Our new media landscape of social networking, blogging, and interactivity has forever changed how media content is produced and distributed. Choices about how to gather, evaluate and publish information are ever more complex. This blurring of boundaries between general public values and the values of media professionals has made media ethics an essential issue for media professionals, but also demonstrates how it must be intrinsically part of the wider public conversation. This book teaches students to navigate ethical questions in a digital society and apply ethical concepts and guidelines to their own practice. Using case studies, judgement call boxes and further reading, Understanding Media Ethics clarifies the moral concepts in media contexts, and enables students to apply them to practical decision making through real-life worked examples. Covering key topics such as media freedoms, censorship, privacy, standards, taste, regulation, codes of practice and the ethics of representation, this is an essential guide for students in journalism, media, communication and public relations.
Many teens today who use the Internet are actively involved in participatory cultures—joining online communities (Facebook, message boards, game clans), producing creative work in new forms (digital sampling, modding, fan videomaking, fan fiction), working in teams to complete tasks and develop new knowledge (as in Wikipedia), and shaping the flow of media (as in blogging or podcasting). A growing body of scholarship suggests potential benefits of these activities, including opportunities for peer-to-peer learning, development of skills useful in the modern workplace, and a more empowered conception of citizenship. Some argue that young people pick up these key skills and competencies on their own by interacting with popular culture; but the problems of unequal access, lack of media transparency, and the breakdown of traditional forms of socialization and professional training suggest a role for policy and pedagogical intervention. This report aims to shift the conversation about the "digital divide" from questions about access to technology to questions about access to opportunities for involvement in participatory culture and how to provide all young people with the chance to develop the cultural competencies and social skills needed. Fostering these skills, the authors argue, requires a systemic approach to media education; schools, afterschool programs, and parents all have distinctive roles to play. The John D. and Catherine T. MacArthur Foundation Reports on Digital Media and Learning
Drawing on interviews with journalists and police officers, this is the first ethnographic study of crime news reporting in the UK for over twenty-five years. It shows the impediments to crime reporting that exist in the aftermath of the Leveson Report and considers the future of investigative journalism non-profits.
Criminal investigation is an essential topic, running through the new national policing curriculum from volume crime to serious organised criminality. This book provides accessible and comprehensive coverage, with case studies and examples to embed understanding, clear links between theory and practice, and a range of critical thinking and review activities. It examines investigation from inception to conclusion, detailing methods, explaining legal requirements and reflecting on past investigations. The contributory roles of specialists and forensic support are examined to provide an inclusive overview of the whole investigative process. The Professional Policing Curriculum in Practice is a new series of books that match the requirements of the new pre-join policing qualifications. The texts reflect modern policing, are up-to-date and relevant, and grounded in practice. They reflect the challenges faced by new students, linking theory to real-life operational practice, while addressing critical thinking and other academic skills needed for degree-level study.
This anthology explores challenges to understanding the nature of cultural production, exploring innovative new research approaches and improvements to old approaches, such as newsroom ethnography, which will enable clearer, fuller understanding of the workings of journalism and other forms of media and cultural production.
This book is both an introductory text and reference guide to the main issues facing journalists today, including social media, fake news, and regulators. The text covers the law of the United Kingdom – including Scots and Northern Irish devolved legislation – as well as human rights and EU laws. This book covers essential areas such as: privacy, confidentiality, freedom of expression and media freedom, defamation, contempt of court, regulation of the print press and broadcast regulation as well as discussions on fake news and how to regulate online harm. There is a section on intellectual property law, covering mainly copyright. Court reporting and how to report on children, young people and victims of sexual offences receive particular attention in this book with relevant cases in user-friendly format. The engaging writing style is aimed to enthuse students, practitioners and lecturers with plenty of examination and practice materials. The text is packed with extensive learning aids including case studies, boxed notes, sample examination questions, appendices of statutes and cases and a glossary. It is intended as a complete course textbook for students and teachers of journalism, media, communications and PR courses, focusing on diploma courses, NCTJ examinations and broadcast journalism courses such as the BJTC. The book’s international focus would also make it ideal reading for journalists from across the world who are working in the UK. The book presumes no prior legal knowledge.
The EU-funded HeaRT (Health Reporter Training) project 2010-2012 laid an important foundation by investigating the existing (very limited) provision of specialist education and training courses for health journalists throughout the EU and also in the USA, where the existence of a large professional body has influenced the availability of training resources. Their findings indicate a widespread - almost universal - lack of an institutional investment in health journalism. This is also borne out by the reports from journalists themselves, responding to the snapshot HeaRT survey of health journalists and journalists covering health stories in the six partner countries - Estonia, Finland, Germany, Greece, the UK and Romania. The lack of academic engagement in the training of journalists in this specialist field also helps to explain the shortage of literature on health journalism. This book is an effort to take this work further and to draw in experience from North America in order to ensure that the fight for improved quality of health reporting continues to be raised. The chapters are intended to offer more scope for health journalists to develop their understanding of the relevant issues, topics and skills, and test out a variety of potential sources of useful information. Throughout the book we idenitfy sources and useful contacts and information to enable health journalists to work more effectively and deliver more knowledgeable informative stories for their audience. The contributors welcome feedback and comment: we hope this is the start of a growing self-awareness of many who are working as health reporters and a lively debate on the best ways to deliver quality health journalism.