Shifting Spaces: How Journalism Students Perceive their Training through the COVID-19 Pandemic
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This study explores how journalism students in one Canadian post-secondary programme perceived their training through the pandemic. We draw on journalism pedagogy literature, Bourdieu’s field theory, and Zelizer’s conceptualisation of interpretive communities to interrogate how remote learning disrupted opportunities for socialisation in the journalistic field. Through surveys of and interviews with students, we identify shared narratives of loss and perceptions of precarity in journalism careers. We argue emerging journalists’ perceptions of the pandemic period contribute to mapping the field and its practices. We conclude by considering how shared pandemic narratives of disruption add to conversations that interrupt the reproduction of spaces that foster burnout or overwork, as students and educators seize opportunities to reframe how journalism operates and how it is taught.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.009 | 0.009 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.003 | 0.000 |
| Scholarly communication | 0.005 | 0.003 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it