Lan, XingyuAurisano, JillianLaramee, Robert S.Nobre, Carolina2025-05-262025-05-262025978-3-03868-273-8https://doi.org/10.2312/eved.20251024https://diglib.eg.org/handle/10.2312/eved20251024The integration of data visualization in journalism has catalyzed the growth of data storytelling in recent years. Today, it is increasingly common for journalism schools to incorporate data visualization into their curricula. However, the approach to teaching data visualization in journalism schools can diverge significantly from that in computer science or design schools, influenced by the varied backgrounds of students and the distinct value systems inherent to these disciplines. This paper reviews my experience and reflections on teaching data-driven storytelling in a journalism school in Shanghai, China. To begin with, I discuss three prominent characteristics of journalism education (i.e., students' lack of quantitative literacy, the tension between humanism and technocentrism, and the high requirements for content professionalism) that pose challenges for course design and teaching. Then, for each challenge, I share firsthand teaching experiences and discuss corresponding approaches for teaching, such as trying to put visualization into a news context and finding commonality between data-driven storytelling and traditional storytelling. Overall, this paper aims to provide reference and inspiration for instructors who are teaching data visualization and data-driven storytelling to students with non-technical backgrounds.Attribution 4.0 International LicenseCCS Concepts: Human-centered computing → Empirical studies in HCI; Social and professional topics → User characteristicsHuman centered computing computing → Empirical studies in HCISocial and professional topics → User characteristics10.2312/eved.2025102411 pages