Awards were presented for the top papers in four regions, and one overall highly commended award.
Kim Walsh-Childers, Jennifer Braddock, Lucy March and Deaven Freed won the American award, sponsored by the Association for Education in Journalism and Mass Communication (AEJMC).
David Baines and Fiona Wyton won the European award, sponsored by EJTA.
AUT’s Merja Myllylahti won the New Zealand award, sponsored by the Journalism Education Association of New Zealand (JEANZ), and Fiona Martin won the Australian award sponsored by Journalism Education and Research Association of Australia (JERAA).
The top paper award went to Julie Posetti from the University of Wollongong in Australia.
The 2019 congress location was also announced as the Université Paris-Dauphine in France.
Pascal Guenee, director of journalism at the university, said the university will be making an effort to include speakers in other languages that will hopefully include English, French and Arabic.
After the plenary, the WJEC delegates were given an official farewell with a poroporoaki (traditional Māori farewell).
Dr Joseph Fernandez, of Curtin University in Australia, thanked the hosts on behalf of the delegates.
“As we leave we are now part of an extended family, radiating from New Zealand. We are whanau (family), we will never be a stranger in New Zealand,” said Dr Fernandez.
Kaumatua Haare Williams agreed: “You will be unified in spirit in New Zealand.”
AUT staff concluded the farewell with a waiata (song), Te Aroha, for the guests.
Journalists need deeper understanding of cultural conflicts
By Lydia Lewis
By Lydia Lewis
A leading academic has spoken about his newly released book at the World Journalism Education Congress.
Professor of Media and Communication at Cardiff University, Simon Cottle, has recently released a book, Reporting Dangerously in collaboration with former BBC news director Richard Sambrook, and quantitative researcher Nick Mosdell.
In the book, Professor Cottle addresses why journalists are getting killed while working.
He said although it is thought that Western journalists are predominantly in the firing line of conflicts, “most journalists being killed are local journalists, they are indigenous”.
At the talk, Professor Cottle discussed the need of all journalists to engage with different cultures.
Journalists can learn about complex historical issues in a short time through research, said Professor Cottle.
AUT communications lecturer Dr Thomas Owen attended the talk and is also an advocate for thorough research before reporting on cultural conflicts.
Dr Owen labelled some of the coverage of the Syrian refugee crisis last year as “knee-jerk journalism”.
He explained that approach to journalism could be an easy excuse to not explore some of the wider issues within stories.
“The white elephant in the room within the past few years is who is a journalist, how do we retain a credibility of the profession … what I’m seeing at this conference is how do we use our skills to make the world better,” said Dr Owen.
RMIT senior journalism lecturer in Australia, Dr Alex Wake, is very familiar with Professor Cottle’s work.
She believes young journalists are put in danger by major news corporations and lack professional support.
“Young people are very keen to bear witness, to tell the stories that others won’t tell but unless they are properly supported by news organisations and have the correct training … they will put their lives on the line.
There are also cultural elements to consider, she added.
“You can’t just walk into any country and understand it, you need a lot of time, a lot of reading,” said Dr Wake.
Professor of Media and Communication at Cardiff University, Simon Cottle, has recently released a book, Reporting Dangerously in collaboration with former BBC news director Richard Sambrook, and quantitative researcher Nick Mosdell.
In the book, Professor Cottle addresses why journalists are getting killed while working.
He said although it is thought that Western journalists are predominantly in the firing line of conflicts, “most journalists being killed are local journalists, they are indigenous”.
At the talk, Professor Cottle discussed the need of all journalists to engage with different cultures.
Journalists can learn about complex historical issues in a short time through research, said Professor Cottle.
AUT communications lecturer Dr Thomas Owen attended the talk and is also an advocate for thorough research before reporting on cultural conflicts.
Dr Owen labelled some of the coverage of the Syrian refugee crisis last year as “knee-jerk journalism”.
He explained that approach to journalism could be an easy excuse to not explore some of the wider issues within stories.
“The white elephant in the room within the past few years is who is a journalist, how do we retain a credibility of the profession … what I’m seeing at this conference is how do we use our skills to make the world better,” said Dr Owen.
RMIT senior journalism lecturer in Australia, Dr Alex Wake, is very familiar with Professor Cottle’s work.
She believes young journalists are put in danger by major news corporations and lack professional support.
“Young people are very keen to bear witness, to tell the stories that others won’t tell but unless they are properly supported by news organisations and have the correct training … they will put their lives on the line.
There are also cultural elements to consider, she added.
“You can’t just walk into any country and understand it, you need a lot of time, a lot of reading,” said Dr Wake.
Curbing cyber crime with media literacy
By Lydia Lewis
By Lydia Lewis
A leading Nigerian journalism lecturer says media literacy is one of the key factors in eliminating cyber fraud.
Dr Obiageli Pauline Ohiagu, from the University of Port Harcourt Nigeria, is in the early stages of research that has established media literacy as a key factor in combating cyber crime.
“If I had a choice I would make media compulsory,” Dr Ohiagu said.
The most significant problem Dr Ohiagu has found is that “people can be whomever they want” on the internet.
Understanding and critical analysis can prevent who is behind the message on the computer screen from committing cyber crime, said Dr Ohiagu.
However, she added: “I’m not promising that we will ever have a world without cyber crime.”
Associate Professor and co-director of the Journalism, Media and Democracy Research Centre (JMAD), Dr Wayne Hope chaired the talk.
Dr Hope agreed with Dr Ohiagu. “The first thing is that you’ve got to have media literacy in the high schools,” he said.
Some people may be more media literate that we think, he stated.
“You’ve got to be educated, you need to be able to be a clear thinker, you need to understand what empirical evidence is, you need to understand the difference between false proposition and a true one and you need to have theoretical knowledge, you need to know how to use a library and how to classify information.
“If you’ve got all of those skills then you are halfway to being media literate,” said Dr Hope.
He said that some people might not be highly literate technologically, however, they must be highly literate in terms of the content.
Dr Hope said bringing worldly people and those who are more technologically literate together is a great way of combating cyber crime.
Dr Obiageli Pauline Ohiagu, from the University of Port Harcourt Nigeria, is in the early stages of research that has established media literacy as a key factor in combating cyber crime.
“If I had a choice I would make media compulsory,” Dr Ohiagu said.
The most significant problem Dr Ohiagu has found is that “people can be whomever they want” on the internet.
Understanding and critical analysis can prevent who is behind the message on the computer screen from committing cyber crime, said Dr Ohiagu.
However, she added: “I’m not promising that we will ever have a world without cyber crime.”
Associate Professor and co-director of the Journalism, Media and Democracy Research Centre (JMAD), Dr Wayne Hope chaired the talk.
Dr Hope agreed with Dr Ohiagu. “The first thing is that you’ve got to have media literacy in the high schools,” he said.
Some people may be more media literate that we think, he stated.
“You’ve got to be educated, you need to be able to be a clear thinker, you need to understand what empirical evidence is, you need to understand the difference between false proposition and a true one and you need to have theoretical knowledge, you need to know how to use a library and how to classify information.
“If you’ve got all of those skills then you are halfway to being media literate,” said Dr Hope.
He said that some people might not be highly literate technologically, however, they must be highly literate in terms of the content.
Dr Hope said bringing worldly people and those who are more technologically literate together is a great way of combating cyber crime.
Young journalists need better understanding of source protection
By Mandy Te
By Mandy Te
Young journalists need to be taught about threats to source confidentiality quickly, according to a journalism education discussion panel.
The panel focused on the findings of a UNESCO-commissioned study, which suggest journalism courses need to “introduce digital safety education into journalism degrees” and train young journalists to have “digital safety and security skills”.
Young journalists need to protect themselves and have a “duty of care” to look after their confidential sources, said Professor Mark Pearson from Griffith University.
However, the need for up-and-coming students to understand the potential threats to confidential sources is urgent.
“Something needs to happen and it needs to happen quickly,” said the head of digital capability at Fairfax Media, Julie Posetti.
Understanding source protection has to be “strengthened and adapted to digital realities” by having conversations on social media and text messaging applications, said Ms Posetti.
Mass surveillance, targeted surveillance, and metadata are all threats to source protection.
Wellington-based investigative journalist, Nicky Hager, who doesn’t believe there is enough training for students around the issue, spoke to the panel via Skype.
Young journalists “need to have a realistic idea of what the threats are”, he said.
“Something is failing in the training and the understanding.”
The threats being faced are “smaller and more manageable” than people think and young journalists must be given the opportunity to learn the actual details of source protection, Mr Hager added.
“Young people can be leaders in this thing instead of being scared,” said Mr Hager.
Professor of Practice at Arizona State University, Dan Gillmor, said learning about source protection is not just crucial for journalism students, but also for “people who want freedom of expression”.
Understanding source protection is a step to protect everyone, said Professor Gillmor. “It’s important in a human rights context.”
The panel focused on the findings of a UNESCO-commissioned study, which suggest journalism courses need to “introduce digital safety education into journalism degrees” and train young journalists to have “digital safety and security skills”.
Young journalists need to protect themselves and have a “duty of care” to look after their confidential sources, said Professor Mark Pearson from Griffith University.
However, the need for up-and-coming students to understand the potential threats to confidential sources is urgent.
“Something needs to happen and it needs to happen quickly,” said the head of digital capability at Fairfax Media, Julie Posetti.
Understanding source protection has to be “strengthened and adapted to digital realities” by having conversations on social media and text messaging applications, said Ms Posetti.
Mass surveillance, targeted surveillance, and metadata are all threats to source protection.
Wellington-based investigative journalist, Nicky Hager, who doesn’t believe there is enough training for students around the issue, spoke to the panel via Skype.
Young journalists “need to have a realistic idea of what the threats are”, he said.
“Something is failing in the training and the understanding.”
The threats being faced are “smaller and more manageable” than people think and young journalists must be given the opportunity to learn the actual details of source protection, Mr Hager added.
“Young people can be leaders in this thing instead of being scared,” said Mr Hager.
Professor of Practice at Arizona State University, Dan Gillmor, said learning about source protection is not just crucial for journalism students, but also for “people who want freedom of expression”.
Understanding source protection is a step to protect everyone, said Professor Gillmor. “It’s important in a human rights context.”
Young journalists need to learn how to protect mental health
By Anneke Smith
By Anneke Smith
The mental wellbeing of journalists should be part of the teaching curriculum at journalism school, according to educators.
Experts gathered at the World Education Journalism Congress at the weekend to discuss the importance of teaching young journalists how to report trauma, suicide and mental health issues.
The panel was chaired by Dr Cait McMahon, managing director of Dart Centre Asia Pacific which serves as a global forum and resource centre about trauma for journalism students and teachers.
Dr McMahon said that 96100 per cent of journalists will cover at least one story in their career that is potentially traumatic.
Acting programme manager for Mindframe National Media Initiative in Australia, Marc Bryant, also highlighted the potential impact reporting on traumatic events can have on journalists such as Post Traumatic Stress Disorder (PTSD).
Mr Bryant stressed the importance of covering legitimate issues such as suicide and mental illness in a way that doesn’t stigmatise them.
All the panellists involved in the discussion, including Dr Alex Wake from RMIT University in Australia, agreed that trauma reporting preparation should be an integral part of any journalism teaching programme.
Dr Wake discussed practical steps she uses to prepare her students for trauma reporting, including trauma cover stories before lectures, emails to students, counselling service numbers and following up.
“Your mental health is incredibly important,” she said.
Professor Katherine Reed, from Missouri School of Journalism in the United States, explained a more scientific approach to teaching trauma reporting.
Professor Reed’s programme aims to teach students what trauma is, what it does to the human body and brain, and the science behind PTSD.
The panel session concluded that professional trauma training will ensure journalists are more competent when reporting on trauma, suicide and mental health issues.
“Competence builds resilience. The more you can train your students about the role of journalists, and the more you can train them about ethical, accurate, respectful journalism. The more competent they will be in respect to their professional training,” Dr McMahon said.
Experts gathered at the World Education Journalism Congress at the weekend to discuss the importance of teaching young journalists how to report trauma, suicide and mental health issues.
The panel was chaired by Dr Cait McMahon, managing director of Dart Centre Asia Pacific which serves as a global forum and resource centre about trauma for journalism students and teachers.
Dr McMahon said that 96100 per cent of journalists will cover at least one story in their career that is potentially traumatic.
Acting programme manager for Mindframe National Media Initiative in Australia, Marc Bryant, also highlighted the potential impact reporting on traumatic events can have on journalists such as Post Traumatic Stress Disorder (PTSD).
Mr Bryant stressed the importance of covering legitimate issues such as suicide and mental illness in a way that doesn’t stigmatise them.
All the panellists involved in the discussion, including Dr Alex Wake from RMIT University in Australia, agreed that trauma reporting preparation should be an integral part of any journalism teaching programme.
Dr Wake discussed practical steps she uses to prepare her students for trauma reporting, including trauma cover stories before lectures, emails to students, counselling service numbers and following up.
“Your mental health is incredibly important,” she said.
Professor Katherine Reed, from Missouri School of Journalism in the United States, explained a more scientific approach to teaching trauma reporting.
Professor Reed’s programme aims to teach students what trauma is, what it does to the human body and brain, and the science behind PTSD.
The panel session concluded that professional trauma training will ensure journalists are more competent when reporting on trauma, suicide and mental health issues.
“Competence builds resilience. The more you can train your students about the role of journalists, and the more you can train them about ethical, accurate, respectful journalism. The more competent they will be in respect to their professional training,” Dr McMahon said.
Project aims to engage more Kiwi voters by 2030
By Laura Tupou
By Laura Tupou
More community engagement and a better understanding of the duties of citizens is needed at a younger age to better inform the public as a whole.
The findings have come from The Civics and Media Project, a non-partisan, cross-institutional initiative created to examine how New Zealand can ensure it has a well-informed and civically engaged population by 2030.
The project led three workshops around the country last year, and the panel managing the project presented its results to delegates at the World Journalism Education Congress at AUT on Friday.
The expert panel was made up of Dr Gavin Ellis and Alexis Siteine from the University of Auckland, Dr Peter Thompson from Victoria University of Wellington, director of the Science Media Centre Peter Griffin, and Dr Thomas Owen from AUT.
Voter participation is declining in most Western countries, including New Zealand, so there is a need to re-evaluate this at a national level, according to Mr Griffin.
“What engages people? What determines whether people want to get involved in democratic processes?” said Mr Griffin of the questions that were posed at the third workshop. “There are a lot of people that seem to be disengaged in [these processes].”
Ideas proposed at the workshop included lowering the voting age from 18 to 16 years old, and having a mechanism by which people could voice their displeasure with the political process, for example through a vote of no confidence.
The workshop highlighted the need for engagement at a community level.
“The more engaged people are in their communities in their grassroots organisations and volunteer groups . . . the more likely they are to be engaged in the bigger picture,” said Mr Griffin.
Another issue addressed by the project was that volunteer organisations have also seen a declining membership and revenue stream.
“Young people are still passionate about issues, but they’re engaging in different ways and unless community groups and volunteer organisations take notice of that we’re going to miss all of this potential.”
As a result of the discussions, the workshop group decided the “easiest wins are at that community level”.
They will help organisations to raise money and attract members in the hope that will bolster civic engagement.
However, Mr Griffin added, “there needs to be a much longer discussion about lower voting turnout, about young people being disengaged from the democratic process and how we can fix that”.
Other outcomes presented were the need for a media summit around the issue, and resourcing initiatives aimed at engaging adult New Zealanders.
Further workshop outcomes to be considered were the need to look into new ways of funding the media, strengthening civic education in high schools and having better awareness of online citizenship and bias in the personalised news that users receive.
The findings have come from The Civics and Media Project, a non-partisan, cross-institutional initiative created to examine how New Zealand can ensure it has a well-informed and civically engaged population by 2030.
The project led three workshops around the country last year, and the panel managing the project presented its results to delegates at the World Journalism Education Congress at AUT on Friday.
The expert panel was made up of Dr Gavin Ellis and Alexis Siteine from the University of Auckland, Dr Peter Thompson from Victoria University of Wellington, director of the Science Media Centre Peter Griffin, and Dr Thomas Owen from AUT.
Voter participation is declining in most Western countries, including New Zealand, so there is a need to re-evaluate this at a national level, according to Mr Griffin.
“What engages people? What determines whether people want to get involved in democratic processes?” said Mr Griffin of the questions that were posed at the third workshop. “There are a lot of people that seem to be disengaged in [these processes].”
Ideas proposed at the workshop included lowering the voting age from 18 to 16 years old, and having a mechanism by which people could voice their displeasure with the political process, for example through a vote of no confidence.
The workshop highlighted the need for engagement at a community level.
“The more engaged people are in their communities in their grassroots organisations and volunteer groups . . . the more likely they are to be engaged in the bigger picture,” said Mr Griffin.
Another issue addressed by the project was that volunteer organisations have also seen a declining membership and revenue stream.
“Young people are still passionate about issues, but they’re engaging in different ways and unless community groups and volunteer organisations take notice of that we’re going to miss all of this potential.”
As a result of the discussions, the workshop group decided the “easiest wins are at that community level”.
They will help organisations to raise money and attract members in the hope that will bolster civic engagement.
However, Mr Griffin added, “there needs to be a much longer discussion about lower voting turnout, about young people being disengaged from the democratic process and how we can fix that”.
Other outcomes presented were the need for a media summit around the issue, and resourcing initiatives aimed at engaging adult New Zealanders.
Further workshop outcomes to be considered were the need to look into new ways of funding the media, strengthening civic education in high schools and having better awareness of online citizenship and bias in the personalised news that users receive.
Journalism educators challenged to take students ‘back to basics’
By Anneke Smith
By Anneke Smith
A panel of journalism educators has recognised the importance of teaching young journalists some basic ethics.
The discussion took place during the Journalism Education and Citizenry panel at the World Education Journalism Congress on Friday.
The panel’s chair, Professor Geoffrey Craig of AUT, opened the session by outlining the evolution of citizenship.
Academics from the United Kingdom, Australia and Finland all presented their work to discuss how journalism educators should conceive “the citizenry” and what it means to be “informed”.
Professor Ivor Gaber from England’s University of Sussex forewarned the potentially dangerous role citizen journalism can play in society in relation to the verification of facts and sources.
Theories of society, democracy and truth were agreed to be at the moral compass of journalistic work.
Professor Kaarle Nordenstreng, who teaches at the University of Tampere in Finland, concluded that journalism teaching has “overlooked and neglected systematic basics”.
He proposed that the fundamental challenges of journalism call journalists back to the basics as they work amidst the state of “chaos” that the media currently resides in.
A final observation, made by Professor Craig, concluded that while the profession of journalism may have neglected public citizens in the past, digital media has forced journalists to include these public citizens once again.
The discussion took place during the Journalism Education and Citizenry panel at the World Education Journalism Congress on Friday.
The panel’s chair, Professor Geoffrey Craig of AUT, opened the session by outlining the evolution of citizenship.
Academics from the United Kingdom, Australia and Finland all presented their work to discuss how journalism educators should conceive “the citizenry” and what it means to be “informed”.
Professor Ivor Gaber from England’s University of Sussex forewarned the potentially dangerous role citizen journalism can play in society in relation to the verification of facts and sources.
Theories of society, democracy and truth were agreed to be at the moral compass of journalistic work.
Professor Kaarle Nordenstreng, who teaches at the University of Tampere in Finland, concluded that journalism teaching has “overlooked and neglected systematic basics”.
He proposed that the fundamental challenges of journalism call journalists back to the basics as they work amidst the state of “chaos” that the media currently resides in.
A final observation, made by Professor Craig, concluded that while the profession of journalism may have neglected public citizens in the past, digital media has forced journalists to include these public citizens once again.
Are ethical issues still relevant in modern journalism?
By Kelly Dong (guest contributor)
By Kelly Dong (guest contributor)
In the digital age, is journalism ethics still relevant?
In the session of ‘21st Century Ethical Issues in Journalism’ held on Friday, Tobias Eberwein, from the Austrian Academy of Sciences, presented a study exploring the current ethical issues of digital journalism, and how press councils and journalism education are adapting to update their codes of ethics.
In response, Alice Lee, a professor from Hong Kong pitched a question that requires a reconsideration of whether media ethics is still a professional concept or a civic concept regarding the fact that everyone could become a journalist with digital devices.
Professor Clement So and Professor Lee, from Chinese University of Hong Kong and Hong Kong Baptist University respectively, drew a comprehensive picture of what has been done so far in the field of ethics, and made a comparison between journalism ethics with other media ethics.
Numerous new journalism ethical concerns have been identified, including privacy issues in online journalism, journalists' professional identity and the accuracy problems in online breaking news.
Ben Stubbs from the University of South Australia chaired the session.
In the session of ‘21st Century Ethical Issues in Journalism’ held on Friday, Tobias Eberwein, from the Austrian Academy of Sciences, presented a study exploring the current ethical issues of digital journalism, and how press councils and journalism education are adapting to update their codes of ethics.
In response, Alice Lee, a professor from Hong Kong pitched a question that requires a reconsideration of whether media ethics is still a professional concept or a civic concept regarding the fact that everyone could become a journalist with digital devices.
Professor Clement So and Professor Lee, from Chinese University of Hong Kong and Hong Kong Baptist University respectively, drew a comprehensive picture of what has been done so far in the field of ethics, and made a comparison between journalism ethics with other media ethics.
Numerous new journalism ethical concerns have been identified, including privacy issues in online journalism, journalists' professional identity and the accuracy problems in online breaking news.
Ben Stubbs from the University of South Australia chaired the session.
WJEC Closing Ceremony – Live Stream
The WJEC closing ceremony, including our Keynote speaker Kalafi Moala, is available to watch live now. Please click below channels to watch
Note: Please click Channel 1 to watch the live streaming, please click Channel 2, if Channel 1 doesn't work or please click Channel 3, if Channel 2 doesn't work.
Peter Bale: Journalists need to fight to retain relevance
By Anneke Smith
By Anneke Smith
A New Zealand journalist at the heart of the Panama Papers project has told journalism educators that free speech is something that needs to be defended.
Chief Executive Officer at the Center for Public Integrity, Peter Bale, addressed an audience of 170 journalism educators at the World Journalism Education Congress dinner held at AUT on Wednesday evening.
The Center for Public Integrity, a global non-profit investigative journalism organisation, is Mr Bale’s current focus after a renowned career in journalism, including the role of Vice President and General Manager of Digital Operations at CNN International.
At the beginning of his speech, Mr Bale made it clear that he intended to deliver “an overwhelmingly positive message” despite the many challenges journalism currently faces.
“I think journalism has a vital part to play in civil society. As vital as the industry, politicians and the many multiple state groups that add up to create civilised society,” he said.
Among Mr Bale’s numerous professional milestones is his key role in the coordination of the Panama Papers, which he referred to as the largest collaborative journalism project in history.
Mr Bale made special mention of the ever-strengthening aspects of journalism, such as fact-checking, podcasting and data journalism, which continue to grow in the digital age.
He also made his stance on free speech clear.
“I argue the real threat to journalism is the threat of regulation, the encroachment of laws and habits that restrict free speech,” said Mr Bale.
“To defend that free speech and the right to use it as a force for good in civil society we need to promote journalism as a force for good and as essential to civil society as the judiciary, politicians and police,” he said.
Mr Bale left the audience with a challenge to continue to fight for the need and relevance of journalism in civil society.
“No one owes us [journalists] a living and we have to fight to retain our relevance,” he said.
Chief Executive Officer at the Center for Public Integrity, Peter Bale, addressed an audience of 170 journalism educators at the World Journalism Education Congress dinner held at AUT on Wednesday evening.
The Center for Public Integrity, a global non-profit investigative journalism organisation, is Mr Bale’s current focus after a renowned career in journalism, including the role of Vice President and General Manager of Digital Operations at CNN International.
At the beginning of his speech, Mr Bale made it clear that he intended to deliver “an overwhelmingly positive message” despite the many challenges journalism currently faces.
“I think journalism has a vital part to play in civil society. As vital as the industry, politicians and the many multiple state groups that add up to create civilised society,” he said.
Among Mr Bale’s numerous professional milestones is his key role in the coordination of the Panama Papers, which he referred to as the largest collaborative journalism project in history.
Mr Bale made special mention of the ever-strengthening aspects of journalism, such as fact-checking, podcasting and data journalism, which continue to grow in the digital age.
He also made his stance on free speech clear.
“I argue the real threat to journalism is the threat of regulation, the encroachment of laws and habits that restrict free speech,” said Mr Bale.
“To defend that free speech and the right to use it as a force for good in civil society we need to promote journalism as a force for good and as essential to civil society as the judiciary, politicians and police,” he said.
Mr Bale left the audience with a challenge to continue to fight for the need and relevance of journalism in civil society.
“No one owes us [journalists] a living and we have to fight to retain our relevance,” he said.
University interns not getting enough support, according to educators
By Courtney Devereux
By Courtney Devereux
A panel at the World Journalism Education Congress has warned some university interns are not getting enough supervision.
Senior lecturer in journalism at RMIT University, Dr Alex Wake, said organisations are expecting too much of interns.
“Some places do take interns extremely seriously, but some organisations don’t. There is a very uneven quality of supervision. Some students need a lot of coaching that they’re not getting.”
Dr Wake also said some interns will stay with one company for fear of missing out on potential job opportunities.
“There is always another organisation or another student that will take that job in an instant, no matter how lacking it is in supervision.”
America’s Kennesaw State University Professor, Dr Barbara Gainey, said the problem stems from companies expecting too much from the interns.
“Students are in a position where they need to be mentored and supervised, they have not finished their course so are not at that full ability to do things on their own.”
Australia’s Swinburne University of Technology lecturer in journalism, Sue Green, said the companies are not entirely at fault.
“Some companies would like to be supportive but don’t have time to do a proper job. There are too many internships going in one city, so it's easy for students to be expected to know what they’re doing.”
Ms Green also agreed with Dr Wake, stating that, “there’s a lot of competition for internships, there are always students that will do more for less”.
European Journalism Training Associations General Secretary, Dr Nadia Vissers, said the way to fix the lack of supervision was more communication.
“There should be a close connection between the institute and the workplace. It is all about the relationship in the industry, and making sure that relationship is done well and professionally.”
Dr Vissers concluded that keeping an on-going, professional relationship with both organisations and students was the key to making sure interns are getting the most out of their experiences.
“The best way to get the most of the students in internships is constant communication, there needs to be a good way to follow up with a student.”
Senior lecturer in journalism at RMIT University, Dr Alex Wake, said organisations are expecting too much of interns.
“Some places do take interns extremely seriously, but some organisations don’t. There is a very uneven quality of supervision. Some students need a lot of coaching that they’re not getting.”
Dr Wake also said some interns will stay with one company for fear of missing out on potential job opportunities.
“There is always another organisation or another student that will take that job in an instant, no matter how lacking it is in supervision.”
America’s Kennesaw State University Professor, Dr Barbara Gainey, said the problem stems from companies expecting too much from the interns.
“Students are in a position where they need to be mentored and supervised, they have not finished their course so are not at that full ability to do things on their own.”
Australia’s Swinburne University of Technology lecturer in journalism, Sue Green, said the companies are not entirely at fault.
“Some companies would like to be supportive but don’t have time to do a proper job. There are too many internships going in one city, so it's easy for students to be expected to know what they’re doing.”
Ms Green also agreed with Dr Wake, stating that, “there’s a lot of competition for internships, there are always students that will do more for less”.
European Journalism Training Associations General Secretary, Dr Nadia Vissers, said the way to fix the lack of supervision was more communication.
“There should be a close connection between the institute and the workplace. It is all about the relationship in the industry, and making sure that relationship is done well and professionally.”
Dr Vissers concluded that keeping an on-going, professional relationship with both organisations and students was the key to making sure interns are getting the most out of their experiences.
“The best way to get the most of the students in internships is constant communication, there needs to be a good way to follow up with a student.”
RMIT academic: More young journalists choosing fast over accurate
By Courtney Devereux
By Courtney Devereux
A panel has cautioned educators that young journalists may sacrifice accuracy for speed when using social media resources.
RMIT University senior lecturer, Dr Alex Wake said a lot of unreliable information can come from young journalists not fact-checking.
“We must realise that a lot of people are uncomfortable with interacting with young journalists online, this can lead to making up the story where there are holes.”
Dr Wake credited social media to being able to engage successfully with audiences, although she also attributes social media journalism to sometimes “trading speed for accuracy”.
Despite the warnings, Dr Wake recommended social media as a fun, smart way for journalists to communicate.
“There has never been a more exciting time to be a journalist, but we need to show young journalists how to do it right and how to have fun with it.”
Both of the other panel member also presented their findings on how they can ensure journalism curricula remains agile enough to be relevant as the industry changes.
The UK’s Canterbury Christ Church Universities Reader in Digital Transformations, Dr Ágnes Gulyás, stated that social media journalism can minimise work productivity.
“On average 45 per cent of journalists find that social media does not have a positive influence on work productivity.”
Dr Gulyás went on to attribute the loss of foundational skills that are needed for good journalism to social media.
“Journalism isn’t putting enough focus on investigative and constructive [reporting]. In any type of journalism, reliability is key, [and] more important now as social media is a lot more common in the industry.”
Windesheim University professor, Dr Niko Drok, backed up these claims by explaining that journalism is best when it's taken back to basics.
“The main importance is the stress on reliability, urgency, and responsibility. It is important to go back to the basics of our job instead of constantly adding a new part to it. Let’s make more thorough choices.”
Dr Drok states that “opinion and false information on the internet is one of the biggest challenges facing journalism today,” which is the biggest contribution to inaccurate sources.
RMIT University senior lecturer, Dr Alex Wake said a lot of unreliable information can come from young journalists not fact-checking.
“We must realise that a lot of people are uncomfortable with interacting with young journalists online, this can lead to making up the story where there are holes.”
Dr Wake credited social media to being able to engage successfully with audiences, although she also attributes social media journalism to sometimes “trading speed for accuracy”.
Despite the warnings, Dr Wake recommended social media as a fun, smart way for journalists to communicate.
“There has never been a more exciting time to be a journalist, but we need to show young journalists how to do it right and how to have fun with it.”
Both of the other panel member also presented their findings on how they can ensure journalism curricula remains agile enough to be relevant as the industry changes.
The UK’s Canterbury Christ Church Universities Reader in Digital Transformations, Dr Ágnes Gulyás, stated that social media journalism can minimise work productivity.
“On average 45 per cent of journalists find that social media does not have a positive influence on work productivity.”
Dr Gulyás went on to attribute the loss of foundational skills that are needed for good journalism to social media.
“Journalism isn’t putting enough focus on investigative and constructive [reporting]. In any type of journalism, reliability is key, [and] more important now as social media is a lot more common in the industry.”
Windesheim University professor, Dr Niko Drok, backed up these claims by explaining that journalism is best when it's taken back to basics.
“The main importance is the stress on reliability, urgency, and responsibility. It is important to go back to the basics of our job instead of constantly adding a new part to it. Let’s make more thorough choices.”
Dr Drok states that “opinion and false information on the internet is one of the biggest challenges facing journalism today,” which is the biggest contribution to inaccurate sources.
University newsrooms tackle industry issues
By Mandy Te
By Mandy Te
According to a panel of journalism education experts, turning classrooms into newsrooms presents students with professional issues.
A panel held on the first day of the World Journalism Education Congress (WJEC) discussed the teaching hospital model in journalism schools.
Dr Kim Walsh-Childers, a Professor at the University of Florida, said university newsrooms gives students a “practical learning environment”.
Journalism students at the University of Florida cannot graduate without being involved in their teaching hospital, said Professor Walsh-Childers.
The panellists said university newsrooms give student journalists the opportunity to also work with different media.
Senior lecturer at Utrecht University of Applied Sciences and former editor-in-chief of RTV Utrecht, John Driedonks, said practical methods like the teaching hospital promoted “cross-media thinking” instead of “monojournalists”.
Harry Dugmore, an Associate Professor at Rhodes University in South Africa, agreed with the rest of the panel, as teaching hospitals “overlaps with other immersive, real world teaching”.
“It gives students agency. They can be the editor; they can be innovative and newsrooms drive entrepreneurial activities.”
“It’s about de-schooling the school,” added Mr Driedonks.
Associate Professor Dugmore said university newsrooms pushes his students “out of their boundaries,” by reporting on issues and places outside of their “comfort zone”.
“Newsrooms are where the most troubling and ethical issues arise. You can’t substitute that experience, if you don’t let students be involved,” said University of Missouri Associate Professor Katherine Reed.
However, people “shouldn’t get too obsessed” with the metaphor of the teaching hospital, Associate Professor Reed added. It simply gives student journalists “an immersive reporting experience”.
“Teaching hospitals provide a safe space [for students to make mistakes] and also allows for debriefing and untackling,” said Associate Professor Dugmore.
A panel held on the first day of the World Journalism Education Congress (WJEC) discussed the teaching hospital model in journalism schools.
Dr Kim Walsh-Childers, a Professor at the University of Florida, said university newsrooms gives students a “practical learning environment”.
Journalism students at the University of Florida cannot graduate without being involved in their teaching hospital, said Professor Walsh-Childers.
The panellists said university newsrooms give student journalists the opportunity to also work with different media.
Senior lecturer at Utrecht University of Applied Sciences and former editor-in-chief of RTV Utrecht, John Driedonks, said practical methods like the teaching hospital promoted “cross-media thinking” instead of “monojournalists”.
Harry Dugmore, an Associate Professor at Rhodes University in South Africa, agreed with the rest of the panel, as teaching hospitals “overlaps with other immersive, real world teaching”.
“It gives students agency. They can be the editor; they can be innovative and newsrooms drive entrepreneurial activities.”
“It’s about de-schooling the school,” added Mr Driedonks.
Associate Professor Dugmore said university newsrooms pushes his students “out of their boundaries,” by reporting on issues and places outside of their “comfort zone”.
“Newsrooms are where the most troubling and ethical issues arise. You can’t substitute that experience, if you don’t let students be involved,” said University of Missouri Associate Professor Katherine Reed.
However, people “shouldn’t get too obsessed” with the metaphor of the teaching hospital, Associate Professor Reed added. It simply gives student journalists “an immersive reporting experience”.
“Teaching hospitals provide a safe space [for students to make mistakes] and also allows for debriefing and untackling,” said Associate Professor Dugmore.
Transmedia storytelling a way for future journalists to tell better stories
By Anneke Smith
By Anneke Smith
Experts have agreed that using multiple platforms for storytelling will further expand media content and engage audiences.
A group of journalism experts and educators gathered yesterday at the World Journalism Education Congress to discuss transmedia journalism storytelling.
Journalism professor at the University of Florida, Mindy McAdams, shared her paper and 17 years’ of academic experience with the group.
She drew from the academic work of American researcher Henry Jenkins, who distinguished transmedia storytelling as a separate concept to cross-platform storytelling.
Transmedia journalism involves different mediums and platforms making separate and unique contributions to the telling of a story.
Multiple platforms, content expansion and audience engagement were all noted as integral to the framework of transmedia storytelling.
The syndicate, which was attended by 17 journalism academics from around the world, discussed their professional experiences and ideologies surrounding transmedia journalism.
Director of journalism at the University of Queensland, Dr Scott Downman, said his programmes aim to immerse students in the stories.
“I think the key is immersion and all too often we don’t teach students to be immersed. I think if you give the students the support, they actually rise and produce this incredible stuff,” he said.
We spoke to Dr Downman about the types of transmedia storytelling his students are creating. To watch the video click here.
A group of journalism experts and educators gathered yesterday at the World Journalism Education Congress to discuss transmedia journalism storytelling.
Journalism professor at the University of Florida, Mindy McAdams, shared her paper and 17 years’ of academic experience with the group.
She drew from the academic work of American researcher Henry Jenkins, who distinguished transmedia storytelling as a separate concept to cross-platform storytelling.
Transmedia journalism involves different mediums and platforms making separate and unique contributions to the telling of a story.
Multiple platforms, content expansion and audience engagement were all noted as integral to the framework of transmedia storytelling.
The syndicate, which was attended by 17 journalism academics from around the world, discussed their professional experiences and ideologies surrounding transmedia journalism.
Director of journalism at the University of Queensland, Dr Scott Downman, said his programmes aim to immerse students in the stories.
“I think the key is immersion and all too often we don’t teach students to be immersed. I think if you give the students the support, they actually rise and produce this incredible stuff,” he said.
We spoke to Dr Downman about the types of transmedia storytelling his students are creating. To watch the video click here.
Encouraging diversity in media: Reporting the ’50 shades of grey’
By Laura Tupou
By Laura Tupou
Twenty educators came together to start a conversation on how to develop inclusive journalism curricula at the World Journalism Education Congress.
Milica Pesic, executive director at the Media Diversity Institute in London said the media outlines the pros and cons but “there is no 50 shades of grey, which is what every society is made up of”.
Four different examples of current approaches by institutions were shared.
Dr Mark Pearson from Griffith University in Queensland, Australia, discussed his experimental approach in teaching reporting around Islam.
He uses workshops to highlight the areas in which students need further development in.
“The project does not give them the answers but gives them the opportunity to weigh up those factors,” said Dr Pearson.
AUT lecturer Greg Treadwell said the Auckland university takes an immersion approach with his students who stay for 48 hours on a marae (Māori meeting house) and hear from speakers across different parts of society as part of the journalism programme.
Mr Treadwell admits it is not perfect but “it’s a hell of a lot better than it was”.
Inger Munk, director of the Danish School of Media and Journalism, presented on the benefit of student and staff exchanges in providing diverse experiences, especially with the strong relationships with Helsinki University, the University of Canterbury, AUT, and other media partners.
Ms Pesic shared the Media Diversity Institute’s grassroots approach.
She gets the students to put themselves in cultural groups and look at a certain event through that adopted lens.
They then examine perceived media reporting and the differences.
The students then return and share their experiences of their different cultural contexts.
This is when they see the “light-bulb moment,” said Ms Pesic. “They realise that actually they’re very similar.”
The group will meet again tomorrow to further discuss the topic and come up with three recommendations to report back to the congress.
Milica Pesic, executive director at the Media Diversity Institute in London said the media outlines the pros and cons but “there is no 50 shades of grey, which is what every society is made up of”.
Four different examples of current approaches by institutions were shared.
Dr Mark Pearson from Griffith University in Queensland, Australia, discussed his experimental approach in teaching reporting around Islam.
He uses workshops to highlight the areas in which students need further development in.
“The project does not give them the answers but gives them the opportunity to weigh up those factors,” said Dr Pearson.
AUT lecturer Greg Treadwell said the Auckland university takes an immersion approach with his students who stay for 48 hours on a marae (Māori meeting house) and hear from speakers across different parts of society as part of the journalism programme.
Mr Treadwell admits it is not perfect but “it’s a hell of a lot better than it was”.
Inger Munk, director of the Danish School of Media and Journalism, presented on the benefit of student and staff exchanges in providing diverse experiences, especially with the strong relationships with Helsinki University, the University of Canterbury, AUT, and other media partners.
Ms Pesic shared the Media Diversity Institute’s grassroots approach.
She gets the students to put themselves in cultural groups and look at a certain event through that adopted lens.
They then examine perceived media reporting and the differences.
The students then return and share their experiences of their different cultural contexts.
This is when they see the “light-bulb moment,” said Ms Pesic. “They realise that actually they’re very similar.”
The group will meet again tomorrow to further discuss the topic and come up with three recommendations to report back to the congress.
Questions of de-Westernisation posed at syndicate discussion
By Kelly Dong (guest contributor)
By Kelly Dong (guest contributor)
Can Western models of communication capture local conditions? Can Western theories of journalism explain cultural and ethno belief?
These were some of the questions that kicked off the syndicate discussions on ‘De-Westernising journalism education in an era of new media genres and communication technologies’ at the World Journalism Education Congress on Thursday.
For decades, the dominance of Western, especially American, scholarship and practice in the field of journalism has been the subject of much writing in other parts of the world.
The syndicate is aiming to engage both Western journalism researchers and educators in a dialogue of equals, and invite scholars from other parts of the world to play their part by being reflective about their own localities.
Jing (Cynthia) Xin, from Central China Normal University chaired the syndicate, and Yusuf Kalyango Jr from Ohio University led the discussion.
In its first session, the syndicate’s discussion started with definitions of ‘Westernised journalism’ and ‘de-Westernised journalism’.
It inspired different opinions from scholars of various countries, such as England, Australia, China, South Africa and the United States.
The debate will continue on the morning of July 15 with some more specific questions, including a list of certain American and European notions that are appropriate for other cultures.
These were some of the questions that kicked off the syndicate discussions on ‘De-Westernising journalism education in an era of new media genres and communication technologies’ at the World Journalism Education Congress on Thursday.
For decades, the dominance of Western, especially American, scholarship and practice in the field of journalism has been the subject of much writing in other parts of the world.
The syndicate is aiming to engage both Western journalism researchers and educators in a dialogue of equals, and invite scholars from other parts of the world to play their part by being reflective about their own localities.
Jing (Cynthia) Xin, from Central China Normal University chaired the syndicate, and Yusuf Kalyango Jr from Ohio University led the discussion.
In its first session, the syndicate’s discussion started with definitions of ‘Westernised journalism’ and ‘de-Westernised journalism’.
It inspired different opinions from scholars of various countries, such as England, Australia, China, South Africa and the United States.
The debate will continue on the morning of July 15 with some more specific questions, including a list of certain American and European notions that are appropriate for other cultures.
Appropriate content and placement of news needed to reach youth
By Laura Tupou
By Laura Tupou
‘Powerful journalism’ needs to be published in the right places to reach youth, says a sociology professor.
With a recent rise in investigative journalism, there is a shift back to the fourth estate, but not all people are accessing information in traditional ways, said Professor Divina Frau-Meigs at the WJEC opening plenary.
Non-governmental organisations (NGOs) are “watching the State” and holding them to account over human rights issues, said Professor Frau-Meigs who is visiting the congress from the University Sorbonne Nouvelle in France.
“The Panama Papers made Prime Ministers jump… it is really powerful journalism.”
She argued the shift is increasingly important in regaining trust from the public, but also acknowledged there needs to be recognition that people do not access news in conventional ways, especially younger people, who often turn to social media first.
Professor Frau-Meigs challenged those in the industry to be aware of this change. “If you don’t talk to the people, you won’t be read anymore.”
Delving deeper, studies have shown many young people now access news feeds from online sports outlets and video games, she said.
“I know it’s not classical journalism, but it’s journalism nonetheless.”
In these changing times “we have to deconstruct and we have to reconstruct”, she added.
She noted the particular importance of this in quashing rumour propaganda and resisting the urge to repeat such reports.
This reporting needs to change its pace and question the content output.
“We have to change this without giving up our values.”
With a recent rise in investigative journalism, there is a shift back to the fourth estate, but not all people are accessing information in traditional ways, said Professor Divina Frau-Meigs at the WJEC opening plenary.
Non-governmental organisations (NGOs) are “watching the State” and holding them to account over human rights issues, said Professor Frau-Meigs who is visiting the congress from the University Sorbonne Nouvelle in France.
“The Panama Papers made Prime Ministers jump… it is really powerful journalism.”
She argued the shift is increasingly important in regaining trust from the public, but also acknowledged there needs to be recognition that people do not access news in conventional ways, especially younger people, who often turn to social media first.
Professor Frau-Meigs challenged those in the industry to be aware of this change. “If you don’t talk to the people, you won’t be read anymore.”
Delving deeper, studies have shown many young people now access news feeds from online sports outlets and video games, she said.
“I know it’s not classical journalism, but it’s journalism nonetheless.”
In these changing times “we have to deconstruct and we have to reconstruct”, she added.
She noted the particular importance of this in quashing rumour propaganda and resisting the urge to repeat such reports.
This reporting needs to change its pace and question the content output.
“We have to change this without giving up our values.”
Ethics panel weighs in on morality of social media journalism
By Courtney-Paige Devereux
By Courtney-Paige Devereux
Panel members at the World Journalism Education Congress presented their findings on journalism’s ethical role in social media to a full house today.
The ‘21st century ethical issues in journalism panel’ traced some of the major fault lines in contemporary journalism ethics and accountability based on material found on social media sites.
Australia’s Griffith University professor, Dr Mark Pearson, was the first of the speakers to assess ways journalists can morally justify their work.
“The digital era in a century of change requires journalists to be able to adapt and apply ethical decision making to ever-evolving situations. More important than anything is the individual's own moral compass.”
Professor Pearson mentioned journalists who collect information online need to have a sense of right and wrong.
“There is a shared fundamental morality among journalists that requires ethical decision making,” Professor Pearson stated.
Chairman of the panel and University of Canterbury associate professor, Dr Donald Matheson, linked use of social media content to forming a relationship with the individual involved.
“We need to see the movement of material as an action done to that certain person, not just a representation. When journalists shift material, bringing it to the journalism space, it’s an ethical action and they need to remain respectful.”
There are few ethical codes around journalists sourcing social media content and that needs to change, he added.
“Normal social distances are collapsing in social media, the person is being treated as a thing, rather than a respected individual. When someone’s experience is mediated, both the journalist and viewer must establish a contract with the person that they are an individual.”
Associate professor Matheson admitted a lot of unethical decisions from journalists come from lack of knowledge and uncertainty in different situations.
Professor at Canada’s University of British Columbia, Stephen Ward, agreed the main reason unethical journalism in social media in common is because of ever-changing situations.
“No one is sure what the new rules of the game are. When you as a journalist use other people’s material on social media, you are in a professional relationship, whether you like it or not.”
In closing, associate professor Matheson stated that although the process might be confusing, there is one main fundamental rule: “Don’t do anything stupid.”
The ‘21st century ethical issues in journalism panel’ traced some of the major fault lines in contemporary journalism ethics and accountability based on material found on social media sites.
Australia’s Griffith University professor, Dr Mark Pearson, was the first of the speakers to assess ways journalists can morally justify their work.
“The digital era in a century of change requires journalists to be able to adapt and apply ethical decision making to ever-evolving situations. More important than anything is the individual's own moral compass.”
Professor Pearson mentioned journalists who collect information online need to have a sense of right and wrong.
“There is a shared fundamental morality among journalists that requires ethical decision making,” Professor Pearson stated.
Chairman of the panel and University of Canterbury associate professor, Dr Donald Matheson, linked use of social media content to forming a relationship with the individual involved.
“We need to see the movement of material as an action done to that certain person, not just a representation. When journalists shift material, bringing it to the journalism space, it’s an ethical action and they need to remain respectful.”
There are few ethical codes around journalists sourcing social media content and that needs to change, he added.
“Normal social distances are collapsing in social media, the person is being treated as a thing, rather than a respected individual. When someone’s experience is mediated, both the journalist and viewer must establish a contract with the person that they are an individual.”
Associate professor Matheson admitted a lot of unethical decisions from journalists come from lack of knowledge and uncertainty in different situations.
Professor at Canada’s University of British Columbia, Stephen Ward, agreed the main reason unethical journalism in social media in common is because of ever-changing situations.
“No one is sure what the new rules of the game are. When you as a journalist use other people’s material on social media, you are in a professional relationship, whether you like it or not.”
In closing, associate professor Matheson stated that although the process might be confusing, there is one main fundamental rule: “Don’t do anything stupid.”
UNESCO sends journalism educators to WJEC
By Mandy Te
By Mandy Te
Ten journalism educators have been sponsored to travel to New Zealand to attend the World Journalism Education Congress (WJEC) by the New Zealand National Commission for UNESCO.
The New Zealand National Commission for UNESCO, which focuses on providing educational and creative opportunities for people, is also supporting the WJEC programme.
Ian McKinnon, chair of the New Zealand National Commission for UNESCO, said “the congress aligns with UNESCO’s goals and visions of freedom of expression”.
“Journalism education must project that,” he added.
Mr McKinnon met with the 10 grant recipients after the opening plenary of the WJEC.
The New Zealand National Commission for UNESCO, which focuses on providing educational and creative opportunities for people, is also supporting the WJEC programme.
Ian McKinnon, chair of the New Zealand National Commission for UNESCO, said “the congress aligns with UNESCO’s goals and visions of freedom of expression”.
“Journalism education must project that,” he added.
Mr McKinnon met with the 10 grant recipients after the opening plenary of the WJEC.
From left: Chairperson of UNESCO Ian McKinnon, Dr Fassy Yusuf,
Dr Shailendra Singh, Professor Ahmed Hidass, Professor Abiodun Salawu, and Assistant Professor Jeremaiah M Opiniano. Photo: Mandy Te |
UNESCO commissioner Trish Carter speaks about the congress
The World Journalism Education Congress has the backing of global organisation UNESCO.
Te Waha Nui web editor Natalie Brittan spoke to Trish Carter, a UNESCO commissioner and former journalist about the agency’s involvement in the event.
Te Waha Nui web editor Natalie Brittan spoke to Trish Carter, a UNESCO commissioner and former journalist about the agency’s involvement in the event.
Threat of radicalisation ‘real’ for journalism educators
By Laura Tupou
By Laura Tupou
Professor Divina Frau-Meigs presented a powerful keynote
speech at the opening plenary of the WJEC in Auckland today. Photo: Laura Tupou.
speech at the opening plenary of the WJEC in Auckland today. Photo: Laura Tupou.
Radicalisation through the media provides a real danger to a significant group of people, according to French sociologist Dr Divina Frau-Meigs.
The professor of media sociology at the University Sorbonne Nouvelle in France spoke to an international audience at the opening plenary of the fourth World Journalism Education Congress (WJEC) in Auckland today.
Many of the issues she raised related to radicalisation faced by two groups.
The first was the “very reduced group of people” that are in danger of radicalisation via media, and the second was a “very large group of people” in real danger of feeling fear or panic about radicalisation via media, said Professor Frau-Meigs.
She argued that once young people have been radicalised, they may then seek propaganda online.
“When the recruiting is so strong and there is no return then social networks become amplifiers,” explained Professor Frau-Meigs to a more than 200-strong group of delegates.
She said there is a need to recognise the power of social media in personalising content and a user’s experience.
The fear and panic created through media coverage of a “radicalised” few could portray a movement as being larger than it is, she added.
“Panic is bad. It calls for security, it calls for police. It doesn’t call for reason,” said Professor Frau-Meigs.
She suggested this is demonstrated by ‘Plot Theory’ where it is perceived that “enemies are everywhere” and that people feel they “can’t trust the State and can’t trust the media”.
This sparks narratives around stereotypes and creates fear from the public of media manipulation and hoaxes.
It also gives rise to hate speech about migrants, minorities and youth, and aims to legitimise racist discourse.
Professor Frau-Meigs’ solutions to these media risks are the de-radicalisation of the media, and increasing media and information literacy.
She suggested this could be done through regaining the trust of the public and providing counter-discourses to those with contentious messaging.
She invited journalists, both trained and untrained, to upskill by undertaking Massive Open Online Courses (MOOCs) to increase the understanding of the media-scape, and how traditional journalism practices can be effectively incorporated into online spheres.
Professor Frau-Meigs challenged the journalism educators present to change the conversation.
“The call is for bolder journalism and journalism education. We need you.”
Other short opening speeches ahead of the keynote address were given by Professor Desna Jury, AUT’s Dean of Design and Creative Technologies; Ian McKinnon, Chair of the New Zealand National Commission for UNESCO; and Professor Ian Richards of the World Journalism Education Council and the University of South Australia.
Watch the video stream of the addresses here.
The professor of media sociology at the University Sorbonne Nouvelle in France spoke to an international audience at the opening plenary of the fourth World Journalism Education Congress (WJEC) in Auckland today.
Many of the issues she raised related to radicalisation faced by two groups.
The first was the “very reduced group of people” that are in danger of radicalisation via media, and the second was a “very large group of people” in real danger of feeling fear or panic about radicalisation via media, said Professor Frau-Meigs.
She argued that once young people have been radicalised, they may then seek propaganda online.
“When the recruiting is so strong and there is no return then social networks become amplifiers,” explained Professor Frau-Meigs to a more than 200-strong group of delegates.
She said there is a need to recognise the power of social media in personalising content and a user’s experience.
The fear and panic created through media coverage of a “radicalised” few could portray a movement as being larger than it is, she added.
“Panic is bad. It calls for security, it calls for police. It doesn’t call for reason,” said Professor Frau-Meigs.
She suggested this is demonstrated by ‘Plot Theory’ where it is perceived that “enemies are everywhere” and that people feel they “can’t trust the State and can’t trust the media”.
This sparks narratives around stereotypes and creates fear from the public of media manipulation and hoaxes.
It also gives rise to hate speech about migrants, minorities and youth, and aims to legitimise racist discourse.
Professor Frau-Meigs’ solutions to these media risks are the de-radicalisation of the media, and increasing media and information literacy.
She suggested this could be done through regaining the trust of the public and providing counter-discourses to those with contentious messaging.
She invited journalists, both trained and untrained, to upskill by undertaking Massive Open Online Courses (MOOCs) to increase the understanding of the media-scape, and how traditional journalism practices can be effectively incorporated into online spheres.
Professor Frau-Meigs challenged the journalism educators present to change the conversation.
“The call is for bolder journalism and journalism education. We need you.”
Other short opening speeches ahead of the keynote address were given by Professor Desna Jury, AUT’s Dean of Design and Creative Technologies; Ian McKinnon, Chair of the New Zealand National Commission for UNESCO; and Professor Ian Richards of the World Journalism Education Council and the University of South Australia.
Watch the video stream of the addresses here.
WJEC Opening Ceremony - LIVE STREAM
(09:00 a.m. - 10:30 a.m.)
(09:00 a.m. - 10:30 a.m.)
The WJEC opening ceremony, including our Keynote speaker Divina Frau-Meigs, is available to watch live now. Please click the below channels to watch.
Mac Instructions: If you’re viewing this on a mac or apple device, you may be asked to download Silverlight before you can view the live stream. Please follow the onscreen instructions for this.
Mac Instructions: If you’re viewing this on a mac or apple device, you may be asked to download Silverlight before you can view the live stream. Please follow the onscreen instructions for this.
Note: Please click Channel 1 to watch the live streaming, please click Channel 2, if Channel 1 doesn't work or please click Channel 3, if Channel 2 doesn't work.
Delegates receive a traditional welcome to WJEC 2016
By Anneke Smith and Laura Tupou
By Anneke Smith and Laura Tupou
More than 200 delegates from around the world and New Zealand were officially welcomed to the World Journalism Education Congress at Auckland University of Technology (AUT) last night.
The fourth WJEC is being held at the central Auckland university over the coming three days, and the evening’s welcome reception gave delegates a taste of local culture.
A pōwhiri (traditional Māori welcome ceremony) was held in the Sir Paul Reeves Building where delegates were welcomed with three rousing waiata (songs), a ceremonial challenge and mihi whakatau (speech).
The delegates received the powhiri’s proceedings respectfully, taking photos and embracing the cultural atmosphere.
Kaumātua Haare Williams, who is of Tuhoe and Te Aitanga-a-Mahaki descent, and is a Māori radio pioneer and poet, spoke for the visitors.
The visiting group, which is made up of leading academics and educators set to present research on a range of topics related to journalism education around the world, were welcomed to the space by AUT’s Dr Valance Smith.
Following the pōwhiri, head of AUT’s School of Communications, Dr Alan Cocker, spoke to the morality and spirit of fourth-estate journalism and challenged the audience.
“Why are you here in New Zealand? Why are you here on the planet?,” he said. “This is the fundamental question you have to answer by the end of the week.”
Visiting researcher, Dr Joseph Fernandez from Australia, also addressed the delegates.
“The thunderousness and rapturousness caused the walls to shake this evening,” he said.
The evening closed with a hongi procession, which sparked an eruption of applause for the kapa haka (Māori cultural group) as they departed.
The fourth WJEC is being held at the central Auckland university over the coming three days, and the evening’s welcome reception gave delegates a taste of local culture.
A pōwhiri (traditional Māori welcome ceremony) was held in the Sir Paul Reeves Building where delegates were welcomed with three rousing waiata (songs), a ceremonial challenge and mihi whakatau (speech).
The delegates received the powhiri’s proceedings respectfully, taking photos and embracing the cultural atmosphere.
Kaumātua Haare Williams, who is of Tuhoe and Te Aitanga-a-Mahaki descent, and is a Māori radio pioneer and poet, spoke for the visitors.
The visiting group, which is made up of leading academics and educators set to present research on a range of topics related to journalism education around the world, were welcomed to the space by AUT’s Dr Valance Smith.
Following the pōwhiri, head of AUT’s School of Communications, Dr Alan Cocker, spoke to the morality and spirit of fourth-estate journalism and challenged the audience.
“Why are you here in New Zealand? Why are you here on the planet?,” he said. “This is the fundamental question you have to answer by the end of the week.”
Visiting researcher, Dr Joseph Fernandez from Australia, also addressed the delegates.
“The thunderousness and rapturousness caused the walls to shake this evening,” he said.
The evening closed with a hongi procession, which sparked an eruption of applause for the kapa haka (Māori cultural group) as they departed.
EU event tackles local media perceptions
By Mandy Te & Laura Tupou
By Mandy Te & Laura Tupou
A European Union (EU) Delegation Discussion was held in New Zealand today to address how local and foreign media represents the EU.
The discussion was a side event to the World Journalism Education Congress (WJEC), and featured presentations on how New Zealand and the United Kingdom view the EU.
Martin Holland, director of the National Centre for Research on Europe, and University of Canterbury lecturer Dr Serena Kelly, both spoke about New Zealand’s media coverage of the EU.
Dr Kelly said local media continues to “emphasise the differences” between New Zealand and the EU, even though there are “plenty of similarities”.
The research showed that New Zealand print media outlets most commonly used international sources such as The Times and The Telegraph, which Mr Holland said was “a real problem”.
Sources such as these from the United Kingdom assumed readers were familiar with the EU and its organisations, said
Mr Holland. That meant there was not always enough explanation provided for readers to understand the issues.
Professor at the Cardiff School of Journalism, Media and Cultural Studies, Karin Wahl-Jorgensen, presented her study on the BBC’s coverage of the EU from 2007 to 2012.
Professor Wahl-Jorgensen said news segments from the BBC “presented a narrow range of views”.
From her research, Professor Wahl-Jorgensen found there was “a strong emphasis on politically conservative sources and a strong emphasis on euro-sceptic sources as well”.
Dr Ágnes Gulyás, from the University of Canterbury in the United Kingdom, analysed the social media landscape leading up to the Brexit referendum vote.
Ms Gulyás said euro-sceptic views were dominant during the campaign, especially on Twitter and Instagram.
“Twitter and Instagram encouraged emotionally-charged messages to go viral,” said Ms Gulyás.
The EU Delegation Discussion ended with an open conversation, moderated by Radio New Zealand presenter and producer Colin Peacock.
Audience members raised concerns around the European dollar and New Zealand’s agricultural trade relationship with the EU. Possible ways to include more perceptions of the EU in local media were also suggested.
Former editor-in-chief of The New Zealand Herald, Gavin Ellis, said that relationships with local European media outlets needed to be established.
First secretary at the EU Delegation to New Zealand, Eva Tvarožková, acknowledged the need for this.
While many New Zealand stakeholders understand what the EU is and “fully understand the way it’s sometimes misrepresented in the media we should encourage more EU member countries to have a stronger media presence in New Zealand,” said Ms Tvarožková.
As part of the WJEC programme, a summary of this event called Media Perceptions of the European Union will take place at 1pm on Thursday.
The discussion was a side event to the World Journalism Education Congress (WJEC), and featured presentations on how New Zealand and the United Kingdom view the EU.
Martin Holland, director of the National Centre for Research on Europe, and University of Canterbury lecturer Dr Serena Kelly, both spoke about New Zealand’s media coverage of the EU.
Dr Kelly said local media continues to “emphasise the differences” between New Zealand and the EU, even though there are “plenty of similarities”.
The research showed that New Zealand print media outlets most commonly used international sources such as The Times and The Telegraph, which Mr Holland said was “a real problem”.
Sources such as these from the United Kingdom assumed readers were familiar with the EU and its organisations, said
Mr Holland. That meant there was not always enough explanation provided for readers to understand the issues.
Professor at the Cardiff School of Journalism, Media and Cultural Studies, Karin Wahl-Jorgensen, presented her study on the BBC’s coverage of the EU from 2007 to 2012.
Professor Wahl-Jorgensen said news segments from the BBC “presented a narrow range of views”.
From her research, Professor Wahl-Jorgensen found there was “a strong emphasis on politically conservative sources and a strong emphasis on euro-sceptic sources as well”.
Dr Ágnes Gulyás, from the University of Canterbury in the United Kingdom, analysed the social media landscape leading up to the Brexit referendum vote.
Ms Gulyás said euro-sceptic views were dominant during the campaign, especially on Twitter and Instagram.
“Twitter and Instagram encouraged emotionally-charged messages to go viral,” said Ms Gulyás.
The EU Delegation Discussion ended with an open conversation, moderated by Radio New Zealand presenter and producer Colin Peacock.
Audience members raised concerns around the European dollar and New Zealand’s agricultural trade relationship with the EU. Possible ways to include more perceptions of the EU in local media were also suggested.
Former editor-in-chief of The New Zealand Herald, Gavin Ellis, said that relationships with local European media outlets needed to be established.
First secretary at the EU Delegation to New Zealand, Eva Tvarožková, acknowledged the need for this.
While many New Zealand stakeholders understand what the EU is and “fully understand the way it’s sometimes misrepresented in the media we should encourage more EU member countries to have a stronger media presence in New Zealand,” said Ms Tvarožková.
As part of the WJEC programme, a summary of this event called Media Perceptions of the European Union will take place at 1pm on Thursday.