Journalism & Mass Communication Educator

Journal Information
ISSN / EISSN : 1077-6958 / 2161-4326
Published by: SAGE Publications (10.1177)
Total articles ≅ 1,178
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Latest articles in this journal

Published: 12 August 2022
Journalism & Mass Communication Educator; https://doi.org/10.1177/10776958221113153

Abstract:
The tenure and promotion system influences whether, how, and the extent faculty members produce creative scholarship. A thematic analysis of 69 media and communication departments’ documents was carried out to systematically assess creative scholarship standards. The results showed most documents formally recognized creative scholarship and equated it to traditional research. Results showed less concreteness in comparison with traditional research standards. Artistic and professional peer review criteria such as securing awards, exhibitions, and festivals were the primary evaluative approaches. One implication is that leadership and senior faculty members need to rethink how to evaluate impact because scholars often seek to engage local nonacademics.
, Daniela V. Dimitrova
Published: 19 July 2022
Journalism & Mass Communication Educator; https://doi.org/10.1177/10776958221109692

Abstract:
Global challenges in combating a range of issues—the coronavirus pandemic, climate change, hostility, migration, misinformation—necessitate global collaboration. The Fulbright Scholar programs provide numerous ways in which to develop the tools to support such collaboration. In this commentary, we provide an overview of the Fulbright experience, reflect on Fulbright’s potential for enhancing scholarship in journalism and mass communication, and pinpoint areas scholars should consider in applying for their own Fulbright grant. The Fulbright is an essential tool in addressing the global problems that plague our world, and this essay serves as an introduction to the Fulbright experience.
Keith A. Quesenberry
Published: 30 June 2022
Journalism & Mass Communication Educator, Volume 77, pp 339-347; https://doi.org/10.1177/10776958221106020

Abstract:
After a decade of adding technology to the classroom, students asking for a laptop ban sent me on a journey of discovery. After a literature review of existing research and a semester of a no-tech policy, I found less tech, not more increases student engagement and learning. Despite more than a dozen studies over the last decade detailing the negative learning effects of laptops in the classroom, the majority of faculty believe that laptop use in class increases learning. I highlight the research findings, explain my experience with the new policy, and provide suggestions on how to attempt your own.
Jeremy Harris Lipschultz
Journalism & Mass Communication Educator; https://doi.org/10.1177/10776958221097242

Lee Hood
Journalism & Mass Communication Educator, Volume 77, pp 356-357; https://doi.org/10.1177/10776958221097259

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