Journalism
Trust media truth
Submitted by nmlstudent on Sun, 05/20/2012 - 13:34.by Isabelle Abraham
As more phone-hacking incidents come to light, the UK media is bearing the brunt of the mounting number of lawsuits. News24 reported that as of 20 April, the cases brought against News of the World has now amounted to a staggering 100. Another UK organisation, British broadcaster Sky News, has admitted to hacking emails, but justifies this decision as ‘public interest’. Sky News is a part of BSkyB – of which 39% is owned by Rupert Murdoch’s News Corporation.
Why telecoms operators will trump digital broadcasters
Submitted by Guy Berger on Sun, 11/28/2010 - 01:59.November’s launch of DStv mobile via DVB-H broadcasting symbolises a lot more than you being able to receive TV channels on your cellphone.
The move complements the existing DStv mobile offerings via 3G, available on Vodacom.
The difference is that users pull the content on the 3G service, whereas the new DVB-H is continuously pushed across the airwaves – i.e. the signals are broadcast.
Timeline: SA Media Crisis
Submitted by jude on Mon, 09/14/2009 - 08:50.Getting beyond normative takes on global media
Submitted by Guy Berger on Mon, 08/17/2009 - 10:55.
Discussions of media often conflate description and prescription: media is assessed in terms of what it does do through a framework that highlights what it should do.
This is especially evident in two recent books, which were the subject of a panel discussion at the August 2009 annual conference of the Association for Education in Journalism and Mass Communication (AEJMC).
Teaching new media: what's really important for Journalism education?
Submitted by staff on Tue, 06/02/2009 - 07:39.Does 'New Media' and new technology change journalism? And does new media and, as many people prefer to call it 'digital media' change how we teach journalism? And do we have to teach the technology separately, or can we find integrated ways to do educate our students.
Lynette Steenveld is a Professor of Media Studies at Rhodes JMS, and is concerned about the learning gap - how much time does it take to learn new technology (and to teach it) and do we learn and teach it sequentially or in some kind of more integrated fashion.
