Tag: sea

  • Our navigators in the sea of information

    Our navigators in the sea of information

    While my educational experience is limited in both time and geographic scope, I have been alarmed by the lack of general knowledge and culture among many journalism students. 

    They are unaware of what has happened in the world over the last 50 years, so they don’t understand current events and their potential consequences. We must return to basics, ensuring journalists have an excellent general culture that allows them to make the most of their work.

    Third, and related to acquiring a broad general culture, new journalists must be much better at prioritizing and categorizing news. 

    They need to be out on the streets, taking the pulse of people’s reality, talking to them, empathizing with them and experiencing the world as the majority of people do. This is how one truly understands what is important and what people prioritize. 

    Reconnect the public to the press.

    The detachment between journalists and the public is one of the reasons for the decline in newspaper readership.

    Unfortunately, this is not taught in journalism schools, yet it is essential. Most journalists spend their days in front of screens whether in newsrooms or remotely in their homes. They rely on secondary sources of information that are often produced by organizations with interests different from those of the general public.

    A fourth area for improvement is the permanent implementation of critical thinking throughout journalistic processes. In many daily news articles essential information — the traditional five Ws (who, what, when, where and why) — are missing. Most important, the stories often lack context. 

    Journalists should ask themselves why they report on a given topic, who provides the information, what hidden interests might be involved and what value this information holds for the public.

    It is true that journalists alone cannot change the current media landscape. But in their role as the central actors in the system, they can do much to improve the quality of information and support citizens. 

    A well-rounded “classical” education, coupled with a curious and critical mind, should produce good journalists. These “new professionals” would be better equipped to face the current economic model of information, which favors powerful entities controlling information, the overwhelming information saturation, the prevailing negativity and cynicism and the constant distractions in the form of screens that affect our lives.

    If concerned citizens also make an effort to support and reward this new form of quality journalism, we will all benefit. And our societies will gain a stronger democratic and peaceful coexistence. This is why it is worth valuing and improving journalism education.

     

    Three questions to consider:

    1. What is meant by an “information ecosystem”?
    2. Why does the author argue that many journalists are disconnected from the public they are trying to reach?
    3. If you were a journalist, what stories would you want to tell?

     

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  • A sea change in student partnership

    A sea change in student partnership

    A few years back now, someone who worked for one of Scotland’s sector agencies liked to draw a comparison when talking about student-centredness.

    They said that conservation charities passionately place wildlife at the heart of everything they do, but crucially would never put representatives of flora and fauna on committees (imagine the mess).

    Therefore, my erstwhile and esteemed colleague would argue, when institutional leaders proudly claim to be “student-centred” it reveals nothing about how they involve students in shaping their experiences.

    Of course, you can diligently monitor wildlife and use your data to make good decisions, in a manner not dissimilar to learning analytics in education, but the difference is that students can then go on to be a part of conversations in a way that wildlife never can.

    Waterproof papers

    My mind was cast back to this parallel when I saw the recent news that the Scottish Association for Marine Science (SAMS), one of our partners here at the University of the Highlands and Islands (UHI), has put The Ocean on its governing body.

    It’s a move that SAMS’ Director Nick Owens admits “could be seen as trivial or ‘greenwashing’”, and we might imagine other specialist institutions making similar gestures in the disciplines they so richly embody and advance.

    For instance a conservatoire could put “Music” on their board, or an agricultural college “The Land”.

    Nick explains further, however:

    The Ocean is clearly a metaphor in this context and cannot represent itself in human terms.”

    That point is vital because, if we go back to our parallel, SAMS has already gone much further with its other main cause – students.

    Like all constituent parts of UHI and indeed our university overall, SAMS has student membership on its governing body, not to just sit there and wave like the ocean might, or to flap about disruptively like a bird among a wildlife charity’s trustees.

    Instead, we expect of student governors an informed, constructive and active contribution.

    As my colleague Aimee Cuthbert wrote on Wonkhe a year ago, we have a major project that is making that student membership truly effective and impactful across UHI’s complex governance arrangements.

    On a basic level we want to build on national guidelines such as Scotland’s codes of good governance for colleges and universities and support packages such as those from the College Development Network.

    The wet room

    In our own unique context we want to make sure UHI’s governing bodies do not merely talk about students as an abstract concept or worthy concern, and instead have them in the room to provide meaningful input about students’ diverse and complex experiences and the implications for students of the difficult decisions that must be made.

    That means a lot of work with those involved in our governing bodies, exploration of the key issues on our boards’ desks at a time of change, and helping our local officers impact on their individual partner governing bodies while also working together as a team to impact on decisions that are UHI-wide.

    A core part of our project is therefore that very human process of communication – supporting the networking, sharing practice and informal relationship building that makes student governors truly a part of the process in a way that an ocean can’t be.

    So, when someone tells you their institution is student-centred, that’s arguably the very least we might expect, and in isolation such a declaration risks viewing students in the same way that others might view wildlife.

    The Ocean as governor, therefore, is not only a striking metaphor for SAMS’ important mission, but has added power in benchmarking our perceptions of those we claim to be here for – reminding us that there’s a big difference between caring about students and actively involving them as partners.

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