Whenever I hear the call for journalism schools to be like teaching hospitals, I can’t help but picture an editing professor bellowing to student reporters in scrubs, “We’re losing this story. Get me 20 CCs of active voice — stat!” Jokes aside, we’ve been hearing a lot lately about the teaching hospital model and other prescriptions for reforming journalism education.
Edit a story or create a Storify? Enforce AP style or craft an SEO headline? Attend SPJ or head to ONA? Copy editors in today’s digital newsrooms face tough choices, as do copy-editing teachers and students. It can be a struggle to infuse online skills into curricula geared for print or even broadcast journalism.
Most of my Mass Comm 101 students at Virginia Commonwealth University were in elementary school when security forces in Eritrea, in the Horn of Africa, arrested Dawit Isaac, a reporter for the country’s largest newspaper, in September 2001. For half of the students’ lives, Isaac has been imprisoned without charges.
Kate Lewanowicz, a junior at Virginia Commonwealth University, knew she had a compelling story when she witnessed a shouting match between a fiery street preacher and sign-waving students in VCU’s free-speech zone. There was just one problem when Lewanowicz pitched the idea to the editors at the campus newspaper, the Commonwealth Times: They had recently published a similar piece.
Technology often means steep prices, steep learning or both. But a number of recent innovations are free and easy to use, and they offer tremendous benefits for journalists, journalism educators and journalism students. With these tips, you can: • Do better and more efficient research.
Feodosia, Ukraine, and Bloomington, Ind., are 5,600 miles apart, separated as much by language and culture as by geography. But a close relationship has developed between the two cities’ leading newspapers: Kafa, a thrice-weekly in Crimea with a circulation of about 35,000, and The Herald-Times, a 28,000-circulation daily in south-central Indiana.
KHARKIV, Ukraine – Since January, I have been living in Ukraine, teaching and learning from journalists as part of a Knight International Journalism Fellowship. I start most days with two staples: a steaming-hot mug of coffee to counter the bitter winter cold, and a careful perusal of stories from the country’s newspapers and news Web sites.
It’s the ultimate win-win: Journalism students need clips to land internships and jobs; news organizations need stories to fill their print and online publications. How can journalism educators help broker both those needs? One way is to set up a student-operated news service — and thanks to blogging software, that’s easier than ever.
Now there’s no excuse. You can’t say training for journalists is too expensive. Programs such as NewsTrain, which teaches management and editing skills to frontline editors, cost participants about the price of a nice meal; many other training resources for journalists are free.
This spring, Jerry Ceppos, vice president for news at Knight Ridder, finished his term as president of the organization that accredits journalism schools. In a speech at the April 30 meeting of the Accrediting Council on Education in Journalism and Mass Communications, Ceppos ticked off a list of plagiarism cases that had cropped up at newspapers over the previous year.
At Kenyon College in Ohio, Emily Huigens had high-speed Internet access from classrooms, the library, computer lounges, her dorm room and everywhere else on campus. So it was a “rude awakening” when she took a reporting job in the Georgia bureau of the Anderson, S.C.,
In late 1992, the Freedom Forum issued a study called “No Train, No Gain,” about staff development at America’s newspapers. The situation then was “abysmal,” recalled Dick Thien, who helped write the report. Training often meant just getting an employee handbook on the first day of work.