Media and Information Literacyand Intercultural Dialogue - Nordicom

Li Xiguangwas designed, the professor/author made sure to distinguish the differencesbetween information, knowledge and wisdom. Teachers should not take thestudents’ brains as a hard disk for downloading information, but as a source ofwisdom.In this new journalism class, the students are the center. There are numerouslearning methods used. The content and the process are gradually developedin the process of teaching. Teachers and students are exploring and discussingthe issues together, with teachers constantly inspiring students to ask questions.The answers are open. Teachers’ questions are designed to guide the studentswith the ultimate goal to develop students’ ability to apply critical thinking tojournalism. Classes in the university are designed for cultivating a learningspirit with brave questioning, finding open answers, and a depth of wisdom.Like the seminar, a correct answer today could be a wrong answer tomorrow.In journalism class, teachers can be questioned and challenged. This is a coreskill of the media literate student: thinking critically. For example, in explaining“the elements of journalism,” teachers ask students to define journalism. Theonly requirement is not to use the teacher‘s and textbook definition. Studentsare encouraged to use their own understanding and language. Then, theteacher will ask the students to write down a piece of news according to theirdefinition. From the news they write, the teacher and students will discuss howto assess the news value and relative writing rules.In a traditional class the teacher is transferring information and knowledgeto students, only focusing on information, analysis, and academic discussion,not reality; only caring about theories, concepts, memorization and repetition.Student assessment is based on the exam, thesis, and memory. Students areregarded as helpless, sometimes even confused with passive acceptance of theinformation and knowledge.This new journalism class places more emphasis on the theory connectingwith the real world, pays close attention to the students’ skills, actions, attitudesand emotions, and stresses the connection between theory and practice, applicationand real problems.The basic philosophy of teaching reform in News Reporting and Writing isto change from the previous teacher-centered “broadcast” instructive class to astudent-centered class in which the teacher acts as a facilitator and guide usingconversation and encouraging critical thinking.In this journalism class the teaching mode is interactive teaching. In thestudent-centered class the students’ role has changed from one of passiveacceptance to active playing; from painful and tedious learning process to apleasant and interesting life experience. This process reforms the teacher’s roleas the teacher becomes a midwife of knowledge (Socrates). 2 In class, the teachershould ask himself/herself: “What should my students do today?” instead of“What should I do today?”39