The Convergence Newsletter
From Newsplex at the University of South Carolina
Vol. II No. 6 (Dec. 7, 2004)
Commenting on Convergence
By Holly Fisher, Editor,
The Convergence Newsletter
I have spent the last several
weeks immersed in convergence. In addition to my work as editor of this
newsletter, I also assisted Dr. Augie Grant with a fall convergence conference,
The Digital Revolution, hosted by the University of South Carolina. To add even
more convergence to my days, I have spent this fall semester researching and
writing a paper about management of converged newsrooms. I seem to be drowning
in convergence—as evidenced by my dining room table, which is home to
several piles of academic papers, articles and books about digital media,
management and online journalism.
Finding books and detailed
research about convergence is challenging; it is still a relatively new
subject. Yet finding information on managing convergence and the role of media
managers in a converged news operation is even more difficult. IÕll look
forward to sharing the fruits of my labors in an upcoming issue of this
newsletter.
As 2004 comes to a close, The
Convergence Newsletter takes a closer
look at convergence in the classroom. Read about how one professor at Franklin
Pierce College is using innovative software called Control Tower to teach
students about convergence. And at Emerson College in Boston, broadcast
students are finding the videotape is becoming a thing of the past as they
learn to create newscasts using digital formats. We look again at blogs,
highlighting the work a group of students at a USC branch campus did in
conjunction with their local newspaper in Spartanburg, S.C., USA.
Also in this issue, you will
find some changes to the format of The Convergence Newsletter.
With 545 subscribers, it is impossible to meet the needs of everyoneÕs e-mail
systems. Many of our subscribers were receiving truncated newsletters, and we
certainly donÕt want anyone to miss a portion of our publication. Beginning
this month, as a subscriber, you will receive an e-mail containing highlights
of the latest issue as well as tidbits of news and information about
convergence, conferences and academic news. The newsletter in its entirety—as
well as archived issues—will be available online at http://www.jour.sc.edu/news/convergence/index.html.
We hope this format change
will resolve any problems you might have had in reading the newsletter. Bear
with us as we continue to tweak the format. And, please feel free to share
ideas and suggestions about ways to improve The Convergence Newsletter.
As a reminder, we will not
publish in January. So enjoy the holiday season and look for more great
convergence news in February.
Holly Fisher is working on
a masterÕs of mass communication at the University of South Carolina. Contact
her at convergence-editor@mailbox.sc.edu.
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Feature Articles
Using Control Tower in the Classroom
Near Naked News: Producing
News without Videotape
Election Blog Makes History
Reflections on Moblogging
Newsplex News
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Conference Information
Cross-Platform Media Teams
Media Opportunities and Strategies for the Multiple
Media Enterprise
Midwest Political Science Association 63rd Annual
National Conference
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Announcements/News
Call for Papers
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---------------Feature Articles
Using Control Tower in the Classroom
By Paul Bush, assistant professor,
Franklin Pierce College
The journalism program at
Franklin Pierce College is now entering its second semester of using
professional newsroom management technology in its entry-level course. This
system—Control Tower—was created by London-based Proxim-IT to
manage the multimedia news flow in a converged newsroom and not for pedagogical
purposes. However, Control Tower has proven to be an effective teaching tool.
Franklin Pierce students
particularly seem engaged by its modeling of the professional workplace, while,
as a professor, I value its usefulness in driving home basic skills. Its use
has not been problem-free, but I feel confident enough about it as an aid in
teaching good journalism that I am planning to introduce it into upper level
courses next semester, with the goal of integrating some of the activities of
upper and lower level students.
I was first exposed to
Control Tower in July 2003 at the Newsplex Summer Seminar on Teaching and
Research in Convergent Media in Columbia, S.C., USA. Shortly afterward, I
contacted EPN, European Press Network as it was then called, which allowed me
to use Control Tower at no charge. I was subsequently told that Franklin Pierce
College was the first college in the world to use Control Tower, with the
University of Dortmund, Germany, following several weeks later.
In terms of learning styles,
Franklin PierceÕs students have been categorized in large part as
ÒexperiencersÓ—they learn best experientially, through collaborative
activities, hands-on assignments, and the like. In fact, many mass communications
students report that what they find attractive about Franklin Pierce is that
they do not have to wait until their junior and senior years to take an active
part in the campusÕs TV and radio stations and newspaper.
I began using Control Tower in
the fall of 2003 in my two sections of Journalism 1. Control Tower, which is
located on a password-access Web site, allows editors to assign stories in
multiple media, communicate with reporters and other staff members, and in
general, manage what goes on in their newsroom. For example, editors can enter
a story heading and description, and then assign different elements of the
overall story to print reporters, videographers, photographers, online writers
and broadcast staff. Among its various functions, schedules can be set, staff
can be contacted, and sources can be listed, in what might be regarded as a
virtual Rolodex.
I use Control Tower to link
two sections of Journalism 1, the entry-level reporting course at Franklin
Pierce. Students in these two classes, which would not normally have any
contact, work together as they assign each other stories and then critique the
resulting articles. While this connection is a very basic one, it has proven an
effective teaching tool.
The majority of students
learn Control Tower very rapidly—though admittedly a few do not. Most of
its functions are relatively intuitive. Students in one class assign articles
to students in the other, a matter of selecting the ÒstoryÓ function, entering
a title and instructions, and selecting team members—a co-editor who will
also review the draft article along with a reporter. By selecting the Òadd new
taskÓ function, the primary editor can have Control Tower send an e-mail notice
of their assignments to the co-editor and reporter. When the draft is complete,
the reporter can upload it in the ÒassetsÓ area, and the editors can critique
it before the reporter hands in a final copy for my grade.
Most of my students like the
idea that they are using something that is on the cutting edge, as Control
TowerÕs vision of the Ònewsroom of the futureÓ is. I think Control Tower also
generates a largely positive, if not even an enthusiastic, response because it
puts students in a professional environment. My students want to see a purpose in
what they are doing (something that has not changed dramatically since my days
in college, when we demanded ÒrelevanceÓ). Control TowerÕs newsroom gives it to
them.
Besides this positive
atmosphere, I value Control TowerÕs contributions to the learning environment.
I have found it useful as a tool for teaching and reinforcing the fundamentals.
For example, its ÒstoryÓ assignment function helps drive home the importance of
performing proper legwork, even at the earliest stages of coming up with a
workable assignment. When students create assignments with insufficient
substance to work, their reporters in the other class let them know.
Control Tower is also useful
in supporting my lessons on good writing. I have always had my students
critique one anotherÕs draft articles, but a problem is that students are
reluctant to honestly critique someone sitting next to them. Even with the
forms and guidelines I give them, they write Òsounds fineÓ and ÒgoodÓ out of
fear of causing hurt feelings. Control Tower, on the other hand, gives them
enough distance that their critiques are more direct and more accurate, and
hence more valuable.
Control Tower has also, in a
sense, expanded the classroom. With assignments and drafts in a central
location, Control TowerÕs ÒstoryÓ page, I am more likely to draw both sectionsÕ
attention to errors in order to make a point. Even though they may never meet
the other section face to face, students tend see the other class as an
extension of their own, rather than something only I have contact with, which
places the error and its solution within a more personal context. The result is
that they are more likely to pay attention when the other class and its lessons
are mentioned.
Finally, I value Control
Tower because it does not hijack my classes. Whenever one introduces a new
technology into a course, the danger exists that the technology will come to
dominate the process. Students get so wrapped up in using the technology, the
lesson theyÕre meant to learn gets lost. Such has not been the case with
Control Tower.
Using Control Tower has not
been without its challenges. Some students do not adapt readily to it. Among
them are the computer phobic, which is to be expected, as well as those who are
not particularly interested in dealing with anything new or challenging. I have
found that seniors who are taking Journalism 1 because they need an elective
sometimes show the most resistance to it. In 12 years of teaching Journalism 1,
I have never had to offer extra help sessions, but after two semesters of using
Control Tower, I realize they may now need to be part of my regular schedule.
The beta version we used last
fall was not particularly intuitive, featuring awkward functions, as well as
insufficient classroom compatibility. A prime example would be the team
function, which only allowed one reporter and one editor to work on an
assignment. However, my students provided feedback to Proxim-ITÕs staff,
through a survey and through a phone call patched through a speakerphone in the
classroom. This yearÕs redesign is much cleaner and has incorporated some of
their suggestions, such as e-mail notification of assignments and the ability
to word-process articles within Control Tower, something that was not
previously available.
Nonetheless, Control TowerÕs
staff has been quite responsive and has been able to make a few changes very
quickly. The redesign was rolled out in October at a trade show in Amsterdam.
While Control Tower is an
effective tool in the journalism classroom, it may hold out the most promise as
a tool for small programs. Large programs, with entrenched constituencies and
established history or traditions, offer certain obstacles to its most
ambitious use.
I would go so far as to
suggest that in this ambitious multiple-classroom role Control Tower can make
small programs more competitive. Integrated course offerings not only promise
to prepare students for the future of news, but they also put the schools that
offer them in the forefront of current pedagogy, i.e. the growing emphasis on
collaborative learning, on learning communities, and the like. Researchers are
suggesting that lifelong learning requires an expansion beyond the limits of
the traditional classroom—and Control Tower certainly offers one way to
do that.
I regard my use of Control
Tower in the classroom as only a first step. I hope that in the future I will
be able to report that it is equally useful in a wider application that goes
beyond just two sections of Journalism 1.
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Near Naked News: Producing News without Videotape
By Janet Kolodzy, Assistant
Professor, Emerson College
Digitization is
revolutionizing broadcast news by eliminating tape in the production of TV
news. At Emerson College in Boston, broadcast students can put together
newscasts without ever touching a piece of videotape, thanks to an integration
of server-based news gathering, news producing (writing and editing) and
television production systems.
The first step in eliminating
videotape comes in newsgathering. Students work with video images that come in
via satellite or fiber and are digitized and stored in the Avid Unity server.
Students still use DV-tape for their own reporting, but some cameras are being
equipped with hard drives, eliminating tape cassettes altogether.
With Avid Newscutter, a
non-linear editing program, students access video on the Unity server and edit
it. As many as 18 students can access the same source video at the same time,
editing video to fit their storiesÕ needs. This allows students to edit more
quickly and precisely. They can make mistakes and correct them, learning what
works and does not work in visual storytelling. By stressing simple editing,
students can focus on the images needed for storytelling despite their lack of
technological sophistication.
Students also put together
scripts, graphics, and rundowns for newscasts using the Associated PressÕs
Electronic News Production System (ENPS), which is integrated with the Unity
system. This allows greater coordination and communication among the various
individuals working on newscast elements.
The final piece to tapeless
news involves the integration of the Unity system with Parkervision, a digital
studio and control room system. Rather than having to put their edited video
pieces on cassettes, students can send them from the newsroom to the playback
server, or Avid Airspace. ENPS computer commands that identify video clips and
their order in the newscast get loaded for Parkervision. The Parkervision
system then uses those commands to trigger playing the clips from Airspace.
The tapeless news system
provides for greater efficiencies in the newsroom and the control room. It
allows for more time and focus to be on doing more stories and better stories.
However, a server-based system can be prone to computer glitches, such as
crashes and operator errors. As a result, server-based television news requires
attention to different details to ensure quality work.
Janet Kolodzy presented
this information as part of the Digital Revolution conference in October at the
University of South Carolina.
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Election Blog Makes History
By Kim Smith,
Instructor, University of South Carolina Upstate
Eight students
from the University of South Carolina Upstate (USA) joined the Spartanburg
Herald Journal and its
Web site GoUupstate.com to cover the Nov. 2 election in a way that had never
been done before in that region of the state.
They used digital
cameras and camera phones to capture the excitement of voters casting ballots
in Greenville and Spartanburg counties.
The comments and
pictures of more than 40 voters were taken by students enrolled in my media and
society course taught on the Greenville, S.C., campus. The pictures and text
were downloaded, edited and sent to a specially-designed election Web site on
GoUpstate.com for posting. See Web http://www.goupstate.com/apps/pbcs.dll/section?Category=electblog.
(Free e-mail registration is required).
More than 1,700
visited the site that day, according to Andy Rhinehart, new media editor at
GoUpstate.com. He was pleased with the project and hopes to do similar projects
with students in the future. WSPA-TV in Spartanburg and WYFF-TV in Greenville
also featured the unique effort in their newscasts. Several journalism
organizations noted the effort on their Web sites.
Students in SmithÕs class spent a good part of the semester learning about
blogs and their impact on the mass media and society. One survey puts the
number at above 4 million, and one is built every few minutes. Some media
experts say blogs may be changing traditional journalism. News is no longer
defined by editors and reporters but by average citizens. With access to the
Internet, free blogging software available on the Web, a camera phone or a
digital camera, bloggers are empowered to become their own publishers, almost
instantly.
ÒStudying blogs
has opened my horizons to what is possible,Ó said student blogger and USC
Upstate student Elizabeth Bahan. ÒI realize now more than ever that people will
soon become more involved in what is going on around them instead of blindly
following what the media tell them is right or just.Ó
ÒWe broke ground
into what has become known as convergent journalism, where text, graphics,
pictures and video are produced on the Internet,Ó Rhinehart said. ÒAs more
people begin to get their news and information from the Web, we may be
witnessing, and in this case, experienced the future of journalism.Ó
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Reflections on Moblogging
By Candace Lee Egan,
Assistant Professor, California State University, Fresno
This past October I was one
of the participants in the moblog workshop that was part of the Digital
Revolution Conference hosted by the University of South Carolina (USA). As Jeff
Wilkinson wrote last month, (http://www.jour.sc.edu/news/convergence/issue16.html)
it took a bit of an attitude adjustment to switch into the role of a journalist
covering the conference. (In my case this was a big switch because I havenÕt
been a working journalist for years.) And as often is the case when faced with
something new, I was true to my roots as a news videographer and amateur
digital photographer and gravitated to that which I was most
comfortable—playing photographer. ItÕs from this perspective, as well as
my background in Web design, that I reflect on moblogging and offer some ideas
for its evolution.
Capturing Photographs
Our moblog experiment
involved using camera-equipped cell phones. These camera phones offered the
advantage of an all-in-one device that could capture the photo and then connect
to the Internet to send an e-mail with the attached photo. Undoubtedly there
are situations, say an unfolding natural disaster or civil unrest, where
inconspicuously pulling out a cell phone to capture a photo and immediately
sending the image are worthwhile. In these situations the photo can powerfully
tell part of the story without requiring much, if any, textual information. In
most news gathering situations, however, there is the need to provide a written
report of the story and carefully composed photos. Neither of which is
practical to do with a camera phone.
Entering text for the e-mail
that contains the photo is a painfully awkward and slow process. Because you
are using the phoneÕs key pad, typing in letters involves repeated pressing of
keys to select a letter because phones assign up to three letters to each
number. This can make entering a single-word subject for the e-mail a lengthy
process, so sending any caption details, let alone story details, is impractical.
The tendency, then, is to keep the letters to a minimum, which resulted in a
recurring complaint by our Òteacher,Ó Doug Fisher (USC journalism instructor),
that the received photos had no identifying information. That meant that the
storybuilders (http://www.jour.sc.edu/news/convergence/issue9.html)
receiving the photos had no information for writing captions, limiting the
usability of the photos.
The other challenge was
composing and taking the photo. Clearly seeing what you were shooting was
difficult. Outdoors the screen washes out so thereÕs little detail visible on
the phone. There also was a lag between when you pressed the button and when
the shot was captured sometimes resulting in your subject having walked out of
frame by the time the shot was taken. On one phone model taking the picture
brought up a menu which covered up the screen, which made it tricky to maintain
your shot composition. Additionally, it took quite a bit of time to save or to
send the photo, making it easy to miss another, better, photo opportunity
happening within the next minute.
While some of the limitations
will be overcome as the technology improves, I believe the cell phone is the
wrong device for capturing the photos and composing text. A better option would
be to develop a field system that uses a digital camera working with a PDA and
laptop. Integrating wireless technology would allow the camera to download
photos to the reporterÕs PDA where the reporter would review his or her notes
and write the story. When ready, the photos and text would be sent to the field
producerÕs laptop for final story assembly. Then via a wireless Internet
connection, a cell phone, or satellite phone the story and images could be
e-mailed for publishing on the Web.
If Bluetooth technology were
added to the digital camera, images could be sent to the PDA or the laptop for
quick processing of photos. Taking this a few steps further for the
one-man-band reporter/photographer (http://www.jour.sc.edu/news/convergence/issue12.html),
camera manufacturers could add the ability to attach an external keyboard to
the camera, along with wireless connectivity. This would give news
reporter/photographers an all-in-one device that had, as its first priority,
capturing quality images.
Alternatively, I see value in
having a two- to three-person crew covering a story. This would mimic the
approach used by TV news crews where one person runs the camera equipment while
the second person does interviews and writes the story. A third person could
serve as a field producer (in Newsplex lingo, the storybuilder), gathering
background information and lining up interviews. The producer would also man a
laptop, facilitating uploading of written and photographic material to the
newsroom editor (a.k.a. workflow editor). An alternate setup would allow the
field producer to directly post to the moblog. With the addition of wireless
communication between the reporter and photographer and the field producer,
text and photos could be sent to the laptop without having to be in the
immediate vicinity.
Having the storybuilder at
the news venue was shown to be desirable during our moblog coverage of the
conference. Being present at the news event enabled the storybuilder to be
directly aware and involved in covering the story, improving the depth and
quality of the moblog entries.
A three-person news crew with
a quality digital camera and wireless PDA or laptop will allow crews to be
extremely mobile while providing in-depth and timely reporting. This will
significantly improve the journalistic quality and value of moblogs,
representing a next step in the evolution of moblogs.
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---------------Newsplex News
By Julie Nichols, Ifra Newsplex Projects Director
VISITORS – After a blisteringly busy fall, the Newsplex staff is breathing a
collective sigh of relief and once again granting tours of the facility.
This month weÕve welcomed Licda. Carolina de
Asturias, dean of the communication
faculty at the University del Istmo in Guatemala. Asturias is overseeing the
establishment of a new journalism school at her university.
Diane Frea,
human resources and circulation operations director for The State newspaper in Columbia, S.C., also toured with a group
from the human resources/circulation and marketing departments of the paper. Joining
Frea were Mike Albo, Chris Bane, Steve Burlison, Mike Compton, Richard
Curtis, Janet Hill, David Montecino, Tammy Moshier, Kevin
Shields, Brenda Smith, Ginny Stout, Lauren Tucker and Cathleen
Wedding.
Members of the University of
South Carolina Campus Ministers toured the Newsplex as well. Attending were the
Ven. Frederick C. Byrd , chaplain
of Canterbury of Columbia (Episcopalian); Bernard Friedman, adviser to the University of South Carolina Hillel; Jane
Poster, Baptist Collegiate minister,
and Cheryl Soehl, administrative
coordinator in the University of South Carolina Office of Student Life.
Finally, Steve Capus, executive producer of the ÒNBC Nightly News,Ó toured
during a recent campus visit, as did member of the Association of Capital
Reporter and Editors, in town for their annual conference.
<<<<<<<<<<<<<
Newsplex at the University of South Carolina Web site: http://newsplex.sc.edu
For information about our Academic Affiliates, visit www.newsplex.org/affiliates.shtml
<<<<<<<<<<<<<
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---------------Conferences
Cross-Platform Media Teams
Feb. 13-18
Reston, Virginia, USA
http://www.americanpressinstitute.org/
Sponsored by the American Press Institute, this
workshop focuses on strategic thinking for a multi-platform world. Covers
content, revenue and convergence for online-offline teams, departments and
companies.
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Media Opportunities and Strategies for the Multiple
Media Enterprise
March 22-25
Dallas, Texas, USA
http://www.mediacenter.org/content/5101.cfm
This event, sponsored by the American Press Institute,
focuses on how to create and sell innovative content and information services
for connected, multiple-media audiences.
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Midwest Political Science Association 63rd Annual
National Conference
April 7-11
Chicago Palmer House Hilton Hotel, Chicago, Illinois, USA
This
conference will include a section on Mass Media and Political Communication, featuring panels and papers about the nature, origin and impact
of mediated messages. The Midwest Political Science Association is a national
association of researchers with an interest in politics and policy. The MPSA
was founded in 1939 and publishes one of the top journals in the discipline,
the American Journal of Political Science (www.ajps.org ), as well as hosting a national
conference with over 3,000 presenters on about 600 different panels.
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---------------Announcements/News
Call for Papers
AEJMC Midwinter Conference
Feb. 11-12
Kennesaw State University, Georgia, USA
https://webspace.utexas.edu/mark43/www/
Participating Divisions/Interest Groups: Communication
Technology & Policy, Media Management & Economics, Cultural and Critical
Studies, Mass Communication and Society, Visual Communication, Civic
Journalism, Entertainment Studies, and Graduate Education.
Submission Requirements: Authors are invited to submit
research paper abstracts or panel proposals to be considered for presentation
at the 2005 AEJMC mid-winter conference.
Submissions can address any aspect of mass communication & society,
and may include work in progress.
Work that addresses both mass communication & society and issues of
interest to other participating co-sponsors is encouraged. Graduate student
submissions are strongly encouraged. Here are some specific guidelines for
submission:
All proposals must be submitted by Dec. 20. Send proposals to MC&S vice head at
jdgreer@unr.edu. Use a standard
word-processing format (preferably RTF) for all attachments.
Research paper or panel proposals should include a
300- to 500-word abstract. In addition, each panel proposal should include a
list of potential panelists.
Identify the paper's author(s) or panel's organizer(s)
on the title page only and include the mailing address, telephone number and
e-mail address of the person to whom inquiries about the submission should be
addressed. The title should be printed on the first page of the text and on
running heads on each page of text, as well as on the title page.
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---------------Interesting Links
Daily Newspaper/TV Station
Partnerships—Almost 30 percent
of daily newspapers in the United States have partnerships with TV stations,
and those newspaper-television partnerships exist at all circulation levels.
That finding by researchers at Ball State University in Muncie, Indiana, USA,
comes from the first nationwide study of daily newspaper editors regarding
their newspaperÕs convergence routines. The study also suggests the ways in
which those partnerships operate can vary greatly. Results of the study reflect
both some surprises and some expected findings on the operations of
newspaper-television partnerships.
On the one hand, editors report that their
partnerships frequently perform many of the functions often considered to
reflect convergence: sharing of daily news budgets, cross-promotion of partnersÕ
content and appearances by newspaper staff members on partnersÕ broadcasts. On
the other hand, some functions are performed by a relatively small number of
partnerships. Read more of the executive summary at http://web.bsu.edu/mediasurvey/summary.pdf
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---------------Copyright and Redistribution
The Convergence Newsletter is Copyright © 2004 by the University of South Carolina, College of Mass Communications and Information Studies. All rights reserved.
The Convergence Newsletter is free and published by The Center for Mass Communications Research at the University of South Carolina, College of Mass Communications and Information Studies. It may be redistributed in any form – print or electronic – without edits or deletion of any content.
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---------------Submission Guidelines/Deadline Schedule
The Convergence Newsletter provides an editorially neutral forum for discussion of the theoretical and professional meaning of media convergence. We welcome articles of all sorts addressing the subject of convergence in journalism and media. We also accept news briefs, calls for papers and conference announcements. Our audience is both academics and professionals, and the publication style is APA 7th edition. Feature articles should be 750 to 1,500 words; other articles should be 250 to 750 words; announcements and conference submissions should be 200 words. All articles should be submitted to The Convergence Newsletter Editor at convergence-editor@mailbox.sc.edu. Please include your name, affiliation and contact information with your submission.
The Convergence Newsletter is published the first week of each month (except January). Articles should be submitted at least 10 days prior to the publication date. Any questions should be sent to convergence-editor@mailbox.sc.edu.
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---------------Subscribe/Unsubscribe Information
To subscribe, unsubscribe or edit your information, please send a message to
convergence-editor@mailbox.sc.edu or write to The Convergence Newsletter c/o School of Journalism and Mass Communications, University of South Carolina, Columbia, SC 29208.