A few days ago, my English colleague Paul Bradshaw wrote a piece “There’s no such thing as a ‘student journalist’” on his Online Journalism blog. He argues that there should be no distinction between journalists or students of journalism (presumably training to be employed as journalists after graduation) because they are both publishers of information and the students carry out the actions of journalists — they are effectively “doing” journalism — while they learn the skills, technologies and attitudes of the profession.
Students are experiencing first hand the culture of journalism, the experience of journalism and the social consequences of what they do. Paul writes:
There is no such thing as a ‘student journalist’.
Students of journalism no longer practise their work in the seclusion of a classroom. They do not write solely for lecturers, or even for each other.
Any student on a course with some awareness of the modern media world publishes their own blogs; their student media is accessible around the world. They contribute to networks, and build communities.
Even if their course provides no opportunities to do any of these things, they will have Twitter accounts, or Facebook accounts.
All of which means that they are publishers.
I don’t disagree with this in principle. Certainly any journalism course worthy of the name would be requiring students to participate in what I like to call “live fire” news exercises. These are usually done under close supervision. However, writing a blog as part of coursework (and for many students it is an onerous requirement of their study, rather than something they enjoy or immediately see the benefits of) is not journalism. Blogging is not journalism and I thought that debate was settled years ago.
Nor does publishing (in a very loose sense of the word) to Twitter and Facebook constitute an act of journalism, nor does it make reporters out of students.
Sure, every university student has a Facebook presence and some, but not all (and perhaps not even a majority) have a Twitter account, and even fewer are blogging with any regularity, if at all. Despite the hype, the digital natives continue to be social users of social media and rarely do their tweets or Facebooking or other encounters with social media (Instagram, etc) reach what we might call acceptable professional levels. (See for example, Hirst, M., & Treadwell, G. (2011). ‘Blogs bother me’: Social media, journalism and the curriculum. Journalism Practice, 5(4), 446-461. doi: 10.1080/17512786.2011.555367, the pre-publication version is available here).
So, on a purely practical level — that is the stage of professionalism achieved and achievable in the three years of an undergraduate degree — most of our journalism students are not operating as professional, or what I might describe as “real” journalists. Another practical point that we have to consider: not everyone in a journalism course wants to be a journalist and, even among those who do want to be, not all of them will make it for a variety of reasons.
Therefore, our role as journalism educators is more than producing the next generation of newsroom fodder, or even the next Pulitzer prize winner. It is a broader academic role: that of critic and theorist as well as cadet wrangler on behalf of News Corp or whomever the employer is likely to be.
The newsroom is a classroom; the classroom is a newsroom
For 20 years I have operated my journalism courses according to the principle that the classroom is a newsroom, but also that the newsroom is still a classroom. I believe that this is an important point to make in this current debate because, at the end of the day, we owe it to our students to recognise their status as students first and foremost.
To assume that we can (and should) treat them like fully-fledged working reporters does them a disservice and it could also be dangerous for them and for us. I do not want to seem like an old fogey, or as someone who thinks that the average 18-year-old is not mature enough to be treated like an adult. Of course they are and they deserve respect from their teachers and from members of the public that they interact with when we send them out into the world beyond the campus to practice their journalism.
And that word practice is the key. It is practice, to do something repeatedly in order to gain the skill; rather than practice as the performance of the work of a trade or profession that students are engaged in.
In my view, if we do not acknowledge the student status of our students (no, that’s not a tautology), we are not being diligent in our duty of care (the pastoral role of all teachers at all levels) to ensure that we “first do no harm”. Yes, we have to, as Paul rightly points out, engage our students in the daily routines and socialisation of newsroom practice and we have to move beyond the newsroom model too; but in doing so, we have to be constantly mindful that our pupils must be kept safe.
It is true that often the best way to learn is by failure — trial and error — and getting your hands dirty in real journalism exercises is valuable and effective pedagogy, but our students also need to know that the consequences of their failures are not catastrophic.
I have no problem with most of Paul’s points. Putting students in touch with local news outlets which might take their work is a key part of their learning experience. That is also why we offer internships and other work-experience opportunities. At my university we even give it a fancy name “work-integrated learning” and the acronym WIL. It is integrated into everything we do.
The same logic motivates us (journalism academics) to provide students with in-house publication outlets, from newsprint, through collaborations with local community radio and television stations and, increasingly, an online presence edited by tutors, or “journalists-in-residence”.
I think the danger in Paul’s assertion that there are no student journalists is that it might encourage us to forget that we are no longer in the news business. We are, first and foremost, in the education business. The job of the journalism academic (at least in the teaching side) is to educate, not to chase the news.
We can sometimes forget this and can get caught up in the day-to-day excitement of the hunt for news and chasing the story of the day.
But my advice for journalism academics who think this is the main game is simple: Go back to the newsroom.
It is not our job any more to get the “scoop”, we should not be thinking that the best way to influence the news process is to become part of it again from the sanctuary of the ivory tower. Sure, we need to act as editor, sub-editor and mentor to the student journalists in our classrooms, but we should do this from the perspective of teaching and learning, not from the view of an editor whose job is to rundown the news and satisfy the public demand for information.
Any publication that arises from the work our students do while learning journalism is secondary to the real goal which has to be ensuring that the student experience of journalism education is a good one; that the learning outcomes are met; that the assignments are suitable to the level of study and that the students do not leave our institutions scarred for life because of a bad situation that could have and should have been managed more effectively.
One final point, which is also a comment on Paul’s reference to the “teaching hospital” model of journalism education which is based on the premise that university journalism programs should be covering local communities as a matter of course and as a priority at the top of the list of all the things they should be doing.
The key argument in favour of this is not one of pedagogy but of pragmatism. The reasoning advanced by supporters of this model is that the mainstream media is failing both in terms of garnering and holding public trust and also in terms of business modelling.
This is no doubt true and has been for a while. I wrote extensively on these issues in my 2011 book News 2.0 and I gave it the subtitle “Can journalism survive the Internet?” However, it is not, in my view, the fundamental role of the j-school to substitute for a strong news media outside the campus.
Maybe our graduates can be part of the solution to the declining popularity and profitability of the news industry, but not while they are students. To expect that of them is to place too much pressure on their shoulders at a time when they should be engaged with learning and critique.