"This volume explores the implications of digital media technologies for journalists’ professional practice, news users’ consumption and engagement with news, as well as the shifting institutional, organizational and financial structures of news media. Drawing on case studies and quantitative an
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d qualitative approaches, contributors address questions concerning: whether China is witnessing ‘disruptive’ or ‘sustainable’ journalism; if, and in what ways, digital technologies may disrupt journalism; and whether Chinese digital journalism converges with or diverges from Western experiences of digital journalism." (Publisher description)
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"The book traces communication in Nigeria back to pre-colonial indigenous communication, through the development of telecommunication, broadcasting networks, the press, the Nigerian flm industry (‘Nollywood’) and on to the digital era. At a time when Western voices still dominate the academic li
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terature on communication in Africa, this book is noteworthy in drawing almost exclusively on the expertise of Nigeria-based authors, critiquing the discipline from their own lens and providing an important contribution to the decolonisation of communication studies. The authors provide a holistic analysis of the sector, encompassing print journalism, broadcast journalism, public relations, advertising, flm, development communication, organisational communication and strategic communication. Analysis of the role of digital technologies is woven throughout the book, concluding with a fnal section theorising the future of communication studies in Nigeria in light of the digital media revolution." (Publisher description)
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"Après l’ingénierie, les équipements et la fourniture des programmes, la formation professionnelle est le troisième axe de la coopération des pays africains avec les pays occidentaux. L’assistance des pays ou d’agences étrangères a permis de créer des centres de formation dans certains
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pays, souvent au sein d’universités locales. Ces centres ont connu plus ou moins de succès selon les conjonctures politiques ou économiques. Cependant, des centres de formation régionaux (Cameroun, Sénégal) ou nationaux (Côte d’Ivoire, Tunisie) continuent à attirer les étudiants des pays voisins. « Le financement de structures de formation est complexe et englobe diverses participations: celle des gouvernements locaux et étrangers, des fondations, des organisations internationales, etc. En fait, la formation est un champ d’action typique pour la coopération au développement en matière de médias (notamment en provenance de la France, du Canada, de la Belgique, et de la République fédérale d’Allemagne).» (Page 325)
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"Uruguay es el primer país del Cono Sur de América Latina en realizar una evaluación integral de su paisaje mediático utilizando los Indicadores de Desarrollo Mediatico (IDMs) de la UNESCO. Y, lo que es único de este ejercicio, es que todas las facultades de comunicación del país colaboraron
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en el proceso de investigación, en alianza con la Oficina Regional de Ciencias de la UNESCO para América Latina y el Caribe. El resultado es un informe que evalúa el nivel de desarrollo de los medios de comunicación públicos, privados y comunitarios, y proporciona un exhaustivo análisis del panorama mediático del país, ya sea de su marco legislativo como de su pluralidad y diversidad de medios. Si la UNESCO reedita en 2021 este estudio llevado a cabo entre 2014 y 2017 es por su utilidad en el examen del cumplimiento de las leyes, actuales o futuras, con estándares internacionales en materia de libertad de expresión, ofrenciendo una hoja de ruta para futuras reformas de legislación de medios." (Reverso)
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"This book focuses on ethnic journalism in the Global South, approaching it from two angles: as a professional area and as a social mission. The book discusses journalistic practices and ethnic media in the Global South, managerial and editorial strategies of ethnic media outlets, their content spec
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ifics, target audience, distribution channels, main challenges and trends of development in the digital age." (Publisher description)
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"In Moldova, a series of hackathons led to the development of tech-based solutions to misinformation. In Ecuador, indigenous groups wrote their own stories on Wikipedia to strengthen their culture's representation and publicly correct misinformation. In Uganda, citizen journalists established a netw
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ork to report on underrepresented issues and groups. And in the Middle East, innovative concepts in journalism training are helping the next generation of journalists to become fit for the challenges of the future. These four case studies illustrate the approaches that DW Akademie and its partners are pursuing worldwide to strengthen the public dialogue. The goal is to foster innovation and increase the visibility of underrepresented topics, and to bring together innovators and experts to pool their knowledge and skills." (Publisher description)
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"[This book] provides an overview of the key issues in global journalism today and traces how media systems have evolved over time in different world regions. Taking into account local context as well as technological change across media industries, the book offers an up-to-date, thorough overview o
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f media developments in all world regions embedded in their unique political, cultural and economic context. Covering theoretical foundations of global journalism, from the classic Four Theories of the Press to more nuanced media models, this text proposes a framework for studying world media systems. Contributed chapters cover a wide range of topics, including media freedom, global news cultures, professional ethics and responsibilities, and education of global journalists, as well as the role of technology and issues such as fake news, soft power and public diplomacy, foreign news reporting and international news flow." (Publisher description)
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"This book provides exemplars of how the Communication discipline and curriculum are responding to the demands of globalization and contributing to the internationalization of higher education. Communication as a discipline provides a strong theoretical and methodological framework for exploring the
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benefits, challenges and meanings of globalization. The goal of this book, therefore, is to facilitate internationalization of the communication discipline in an era of globalization. Section one discusses the theoretical perspectives of globalism, internationalization, and the current state of the Communication discipline and curriculum. Section two offers a comprehensive understanding of the role, ways, and impact of internationalizing teaching, learning, and research in diverse areas of study in Communication, including travel programs and initiatives to bring internationalization to the classroom. The pieces in this section will include research-based articles, case studies, analytical reviews that exam key questions about the field, and themed pieces for dialogue/debate on current and future teaching and learning issues related to internationalizing the Communication discipline/curriculum. Section three provides an extensive sampling of materials and resources for immediate use in internationalization in communication studies; sample syllabi, activities, examples, and readings will be included. In sum, our book is designed to enable communication curriculum and communication courses in other disciplines to be internationalized and to offer different approaches to enable faculty, students, and administrators to incorporate and experience an internationalized curriculum regardless of time and financial limitations." (Publisher description)
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"The study revealed the lack of sufficient knowledge on the part of journalists on violent extremism and terrorism. Furthermore, alongside a lack of expertise on violent extremism, journalists in Albania also display a poor level of knowledge about religions, which makes it even harder for reporters
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to do their jobs, especially when it comes to cover events related to religious extremism. Journalists in traditional and online media outlets suffer from a shortage of training courses and other similar forms of continuing education. The findings of the study showed that nearly 60 percent of journalists in the Albanian media have never received any training on covering and reporting on these topics. Lack of training is evident even amongst media spokespersons and communication officials in public institutions. The study also revealed that journalists are aware of their lack of skills in covering violent extremism and terrorism, but they appear eager to participate in training programs on such topics. This indicates that media professionals are willing to get a better grasp on the phenomenon and improve the level of their knowledge." (Conclusions, page 29)
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"A dual training programme for professional journalism, as has long been practised in various European and non-European countries, does not yet exist in Afghanistan. It aims to combine theory and simulation of practice at institutes of tertiary education through a vocational training course with an
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integrative design but which is completed externally in an editorial office (following the model of journalism programmes, for example, at German universities). This dual training programme aims to qualify as an academically certified journalist, recognised by professional associations and media fields. The proposal also set out to recommend further academic qualifications for journalism lecturers and professional training for practising journalists in Afghanistan, as well as recommendations for the legal, administrative and practical and/or administrative steps required for the medium-term establishment and trials of the model." (Preface)
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"The importance of journalism’s role in society is beyond debate. Particularly in so-called fragile states, the social responsibility of media and journalism cannot be denied. Journalism education must account for the high level of skills required by journalists, and the ‘mediation’ function o
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f journalists in fragile states should be conceptualised. Responding to dynamic developments in the Afghan media landscape and the resulting need for high-quality journalism education, this article proposes a reform model for journalism education on a tertiary level in Afghanistan. Based on research as well as a needs and feasibility assessment following the participatory action research (PAR) approach, target models and an implementation plan for educational reform were developed. This provides a potential blueprint for reforms in journalism education in fragile states, which considers social and cultural values and interests in the local context while drawing on the perspective of the outsider. This article presents the results of a project entitled 'Professionalisation of Journalism Education on a Tertiary Level in Afghanistan', which resulted in a manual." (Abstract)
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"This book sheds new light on the study of journalism and communication, considering why and how journalism is studied in the 21st century. It notably offers both an international and interdisciplinary comparison of journalism and communication, examining the history of Chinese and Western journalis
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m and addressing the similarities and differences between them. Focusing on the education and training of future journalists, it also provides a comprehensive study of news coverage systems in China and in Western countries, including the processing of news sources, attitudes towards news communication and comparative communication scholarship. Researchers of media and journalism will find this a key read, as well as practicing journalists and students of journalism." (Publisher description)
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"This article offers a scholarly review of the literature and research on journalism education and fake news from an international and a local (Croatian) perspective. The purpose of this paper is to examine the connection between the education for journalists as a scholarly and academic discipline (
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as well as a teaching practice) and the issues caused by fake news in the digital age of mass media. Based on a comprehensive critical conceptual analysis of the body of knowledge available on the subject, it was determined that there is a diverse discussion about the status of journalism education regarding fake news. In that context, fake news has so far been internationally researched from several angles – curriculum content, journalism students, journalism and media studies, journalism practice, media audience, etc. When addressing the issue of education of journalists and fake news, three streams can be singled out. The first and most voluminous one refers to the systematic formal or additional education regarding media and information literacy. The next one refers to various changes related to the higher education system for the education of journalists, but without any concrete propositions for system reconstruction or upgrading. The last one advocates providing additional professional education to employed journalists. From the local perspective, even though only two articles suggest journalism education as a solution for the problems caused by fake news, based on thorough research it can be concluded that fake news and journalism education are not yet topics of interest among communication scholars in Croatia." (Abstract)
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"Journalists are increasingly becoming the target of online abuse; the backlash over the death of TV presenter Caroline Flack and coverage of the Black Lives Matter protests are just two recent examples. Yorkshire Evening Post editor Laura Collins has highlighted how female journalists face the brun
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t of this abuse, describing social media as ‘a modern-day equivalent of the Wild West’. The fact that journalists are exposed to this kind of attack is becoming an increasing focus; but how are we – as educators – to prepare our journalism students for entering this world? What guidance should we be giving them – to respond or not to respond, to block or not to block? And at what point should they report their experience via more formal channels? The authors of this paper set out to identify strategies and tools for students to help protect themselves and remain resilient in the face of online abuse. Through qualitative interviews, we asked how practising journalists are coping with social media attacks, and what steps they and their employers are taking to protect and support them. The result is a set of guidelines offering practical and emotional advice from journalists to directly inform journalism educators and their students." (Abstract)
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"In recent years, resilience training has been recommended as a way to protect news workers from the impact of reporting on traumatic events. However, do journalists see it as a useful tool in dealing with online abuse and harassment? This article explores Australian journalists’ conceptions of re
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silience training, via a thematic analysis of interviews, and their concerns about its effectiveness in addressing digital violence. The study adopts an ethics of care framework for understanding the uses of resilience training in journalism education for increasing dialogic interaction with audiences. It finds that while some journalists understand resilience training’s relationship to positive mental health, the majority are not clear about its potential and how it might be taught. Our analysis also reveals normative beliefs about journalists’ need to develop ‘a thick skin’ against interpersonal and coordinated violence online. Overall, the article raises questions about how journalists might be better oriented to not only self-care but also collective care." (Abstract)
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"This paper examines the journalism and media education programs in three countries in the Arab region (Libya, Syria, Yemen) that have been or are still in the throes of civil wars and/or polarization along conflicting political ideologies and control of different geographical zones. Based on an onl
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ine questionnaire distributed among academics affiliated with universities in these three states, results show that the three countries suffer from an extreme lack of proper journalism and media education programs. However, online and blended education can serve as a bridge for these countries to overcome their constraints and challenges, and develop new models for their journalism and media education programs." (Abstract)
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"Media Audience Mapping & Targeting Techniques in West Africa: 1. Audience measurement and ratings culture: The culture of audience measurement and ratings is still very rudimentary in much of West Africa. Within the current media milieu, where new technologies are yielding new forms of content and
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channels, and given the trends towards multi-media, cross-media and trans-media models, audience insights need to be mainstreamed into the routines of media work by removing the skills deficits and logistics barriers to such effort [...] Media Capacity Building & Institutional Sustainability in West Africa: 1. Journalism professional training: Current journalism training activities have often not been informed by prior diagnosis of particular need, and are not designed to respond to the peculiar realities of the media in West Africa. Training models need to be more customised, coherent and comprehensive by ensuring that beneficiaries go beyond field reporters to include all actors along the value chain; combining a mix of models that are bespoke to particular circumstances; by training and renewing the skills and competences of media practitioners to respond to the digital media ecology [...] Media Ownership Patterns & Implications for Democratic Plurality in West Africa: 1. Regulation of ownership: There are growing concerns about a gradual and insidious hijacking of the media sphere by few dominant private owners and political patrons. Such an outcome raises the spectre of substituting state monopolies with private monopolies. There is a need for regulatory reforms to ensure that pluralism of ownership and diversity of interests are protected and promoted. This could include regulatory restrictions on multiple ownerships, mergers and network affiliations. There must also be transparency and equity in (especially broadcast) licensing processes, and in access to ownership and stakeholder information [...]" (Findings and recommendations, page 2-4)
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