JOURNALISM Education congress

ETHICAL CHALLENGES FOR TEACHING AND UNDERTAKING NEW FORMS OF JOURNALISM The Promotion of the New Journalistic Courses as a Reflection on the Realities of Media Practice 198 Elena Plakhina Utilitarianism, Deontology and Virtue Ethics: Teaching Ethical Philosophy by Means of a Case Study 204 Susan Stos Advancing Gender Equality in the Media Industries Through the Use of Mobile Journalism as Innovative Practice 217 Maria Edström Torbjörn Fraenckel Checking All The Boxes: Debating the Need for Journalism Students to Acquire Ethical Clearance for their Research 228 Dr Marenet Jordaan Preparing Journalism Students to Cover Catastrophic Human Suffering in this Digital Age 241 Catherine A. Luther Xu Zhang Teaching a New Journalistic Form Intended to Spark Response and Action: Evaluating Student Learning 255 Nicole Smith Dahmen Kathryn Thier Brent Walth Doing it for Real: A study of Experiential and Situated Learning Approaches in Teaching Journalism Practice Through Engagement with the Public Domain 267 Myra Evans Curriculum and Requirements in Undergraduate Online Degree Programs in Journalism and Communications in U.S. Not-for-Profit Universities 281 David Ostroff Using Single-Platform Social Media Newsdays in Television Journalism Education: a Heutogogical Approach 294 Katherine Blair Promoting Journalism: Analysis of Education Programs’ Homepages 303 Steve Bien-Aimé Alyssa Appelman Stacie Meihaus Jankowski Michele Day WJEC 2019 Journalism Students’ Self Reports Of Reactions Evoked By Trauma Related Teaching Materials: Results Of A Pilot Study 319 Ola Ogunyemi Roderick Orner Janet Galpin Ethical Challenges for Teaching and Undertaking New Forms of Journalism 336 Ken Pratt Strategies for Developing a Cross-Cultural, Global Ethics Mindset Among Journalism Students 347 Ann Auman Journalism and Media Education During Civil Wars in the Middle East: The Cases of Syria, Libya and Yemen 359 Hussein Amin Rasha Allam Salma El-Ghetany ONE JOURNALISM OR MANY JOURNALISMS? CONNECTING STUDENTS WITH MULTIPLE CONCEPTIONS AND WAYS OF WORK Multiliteracies: A Practical Theory for Journalism Educators 373 Victoria Quade The Challenges of Teaching Journalism in the World of All-Inclusive Journalism Practice 387 Aniefiok J. Udoudo Christopher I. Ochonogor Esther Joe-Daniel Joe ¿Hablas español? Launching a Spanish-Language Insert at a Small Student Newspaper 399 Kirstie Hettinga Sheridan Wigginton LaVerne Seales Redefining Doctoral Education: Preparing Future Faculty to Lead Emerging Media Curriculum 411 Cindy Royal Sean Smith Challenges and Opportunities: In Search of Effective Ways to Teach International Media/Journalism to Students from Rural America 426 Jiafei Yin A Rod Map for Technological Egyptian Journalism Training Ecosystem 438 Nagwa Fahmy Maha Abdul Majeed Attia Media Convergence Skills, AI Literacy, and Cores of Journalism Value - Journalism Education Reform of China in a Disruptive Age 458 Luan Yimei He Yayan WJEC 2019 Are Interdisciplinary Studies an Element of Journalism Education? A Curriculum Analysis of Universities in Central Brazil 473 Sonia Virgínia Moreira Antonia Alves Pereira New Technology, New Rules for Journalism and a New World of Engagement 491 Loup M. Langton Mercedes L. de Uriarte Kim Grinfeder Paulo N. Vicente Global Assignments: How Virtual Student Exchange Is Preparing Australian and Pakistani Students for Cross-Cultural, Collaborative Journalism 504 Keith Bowen Altaf Ullah Khan Alexandra Wake Glocalization of Journalism and Mass Communication Education: Best Practices from an International Collaboration on Curriculum Development and Implementation 518 Bellarmine Ezumah Michael Mawa Journalism Handbooks and Newsrooms Guidelines 531 Patrícia Weber Jorge Pedro Sousa Teaching Research Methods to Journalism Students Through Communication Strategies 549 Anna Tous-Rovirosa Javier Díaz-Noci Condor, a Demand Led Educational Living Lab in and for Journalism School: The Changing Role of the Lecturer as a Facilitator of the Learning Process 559 Devid Ilievski Malou Willemars SOCIOLOGY OF JOURNALISM FAST-EVOLVING SECTOR Data, Statistics and Science Journalism in the Arab Region: Beyond Pre-conception, Below Expectations 562 Abdullah Alhuntushi Jairo Lugo-Ocando Enemy of the People: Perceptions of Students Studying in a Post-secondary Journalism Program in a Climate of Attacks on the Media Profession 575 Catharine Tamas Sherry Lawr Cheryl Vallender Redefining Journalism: Practicing and Teaching Journalism in Greece Today 590 Lida Tsene Sofia Iordanidou A Small-Market Newsroom; Observing the “Field” 605 David M. Staton WJEC 2019 Countering “Othering” through Media Classes: Teaching Empathy in an International Collaborative Online Learning Project 621 Sandra Whitehead Maria Bou Zeid Professional Skills for Journalism and Media Graduates 654 Karen Neill The Mobile Mind: Understanding How Post-Millennials Get Their News 674 Brett Popplewell Teaching Relational Journalism in Our Disruptive Age 694 Paula Ellis Paul S. Voakes 694 Lori Bergen More than a Cliché? Futureproofing Meaningful Notions of Professionalism in Journalism Teaching 709 Ato Erzan-Essien “Teachable Moment”: Fostering Communities of Practice in Student Newsrooms 725 Elizabeth Smith Jean Reid Norman Lisa Lyon Payne Kirstie Hettinga The Changing Nature of Journalism: A Sociology of De-Professionalization 741 Katerina Tsetsura Dean Kruckeberg The State of Journalism and Public Relations Education in ACEJMC-Accredited Programs 753 Shannon B. Campbell Laura Castañeda “Trump Bump”: U.S. Students Define Journalism Education in the Age of Trump 764 Stacie Meihaus Jankowski Michele Day Steve Bien-Aimé Alyssa Appelman TECHNOLOGICAL MUTATIONS AND THE FUTURE OF JOURNALISTIC PRACTICES Defining and Teaching Data Journalism: A Typology 764 Norman P. Lewis Projected Futures: A Qualitative Metasummary of Visions for the Educational Future of Science Journalism 780 Cristina Sanza David M. Secko Artificial Intelligence and the Introductory Mass Communication Class 792 Craig Gordon Lehigh University, Bethlehem, Pennsylvania, USA Jack Lule WJEC 2019 Newsroom Ownership of Employee Social Media Accounts: Implications for Journalists and Educators 803 Anthony C. Adornato Andrew S. Horsfall Curiosity and Experimentation with Twitterbots and Automated Journalism – a Practical Course for Teaching Journalists 818 Theresa Körner Undergraduate Students Prefer Learning Text and Broadcast Skills Sequentially VS. Concurrently, But Assessments of their Final Projects are Mixed 831 Rebecca Haggerty Laura Castañeda Content for VR: Features of Drama 849 Anna V. Krasavina Bridging the Skills Gap: Innovation in Journalism Education 860 Martin J. Chorley Glyn Mottershead Media Development, Gender Sensitivity and Sustainability in Egypt: Analyzing the Case of Women’s Voices Project 872 Rasha El-Ibiary The Interactive Mutation: Storytelling in the Age of Mixed Reality 885 Kathleen M. Ryan Elizabeth Skewes Visualization as a Tool for Reflection in Journalism Education 896 Mette Stentoft Kirsten Bonde Sørensen The State of Teaching Data Journalism in Some Schools of Journalism in the Arab World 918 Dr. Nouha Belaid Central University, Tunis, Tunisia To Listen and To Lead: Taking Lessons from Newsroom Ethnography into the Classroom 932 Dr Marenet Jordaan Stellenbosch University, South Africa The Convergence in Journalistic Process – Scenarios and Challenges 944 Graziela Bianchi Technology Challenges in Canadian Journalism Education 956 Aneurin Bosley Can Chatbots Teach Copy Editing? A Comparison of Student Reporters' Copy Editing Performance When Using a Chatbot Style Guide and a Traditional Stylebook 977 Rebecca Haggerty Laura E. Davis Facebook as a Video Production and Exhibition Platform Used by Journalism Students: A Case Study of Rede Teia (Brazil) 997 Sandra Nodari Jorge Pedro Sousa WJEC 2019 Snap Judgement: How Legacy Media’s Use of Snapchat Discover Informs Journalism Education 1012 Peg Achterman Experimenting with How Facebook’s Algorithm Works. Feedback on a Case Study with Journalism Students 1033 Nathalie Pignard-Cheynel Olivier Standaert Lara van Dievoet Loïc Ballarini Journalism Education at State Universities in the Arab Region: The Search for Identity 1044 Mohammad Ayish Technological Breakthrough, Hybridization in News Formats in Brazilian Telejournalism and Confusion in the Classroom 1057 Luís Boaventura Jorge Pedro Sousa Digitization and Disruption: A Case Study about Journalism Education in Campus Radio 1069 Holger Müller Vera Katzenberger Looking for Intern Journalist, Ready-to-Work: Focusing on the Internship in Newsrooms to Understand Professional Integration of Young Entrants into the Journalistic Sector 1079 Amandine Degand Algorithmic Audiences, Tailored Communication, and the Democratic Imagination: A Qualitative Study of an “Insanely Popular” News App 1093 Roselyn Du Hong Kong Baptist University An International Look at Teaching Audio Podcasting: A Comparison Across Continents 1109 Alexandra Wake Catherine Strong Kim Fox Kathryn Gretsinger Applying the Lean Startup Methodology to Television News: An Exploratory Approach 1126 Alex Luchsinger Technological Innovations and the Future of Journalistic Practices in Local TV Newsrooms in the United States: What to Keep, What to Drop? 1136 Debora Wenger Iveta Imre 1136 Innovating the Future for Journalism with the Students: Hyperlocal Journalism Module in Journalism Education 2012–2018 in Finland 1150 Turo Uskali FACT CHECKING & VERIFICATION IN THE ERA OF FAKE NEWS & POST TRUTH Amend, E. WJEC 2019 1 Montreal’s “Robo-Calèches” Controversy: An Alternate Reality Live Verification Simulation Elyse Amend Concordia University, Montreal, Québec, Canada Abstract In response to the context of increased mis- and disinformation and so-called “fake news” faced by journalists today, this paper reports on the results of an experimental in-class fact-checking and verification simulation with 23 second-year undergraduate students, conducted as part of a research methods course in Concordia University’s Journalism Department. By analyzing and connecting student articles based on the simulation, final assignment responses, and the results of a voluntary anonymous questionnaire, this research seeks to provide insight into the use of simulations to teach fact-checking and verification, and bridge a theory-practice gap often experienced in journalism education and training. Introduction This paper reports on the results of an experimental in-class simulation focused on challenging second-year undergraduate journalism students to apply verification and fact-checking skills during a live and dynamic event. The impetus for carrying out this experimental simulation was borne from consistent observations of students enacting what Bill Kovach and Tom Rosenstiel (2014) refer to as “journalism of assertion.” Oftentimes, students will consult and quote numerous sources in an effort to achieve “balance” in their stories, but do not carry out extensive verification of source statements in favour of producing stories quickly in news environments that necessitate immediacy. There has been much talk over the past few years about the importance of fact-checking and verification in the face of increased dis- and misinformation, and within the context of so-called “fake news.” As Guy Berger (2018, 9) notes, proliferation of dis- and misinformation means journalists are at increased risk of being duped by questionable information or malicious actors, and of becoming the targets of lies, hoaxes, and campaigns that seek to discredit them. Some worry the proliferation of such dishonest information and low levels of media literacy will lead to a situation in which publics increasingly distrust journalism and rely on information spread within their own social networks, that confirms their already-held beliefs, and which is often inaccurate. Some have expressed this reality is already discernable through observed “negative impacts…on public beliefs about health, science, intercultural understanding and the status of authentic expertise” (Berger, 2018, 9). In this context, journalism educators must play a central role in providing journalists-in-training increased opportunities to encounter fact-checking and verification, and to hone these skills in the classroom before experiencing them on the job where the stakes are arguably much higher. There have in recent years been a number of instructive resources produced to guide journalism teachers Amend, E. WJEC 2019 2 in implementing fact-checking and verification in the classroom. Many of these focus on helping students learn how to systematically corroborate source statements and verify information, and outline digital tools to help authenticate audio-visual material.1 These resources have made invaluable contributions to journalism education. However, many seem to prioritize verification processes that happen “outside of the action” or on fact-checking other people’s work. This paper, and the experimental in-class simulation it reports on, thus mainly seek to offer input on how educators can approach teaching fact-checking and verification “on-the-spot” and in more dynamic ways, and to help bridge a theory-practice gap often experienced in journalism education and training (Kay et al., 2011). Verification, Fact-Checking, and In-Class Simulations The term “fact-checking” in journalism is commonly understood as the process of validating politician and public figure statements against other trusted sources (Silverman, 2016). “Verification” refers to editorial processes of validating the accuracy of statements and facts befor