Educators need to refresh Journalism, Media and Communication Studies curricula to help make sense of a radically changing mediascape. This was the message to delegates from UNESCO's Centres of Journalism Excellence and Reference who attended a programme titled Capacitating COE's for Real-Time Journalism and Media Studies just ahead of the second World Journalism Educators' Congress.
New Media Lab lecturer, Jude Mathurine shared lessons from Rhodes' School of Journalism and Media Studies' own change to a converged curriculum. He called on delegates to consider three key ideas:
Every lecturer at Rhodes’ School of Journalism and Media Studies (JMS) subscribes to the vision statement. But everyone also has his or her individual interpretation.
No matter – the diversity is something to value. Yet it can cause difficulties when a discussion takes place with different folk meaning different things – but using the same words.
How to integrate different knowledges in the teaching of journalism has bedevilled decades of curriculum development. So, no surprise that integration is an issue currently consuming discussions around the programme for fourth year Journalism and Media Studies students at Rhodes.
Teachers on the course agree that journalism is not pure operational technique (of course no technique exists outside of ideology, history, ethics, representation, etc). Knowing “how to” is indeed a necessary element of doing journalism as a practice, but it is certainly not sufficient.