Cultivating Entrepreneurial Changemakers Through Digital Media Education

Cultivating Entrepreneurial Changemakers Through Digital Media Education

Leslie Simone Byrd (Alabama State University, USA)
ISBN13: 9781799858089|ISBN10: 1799858081|EISBN13: 9781799858096|DOI: 10.4018/978-1-7998-5808-9


Traditional media, as we know it, is experiencing a tremendous change which is overdue. From Virtual Reality and Augmented Reality (VR/AR) to video-based storytelling, podcasting, drone footage and social media in general, technology is helping to fuel the disruption of news itself and the traditional news business model. Moreover, this disruption has resulted in how we interact with and consume news. For instance, authentic relationships are needed—not necessarily between citizens and the news organizations, but between citizens and how they relate to and connect with the content. In other words, the role of the journalist has been significantly altered and is far beyond that of being just a “reporter” of news. Therefore, this project seeks to explore the role of media innovation and how the landscape is ripe for the influx of social entrepreneurs; or the rise of the "social newspreneur". Social entrepreneurship is rooted in a venture that seeks to create revenue while being anchored in providing social value to the communities the enterprise serves. The concept of a social newspreneur is one that takes elements of the old business model and creates new opportunities. In short, this is about reforming the media; not through large media conglomerates, but from everyday people who have a vision for restoring trust, facilitating alternative activities to inspire civic engagement in new and unique ways, as well as a passion for combining social entrepreneurship and news. As it relates to higher education institutions, most journalism program administrators have realized that the time has come to alter and provide innovative educational opportunities that prepare students for careers outside of traditional employment. Entrepreneurship education across the disciplines is quickly becoming the status quo on today's college campuses. However, in making these curricular changes, faculty must engage in significant assessment of these new approaches to ensure that students are obtaining a return on their investment in the college education/degree that they seek.

Overall, this work seeks to advance the discussion and address the following themes, as well as contribute to the body of knowledge, by cultivating timely and relevant practices around the following areas: developing improved teaching methods, assessment, information delivery, and technological tools used to facilitate and support the social entrepreneurship and digital journalism education space. The following questions will guide the development of this work: (1) How are these methods integrated within the actual journalism or mass communication programs, (2) How can these programs not only be immersive, but also how do they specifically support social entrepreneurship in course design and outcomes, (3) What technological (i.e., multimedia) tools are used and how are these related to the program’s student learning outcomes; (4) What steps are taken to assess the student learning outcomes and experiences for the purpose of continuous improvement; (5) What long-term impact are these methods having on the communities that are the focus of the reporting, and (6) How should these programs approach establishing and/or restoring value and fostering civic engagement, in an appropriate, representative manner, among the people who were the focus of the university’s projects after the initiatives are completed; implicitly or explicitly?

Table of Contents and List of Contributors

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