Educational strategies in data journalism: A comparative study of six European countries

The article explores training programs in higher education with regard to data journalism from a multi-national perspective. By carrying out a comparative analysis in six European countries (Germany, Switzerland, the Netherlands, Italy, Poland, and the United Kingdom), it covers different models of media systems and journalistic cultures envisaged by Hallin and Mancini. Based on a desk review and in-depth interviews with instructors of data journalism in each country, the article identifies different approaches to the way data journalism is taught. In Europe, such programs are offered by four types of organizations: academic, vocational, professional, and civic. The role played by those organizations can be explained as a result of the peculiarities of national media systems. But there are also commonalities, for example, non-academic institutions (such as the European Journalism Center or the Center for Investigative Journalism) and major international news outlets (such as The Guardian and The New York Times) seem to take over a leading role in all of the analyzed countries. Generally speaking, data journalism education appears to be a very young discipline that frequently neglects fundamental journalistic topics such as ethical issues, transparency, accountability, and responsiveness although they are crucial in a journalistic field as sophisticated tools to reveal hidden aspects of reality

From Participatory Culture to Participatory Fatigue: The Problem With the Public

The Web has changed newswork dramatically. After the turn of the Millennium, the Web 2.0 was welcomed as a unique medium of participation, interaction, and democratization. Due to the increased interactivity of many websites, and the growing prominence of social networking sites such as Facebook that invited the creation and publication of user contributions, many journalism scholars promulgated the potentials of the Web to trigger participation, a new interactivity and, eventually, more transparency, accountability, and responsiveness. In this article, I show how I was equally full of hope that the participatory potential of the Web would become widespread among news organizations. However, recent findings show that most established newsrooms still do not practice what they preach. Even more so, many newsrooms show a participation fatigue, closing user comment sections due to participation inequality or challenging phenomena such as trolls, incivility, or hate-speech. Hence, I do not believe that the majority of legacy news media will further implement accountability practices and strengthen their responsiveness toward their publics. But I still have hope, and this hope comes from entrepreneurial journalism

How effective is media self-regulation? Results from a comparative survey of European journalists

© The Author(s) 2015 This article presents key results of a comparative journalists’ survey on media accountability, for which 1762 journalists in 14 countries had been interrogated online. The article explores how European journalists perceive the impact of old versus new media accountability instruments on professional journalistic standards – established instruments like press councils, ethics codes, ombudsmen and media criticism, but also more recent online instruments like newsroom blogs and criticism via social media. Thus, the study also adds empirical data to the current debate about the future of media self-regulation in Europe, ignited by the Leveson Inquiry in the United Kingdom as well as the European Commission’s High-Level Group on Media Freedom and Pluralism