Convergence
Newsletter
From
Newsplex at the University of South Carolina
Vol. III
No. 6 (December 8, 2005)
Commenting
on Convergence
By Jordan
Storm, editor of The Convergence Newsletter
In this
issue, which is part two of the two-part series Convergence in the Classroom,
Janet Kolodzy details the opportunities convergent media training has created
for Emerson University students, Staci Wolfe talks about convergence and the
Stauffer Multimedia Newsroom at Kansas University and Quint Randle discusses
how convergence has evolved in BYU’s classrooms. This issue also includes a
feature from Charles Bierbauer, Dean of USC’s College of Mass Communications
and Information Studies, Media Technology: Opportunity or Conundrum. View past
newsletters at http://www.jour.sc.edu/news/convergence/.
Jordan
Storm is working toward a Master of Arts degree at the University of South
Carolina. Contact her at convergence-editor@mailbox.sc.edu.
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
Feature
Articles
A
Dispatch from the Convergence Trenches
What
Defines Convergence?
BYU and
Convergence Continued
Media
Technology: Opportunity or Conundrum
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
Conference
Information
Citizen
Media: Engaging an Empowered Audience
Ver 1.0:
Institute for Analytic Journalism
BEA2006:
Convergence Shockwave
Newsplex
Summer Seminar Series
World
Editors Forum
ICA:
Networking Communication Research Conference
Convergence
and Society: Ethics, Religion and New Media
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
---------------Feature
Articles
A
Dispatch from the Convergence Trenches
By Janet
Kolodzy, assistant professor of journalism, School of Communication, Emerson
College
Emerson
College’s Journalism Department has been on the convergence front lines for
five years now, and I am one of its battle-tested warriors, serving in
curriculum development, classroom implementation and even newsroom research.
Along the way, I have learned that convergence is a process, not an end result.
There is no exit strategy except in terms of helping our students graduate with
enough versatility to meet journalism’s ever-changing needs.
To do
that, the journalism department set out with a modest convergence plan. We did
not pursue a full-bore assault to create the multimedia journalist who knows
everything and can do everything. Instead, we waged war against conventional
print vs. broadcast track thinking in hopes of creating journalists willing to
try different media in reporting and producing news. And we wanted to
incorporate online in that new thinking. We did not aim to create convergent
journalists as much as we tried to train journalists with convergent thinking.
If reports back from our graduates are any indication, we have made headway in
doing just that.
Our
undergraduate program includes focused convergence training in the beginning
journalism courses, allowing students to develop specialization in the middle
and latter part of their college career. This “converge, diverge, emerge”
strategy aims to get journalism students to see they all have the same mission
– informing the public by producing news – even if they choose and
use different skills in their journalistic arsenal.
Convergence
courses include the traditional history course, law and ethics course, but also
a basic reporting (rather than a basic writing) class called “The Newsgathering
Process,” and the team-oriented visual/ethics/tools class, “Images of News:
Words, Pictures and Sound.” During their sophomore and junior years, students
specialize in print or broadcast writing and reporting sequences, while taking
electives, including online courses. Then, in their senior year, they can
choose a capstone course in their area of specialization – print or
broadcast – or a convergence-oriented capstone such as “Public Affairs
Reporting.”
On the
graduate level, we created a mega, eight-credit, team-taught “Writing and
Reporting Across the News Media” class that is required of every incoming
graduate student. The class involves intense broadcast/radio work in the first
half (10 hours of in-class work weekly). During the second half, students
complete intense print/online work. After this first-semester class, graduate
students can specialize in print/multimedia or broadcast but are encouraged to
use their electives in their non-specialty areas.
Some
undergraduate students, particularly print-focused ones, have complained about the
relevancy of the introductory “tools/technology” aspect of the program. (“I’ll
never use this outside of Images.”). A few of the print-focused graduate
students objected to learning broadcast in their first course. Some faculty,
particularly in the broadcast sequence, worried about both graduate and
undergraduate students lacking the skills needed to do more advanced television
reporting and producing work. (“They still shoot blue video.”).
Yet we’ve
discovered that many students are taking advantage of convergence thinking and
that is leading them to journalism jobs upon graduation. Two 2005 broadcast
graduates got their first jobs at community newspapers. Two print-oriented
students found their knowledge of audio got them notice at their newspaper’s
online Web sites: one as an intern at the Boston Globe, another as a recent hire at the Lowell
Sun.
A
December 2004 graduate of the master’s program working in Rome wrote in March,
“I have officially converged. The pope's ill state has led to media frenzy. Currently,
I am working half-time for the Catholic News Service, writing stories and
working in the mornings for Rome Reports, a Vatican-based TV news agency -
writing, learning how to do stand-ups, etc.” Two other students who specialized
in broadcast are working together to put together a multimedia news Web site
aimed at young women in their 20s.
Moreover,
print students are taking broadcast courses and vice versa. The mix can be
refreshing. The Boston Globe reporter teaching our investigative reporting class likes
broadcast students because he says they can find information fast. I like print
students in my broadcast classes because they push beyond the superficial. The
different students’ strengths raise the bar for all students in the class.
Teamwork
is beginning to seep through to the faculty; some print faculty members are
consulting broadcast faculty and vice versa in dealing with reporting projects
outside their expertise. Convergence is both thinking and doing; adding group
problem-solving and team coordination and communication skills to reporting and
writing. Or as one colleague noted, convergence involves channeling tensions
and differences into positives.
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
What
Defines Convergence?
By
Staci Wolfe, journalism graduate student and Multimedia Coordinator for the
William Allen White School of Journalism and Mass Communications at the
University of Kansas
Integrating
multimedia - text, graphics, audio and video - means converging traditional
media for a mass audience. However, convergence means more than throwing
together a smorgasbord of broadcast and print elements on the Web and declaring
them a finished product. Convergence means approaching a story from different
angles. Reporters and editors must be able to gather and disseminate
information for a variety of platforms, and tomorrow’s journalists must be
willing and able to work with all forms of media. The key to successful
convergence is not focusing on a specific product, but focusing instead on the process.
Established
media companies, as well as university journalism schools, struggle to
implement convergence. It’s not easy to facilitate collaboration between
broadcast and print journalists. At the University of Kansas William Allen
White School of Journalism and Mass Communications, the Stan and Madeline
Stauffer Multimedia Newsroom serves as the conduit for collaboration. The
newsroom was designed as a classroom, news center and training lab with one
goal in mind – to create an environment that involves all of the school’s
converged curriculum.
Our Multimedia
Newsroom provides the mindset necessary to make convergence work. At the KU
School of Journalism we have an independent, student-run newspaper, the University
Daily Kansan and
a weekly magazine, Jayplay. We also have KJHK radio news and KUJH-TV News. To some
degree, these media organizations work together in the Multimedia Newsroom. For
example, the Kansan often shoots, edits and posts its own video to Kansan.com. And,
KUJH-TV posts text stories and graphics alongside audio and video on the
tv.ku.edu Web site.
The
convergence-centered curriculum emphasizes an education in all aspects of
multimedia. We want our graduates to have the skills necessary to work in all
media – print, broadcast and online. We strive to prepare every news
student in the basic skills of text, video and online reporting before they
move on to advanced media classes. The faculty believe our students will have
to work with a variety of platforms, no matter what medium they choose as their
primary emphasis. Students also need to be prepared to traverse between
different media.
However,
reality does not always deliver on expectations and opportunities.
Journalists
should look at convergence as an opportunity wrapped in challenge. That is,
convergence promises the opportunity to unshackle multi-media from traditional
constraints and reach new audiences. Nevertheless, in order to utilize a
converged medium, it is essential for journalists to understand the strengths
and weaknesses of the various media.
Our
students take multimedia reporting to learn the basic skills of journalism. In
addition, they practice editing video and posting stories to the Web. Beyond
basic skills, it is necessary to know how to best tell the story. Some news is
better explained in print, some needs video in order to show the story, and
some needs the interactivity of an online story. The Multimedia Newsroom
provides a facility for students to interact and choose the best platform for
telling their news story.
Many
academics will argue that teaching convergence “waters down” the curriculum and
fails to teach the basics of writing and reporting. However, I have seen many
students graduate with a better appreciation for different kinds of news.
Flexibility and the ability to accommodate change are prerequisites to survival
in today’s changing mediascape. As technology evolves, so must budding
journalists in order to thrive in the news and information business of the
future.
Today
journalists must weed out bad information, organize the good and package
content for presentation to a variety of audiences on a variety of platforms.
This is the future job for which journalists should be prepared.
The KU
Journalism School will continue to progress in response to changes in digital
platforms and new content models. Convergence is a fact of life at the William
Allen White School of Journalism.
To see
our program in action, visit the eHub newsroom blog, found online at http://ehub.journalism.ku.edu. This
blog takes a look at some of the challenges facing journalists today and
documents daily life in the Stauffer Multimedia Newsroom.
In
addition to working with faculty and staff, Wolfe helps students design and
manage content for the KUJH-TV Web site and manages student shifts in the
Multimedia Newsroom. She also assists with multimedia reporting, online
production and TV reporting classes.
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
BYU
and Convergence Continued
Editor’s
note: Quint Randle and Dale Cressman spoke about BYU’s successes and failures
with convergence at the 2005 Convergence Conference in Provo, Utah. Randle, an
assistant professor of print journalism at BYU, continued this conversation
with me on Nov. 21, 2005. You can link to Randle and Cressman’s conference PowerPoint
and podcast presentation at http://cougarcast.blogspot.com/.
Q: What is your definition or
understanding of convergence?
A: Oh, goodness. We have been
trying to answer that for years. For me it is using new media to become better
story tellers. It is not about what medium is best; it is about using the best
channel for the best part of the story.
Q: What student media are on your
campus? Do they utilize convergence in any way?
A: We have a daily newspaper with a
circulation of 18,000, and we have several newscasts a day on television. And
then there is a Web site, which, depending on the time of the year and who is
in charge, uses content from both places. Like everyone else, we are trying to
make content for multimedia.
Q: What are your thoughts on
convergence? How do you utilize or not utilize convergence in your classes?
A: For me, it is about finding a
balance between teaching too much software [and not teaching enough]. If it is
all about being software geeks, they might as well major in IT. We have to help
journalists create a competitive product. That is the challenge. It is the same
challenge faced in design classes. How much time should they spend learning
software or theory while learning how to execute design concepts? There are
many different models, including business and ethical. For me it is the story
telling model that I like best.
Q: In what ways do you think your
program is strong in regards to using or not using convergence, and
subsequently, in what ways do you think your program is weak in regards to
using or not using convergence?
A: I think early on in the days of
convergence we were on top of things. But back then, the standards were
different. Then, if you put pictures and text on the Web together, you were
converged. How are we strong? To us, right now, the meeting place for students
who want to emphasize print and broadcast video, the Web is the place to do it.
The key is to offer the lab opportunities as well as the classroom
opportunities – while not pushing it down people’s throats. We need to be
forward looking to the future. We can look at our mistakes and move forward. We
know what works and what doesn’t work. Our strengths are wisdom and experience.
We have a large program. As for our weaknesses, it takes time to implement what
we are doing. Plus there are other issues. Convergence is not the end-all
answer to newspapers’ problems. It is a matter of who uses it. There are
broadcast students who just want to get a job. In our old methods, they don’t
see what it is going to do for them. There are a number of people who are
shortsighted…but other students think this is their thing. We are going to
respond to students’ needs, industry needs and what we see going on
theoretically.
Q: Regarding convergence, what do
you think is the biggest need the academy should address?
A: Textbooks. What is so
frustrating is that by the time someone writes one it is so outdated. I am
using the Flash textbook by Mindy McAdams. It’s great. It balances theory with
a flash how-to. If there were something like that, a companion, with industry and
theoretical [issues] it would be great.
Q: Do you think applicants in the
job market need to be trained in convergence? And if so, are there jobs for
individuals trained in converged media?
A: Yes. My motto is jack of all
trades and master of one and a half. Everybody needs to be a killer writer but
you need to find something to set you apart. It might not be that you are going
to be a multimedia journalist. I do think (students) need to be trained in
convergence in terms of packaging; it shows you can think. But I don’t think
people can do everything.
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
Media
Technology: Opportunity or Conundrum
By Charles
Bierbauer, Dean of the College of Mass Communications and Information Studies,
University of South Carolina
(Originally
printed in ASJMC Insights, Fall 2005)
TV,
radio, wire, Web, newspaper, magazine, cell phone, PDA, podcasts, blogs and
even good old-fashioned billboards carry our messages. Sky writers have fallen
out of favor, except at the beach. It’s the range of communications media that creates both
opportunity and conundrum for journalism educators.
Do we
teach ‘em all? Some? Together? Separately? Is convergence a curriculum in and
of itself or just part of the mix?
“The best
articles, whether written for print, online or broadcast media—or as
advertising or public relations materials—tell stories,” Assistant
Professor Cecile Holmes explains to students in the syllabus for her Narrative
Journalism course in the School of Journalism and Mass Communications here at
the University of South Carolina. The final project for her students is a
narrative piece “using digital storytelling techniques including images, words
and sound or video.”
In
general, I tend to use the term “journalism” ecumenically. Like Professor
Holmes, I’d apply much of what we learn about multimedia reporting in
journalism courses to the other side of the equation—the public relations
or advertising courses that seek to persuade across a spectrum of media.
Note her
focus on “storytelling” rather than technology. The course is taught, in part,
at the Ifra Newsplex, the multimedia laboratory newsroom the college opened in
2002. Newsplex was designed and built by the German-based Ifra press consortium
for our College of Mass Communications and Information Studies and its
journalism school. We use Newsplex for teaching, professional training and
research.
But even
Kerry Northrup, Ifra’s technology guru who inspired Newsplex and was its first
director, constantly reminded visitors, “it’s not about technology.” Technology
is the facilitator for new ways of looking at newsgathering, story building and
dissemination.
Instructor
Doug Fisher also uses the Newsplex venue for his course on Legislative
Reporting Across Media. In spite of the course title, Fisher notes in his
objectives that “the ‘toys’ part of all that comes at the end. The journalism
still comes first.”
Do we
like the toys? Sure. Are we enamored of them? Well, not all of us.
Fisher’s
point is most important. “I am less worried about your production skills and
more about your journalistic ones of fairness, truth seeking, completeness,
accuracy and ethics,” he tells his students.
We have
not created a separate convergence curriculum or major in our journalism
program. That does not mean we didn’t consider it. But we’ve concluded that
there should be a multimedia current running through our program. Rather than
make a distinction between plain vanilla single medium instruction and the
multimedia banana split, we’ll take the swirl.
As a
result, our multimedia emphasis is not uniform. So be it. It’s not uniform in
the professions either. We consider ourselves a strongly professional school,
highly successful in placing our students because they graduate with marketable
skills.
News
directors, managing editors, agency heads almost uniformly tell us multimedia
skills are added value for a job candidate. But what they are clamoring for is
the graduate with solid, reliable basic skills. They remind us with a wink toward
their own interests that we’ve built a reputation on strong reporting and
copyediting skills for our print majors; reporting and producing for broadcast.
Two of
our faculty, Dr. Andrea Tanner and Dr. Sonya Duhe`, in a current study surveyed
television news directors across the country, asking what skills reporters must
possess to be hired in their newsrooms. “The most common response,” the two
professors report, “was broadcast writing skills (98% of respondents).” An
ability to adapt news copy for use by multiple media was cited by 44% of news
directors. Only 36% of news directors said they have their own programs in
place to provide employees with these skills, Tanner and Duhe` report.
The
backpack journalist who reports, shoots, edits and transmits her reports out of
a digital backpack of tricks is largely a television compression of four jobs
into one. One of our recent graduates, Heidi McGuire, does just that in
Greensboro, N.C., and loves the autonomy of handling all those roles. News
directors tell us they’d like to have a Heidi or two on staff, but don’t expect
that to become the norm. Tanner and Duhe` caution “there may be far fewer job
openings than many educators anticipate for a truly ‘converged journalist’ in a
traditional television newsroom setting.”
Our job
as educators is to hit the primary target, yet keep our eye on new media
developments.
“While
maintaining our commitment to journalism excellence in focusing on traditional
critical thinking, writing, editing and design skill sets, the faculty in the
School of Journalism and Mass Communications are also cognizant of the impact
of new media technologies,” says school director Dr. Shirley Staples Carter.
Convergence
for most news media starts with adding a Web page to either a newscast or
newspaper. The school’s capstone courses in print and broadcast journalism each
include a Web component. The “broadcast senior semester” is designed as a
television newsroom producing a daily half hour newscast for broadcast on
campus cable and through a Columbia cable outlet. The “print senior semester”
has greater deadline latitude and produces an alternating weekly lab newspaper
and Web product. Print students also appear on the daily broadcast, much as in
local print/broadcast collaborations, to describe their upcoming edition.
Our
newest major—visual communications—takes photojournalism into the
digital dimension and expands it into the area of web design. Web is, by its
nature, the most convergent medium enveloping words, pictures, streaming video,
audio, animation, graphic effects.
Convergence
for many news organizations often ends with adding a Web page. That overlooks
possibilities that continue to emerge with new technology and new applications
for established technology.
Where
we’ve hit our fuller stride is in creating student-oriented projects that take
advantage of Newsplex’s versatility. Because of a lack of on-campus space, the
$2.5 million, 5,700 square foot laboratory was constructed in the production
building of South Carolina Educational Television, physically separate from the
rest of college. That does not facilitate scheduling regular semester-long
courses there. Academic use also has to dovetail with the steady and increasing
flow of professional training developed by the Ifra/USC collaboration.
Here’s
what’s worked and worked well:
= Professor
Holmes’ narrative course unveiled a Newsplex Media Theater of the future to
showcase student projects in multimedia form. It’s at: http://newsplex.sc.edu/showcase/index.html
= A total
of 86 student journalists from the University of South Carolina and seven other
journalism schools covered the 2004 Republican and Democratic national
conventions and Election Day as part of the Cingular Wireless Election
Connection. In a project overseen by Newsplex director Randy Covington, the
students on assignment at the conventions and at the polls used Cingular’s
photo phones to post more than 2000 items to a unique Web site. http://www.wec.textamerica.com.
“As I sat
in my Boston hotel room and walked around the convention itself, I was struck
by how little journalism I was seeing,” Covington noted. “Meanwhile, our
student reporters were all over the place, covering the race for the Presidency
from the point of view of the homeless, the gay community and the environment.”
The
effect was a pointillist painting of the campaign and election scene. One of
the “surprise hits of the Weblog coverage,” according to CNN. The 2005 Batten
Awards for Innovations in Journalism called it a “notable” site for political
coverage.
=Students
teamed with reporters from Media General’s Florence/Myrtle Beach television
station WBTW and its Morning News in Florence, S.C., to cover the annual Biker
Week convergence of some 300,000 motorcyclists at the beach resort. In addition
to reports for both the paper and television station, the students added the Web
dimension to the Media General coverage. http://www.sc.edu/cmcis/news/archive/bikewk.html
=Newsplex
has become the home field for Associate Professor Bonnie Drewniany’s annual
Super Bowl of Ads class where advertising students evaluate the highly touted
and highly priced advertising that debuts during the NFL’s Super Bowl. While
not technically a multimedia event, Newsplex technology facilitates conducting
the ad analysis without missing a play of the football game.
Later in
the semester, the creators and sponsors of the best ad are invited to campus to
explain their work and pick up the school’s “Cocky” award. (“Cocky” is USC’s
gamecock mascot.)
Ifra also
conducts an “Adplex” training program in multimedia advertising. http://www.jour.sc.edu/news/isite/05superbowl.html
Integrated
marketing and communications on the ad/pr side are hardly new to us. Yet we
believe advertising and public relations are still fertile ground for expansion
of multimedia approaches through new media.
It’s hard
not to conclude that convergence is a hodgepodge in the marketplace. Nor does a
focus on newsrooms that purport to practice convergence provide a clear path
for either educators or future journalists.
“Even in
those newsrooms in which convergence is taking shape, management is searching
for the ideal—reporters and editors facile with the skills and knowledge
of traditional journalism yet comfortable with the newest technology and
concepts of multiple-media newsgathering,” two South Carolina professors, Dr.
Erik Collins and Dr. Lynn Zoch (now at the University of Miami), concluded in a
2003 study.
Collins
and Zoch conducted a global survey of news organizations practicing some degree
of convergence, asking what type of education they currently look for when
hiring reporters and what type of education they would ideally look for.
“While
more than a third currently look for those trained in traditional print
journalism, in the future only one-tenth will be hiring those trained in that
tradition,” they reported. Collins and Zoch suggest that “may be indicative of
the need to hire people who are trainable in new ways of thinking and not set
in the ways of traditional print journalism.”
That
assumes news organizations will invest the time and money in on-the-job or
external training. The Tanner/Duhe` research is less optimistic. Our experience
on the professional side of Newsplex suggests clear benefits for news
organizations that make that investment.
National
and international clients have sent teams of reporters, editors and executives
to Newsplex for up to week-long, scenario-based training. We’re bringing
broadcasters and law enforcement together for training in effective use of the
multi-media AMBER Alert program designed to locate and free abducted children
under a Department of Justice grant. We’re working with Radio Free Europe/Radio
Liberty to reconfigure its broadcast base in Prague so it can reach audiences
in Eastern Europe, Central Asia and the Middle East via radio, Web and
television.
There’s
more:
= Since
2002 and the opening of Newsplex, the college has hosted an annual academic
conference on convergence. (We co-hosted it this year at Brigham Young
University.)
= We
publish the online Convergence Newsletter as an “editorially neutral forum for
discussion of the theoretical and professional meaning of media convergence.” Link
to it at http://www.jour.sc.edu/news/convergence/index.html.
= Newsplex
inspired the Cavplex at Richland Northeast High School. The Columbia school
believes the program and facility, funded by a federal grant, is the “first
high-school-based Convergence Media program in the country.” Visit the site at http://www.richland2.org/rnh/convergence/cavplex/index.
The
arrival at our doors of a generation of high school graduates already versed in
multi-media journalism will set new challenges and create new opportunities for
educators. These students will arrive with certain expectations and
technological skills. Our mission will be to fuse their nascent talents to the
basics of writing, reporting, critical and ethical thinking in an environment
in which they are already comfortable. As educators, we ought to be able to
multitask, too.
Charles
Bierbauer has been Dean of the College of Mass Communications and Information
Studies at the University of South Carolina since 2002. As a correspondent for
CNN for more than 20 years, he reported for television, radio, wire and Web—often
all in the same day.
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
---------------Conferences
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/
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
Institute
for Analytic Journalism
Ver 1.0
– A Workshop on Public Database Verification for Journalists and Social
Scientists
April
9-12, 2006
Santa Fe,
New Mexico USA
Participants
in the three-day workshop will explore developing statistical and other
methodological tools suitable for social scientists, biomedical and behavioral
researchers, journalists and other interested investigators to determine the
veracity of public records databases.
The
deadlines for abstracts and papers is December 15, 2005.
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
Broadcast
Education Association
Convergence
Shockwave: Change, Challenge and Opportunity
April
27-29, 2006
Las
Vegas, Nevada USA
The
BEA2006 Conference aims to create a forum for discussion and research on the
issues that face media convergence today. The deadline for pre-registration is March
10, 2006.
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
The
University of South Carolina School of Journalism and Mass Communications
Newsplex
Summer Seminar Series
May 8
– June 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 08-12:
Convergence Software Bootcamp #1
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 #2
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
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
International
Communication Association
Networking
Communication Research Conference
June
19-23, 2006
Dresden,
Germany
http://www.icahdq.org/events/conference/2006/conf2006info.asp
Conference
pre-registration starts January 15, 2006.
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
University
of South Carolina College of Mass Communication and Information Science and
Newsplex
Convergence
and Society: Ethics, Religion, and New Media Conference
October
19-21, 2006
http://newsplex.sc.edu/newsplex_cfpapers06.html
Since
September 11, ethics and religion have emerged as important topics in the study
of new media. At this conference, the moral implications of emerging media are
addressed at the levels of society, culture, and the media professions. It is a
forum for scholars, media professionals and theologians to discuss converging
media from the standpoint of competing values. Papers and panels may include
institutional, content, audience, cultural, political and technological
perspectives on media from the perspective of social responsibility. Abstracts,
completed papers and panel proposals for this conference should deal with one
or more of the following four themes:
= Ethics:
Examination of current approaches to moral reasoning about convergence
= Values:
Analysis of values related to converging technologies (i.e., information
equity, privacy, diversity, etc.).
=
Religiosity: How denominations are contributing to public and policy discussion
of convergence and values.
= Media
Convergence, including convergent journalism, technological convergence and
audience behavior.
The
purpose of this conference is to provide a scholarly exploration of these
issues individually and of the connections among them. Submission may address
theory, history, media practice, social influences, cultural issues, legal
implications and effects upon consumers.
Faculty
and graduate students are invited to submit in one or more of three categories:
completed papers, proposals or abstracts of papers in progress and proposals
for panels.
Submissions
may address practical, theoretical, phenomenological, critical and/or empirical
approaches to any of the subjects listed above. All submissions will be
reviewed by a jury that will consider: 1) relevance to the conference theme, 2)
the quality of the contribution, and 3) overall contribution to the field.
Submission deadline (postmark) is June 15, 2006.
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
---------------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.
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---------------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
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---------------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
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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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Please include your name, affiliation and contact information with your
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The
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