Issue 3.2 Index

Journalism Education issue 3-2 the fifth issue of Journalism Education, the journal of the Association for Journalism Education, a body representing educators in HE in the UK and Ireland. The aim of the journal is to promote and develop analysis and under- standing of journalism education and of journalism, particularly when that is related to journalism education.

View or download the full journal as PDF.

View or comment on single articles by clicking through to each section you can also download the PDFs from each page, share on social or bookmark each article.

Articles
The intolerant other: representations of the racist in The Sun Newspaper by
Alec Charles, University of Chester

The Coding Challenge: An Exploration of the Increasing Role of Computing
Skills in Journalism Education by Angela Long, Dublin Institute of Technology

Journalism Skills and Work-Based Learning Claire Wolfe, University of Worcester

Work Placement Learning by Hazel Barrett, Liverpool John Moores University

Professional Perspectives: Placing Lived Experience at the Heart of Journalism Education by Karen Fowler-Watt, Bournemouth University

Exploring Experiential Learning Through Blogging by Mercy Ette and Ruth Stoker, Huddersfield University

Creating Specialist Careers Advice for Journalism Students: Tailoring the Message to Suit the Media by Liz Miller University, St Mark and St John Plymouth

Comment and criticism
The night Big Tom died: teaching students to use personal experiences by Ken Pratt, University of West of Scotland

Reviews
Hack Attack: How the Truth caught up with Rupert Murdoch by Nick Davies, Reviewed by David Baines of Newcastle University;

When Google Met Wikileaks by Julian Assange, review by Michael Foley of Dublin Institute of Technology;

The Oxford Dictionary of Journalism by Tony Harcup, reveiw by Tor Clark of De Montfort University;

News Writing by Anna McKane review by Gary Hudson of Staffordshire University;

The Tiger That Isn’t – Seeing Through a World of Numbers by Michael Blastland and Andrew Dilnot, review by David Haywood, Coventry University

 

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