Educational journalism
As education journalism reporting is called on socially relevant education topics that since the advent of international comparative studies such as PISA and TIMSS and increasingly in the course of derived encouraging reforms on education of media presentation are subjected. Educational journalism therefore means journalism on the subject of education , comparable to business journalism , which deals with economic events .
From a system-theoretical perspective and based on the definition of journalism, the specific function of educational journalism is the creation and provision of relevant educational topics for public communication. Educational journalism therefore primarily means working with and processing information, i.e. data and facts on relevant events from early childhood education , school , school organization , adult education , universities , educational research , educational policy, etc. The task of educational journalism is to reduce complexity, simplify and explain complex relationships between national and international educational events (such as PISA , TIMSS , PIRLS , IGLU study , Starting Strong , TALIS , DESI study , LAU study , etc.), i.e. of data and facts through referring, interpreting and commenting journalistic forms of representation that primarily serve to facilitate (social) communication.
Education is an essential functional system of a modern, differentiated society and as such is responsible for the transmission of knowledge and values. In order for educational journalism as a service, orientation and integration service to fulfill the function of a monitoring, auditing and control body and to contribute to the stabilization of society ( knowledge society ), this type of journalism must above all detach itself from the aspect of daily news. Topics relevant to education are rarely up-to-date events, but rather contain facts and data that are significant, relevant and always latently up-to-date for society as a whole and its subsystems in the medium and long term. The factuality and often the novelty value are in the foreground, but not the daily topicality of a phenomenon. For this purpose, educational journalism primarily needs topic-related experts in order to bring relevant information or educational topics closer to a broader public and to correctly interpret, assess and, if necessary, comment on existing data and facts.
Individual evidence
- ^ A b c Christian Wiesner, Markus Peherstorfer: Educational journalism as a challenge. PISA reporting 2004. In: Journalism in Austria. Salzburg: Department of Journalism, Department of Communication Studies, University of Salzburg, 2006, 32–42.
- ^ Manfred Rühl: Journalism and Society. Inventory and theory draft. Mainz: Hase and Koehler, 1980, pp. 322–323.
- ↑ Bernd Blöbaum: Organizations, Programs and Roles. The structure of journalism from a systems theory perspective. In :öffelholz, Martin (ed.): Theories of Journalism. A discursive manual. Wiesbaden: VS Verlag für Sozialwissenschaften, 2004, pp. 201–215.
- ^ Niklas Luhmann: The education system of society. Main: Suhrkamp, 2002.
- ↑ Helmut Willke: System Theory 3: Control Theory. Stuttgart: UTB, 2001.
- ^ Hans Heinz Fabris: Science and the public. Plea for a public science. In: Austrian Journal for Political Science 3/1974, pp. 487-510.