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Integrating IT Into Each Subject Area

IT-Using Journalism Educators

The Internet, Web, desktop publication, digital still and motion cameras, and so on have greatly changed the tools and methodology of journalism.

This page is a "placeholder" for information about roles of IT in journalism education. It contains a few general references. Here is a reference of particular interest:

Dube, Jonathan (May 31, 2002). Internet IQ Checklist for Journalists [Online]. Accessed 6/6/02: http://www.poynter.org/web/053102Jon.htm. Quoting from the article:

Evaluating online information is one of the trickiest and most important parts of using the Internet in your reporting, so I thought I'd follow up Sree's tips on judging accuracy with a checklist to help guide you.

Here are five steps for assessing information quality (IQ) that you should run through before relying on anything found online:

  • Authority: Who wrote it, why, and what are their credentials? Who published it and why? With whom are the author and publisher affiliated?
  • Objectivity: What opinions or biases, if any, are expressed? Is there a sponsor that might have influenced the content? Is the site a mask for advertising or an agenda? Could it be satire or a hoax?
  • Timeliness: When was it produced and last updated? Is it up-to-date?
  • Sourcing: What is the source of the information and is it reliable?
  • Verification: Find at least one other reputable source, perferably not online, that provides similar information.

If you can't determine even one of these, then you probably shouldn't rely on the information.







Association for Education in Journalism and Mass Communication (AEJMC) [Online]. Accessed 11/1/01: http://www.aejmc.org/. Quoting from the Website:

The AEJMC exists to promote the highest possible standards for education in journalism and mass communication, to encourage the widest possible range of communication research, to encourage the implementation of a multi-cultural society in the classroom and curriculum, and to defend and maintain freedom of expression in day-to-day living.

The AEJMC holds an annual convention in August, featuring the latest in technology as well as special sessions on teaching, research and public service in the various components of journalism and mass communication -- from advertising and public relations to radio and television journalism to media management and newspapers. Workshops deal with incorporating diversity in the curriculum, teaching media management, and professionals in the classroom.

Campus weblines: Your high school can find its voice online [Online]. Accessed 4/3/01: http://www.nytimes.com/learning/
general/specials/weblines/. Quoting from the Website:

Campus Weblines contains everything student newspaper staffs and advisers need to know as they start building online school newspapers for the world to see. The authors, with help from a talented crew of high school students on the one hand and patient computer professionals on the other, will tell readers what they need to know right away and what they may want to look into later. The book also talks about how journalism articles are written and edited, how a staff can be organized for a class or club paper and what can be done on a small budget or a big one. A high-quality school paper can be published with very little money; a school with an Internet connection and at least one computer could do it free. The most important factor in a school paper's success is the staff's commitment to good journalism.

Disruptive Technologies and in the Newspaper Business.

(USA) -- Newspapers are extremely adept at pursuing sustaining innovation, or new ideas that closely relate to their existing business. They are less good at embracing disruptive innovations -- those radical ideas that don't fit within the traditional newspaper realm. Examples of disruptive innovations that many newspaper companies failed to exploit are radio, television, outdoor advertising, direct mail and the Web. The reasons are understandable: By its nature, a disruptive innovation serves an unknown market, would be rejected by existing customers, has an uncertain development trajectory and promises a lower profit margin than the company is accustomed to receiving. The challenge for managers is to be willing to gamble on these disruptive innovations, and to create an environment where they can thrive. "The most important thing for newspaper executives to remember," writes Owen Smith, "is that the methods used to exploit disruptive innovations are counter-intuitive and go against everything one is taught in business school or years of practice. However, there is logic in managing such innovations. It is the logic of a learning organization, and it requires an entrepreneurial leader who is comfortable with far more ambiguity than the structures and norms of newspapers allow." (Asian Newspaper Focus Sep/Oct 2001) Contact editor Peter Loh at mailto:peter@ifra.com (The Ifra Trend Report: No. 118. 31 October 2001.)
Comment: Disruptive technologies are a challenge to every business area. Here is a good book on the topic:
Christensen, M. Clayton (Paperback, May 15, 2000): The Innovator's Dilemma: The Revolutionary National Bestseller That Changed The Way We Do Business.

Information and Communications Technology are disruptive to our current educational system. It is interesting to see how our education system is attempting to deal with this disruption. Dave moursund has written on this topic in a May, 2001 Editorial for Learning and Leading with Technology.

Is the Medium Still the Message? (The Ifra Trend Report: No. 104. 25 July 2001)

(USA) -- "You can't do both today; you can't be a journalism instructor and a technical master, you just can't do it," says George Rorick of the Poynter Institute for Media Studies, about the pressure to teach technical skills to journalism students. Some professors have been complaining about the button-pushing required in broadcast journalism for years, but the anxiety surrounding the Internet is different -- perhaps because the demands are greater. Just as unsettling is the impact of the Internet on the fundamental definition of journalism. Is Matt Drudge just the online Peter Jennings? Is journalism on the Web a different beast than journalism in newspapers? Will journalism on the Web become so specialized that business people will see only business news, and sports fans only sports? Often it comes down to the finite element of time. Undergraduate schools offering journalism can only require students to take a certain number of hours of journalism, otherwise they'll lose their accreditation. (The critics say journalism is merely a trade -- students need to learn basic liberal arts as well.) Students who want to put digital audio on the Web have to divide their time between that and learning basic interviewing techniques. Some say schools should be teaching content, not presentation; other echo the old saw -- the medium is the message. Academics will continue to debate the issue as they are try to train future journalists for future journalism -- whatever it may look like. (Wired.com 18 Jul 2001) http://www.wired.com/news/culture/0,1284,44797,00.html

JobsPage [Online]. Accessed 11/1/01: http://www.freep.com/jobspage/academy/.

This site contains a number of informative articles and pointers to a lot of Web-based databases of use to writers.

Journalism Education Association (JEA) [Online]. Accessed 11/1/01: http://www.jea.org/. Quoting from the Website:

The Journalism Education Association, Inc., is the only independent national scholastic journalism organization for teachers and advisers.

Founded in 1924, JEA is a volunteer organization. Members of the Board of Directors, including the officers, are current or retired journalism teachers who have obtained their positions through national membership elections.

The headquarters office, located at Kansas State University in Manhattan, Kan., is maintained as a clearinghouse for JEA members and programs, and provides essential office services. It also houses the JEA Bookstore and membership records, and it is the site of the JEA Advisers Institute.

Among JEA's 2,000 members are journalism teachers and publications advisers, media professionals, press associations, adviser organizations, libraries, yearbook companies, newspapers, radio stations and departments of journalism.

Oregon Journalism Education Association (OJEA) [Online]. Accessed 11/1/01: http://jcomm.uoregon.edu/~ojea/.

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