{"id":1109,"date":"2025-12-10T17:14:01","date_gmt":"2025-12-10T17:14:01","guid":{"rendered":"https:\/\/journals.staffs.ac.uk\/index.php\/digital-skills-confidence-and-motivation-technology-supported-authentic-learning-in-journalism-education\/"},"modified":"2025-12-10T17:14:01","modified_gmt":"2025-12-10T17:14:01","slug":"digital-skills-confidence-and-motivation-technology-supported-authentic-learning-in-journalism-education","status":"publish","type":"page","link":"https:\/\/journals.staffs.ac.uk\/index.php\/digital-skills-confidence-and-motivation-technology-supported-authentic-learning-in-journalism-education\/","title":{"rendered":"Digital skills, confidence and motivation: technology supported authentic learning in journalism education"},"content":{"rendered":"<p><strong>Volume:<\/strong> 3<br \/>\n<strong>Issue: <\/strong>2<br \/>\n<strong>Year:<\/strong> 2018<br \/>\n<strong>Author(s):<\/strong> Carmel Thomason Staffordshire University<\/p>\n<p>This study explores the use of technology to incorporate authentic learning practices into the Review and Lifestyle Journalism module at Staffordshire University. The research takes a constructivist view, considering both tutor observation and student feedback to evaluate an experiential journalism project, StaffsLive Reviews, developed in the academic year 2016-17. Here authentic learning is defined as designing activities to provide meaningful, \u2018real-life\u2019 situations which are relevant from a student\u2019s perspective, while providing protective scaffolding to support learning (Icuc and Marin 2014 and Stein 2004). This encapsulates a broader institutional focus on employability, by designing activities that closely match \u2018real-world\u2019 tasks of media professionals (Lombardi 2007).<\/p>\n<p><strong>Documents:<\/strong><br \/>\n<a href=\"https:\/\/journals.staffs.ac.uk\/wp-content\/uploads\/2025\/12\/Digital_skills_confidence_and.pdf\">Digital_skills_confidence_and.pdf<\/a><br \/>\n<a href=\"https:\/\/journals.staffs.ac.uk\/wp-content\/uploads\/2025\/12\/\"><\/a><br \/>\n<a href=\"https:\/\/journals.staffs.ac.uk\/wp-content\/uploads\/2025\/12\/\"><\/a><br \/>\n<a href=\"https:\/\/journals.staffs.ac.uk\/wp-content\/uploads\/2025\/12\/\"><\/a><br \/>\n<a href=\"https:\/\/journals.staffs.ac.uk\/wp-content\/uploads\/2025\/12\/\"><\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Volume: 3 Issue: 2 Year: 2018 Author(s): Carmel Thomason Staffordshire University This study explores the use of technology to incorporate authentic learning practices into the Review and Lifestyle Journalism module at Staffordshire University. The research takes a constructivist view, considering both tutor observation and student feedback to evaluate an experiential journalism project, StaffsLive Reviews, developed [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"open","ping_status":"open","template":"","meta":{"footnotes":""},"class_list":["post-1109","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/journals.staffs.ac.uk\/index.php\/wp-json\/wp\/v2\/pages\/1109","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/journals.staffs.ac.uk\/index.php\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/journals.staffs.ac.uk\/index.php\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/journals.staffs.ac.uk\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/journals.staffs.ac.uk\/index.php\/wp-json\/wp\/v2\/comments?post=1109"}],"version-history":[{"count":0,"href":"https:\/\/journals.staffs.ac.uk\/index.php\/wp-json\/wp\/v2\/pages\/1109\/revisions"}],"wp:attachment":[{"href":"https:\/\/journals.staffs.ac.uk\/index.php\/wp-json\/wp\/v2\/media?parent=1109"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}