Reassessing Journalistic Pedagogy

Abstract

In the challenge of preparing broadcast journalism students for the realities of a high-pressured newsroom during an actual political news event, journalism programmes must embrace new pedagogies while underscoring the fundamentals of journalism. This commentary examines the challenges and practical and instructional opportunities for broadcast journalism students of Howard University’s Department of Media, Journalism and Film, while covering the 2014 US Midterm Election. The author explains how her individual experience as a veteran news industry professional-turned journalism academic, influenced and informed processes, practices and outcomes for student journalists who lacked experience and in some cases interest in the political process. The students witnessed first-hand the plethora of challenges facing modern-day newsrooms during a major news event, which served as a reminder of the uncertainties of the profession while emphasizing the value of preparedness. Findings suggest the compelling need to focus on deadline management, develop students’ ability to successfully master ever-present ethical encounters and re-evaluate approaches for addressing the mutable realities of teaching millennium journalism students. Finally, an analysis of the realities of working in a classroom-turned-broadcast newsroom is offered.