Journalism is changing because of the Internet. Journalists are no longer just news writers but also multimedia and multi-platform storytellers. The convergent journalist gathers and distributes a range of content across multiple sites–in print, on-line, via Twitter, text and podcast. The introductory class discusses the range of skills a convergent journalist needs and outlines the ways in which the course will address the changing landscape of news reporting.
Exercise. Interview your colleague about their activities during the summer break with the objective to discover and report on the most important or exciting event he or she attended or activity in which he or she was involved. Write a summary lead/Tweet introducing the student to the class. Suggest how the story could be visualized–i.e. what picture would summarize the ideas best. Also suggest likely links that could connect this story to other stories on the Internet.
1984 is a television commercial launched by Apple Inc. in 1984 to promote the Macintosh personal computer in the United States. Directed by Ridley Scott, the commercial first aired on January 22, 1984 during a break in the third quarter of Super Bowl XVIII. The ad showed an unnamed heroine (played by Anya Major) wearing red shorts, red running shoes, and a white tank top with a Picasso-style picture of Apple’s Macintosh computer, running through an Orwellian world to throw a sledgehammer at a TV image of Big Brother — an implied representation of IBM — played by David Graham.[1] This was followed by an on-screen message and accompanying voice over by actor Edward Grover: “On January 24th, Apple Computer will introduce Macintosh. And you’ll see why 1984 won’t be like 1984.” At the end, the Apple “rainbow bitten apple” logo is shown on a black background.
Gil Scott-Heron “The Revolution will not be televised” 1970
“The Revolution will not be televised” is a poem and song recorded by Gil Scott-Heron in 1970 on thealbum Small Talk at 125th and Lenox, on which he recited the lyrics, accompanied by congas and bongo drums. A re-recorded version, with a full band, was the B-side to Scott-Heron’s first single, “Home Is Where the Hatred Is”, from his album Pieces of a Man (1971). It was also included on his compilation album, The Revolution Will Not Be Televised (1974). All these releases were issued on the Flying Dutchman Productions record label.
The song’s title was originally a popular slogan among the 1960s Black Power movements in the United States.[1]Its lyrics either mention or allude to several television series, advertising slogans and icons of entertainment and news coverage that serve as examples of what “the revolution will not” be or do. (wiki source)
Discussion of Readings:
Questions below are designed to promote discussion of the ‘content’ of the assigned articles. In each case, please also consider the thematic shaping of the material and any relevant or striking turns of phrase used by the authors in presenting their argument.
How does the author characterize the Web revolution? Who are the combatants in this war?
What are the key moments in the history of Webism and how do these moments change the game?
What are the problems and possibilities of the WWW?
“Weblogs: A History + Perspective” Rebecca Blood from Living in the Information Age: A New Media Reader (2nd ed.) ed. Erik P. Bucy, Belmont California, Wadsworth/Thomson Learning, 2005
“Blood offers a history and perspective on blogging, suggesting that blogs do more than provide a platform for self-possessed narcissism: they enable would-be writers to hone their skills; filter news and serve as a platform for intelligent reaction to current events; they also provide a counter voice ubiquitous din of media pundits.” editor’s note
In what ways do weblogs represent “an unprecedented opportunity for individual expression on a worldwide scale,” as the author contends?
What are some of the key differences between filter-style weblogs and journal style blogs and what different functions do they perform?
How does blogging—the simple act of regularly writing down whatever is on your mind and posting it online—empower and provide benefits to those who blog?
During today’s class we’ll discussThe Photo/Video Story assignment.
The assignment asks students to produce a story using visual content–photo or video. The story theme and content should correspond to the editorial interests of your blog. Try to find a unique story angle. What kinds of image based stories can you tell that will interest your readers? Photo projects should include 10 to 20 good images, presented as slide shows, and include a title and written introduction to the whole as well as individual captions for each image. Care should be taken to make each picture unique in terms of content but coherent and consistent in terms of style. Videos should be 1 – 2 minutes in length and use a variety of shots. Photos can be uploaded as slide shows directly to the WordPress blog; videos should be uploaded to a video hosting site and linked to your blog. 15%
Choice of subject and approach to story (relevance, readership) 5%
Quality of visual representation – composition, exposure, organization – the story should have a narrative arc and each image/cut should be connected to the rest; the whole should be visually cohesive and conceptually coherent 5%
Blog publication – the slide/show or video should be appropriately titled and captioned and the whole should include an introduction outlining the key issues of the story and basic information 5%
The class will provide preparation for the Profileassignment explaining the objectives of the assignment and practicing interview techniques. We’ll also discuss to hallmark ‘profile’ pieces as a means to consider the value of conducting interviews in comparison to siphoning quotes from on-line sources: Frank Sinatra has a Cold and Kanye West Has a Goblet.
The Profile assignment requires students to write a 750- 1000 word profile on someone whose interests align with your own (suitable for your blog). The profile must include material gathered from an interview. As an option, you may choose to produce the project as a podcast. In either event, you need to conceive and research your subject, script the interview and write introductory and concluding remarks as well as relevant explication or commentary.
What makes a good profile? A good character. Ask yourself why you want to get to know someone. What is their story? Then ask why your audience would be interested. Is the subject’s story topical? How will you tell the story? Pulitzer Center-sponsored journalist, Beth Murphy, suggests that the best profiles have three features: conflict, transformation and urgency? In the best profiles, the subject will have surmounted an obstacle and learned from this experience. Additionally, the issues the subject confronts must have topical interest, must mean something to your reader.
The writing and ‘peer editing’ workshop asks students to complete a draft of their mini review piece and exchange it with a peer.
Peers will edit the draft with the following general objectives in mind:
1 Overview of the paper’s strengths
The first principle of peer editing is to BE CONSTRUCTIVE. Your task is to help revise and shape someone elses work. Make focused, practical suggestions in a tone that is supportive. Keep in mind this is a working draft and advise accordingly.
Always begin with positive feedback. What are the article’s strengths? Tell your writer what was well written. For example: Your strengths as a writer are… OR The following are excellent illustrations of your point. OR The most effective part of the article is…. OR I found this engaging because… OR I liked the way….
Your comments should consider the following aspects of the article: Structure, Argumentation, Tone of language, style and grammar, Clarity of the Issues, References to sources,
2 Suggestions
Give concrete ideas for how to improve the writing.
It’s a good idea to phrase your comments as questions of the material. What do you, the reader, want to know that is not clearly explained? Use impersonal language. Don’t dismiss the writing in terms of its value. Instead, ask for clarification..of terms and ideas.
Some areas to consider : Thesis: is it clear? Organization: Is the material presented in a logical sequence? Counter arguments: Did the writer address opposing arguments? Details or Evidence: Did the writer provide relevant references? Topic: Did the author stick to the topic and theme? Word choice: Are the words well chosen? Sentences: Are the sentences too long or short?
Types of suggestions to be made: Issues that have been overlooked. Thesis related problems. References that may help. Organizational issues. Phrasing.
Students are asked to produce an in-depth story, as a feature or investigative report: text based or multimedia. The topic should be compelling and be one which the student feels has not been sufficiently and/or accurately covered by the media. The project will involve extensive research and interviews and provide a comprehensive account of the issues discussed—from historical, political and social perspectives—and present this material in a topical and well focused manner. 25%; Story 1000 -1250 words, 20 photographs with introduction and captions or 3 minutes of video.
Story Marking Criteria:
a unique, well focused perspective (5%)
evidence of thorough research (5%)
a comprehensive, well organized account of the story (5%)
vivid, polished writing and publication (illustrations/bylines…) (5%)
As the final participation activity in the class, students will produce a class journal made up of the ‘best of’ each student’s production. The class will be broken up into individual editorial groups – ‘desks’ – organized by news categories (politics, technology, business, sports, entertainment, lifestyle, arts…) and members of each group will select, polish and publish relevant stories.
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