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College Media: Learning in Action – A Short Book Review

College Media: Learning in Action – A Short Book Review

Over two years ago when I was working on my first scholarly chapter-essay for publication in an academic textbook, I published a LinkedIn post in an effort to solicit interviews from relevant professionals working in the field of higher education student media. After a tedious yet teachable journey, my research and writing were published in the textbook this past January and, more recently, a short book review of the academic literature was published by Afterimage periodical. You can read it here below.

A useful guide for those actively involved in today’s higher education media milieu, College Media: Learning in Action is an academic text compiled by Morgan State University Associate Professor Gregory Adamo and retired philosophy professor Allan DiBiase that highlights the enduring value that undergraduates gain by working in student media, be it print, broadcast, or digital journalism and communication. The book features a rich collection of essays by media and communication academics across the United States, many of whom conducted original research related to the topics they authored or coauthored.

The book is segmented into four sections. Section One, “Theory,” explores the conceptual underpinnings of experiential learning, most often manifested through student leadership opportunities, the focus here being college media. Section Two, “Description and Narrative,” delineates the formative experiences of two different chapter-essay authors, fond of the radio medium, who worked in college radio and how those experiences positively impacted their careers after college.

The third chapter in this section provides a succinct view of how college newsrooms professionalize students for the real-world media industry after graduation. Section Three, “Case Studies,” evaluates the genuine legal implications of student journalists’ defense of their freedom of speech, then goes on to examine the challenges associated with media convergence and, thereby, citizen journalism in a rapidly obsolete traditional model of journalism.

Finally, Section Four, “Contextual Issues,” pinpoints various situations affecting the efficiency and effectiveness of the student media workplace and how those issues can be ameliorated: through campus media advisor support, by examining student media learning outcomes, by utilizing the hospital teaching model of journalism education, and by promoting diversity and learning that enhances cultural intelligence (CQ) on college campuses.

All in all, this unique resource provides pragmatic and timely research from experienced professionals who can attest to the benefits that student media involvement has on college students passionate about media production. Undoubtedly, College Media highlights the breadth and depth of heterodox education acquired by student media workers.

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