Cognitive journalism as a classroom strategy
Based on cognitive science’s postulates, we propose an innovative way to teach journalism. The method stands on three main points: freedom vis-à-vis narrative approaches, playfulness vis-à-vis the appropriation of knowledge, and room for rectification in the process of evaluation. This paper collect...
| Autor Principal: | Martínez Monterrosa, Alberto; Universidad del Norte |
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| Formato: | info:eu-repo/semantics/article |
| Idioma: | spa |
| Publicado: |
Pontificia Universidad Javeriana - Facultad de Comunicación y Lenguaje
2010
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| Materias: | |
| Acceso en línea: |
http://revistas.javeriana.edu.co/index.php/signoypensamiento/article/view/2552 |
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| Sumario: |
Based on cognitive science’s postulates, we propose an innovative way to teach journalism. The method stands on three main points: freedom vis-à-vis narrative approaches, playfulness vis-à-vis the appropriation of knowledge, and room for rectification in the process of evaluation. This paper collects the developments of an experience where this teaching method was applied during a class-course of journalism, having previously analyzed the competence and skills with which the students first arrived, and finally proposing a flexible methodology that articulates the contents, the workshops, and work produced with each group’s profile. The strategy here set out, was selected as the best educational innovation experience at Universidad del Norte in 2007, and is updated every semester through course feedback. |
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