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Experiential learning and journalism education: Special Olympics - a case study

Journal Article


Abstract


  • One of the primary challenges facing journalism educators is replicating

    the “real world” environments into which their students move once

    they graduate. Most university-based journalism programs establish

    a newsroom environment in which students undertake some subjects.

    Yet frequently they have little contact with people considered “vulnerable”–

    that is, individuals or groups who, by virtue of their race, religion,

    disability or other factors, struggle to gain access to the media.

    These groups – when they do feature in the media – can be misrepresented

    and/or negatively portrayed because journalists do not understand

    their specific circumstances. Using the IXth Special Olympics national

    Games in Adelaide in 2010 as a case study, this paper uses David

    Kolb’s Experiential Learning Theory to reveal how journalism students

    can quickly develop new skills and an appreciation of disability while

    working to daily deadline pressures.

Authors


  •   Tanner, Stephen J.. (external author)
  •   Burns, Shawn G.
  •   Green, Kerry (external author)

Publication Date


  • 2012

Citation


  • Tanner, S. J.., Burns, S. G. & Green, K. "Experiential learning and journalism education: Special Olympics - a case study." Australian Journalism Review 34 .2 (2012): 115-127.

Ro Metadata Url


  • http://ro.uow.edu.au/lhapapers/87

Number Of Pages


  • 12

Start Page


  • 115

End Page


  • 127

Volume


  • 34

Issue


  • 2

Place Of Publication


  • http://search.informit.com.au/documentSummary;dn=085024803866042;res=IELLCC

Abstract


  • One of the primary challenges facing journalism educators is replicating

    the “real world” environments into which their students move once

    they graduate. Most university-based journalism programs establish

    a newsroom environment in which students undertake some subjects.

    Yet frequently they have little contact with people considered “vulnerable”–

    that is, individuals or groups who, by virtue of their race, religion,

    disability or other factors, struggle to gain access to the media.

    These groups – when they do feature in the media – can be misrepresented

    and/or negatively portrayed because journalists do not understand

    their specific circumstances. Using the IXth Special Olympics national

    Games in Adelaide in 2010 as a case study, this paper uses David

    Kolb’s Experiential Learning Theory to reveal how journalism students

    can quickly develop new skills and an appreciation of disability while

    working to daily deadline pressures.

Authors


  •   Tanner, Stephen J.. (external author)
  •   Burns, Shawn G.
  •   Green, Kerry (external author)

Publication Date


  • 2012

Citation


  • Tanner, S. J.., Burns, S. G. & Green, K. "Experiential learning and journalism education: Special Olympics - a case study." Australian Journalism Review 34 .2 (2012): 115-127.

Ro Metadata Url


  • http://ro.uow.edu.au/lhapapers/87

Number Of Pages


  • 12

Start Page


  • 115

End Page


  • 127

Volume


  • 34

Issue


  • 2

Place Of Publication


  • http://search.informit.com.au/documentSummary;dn=085024803866042;res=IELLCC