Teaching journalistic practice in a convergent media age: innovations and issues

In teaching journalistic practice in the higher education sector, practitioners are increasingly encouraged to highlight the profession's transition to a convergent media age. But what does this actually mean in practice? Looking at both the theoretical and practical development of the new post-graduate journalism units at Swinburne University as a case study, this paper aims to compare the traditionally print-based forms of journalistic pedagogy with 'new media' innovations. In doing so, this paper critically discusses new approaches to journalistic pedagogy, and their consequences for the identity and direction of the profession.