You are here:

Journalistic Skills in the Digitalized Newsroom

International Communication Association Annual Meeting,


This paper explores three different implementations of technology in newsrooms: electronic editing, pagination, and computer-assisted reporting. Also examined are the ways in which newspapers are using newsroom technology both to gain greater control over the content and appearance of the newspaper and to gain greater control over the labor process of workers in the interest of the accumulation of capital. It concludes with an examination of new forms of work organization in the newsroom, linking considerations of the social construction of reality by major media corporations with questions raised by labor process analysts, especially H. Braverman, H. Shaiken, and S. Zuboff. Noting that labor process analysts challenge the social agreements between management and labor, the paper points out that these analysts question which work, rights, and powers accrue to owners/managers, and which to labor. A concern among labor process analysts is that while the technological demands of work require greater education, training, intelligence, and mental effort, workers and society find conditions of industrial and office labor increasingly unstable, unsatisfactory, and characterized by mindlessness, bureaucratization, and alienation. The paper contends, for example, that journalism schools are under increasing pressure to ensure that graduates have adequate technical skills by the time they enter the newsroom--unless students are required to take more courses, rookie journalists may come to newsrooms with less knowledge of traditional skills and practices. (Contains 25 references.) (NKA)


Christopher, L.C. (1997). Journalistic Skills in the Digitalized Newsroom. Presented at International Communication Association Annual Meeting 1997. Retrieved October 17, 2021 from .

This record was imported from ERIC on April 18, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.