ABSTRACT
Storytelling is the journalist’s stock-in-trade, but new approaches to teaching this craft skill are required in a disruptive age, characterized by lack of trust. Changed environments throw questions of individual identity into sharp relief, both for the journalist—the storyteller—and the people whose stories they tell. Through critical evaluation of the dialogue around storytelling experienced by students at the Salzburg Academy—and drawing on exemplars from global journalism practice—this essay reflects on how immersive storytelling processes, embracing as many voices as possible, could indicate a way ahead. It outlines the design for a new approach to journalism education, with a focus on the importance of listening, the primacy of voice, and the value of empathy. This transformative pedagogy is founded on the concept that journalists who are emotionally and digitally literate are more likely to produce journalism that is inclusive and connected.
