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PECULIARITIES OF JOURNALISM EDUCATION IN THE USA AND CANADA: THE WAY FROM CRAFT TO PROFESSION

100%
Hrytsko K.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 5(59)
12-18
EN
The article dwells upon the stages of journalism education development in the USA and Canada. It traces back the history of the first journalism schools and how the profession of a journalist emerges at the university level. The article also describes attempts to launch educational programs for printers and publishers and explains the most significant reasons for the failure of this experiment: the first one is because of the lack of funding and another one is the contradictory attitude of professional community toward the idea of journalism education. The main part is focused on the features of journalism education in the USA. It informs about the first well known journalism school at the University of Missouri in 1908 and various theories of American scholars concerning journalism. It is necessary to emphasize the fact that the emergence of Bachelor, Master and Ph. Degrees in the USA universities played a key role in journalism education. The article also shows the ways how journalism moves from craft to profession and difficulties which it faces up. In contrast to the USA, the article provides the specific peculiarities of journalism education in Canada. It is determined that Canada takes the Anglo-American tradition of journalism but it also has some distinguished features. It is found out that the journalism education was developed much more slowly by comparison to the USA. Besides differences some similarities are defined: like in the USA there are the stages of moving journalism from craft to profession, some drawbacks in working out curricula, lacking of funding etc. Another fact typical for both is based on the lack of establishment of vocational journalism trainings and courses which will give more chances to obtain professional knowledge, skills and qualifications. It was pointed out that the tendencies in higher education reforming of Canada and the USA are distinguished including higher education on a large scale; increased requirements for quality education and active participation in the improvement of curriculum. Taking into account the information said above, it is found out that social changes which occur in both countries influence the journalism education and need to be further researched.
2
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Kompetencja etyczna: model nauczania według National Communication Assotiation

100%
Laskowska M.
Społeczeństwo i Polityka
|
2023
|
issue 3(76)
61-80
EN
Ethical competence is now, not only in the media but in every workplace, a particularly valuable skill. It is acquired or refined, among other ways, during education, such as in communication ethics classes. Therefore, the research objective was to determine the teaching model of communication ethics according to the American association, the National Communication Association. This teaching model was identified based on descriptions of communication ethics courses available on the association’s website. Research questions included, among others, What teaching model of communication ethics is promoted by the National Communication Association? What topics are addressed in the teaching of communication ethics? One of the research hypotheses is: Teaching communication ethics according to the National Communication Association is universal, suitable not only for journalists but also for other professions. The content analysis method was employed in the study. The obtained results can contribute to international educational exchange in improving both formal and informal teaching of communication and media ethics.
PL
Kompetencja etyczna to dziś – nie tylko w mediach, ale w każdym miejscu pracy – szczególnie cenna umiejętność. Zdobywana czy doskonalona jest m.in. podczas edukacji, np. w ramach zajęć z etyki komunikacji. A zatem celem badawczym było określenie modelu nauczania etyki komunikacji (communication ethics) według amerykańskiego stowarzyszenia National Communication Association. Niniejszy model nauczania określono na podstawie opisów kursów z etyki komunikacji, dostępnych na stronie stowarzyszenia. Pytania badawcze to m.in.: Jaki model nauczania etyki komunikacji jest popularyzowany przez National Communication Association? Jaka tematyka podejmowana jest w ramach nauczania etyki komunikacji? Jedna z hipotez badawczych brzmi: Nauczanie etyki komunikacji w ujęciu National Communication Association ma charakter uniwersalny, tj. odpowiedni nie tylko dla dziennikarzy, ale także dla innych zawodów. W badaniu posłużono się metodą analizy treści. Uzyskane wyniki mogą posłużyć międzynarodowej wymianie edukacyjnej w doskonaleniu nauczania formalnego i poza formalnego etyki komunikacji i mediów.
3
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Eksperyment medialny w kształceniu kompetencji dziennikarskich

80%
Wójciszyn-Wasil A.
Roczniki Nauk Społecznych
|
2020
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vol. 48
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issue 4
27-38
EN
This paper presents the conceptual framework of a media experiment as a journalism education tool. It is driven by the thesis that professional engagement in contemporary media not only requires primary practical skills but also creativity to the extent of novel media and content structure. The media experiment that entails performance of an original journalistic task is a form of teaching creative skills. This paper contains the description of the educational programme arranged for within the framework of the said media experiment, outputs, and exemplified performance. The construct at issue constitutes the introduction for further applied research.
PL
Artykuł przedstawia koncepcję eksperymentu medialnego jako narzędzia wpierającego rozwój kompetencji dziennikarskich. Opiera się na założeniu, że praca we współczesnych mediach wymaga nie tylko podstawowych umiejętności warsztatowych, ale także twórczych rozwiązań w zakresie nowych form przekazu i organizacji treści. Formą kształcenia umiejętności kreatywnych jest eksperyment medialny polegający na realizacji nieschematycznego zadania dziennikarskiego. Artykuł zawiera opis tak zaaranżowanej sytuacji dydaktycznej, zakładane efekty oraz przykładowe realizacje. Prezentowana koncepcja stanowi wprowadzenie do dalszych badań aplikacyjnych.
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