JCU nurtures future journalists.

JN1001 Class 27.2.2013

 Introduction.  For students dipping their toes into the mysteries of journalism, Wednesday, 27^th February, 2013, was a watershed day.  It marked their first exposure to the subject, “The Journalist in Society” (JN1001).

The two hour lecture period proved to be an engaging and informative time with signs of positive links between the lecturer, Marie M’Balla-Ndi, and her students becoming evident within minutes, and with the beginnings of a feeling of cohesion clearly developing within the class.  How was this achieved?

Ms Marie M'Balla-Ndi

Engagement and respect.  In her opening remarks, Marie introduced herself and her subject in a warm, inclusive way that soon engaged the class.  Infectiously enthusiastic, she shared some of her own story, describing something of her background, her experience as a foreign correspondent at home and overseas, and her studies in journalism at the University of Queensland.  Her openness, together with her technique of asking questions of the class members and listening carefully to their responses, clearly re-forced her statement that she regarded her students as junior colleagues whose input was valued and respected.     

Commitment.  Marie is obviously committed to the success of her course.  This was reflected in her careful preparation which helped to ensure that her students’ all-important first experience of JN1001 was manageable and enjoyable for them.   It was also indicated in her measured presentation of the course outline and her clear explanation of the mechanisms of student assessment which reinforced the information previously made available on the learn JCU website. 

Clear guidelines.  While Marie clearly made every effort to reduce, as much as possible, initial feelings of student anxiety, she set boundaries around her position as the lecturer and tutor which will not only preserve her from burn-out but will also encourage JN1001 students to take responsibility for their own learning.  By explaining, for example, the ground rules of participation in her subject she made it clear that students were expected to meet the requirements of the course and to consult her, if required, at times set aside for the purpose.  She also made it abundantly clear that non-attendance at tutorials would be noted.

Planned Structure and content.  The first hour was structured, varied and informative.  As an introduction, different perceptions of journalists and journalism were explored while a brief overview of the different types of journalistic approach - Industrial/Professional, Academic and Societal – gave a taste of the breadth of the profession.  Overhead projections of images of different types of journalists illustrated, with humour, the many shapes journalists can take, and a series of quotes from well-known journalists backed this point up even further.  The first hour finished with the involvement of the students in a brief survey about their use of media – an exercise which not only tapped into the students’ own experiences but which also carried a direct function within the context of the first assignment.

Opportunity for relevant practice.  After a welcome 10 minute break, the students returned for a second hour of exposure to JN001.  Probably no student in the class would have thought, when entering the lecture room at 8 a.m., that they would be capable of undertaking some direct practice in interviewing by 9 a.m. but such was the confidence they had gained that each was able to undertake a short three minute interview, to write it up, and to report on it to the class. 

Conclusion:    The clear interest and involvement of students in “The Journalist in Society” is a tribute to the elements of student inclusion and careful design built into the course by lecturer, Marie M’Balla-Ndi.  With her leadership, the course should provide an excellent springboard for students beginning to explore the meaning and practice of journalism.

Anne Atkinson 3rd March, 2013