ABSTRACT
Journalism education is seen as laying the foundation for the attitudes and knowledge of future journalists and mobile media are one of the areas predicted to have an impact on future journalism. Departing from the assumptions that the curriculum can tell us something about what journalism schools highlight as important skills and knowledge for the future students to acquire, this chapter examines the role of mobile media in ten journalism schools across Europe. Inspired by approaches from the field of curriculum studies this exploratory study seeks to do an analysis of distinctive variables: (a) mobile media syllabus; (b) the practical or theoretical nature of mobile media subjects; and (c) the differences between mandatory, core, and basic training. Analysis shows that although many institutions have built mobile media perspectives in their course syllabus, it is not given an important role in the core of journalism education. Further, it seems like they mostly treat mobile media as a technology tool requiring practical skills to produce conventional and emerging storytelling formats. This corresponds with the understanding of MOJO—the mobile journalist with the phone as her tool.
