Rethinking Journalism Education [again] The Future of Journalism Cardiff University, Wales September 2009 Donica Mensing University of Nevada, Reno

The Future of Journalism

Cardiff University, Wales

September 2009

Donica Mensing University of Nevada, Reno

Presentation Arguments for change One proposal for change Recent examples Conclusion

Arguments for change

One proposal for change

Recent examples

Conclusion

Basis Dewey, Carey, Rosen, Reese, Zelizer … Teaching and researching online journalism for 10 years Collaborating in developing a new graduate program Reflecting on recent examples

Dewey, Carey, Rosen, Reese, Zelizer …

Teaching and researching online journalism for 10 years

Collaborating in developing a new graduate program

Reflecting on recent examples

Historic Model Newspapers ____________ Radio and TV stations Magazines Web sites Journalism Schools Educators __________ Students

Industry-centered journalism education Professionalism Reporting Socialization

Professionalism

Reporting

Socialization

1. Professionalism In 1903 Joseph Pulitzer donated $2 million to Columbia University for a school that would “ emphasize the professional significance of journalism” and exclude courses related to advertising, circulation and newspaper management.

In 1903 Joseph Pulitzer donated $2 million to Columbia University for a school that would

“ emphasize the professional significance of journalism”

and exclude courses related to advertising, circulation and newspaper management.

1. Professionalism (now) In 2005 the Carnegie Corporation and Knight Foundation pledged $11 million to revitalize journalism education and produce students who are: “ well-trained, well-educated, honest, trustworthy, curious, intelligent people” who will devote their lives to their profession (Carnegie, 2005).

In 2005 the Carnegie Corporation and Knight Foundation pledged $11 million to revitalize journalism education and produce students who are:

“ well-trained, well-educated, honest, trustworthy, curious, intelligent people” who will devote their lives to their profession (Carnegie, 2005).

Implications Assumes that reformation of journalism depends on individual journalists rather than structural or institutional change Ignores contradictions between professionalism and commercialism, between ideals and practices Implies a barrier between journalists and citizens

Assumes that reformation of journalism depends on individual journalists rather than structural or institutional change

Ignores contradictions between professionalism and commercialism, between ideals and practices

Implies a barrier between journalists and citizens

2. Reporting “ The reporter” is the idealized form of journalist targeted in j-schools News gathering is the core skill required of nearly all journalism majors regardless of sequence Assessment and success is measured by producing students with skills to succeed in industrial news production

“ The reporter” is the idealized form of journalist targeted in j-schools

News gathering is the core skill required of nearly all journalism majors regardless of sequence

Assessment and success is measured by producing students with skills to succeed in industrial news production

Implications Assumes information scarcity is the primary problem to be solved Assumes information is a commodity to be produced and transmitted to a waiting audience Emphasizes independent news judgment, verification and objectivity as primary values

Assumes information scarcity is the primary problem to be solved

Assumes information is a commodity to be produced and transmitted to a waiting audience

Emphasizes independent news judgment, verification and objectivity as primary values

3. Newsroom socialization Many administrators come from industry and conceptualize journalism similarly Many faculty teach ‘best practices’ from the newsroom Most students are required to do internships in industry and are encouraged to participate in professional competitions

Many administrators come from industry and conceptualize journalism similarly

Many faculty teach ‘best practices’ from the newsroom

Most students are required to do internships in industry and are encouraged to participate in professional competitions

Implications Reinforces existing practices rather than critical inquiry Stresses mastery over innovation and experimentation Creates a barrier between practitioners and scholars

Reinforces existing practices rather than critical inquiry

Stresses mastery over innovation and experimentation

Creates a barrier between practitioners and scholars

Journalism Education News Industry The Networked Public Geographic communities/ Communities of interest Proposed Model News Ecology

1. Professionalism Develop curriculum that stresses the values of citizenship and professionalism Develop practices based on critical inquiry and public needs Develop ethical criteria relevant in new contexts

Develop curriculum that stresses the values of citizenship and professionalism

Develop practices based on critical inquiry and public needs

Develop ethical criteria relevant in new contexts

2. Reporting Be more explicit about purpose Educate for multiple journalistic roles: filtering, facilitating, moderating, programming, databases Enlarge the definitions of story, news element, coverage, deadline Reflect on, test and publicly evaluate experiments and experiences

Be more explicit about purpose

Educate for multiple journalistic roles: filtering, facilitating, moderating, programming, databases

Enlarge the definitions of story, news element, coverage, deadline

Reflect on, test and publicly evaluate experiments and experiences

3. Socialization Socialize students to working in communities (online and offline) Teach students to value innovation, uncertainty, experimentation Require sophisticated analysis and critical reflection about their own practices

Socialize students to working in communities (online and offline)

Teach students to value innovation, uncertainty, experimentation

Require sophisticated analysis and critical reflection about their own practices

Initial examples OurTahoe.org (University of Nevada) Nuestro Tahoe (University of Nevada) Reno Noise (University of Nevada) Albany Today (UC Berkeley) NewsMixer (Northwestern)

OurTahoe.org (University of Nevada)

Nuestro Tahoe (University of Nevada)

Reno Noise (University of Nevada)

Albany Today (UC Berkeley)

NewsMixer (Northwestern)

OurTahoe.org

Nuestro Tahoe

Reno Noise

Albany Today

NewsMixer

Challenges Difficult to collaborate with disparate groups Difficult for faculty to make community commitments Students want to pursue individualized goals Curriculum schedules inflexible and discontinuous Innovation and experimentation often not rewarded in traditional academic evaluations

Difficult to collaborate with disparate groups

Difficult for faculty to make community commitments

Students want to pursue individualized goals

Curriculum schedules inflexible and discontinuous

Innovation and experimentation often not rewarded in traditional academic evaluations

Conclusion This is a critical moment in the evolution of journalism Journalism educators can play a key role in experimenting, testing and developing new practices and conceptions of what journalism is and could be This work requires that we rethink our own practices within the academy and make our purposes and obligations more explicit

This is a critical moment in the evolution of journalism

Journalism educators can play a key role in experimenting, testing and developing new practices and conceptions of what journalism is and could be

This work requires that we rethink our own practices within the academy and make our purposes and obligations more explicit

Feedback? Donica Mensing ( [email_address] ) @donica http://studentdev.jour.unr.edu/jeducation 2009-2010 University of Tuscia, Viterbo, Italy August 2010, University of Nevada, Reno, US

Donica Mensing ( [email_address] ) @donica

http://studentdev.jour.unr.edu/jeducation

2009-2010 University of Tuscia, Viterbo, Italy

August 2010, University of Nevada, Reno, US