I’ve been thinking a lot recently about news judgement and curiosity, because I sometimes find those traits lacking in students (and professionals, for that matter). And I sometimes feel that the Journalism 101 model is broken. We spend so much time getting students to write a good lede that we neglect the basics of *reporting* the story.

So I’m going to throw this idea out there just to hear what you have to think about it. The idea is for a course that is solely about reporting, not writing. Please respond in the comments.

The key thought behind this is to teach students how to identify the value of news and how to get the right information from the right sources before even beginning to talk about ledes, inverted pyramids, or story structures.

Step 1: Begin with a discussion of news judgment: what is news? What elements of a potential story make it newsworthy? This is basic to any beginning newswriting class.

However, this is where the process might seem a bit different.

Step 2: Have students select a newsworthy topic, perhaps a topic that is currently in the news – say, Libya. Ask them why this topic is important? What are the questions surrounding the topic? Why are those questions important?

Step 3: Next, have students select another topic, perhaps a topic that is in the news on campus, or in the local area. Ask again, why is the topic important? What are the important questions related to that topic? Now, ask: where would you go to look for answers to those questions? Make a list of potential sources (people, documents, databases, etc.) For each “source,” ask: “Why is that a good source? Is there more than one source available for each question? Which source seems more “authoritative,” or should the question be asked of them all?

Step 4: Select another topic that is related to the campus: Repeat the process of Step 3, and then add another step to the process: Have students go ask those sources those questions. At this point, you can discuss notetaking, recording audio, etc. Interviewing techniques, things to observe during an interview, etc. Off-the-record, anonymous sources, etc.

Step 5: Now that students have interviewed sources and gathered source documents, go through the answers/documents. Ask: which part of this information is most important? Why? Which parts are incomplete? Are there further sources needed on some information? Are there facts that are stated that might not be “facts.” Discussions of attempts to influence, frame news, etc. are applicable at this point. Organize the facts, statements, documents that are crucial. Rank them in some sort of order. Ask students how such information should be ranked? What are some ways to organize the information?

I haven’t waded into grading or assignment particulars, but the key thing is to keep the writing out of it, to deal with what is really the most basic thing for a journalist to learn: getting the information.

What am I missing here?

UPDATE: I should clarify that I think the writing component would be heavily emphasized in a second-semester required course.

Print Friendly

Each  semester, I ran into several problems with the equipment: it was too complicated, or it wouldn’t work well with the software, or the files were so huge that it took forever for students to back up their work.

This year, we rethought the needs of the classes while making a purchasing decision on a new set of multimedia kits for the classrooms.

The upshot was that we wanted something simple and easy to use, that would also work well with our software. First, we looked at the Flip Camera, but at about the time we were getting our proposal together, Flip stopped producing cameras.

Then, we looked at the Kodak Zi8, similar to the Flip because it had the ability to use an external microphone. But after we’d put together the proposal, Kodak discontinued the Zi8. Grrrr!

So now we’re in possession of two classes worth of Kodak PlayTouch cameras. The cameras include a dual-purpose headphone/mic in jack.

The cameras are very easy to use. On-screen menus are not terribly confusing, and the video and audio quality are pretty good for a pocket video camera. They also record in m4v format, which makes importing into video editing software incredibly easy.

One of the purposes for choosing a pocket video camera instead of a higher-end camera was to remove as many technical obstacles as possible for beginning students, many of whom aren’t planning on careers as videographers. By removing the technical obstacles, the idea is that they (and their instructor) can spend more time focused on the purpose for video – telling the story.

I know some college media outlets are already using these cameras for reporters. For those who were looking at the Flip or Zi8, this seems like a pretty good alternative – at least until they discontinue it too. The price for the camera itself is around $125. I would encourage you to invest in a carrying case, however, as these things are definitely small and seem like they’d be easy to break.

I’ll report back more after we’ve used them for a semester.

Print Friendly

Splicd allows you to enter a YouTube URL, along with a start and stop point, and then it outputs a link and embed code to put on your site.

For an example, I often like to share this clip of This American Life host Ira Glass talking about getting from the point where you don’t have the skills but want to do something creative, to the point where you have the skills:

powered by Splicd.com
The original YouTube video is five minutes long, and there’s a bit of talking before the clip I selected. But I was able to trim the clip to exactly what I wanted to share without having to load the entire 5 minute clip.

This would be especially useful for a student journalist who wants to highlight a certain portion of a press conference, for instance; or an instructor who wants to showcase a particular section of a YouTube clip that exists within a larger 10 minute clip.

I’m almost certain YouTube has a similar internal feature, but you have to have a YouTube account. This tool is available to anyone.

Print Friendly

Image via Wikipedia

The Carnival of Journalism has been going on the past few months, and I’ve missed posting to them. However, this month’s topic is very interesting, and I feel like I have something to contribute, if a little bit past deadline.

The topic:

A failure in your life (personal or professional) that has lessons. It must be your failure and you must have to take responsibility. But this will be a safe space to discuss our failings and what we can learn from them.

I’ve had a number of personal and professional failures over the years, many of which have been deep and emotionally wrenching. But I want to focus on one particular failure which happens frequently.

Having just finished turning in final grades for this semester, the concept of failure is very real at the moment, as it is at the end of every 15 weeks in the university system. Every semester, I deliver grades that are, shall we say, less than optimal.

And in some way, each of those less-than-optimal grades I view as a failure on my part as a teacher. There are students who get it, who do great work in classes, and others who never seem to grasp concepts, techniques, technology, etc. or they just decide to stop coming to class.

I know, deep down, that there is only so much an instructor can do, and the rest is up to the student. But that doesn’t make it any easier to deliver those grades. Maybe it does for some people, but not for me.

At heart, I want all my students to succeed in the classes I teach, because I really love journalism and “multimedia” or whatever we’re calling it now, and I want them to love it too – or at least like it enough to do well in my classes.

As well, I have no personal animosity to students. I wish them the best in their endeavors, because I would like the same were I in their shoes.

And so every semester, I look over the grades, the schedule, the professor evaluations, the equipment and try to figure out different ways to tackle the subject matter, to spend more time one-on-one, to smile more, anything to find a way to connect with those students.

This fall will be my 11th year teaching collegiate journalism classes, and I still feel the need to reinvent my courses constantly. And that’s the thing I think is the lesson from this failure: Even if you think you have things down, there’s always a time to look back, evaluate, and try things differently.

I always tell students that the beauty of college is that every 15 weeks you get a chance to start over with a clean slate – new subjects, new instructors, etc. Nobody in history 101 cares if you didn’t measure up in poli sci 101.

And each semester is a fresh chance for a teacher to start the class with a clean slate as well. It’s part of what keeps me from despairing over these small failures.

Print Friendly

Rachele Kanigel reminds that the deadline for applying for the multimedia journalism summer program is fast approaching: February 1, 2011.

More details about the program below the fold:

STUDY MULTIMEDIA JOURNALISM IN THE SOUTH OF FRANCE THIS SUMMER!
June 23-July 23, 2011

Do you dream of becoming a foreign correspondent? Do you want to learn multimedia storytelling skills? Do both this summer and have the time of your life with the multimedia journalism program in Perpignan, France co-sponsored by San Francisco State University and the Institute for Education in International Media (ieiMedia).

The program is open to English-speaking students from all colleges and universities, as well as recent graduates. Instruction is in English (except French classes) and students work with interpreters to report and shoot their stories. Preference is given to journalism, media, film or mass communication majors and students with experience on a college or professional publication.

Students spend four weeks studying international reporting, blogging, multimedia storytelling and videojournalism — as well as French language and culture — and report on the community of Perpignan, a charming Catalan city near the Spanish border. They then create a multimedia website about the city (see last year’s project here).

About Perpignan

Perpignan lies in the sunny Languedoc region of southwestern France, 8 miles west of the Mediterranean and 19 miles north of the Spanish border, within sight of the Pyrénées. The city, which passed back and forth between French and Spanish rule over the centuries, features a charming, pedestrian-friendly historic quarter; a daily market; several arts festivals in the summer and lively night life. Watch the fireworks shot over a 14th century fortress on the 14th of July (Bastille Day). Try escargots and other regional specialties at the local tapas bars and sip coffee at the sidewalk cafes. Lovely Mediterranean beach towns like Collioure and Argelès-sur-Mer are just a short bus or train ride away.

Features of the program:

• Study with top international journalism professionals who have worked in France, Mexico, Australia, Italy and the Democratic Republic of Congo
• Live in air-conditioned studio apartments with free Internet access, kitchenettes and private baths in a modern hotel
• Study French at a respected language academy (students are divided into two groups — beginner and intermediate; other accommodations can be made for students fluent in French)
• Travel on two free three-day weekends to nearby beach towns, the French Riviera, Barcelona, Paris or other cities in France or Spain
• Tour French media outlets and local historic and cultural attractions

Program fee: $4,995 plus airfare (includes tuition, housing, ground transportation, equipment, cultural activities).

Applications will be reviewed on a rolling basis through Feb. 1, 2011. Students are encouraged to apply early since the program may fill before that. Late applications will be considered if spots are available.

Click here for more information and application.

Print Friendly