Danielle L Mulrennan | Auckland University of Technology (original) (raw)

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Papers by Danielle L Mulrennan

Research paper thumbnail of Deaf see TV news differently: A first step in finding a better path to knowledge

Journal Multimodal Communication, 2013

Research paper thumbnail of Developing a mobile social media framework for creative pedagogies

Research paper thumbnail of Mobilizing Journalism Education

Research paper thumbnail of Developing a mobile social media framework for creative pedagogies

Research paper thumbnail of Journalism 2.0

International Journal of Mobile and Blended Learning, 2000

ABSTRACT Media scholars claim journalism is in crisis (Hall, 2005; Hirst, 2011; McChesney &am... more ABSTRACT Media scholars claim journalism is in crisis (Hall, 2005; Hirst, 2011; McChesney & Nichols, 2010). In the last ten years thanks to the Internet, the industry has transformed and, according to the BBC’s newsroom deputy head, Kevin Bakhurst, social media is the latest “tectonic plate to move and change the landscape” (http://www.bbc.co.uk/blogs/theeditors/2011/09). These developments have led many in the industry to recognise that according to Hirst (2011) Journalism must change to survive in response to Web 2.0. This paper explores the impact of social media upon Journalism education from two perspectives: both from the pedagogical changes Web 2.0 and mobile devices enable, and within the context of the changes in Journalism that social media use are driving. A participatory action research approach was adopted (Swantz, 2008), focusing upon pedagogical change while allowing the project to develop within a series of reflective interventions within the course. These interventions, or critical incidents (Brookfield, 1995; Sharples, 2009), included the exploration of Twitter, blogging, QR Codes, and Facebook as part of the course. Drawing on this experience, the paper presents an emergent framework for a response to social media within Journalism education, illustrating the positive impact of integrating the use of Web 2.0 tools on student engagement and contextualising theory within authentic learning environments.

Research paper thumbnail of Deaf see TV news differently: A first step in finding a better path to knowledge

Journal Multimodal Communication, 2013

Research paper thumbnail of Developing a mobile social media framework for creative pedagogies

Research paper thumbnail of Mobilizing Journalism Education

Research paper thumbnail of Developing a mobile social media framework for creative pedagogies

Research paper thumbnail of Journalism 2.0

International Journal of Mobile and Blended Learning, 2000

ABSTRACT Media scholars claim journalism is in crisis (Hall, 2005; Hirst, 2011; McChesney &am... more ABSTRACT Media scholars claim journalism is in crisis (Hall, 2005; Hirst, 2011; McChesney & Nichols, 2010). In the last ten years thanks to the Internet, the industry has transformed and, according to the BBC’s newsroom deputy head, Kevin Bakhurst, social media is the latest “tectonic plate to move and change the landscape” (http://www.bbc.co.uk/blogs/theeditors/2011/09). These developments have led many in the industry to recognise that according to Hirst (2011) Journalism must change to survive in response to Web 2.0. This paper explores the impact of social media upon Journalism education from two perspectives: both from the pedagogical changes Web 2.0 and mobile devices enable, and within the context of the changes in Journalism that social media use are driving. A participatory action research approach was adopted (Swantz, 2008), focusing upon pedagogical change while allowing the project to develop within a series of reflective interventions within the course. These interventions, or critical incidents (Brookfield, 1995; Sharples, 2009), included the exploration of Twitter, blogging, QR Codes, and Facebook as part of the course. Drawing on this experience, the paper presents an emergent framework for a response to social media within Journalism education, illustrating the positive impact of integrating the use of Web 2.0 tools on student engagement and contextualising theory within authentic learning environments.