Photojournalism Dissertation Ideas Education

The Collection Of 13 Dissertation Topics On Journalism To Write About

When writing dissertations on the subject of journalism, there are various different topics that you can use as a basis for any title. For a start, you may wish to consider what form of journalism you wish to write about. It may be that you wish to write about television journalism, radio journalism, newspaper journalism, or even online journalism.

Another thing that you may wish to consider is what category of information you wish to be concerned with. For example, you may look at journalism in war zones, or you may wish to write about business journalism, or you can even write about the way journalists cover celebrity news.

Getting further ideas for your journalism dissertation

One of the best ways of finding inspiration when trying to think of topics and titles to use for your dissertation is to simply read what other people have written. For example, if you can get hold of them, then you can look over the past papers written by students who used to study at the same institution as you.

Alternatively, if you are unable to find any work that has been written by your peers, then you may wish to look online instead. In fact, you can find a wide range of different academic papers on the Internet. You may look for work that is available for free from websites that specialise in providing academic content or you may wish to pay for it instead. Alternatively, you may look for samples on other websites, such as those of various universities.

Before you start looking for samples, you may wish to look at the list of ideas below.

  1. Should the media regulate journalistic standards?
  2. How do journalists obtain information?
  3. Should journalists be required to divulge their sources in the event of crimes occurring?
  4. How much danger are war journalists in when reporting from the front line?
  5. How has journalism changed since the rise of the Internet?
  6. Are newspapers still relevant in the 21st Century?
  7. Does the press deserve its reputation?
  8. How have modern communication methods impacted upon the way in which journalists report the news?
  9. How to people become freelance journalists?
  10. How has the journalist profession changed over the past two decades?
  11. What influence do journalists have on politics?
  12. An analysis of how a journalist solved a major crime
  13. An analysis of modern journalism techniques
Abstract

As journalism educators wrestle to keep programs up-to-date in an evolving news landscape, there is value in understanding how education in an early form of multimedia journalism — photography — came to be. Little attention has been paid to the intersection of journalism education and photojournalism. This subject furnishes a unique perspective on photojournalism’s professionalization. This dissertation examines the history of university-level photojournalism education in the early and mid 20th century by asking what influenced the creation, diffusion, and adoption of photojournalism pedagogy in American higher education and what the consequences were. Neo-institutional theory’s focus on legitimacy supports exploration of evolving organizational norms in photojournalism education. Contemporary writings on higher education, journalism education, and photojournalism reveal important environmental conditions. Shifting educational principles are tracked via records of journalism education groups. Analysis of textbooks elucidates evolving practices and opinions. Archival case studies of journalism programs at the University of Maryland and the University of Georgia provide detailed examples of evolving approaches to photojournalism education. Illuminated are deep-seated issues: the struggle for legitimacy, tension between practical skills and critical thinking, and the relationship between textual and visual journalism. Efforts to establish photojournalism education occurred well after the establishment of textual journalism education. Both faced similar challenges, including concerns about skill-based learning in higher education. But photojournalism education’s acceptance was initially hindered because it clashed with journalism education’s hard-won image as suitable in liberal arts institutions. Later, rapid expansion of interest in providing photojournalism courses promoted homogenization. The changing environment featured constant uncertainty. This perpetuated isomorphism in which the initial range of approaches narrowed and photojournalism offerings became more alike. This dissertation concludes that choices at both the local and national levels in photojournalism education were made to project outward legitimacy. The resulting curricula were not necessarily the best, most useful, efficient, or practical. Local factors — staffing, accreditation, location, mission, school type, and receptivity to innovation — were influential. Wider environmental factors also played a role as journalism education was institutionalized. Today, in facing the challenge of incorporating new reporting methods, journalism educators must recognize the wide variety of factors and influences that may be involved.

URI
http://hdl.handle.net/1903/19755

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