The bane of almost every journ educator’s life is helping students to see that there’s more than just learning "tech" skills to make media.
Students often don’t see how their non-applied (“theory”) classes connect up with what they do in production classes.
So then, how’s prospects for also embedding theory directly into the practical teaching?
Some answers from a discussion at the annual conference of the Association for Education in Journalism and Mass Communications last week:

Resistances:

What is it about journalists and numbers?

And here's the glass-inscribed tablet to prove it!

Rhodes Journ is one of 16 winners of the 2008 Knight newschallenge - out of 3000 entrants into this international competition.

Over 4 years, the foundation will allocate $630 400 (R4,8m) to the school for a project working with mobile journalism.

In a nutshell, the idea is to involve students, the Grocott's Mail, and learners (as citizen journalists) to develop a common communications space in divided Grahamstown, by integrating them through cellphone journalism.

Leaving the office rather late the other night I noticed four young men returning up the hill to residence. They were walking at an awkward angle with necks craned and eyes fixed on a spot slightly to the right of my head. I swivelled around to see what had caught their eyes. But of course, the flashing, danger-red ticker tape that wraps around the Africa Media Matrix.

Given the subject matter of journalistic television social documentary I teach, and the pedagogic interventions I make, I would prefer to present this more as a story, which includes analysis in its storyline, than to attempt some kind of meta- pedagogic reflection on an experiment, born frankly, more out of desperation than any other factor.