WJEC Ignite: Michael Huntsberger


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WJEC Ignite: Michael Huntsberger

  1. 1. Michael Huntsberger Linfield CollegeLinfield College BEA IGNITEBEA IGNITE Turn your undergraduate studentsTurn your undergraduate students into History Detectivesinto History Detectives
  2. 2. Improving the mass mediaImproving the mass media history project:history project: Turning undergraduateTurning undergraduate students into “Historystudents into “History Detectives”Detectives” Michael HuntsbergerMichael Huntsberger Department of Mass CommunicationDepartment of Mass Communication Linfield College, McMinnville OR USALinfield College, McMinnville OR USA World Journalism Education Conference 3 - Ignite!World Journalism Education Conference 3 - Ignite! Mechelen, Belgium July 2013Mechelen, Belgium July 2013 TMTM Image: http://oregonnews.uoregon.edu/lccn/sn84022657/1862-09-06/ed-1/seq-1/ Improving
  3. 3. The problem • Students not interested in media history. • Students lack connections to the past. • Students lack training in historical research methods. The result • Disengaged students. • Poor research papers. Image: http://www.onlineuniversities-weblog.com/50226711/images/bored_student.jpg
  4. 4. The idea • Connect students toConnect students to media history throughmedia history through the history they knowthe history they know best and they canbest and they can access - their familyaccess - their family history.history. Imagehttp://2.bp.blogspot.com/_H5kAZb40_o8/SwMGk63R7DI/AAAAAAAABt4/f1vfoaIYXt w/s1600/family+reunion-2.jpg
  5. 5. The inspiration • History Detectives (Public Broadcasting Service, USA) • Programs available on line http://www.pbs.org/opb/h istorydetectives/> Image: http://fox-lenz.com/wp-content/uploads/2011/02/pbs-history-detectives-comp-442x590.jpg
  6. 6. The assignment • Identify a communication artifact from family history - personal letter, diary, photograph, newspaper article, magazine article, audio or videotape recording, etc. • Answer these research questions: • How does this artifact connect your family to a specific issue, event, or person in a specific medium during a specific time in U.S. mass media history? • What is its significance in the context of media history? • Write a 3000-3500 word paper.
  7. 7. The final paper (rubric) • Project design (25%) - introduction, research questions, literature review, methodology. • Original research (35%) - primary sources, evidence, relevance. • Analysis and conclusions (30%) - explanation, interpretation, context. • Composition (10%) - scholarly standards, grammar, citations, references.
  8. 8. The example • Title: Political Ideology, Nationalism and their effects on reporting during the [US] CivilWar. • Artifact: 3x great grandfather’s journal entry from September 8, 1862 - “Read news of a battle at Bull Run, Union troops victorious.” • RQs: How did he receive the news? Since historians regard the battle as a Union defeat, why did he believe it was a Union victory?
  9. 9. The evidence • Student travels to state newspaper archive, locates report in September 2, 1862 edition of The [Jacksonville] Oregon Sentinel. • Journal documents the ancestor was in Jacksonville throughout September 1862. Image: http://oregonnews.uoregon.edu/lccn/sn84022657/1862-09-06/ed-1/seq-2/
  10. 10. Other projects • A family member’s service in a US CivilWarA family member’s service in a US CivilWar regiment led to a comparative study ofregiment led to a comparative study of newspaper coverage of large and small battlesnewspaper coverage of large and small battles on July 4, 1863.on July 4, 1863. • A medal awarded by the Chinese governmentA medal awarded by the Chinese government sparked a comparative investigation ofsparked a comparative investigation of magazine and film coverage of the Chinamagazine and film coverage of the China airlift during World War II.airlift during World War II. Image: http://www.michigan.gov/images/civsoldi_9757_7.gif; http://dmn.wpengine.netdna- cdn.com/wp-content/uploads/2012/03/Flying-Tigers-Scramble.jpg
  11. 11. The outcomesThe outcomes • Nature and scope of class discussions showedNature and scope of class discussions showed students were more enthusiastic about the finalstudents were more enthusiastic about the final project.project. • Office hour contacts and online discussionOffice hour contacts and online discussion boards showed students were more engagedboards showed students were more engaged with the instructor, and with each other.with the instructor, and with each other. • More substantive - and interesting - projects!More substantive - and interesting - projects! • 4% improvement in scores for the course.4% improvement in scores for the course. Image: http://www.gpb.org/files/national/history_detectives.jpg