Technical integration to be sure, so our students can at least visualize if not implement innovative multi-media journalism. But perhaps more than technical skills, what journalism educators need is the spark necessary to retain, indeed re-ignite, a sense of discovery so that the new journalism provides depth and context to complement the ubiquitous headline news that characterizes so much of what we hear and see on television, radio, the Internet ... and on our I-Phones.
I really like what you said here, Scott. I would add that believing in what we're doing--in what journalism is FOR--is what adds that spark of discovery.
Over the winter break I was talking to a longtime newspaper friend in whose newsroom there had been 11 layoffs right before Christmas. We talked about how difficult it is to feel excited about a profession where that's possible and the ethics of sending our students out into an industry where that's happening. I think that unless we all believe in the value of the field again, in its larger purpose beyond "industry," then it's difficult not to be disillusioned.
Scott's points are well-taken. And one of the teaching challenges is showing students that just because they can put together a slide show or video for their myspace page doesn't mean they're doing journalism. As someone said in another post, it's still the story, stupid. We're finding we are having to create some new curriculum to deconstruct and construct good multi-media stories so the students' work doesn't end up dummer than the Britney flavor of news that's so ubiquitous.
__________________
Susan M. Knight
Assistant Professor
Faculty Mentor/Curriculum Coordinator
Journalism Department
University of Arizona
520-621-3191
smknight@email.arizona.edu
