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Teaching Investigative Journalism by Showing, Not Telling

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By FIMS Communications
January 19, 2026

Investigative journalism is often romanticized.

Sure, it can be at times; “Watergate. Back-alley meetings. Exposing wrongdoing. Comforting the afflicted and afflicting the comfortable. All that good stuff.”

But to Chris Arsenault, assistant professor and chair of the Master of Media in Journalism and Communication program, he sees it as so much more.

His recently launched project How They Did It, backed by the Michener Awards Foundation through the Michener–L. Richard O’Hagan Fellowship for Journalism Education, is digging deep and showing, not telling, how the reality of investigative reporting is far more complex.

Below, Arsenault reflects on why it was important to demystify the investigative process, what audiences can learn from it, and how this work is reshaping how investigative journalism is taught in Canada.

Why was it important to give aspiring journalists and the public an inside look at investigative journalism?

“Students, and many members of the broader public, love the idea of investigative journalism. But actually, getting started as an investigator, especially as a student reporter with no high-level sources, is tough.”

While textbooks often explain investigative techniques, they rarely capture what the work looks like in practice.

“Textbooks explain techniques, but they often tell rather than show. I wanted to pull back the curtain on real Canadian stories… to reveal the tradecraft, sourcing strategies, and challenges involved.”

The project centres on real Canadian investigations — from the Ontario Greenbelt scandal to reporting on sexual abuses inside Canadian Security Intelligence Service (CSIS) — in order to ground learning in the Canadian realities. “Much of the standard teaching material on investigative reporting comes from other countries, so I want to showcase some of the best Canadian examples.”

“For aspiring journalists, this demystifies the process and builds practical skills. For the general public, it fosters appreciation for how accountability journalism shapes society.”

What do you hope people take away as they work through the content?

“I hope podcast listeners gain actionable insights, how to develop stories, build trust with sources, use data tools, navigate obstacles and organize information.”

Rather than focusing only on outcomes, the project emphasizes the method.

“This could be anything from strategies that worked for using the access to information act, how to crunch numbers in big spreadsheets, or how to deal with the right-of-reply from government departments or businesses who are stonewalling you or giving non-answers.”

Ultimately, the goal is twofold.

“I want the audience to be inspired by the work of Canada’s top journalists and gain some skills or new ways of thinking to pursue their own investigations.”

How do you see the current state of investigative journalism in Canada?

“It’s easy to be glum about the state of the journalism industry broadly and investigative reporting specifically.”

Since 2010, roughly one-third of Canadian journalism jobs have disappeared, particularly affecting smaller outlets where budding investigative reporters often begin their careers.

“These are community publications which should be monitoring for local abuses and corruption but no longer have the resources to do so.”

And yet, the impact of investigative journalism remains tangible.

Investigations highlighted through this project have led to sweeping consequences: reviews of food inspection systems after deaths from listeria contamination, the cancellation of Ontario greenbelt land zoning changes worth more than $8 billion, public accountability hearings into illegal fishing, and institutional reforms within Canada’s intelligence agency following reporting on sexual abuse.

“So, despite tough times for many in the industry, investigative journalists continue to change the facts on the ground with exceptional work.”

How is this project being used as a teaching tool for Master of Media in Journalism and Communication (MMJC) students?

“Traditionally, graduate school is about reading — and lots of it. I wanted to have something a little different.”

Recognizing how many students are engaging with information digitally, shaped the project’s format.

“Students often show up to class with earbuds in, so I figured having this information conveyed via a podcast, rather than just a book, might help meet students where they are for their learning.”

Within the MMJC program, the materials are integrated across investigative techniques, data journalism, and source-building curricula.

“I’ll use episodes for classroom discussions, guest speaker sessions, and assignments where students analyze tactics or pitch their own stories.”

What was it like working with students on the project itself?

“Honestly, that has been one of the best parts.”

Students were deeply involved across the project’s development, from research and scripting to translation, audio mixing, and book development.

“One former student, who now works for a major news outlet, is still onboard doing all the audio mixing for the podcast. Another was instrumental in translating the text interviews to French, allowing the website for the project to be fully bilingual.”

That collaboration created what the Arsenault describes as “a true positive feedback loop.”

“Seeing their growth while producing high-quality content was one of the project’s highlights. It was hands-on training that aligned with our program's emphasis on practical journalism education, while bringing fresh perspectives from the students.”

How were the journalists and stories selected?

Selections were guided by three core criteria.

“First, the investigation must have won major Canadian prizes… within the past five years. Second, we wanted to highlight a diversity of reporting strategies. Finally, we aimed for geographic, demographic, and strategic variety in the stories.”

Practical considerations also played a role.

“The availability of journalists to participate in interviews — deadlines come hard and fast in this industry — also influenced what the audience will hear.”

Is there a book connected to the project?

“Absolutely.”

The book is currently in development with University of Alberta Press, with interviews completed and the manuscript in editing.

“The first draft should be submitted to the publisher this winter.”

The broader project will ultimately form the basis of a new course on investigative methods for communications and journalism students.

Where can I find the How They Did It project?

More information about the project can be found online at https://www.canadianinvestigativejournalism.ca/.

Episodes of the podcast can be found on Apple Podcasts or Spotify.

Supporting Investigative Journalism Education

This project has been made possible thanks to financial support from the Michener Awards Foundation through the Michener–L. Richard O’Hagan Fellowship for Journalism Education.

That support reflects a shared commitment to strengthening investigative journalism not only through recognition, but through education — by showing how the work is done, not just celebrating the results.


*Quoted responses have been edited for clarity