Abstract
In the article a competency-based approach to journalism education in the context of journalism transformation is presented. Digitization of the media industry, convergence of the functions and tasks in the field of communicative professions, intensification of media influences and media effects caused the need for journalism education revision. The appeal to competency as a basic term of the theory of education made it possible to update that set of knowledge, skills, professional qualities and values that make up the basic model of the journalistic profession. According to Z. Weischenberg’s classical model, journalism competency as a target function of journalism education has complex architectonics and integrates four components: professional competence, communication competence, special / industrial knowledge and social orientation. Each of the core competencies is transformed under the influence of new conditions of the profession realization, their relative importance changes. Thus, instrumental skills are changing under the influence of participatory journalism models. Participatory journalism requires a completely different content production algorithm. It requires the skills of information verification, interaction with amateur contributors and officials, involved in the process of solution of problems of different scales and directions, communication with an active audience, which is driven by an increased feedback factor in communication. At the same time, the knowledge segment of journalism competency becomes more important in connection with the emergence of a whole block of media-oriented disciplines: media psychology, media economics, media law, etc. The analytical component of the journalistic profession, caused by new information inquiries and the needs of the society, is increasing. The need for media marketing knowledge, which is gaining new sense and guidance as a result of the transition of the media to the digital platform, is being updated. Proactive competencies that allow journalists to continuously adapt to changes in the media industry also become a significant component of the competency model.
Highlights
Every country in the world has its own way to competency-based approach in education in general and in journalism education in particular
According to the law “On Higher Education,” “competency is the ability of a person to successfully socialize, learn, pursue a professional activity that arises on the basis of a dynamic combination of knowledge, skills, ways of thinking, views, values, other personal qualities” [9]
As a target function of journalism education, journalism competency has a complex architectonics and matrix structure, which allows it to be updated depending on the changing conditions of the media industry functioning
Summary
Changes in the society, which over the last decades have increasingly affected the information and communication spheres, lead to powerful technological and social shifts, put journalism in the face of new challenges and expectations. The digitalization of the industry, the transformation of the social role of journalists, who increasingly assume atypical functions, the intensification of media influences and media effects in general, all these aspects make us reconsider traditional approaches to journalistic profession. Discussions on institutional forms, content priorities, methods and approaches to journalism education have been going on for many years. They are global in nature, because professional and functional identification of journalists is a transnational problem: in a globalized society, national traditions of journalism are gradually being neglected. The optimal model of journalism education as the desire of developed societies, which care for their own information space, becomes a topic “without borders.”
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