Posts Tagged ‘ teaching ’

Journalism 24/7: What we studied, Fall 2011

At the end of each semester, I like to reflect on what I learned from teaching Journalism 24/7, my course on the changing news industry. The material changes so fast that the world looks different every time I teach the class. This time – my 10th – at the request of journalism major Evan Livingston, I’m compiling an annotated list of the websites we examined. For any journalism program contemplating such a course – and all programs should be preparing their students to understand the business side of journalism along with its history, ethics and skills – this list offers a framework on which to build.

Given the wildly overpriced textbook market, it’s gratifying that this is such a low-cost course. I require only one book, “The News About the News: American Journalism in Peril,” by Leonard Downie Jr. and Robert G. Kaiser, a widely available trade paperback that costs less than $15. Though published in 2003, much of it is essential background reading. The only truly outdated chapter is the one on network television news, so we skip that. Everything else we read is available for free online – appropriately, for a class in which a major theme is the loss of revenue in the movement of news to the web.

The annual State of the News Media report published by the Pew Research Center’s Project for Excellence in Journalism is essential reading for instructors. This exhaustive compilation covers newspapers; magazines; online; local, national and cable television; audio journalism; and ethnic and alternative news media. For each sector, the authors analyze audience, economics, newsroom investment, ownership and digital trends. The 2011 report includes special sections on mobile platforms and community news. A report on the previous year is issued each spring. Sections of the report could be assigned in small doses, or for graduate students, but the whole is overwhelming. I assign the section on local television, which is where many of our students hope to find jobs. The material has proved invaluable in class discussions.

Another core text is the 2011 report by Bill Grueskin, Ana Seave and Lucas Graves of the Columbia University School of Journalism, “The Story So Far: What We Know About the Business of Digital Journalism.” Each of the 10 chapters – on journalism economics, audience, Continue reading

Live-Tweeting the Class Lecture: A #selvin247 Exercise

I tried Staci Baird’s live-tweeting exercise in yesterday’s Journalism 24/7 class, using the Twitter hashtag #selvin247. I gave a lecture on net neutrality and students tweeted their notes, using their phones or laptops to enter their 140-character comments on Twitter; the “hashtag” allows Twitter users to search by topic. I projected their tweets on the board, updating every 10 minutes or so. Some of the #selvin247 timeline is still up on Twitter as I write, though it’s fading fast.

Results: Students took stabs at conveying the facts of the lecture; many missed the mark. Too much effort expended on wit. A former student posting prank tweets. Students tweeting to their friends on personal topics during class.

As an exercise in comparing tweets with traditional, handwritten note-taking, I’d call the live-tweets a failure. Baird’s instructions, however, included an admonition to give students “some examples of what good live-tweeting looks like.” I didn’t do that. I’ll save a few examples and try once more next semester.

A few wrinkles emerged, besides those prank tweets from a student who took the class last year (“Can I go to the bathroom?  #selvin247 #educationalvalue #justkiddingidonthavetogo #gogojournostudents”). Tweeters circled the points I made, occasionally landing on the bullseye, but anyone trying to follow the lecture from afar would have been confused. Jokes distracted tweeters and their followers: “If the ISP is the gatekeeper, who is the keymaster?  #selvin247 #ghostbusters  #thereisnodanathereisonlyzuhl.” A follow-up check on students’ timelines found some unpleasant surprises, like this one from earlier in the class: “Ugh this class is killing me! Idk how [a classmate] and i are going to surviveeee.” Or this, far uglier, from last summer: “The only thing more despicable than the muslims building a mosque near ground zero is @sarahpalinusa trying to gain from it politically.” This one was pointed out to me by someone who was deeply offended by it.

Twitter being a public medium, I could rightfully identify those posters, but as both are students, I will refrain from embarrassing them – or, in the case of the tweet about “the muslims,” maybe costing the student an interview or a job. The point is that everything on a public Twitter feed – everything on the  Internet — is available to everyone, now and forever. Students: Keep your online identity professional! Think before you tweet: Do I want some future potential employer, or some future source, or a professor, reading these words?

The idea for the class-tweeting exercise came at the end of a Knight Digital Media Center blog post on teaching mobile journalism, which some enthusiasts call the most important journalistic tool to emerge in recent years. More sober observers point out the limitations of live-blogging (of which live tweeting is a subset), the most critical being the lack of context or analysis. In my view, live blogging is one more tool in the journalist’s expanding toolbox, useful during breaking news events but far less so during speeches or talks. Few lectures are of such white-hot importance that every thought needs to fly through the twittersphere the moment after it is uttered. Some people seem to thrive on that hothouse sense of immediacy, but I find its breathlessness forced. I’d rather wait an hour or two, or a day, and read a considered report on a lecture, context included.

Great moments in teaching: leveraging student participation

With just a month’s notice, I’d been assigned to a brand-new course, JRN 301: Journalism 24/7, in the second semester of the very existence of Stony Brook University’s School of Journalism. The course topic: the changing news industry. My idea for that day’s class: Discuss net neutrality.

Sometimes – less now than in years past, thankfully – but sometimes, like all teachers, I think, I fail to allot sufficient time to class preparation and suddenly it’s class time and I’m forced to wing it. This was one of those days. The term “net neutrality” had been showing up frequently in my online reading (read: cramming) as I struggled to get a handle on the turbulence of the news industry in the late 2000s.

I got to class and began talking, using the skimpy notes I’d thrown together. It wasn’t more than two minutes into my “lecture” that I realized I was hopelessly lost. Could not talk about net neutrality. Had no backup. An hour left of class! What to do? Continue reading

A teachable moment in numeracy

A recent Business Day front page in The New York Times featured an enjoyable story headlined “Rabbit Ears Perk Up for Free HDTV,” by Matt Richtel and Jenna Wortham. It reported on young people who have dropped their cable-television susbcriptions and replaced them with “the modern equivalent of the classic rabbit-ear antenna.

“Some viewers,” the story continued, “have decided that they are no longer willing or able to pay for cable or satellite service.” These viewers, “including younger ones, are buying antennas and tuning in to a surprising number of free broadcast channels. These often become part of a video diet that includes the fast-growing menu of options available online.”

“Cord-cutting,” as this phenomenon is known in media circles, has been much discussed in my Journalism 24/7 class, which examines the changing news industry. Good, I thought, here’s a story I can use in class. I turned to read the continuation on page B6, where I learned that from April to September, “cable and satellite companies had a net loss of about 330,000 customers.” Antennas Direct, a St. Louis manufacturer, “expects to  sell 500,000 this year, up from 385,000 in 2009, according to its president.” A young couple in Minnesota and another in Virginia were quoted on their decisions to cut the cord and whether they miss the cable offerings.

So this cord-cutting thing is really happening, I thought as I finished my breakfast and glanced at page B7.

“ESPN Says Study Shows Little Effort To Cut Cable,” said the headline at the top of that page.

Hunh?

My first thoughts were snarky, I’ll confess: Is this evidence of some kind of internecine warfare on the biz desk? Don’t the Times business editors talk to one another? Ah, schadenfreude.

The ESPN story, by Brian Stelter, reported that Continue reading

An ideal journalism curriculum for undergraduates?

The consensus on preparing tomorrow’s journalists is this: They have to be able to do everything: write well, handle digital still and video cameras proficiently, edit photos in Photoshop, edit video with FinalCutPro, produce podcasts, produce slide shows, blog, promote themselves and their employers on social media. Have I left anything out?

And underlying those skills, there’s more – the skills that journalists have always needed, the reporter’s fundamental mindset. Tomorrow’s journalists, like today’s, like yesterday’s, need to spot stories in the world around them, find out what’s been published or aired on those stories, figure out new angles and follow-ups, research people and topics, synthesize information swiftly, write quickly and gracefully, revise their own and others’ copy, analyze and use numbers, conduct all kinds of interviews, be prepared to wrestle with ethical dilemmas, possess a broad knowledge of history and current events, meet deadlines. Accuracy, brevity and clarity, the ABC’s of journalism – they sound simple, but much study and practice are needed to achieve them.

From an educator’s standpoint, a key question is this: How do we weave the fundamentals and the technology together in a curriculum that not only teaches students to compete in today’s media job market but also how to think and reflect and write? The follow-up questions come thick and fast. Do we start by teaching students how to shoot and edit video? Do we have them produce stories in multiple platforms from the beginning? Or do we start with a focus on the fundamentals, the writing, research, interviewing, revising and numeracy skills? Is it possible to do everything at once?

The answer to that last question is the only easy one: No.

Spread the material too thin, try to cram too much too fast into students’ brains, and you end up with students who can do nothing well. There may be a superficial technical glibness, but the content, the storytelling, suffers. The ability to tell important stories accurately, quickly and clearly comes first. The platforms come second. And writing is still the best way for students to demonstrate their mastery of putting a story together – whether writing for “print” or writing “broadcast” scripts or writing directly for the web. (Those are air quotes. Nearly all “print” and “broadcast” work ends up on the web at some point.)

My dream journalism curriculum looks like this.

Continue reading

University media relations: help or hindrance for j-schools?

College and university journalism schools offer their students a built-in community to cover: the institution that houses their program. A campus offers practice in covering politics, budgets, race, education, crime, social trends – in short, many aspects of life in the wider world.

The institution’s media-relations personnel can play a key role in helping – or hindering – journalism educators who use the campus as a teaching tool. They can help students find scholarly and administrative sources for their stories, whether for class assignments or for the student media, or they can use their power to block access and prevent students from gaining needed reporting and interviewing experience.

The argument can be made that students must learn to deal with recalcitrant media-relations personnel, whom they will surely encounter as professionals. But questions arise: When does learning this lesson cease to be useful? What is the responsibility of a university administration to aid in the pedagogical efforts of the journalism program it sustains? Where the relationship has been problematic, have the parties resolved tensions and established useful working relationship? If so, how? What makes a good working relationship possible?

At Stony Brook, the opening of our School of Journalism in 2006 coincided with the departure of the university’s longtime spokesman, a former Newsday sportswriter. His replacement was the Continue reading

Summer travels 2: AEJMC in Denver

The AEJMC, or the Association for Education in Journalism and Mass Communications, is a 98-year-old organization that holds annual meetings for faculty members who teach journalism, advertising and public relations. It meets every year during the first week of August in some large U.S. city. Roughly half its 4,000 members show up to attend sessions in the sunless, underground meeting rooms of an anonymous convention hotel and to schmooze with friends they haven’t seen since grad school.

That’s grad school as in doctoral studies, for the most part. AEJMC seems to be dominated by people with PhD’s who conduct studies with names like “The Media and Identity Scale: Some Evidence of Construct Validity” and “The Influence of Interdependent Self-Construal on Consumers’ eWOM Behaviors in Social Networking Web Sites.” (I’m sure these are both very fine studies.)

The daily sessions begin at 7 a.m. and run until nearly midnight. There may be a dozen or more sessions during any given 90-minute time slot. The sessions are labeled in degrees of opacity: research panel session, refereed paper research session, high-density research paper session, scholar-to-scholar refereed paper research session, panel session, teaching panel session, mini-plenary teaching session. None of the four AEJMC staffers I consulted could define these terms. This schedule goes on for four days, plus a “pre-conference” day of workshops.

With so many choices, finding intriguing sessions at this year’s meeting in Denver was easy. I attended “Journalists and Numbers: They Can Mix,” “Planning, Launching and Running a Convergent Student News Website,” “11 Years of Terrific Teaching Tips” and “The New Convergence: Innovations in Industry and Academic Collaborations.” I went into one session by mistake but stayed for a fascinating account of how “K-State” University journalism professors helped rebuild the media infrastructure of a tiny Kansas town destroyed by a deadly tornado. Continue reading

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