Journalism education: Begin anywhere

"Before it was InDesign, it was paste-up and darkroom courses."

"J-school == glorified trade school."

"A few can teach themselves."

"lynda should replace formal education."

"for some students class definitely gets in the way."

"the important point is that you have a whole community of 'tweeple' now to to help advance your learning."


Some journalism students held a discussion on Twitter late Saturday night about journalism education. The ideas go beyond the young students.

These days, all smart journalists are looking at how they should retrain themselves or update their skills, and many have moved beyond waiting for their company (or their school) to hand the tools to them.

The question even for experienced journalists: What kind of class should I take? Should I just focus on the software? Is a community college course in HTML as valuable as a certificate program like the one offered by UNC's journalism school? Should I just focus on the technical tools I can learn on my own? Who needs a high-priced program anyway?

Funny thing:
I remember having these same conversations 25 years ago. It wasn't on Twitter, and didn't span a group from Alaska to Florida, but the questions remain quite similar:
"How will counting headlines by hand help my career in a world of new technical innovation?"
"How will writing programs on sequential punch cards help me in a world of new computers?"(Yes, I punched cards.)
"These professors are old and out of touch. I can learn everything I need at the school newspaper. I'm switching my major to something else." (Some did, successfully).

Those memories have a point: No matter what software you learn now, you will have to learn something new later. No matter how good (or bad) your journalism school or company is, your education and career are in your own hands. To continue to be marketable, you need to demonstrate a continued ability to learn, to cross discipline boundaries, to make connections and to think.

I can't tell who will get more bang for their buck at the moment: Those who pick up skills online or in a tech class, or those who go for broader programs at established schools like UNC. But as one young tweeter said: Having community support and role models, tweeple or otherwise, helps immensely.

Begin anywhere.

Searching dirty

Librarian Genie Tyburski teaches an online class through the University of North Carolina on web research.

Sounds dull and dry, right? Uh, no.

Try, for example, using some of her suggested search terms on Google to find stuff that people don't want you to find:

• "not for public dissemination"


• "not for public release"


• "official use only" (variations include FOUO and U//FOUO)


• "company confidential"


• "internal use only"

For Genie's class, I tried some of these search terms combined with *NC*. I found a local political candidate's profile, with his home phone number, marked "not for public release."

That's one general theme that emerges from Genie's class: Information that is supposed to be private can sometimes inadvertently leak onto the web, through careless coding, or scanning, or editing, or incorrect placement on a server.

We've debated in class the legality and ethics of finding such information, and concluded that using the tools to find such information fall into legal, ethical realms like much of the reporting labeled "investigative." The ethical questions get sticky when you weigh what to do with the found private information.

Regardless, Genie's tools should be familiar tools for reporters and other journalists. Read her article and play around with the search terms sometime.

And check the updated "Reference" sidebar here for links to other resources, including Power Googling.

Mass Comm law 101

Remember that journalism law class you took? When was that? Where was that?
Ryan Teague Beckwith of Raleigh's Under the Dome offers a shop to get a tuneup.

How to keep eating and doing journalism

As gloom and gossip bloom, take a few moments to wander over to Global Vue, a blog for a class at UNC fall semester, and read and think about some other ways that journalism can pay for itself.

What j-schools should teach

Mindy McAdams at the University of Florida challenged her blog readers to share ideas about measurable skills that journalism students (and journalists) need.
The problem for j-schools has always been to teach up-to-date skills that will help students get jobs while at the same time giving them longer-lasting skills and ideals.
I learned how to use a proportion wheel and count headlines at the University of Georgia. The longer-lasting skills came from ethical discussions over beer after work at The Red and Black.
So too much emphasis on the latest technology -- Flash, or editing video for a particular outlet like Youtube -- won't last. The first, primary skill any student or worker needs is the ability to continue to learn.
Still, here's a small list, from a journalist and mom of a soon-to-be college freshman, broken into core classes and j-school classes. The j-schools can't and shouldn't do this work alone. Full colleges need to evaluate core requirements for the new generation of "net natives," who live on Facebook but just might not know how to make a balance sheet.

Core curriculum:
1. How do you identify and evaluate "good" information? Students should learn this skill starting in elementary and middle school. But public universities can't count on that education being deep and strong enough for future journalists. This class can be part of a library sciences curriculum, a liberal arts curriculum, or a science curriculum. Genie Tyburski asks that question in the syllabus for JOMC 714 through the UNC j-school's distance-learning program this fall.
2. How do you write a business plan or grant proposal? (Echoing Amy Gahran) This question can naturally evolve from students' (or their parents) efforts to get into college in the first place, or their efforts to pay for it. Navigating the maze of financial aid forms is just the first step. I know a freelance photographer mom who has told her musical college son that he can do anything he wants -- as long as he can get someone else to pay for it. That's the grant-writing part. The corporate/capitalist side is knowing how to quantify the cost of a business idea, write a business plan and make a sales pitch. Prerequisite: Accounting 101, Excel proficiency.
3. How do you organize, archive and share research? New tools are rapidly evolving here, from Google apps to institutional software available to students at specific schools. Plan a course for freshman year (or for re-entering grad school students) that mirrors middle-school organization classes -- electronic "notebook" checks, note-taking and citation-saving skills. Teach how to break down deadlines into small checkpoints. Teach the importance of deadlines for personal time management, not just for external requirements.

Journalism curriculum:
1. How do you evaluate and bring sense to raw data? Database information is proliferating, and is often available free from nonprofit organizations like the Sunlight Foundation or directly from government sources. Many organizations are finding new, cheap ways like Caspio to publish that information, but few are crunching, mashing up and analyzing the data. The easy way out is to stick it in a database ghetto on a website and watch the web hits come. Journalists need to evaluate that information and the sources and know how to mash it up into maps and categories to find patterns. Example: Binyamin Appelbaum, Ted Mellnik and friends at The Charlotte Observer demonstrated that skill with home foreclosure information long before other outlets jumped on the mortgage crisis. Prerequisite: Accounting 101, Excel and perhaps Access proficiency.
2. How do you continue to find and evaluate new tools for searching and sharing of information? Tyburski's class at UNC in the past has envisioned what life would be like without Google. Former colleague Leslie Wilkinson blogged for class about the challenge. Many journalists have at one time or another had to deal with email being down or having another crucial tool unavailable. This track would focus on alternative ways of finding and sharing reliable information when the standard methods don't work. Evaluating Twitter and mobile tools is key as technology and business evolves. Figure out how to find new tools and evaluate their effectiveness in terms of efficiency and usability.
3. Where do you draw the ethical and legal lines these days? Mindy lists an online ethics class. Going a little further and playing off Amy's post again, give students some up-to-date case studies involving business and ethics. As media companies try to find new ways to make money and also explore new roles for "citizen journalism," explore where the ethical line is now. (How to test and measure success in this class? Toughie. It would be a seminar class, with discussion, group work and papers.) Real-world examples:
A. Private corporations are buying up student newspapers. What are the ethical and business implications of the move? Will it affect what information campuses can produce and receive? What are the implications for other media in college towns?
B. The Hoya at Georgetown wants to go independent, but the college wants the paper to change its name so the college can retain the Hoya name. What's right there? How much is a name worth?
C. Should ads for egg donors be allowed in campus newspapers but ads for condoms be disallowed?
D. Should a newspaper publish the last names of children in a photo caption submitted by a reader if the reader prefers no last names because of concerns about privacy and safety?
E. Should a newspaper ignore or publish photos from an event staged by an activist group to bring publicity to their cause? Is there one standard if the photo comes from the wire versus a "citizen journalist" with the activist organization itself?

Lessons and links from science bloggers

Bloggers from the 2008 N.C. Science Blogging Conference have returned from last weekend's chilly event to their homes and keyboards, sharing their presentations, photos and thoughts online. What's so cool is that anyone can continue to learn from this conference from the comfort of their own monitors, wherever they might be, and whenever they can.

In addition, the conference has a heavy dose of participation from the
smart minds at Science Blogs, supported in part by Seed magazine. The networked circle of science represents one new way of aggregating and filtering information beyond the traditional methods of big-company media sites. NYU media professor Jeff Jarvis has made much of Glam for doing the same thing (perhaps with a larger emphasis on advertising and content that attracts ads). Glam doesn't impress me; its college fashion blog can't hold a candle to the Daily Tar Heel's The Good, The Bad and The Fab.

Oh but wait. We were talking journalism and science, not fashion.

I respectfully submit that Science Blogs serves as a better model for distributing, sifting and making findable strong content than sites like Glam. Ads play a supporting role, rather than being the goal.

And conference organizers are also demonstrating a new model of sharing strong content with "reverse publishing," creating a downloadable or paperback book of the best science blog posts of 2007. You can read the background of how the idea came to be at Bora Zivkovic's A Blog Around the Clock. The "publisher" of the compilation is Lulu, and the editors are Zivkovic and Reed Cartright, with input from the readers of Zivkovic's blog.

But back to the conference. The main jumping-off point of the group is a wiki.
Below are random links gleaned from various conference bloggers. They're filtered through what I find interesting and not too far above my head. Most bear a relationship to journalism; some don't. Of course, your mileage may vary.

How to report scientific research to a general audience
From Cognitive Daily, out of Davidson.
(Alternate title: How to report anything to a general audience.)
My favorite line:

"Visuals need the same treatment as words."

Peer-reviewed research
(How to dig through all the crap to find the ponies.)
(Or how wearing a badge can change the life of your blog.)
Bloggers for Peer-Reviewed Research
Research Blogging


Citizen Science
(Who knew? We thought it was all about us, the journalists and citizen journalists.)
Purple loosestrife detectives and reporters, at the U.S. Geologic Survey.
Cornell University's Citizen Science toolkit from a citizen science conference.

Public Library of Science and one of its online peer-reviewed journals, PLOS One.
Again, who knew?

A ring of science blogs
(Fix a big cup of something and stay awhile).

Politics
Questions for the next president.

PDF organization
Organize all your pdfs and papers as if they were songs on Itunes. Unbelievably valuable for people in distance-learning classes, but only if they're smart enough to have Macs. At Papers.


The Institute for Southern Studies
I remember this group from my days as a student journalist in Georgia. It's great to see they're still producing research galore. One of their most recent reports is about the "devastating costs" North Carolina is suffering from war, and it comes after the launch of the N.C. Military Foundation, a public-private entity to lure more defense contracts to North Carolina.
This site is worth digging into, keeping in mind the organization does have an agenda. It's intriguing to think about comparing its research with that available through The Sunlight Foundation and Taxpayers for Common Sense at Earmark Watch Dot Org.

Flickr groups to identify plants
(These will change my life and possibly put my aunt, The Plant Oracle of the Mountains, out of business).
ID Please and What plant is that?

Invasive species blog
(And you thought mussels only stopped development.)
Invasive Species.