I’ve now been teaching data journalism for over a decade — from one-off guest classes at universities with no internal data journalism expertise, to entire courses dedicated to the field. In the first of two extracts from a commentary I was asked to write for Asia Pacific Media Educator I reflect on the lessons I’ve learned, and the differences between what I describe (after Daniel Kahneman) as “teaching data journalism fast” and “teaching data journalism slow”. First up, ‘teaching data journalism fast‘ — techniques for one-off data journalism classes aimed at general journalism students.
In this commentary, I outline the different pedagogical approaches I have adopted in teaching data journalism within different contexts over the last decade. In each case, there was more than enough data journalism to fill the space — the question was how to decide which bits to leave out, and how to engage students in the process. Continue reading →
How do you feel about the intertwining of computer science with journalism?
Not surprisingly, I’m quite positive about it. I think most industries benefit from being exposed to different practices and ideas, as they make you reevaluate your own habits and assumptions.
That has very much been the case with the influence of computer science on journalism: in many ways data journalism is more open and more collaborative than other parts of journalism, and that has led to some of its best work.
Eva Constantaras is a data journalist and trainer who recently wrote the Data Journalism Manual for the UN Development Program. In a special guest post she talks about the background to the manual, her experiences in working with journalists and professors who want to introduce data journalism techniques in developing nations, and why the biggest challenges not technological, but cultural.
There is a growing awareness that the challenge of teaching data journalism in many countries is split straight down the middle between teaching data and teaching journalism — where neither data science nor public interest journalism are particularly common. Open data can be a boon to democracy — but only if there are professionals capable and motivated to transform that data into information for the public. Continue reading →
For the last 18 months I’ve been talking to people across the industry, reflecting on the past 7 years of teaching the MA, and researching the forthcoming second edition of the Online Journalism Handbook. Here, then, are the key conclusions I arrived at, and how they informed the new course design:
I’ve just published a free ebook documenting a method of teaching collaborative journalism. Called ‘Stories and Streams’ the method, which was piloted last year, uses investigation teams and focuses on student-driven, peer-to-peer learning. Traditional lectures are not used.