2022 WJEC online conference streams

Reimagining Journalism Education in the Age of Change

 

Conference streams: The 2022 WJEC online conference will run in parallel streams. Inspired by the format of WJEC syndicates, these sessions will focus on the following themes:

 

Covid-19 and journalism education 

Chair: Pascal Guenee, professor, Paris-Dauphine University, France

Expert: Karen Fowler-Watt, associate professor, Bournemouth University, England, UK

Rapporteur: Marc-Francois Bernier, professor, University of Ottawa, Canada

 

The COVID-19 pandemic has had a specific impact on journalism schools. Journalism education, and newsrooms, have had to adapt in real time due to  lockdowns. And not only permanent teachers needed to adapt their teaching methods, but also part-time faculty and everyone else involved in the education experience. This stream focuses on how Covid era journalism education has adapted and continues to adapt. Topics include student recruitment, adaptation of teaching and assessment methods, and links with  industry, including internships and professional development. Finally, it will look at the future of these systems, often set up in an emergency. When the situation returns to normal, will the training of journalists be permanently modified?

Expert Report

 

Teaching journalism online

Co-chairs & co-experts: Susan Keith, associate professor, Rutgers University, US & Raluca Cozma, Kansas State University, U.S.

Rapporteur: T.J. Thomson, Queensland University of Technology, Australia

 

The World Health Organization’s March 2020 declaration that the COVID-19 virus was a pandemic led to an estimated 1.6 billion learners, including university journalism students, leaving classrooms. However, many were able to continue learning since instructors shifted classes to remote or online delivery. For instructors with experience teaching online, the adjustment has been minimal. For others, teaching online for the first time during a constantly changing situation has been challenging. This stream, led by editors of a UNESCO handbook on teaching journalism online, will examine what the transition has taught us and what tension points remain surrounding the online delivery of journalism education.

Expert Report

 

Journalism education in the age of misinformation

Chair:  Nico Drok, professor, Windesheim UAP, Belgium

Expert: Alex Wake, associate professor, RMIT University, Australia

Rapporteur: Sonia Virginia Moreira, professor, State University of Rio de Janeiro, Brazil

 

Intentional misinformation is a strategy that has been used for centuries as an instrument of disputing power and influencing public opinion in favor of particular ideas or projects. In the current stage of widespread “infodemia,” where both accurate and inaccurate information rapidly intertwine during a pandemic, it is necessary to highlight the importance of the journalistic field as a potential fair mediator. This stream seeks to capture information about what is currently being taught in journalism programs across the world, discuss challenges and opportunities for journalism students, and discuss ways journalism educators can help the public and the industry deal with misinformation and disinformation.

Expert Report

 

Bridging the gap between the classroom and the newsroom 

Chair: Susan Harada, associate professor, Carleton University, Canada

Expert: Trish Audette-Longo, assistant professor, Carleton University, Canada

Rapporteur: Desiree Hill, assistant professor, University of Central Oklahoma

 

Journalism programs are constructed to provide a range and depth of professional knowledge and skills to enable students to bridge the classroom and the newsroom. As opportunities in traditional newsrooms shrink and 21^st century newsrooms increasingly expand into digital spaces and take on alternative forms, journalism educators are confronting new pedagogical challenges—not just those related to the mastery of advanced journalistic tools, but also those connected to evolving newsroom values. This stream will discuss challenges inherent in shaping future curricula while exploring opportunities for journalism educators to develop pedagogical approaches that push beyond the replication of traditional newsroom culture.

Expert Report

 

Teaching journalism in the era of social networks 

Chair: Anna Gladkova, leading researcher, Lomonosov Moscow State University, Russia

Expert: Elena Vartanova, professor, Lomonosov Moscow State University, Russia

Rapporteur: Michal Glowacki, associate professor, University of Warsaw, Poland

 

This stream seeks to explore the ongoing transformation of journalism education under digitalization, the rise of social media, and the changing roles of journalists, educators, and audiences in the liquid reality surrounding us. We will discuss how journalism education and media literacy programs are developing, enabling people to fully use the benefits of the online realm: civic engagement, social activism, communication in online spaces, self-representation, the use of digital services and much more. We will also discuss how effective the usage of social media and e-learning are as educational tools for journalism studies (including digital journalism), looking at best practices and challenges from different national and cultural contexts around the world.

Expert Report

 

AI and the journalism curriculum 

Chair/Expert: Maarit Jaakkola, associate professor, University of Gothenburg, Sweden

Rapporteur: Jenny Wiik, senior lecturer, University of Gothenburg, Sweden

 

How should the emerging area of AI be integrated into the journalism curriculum? How to cover topics like artificial intelligence (AI), machine learning, automation and human-centred computation in journalism? What kind of competence and knowledge should journalism educators be equipped with when teaching AI? This session addresses the ethical challenges that AI presents for educators of journalism and journalistic practice, highlighting the existing and emerging policy recommendations and frameworks, emerging journalistic practices, as well as the possibilities and threats that journalism needs to face when regarding AI as a public concern.

Expert Report

 

Journalism education and inclusive society

Chair: Tara Ross, senior lecturer, University of Canterbury, New Zealand

Expert: Roza Tsagarousianou,  reader in Media and Communications, University of Westminster, England, UK

Rapporteur: Ann Auman, professor, University of Hawai’i at Mānoa, U.S.

 

When journalism fails to reflect diverse communities and perspectives it fails in its mission to serve society through accurate and ethical storytelling. Consequently, journalism students must develop inclusive practices to ensure representative and accurate coverage, from reflecting on their biases and auditing their work to embracing humility and building relationships with the communities they serve. This stream discusses what we as journalism academics are doing to model and teach inclusive practice, as well as ways we can develop more inclusive curricula and advocate for improved diversity, equity, and social justice within our academic and media institutions.

Expert Report

 

Research-led journalism education

Chair: Susanne Fengler, professor, Dortmund University, Germany

Expert: Angela Romano, associate professor, Queensland University of Technology, Australia

Rapporteur: Merja Myllylahti, senior lecturer, Auckland University of Technology, New Zealand

 

Across countries, journalism studies and mass communication have been growing academic fields, reflecting the fundamental impact of media on societies. They have also produced a wealth of studies – empirical as well as theoretical – that journalism education can draw on. This stream seeks to encourage research-led journalism education by focusing on exemplary educational projects built on journalism research, highlighting best practice cases from all continents, and serving as a platform to connect interested WJEC members. Strategic collaborations between journalism educators and media scholars may emerge to be highly relevant for the latter as these collaborations will increase their public outreach to key stakeholder groups.

Expert Report

 

Journalism education and climate change

Chair: Margaret Hughes, senior lecturer, University of the West of Scotland, UK

Expert: Chris Paterson, professor, University of Leeds, England, UK

Rapporteur: David Baines, senior lecturer, Newcastle University, England, UK

 

Journalism’s civic responsibility to the peoples of the world is to report accurately, truthfully, and knowledgeably about the threat of climate change. As journalism educators we must enable journalists of the future to be prepared for this challenge. This session will explore key issues in reporting climate change, such as how climate change science is communicated through the news media and how it is taught within the academy. It will also examine related economic, social, and cultural issues. Finally, it will require journalism educators to examine the interdisciplinary nature and need to draw expertise from across universities to best equip students with the knowledge and understanding they need for quality reporting on the climate crisis.

Expert Report

 

Press freedom and journalism education

Chair: Epp Lauk, professor, University of Tartu, Estonia

Expert: Kristin Skare Orgeret, professor, Oslo Metropolitan University, Norway

Rapporteur: Kristina Juraite, Professor, Vytautas Magnus University, Lithuania

 

There is no democracy without press freedom, which enables the news media to provide citizens quality information and a forum for deliberative communication. Without freedom to express pro and con views, to argue for “heretic opinions” or “wrong views,” winners of political elections will be able to silence oppositional voices. Furthermore, press freedom is the main prerequisite for investigative journalism, which helps to hold those in power accountable. This stream focuses on how press freedom is interpreted in digital societies and dealt with internationally in journalism teaching, both theoretically and methodologically. Finally, it will discuss the challenges of teaching press freedom especially within contemporary digital media environments.

Expert Report

 

Journalism education and cancel culture

Chair: Linda Steiner, professor, University of Maryland, U.S.

Expert: Jennifer Keohane, assistant professor, University of Baltimore, U.S.

Rapporteur: Milica Pesic, executive director, Media Diversity Institute, London, UK

 

Many agree that “cancel culture” involves the use of media, especially social media, to publicly criticize someone causing harm or damage to a person or group. Yet the term is used in very different ways on behalf of very different and complex agendas. This stream will define cancel culture and examine how journalists are implicated in it, especially given claims that elite media (“woke media”) are responsible for cancelling people, and related free speech implications. Finally, it will address how journalism educators can prepare students to avoid both the excesses of cancel culture and vehement accusations that they have shielded wrong-doers; and how journalism students can learn best practices regarding how to explain to various audiences their decision-making practices.

Expert Report

 

Special Session: Meet the Editors

The format of the conference, inspired by syndicates, involves:

• Expert reports
• Submitting abstracts
• Outlining one’s arguments and views on a selected topic in an online conversation ahead of the conference
• Participating in a live conference discussion about the most common issues raised and recommendations proposed to improve journalism education worldwide

WJEC Online Conference June 30, 2022

* Note that all times listed are in U.S. Central Time

 

8:00-9:00 a.m.	Welcome Address   Keynote Address: Global media systems in an age of change	Verica Rupar, Auckland University of Technology, New Zealand, WJEC Chair   Daniela Dimitrova,  Iowa State University, U.S.
9:00-10:30 a.m.	STREAM 1: Covid-19 and journalism education  Chair: Pascal Guenee, professor, Paris-Dauphine University, France Expert: Karen Fowler-Watt, associate professor, Bournemouth University, England, UK Rapporteur: Marc-Francois Bernier, professor, University of Ottawa, Canada   The COVID-19 pandemic has had a specific impact on journalism schools. Journalism education, and newsrooms, have had to adapt in real time due to  lockdowns. And not only permanent teachers needed to adapt their teaching methods, but also part-time faculty and everyone else involved in the education experience. This stream focuses on how Covid era journalism education has adapted and continues to adapt. Topics include student recruitment, adaptation of teaching and assessment methods, and links with  industry, including internships and professional development. Finally, it will look at the future of these systems, often set up in an emergency. When the situation returns to normal, will the training of journalists be permanently modified?
	Ab-normalizing trauma for journalists in a post-pandemic world: Implications for the future of journalism education in South Asia	Archana Kumari (Central University of Jammu)
	Analysis of editions of the Questão de Ordem, the laboratory newspaper of the Federal University of Paraíba (UFPB) about the phenomenon of the COVID-19 pandemic: Tools and new teaching-learning strategies in times of isolation	Carlos A F de AzevedoFilho (Federal University of Paraíba)
	Journalism teaching practices during the COVID-19 pandemic:  Qualitative analysis of teachers’ attitudes	Dali Osepashvili (International Black Sea University)
	Online media education in the Arab world during COVID-19: Comparing Experiences of Students and Instructors in Egypt and UAE	Rasha El-Ibiary (Future University in Egypt) & Maha Attia (Ajman University)
	Pandemic-induced adaptability and resilience in the virtual delivery of Philippine journalism education: A phenomenological case study	Jasmine Joy Roscele B. Salanga, Jeremaiah M. Opiniano, Tyrone Jasper Piad & Ralph Edwin Villanueva (University of Santo Tomas)
	Preparing students for a remote working life in journalism	Ben Parsons (University of Brighton)
	Responding to COVID-19 challenges through innovative journalism education: A COIL project between the Durban University of Technology and California State University	Maud Blose (Durban University of Technology)
	Russian journalism educators facing COVID-19 pandemic: The dynamics of challenges	Maria M. Lukina & Elena Vartanova (Moscow State University)
	Teaching broadcast news production at the time of COVID–19	Nurhaya Muchtar (Indiana University of Pennsylvania)
	Teaching journalism online in times of coronavirus in journalism schools in Arab countries	Nouha Belaid (Université Centrale)
	The Journalism Observatory in the Brazilian Semiarid region and the strategies to combat misinformation in times of COVID-19	Sandra Raquew dos Santos Azevêdo (Universidade Federal da Paraíba)
	Video tutorials and digital complementary activities to improve digital skills learning while remote during the COVID pandemic	Arly Faundes (Pontificia Universidad Catolica de Chile)
9:00-10:30 a.m.	STREAM 2: Teaching journalism online Co-chairs & co-experts: Susan Keith, associate professor, Rutgers University, US & Raluca Cozma, Kansas State University, U.S. Rapporteur: T.J. Thomson, Queensland University of Technology, Australia   The World Health Organization’s March 2020 declaration that the COVID-19 virus was a pandemic led to an estimated 1.6 billion learners, including university journalism students, leaving classrooms. However, many were able to continue learning since instructors shifted classes to remote or online delivery. For instructors with experience teaching online, the adjustment has been minimal. For others, teaching online for the first time during a constantly changing situation has been challenging. This stream, led by editors of a UNESCO handbook on teaching journalism online, will examine what the transition has taught us and what tension points remain surrounding the online delivery of journalism education.
	A Cable to China: An international journalism project in a context of confinement	Enrique Núñez-Mussa (Michigan State University), Francisco J. Fernández Medina (Pontificia Universidad Católica de Chile), Gabriela Campillo (Independent Researcher) & Camila  Bonilla (Independent Researcher)
	Beyond online classroom borders:  A journalism exchange program between Yemeni and U.S. students and professors	Jeannine E. Relly (The University of Arizona), Safa Ajlan (The University of Aden), Saoussen Ben Cheikh (Internews), Monica Chadha (The University of Arizona), Sara  Shehab Ghaleb (Taiz University) & Naser  Arram (University of Saba Region)
	Collaborative learning experience in online spaces	Ruhan Zhao (Communication University of China)
	Facilitating a creative culture through teaching journalism online	Johanna M  Payton (City University of London)
	Fostering community and engagement in online “classrooms”	Dave Bostwick (University of Arkansas)
	Online instruction of journalism, media and communication in times of COVID-19: Examining lecturers’ experiences from Zambia	Carole Phiri-Chibbonta (University of Zambia), Roberta Muchangwe (University of Zambia) & Elastus Mambwe (University of Cape Town)
	Teaching journalism virtually: Making the best out of webinars, platforms and social media	Alejandro  Guerrero, Sandra Vera-Zambrano & Constanza García Gentil (Universidad Iberoamericana)
	Teaching though mobile technology during a cyber-attack (in a pandemic)	Kelly Fincham (National University Ireland Galway)
	Teaching writing and reporting-intensive courses online	Kelly Fincham (National University Ireland Galway)
	Teaching audio production and podcasting online	Kim Fox (The American University in Cairo)
	Using low-fi methods for online teaching in scarce-resource settings: A case study of Ghana Institute of Journalism	Zakaria Tanko (Ghana Institute of Journalism)
	Working with various types of learners online	Karen M. Turner (Temple University)
9:00-10:30 a.m.	STREAM 3: Journalism education in the age of misinformation Chair:  Nico Drok, professor, Windesheim UAP, Belgium Expert: Alex Wake, associate professor, RMIT University, Australia Rapporteur: Sonia Virginia Moreira, professor, State University of Rio de Janeiro, Brazil   Intentional misinformation is a strategy that has been used for centuries as an instrument of disputing power and influencing public opinion in favor of particular ideas or projects. In the current stage of widespread “infodemia,” where both accurate and inaccurate information rapidly intertwine during a pandemic, it is necessary to highlight the importance of the journalistic field as a potential fair mediator. This stream seeks to capture information about what is currently being taught in journalism programs across the world, discuss challenges and opportunities for journalism students, and discuss ways journalism educators can help the public and the industry deal with misinformation and disinformation.
	College radio stations: An intelligent tool to combat misinformation	Lenize Villaça Cardoso (Fatec Ipiranga)
	Development of critical thinking and practical verification skills in the Journalism Research Lab	Petra Kovačević, Tena Perišin & Dejan Oblak (University of Zagreb)
	Empowering and equipping students to detect and fact-check misinformation at Artevelde University of Applied Sciences (Ghent, Belgium)	Dries Rombouts (Artevelde University of Applied Sciences)
	EUfactcheck: Joint misinformation fighters in journalism education	Carien Touwen (HU University of Applied Sciences)
	Fact-checking in the Spanish university context: Training initiatives and major challenges	Victoria Isabel Moreno-Gil (Nebrija University), María-Ángeles Chaparro-Domínguez (Complutense University of Madrid) & Marta Pérez Pereiro (Universidade de Santiago de Compostela)
	Hate speech and disinformation in political journalism: A case study from Brazil	Eloisa J.C. Klein (Federal University of Pampa)
	Media analysis: From critical thinking to computational thinking or when narratives meet databases	Radu M. Meza (Babeș-Bolyai University)
	Misinformation and journalism skills classes	Alyssa Appelman (Northern Kentucky University)
	Reporting migration in a tsunami of misinformation: Developing a curriculum for journalism schools	Tom Felle (National University of Ireland Galway)
	Resilient strategies to tackle disinformation	Lars Rinsdorf (Hochschule der Medien, Stuttgart)
	Teaching media literacy to journalism students in the context of infodemic: The experience of ObservInfo at University of Brasilia	Fábio Pereira, Rafiza Varão, Cristinte  Marquetto, Liliane  Machado, Mariana Fagundes  Ausani & Nathália Coelho da  Silva (University of Brasilia)
	The concept of journalistic culture in bachelor’s education and the reliability of information	Kamilla R Nigmatullina (Saint Petersburg State University)
	The EJTA “EU Fact Check”-project: International collaboration by students during the pandemic	Andrea Czepek (Jade University of Applied Sciences)
	Warning lights and (un)checkability. Detecting “warning lights” for misinformation. Towards a rigorous, teachable methodology for prima facie detection of shaky claims	Frederik Marain (AP University College)
9:00-10:30 a.m.	STREAM 4: Bridging the gap between the classroom and the newsroom  Chair: Susan Harada, associate professor, Carleton University, Canada Expert: Trish Audette-Longo, assistant professor, Carleton University, Canada Rapporteur: Desiree Hill, assistant professor, University of Central Oklahoma   Journalism programs are constructed to provide a range and depth of professional knowledge and skills to enable students to bridge the classroom and the newsroom. As opportunities in traditional newsrooms shrink and 21st century newsrooms increasingly expand into digital spaces and take on alternative forms, journalism educators are confronting new pedagogical challenges—not just those related to the mastery of advanced journalistic tools, but also those connected to evolving newsroom values. This stream will discuss challenges inherent in shaping future curricula while exploring opportunities for journalism educators to develop pedagogical approaches that push beyond the replication of traditional newsroom culture.
	Teaching critical competencies or engaging new practices in journalism education	Andreas Veglis & Nikolaos Panagiotou (Aristotle University of Thessaloniki)
	An assessment of journalism education and newsroom convergence in Ghana	Rainbow Sackey (University of Education,  Ghana), Elizabeth O. Asiamah & Gifty Appiah-Adjei (University of Education, Winneba)
	Computation, creativity and the C-Suite: Preparing students for data journalism industry advancement	Jan L. Boyles (Iowa State University)
	Dislocating pioneer journalists in the classroom:  Mainstreaming data journalism education in Indonesia	Yearry P. Setianto (Universitas Multimedia Nusantara)
	Educating journalists for new arrangements of work: The collaboration between university and a digital and independent newsroom	Débora L. Gadret (Unisinos University)
	Guiding the classroom multimedia journalist into the devolved post-Covid newsroom	James P. Mahon (University of the West of Scotland)
	How do J-schools bridge the school and the beat? Observations from a two-round journalism education  census in the Philippines	Jasper Emmanuel Arcalas, Hajji Kaamiño, Rodolfo Serafin Lozada & Jeremaiah Opiniano (University of Santo Tomas)
	Remote work-integrated learning in journalism education: a case study of a South African university	Sisanda B. Nkoala & John Bulani (Cape Peninsula University of Technology)
	Reshaping education in journalism: Four scenarios for 2030	Maaike K. Severijnen (University of Applied Sciences Utrecht)
	Rethinking a Chinese model of global journalism in multi-languages: Global news practice for the Beijing 2022 Winter Olympics	Ke Guo (Shanghai International Studies University)
	Teaching metajournalism that better serves audiences’ needs: Normative implications from focus groups with Québec journalists, political staffers, and media users	Philippe Rodrigues-Rouleau (University of Ottawa)
	The changing face of journalism education in the MENA region: How digital disruptions are re-defining journalism curricula at Arab universities	Mohammad Ayish I. Ayish (American University of Sharjah)
	Using digital games to bridge the gap between journalism theory and practice	Bruce Gillespie (Wilfrid Laurier University)
9:00-10:30 a.m.	STREAM 5: Journalism education and inclusive society Chair: Tara Ross, senior lecturer, University of Canterbury, New Zealand Expert: Roza Tsagarousianou,  reader in Media and Communications, University of Westminster, England, UK Rapporteur: Ann Auman, professor, University of Hawai’i at Mānoa, U.S.   When journalism fails to reflect diverse communities and perspectives it fails in its mission to serve society through accurate and ethical storytelling. Consequently, journalism students must develop inclusive practices to ensure representative and accurate coverage, from reflecting on their biases and auditing their work to embracing humility and building relationships with the communities they serve. This stream discusses what we as journalism academics are doing to model and teach inclusive practice, as well as ways we can develop more inclusive curricula and advocate for improved diversity, equity, and social justice within our academic and media institutions.
	Dismantling division through decolonization: Marginalized knowledge and journalism education	Tito Ambyo (RMIT University)
	Feel the fear: Time for journalism educators to get personal with indigeneity	Bernard J. Whelan (Massey University)
	Imagining more equitable futures through sustainability-centered thinking	Patrick R. Johnson (University of Iowa)
	Journalism educators in dialogue: An international cooperation of journalism trainers on teaching new ways of dialogue between journalists and audiences	Niek  Hietbrink (Windesheim University of Applied Sciences)
	How journalism students can avoid being extractive	Magda D. Konieczna (Concordia University)
	MDI inclusive journalism  program: Combining theory and practice	Milica Pesic (Media Diversity Institute)
	Modelling EDI in journalism teaching materials	Sarah J. Drummond  (Newcastle University)
	Respect, responsibility, relationship and reciprocity: Lessons from applying Netukulimk to student journalism in Mi’kma’ki	Terra Tailleur & Trina Roache (University of King’s College)
9:00-10:30 a.m.	STREAM 6: Teaching journalism in the era of social networks  Chair: Anna Gladkova, leading researcher, Lomonosov Moscow State University, Russia Expert: Elena Vartanova, professor, Lomonosov Moscow State University, Russia Rapporteur: Michal Glowacki, associate professor, University of Warsaw, Poland   This stream seeks to explore the ongoing transformation of journalism education under digitalization, the rise of social media, and the changing roles of journalists, educators, and audiences in the liquid reality surrounding us. We will discuss how journalism education and media literacy programs are developing, enabling people to fully use the benefits of the online realm: civic engagement, social activism, communication in online spaces, self-representation, the use of digital services and much more. We will also discuss how effective the usage of social media and e-learning are as educational tools for journalism studies (including digital journalism), looking at best practices and challenges from different national and cultural contexts around the world.
	Challenge in teaching platform and journalism relations: Platforms have not just one role, but many simultaneous ones	Merja H. Myllylahti (AUT)
	Challenging Western perceptions of digital networks: The case of (critical) WeChat	Yubo Wang & Robert E. Gutsche Jr (Lancaster University)
	Creating media projects in social media: A case of project-based journalism education	Anna S. Smoliarova (St. Petersburg University)
	Dilemma and breakthrough of news education in the era of social media	Ziming Yuan (Communication University of China)
	Framing diffusion: Nepalese journalism education in the 21st century	Bhanu B. Acharya (University of Ottawa)
	Grooming good journalism in the social global village	Sumitra Srinivasan (The University of Toledo)
	Teaching journalism to digital natives in the era of social media fever	Danara Ismetova (AlmaU University)
	The problems of COVID-19 “fakes” on social media in Kazakhstan	Karlyga N. Myssayeva (al-Farabi Kazakh National University)
	Towards platform pedagogy: Challenges and open questions in teaching journalistic production in social media	Maarit Dr. Jaakkola (University of Gothenburg) & Panu P. Uotila (University of Jyväskyä)
10:45 a.m. -12:15 p.m.	STREAM 7: AI and the journalism curriculum  Chair/Expert: Maarit Jaakkola, associate professor, University of Gothenburg, Sweden Rapporteur: Jenny Wiik, senior lecturer, University of Gothenburg, Sweden   How should the emerging area of AI be integrated into the journalism curriculum? How can we best cover topics like artificial intelligence (AI), machine learning, automation and human-centred computation in journalism? What kind of competence and knowledge should journalism educators be equipped with when teaching AI? This session addresses the ethical challenges that AI presents for educators of journalism and journalistic practice, highlighting existing and emerging policy recommendations and frameworks, emerging journalistic practices, and the possibilities and threats that journalism needs to face when regarding AI as a public concern.
	Learning journalism in virtual reality: Effects on performance, emotion, and engagement	Zhi Li (Communication University of China)
	Teaching artificial intelligence in journalism education: Possibilities and pitfalls	Maarit Dr. Jaakkola (University of Gothenburg)
	We need to talk about numeracy and journalism (again)	Collette M. Snowden (University of South Australia)
	When YouTube is not fun: AI ethical issues for journalism education	Yanjun Zhao (Cameron University)
10:45 a.m. -12:15 p.m.	STREAM 8: Research-led journalism education Chair: Susanne Fengler, professor, Dortmund University, Germany Expert: Angela Romano, associate professor, Queensland University of Technology, Australia Rapporteur: Merja Myllulahti, senior lecturer, Auckland University of Technology, New Zealand   Across countries, journalism studies and mass communication have been growing academic fields, reflecting the fundamental impact of media on societies. They have also produced a wealth of studies – empirical as well as theoretical – that journalism education can draw on. This stream seeks to encourage research-led journalism education by focusing on exemplary educational projects built on journalism research, highlighting best practice cases from all continents, and serving as a platform to connect interested WJEC members. Strategic collaborations between journalism educators and media scholars may emerge to be highly relevant for the latter as these collaborations will increase their public outreach to key stakeholder groups.
	From research on journalism education to research in journalism education	Marcus Kreutler (TU Dortmund University)
	Research-led journalism curriculum in public universities in Ghana	Elizabeth O. Asiamah (University of Education, Winneba), Gifty Appiah-Adjei (University of Education, Winneba) & Rainbow Sackey (University of Education,  Ghana)
	Teaching emotional engagement through artistic journalism	Stijn Postema (University of Amsterdam/ Ede Christian University of Applied Sciences)
	Teaching journalism in a networked world: (Investigative) cross-border journalism consortia and its influence on journalism education	Thomas Eckerl & Oliver Hahn (University of Passau )
	The TAKE CARE approach to teaching trauma-informed reporting	Matthew E. Pearson (Carleton University)
10:45 a.m. -12:15 p.m.	STREAM 9: Journalism education and climate change Chair: Margaret Hughes, senior lecturer, University of the West of Scotland, UK Expert: Chris Paterson, professor, University of Leeds, England, UK Rapporteur: David Baines, senior lecturer, Newcastle University, England, UK   Journalism’s civic responsibility to the peoples of the world is to report accurately, truthfully, and knowledgeably about the threat of climate change. As journalism educators we must enable journalists of the future to be prepared for this challenge. This session will explore key issues in reporting climate change, such as how climate change science is communicated through the news media and how it is taught within the academy. It will also examine related economic, social, and cultural issues. Finally, it will require journalism educators to examine the interdisciplinary nature and need to draw expertise from across universities to best equip students with the knowledge and understanding they need for quality reporting on the climate crisis.
	Are they concerned? Climate change urgency and perception of journalistic responsibility among journalism students in Nigerian tertiary institutions	Chinedu C. Odoemelam & Queen Odoemelam (Igbinedion University Okada)
	Climate change	Elizabeth  Burch  (California State University, Sonoma)
	Climate change coverage:  Let’s give journalism students a new 360° vision	Anne Tézenas du Montcel & Urmi Goswami (Dauphine)
	How can journalism education respond to the reporting of the climate crisis in a powerful and positive way?	Anna R. Turns (Environmental journalist)
	Journalism education and climate change issues in Ghana	Gifty Appiah-Adjei (University of Education, Winneba), Rainbow Sackey (University of Education,  Ghana) & Elizabeth O. Asiamah (University of Education, Winneba)
	Research-based facts by Fijian, Mexican & Gambian women in climate change discourses on selected social media	Ashiyan Ian Rahmani (California State University – East Bay)
	Resources for climate change integration in the journalism curriculum	Chris Paterson, Jasmin  Surm, Cathleen  Legrand  & Nely Konstantinova  (University of Leeds)
	Timeliness and reporting the climate crisis	Dan Rowe (Humber College)
	Zagreb News Lab: Reporting on climate changes	Tena Perišin, Petra Kovačević & Dejan Oblak (Faculty of Political Science, University of Zagreb)
10:45 a.m. -12:15 p.m.	STREAM 10: Press freedom and journalism education Chair: Epp Lauk, professor, University of Tartu, Estonia Expert: Kristin Skare Orgeret, professor, Oslo Metropolitan University, Norway Rapporteur: Kristina Juraite, Professor, Vytautas Magnus University, Lithuania   There is no democracy without press freedom, which enables the news media to provide citizens quality information and a forum for deliberative communication. Without freedom to express pro and con views, to argue for “heretic opinions” or “wrong views,” winners of political elections will be able to silence oppositional voices. Furthermore, press freedom is the main prerequisite for investigative journalism, which helps to hold those in power accountable. This stream focuses on how press freedom is interpreted in digital societies and dealt with internationally in journalism teaching, both theoretically and methodologically. Finally, it will discuss the challenges of teaching press freedom especially within contemporary digital media environments.
	Aspiration and limitation: Academic journalism education between the ideal and the real	Monika Lengauer (TU Dortmund University)
	Freedom of expression of Russian-speaking media in the Baltic Region	Bela V. Lebedeva (St. Petersburg State University)
	Freedom within institutions: Pedagogical implications of teaching by doing journalism	Franz Kruger (University of the Witwatersrand)
	How important is ethics in journalism profession and education? Attitudes of undergraduate and graduate journalism students in Croatia	Dunja Majstorović, Željana Ivanuš & Gordana Vilović (Faculty of Political Science Zagreb University)
	International journalism and media studies: Emerging challenges of teaching a growing field to a global audience	Mohammed Alrmizan (City, University of London)
	Reinforcing communicative agency in a fluid media environment: Evidence from the Baltic states	Aukse Balcytiene & Kristina Juraite (Vytautas Magnus University)
	Teaching journalism ethics for press freedom	Sarah B. Fisher (University of Florida)
	The challenges of teaching journalism in Egypt	Kim Fox, Nadine Elsayed, (The American University in Cairo)
10:45 a.m. -12:15 p.m.	STREAM 11: Journalism education and cancel culture Chair: Linda Steiner, professor, University of Maryland, U.S. Expert: Jennifer Keohane, assistant professor, University of Baltimore, U.S. Rapporteur: Milica Pesic, executive director, Media Diversity Institute, London, UK   Many agree that “cancel culture” involves the use of media, especially social media, to publicly criticize someone causing harm or damage to a person or group. Yet the term is used in very different ways on behalf of very different and complex agendas. This stream will define cancel culture and examine how journalists are implicated in it, especially given claims that elite media (“woke media”) are responsible for cancelling people, and related free speech implications. Finally, it will address how journalism educators can prepare students to avoid both the excesses of cancel culture and vehement accusations that they have shielded wrong-doers and how journalism students can learn best practices regarding how to explain to various audiences their decision-making practices.
	Zaneta Trajkoska	Institute of Communication Studies
	Milica Pesic Valbona Sulce Kolgeci Zrinjka Perusko	Media Diversity Institute Albanian Woman in Audiovosual University of Zagreb
	Zahera Harb	City University of London
	Eric Heinze	Queen Mary University of London/Media Diversity Institute
	Anna  Szilagyi	Words Break Bones
	Gordana Vilović	Zagreb University
	Marina Tuneva	Council of Media Ethics
	Lejla Turcilo	University of Sarajevo
	Georgios Terzis	Vrije Universiteit Brussel
	Edmundo Bracho	University of Westminster
	Thomas Siomos	Aristotle University Thessaloniki
12:30-1:30 p.m.	Meet the editors at WJEC This panel will feature the editors of the three association-wide (as opposed to divisional) journals published by the Association of Education in Journalism and Mass Communication (AEJMC), all of which are quarterly, peer-reviewed and members of the Committee on Publication Ethics (COPE). The editors will explain their particular theoretical and methodological interests and specific reviewing processes, as well as their length and structural requirements, and will also address audience concerns about general reviewing and publication processes in journalism, media studies, communication journals.
	Daniela Dimitrova	Iowa State University, Journalism & Mass Communication Quarterly (JMCQ)
	Jami A. Fullerton	Oklahoma State University, Journalism & Mass Communication Educator (JMCE)
	Linda Steiner	University of Maryland, Journalism & Communication Monographs (JCM)

Register for the conference:

 

Faculty/Professional

Student

WJEC 2022 Online Conference – Final reports by Streams

1. Covid-19 and journalism education
2. Teaching journalism online
3. Journalism education in the age of misinformation
4. Bridging the gap between the classroom and the newsroom
5. Teaching journalism in the era of social networks
6. AI and the journalism curriculum
7. Journalism education and inclusive society
8. Research-led journalism education
9. Press freedom and journalism education
10. Journalism education and cancel culture