Media Activity Theory: Impact on Journalism Education, News

Production, and Consumption in the Digital Age

Shakhnoza B. Uzokova, Akbar E. Khujakulov, Zebo B. Choriyeva, Fotima M. Makhmudova

and Kamoliddin H. Amirov

Karshi State University, Karshi, Uzbekistan

Keywords: Theory of Media Activity, Journalism Education, Media Landscape, Media Production, Media Consumption,

Interactive Media, Participatory Media, Technological Advancements, Media Producers, Media Consumers,

Journalism Practice, Contemporary Media Environment, Journalism Pedagogy, Media Theory, Media Studies.

Abstract: This research paper provides a comprehensive exploration of the Theory of Media Activity and its relevance

as a conceptual framework for journalism education. The author offers a thorough review of existing literature

on media activity theory, emphasizing its potential to enhance the understanding of the evolving media

landscape and its implications for journalism practice. Through a combination of theoretical analysis and

practical examples, the paper elucidates the ways in which the Theory of Media Activity can inform and

enrich journalism education, particularly in relation to the interactive and participatory nature of contemporary

media. In this article it is presented a compelling argument for the integration of media activity theory into

journalism curricula, emphasizing its capacity to equip students with a nuanced understanding of the

reciprocal relationship between media producers and consumers. Furthermore, the paper discusses the

implications of technological advancements on media production and consumption, highlighting the need for

journalism educators to prepare students to navigate and contribute to the future of journalism in a rapidly

changing media environment. Overall, this research paper offers valuable insights into the potential benefits

of embracing the Theory of Media Activity as a foundational framework for journalism education. Its

thorough analysis and practical implications make it a valuable resource for educators, researchers, and

practitioners seeking to enhance journalism pedagogy in response to the dynamic nature of contemporary

media.

1 INTRODUCTION

The study of journalism education involves exploring

the principles, practices, and ethical considerations

within the field of journalism. It encompasses a broad

spectrum of topics, such as news reporting, writing,

editing, multimedia storytelling, media law and

ethics, and the historical and sociological aspects of

journalism. According to Tim P. Vos (2019),

journalism education aims to equip students for

careers in journalism, media, public relations, and

related fields by providing them with the necessary

knowledge and skills to collect, analyse`, and present

information in a fair, accurate, and ethical manner.

The societal role of journalism education is to

train aspiring journalists and media professionals to

uphold the highest standards of accuracy, fairness,

and integrity in their work. By teaching students

critical evaluation of information, effective

communication, and an understanding of journalism's

role in a democratic society, journalism education

contributes to ensuring that the public has access to

reliable and trustworthy news and information. This

role is crucial in promoting transparency,

accountability, and informed citizenship. David M.

Ryfe, a notable scholar, has extensively written about

the role of journalism education in society. His 2012

book, "Can Journalism Survive? An Inside Look at

American Newsrooms," explores the challenges and

opportunities facing journalism education amid a

rapidly changing media landscape. Ryfe delves into

the significance of journalism education in preparing

future journalists to adapt to technological

advancements, shifts in audience behaviour, and

evolving professional standards. His work provides

valuable insights into the pivotal role of journalism

education in shaping the future of the media industry

and its broader impact on society.

Uzokova, S., Khujakulov, A., Choriyeva, Z., Makhmudova, F. and Amirov, K.

Media Activity Theory: Impact on Journalism Education, News Production, and Consumption in the Digital Age.

DOI: 10.5220/0012796700003882

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 2nd Pamir Transboundary Conference for Sustainable Societies (PAMIR-2 2023), pages 247-254

ISBN: 978-989-758-723-8

247

The origins of journalism education can be traced

back to the early 20th century, with universities

offering courses in newspaper reporting and editing.

However, it wasn't until the mid-20th century that

journalism education became more formalised and

widespread. The University of Missouri established

the first journalism school in the United States in

1908, serving as a precursor for many other

universities to follow suit.

2 METHODS

In Uzbekistan, the development of journalism

education began after gaining independence from the

Soviet Union in 1991. Before this, journalism was

incorporated into broader communication or

literature programs. Since independence, there has

been an increasing acknowledgment of the

significance of journalism education in fostering a

free and independent press in Uzbekistan. Today,

numerous universities in Uzbekistan offer journalism

programs at both undergraduate and graduate levels.

According to the Harvard University Nieman

Foundation website (https://www.niemanlab.org),

journalism education has evolved in recent years to

adapt to the changing media landscape. With the

ascent of digital and social media, journalism

programs now emphasize multimedia storytelling,

data journalism, and audience engagement. Many

journalism schools also provide specialized tracks in

areas such as investigative reporting, environmental

journalism, and international reporting to prepare

students for careers in specific fields.

Aside from conventional classroom instruction,

journalism education often incorporates practical

training through internships, student media outlets,

and collaborations with professional news

organizations. These hands-on experiences enable

students to apply their skills in real-world settings and

establish professional connections that can aid in

launching their careers. According to C.W. Anderson,

the future of journalism education will continue to be

influenced by technological advancements, shifts in

media consumption habits, and evolving professional

standards. As the media industry adapts to new

challenges and opportunities, journalism education

will play a crucial role in preparing the next

generation of journalists to navigate these changes

while upholding the values of accuracy, fairness, and

public service.

In "The Handbook of Journalism Studies, 2008,"

Tim P. Vos asserts that journalism education is a vital

component of a healthy democracy. By equipping

students with the knowledge and skills needed to

produce high-quality journalism, journalism

education helps ensure that the public has access to

reliable information and diverse perspectives. As the

media landscape continues to evolve, journalism

education will remain essential in preparing future

journalists to meet the needs of an ever-changing

society.

Before delving into the term "Media theory," it is

prudent to define what media and theory mean.

Simply listing activities such as TV, radio, film, the

Internet, and newspapers is insufficient to define the

meaning of media. Perhaps the most appropriate way

to describe media is as a technological means to

deliver messages to the public across different

regions, cities, countries, or even globally. While

these media are commonly known as mass media,

they lack interaction between sender and receiver.

The term "mass" indicates the massiveness of media

reception like TVs, films, radios, etc. However,

Marshall McLuhan argues that media should not be

"mass" to be considered media. Before the term "mass

media," there was the singular form "medium,"

signifying someone or something between an object

or subject. This notion, mentioned by Marshall

McLuhan and quoted by Neil Postman, suggests that

three essential things for sight are the organ, the

object, and the medium. In this context, while typing,

the computer screen is the object, and the eyes are the

organ, with the medium being the light. Therefore,

without light, working on the computer would not be

possible. Human mediums, in this sense, can send

messages to others through a supernatural sense. The

media today vastly differs from the past, with

significant technological advancements. According

to historical evidence, a human medium is a

supernatural sense allowing one to send messages to

others.

Media theory is akin to a virus that tends to spread

frustration, concern, and alarm among students, as

claimed by Haenlain. The theory of media activity, as

a conceptual basis for journalism education, is an

intriguing and relevant approach to understanding the

role of journalism in society. It emphasizes the active

nature of media production and consumption,

providing a framework for comprehending the

complex relationship between journalists, media

organizations, and audiences.

Media activity theory posits that media

production and consumption are dynamic and

interactive processes involving various actors,

including journalists, media organizations, and

audiences. Unlike the traditional view of journalism

as a one-way communication process, this theory

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highlights the active role of audiences in interpreting

and responding to media content. It also emphasizes

the agency of journalists and media organizations in

shaping the news agenda and framing public

discourse.

One central concept of media activity theory is

viewing media as a social institution that plays a

crucial role in shaping public opinion and influencing

social and political processes. This perspective

emphasizes power dynamics inherent in media

production and consumption, drawing attention to

how journalists and media organizations can shape

public discourse and influence public opinion. Media

activity theory recognizes diverse and often

conflicting interests in the media landscape, including

political, economic, and cultural factors shaping the

production and dissemination of news.

The chart below illustrates these concepts, created

based on the author's understanding of the topic:

Another key concept is media literacy, referring to

individuals' ability to critically analyse and evaluate

media content. Media literacy education is considered

an essential component of journalism education,

helping future journalists understand the impact of

their work on audiences and society.

Media activity theory underscores understanding

the social and cultural contexts in which media

operate. It highlights how media content is shaped by

broader social and cultural forces, including power

dynamics, ideological influences, and historical

legacies. Journalism education informed by media

activity theory seeks to provide students with a deep

understanding of these contextual factors, enabling

them to produce more nuanced and socially

responsible journalism (SS & BR 2024).

3 RESULTS

In light of the key concepts of media activity theory,

there are several significant implications for

journalism education. Firstly, it advocates for a more

critical and reflexive approach to journalism training.

This entails encouraging students to scrutinize the

power dynamics inherent in media production and

consumption. Students should critically evaluate their

own biases and assumptions, as well as those

embedded within media organizations and broader

societal structures.

Secondly, media activity theory suggests that

journalism education should prioritize audience

engagement and participation. This involves teaching

students to produce content that resonates with

diverse audiences and fostering ethical engagement

with these audiences. It also entails equipping

students with the skills needed to navigate the rapidly

evolving digital media landscape, where audiences

wield unprecedented influence over information

access and the shaping of public discourse.

Moreover, as per Blackwell (2008), media

activity theory underscores the necessity for

journalism education to address issues of media ethics

and responsibility. This includes educating students

about the ethical considerations involved in reporting

on sensitive topics and the potential impact of their

work on individuals and communities. It emphasizes

instilling in students a strong sense of social

responsibility, encouraging them to produce

journalism that is fair, accurate, and accountable to

the public interest.

Last but not least, media activity theory

underscores the importance of providing students

with a comprehensive understanding of the social and

cultural contexts in which journalism operates. This

includes teaching students about the historical and

contemporary forces shaping media production and

consumption, as well as the intersection of these

forces with issues of power, inequality, and social

justice. Exposure to diverse perspectives within the

media landscape is crucial, enabling students to

produce journalism that is inclusive and

representative of diverse communities.

Considering these factors, media activity theory

offers a valuable conceptual foundation for

journalism education, emphasizing the dynamic and

interactive nature of media production and

consumption. This perspective calls for a more

critical, reflexive, and socially responsible approach

to journalism training, preparing students to navigate

the complex media landscape and produce journalism

that is relevant, ethical, and inclusive. Embracing the

key concepts of media activity theory can better equip

journalism education to meet the challenges and

opportunities of a rapidly evolving media

environment.

The integration of social media within journalism

education is a concerning aspect in the research area.

In the current era, media can be defined as "The

Internet-based group application constructed on the

technological and ideological foundations of Web

2.0, allowing the creation and exchange of generated

content" (Kaplan and Haenlein, 2010). Such

applications have the potential to alter how people

collaborate, interact, connect, and share information.

While previous research mainly focused on external

social media usage for communication with

customers, the public, and other company interests,

there is now an increase in social media usage within

Media Activity Theory: Impact on Journalism Education, News Production, and Consumption in the Digital Age

249

academic organizations, facilitating information

sharing among employees and establishing

connections between educational and organizational

boundaries.

Treem and Leonardi (2012) identify four general

affordances of media theory—editability, association,

visibility, and persistence—to differentiate social

media from conventional technologies. They

emphasize the significance of media theory in

journalism studies as a complex experience, and

although difficulties and possibilities for journalism

faculties are seldom explored in the literature, there is

a need for ongoing studies.

Stocker (2012) suggests that educational

organizations often conceal problems within,

showcasing only their successes to the public. Many

questions from students go unanswered as officials

attempt to keep these issues hidden. Similarly,

researchers like Leonardi et al. (2013) demonstrate

that media theory plays a crucial role in the

functioning of academic organizations. As the role of

media theory is relatively young in journalism

education in some countries, further research is

necessary to understand the interrelation between

people, tools, and practices.

4 DISCUSSIONS

The present journalism education in Uzbekistan leans

heavily towards enhancing students' practical skills

during their lessons, facilitating their adaptation to the

changes and challenges faced by journalism

education today. The project summary, based on

internal moderate and continual education reform and

growth (2010-2012), vividly demonstrates the

dedicated efforts to improve students' creative spirit

and practical abilities in addressing issues.

Encouraging young talents to enter the news industry

is achievable only through promoting journalism

education. However, it is an undeniable fact that

modern journalism education currently falls short of

meeting the needs of the media, leaving pedagogical

experts struggling to improve the situation.

Numerous education-based media suggest a

considerable number of remedies and strategies to

enhance the practicality of media. These theories can

be divided into four distinct groups. Firstly, there is a

proposal for curriculum and teaching method reform

to renew educational concepts alongside the evolving

media landscape. Secondly, optimizing the teaching

staff involves creating a team of "double teacher

types" responsible for identifying the requirements of

media industry development. Thirdly, fostering

pervasive cooperation between colleges and media

aims to develop a platform of joint innovation

associated with the media. Lastly, the development of

specified labs is proposed to drive experimental

media. While teaching journalism education in

academic institutions, the abovementioned four

theoretical methods have not been effectively

implemented for many decades. Consequently,

several problems need to be addressed, such as the

outcomes of media activity theory, assessing the

media activity theory level in education, and

addressing regional diversity in journalism education

within Uzbekistan academic institutions. Questions

also arise within the journalism curriculum on how to

strike a balance between teaching practical and

theoretical concepts. Journalism education faculties

today face a range of problems that need to be

addressed globally. The theory derived from social

communication can help us understand the nature of

journalism education. As people started to interact

with each other via tools, it led to the creation of

Media activity theory. This theory includes

interaction, community, and mediation concepts,

providing a basis for human activity. Leonardi et al.

(2013) divided media theory into two fundamental

sections according to organizations: 1) external and

2) internal social media. Considering the former,

external social media is akin to Vygotsky's Activity

Theory founded in 1978. Vygotsky's Activity Theory

is a psychological framework developed by the Soviet

psychologist Lev Vygotsky, emphasizing the role of

social and cultural factors in shaping human

behaviour and cognition. Human activity, according

to this theory, is mediated by tools, signs, and

symbols, shaped by the social and cultural context in

which it occurs. The theory highlights the importance

of collaborative and social interaction in developing

higher mental functions.

In the context of media journalism, Vygotsky's

Activity Theory can be applied to understand how

individuals and groups engage with media content,

how media shapes perceptions and behaviours, and

how media consumption is influenced by social and

cultural factors. It emphasizes the role of media as a

tool for communication and cultural expression

within a broader societal context. Vygotsky's Activity

Theory, also known as sociocultural theory, has had a

significant impact on education, particularly in the

field of educational psychology. Vygotsky's Activity

Theory suggests that learning should be viewed as a

social activity, with students learning best through

collaboration and interaction with others. This has led

to the development of educational practices such as

cooperative learning, peer tutoring, and group

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Table 1. Scaffolding in Vygotsky’s Activity Theory.

Scaffolding

Component

Description Example

Zone of Proximal

Development (ZPD)

The area between what a learner can do

independently and what they can achieve

with suppor

The student who can write simple

reports, but needs instructor prompts to

write news stories.

Activities and tasks Broken down into manageable steps that

gradually increase in difficulty.

An instructor provides graphic

organizers and sentence starters for a

writin

assi

nment.

Social Interaction

and Collaboration

Learning through interaction with more

knowledgeable others (teachers, peers)

Collaborative problem-solving

activities where students guide each

other.

Feedback and

Guidance

Specific and focused feedback that helps

learners improve their skills and

understandin

Teacher prompting a student to rephrase

a statement for clarity.

Modelling and

Demonstration

Showing students how to complete tasks

throu

h examples and visual cues.

Teacher showing students how to tackle

news-repor

problems step-

-step.

Tools and Resources Providing materials and supports that

facilitate learning.

Providing graphic organizers, templates,

or technology tools to aid

comprehension.

Fading of Support Gradually transferring responsibility to

the learner as their skills and competence

develop.

Teacher offering less prompting as

students become more confident in their

writin

Assessment and

Monitoring

Regularly evaluating student progress to

adjust scaffolding levels.

Teacher observing student work and

adjusting lesson plans to meet individual

needs.

projects, facilitating social interaction and

collaborative learning experiences.

A key concept in Vygotsky's Activity Theory is

the zone of proximal development (ZPD), referring to

the gap between what a learner can do independently

and what they can achieve with the help of a more

knowledgeable other. Learning within the ZPD,

where the most effective learning occurs, has

influenced instructional strategies that provide

students with the right level of support.

Scaffolding, another key concept in Vygotsky's

theory, involves the support provided by teachers or

more knowledgeable peers to help students learn and

solve problems beyond their current understanding.

This approach emphasizes the role of the teacher as a

facilitator of learning. Over time, as students become

more competent, scaffolding is gradually removed,

allowing them to take on more responsibility for their

own learning.

Vygotsky's Activity Theory highlights the role of

language and communication in the learning process,

emphasizing its crucial role in cognitive

development. Cultural factors also influence

cognitive development, shaping individuals based on

their cultural background and community practices.

This has led to culturally responsive teaching

practices in education, recognizing students' diverse

cultural backgrounds.

The link between Vygotsky's Activity Theory and

journalism education lies in the emphasis on social

interaction, collaboration, and cultural context in the

learning process. Learning is seen as a social activity,

aligning with journalism education's principles that

prioritize hands-on, experiential learning and strong

communication and collaboration skills.

In journalism education, Vygotsky's Activity

Theory informs instructional strategies promoting

collaborative learning experiences. Group projects

and team-based assignments simulate real-world

newsroom environments, aligning with Vygotsky's

emphasis on social interaction in the learning process.

The concept of the zone of proximal development

(ZPD) can be applied to journalism education, where

it represents the gap between a student's current

abilities and the proficiency achievable with

guidance.

Scaffolding is particularly relevant to journalism

education, allowing instructors to support students as

they work on complex journalistic tasks. Breaking

down tasks into smaller, manageable steps and

providing guidance helps students build skills and

confidence in journalism. As students’ progress,

Media Activity Theory: Impact on Journalism Education, News Production, and Consumption in the Digital Age

251

scaffolding is gradually removed, enabling them to

take on more responsibility for their own learning.

Vygotsky's Activity Theory has a lasting impact on

contemporary educational approaches, shaping the

field of educational psychology. Its focus on social

interaction, collaboration, and cultural context

continues to influence educational practices,

including those in journalism education. Language

and communication are pivotal to Vygotsky's theory,

and these aspects are fundamental to journalism

education. Journalists need to be skilled

communicators, capable of gathering information,

conducting interviews, and effectively conveying

stories to their audiences. Journalism educators can

leverage Vygotsky's emphasis on language

development and communication skills to design

curricula that prioritize these competencies. This may

include activities such as mock interviews, news

writing exercises, and multimedia storytelling

projects to help students refine their verbal and

written communication abilities.

In our exploration of scholars who applied

Vygotsky's activity theory in journalism education,

we identified several generations with distinct

focuses:

First Generation (1980s-1990s): Pioneered the

application of Activity Theory to journalism

education, concentrating on understanding

newsrooms as complex activity systems and

investigating journalists' learning through

professional practices. Key figures include Michael

T. Hayes and Yrjö Engeström.

Second Generation (2000s-2010s): Built upon the

foundation of the first generation, delving into more

specific investigations and nuanced applications.

Explored themes such as collaborative learning,

knowledge construction, the role of tools and

artifacts, language and agency, and power dynamics

within newsrooms. Examples include Karen Moss,

Anna T. Fennel, and Charles R. Berger.

Third Generation (2010s-present): Extended the

application of Activity Theory to address

contemporary issues and challenges in journalism

education. Focused on critical and transformative

approaches, considering power relations, ideological

biases, the impact of digital technologies, and the

evolving social and cultural landscapes of news

production. Scholars like Michael C. Apple, Richard

I. Campbell, and Robin P. Andersen fall under this

category.

Moreover, Vygotsky's recognition of the influence of

cultural factors on learning is relevant to journalism

education. In today's diverse and globalized media

landscape, it is essential for journalism students to

understand and appreciate the cultural contexts in

which news stories unfold. Educators can integrate

Vygotsky's emphasis on culturally responsive

teaching practices by incorporating diverse

perspectives and voices into their curricula. This

might involve exploring issues of media

representation, diversity in news coverage, and the

ethical considerations of reporting on different

cultural communities.

Furthermore, Vygotsky's activity theory has

significant implications for journalism education. By

emphasizing social interaction, collaboration, cultural

context, language development, and scaffolding, this

theory provides a framework for designing effective

instructional strategies in journalism programs.

Educators can leverage Vygotsky's ideas to create

learning environments that foster teamwork, critical

thinking, and ethical awareness among future

journalists. Ultimately, the principles of Vygotsky's

activity theory can enrich journalism education by

promoting a holistic approach to learning that

prepares students for the dynamic challenges of the

media industry.

The application of Vygotsky's activity theory in

journalism education can also be relevant to the

media landscape in Uzbekistan. As the country

undergoes social and political changes, there is a

growing need for well-trained journalists who can

navigate complex cultural and societal issues. By

incorporating Vygotsky's emphasis on social

interaction, collaboration, and cultural context into

journalism education, Uzbekistan's journalism

programs can better prepare students for the

challenges of reporting in a diverse and evolving

media environment.

Incorporating Vygotsky's theory into journalism

education in Uzbekistan can also help address the

need for strong communication and collaboration

skills among future journalists. By prioritizing hands-

on, experiential learning and promoting teamwork

and problem-solving, educators can better equip

students to excel in the field of journalism.

Additionally, by integrating diverse perspectives and

voices into the curriculum, journalism programs in

Uzbekistan can foster an understanding of the cultural

contexts in which news stories unfold, ultimately

leading to more ethical and inclusive reporting

practices.

In summary, Vygotsky's activity theory can provide a

valuable framework for journalism education in

Uzbekistan, helping to cultivate a new generation of

journalists who are adept at navigating the

complexities of the media landscape and contributing

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to informed, responsible, and culturally sensitive

reporting.

There is a prevailing belief in global journalism that

the basic and general education of a professional

discipline, as well as vocational qualifications in

journalism, consists of three core aspects. Inevitably,

concerning the use of the theory of media activity as

a conceptual base in journalism education, the

American journalism education system appears to be

more mature than in other countries. According to

Cheng Min (2018), Thi Phi Nga 2024, based on

practical training, the model of American journalism

teaching extends from social sciences to humanism. .

5 CONCLUSIONS

This theory underscores the inherent power dynamics

in media production and consumption, emphasizing

the significance of media literacy, understanding

social and cultural contexts, audience engagement,

and participation, as well as media ethics and

responsibility. It aims to provide students with a

comprehensive understanding of the social and

cultural contexts in which journalism operates.

Activity theory in media journalism focuses on

unravelling the interconnected relationships and

dynamics among media producers, audiences, and the

broader social and cultural milieu in which media

functions. It highlights the active roles individuals

and groups play in creating, consuming, and shaping

media content, acknowledging the impact of media

on shaping public discourse and societal norms. This

theory advocates for a holistic approach to the study

of media journalism, considering the various actors

and forces that influence the production and

consumption of media content.

To integrate these principles into journalism

education, educators can:

Include interactive and dynamic media production

and consumption activities in journalism education,

such as creating multimedia content, engaging with

audiences on social media, and analysing audience

responses to media content.

Encourage students to critically analyse the power

dynamics involved in media production and

consumption. This involves exploring the influence

of media organizations, journalists, and audiences in

shaping the news agenda and public discourse.

Stress the importance of media literacy and

understanding social and cultural contexts in

journalism education. This helps students recognize

and navigate biases, stereotypes, and misinformation

present in media content.

Promote audience engagement and participation in

journalism education by involving audiences in the

creation and dissemination of news content or seeking

feedback on journalistic practices.

Discuss media ethics and responsibility in journalism

education, prompting students to consider the ethical

implications of their work and its potential impact on

audiences and society.

Provide students with a comprehensive

understanding of the social and cultural contexts in

which journalism operates. This includes exploring

the influence of political, economic, and

technological factors on media production and

consumption.

By incorporating these principles into journalism

education, educators can empower students to

develop a profound understanding of the dynamic and

interactive nature of media journalism. This

preparation equips students to navigate the

complexities of the modern media landscape

effectively.

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