• ADVERTISEMENT

    Five Takeaways from a Discussion About Teaching Data Reporting

    by Susan Zake
    December 17, 2015
    Word cloud generated at Wordle.net.

    As I begin to think about my spring classes, the big ideas that emerged from an AEJMC teaching panel on incorporating data into journalism classes continue to resonate.

    The venue was a conference room at the Association for Educators in Journalism and Mass Communication annual convention in San Francisco in early August.

    "Find assignments that are so interesting to your students they’ll forget they’re working with data."

    Since I built and taught Kent State’s first data reporting class in the fall of 2014, I knew there were folks out there more experienced in coaching and teaching this type of reporting. While I think our class was mostly a success — the students seemed to learn a lot and enjoyed the projects they worked on — I knew others would have great ideas and suggestions.

    ADVERTISEMENT
    Steve Doig headshot

    Steve Doig

    Our panel members were Steve Doig, the Knight Chair for Computer-Assisted Journalism at Arizona State University; Katy Culver, assistant professor and associate director of the Center for Journalism Ethics at the University of Wisconsin; Nick Geidner, an assistant professor at the University of Tennessee at Knoxville and the winner of the 2015 AEJMC GIFT competition; and Dianne Finch, a visiting assistant professor at Elon University.

    All of the panelists made great suggestions — here are the ones I found most helpful.

    ADVERTISEMENT

    1. START EARLY:

    Katy Culver is an assistant professor and associate director of the Center for Journalism Ethics at the University of Wisconsin.

    Katy Culver

    Include beginner-level data literacy and basic computational skills in your introductory news courses. Even if you’re not a math whiz yourself, you can get your students thinking about data in their early reporting classes with some simple exercises. Culver calls this her “gospel” and writes comprehensively about the concept here.

    2. MAKE IT INTERESTING TO A MILLENNIAL:

    Find assignments that are so interesting to your students they’ll forget they’re working with data. Find data sets that deal with things they’re already familiar with, rather than government numbers that seem obscure. Also, start them off with assignments that use relatively clean data sets so they have some success, then build to more difficult ones that may need more work to clean up or are more complex.

    For example, Geidner’s students dig into the money tied to Lady Gaga’s foundation. Culver’s students map the locations of crimes on campus using Clery Act data. They also map the locations of off-campus house party busts.

    3. START AT THE BEGINNING, EVEN IN AN UPPER-LEVEL CLASS:

    Nick Geidner headshot

    Nick Geidner

    Don’t presume your students know how to use Excel’s features to manipulate and clean data. Finch said it was her biggest surprise when she began teaching data classes, so she added a week of Excel training to the first week of her curriculum. Assigning video tutorials before class starts isn’t enough, Finch said in an email. “They require training in the classroom with specific tasks” because Excel is more complicated and powerful than the students realize.

    4. MESSY DATA MAKES FOR MOST OF THE WORK:

    About 85 percent of the work you’ll do with raw data is of the cleaning, analyzing, sifting and sorting variety. The more complex the data, the more work is needed to clean it and make it usable and understandable. It’s also the time when ethical considerations weigh in the most.

    What questions do you ask of your data? What information do you keep, and what do you throw out? Which “outliers” are actually newsworthy? Where did the data come from, who collected it and do they have an ulterior motive in doing so? The journalistic questions are the most important to answer with the numbers. It’s not about the numbers themselves but the stories they tell.

    Some of the instructors “hide” some outrageously out-of-whack figures in sample data they give their students to see if they find it and question it. They also sometimes include incorrect calculations, to be sure their students check the math themselves.

    5. PUBLIC RECORDS:

    Many successful data projects require the use of public records, so you’ll need to help your students learn how to make public record or Freedom of Information Act requests. Keep in mind it can take months to get the information, so you may want to have some data sets already available for them to work on.

    There are lots of great resources to help you learn to teach data skills in your own classrooms. Some of those mentioned include:

    Another potential resource is Dianne Finch’s pending book on data visualization called “Big Data in Small Slices,” which will look at how data affects human beings and their planet. It will have an accompanying website for educators and students to learn how to visualize the data discussed in the book. Expected publication is June 2016.

    Susan Kirkman Zake is an assistant professor in Kent State’s School of Journalism and Mass Communication, where she teaches classes in digital content creation. Her research areas include the intersection of technology and journalism, and media responses to disruption. She can be reached at [email protected].

    Tagged: aejmc data data journalism data reporting education journalism tips kent state Knight Chair for Computer-Assisted Journalism
  • About EducationShift

    EducationShift aims to move journalism education forward with coverage of innovation in the classroom as journalism and communications schools around the globe are coping with massive technological change. The project includes a website, bi-weekly Twitter chats at #EdShift, mixers and workshops, and webinars for educators.
    Amanda Bright: Education Curator
    Mark Glaser: Executive Editor
    Design: Vega Project

    MediaShift received a grant from the Knight Foundation to revamp its EducationShift section to focus on change in journalism education.
  • ADVERTISEMENT
  • ADVERTISEMENT
  • Who We Are

    MediaShift is the premier destination for insight and analysis at the intersection of media and technology. The MediaShift network includes MediaShift, EducationShift, MetricShift and Idea Lab, as well as workshops and weekend hackathons, email newsletters, a weekly podcast and a series of DigitalEd online trainings.

    About MediaShift »
    Contact us »
    Sponsor MediaShift »
    MediaShift Newsletters »

    Follow us on Social Media

    @MediaShiftorg
    @Mediatwit
    @MediaShiftPod
    Facebook.com/MediaShift