This dissertation examines news service models as methods for teaching reporting skills to undergraduate college journalism students. The study concludes that these news service models are effective because of their ability to offer students experience-driven learning conducted within an academic framework. This examination was conducted within the context of the widespread academic disagreements over the proper methods to train and teach college students about journalism. Some journalism educators advocate theoretical approaches with little or no practical experience; others argue for more hands-on training. These debates take on heightened importance today, as traditional media organizations are experiencing profound challenges for relevance and existence.
This study argues that news reporting and writing can be taught effectively through a news service model that merges both theory and practice and allows for an environment of experimentation important for today's media as well as tomorrow's journalists. Based on observations and study of the City University of New York Graduate School of Journalism's news service, coupled with an examination of traditional and conventional teaching practices and pedagogies, this study establishes that the news service is capable of becoming an ideal educational vehicle as well as an important resource for fledging media organizations. The study also includes an ethnography based on a Youngstown State University experiment with creating and operating a news service loosely patterned from the news service model at the City University of New York.
|School:||Union Institute and University|
|School Location:||United States -- Ohio|
|Source:||DAI-A 71/09, Dissertation Abstracts International|
|Subjects:||Language arts, Journalism|
|Keywords:||Journalism curriculum, Media partnership, News service, Reporting, Writing|
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