BEA Ignite2014 - Goldenbach
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The document discusses using Twitter to help journalism students develop news judgment skills. It proposes an assignment where students choose a person, group, or entity to follow across 5-10 related Twitter feeds over a semester. By analyzing variables like frequency of posts, type and tone of news, and use of retweets, students would assess how each feed differently covers their topic and how this may impact perceptions. In the end, students would write a paper determining which feeds most accurately and fairly covered their subject, demonstrating their growing ability to make news judgments.
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Renee Hobbs is a professor of communication studies and director of the Media Education Lab at the University of Rhode Island. She discusses best practices for implementing high-quality media literacy education in secondary schools. This includes having curriculum standards, teacher training, sharing of information between educators, instructional resources, program evaluation, and support for implementation. She emphasizes asking critical questions about media, viewing media as an expanded form of literacy, and having students "create to learn" through authoring digital media to demonstrate deeper understanding.
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The document provides ideas for building an audience for a class blog and engaging in practical blogging activities:
1) Encourage students to visit other class blogs, read posts and comments, and discuss what makes a good comment.
2) Have students interview family members about their early life or life in the past using audio recorders or cameras, then compile the results into videos to post on the blog.
3) Have groups of students interview different stakeholders in the school about topics like facilities and meals to write a collaborative report on how good their school is.
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The document provides ideas for building an audience for a class blog and engaging in practical blogging activities:
1) Encourage students to visit other class blogs, read posts and comments, and discuss what makes a good comment.
2) Have students interview family members about their early life or life in the past using audio recorders or cameras and share the results on the class blog.
3) Have groups of students interview different stakeholders in the school about aspects of school life and write blog posts sharing what they found.
4) Suggest ways to involve parents such as student-led presentations and workshops about their blogging activities.
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2. Research which social media channels are best for reaching your target audiences and consider future audiences.
3. Generate engaging, relevant content and establish your company as an expert while avoiding copyright infringement and sending consistent brand messages.
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2. It provides an overview of different types of news sites and emphasizes the importance of both text and multimedia content.
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This document discusses manipulative media and interactive media. It defines manipulative media as any material or program used to aid learning through analysis and production of interactive hands-on media. Interactive media includes social media, video games, and other graphics/text that allow user sharing and interaction. The main goal of manipulative media is for high user involvement. Mobile learning apps can be helpful for consuming small amounts of information but may not be best for in-depth research. Examples of using mobile learning include SMS educational content in Pakistan and using smartphone photos in notes. Googling has become ubiquitous due to Google's success as an information repository. The Internet is widely used in the Philippines despite poor connection speeds.
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- 1. Sharpening News Judgment Through Twitter Alan Goldenbach Utica College
- 2. News Judgment • Easily the most fundamental skill for journalism students to learn. What’s the most important story or piece of information? • How do you practice and develop it? Follow the news.
- 3. Eh, not so interested • First, news is boring. Students are not motivated to follow serious news (politics, national security, global conflict, etc.). • Second, they don’t want to read. Assign them a news site, and they will still miss the key stories. Why? They don’t know where to look, or how to distinguish a story’s relative importance.
- 4. News is more than that • News judgment, though, can be executed on stories of all topics. • We exercise news judgment on stories involving sports, entertainment, celebrities. So why not use news involving those topics to get them to hone their news judgment chops?
- 5. Combine the two • Give them a subject they like and light reading and maybe they’ll try to follow the news?
- 6. The assignment • Each student must choose a person, group or entity in the news. • Then, the student must identify 5-10 Twitter feeds that consistently report on their particular subject.
- 7. Follow the follows • Each week, over the course of a semester, students will assess the respective Twitter feeds they’ve chosen. • How does each feed cover the subject/person differently?
- 8. Variables • Frequency – Indicates how important the Tweeter feels the subject is to the audience • Type of news – What kind of news does the Tweeter Tweet? Only the good stuff? Only the unflattering? More (or less) of one type? • Tone – Are the Tweets straight? Edgy? Sarcastic? Emotional? • Original info or Retweets? – How does that impact the student’s trust of the Tweeter?
- 9. In the end • Students write a paper detailing the coverage of their topic through the Twitter-verse. • Were some Twitter feeds more/less reliable with information? Why? • Were some Twitter feeds more/less fair with their information? How so? • How did the portrayal of information impact your perception of the subject? Did it change?
- 10. The Final Analysis • Through a subject for which they already have an incentive to follow closely, students can monitor how news sources (individual reporters or entire news outlets) cover a particular entity. • Which Twitter feed covered the subject more accurately? More fairly? That’s news judgment!
- 11. Questions? Alan Goldenbach Utica College (315) 223 – 2541 (office) (202) 309 – 5027 (mobile) amgolden@utica.edu @goldiewrite