“The ‘fundamentals’ of anything are challenging simply because so much else rests on their shoulders,” wrote professor Chris Arnold. It works nicely with the popular line “I don’t teach software, I teach skills.” Professor Mindy McAdams went a step further this week in a Nieman Lab essay, imploring readers to train young journalists to be lifelong learners:
Most of them chose journalism because they like to write. Anything that involves HTML, CSS, code, or programming makes many of them almost shut down, shrink away, move toward the door. We have all kinds of challenges in journalism education, but this one is front and center, right now. It’s not just students’ avoidance of things perceived to be somehow math-related. It’s also:
Reluctance to spend time exploring something that doesn’t have an explicit or immediate payoff
Skepticism or negative attitude toward any task that’s not spelled out in detail
The tendency to give up and say “I can’t” or “I don’t know how”
Preoccupation with a process, such as writing, instead of with stories
This applies to storytelling as much as to technology. Any time a student says “You didn’t tell us we had to do that” in a conversation about a poor grade on a story, you’re hearing evidence of this challenge. The more students insist on explicit instructions, the further they are from independence.
You could do something by rote requirement of a class, but there’s no critical thinking there.
Students can thrive from learning how to evaluate which skills are best for any given story. (I’ve yet to have a sophomore intuitively understand how they might leverage the huge strength of their Facebook account for their journalism, for example.) They need to be encouraged to experiment with new tools. They must learn to overcome the fear of ruining sites or databases or equipment. (You aren’t inclined to tinker if tech intimidates you.) They have to learn how to discern which medium, methods and tools are the best for their particular story. When they do, you get independent thought and critical thinking.
None of these things involve just showing them what is useful here or there. Far better to help students realize those things themselves because a successful career requires a healthy curiosity to stay in the curve. The newsrooms from which they retire in 40 years won’t be anything like the first ones they’ll enter today, after all.
McAdams also mentions Ira Glass, who has some points worth digesting:
I try to encourage enthusiasm among students because it can carry over into their studies and work. Real education comes from understanding the joy of learning.
That’s pretty fundamental.
In other news I’m fighting muscle spasms around my shoulder again. I’ll be fully recovered in another month. And the pain will go away by Christmas, he said. I should have thought to ask the surgeon how long the spasms will last.
If you spend enough time on a heating pad you don’t have much to write about here. Go figure.
So this, a helpful cross section of the people representing us at the presidential conventions.
Clearly video and poking fun at them is the proper way to tell this story. Have a lovely evening.
