Educational and Training Pathways
Formal Education
Journalism schools must update curricula to include: (a) Data journalism to teach gathering, analysing, and visualising data, (c) and (c) Digital storytelling with multimedia production and audience engagement strategies. AI literacy to familiarise students with AI tools and ethical considerations.
Audience-Centric Storytelling
The digital age has empowered audiences with unprecedented agency. Journalists must prioritise: (a) Personalisation by tailoring content to individual preferences, (b) Engagement through polls, comments, and live Q&A sessions and (c) Transparency by sharing methodologies and sources to build trust
Professional Development
For working journalists, continuous learning is critical. Options include: (a) Workshops and webinars on specific tools or techniques., (b) Online courses on platforms like Coursera, edX, and Udemy and (c) Certifications in data science, AI, or multimedia journalism to enhance credibility.
Mentorship and Peer Learning
Seasoned professionals can guide younger journalists in navigating digital challenges. Peer learning communities foster knowledge exchange and skill-building.
Potter ‘s (2004) – Seven critical media literacy skills have been adapted in the interest of scooping the relevant essence of comments as warranted by India’s audience reflecting both skills; (a) sentiment and (b) rationality who are politically more activated. Hence, synthesis has been removed while abstracting and grouping have been substituted by abusive and explanatory literacy skills:
- Analysis: Exhibiting recognition of the complex elements that comprise an issue. Greater context used demonstrates deeper analysis (W. J. Potter, 2004)
- Evaluation: Exhibiting logic and reason to compare elements of an issue with elements of a similar issue in order to make a judgement of validity. Emotion can play a role in evaluation, but a judgement should not be based purely on emotion (W. J. Potter, 2004). A lower level of media is evident when quick, superficial judgments are made (W. J. Potter, 2004).
- Grouping: Communicating clearly the similarities and differences between elements within an issue or among other issues. Three models will help to identify grouping behaviour: exemplar, prototype, and classical (W. J. Potter, 2004). Exemplar uses familiar models as representations. Prototypes rely on abstractions to draw conclusions. The classical model uses clearly defined groups to define an object.
- Induction: Drawing conclusions by finding and carefully considering specific patterns that occur. Citing reliable, external sources for patterns strengthens an argument.
- Deduction:Drawing conclusions by applying general principles through logical connections.
- Synthesis:Connecting disparate elements together to develop a new idea or perspective.
- Abstracting: Clearly, accurately, and comprehensively summarising a larger issue into a brief message.
There was a notable difference in reactions reflected in international televisions compared to the post’s stories in Indian-based TV channels. In international channels, the majority of the comments were negative and neutral while Indian-based channels received more negative comments closely followed by neutral comments.
Potter’s Adapted Media Skills Framework
Potter’s critical media skills encompass six key skills designed to assess media literacy. Here’s a brief description of his adapted version:
- Abusive Skills: Abusive skills involve critically evaluating media content by identifying instances of abusive language, bias or manipulative techniques. These skills focus on recognising and understanding the potential harm or negative impact of media messages.
- Explanatory Skills: Explanatory skills hinge on the ability to analyse and interpret media content by providing clear explanations. Individuals with strong explanatory skills can articulate the intended message, identify underlying motives, and clarify complex concepts presented in media.
- Deductive Skills: Citizens with deductive skills can analyse information, identify patterns, and draw conclusions based on evidence presented in media content. Deductive skills involve the application of logical reasoning to assess media messages.
- Inductive Skills: Individuals with strong inductive skills can identify trends, patterns, and overarching themes within diverse media materials. They have the ability to generalise and make broader observations from specific instances in media content.
- Deliberative Skills: These skills involve critically evaluating media messages by considering various perspectives and weighing different arguments. This skill underlines the importance of reflective thinking, discernment, and thoughtful consideration of diverse viewpoints.
- Engaging Skills: People possessing these skills focus on active participation with media content and are capable of interacting with media messages, whether through discussions, social media engagement, or other forms of active involvement. This skill assesses the individual’s ability to contribute constructively to media-related conversations.
Potter’s adapted media skills framework provides a comprehensive approach to evaluating media literacy by addressing various aspects of critical analysis, interpretation, and engagement with media content. These skills aim to empower individuals to navigate the complex media landscape with a discerning and informed perspective.
The course encourages active engagement with media, fostering a deeper understanding of how it influences our perceptions of the world and how we can become more informed and responsible media consumers and creators.
CML provides students with a comprehensive set of skills and knowledge that empower them to navigate the complex media landscape, become active and informed citizens, and make meaningful contributions to society. Whether students pursue careers in media or not, the critical thinking, communication, and ethical decision-making skills they gain from CML will serve them well throughout their lives.