The push and pull of digital skills in mass media curriculum

Abstract

ABSTRACT This study explores the curricular choices that connect technology skills with traditional mass communication competencies in accredited programs. Courses and program objectives described in accreditation self-study documents were mapped to a push-versus-pull construct to determine whether teaching technology is pushed into traditional courses or pulled into new courses focused on skill development. Using a matrix of digital journalism skills all courses (N = 121) were analyzed for the existence of technological skills that are currently in use across the profession. Findings show 63% of courses pulled tech skills into technology-specific courses. Of the most intense skill-building courses, 71% (N = 30) were coded as pull or moderate pull. The programs that had the highest digital focus in their self-study documents both pushed and pulled across the curricula, while in the low-innovation groups courses clustered into moderately pushing and pulling technology skills. The results indicate that curricular changes should make room for focused digital skills classes that pair with application opportunities throughout the program.