‘Journalist 2.0?’ educational radio in Israel

ABSTRACT

Educational radio stations in Israel, which have operated for at least 25 years, are inspired by the American college radio. This article investigated the functions and contributions of radio to students and to the media industry in general and radio broadcasts in particular. A research survey was distributed on aspects of the media industry and interviews with educational radio activists were conducted. The findings indicate that schools of communication believe and invest in integrating practical experience. As a result, students acquire abilities and practical skills as well as knowledge of the communications world. Students operate educational radio stations with high levels of motivation and self-fulfillment. These student efforts and support from academic institutions bear fruit as the media industry acknowledges the value of educational radio studies graduates and appreciates their preparedness to integrate into the industry.

KEYWORDS:

• Educational radio
• students
• practical experience
• higher education
• educational media
• Israel

Disclosure statement

No potential conflict of interest was reported by the author.

Notes

1. Wilson, “The Learning Curve,” 100; and Cavallo, “Italian University Radio,” 189–91.

2. Hughes, “Practicum Learning,” 207–10; and Ryan, Toohey and Hughes, “Practicum in Higher Education,” 356–60.

3. Rayn, Toohey and Huges, “Practicum in Higher Education,” 357–9.

4. Hughes, “Practicum Learning,” 224–6.

5. Wilson, “The Learning Curve,” 89–92.

6. Cavallo, “Italian University Radio,” 190; and Sauls, American College Radio, 9–30.

7. Rubin, “College Radio,” 47–50; and Waits, “College Radio at Haverford,” 65–7.

8. Pete and Andy, “The Radio Handbook”; and Yurttas and Sisman, “University Radios in Turkey,” 106–14.

9. Reilly and Farnworth, “Going Commercial,” 9–27.

10. See note 5 above.

11. Cavallo, “Italian University Radio,” 191; Fauteux, “Alternativeness’ and Canadian Campus,” 29; Sauls, American College Radio, 9–30; Reilly and Farnsworth, “Going Commercial,” 13–15; Rubin, “College Radio,” 47–50; and Wilson, “The Learning Curve,” 97–8.

12. Cavallo, “Italian University Radio,” 199; and Wilson, “The Learning Curve,” 98–100.

13. See note 5 above.

14. Sauls, American College Radio, 35–45.

15. See note 5 above.

16. Sauls, “American College Radio,” 35–45.

17. Ibid.

18. Rayman and Lidor, “Integrating a Demonstration,” 29–30.

19. Hughes, “Practicum Learning,” 207; and Rayn, Toohey and Huges, “Practicum in Higher Education,” 357.

20. See note 3 above.

21. See note 4 above.

22. See note 3 above.

23. Crebert et al., “Developing Skills at University,” 14–15.

24. See note 33 above.

25. Spurk, Lopata and Keel, “Democratic Quality of Radio News,” 189–90.

26. Ibid.

27. Adoni and First, Communication Studies and Teaching, 29–55.

28. Hughes, “Practicum Learning,” 207; and Ryan, Toohey and Hughes, “Practicum in Higher Education,” 357.

29. See note 16 above.

30. Phillips, “Epistemological (Im)Possibilities,” 700–3.

31. Yogev, Expansion of Higher Education, 7–25.

32. Laor, Galily and Tamir, “Radio Presence in Online Platforms, 936–64.

33. Baker, Net-Only College Radio, 115; and McClung, Mims and Hong, “College Radio Streaming,” 161.

34. Blau and Scott, Formal Organizations, 116–40.

35. Ryan, Toohey and Hughes, “Practicum in Higher Education,” 356–7.

Additional information

Notes on contributors

Tal Laor

Tal Laor is Lecturer at the Moskowitz School of Communication, Ariel University, Israel.