The
Convergence Newsletter
From
Newsplex at the University of South Carolina
Vol. III
No. 5 (November 2, 2005)
Commenting
on Convergence
By Augie Grant, executive editor of The Convergence
Newsletter and associate professor in the College of Mass Communications and
Information Studies, University of South Carolina
We might
be taking the wrong approach to teaching convergence. That was the most
challenging idea that occurred to me at the conclusion of the Media Convergence
Conference at Brigham Young University in Provo, Utah last month.
The
conference included a wide range of research and technology demonstrations that
provided a great number of ideas about the extent of convergence in the media
in general and newsrooms in particular. The conference also looked at how some
academic programs are preparing their students for converged careers.
As in
previous conferences, a number of presenters described their curricula and the
process of curriculum development. The underlying theme of these presentations
was a realization that individual programs need to address convergence, but
each one had a different way of preparing students for careers in reporting
across multiple media. One of the most interesting presentations in this regard
was made by BYU’s Quint Randle (co-chair of the conference) and Dale Cressman,
who discussed the latest revisions in the BYU curriculum. Their presentation
made it clear that BYU has retreated from having one of the most converged
curricula to having fewer opportunities for students to work across media.
(You’ll read more about these changes in the December newsletter.)
Preceding
that presentation was a panel of journalists, editors and managers from the
Salt Lake City market, who, among other things, requested that schools of journalism
do more to prepare students for careers in converged journalism. When pressed
by the audience of academics, a few of these practitioners confessed that they
almost never hired a new graduate of a journalism school, but rather looked to
hire reporters with a degree and a few years experience.
Putting
these observations together with a few side comments made in other
presentations yielded an interesting conclusion: Perhaps the place for training
journalists to work across media is NOT in our undergraduate programs, but
rather in post-graduate programs. Options include continuing education courses
and workshops, certificate programs and graduate degrees, all of which allow
journalists the opportunity to continue to build their skills after earning their
bachelor’s degrees in journalism.
A few
important hurdles stand in the way of any form of post-graduate education.
Journalists must have the time and money to afford the training, and their
employers must buy into the idea that the journalists they hire may not be
“finished products,” but rather can have increased value through additional
training. This hurdle is not easily overcome.
In the
interest of full disclosure, it should be noted that one of the objectives of
Ifra’s Kerry Northrup in bringing Newsplex to the University of South Carolina
was to provide a place where media organizations could send their employees for
this type of mid-career training. One of my personal goals in working with this
newsletter, the annual Convergence Conference and the other media convergence
activities here at USC has been to learn how we can better teach convergent
media skills at all levels of academia, learning lessons from other schools and
the media.
That
brings us to the theme of the next two issues of The Convergence Newsletter. This issue, as well as
December’s, will be dedicated to looking at convergence in academia by
examining the good, the bad and the ugly, using both interviews with and
articles written by academics. Your thoughts and experiences should be an
important part of this discussion, and you are invited to contact the editor of
the newsletter, Jordan Storm, at convergence-editor@mailbox.sc.edu
to share your observations.
Past
newsletters can be viewed at http://www.jour.sc.edu/news/convergence/.
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
Feature
Articles
Indiana
University’s Experiences with Teaching Convergence: Snags and Successes
USC
Annenberg Students are Learning the Traditional Model and Then Breaking It
CUNY and
Convergence
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
Conference
Information
Ifra/WAN/FIPP
World Digital Publishing Conference: Beyond the Printed Word
Southern
Newspaper Publishers Association Annual Convention
What’s
Next for Online: Seminar for Senior-Level Executives
Citizen
Media: Engaging an Empowered Audience0
BEA2006:
Convergence Shockwave
Newsplex
Summer Seminar Series
World
Editors Forum
Convergence
and Society: Ethics, Religion and New Media
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
---------------Feature
Articles
Indiana
University’s Experiences with Teaching Convergence: Snags and Successes
By
Gena Asher, Convergence Forum Editor, Indiana University
Ten years
ago, Indiana University’s School of Journalism began taking steps toward a
converged curriculum, but the work is far from complete. True to the very
nature of converged media, a converged curriculum must be refined and
reexamined as new technology and methods emerge.
But the
10-year mark is a time for reflection and assessment. Associate professor David
Boeyink, director of the curriculum reform project, says faculty members learned
from the obstacles they stumbled over; he believes sharing this experience may
help others attempting to devise a converged curriculum.
“In the
end, the problems each of us faces in the academic challenge brought by
convergence may the most important things we can discuss,” he writes in an
article set to appear in the Association of Schools of Journalism and Mass
Communication (ASJMC)’s upcoming Insights magazine.
Boeyink
outlines these problems and how faculty dealt with them. First, a list of goals
to guide the discussion kept the work on track for more than a decade, but
failed to include “critical thinking” as a goal. And, this set of guidelines
emphasized changes in curriculum but left out objectives related to traditional
skills.
The plan
that was ultimately adopted has three goals. Students would continue to be
encouraged to develop one area of expertise. At the same time, all students
would be exposed to multiple ways of communicating visually (photo, video,
graphic design) and verbally (newspapers, magazines, broadcast, online).
Finally, in challenging students to think about how shifting audiences can be
reached, the focus would be on problem solving (critical thinking) as a way to
prepare students for unpredictable changes in the future.
The first
to undergo curricular changes were three core courses: two levels of reporting
and editing and one visual communications course. The introductory level
reporting and editing course was transformed from a newspaper class to a
multimedia course in writing for newspaper, magazine and television audiences.
In the
second level course, students spend 10 weeks working on a major reporting
project that requires multiple sources (library, online and experts) and a
human focus. The final story is then edited for a Web magazine, adding online
experience to each student’s multimedia training.
Visual
communication, the third class, is IU's introduction to visual literacy.
Formerly a photography course, it now includes photography, video and graphic
design.
Reallocating
resources to accommodate these changes was problematic. The plan required a
commitment from full-time faculty to teach two basic-level skills courses
rather than advanced skills and theory courses. The commitment of full-time
faculty to these beginning courses has not been sustained, Boeyink says.
Graduate students now staff a majority of these sections.
“Projects
like these, particularly when they add to the workload of faculty and staff,
can run out of steam. One conclusion: Faculty committed to keeping their major
responsive to the changes in communication, commerce and culture may need to
consider curricular reform as a perpetual, rather than a periodic, process,” he
writes.
As other
schools have experienced, faculty often do not feel comfortable teaching out of
their areas of expertise. The three core courses altered to include convergence
changes now would include reporting and editing in different media, some of
which were new to teaching faculty. Through funds from the Knight Foundation, the
school conducted workshops to train faculty and instructors. Still, there were
snags.
“Faculty
can learn the basics, reporting and writing, in other media. But it isn’t clear
how competent they are to evaluate student work outside their area of expertise,”
Boeyink explains. “Can a person trained in graphic design grade a video
assignment? Can a faculty member with professional experience in newspapers
judge a student’s broadcast writing? None of IU’s summer workshops provided
training on this critical task.” One solution is to have those with experience
create grading rubrics for others to use as guides.
For both
teachers and students, new technology presented its own issues. As part of the
project, IU created a digital lab for all forms of visual communication. Again,
there were problems: Broadcast editing was particularly difficult to integrate
into the multipurpose digital lab because of its extensive technological
requirements.
The key
lesson, Boeyink says, is that simpler is better. Using stripped-down versions
of robust programs and templates to limit design tasks allows students to learn
what is important: how to communicate with an audience.
Students
already felt as if they had to master software and technology, sometimes at the
expense of good reporting and writing.
“When a
new technology is introduced, that camera or software can highjack the course,”
Boeyink says. “At IU, we came slowly to the realization that making the
technology transparent (i.e., simple) allows students to focus on the best
strategies for communicating new, useful information to audiences.”
Technology
eats up another precious resource: money. In addition to a digital lab and
equipment in classrooms, the school has three full-time technical staff
members.
To
further examine these issues, the IU School of Journalism produced a CD-Rom
detailing the 10-year curricular evolution. Last year, the school launched a
Web site, The Convergence Forum (http://convergence.indiana.edu), to offer a
place for educators dealing with convergence and curriculum issues to submit
materials and ideas, to swap stories of what worked and what didn’t and to get
advice.
“If we
believe critical thinking and problem solving are at the core of journalism
education, we are practicing that in the creation of a converged curriculum,”
says Boeyink.
Complete
details on Indiana University’s convergence project can be found at http://convergence.journalism.indiana.edu. A free CD-ROM on IU’s experience is
available by e-mailing David Boeyink at boeyink@indiana.edu.
Contact Gena Asher at eulasher@indiana.edu.
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USC
Annenberg Students are Learning the Traditional Model and Then Breaking It
By
Larry Pryor, Associate Professor of Journalism, University of Southern
California, Annenberg School for Communication
Our
school embraced convergence – at least one form of it – four years
ago. With hardly a dissent, we tore up our journalism curriculum and came up
with a new vision: a core curriculum for entering journalism students
(sophomores) in which all students must study print, broadcast and online, in
writing, reporting and production, a total of nine two-unit courses. This has
been a costly, disruptive and painful experience for everyone. But has it been
worth it? Would we do it again? Absolutely.
With the
possible exception of smaller newspaper and TV news outlets, the media scene in
the United States is undergoing tectonic change. Anyone who buys into that
statement has to take a hard look at what is being taught. As a reality check,
ask industry thought-leaders in your market what they want, as we did recently
in a survey of 25 of them across the country in varying media. They told us
they want J-School graduates who can write well, especially on deadline, who
interview skillfully and are able to check a fact. The basics. But not far down
their wish list is the ability to craft a story for multiple media –
radio, a Web site, TV news, a wire and print. And if a reporter can carry a
camera, shoot some video for the Web site, capture sound during an interview
and zap it back to the newsroom for use on the Web or radio, so much the
better.
But,
these editors and broadcast news executives told us, don’t become fixated on
“gadgets.” Don’t burn up valuable class time teaching the fine points of a
piece of software. What they are looking for are new hires who understand
concepts, ways of thinking visually, of understanding what today’s audiences’
want, in addition to being able to report and write news well. They said they
want flexible, competent reporters who are both accurate and technically aware.
They will do the final training, especially since many newsrooms have
idiosyncratic hardware-software combinations.
We feel
our core curriculum brings us closer to meeting those industry requirements.
Anecdotal reports from our summer interns and most recent graduates indicate
high satisfaction with their tactical skills, such as posting to the Web or
appreciation for the visual component of communication. They say employers
found them more valuable and gave them better assignments. Our core curriculum
graduates are just entering the job market and we intend to keep close tabs on
them. So far, the convergence curriculum has been largely a leap of faith.
Our
uncertainties have been raised to new levels each time we sense the definition
of convergence changing. We began planning five years ago with the
Orlando-Tampa Bay model, a vision of combining traditional print, TV news and
Web sites into one franchise, each organization feeding the other with no set
publishing times. Whoever gets the story first in the combined newsroom runs
with it. The news cycle runs 24/7. Except that’s not how those converged news
operations actually worked. They had subtle variations (Tampa had an NBC
affiliate, Orlando had a loosely affiliated 24-hour cable news station),
exceptions to news-sharing policy and seemingly no way to sell ads across
platforms or to share revenues among the platforms. Other variations of
Orlando-Tampa appeared and each seemed, at least to us, to have a unique
definition of convergence. Now the term is applied to media mergers, TV sets
accepting Internet feeds, “backpack” reporters who seemingly can do it all from
the field, write to a news blog, send back compelling video and populate photo
galleries.
Where
does that leave the journalism educator? What will our sophomores confront this
fall when they graduate? No doubt, a lot more demand for both basic and
multimedia skills. That should be a given, and we have to prepare them for
that. But beyond skills, talent and energy, as reporters and writers they will
need something more subtle, an attribute that we are scrambling to provide with
little success and great strife among faculty members, particularly as we train
journalists to report for today’s autonomous citizens who have access a vast
variety of information sources.
Today’s
media reality requires new ways for journalists to perceive themselves and
leads us to the fundamental questions of who is a journalist and what their
role in society should be. Traditionally, we have seen ourselves as educators,
fact diggers, information purveyors, aggregators of data, gatekeepers who block
the false and the trivial. But once a commitment is made to new media, much of
that goes out the window.
Internet
users don’t buy into the journalist as authority figure. They want news, when
they want it and where they want it. And it had better be conversational and
crafted in ways that appeal to their appetites and preferences for engagement.
In short, it had better be compelling, both substantive and entertaining. How
do we teach that? Obviously, we can’t. The best we can do is create classroom
environments where students feel motivated to experiment with the fluidity,
speed and “realism” of new forms of storytelling. Video on the Web is turning
out to be totally unlike “studio” TV news. By network or local news TV
standards, shots on the Web run uncut for an ice age of more than a minute. The
camera pans, it jiggles and shakes as the Internet videographer takes us into
his or her reality. We see stories from their point of view. They pull us into
the scene and we join them, sometimes on a gruesome, even terrifying adventure.
We see a roomful of dead bodies. We sit with women who describe how their
children were murdered before their eyes. We enter combat in Iraq.
The media
thought-leaders we surveyed warned us not to become stodgy. “When you are a
traditional journalist,” said one editor, “you think … well, I’m Moses and I’m
carrying the tablets down from the mountain.” But instead of creating
journalists who feel divinely ordained, the editor said, “I would be alerting
students to the media landscape as converged between entertainment and news.”
It is not
all bad that we are being asked to come back to Earth and converse with readers
and listeners. In many ways, it harks back to a more romantic image of the
journalist. Rewrite desks are back in operation and students will have to
dictate stories. Superstar reporters who parachute into a disaster and take the
next rental car out of town will be passé. Enter the intrepid foreign correspondent
that stays, who comes fully primed with research, who is not against asking the
audience to provide guidance, background, tips on how to cover a story better.
Technology allows the Internet reporter to be in constant contact with the
audience, especially through blogs. Maybe this is the true meaning of
convergence: the appearance of a new public space, a meeting area between the
journalist and the citizen, where they interact in new and experimental ways.
Where the audience is invited to be part of the news process and to help define
what is relevant.
This
concept of a shared responsibility for defining the news doesn’t fit well with
the one-way, one-to-many paradigm of commercial mass media. In many ways, they
are antithetical. One is occupationally defined. A journalist from a
traditional news organization works hard to corroborate information from a
stable of reliable sources. And that relationship with informers enjoys First
Amendment protections (at least in theory at the federal level and in fact in
many states). The journalist is set apart, a specialist at discerning truths.
The second view of a journalist is situationally defined. A blogger can be a
journalist today and a citizen tomorrow. A reporter or columnist, our media
thought-leaders said, would be wise to pay these part-timers close attention.
Some of them are very smart and well educated, while others have narrow fields
of expertise or deep experience, to a level that no journalist could reach. A
bullfighter, for example. Or knowing that an uncle has a tobacco shop in
Jakarta that is just around the corner from the reporter in the field. If he or
she would link up, he speaks English and knows the territory.
Where
does that leave our school and its commitment to convergence? We know that the
curriculum can’t be static. It will have to be as susceptible to change as the
media landscape. At least some faculty members will have to undergo training,
especially in production software and in computer assisted reporting methods.
Students are going to have to drop the “marketing silo” approach to preparing
for future jobs and recognize that the world doesn’t work that way now. Even a
dedicated print investigative reporter has to be prepared to explain a story in
90 or 120 seconds on TV and write a version to the Web site and another version
to the radio wire.
There’s
no place to hide from technology. We will continue to subject our students to
print, broadcast and online courses. But our curriculum revision now under way
makes one concession. We are moving our required online instruction for all
students into the first semester of the junior year and placing more emphasis
on writing and reporting in print and broadcast during the sophomore year. That
way, students bring better skills to the online class, which is being condensed
from six to three units. Students who are more confident will be better able to
experiment with storytelling and make better use of the briefer time. They can
learn the traditional mold and then have fun breaking it.
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
CUNY
and Convergence: Dean Stephen Shepard talks about developing a graduate
journalism program with convergence and new media in mind.
Editor’s
note: In addition to sharing established journalism and mass communications
programs’ perspectives of convergence in the classroom, The Convergence
Newsletter is including the following piece on a graduate journalism program in
the making. Dean Stephen Shepard of the City University of New York’s graduate
journalism program, which is set to open its doors to students in 2006, spoke
with me on October 24, 2005 about his view of convergence and how CUNY is
conceptualizing and incorporating convergence and new media into the
development plans of its new program.
Q: In
The Chronicle of Higher Education you stated CUNY is starting the Graduate
School of Journalism from scratch. Would you share a few words about your
plans?
A: It is
going to be a three-semester program with summer internships between the second
and third semesters. We decided on three semesters because we didn’t think it
(the program) could be done in one year and perhaps two years would be too
long, so we settled on one and half years.
We are
seeking convergent media tracks, blending print and broadcast media with elements
of new media. New media will be a required course in the first semester, as
well as a separate track in the program. All students will have the opportunity
to study new media.
There
will be subject concentrations for all students, including business and
economics, urban journalism and health and medicine. A year later we will add
arts and culture. Each concentration will require a three-course sequence.
We are
also building a 40,000-square-foot building in the heart of Times Square in the
building that housed the New York Herald Tribune. It will be wireless and
[state of the art].
Our
school will offer a Master of Arts degree. Like Columbia and Berkeley we will
not offer undergraduate courses.
Q:
What is your definition or understanding of convergence?
A:
Convergence means that text, audio, video, interactivity and hyper-linking will
all come together in news packages. All journalists will have to learn about
audio, video, hyper-linking and interactivity.
Q: How
are you going to teach or not teach convergence in the department?
A: We
have hired one of the leading experts, Jeff Jarvis. He is a leading blogger and
founding editor of Entertainment Weekly. He also worked at the Newhouse
organization developing Web sites and their newspapers and as a consultant to
the New York Times Company. We will figure it out together. As in any field,
you hire the best.
Q:
What are you looking for in your faculty in regards to convergence?
A: We are
looking to hire faculty in traditional journalism but are looking for people
who understand that the world is
changing.
Q: Do
you think your program will change in the future in response to convergence?
A: Yes,
but we don’t know exactly how. There is an advantage to starting now to build
in from scratch as much as possible.
Q:
What do you think the CUNY graduate journalism program will be known for?
A: The
school will be known for new media, traditional journalism, high ethics
standards, a community news service, a good internship program and getting
students placed in good jobs. And we will attract a diverse group of students.
Q: In
regards to convergence, what do you think is the biggest need the academy
should address?
A: An
understanding of how new media fit in [is needed], what standards there should
be for blogging, and anything else that comes along. There is a tendency to
throw out the old, but we need to [cover] the best of both worlds. There has to
be a synthesis of old and new. We need to teach new skills and old skills.
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
---------------Conferences
Ifra/WAN/FIPP
World Digital Publishing Conference
Beyond
the Printed Word
November
10-11, 2005
Madrid,
Spain
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Southern
Newspaper Publishers Association Annual Convention
November
13-16, 2005
Palm
Beach, FL, USA
http://www.snpa.org/index.cfm?fuseaction=CircuitMeetings.meeting&meet=annual
convention
The 2005
SNPA Convention program will focus on important changes in the newspaper
industry and enormous opportunities that these changes present. SNPA spotlights
newspaper companies that are redefining the news business, competing
successfully in the digital world and seizing new technologies to grow
readership and profits.
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The
Poynter Institute
What’s
Next for Online: Seminar for Senior-Level Executives
December
1-3, 2005
St.
Petersburg, FL, USA
http://www.poynter.org/seminar/seminar_view.asp?int_seminarID=3590
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American
Press Institute and J-Lab
Citizen
Media: Engaging an Empowered Audience
April
4-5, 2006
Reston,
Virginia, USA
http://www.americanpressinstitute.org/06/Citizen/
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
Broadcast
Education Association
Convergence
Shockwave: Change, Challenge and Opportunity
April
27-29, 2006
Las
Vegas, USA
The
BEA2006 Conference aims to create a forum for discussion and research on the
issues that face media convergence today. The deadline for research papers is
December 2, 2005.
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
The
University of South Carolina School of Journalism and Mass Communications
Newsplex
Summer Seminar Series
May
18-30, 2006
Columbia,
South Carolina, USA
Four
separate seminars will be held at Newsplex in May and June 2006, ranging in
topic from a broad overview of convergence trends to more specific training in
Web publishing and specific software operation. The seminars are:
May
12-18, 2006: Convergence Software Bootcamp
May
22-26, 2006: Teaching and Research in Convergent Journalism
June
12-16, 2006: Web publishing in Convergent Journalism
June
26-30, 2006: Convergence Software Bootcamp
For more
information, or to reserve a spot, visit: http://Newsplex.sc.edu
or e-mail Augie Grant: augie@sc.edu.
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
World
Association of Newspapers
World
Editors Forum
June 4-7,
2006
Moscow,
Russia
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---------------Interesting
Blogs
Scott
Lunt of Brigham Young University has created a blog (http://cougarcast.blogspot.com/
) and
podcast URL (http://feeds.feedburner.com/convergence)
of the 2005 Convergence Conference in Provo, Utah. If you missed the
conference, or if you would like to revisit the sessions, be sure to check them
both out.
---------------Announcements/News
Publishing
a book about Convergence? The Convergence Newsletter regularly publishes information
about new and upcoming books on convergent journalism. Send your submissions to
convergence-editor@mailbox.sc.edu.
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
---------------Publisher
and Editorial Staff
The
Convergence Newsletter is free and published by The College of Mass Communications and
Information Studies at the University of South Carolina.
Executive
Editor
Augie
Grant, Ph.D.
Editor
Jordan
Storm
Convergence-news@mailbox.sc.edu
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
---------------Copyright
and Redistribution
The
Convergence Newsletter is Copyright © 2005 by the University of South Carolina, College of
Mass Communications and Information Studies. All rights reserved.
This
newsletter 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
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The
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+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
---------------Subscribe/Unsubscribe
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