Reflecting, blogging and learning in journalism: are journalists born or made?

Abstract

This paper describes an innovative practice in journalism education and training at James Cook University following the overhaul of its journalism program in 2009 under the Curriculum Refresh initiative. It has long been a challenge to both the student and the journalism educator when confronted with statements such as "I know what to do without thinking" or "know a good story when they see one" (Burns, 2005). Utilising a qualitative case study, it shows how integrating two learning tools – reflective practice and blogging – within the internship program serve to enhance the learning and sharing experience of journalism students. Blogging provides the opportunity to engage in more writing practice. Reflection enables students to become aware of how they learn and become socialised into the profession. Students report that confronting the contradictions between what they are expected to do and what they ultimately do made them more self-aware and confident in transforming themselves into competent and employable journalists for the 21st century newsroom.