This article presents a comparison of technical, organizational, and pedagogical structures of six curriculum-related newsrooms in journalism education in the Nordic countries. The newsrooms were selected for comparison on the basis that they had permanent physical facilities and technical channels for publication, and they presented an integral part of the curriculum. To structure this comparison, the concept of the pedagogical newsroom (PN) is introduced, described, and analyzed. It is suggested that a PN is not a direct adoption of a professional newsroom but an attempt to create a critical surplus with regard to the professional newsrooms, more generally reflecting the relationship between journalism education and the professional field of journalism.
AdamG. S. (2001). The education of journalists. Journalism: Theory, Practice and Criticism, 2, 315-339.
2.
ArnoldK. (2008). Qualität im Journalismus—ein integratives Konzept [Quality in journalism—An integrative concept.]. Publizistik, 53, 488-508.
3.
BoudD.ProsserM. (2002). Appraising new technologies for learning: A framework for development. Educational Media International, 39, 237-246.
4.
BromleyM. (2014). Field maturation in journalism: The role of hackademics as a “motley crew.”International Journal of Cultural Studies, 17, 3-19.
5.
ClarkM. D. (2015). WhichWayNC: A model for mobile media development. Journalism & Mass Communication Educator, 70, 251-263.
6.
CollinsJ. M. (2017). Leadership development in college newsroom labs: It is transactional. Journalism & Mass Communication Educator, 72, 4-23.
7.
DavenportL. D.FicoF.DeFleurM. H. (2002). Computer-assisted reporting in classrooms: A decade of diffusion and a comparison to newsrooms. Journalism & Mass Communication Educator, 57, 6-22.
8.
DeuzeM. (2001). Educating “new” journalists: Challenges to the curriculum. Journalism & Mass Communication Educator, 56, 4-17.
9.
DeuzeM. (2006). Global journalism education: A conceptual approach. Journalism Studies, 7, 19-34.
10.
DeuzeM.WitschgeT. (2017). Beyond journalism: Theorizing the transformation of journalism. Journalism: Theory, Practice and Criticism. Advance online publication. doi:10.1177/1464884916688550
11.
EberholstM. K.HartleyJ. M.OlsenM. B. (2015). Between ideals and practice: Journalism students facing ethical dilemmas in online newsroom teaching—Lessons from Denmark. Journalism & Mass Communication Educator, 71, 189-202.
12.
FranciscoT.LenhoffA.SchudsonM. (2012). The classroom as newsroom: Leveraging university resources for public affairs reporting. International Journal of Communication, 6, 2677-2697.
13.
GohD.KaleU. (2015). From print to digital platforms: A PBL framework for fostering multimedia competencies and consciousness in traditional journalism education. Journalism & Mass Communication Educator, 70, 307-323.
14.
GunawardenaaC. N.HermansaM. B.SanchezaD.RichmondaC.BohleyaM.TuttleaR. (2009). A theoretical framework for building online communities of practice with social networking tools. Educational Media International, 46, 3-16.
15.
GutscheR. E.Jr.SalkinE. R. (2011). News stories: An exploration of independence within post-secondary journalism. Journalism Practice, 5, 193-209.
16.
HallinD. C.ManciniP. (2004). Comparing media systems: Three models of media and politics. Cambridge, UK: Cambridge University Press.
17.
HarrisonJ.HirstM.de WallM. (2004). Newspace: A place, not just a platform, for a critical pedagogy in journalism (UQ eSpace). Brisbane, Australia: The University of Queensland. Retrieved from http://espace.library.uq.edu.au/view/UQ:10742
18.
HovdenJ. F.NygrenG.Zilliacus-TikkanenH. (Eds.). (2016). Becoming a journalist: Journalism education in the Nordic countries. Gothenburg, Sweden: Nordicom.
19.
IrbyJ. N. (1995). Editorial conference dialogues in the news laboratory. Journalism & Mass Communication Educator, 50, 63-78.
20.
JonesN. (2005). Teaching critical journalism: Using the “Gimlekollen Model” at the Addis Ababa University Graduate School of Journalism. Ecquid Novi: African Journalism Studies, 26, 259-263.
21.
JosephiB. (2009). Journalism education. In Wahl-JorgensenK.HanitzschT. (Eds.), The handbook of journalism studies (pp. 42-56). New York, NY: Routledge.
22.
KolbD. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall.
23.
LenhoffA. (2011). The teaching hospital: Possibilities for journalism education—Exploring university-media collaborations. New York, NY: Lambert Academic Publishing.
24.
MadisonE. (2014). Training digital age journalists: Blurring the distinction between students and professionals. Journalism & Mass Communication Educator, 69, 314-324.
NewtonE. (2012). Promise, peril of “teaching hospitals.”International Journal of Communication, 6, 2670-2673.
28.
OliverR. (2001). Developing e-learning environments that support knowledge construction in higher education. In StoneyS.BurnJ. (Eds.), Working for excellence in the economy (pp. 407-416). Churchlands, Australia: We-B Centre.
29.
OsguthorpeR. T.GrahamC. R. (2003). Blended learning environments: Definitions and directions. Quarterly Review of Distance Education, 4, 227-233.
30.
ParksP. (2015). A collaborative approach to experiential learning in university newswriting and editing classes. Journalism & Mass Communication Educator, 70, 125-240.
31.
ReeseS. D.CohenJ. (2000). Educating for journalism: The professionalism of scholarship. Journalism Studies, 1, 213-227.
32.
RobinsonS. (2013). Teaching “journalism as process”: A proposed paradigm for J-school curricula in the digital age. Teaching Journalism & Mass Communication, 3, 1-12.
33.
RothgebM. K. (2008). Creating a nursing simulation laboratory: A literature review. Journal of Nursing Education, 47, 489-494.
34.
SchönD. A. (1984). The reflective practitioner: How professionals think in action. New York, NY: Basic Books.
35.
SchönD. A. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. San Francisco, CA: Jossey-Bass.
36.
SegraveS.HoltD. (2003). Contemporary learning environments: Designing e-learning for education in the professions. Distance Education, 24, 7-24.
37.
ShafferD. W. (2006). Epistemic frames for epistemic games. Computers & Education, 46, 223-234.
38.
SkinnerD.GasherM. J.ComptonJ. (2001). Putting theory to practice: A critical approach to journalism studies. Journalism: Theory, Practice and Criticism, 2, 341-360.
39.
TullochC. D.Mas ManchónL. (2017). The classroom is the newsroom: CNA: A wire service journalism training model to bridge the theory versus practice dichotomy. Journalism & Mass Communication Educator. Advance online publication. doi:10.1177/1077695816686590
40.
van MerrienboerJ. J. G.JelsmaO.PaasF. G. W. C. (1992). Training for reflective expertise: A four-component instructional design model for complex cognitive skills. Educational Technology Research and Development, 40, 23-43.
41.
WallM. (2015). Change the space, change the practice? Re-imagining journalism education with the Pop-Up Newsroom. Journalism Practice, 9, 123-137.
42.
WeibullL. (2009). The Northern European / Democratic Corporatist media model countries: Introduction. In TerzisG. (Ed.), European journalism education (pp. 71-77). Bristol, UK: Intellect.
43.
WengerE. (1998). Communities of practice: Learning, meaning, and identity. Cambridge, UK: Cambridge University Press.
44.
WilsonB. G. (Ed.). (1996). Constructivist learning environments: Case studies in instructional design. Englewood Cliffs, NJ: Educational Technology Publications.
45.
WyssV. (2012). Qualitätsmanagement in Redaktionen [Quality management in newsrooms]. In MeierK.NeubergerC. (Eds.), Journalismusforschung: Stand und Perspektiven. Baden-Baden, Germany: Verlag Nomos, 89-104.
46.
ZelizerB. (1997). Journalists as interpretive communities. In BerkowitzD. (Ed.), Social meanings of news: A text-reader (pp. 410-419). Thousand Oaks, CA: SAGE.
