Janet Fulton

Are You A Journalist? New Media Entrepreneurs and Journalists in the Digital Space

This article reports on findings from a research project that is examining alternative paths for media producers. The researcher has interviewed media producers in the digital space, including bloggers, online magazine producers, broadcasters and website producers, to discover what skills are required to work in a digital space, what business models are successful and what technologies are being employed. One of the questions asked of each of the respondents was “Do you consider what you are doing journalism?” Responses have shown that there is often a particular view of journalism and what it is and who can be called a journalist: those who have worked as journalists in traditional media still call themselves journalists while others who have come into the space via other professions are cautious about using the term. The article draws on the respondents’ comments from the research in an attempt to further understand how such definitions around journalism and journalist are informing media producers and their understanding of these terms in a splintering media epoch.

JOURNALISTS ON JOURNALISM: Print journalists' discussion of their creative process

Print journalism, particularly hard news, is a form of writing that is seldom thought of as a creative practice. This situation may result from the idea that the cultural and social structures within which journalists work are often seen as constraints on their professional practice. Despite this common understanding, if a rationalist approach to creativity is used, it can be demonstrated that the structures of journalism practice and the knowledge of these structures not only constrain but also enable journalists to produce their work. Using the systems model of creativity developed by Mihaly Csikszentmihalyi, this paper provides evidence that by investigating print journalism within a rationalist framework, print journalists of any genre can be seen to be producers of creative cultural texts. Analysis of the literature demonstrates that by marrying theories and definitions from creativity research with literature from the domain of print journalism, creativity can be identified within the print journalism domain. Analysis of semi-structured interviews conducted with print journalists in Australia and observation carried out in Australian newsrooms demonstrates that journalists are very aware of the devices used, and the requirements of the field, to produce texts in their professional practice that are novel and appropriate, or creative.

Millennials and the normalization of surveillance on Facebook

Abstract While surveillance is usually understood as the purposeful monitoring of individuals by those in authority, ‘participatory surveillance’ is a type of surveillance where people willingly keep watch on each other through social media. An anonymous focus group and online survey of 81 Australians categorized as part of the Millennial Generation investigated their experience of both authority and participatory surveillance on Facebook, that is, their awareness of the level of surveillance they themselves are under and their surveillance of others. The results reveal that this group is generally concerned about privacy and security for their personal information, though not always sure what they should do to ensure it, and that they are willing to access and distribute the personal information of others. They generally feel that protecting their information from individuals and from the government is a greater concern than ensuring privacy from commercial entities. However this group believe that a reduction in privacy, on and off line, is part of contemporary life, and giving up some information is necessary to participate in the online environment. Social media’s participatory surveillance appears to be preparing young people for a lifetime of being watched, by helping to re-define understandings of privacy.

The Systems Model of Creativity

The previous chapter demonstrates the importance of a systems approach to understanding creativity and gives a brief overview of the literature. This chapter describes and analyses the systems model of creativity developed by Mihaly Csikszentmihalyi (1988, 1990, 1994, 1997, 2003) and provides context for the analyses of creative systems in Part II. What is clear from the previous chapter is a gradual movement in thinking away from a focus on the individual towards confluence or systems approaches to creativity. With one or two notable exceptions, pre-twentieth-century ideas concentrate on creativity as divinely inspired, as the product of an extraordinary individual or genius or as a symptom of mental illness. These ideas were criticized in the twentieth century within the discipline of psychology, and others, as attempts were made to make creativity the subject of scientific study. Working under many of the same assumptions as those they criticized, this intensive period of research did little to alter the fundamental belief that creativity is located in the individual.

Futures of Communication: Communication Studies∼Creativity

This paper proposes that applying models from within creativity research to the discipline of communication will provide innovative ways of examining communication that pushes current knowledge of cultural production beyond established research programmes. At the University of Newcastle in Australia, researchers have been applying the systems model of creativity developed by Mihaly Csikszentmihalyi to different forms of media practice in an attempt to provide a more comprehensive view of communication. Rather than focusing on either the producer or the receiver as the principal source of creativity, as other communication theories such as the transmission model and the cultural context model have done, this paper will demonstrate that the systems model of creativity allows both the producer and receiver to be examined as equal components within a creative system while also providing the contexts for creative production. Csikszentmihalyi argued that creativity is the product of a system that includes three necessary, but not individually sufficient, elements: a domain of knowledge (the cultural context), an individual who understands and uses that knowledge to produce a novel change, and a field (the social context) that understands the domain and uses that knowledge to judge that the individuals contribution is novel and appropriate. All three elements, domain, individual and field, are equally important in producing a creative outcome. The authors contend that the future of theorising about communication may lie in this confluence-based approach and demonstrate this contention by summarising the findings of creativity research in the communication studies discipline at the University of Newcastle.

Developing Curriculum and Courses Using Systems Centred Learning (SCL)

This chapter takes these ideas and introduces a model we believe helps in educating higher education students for creativity. This model, given the emphasis that we have placed on it in this narrative, is based, of course, on the systems model of creativity but adapted for the educational setting by Michael Meany. His paper, ‘Creativity and Curriculum Design: An Integrated Model’ (Creativity and curriculum design: An integrated model. In F. Martin (Ed.), Refereed Proceedings of the Australian and New Zealand Communication Association Conference 2017 – Communication worlds: Access, Voice, Diversity, Engagement. ISSN 1448–4331. http://www.anzca.net/conferences/past-conferences/, 2017), which we have drawn on here, sets it out in full. We have used this model as a framework to educate our students for creativity and it has begun to be adapted successfully in a few cross-cultural settings that we believe indicates its more general applicability across other institutional and sociocultural settings around the world. Just as Anna Craft’s work was strongly centred on the UK context and ‘her work always approached the problem with an eye to the global context’ (Harris, Creativity and education. Basingstoke: Palgrave Macmillan, 2016, p. 12), we also feel our work is ‘applicable to diverse contexts’ (ibid.). For us, designing a curriculum based on the systems view of creativity takes account not only of a broad range of pedagogies, but more importantly, focuses on the intersections between creative agents, in this case our students, and the broader social and cultural contexts they intersect with as we ‘create and maintain the conditions in which creativity can thrive’ (Lucas, Creative teaching, teaching creativity and creative learning. In A. Craft, B. Jeffrey, & M. Leibling (Eds.), Creativity in education. London: Continuum, 2001, p. 35) using a Systems Centred Learning (SCL) approach devised from within a particular higher educational setting.

The Undergraduate Experience of SCL: The Core and the Media Production Major

This chapter outlines the undergraduate experience of students in the Bachelor of Communication at the University of Newcastle in Australia where the theories about creative practice are coupled with the teaching, in this case, of media practice and production. While our higher education students, studying media production, are led toward very specific creative projects, ones they develop and work on themselves, this approach to their creative education would not work if they were not, firstly, given some grounding in the ideas that led up to these actions and practices. Our approach of heavily interlinking theory about creativity with creative media practice has produced an iterative set of learning cycles that enable students to frame and inform their practice as they develop as practitioners. In doing so, they acquire a set of tools and a research grounded language they can increasingly apply to their own creative practice. They begin to analyse what they do while they are also learning how to do it. This process is staged across three years, from introduction of the ideas through to consolidation, and by the time they reach the capstone creative production course they are well prepared. They enter this course with a highly relevant set of pragmatically useful skills to engage in and use to think deeply about their own creative practice. This is not just the development of technical skills but a solid and well integrated melding of theory with practice.

Deep Background to the Project

This chapter outlines the deep contextual background to research into creativity arguing that across the globe there have been different ways of conceiving of creativity. Not all cultures see the bringing of novelty into being in the same way that the West does and not all cultures value it the same way. In this chapter, we look closely at the South Asian experience before concentrating on Taoist and Confucian understandings in East Asia. Then we zero in on early thinking in the West around the notions of the muse and inspiration before looking at the development of the ideas on genius and the problems these entail. We argue that, despite the differing cultural discourses about creativity, there are some commonalities in these differences suggesting to us the possibility of finding a view of creativity that could be universal in its application.

Creativity, Education and the Systems Approach

This chapter looks at this research literature on creativity as it is drawn on in the field of education. While there have been quite a number of authors engaged in the pursuit of the relationship between creativity and education, not the least of which is Vygotsky, we have concentrated on a few here to get some sense of what this field has been doing in this regard. Some, such as Feldman and Benjamin in the US, argue that the research into creativity has impacted education only slightly, while others insist there is a strong, dynamic and fluid conversation occurring across these two bodies of research. For example, Pamela Burnard from Cambridge University in the UK suggests there has been a revival of interest in research into the scholarship around creativity in education. She cites eminent creativity researchers like Csikszentmihalyi, Runco and Sternberg as having an interest in education. She also includes the educational work of Anna Craft in this list as one who has both stimulated and taken part in debates on creativity and education. Many in the educational field, including Anne Harris, appreciate the work done by Anna Craft, and others, in pursuing educational scholarship on creativity.

Towards a Sociology of Creativity

This chapter is an appraisal of the work sociology has undertaken as a discipline in terms of their investigations of creativity. Unlike psychology, which sees creativity as an attribute of all areas of human activity, from the arts to the sciences, sociology appears to focus its efforts on the arts and cultural production. We start our appraisal of the social environment by starting at the macro level with Sorokin’s work on civilisations and Kavolis’ concern with periods of artistic efflorescence. We then examine the idea that art is a social product drawing on Marx and a number of others who also claim that art is fundamentally a social construction rather than being produced solely by a single individual. We look at Janet Wolff’s detailed arguments about the social production of art, the relationship between agency and structure, as well as the work coming from the ‘production of culture’ school of thought led by Richard Peterson and his concerns with various constraints on the creative process. Howard Becker’s notion of ‘art worlds’ is a concept that has become, and continues to be, important. There are some similarities between Becker’s idea and Pierre Bourdieu’s notion of the field although Becker and Bourdieu debated this. French sociologist and anthropologist Bourdieu was deeply concerned with a social agent’s ability to act within systemically structured contexts particularly as this relates to many forms of creativity and cultural production. We then briefly explore what effect poststructuralist thinkers like Roland Barthes and his ideas on the ‘death of the author’ had on thinking about creativity.