A Q-methodology analysis of journalists' reflection on learning at work
Loading...
Date
2011
Authors
Marc, Caldwell
Journal Title
Journal ISSN
Volume Title
Publisher
Department of Communication Science, University of the Free State
Abstract
Journalism education and training has always suffered from doubts about its actual
relevance to the preparation of young journalists entering the industry. It is a doubt
encouraged by imaginaries such as the theory-practice dichotomy that suggests that
theory can happen in one site of practice, and practice can be found in another; and
that there exists a transition from one site to the other. The practice theory of Jean Lave
and Etienne Wenger (1991) suggests that practice is primary in both sites; in this case,
schools of journalism and the news industry. The concept of legitimate peripheral
participation, with its emphasis on situated learning, can be used to build a case for a
journalism education focused primarily on building the kinds of learning that make the
mentorship found in industry possible and indeed viable. Journalism education then
becomes a proper preparation for learning “on the job”. This study used Qmethodology
to explore the opinions of journalists' reflections on their most effective
learning, and found significant similarities between their experience and the type of
learning theory advocated by Lave and Wenger.
Description
Keywords
Journalism, Education, Q-methodology
Citation
Marc, C. (2010). A Q-methodology analysis of journalists' reflection on learning at work. Communitas, 16, 53-74.