BuzzMachine

Reading Vin Crosbie’s piece about the resistance to change and general obstructionism he has found teaching at journalism school (he doesn’t say it, but he has spent the year at the Newhouse School at Syracuse University), it makes me triply glad I am teaching at CUNY Graduate School of Journalism. This will come off as blatant self-promotion for the school but so be it.

Vin said: “What I found were faculties resistant to change and students whose insights and mastery of new media were being eroded by the authoritative resistance to change of so many professors. . . I’ve also discovered that media academics follow, rather than lead, their industries.”

When I arrived at CUNY, I feared I would find what Vin did. But I haven’t, not at all. I thought I might be marginalized as the crazy guy. But that hasn’t happened.

Instead, in the last few months, I’ve been teaching the faculty itself in all the tools of online: blogs, wikis, RSS, video, SEO, and on and on. The best part of this has not been my colleagues’ receptivity to, curiosity about, and eagerness to adapt the tools themselves in their classes but the discussion we have shared about the impact of these tools on journalism and education. We’ve had rich back and forth on the new architecture of media and news that the impact of this change on journalism education.

I don’t mean to say that my colleagues immediately drink my Kool-Aid; there is disagreement and debate, as I’d hope there would be. At last week’s session, for example, I showed Twitter, predicting that a few of my fellow profs would shake their heads at the tchotchkefication of the world into 140 characters’ worth of words. Heads did shake. One of the professors said she gets the impact on journalism of other technologies we’ve discussed — indeed, she is using them, creating class blogs and more. But she challenged me to demonstrate the journalistic relevance of this one. Fair enough. I showed news organizations using Twitter to distribute headlines and bulletins. I talked about other news organizations, like Sky.com, using Twitter to report on breaking news live. I told them that I’d just seen the BBC and Reuters using Twitter to extract news (by, for example, searching for big-event tripwords like “explosion” and “earthquake”); the thought is that Twitter could be the canary in the news coal mine and that similar use of Flickr, YouTube, Technorati, and other services will surface witnesses’ pictures, video, and accounts. I passed that quiz.

Here’s the Keynote we’ve been using as notes for this discussion.

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At CUNY, we are teaching the tools of all media to all students and requiring them to make stories in various media throughout their time there. The faculty are learning the tools as well (I say “are learning” instead of “have learned” because it’s a neverending process). At the same time, we are trying to plan how to pull down the walls between old media tracks — print, broadcast, interactive — while still preparing students for specialized jobs. We believe we have to be careful not to be overeager with this because we risk getting ahead of the job market. But there is no resistance at all to the idea that all journalists must work in all media.

More important, we realize that we are teaching change. Rich Gordon at Northwestern has said this, too: We have to get our students ready to adapt as the tools inevitably evolve. But, of course, more than the tools change. The structure of the craft changes and with it the relationship of journaliasts with the public and with newsmakers. The structure of the industry changes and with it their jobs. And the structure of narrative changes as we have new ways to tell stories. So we are also teaching our students choice. They no longer pick a medium at the beginning of their careers and stick with it. Now, every time they tell a story, they have to make choices about the best ways to do that for their audience and for the story itself. Not all students like this much choice at first; some wish we’d just tell them how to do it. But we agree that choice is one of the key skills we have to teach. That was the discussion we had at our faculty tools session last week.

How am I so lucky? I think it helps that we are a new school without a legacy to protect; instead, we are building one. It also helps that the deans recruited a great faculty and that we both get along well and, as it has turned out, agree about the need to teach change while we also teach what we love to call the eternal verities of journalism: accuracy, fairness, reporting. . . . And it helps that we are drawing students who know they are part of a new school in an industry undergoing upheaval; they are daring and they demand that we are as well. They are the ones who are going to change journalism and that’s why I took this job.

We also see that helping and leading the industry in change is part of our mission. That’s why we got a grant from the MacArthur Foundation to hold meetings in networked journalism last fall and in new business models for news this fall. We got a grant from McCormick Tribune for my entrepreneurial journalism course. We got one from Knight to help bloggers learn what the needed about media law. We are about to announce something else along these lines.

We’re far, far from perfect. Every term, we learn — from listening to our students — how to better teach our courses, adjusting syllabi as well as the curriculum. In the videos here, I describe the interactive courses to new students just admitted and we are now trying to do a better job of telling them just what tools and skills they will learn at what level. That’s an improvement. I am also constantly struggling with finding ways to teach interactivity when student journalists don’t have a public with whom to interact (any ideas, please share them). So we must change, too.

Here are the relevant slides about the interactive program.

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I can’t speak for any other journalism school anywhere. And I think that Vin said what needs to be said to the academy and the industry. All I can say is that I shared Vin’s fears but I have seen that it is possible for journalism education to change and — only time will tell — lead.

In the meantime, Vin, come on by for coffee.

: ALSO: We’ve just announced our 100,000-mile warranty for students, enabling them to keep up on and brush up on new tools and skills after they graduate.

Not that I expect a soul to watch but if you’re curious, here was my spiel about the interactive journalism program at the CUNY Graduate School of Journalism open house for our accepted students a week ago (this is where we convince them to come to use and not to go elsewhere).

We’re having an open house for accepted students at the CUNY Graduate School of Journalism today and you can watch it live here. The dean starts things off at 10:30a ET; I’m on describing the interactive program at 2p ET. Here’s the rest of the schedule.

Some followup links reacting to Nick Lemann’s j-school memo.

Charlie Beckett:

The future of journalism (cue plug: “as I write in my new book, SuperMedia“) is about how paid journalists work with unpaid citizen journalists, professionals and public sharing the process. We will need fewer hacks churning out the basics and more expert editorial entrepreneurs and ‘enablers’ working with the citizen and consumer. That’s where we should focus our thinking and our investment in journalism studies.

Charlie continues in the comments here:

I agree with most of what Lemann says as I think you do too, Jeff. (Now there’s a first!). But what I think we have to be careful of is framing this problem as elite versus vocational.
Yes, we will need much more citizen-friendly, networked journalism in places that do media education (and all schools should be j-schools to an extent).
But we also need thought-leadership education for the editorial innovation, enterprise and strategic planning that will enable the grass-roots changes.
Here at Polis we are lucky to have both: a high-powered intellectual research capacity at the London School of Economics plus a state-of-the-art vocational department at the London College of Communications.
One answer is more interaction between us all.

Matt Storrin, former ME of the NY Daily News (and a colleague of mine there), also in the comments:

Perhaps this is an unfair comparison, because at Notre Dame we have no journalism major, but only a minor or “concentration.” It’s a small program. Many courses are open to students outside the program. In my current media ethics class, at least half have no interest in a professional journalism career. (Two probably dream of careers in the NBA and NFL.) In my fall course, a modern history of journalism, two thirds said they had no intention of pursuing a journalism career. I would think there must be other schools where this is true. I think you are right, given the media landscape today, there is reason to believe that these “non-journalist” students may actually find practical benefit from these courses not only as consumers (the default rationale) but as practitioners.

And here’s Mindy McAdams.

Nicholas Lemann, dean of Columbia’s Graduate School of Journalism, accidentally sent his class his self-evaluation intended for the university provost. No harm done, though. It’s an impressive document — it helps to hire New Yorker writers to pen memos — that sets out Lemman’s accomplishments and worldview. Here’s the bit, toward the end, that interested me:

I cannot be sure how long our school can continue to thrive if the profession it serves is not thriving. We have many advantages, including our financial resources, our location, our worldwide reputation, our strong relationships with employers, and the quality of our faculty and curriculum. We do not have the advantages almost all other journalism schools have: a large and not very job market-sensitive undergraduate student body and low tuition. In the short run, we are benefiting from journalism’s replacing older reporters with younger ones, but in the long run we must be as attentive to recruiting and to placement as possible, and we must teach our students to be journalists in ways that are as broadly applicable as possible geographically and across the different media.

I certainly agree that students must learn to apply journalism broadly — across all media, in other words.

But the larger question raised here is whether journalism schools should serve just professional journalists (that is, those who work, full-time, for journalistic institutions) — and, for that matter, whether schools can afford to do just that.

I haven’t blogged about this yet but I am coming to think that if, as I believe, N percent of journalistic effort will be undertaken by amateurs, then shouldn’t it be the mission of journalism schools to devote N percent of their education to helping those new practitioners do what they want to do better?

This is just my opinion — I’m by no means speaking for my school — and I haven’t thought through what this means. But I believe that like every other institution and industry in the Google Age, education will become more distributed, more open, less of a product and more of a process. More on that soon.

Lemann continues:

I don’t think I have been nearly effective enough in persuading either our own Journalism School community, or other journalism schools, or the wider world of the profession, that the professional education of a journalist should include intellectual content. The primary orientation of journalism schools, including ours, is toward conferring skills associated with entry-level practice; almost the entire discourse in journalism education is internal to journalism and concerned with professional norms and practices, rather than with how to understand the world we are supposed to cover.

This has been Lemann’s crusade: to bring professionalism — which I now read more as intellectualism — to the craft. I don’t disagree that this can be a worthy goal. What’s fascinating about Lemann’s memo is the glimpse it provides into his ambition: He wishes he could have transformed the Columbia program along these lines — changing the existing master of science program rather than adding a master of arts program — and that he could do likewise to America’s journalism schools.

It’s a proper question that I’ll oversimply, as is my blogger’s habit: How do we make reporters smarter about what they cover? Putting aside debates about which should dominate journalism education — skills or intellectual rigor — here, too, I wonder whether the coming distributed architecture of education will make a difference for journalism students and practicing journalists. What should specialized and continuing education look like in a period of more rapid change and broader opportunity? What should our ethic of education be? Should we expect that reporters covering, say, business learn the fundamentals of accounting and make it easy for them to do so?

These are the sorts of issues raised in Lemman’s memo and so I’m glad he sent the wrong file.

: Lemann and I had a distributed dialogue about some of this, which started with his New Yorker essay, about which I blogged; he and I then wrote about this at Comment is Free (links to both here).

I’ve been quoting Neil McIntosh of the Guardian to my students this week, saying he expects job applicants to have a blog. And conveniently, here’s Neil today leaving a comment with his rationale (responding to a question from Paul Bradshaw):

I tell all the journalism students I meet this: blogs are the minimum. There’s no excuse for a student journalist who wants to work online not to have one. The only exception (and even then…) might be if they were heavily involved in student media, or were working for a publication part-time, or were doing some kind of other digital work which trumped having a mere blog. And no, MySpace/Bebo/Facebook pages don’t count

Moreover, the quality of the blog really matters, because it lets me see how good someone is unedited and entirely self-motivated. If I were to see a decent pitch with a blog address on it, I’d look, and the quality and frequency could count heavily in the author’s favour. And if a brilliant graduate didn’t have a blog, but still made interview, I’d be asking, politely, why not…

LATER: John Robinson, cybersmart editor of the News & Record, weighs in.

I ask job applicants if they have a blog. Most of them don’t. Then I ask them if they read my blog. About half of them haven’t.

The two questions tell me a lot about the candidates. First, if they have a blog, it gives me an indication of their passion for writing and communicating. It also allows me to see how their unedited writing reads. I rarely pay attention to submitted clips; I know how good editing can make a mediocre writer appear positively Halberstamian. Finally, in answering the question, they usually let on what they think of blogging and digital. Believe it, some trash blogs.

Second, if they haven’t read my blog, it tells me they haven’t done their homework. That makes the candidate a non-starter.

Actually, it helps winnow down the candidates pretty quickly.

In the comments, there, Mark Potts adds:

It’s not so much that there’s great magic in writing a blog—it’s just another publishing tool, in my book—but it certainly reveals a lot about their comfort and facility with the Web and new media. It also is very revealing about what their raw writing skills are like, as you point out.

On the digital side, especially, we need people who are “native speakers” or as fluent as possible in the new ways of presenting information and interacting with readers. There’s no question they’re more qualified if they’ve walked the walk, talked the talk and blogged the blog.

A herd of journalism-school deans wrote a predictable but also naive and possibly dangerous — and certainly not strategically forward-thinking — attack on media cross-ownership and the FCC’s loosening of its rules in today’s Times op-ed page.

They argue that the government should regulate local broadcast and make content demands on stations. That’s the dangerous part: government regulating news. The deans acknowledge the peril:

Journalists are instinctively libertarian, at least when it comes to journalism. We like the conversation about journalism and the federal government to begin and end with a robust defense of the First Amendment. That’s why journalists have not been leading participants in the debate over the Federal Communications Commission’s regulation of broadcasting, even though the future of our profession and its public mission is at stake

Yes, they said libertarian, not liberal. I hope that’s their sense of collective irony.

The naive bits are that government — more than companies and editors — should be held accountable for the quality of journalism, and that that broadcast journalism was ever worth a damn. At most and best, radio and TV distilled and read what newspapers published (and, yes, fewer radio stations today bother doing even that). Reporting on TV news has long been defined as covering fires and press conferences. It’s not about investigation. It’s not about a multiplicity of voices. It’s not about holding the powerful to account. It’s about stand-ups. For these deans not to acknowledge that — for them not to hold these stations and their producers and reporters responsible for what they call journalism and demand a higher standard — is itself shocking. That broadcast outlets have smaller staffs is, the deans say, “a real loss for American democracy.” Oh, come on. They’re just more efficient at covering fires. The deans sound like union organizers trying to protect headcount.

What disturbs me more about their op-ed is the lack of acknowledgment of the business realities of our industry: both broadcast and print outlets cannot operate as they have and that is why they need to consider merging — to survive.

But what disturbs me most is the lack of strategic ambition and imagination the deans exhibit. When the Times wrote a similar, knee-jerk editorial the other day decrying media consolidation, I argued that TV news could be improved if it merged with print and vice versa. I’d quite like to see the deans consider the idea that news is now omnimedia and it makes sense to stop separating newsrooms by old limitations of the means of distribution. It makes sense to get both newsrooms to produce the news in new ways. It could only help broadcast newsrooms to get a sense of real reporting and to get the work of hundreds of print journalists with cameras. And it could only help print newsrooms to be forced to think and work across media.

I’d have hoped that the deans would see the possibilities not only for the industry but also for their students. Now is not the time to preserve the past but to reinvent the future.

(Disclosure: It almost goes without saying but clearly I have a dog in this hunt as a journalism prof. The deans who wrote the Times op-ed are: Roderick P. Hart, dean of the University of Texas journalism school; Alex S. Jones, director of Harvard’s Shorenstein Center on the Press, Politics and Public Policy; Thomas Kunkel, dean of the University of Maryland journalism school; Nicholas Lemann, dean of the Columbia Journalism School; John Levine, dean of the Northwestern journalism school; Dean Mills, dean of the University of Missouri journalism school; David M. Rubin, dean of the Syracuse school of public communications; and Ernest Wilson, dean of the University of Southern California school of communication.)

You probably can’t see this unless you’re Ken Sand’s friend on Facebook, but he just posted a job opening at Congressional Quarterly for a “technical journalist.” Getting past the irresistible straight line — ‘well, technically, I’m a journalist’ — it’s telling that such a job description exists:

The technical journalist/Web developer will join a new editorial projects team that will be responsible for conceiving of and building dynamic Web applications, maps and mash-ups for CQPolitics, CQ’s free content site that is being expanded. The Web developer/technical journalist will be collaborating closely with two other team members, and will need to be able to communicate effectively with non-technical colleagues. The ideal candidate will have extensive experience building data-driven Web sites and tools using XHTML, JavaScript, CSS, XML, XSLT, Django or Ruby on Rails, Ajax, and Flash, and a demonstrated understanding of relational databases and experience with open-source databases like MySQL.

Oh, yes, and hooking paragraphs and taking rewrite.

I’m speaking briefly Friday at a symposium held at Columbia in honor of the late and legendary Prof. James Carey. I’m on a panel about the future of journalism education and I chose to talk about teaching the conversation. Here are my notes.

When I had the privilege of meeting Prof. Carey, at a conference in Philadelphia, the buzz du jour was “news as conversation.” After I contributed to that buzz, he chuckled and told me he’d been talking about news as conversation for much of his career. Please note that he didn’t say this in what I will admit can be the bloggish way – as in, ‘I said it first.’ Instead, he was visibly gratified. His idea had spread, his meme had propagated.

Prof. Carey was quite right: The idea is not new. But I do think it more widely accepted in my tribes of bloggers, journalists, and educators. And it is more apparent thanks to technology. The internet is less a medium filled with content than it is a platform that enables connections between people and information and each other. It enables the conversation.

So if news is conversation, then the question is, how do we teach the conversation?

How does the role of the journalist change? Journalists must now augment their traditional and valued roles of reporter, watchdog, questioner, vetter, investigator, editor. In the conversation, they need to take on new roles, as moderator, enabler, organizer, talent scout, even journalistic evangelist and educator.

The reality of technology and media today is that everyone can create. The reality of business and journalism is that we must find new ways to collaborate; as our institutions shrink, our strategic challenge in news is to produce less and gather more – and thus we need to encourage others to produce more so we can gather it. And our challenge as educators is to improve the journalism that all these people, professional and amateur, do.

Journalists can no longer see themselves merely as the protectors and beneficiaries of their institutions’ reputations. They need to see themselves as members of larger, looser, more open networks of collaborators. They must contribute value to those networks to gain value themselves.

Of course, journalists should retain – and propagate – the ethics, standards, and practices of journalism that our schools have taught during our lifetimes. But at the same time, they should understand the new ethics of these new networks, which I’ve learned online: the ethic of the link (which says, ‘don’t take my word for it, go see for yourself’), the ethic of permanence (which says that knowledge grows on knowledge, via the link), the ethic of the correction (which is only more immediate in new media), and the ethic of transparency.

So, how do we teach this? I’m not sure yet.

Our first challenge, I think, is to figure out how to teach interactivity – before our students have publics with whom to interact. Blogging would seem to be the perfect tool to explore this relationship. But in my first year teaching at CUNY’s Graduate School of Journalism, I must confess, I did my worst job teaching weblogs. Oh, the irony. I made the assumption that these young people shared a common understanding of blogging when, in fact, they each brought widely different definitions and presumptions, some treacherous (that is, that blogging licenses and demands snarking). Many weren’t ready to serve a public, did not know how to, even feared doing so.

This year at CUNY, we are trying another tactic: having the students find a public, a community where the conversation is already underway. Their task is to figure out how to add journalism to that conversation in the form of facts, answers, corrections, reporting, context, balance, research. We’ll see how that works – and I will blog about what we learn.

Networked, collaborative, pro-am journalism – whether that’s practiced under the label hyperlocal or crowdsourcing or whatever buzzword comes next – also alters the relationship of journalist to the public. Our students will need to learn how to find not just experts to quote, but experts and witnesses who will report and publish themselves. Journalists may need to organize or wrangle this reporting public, as Jay Rosen has said. And, as Jay learned at his NewAssignment.net, they’ll need to craft the essential assignments and support the work of these willing citizens. They also need to learn to moderate discussion. So there is indeed a role for editing. I’m still not sure how to bring these skills into the classroom, but I believe it likely means that we need to turn our communities not just into subjects of coverage but also into laboratories for collaboration.

This stretches to institutional journalism as well. I argue that we should consider the idea of turning newsrooms into classrooms, where journalists help new practitioners accomplish their goals more effectively – improving their journalism – and where the journalists, too, learn from the community and also learn collaboration with their communities. So it follows that we need to teach our students to become teachers of journalism. That is a new skill for them. It is also keystone of a new culture: a generosity of professionalism, recognizing that the true value of the professional – especially in the networked economy – is not realized by owning and controlling one’s knowledge, practices, and standards, but by sharing them. Prof. Carey said in his AEJ address that the birth of professional journalism education is “a story of the creation of a new social class invested with enormous power and authority . . . and the enhancement of professional authority and mystique.” By turning newsrooms into classrooms, perhaps we can reverse that; we can break down the walls around journalists, deflate their mystique, and redefine the exclusivity of professionalism. Carey said that “status and prestige, not knowledge or ethics or rectitude, turn out to be the key to professionalism.” But in a network, authority and status are defined, instead, by participation and generosity. Those must be the new keystones of professionalism that we teach.

Next, I hope we teach the value of the link. It is the key architectural element supporting a new structure of media, the steel beam that enables journalism to build past prior physical limitations, to grow taller, wider, and stronger than before. Just recently, I have heard confusion from working journalists about the role of the link. They still think it is an endorsement rather than an extension or an FYI. They don’t always understand how links power the algorithms that organize knowledge today, and how links are the basis of media distribution from now on. Yes, today, journalists should learn the science of search-engine optimization just as we learned the artful marketing power of the catchy headline or the intriguing cover.

And, of course, we are all beginning to teach our students to work in any appropriate medium, to make the choice of how best to tell stories and distribute news – a choice that we could not make when we were prisoners of one medium or another. This is why students at CUNY learn and create work in all media. I hope we also teach students to experiment with new forms of storytelling, mixing media not on a page but in a narrative. The real lesson here is not in any single tool or technique: It is the imperative of change, of flexibility, and of innovation.

I want to emphasize that last point: Journalism has long been taught as an art of preservation – protecting age-old verities that do, indeed, require and deserve our armor. We were also taught to protect journalism from the business people and business interests that, in fact, supported our endeavors. As a result, we do not operate in a culture of change and innovation in journalism. And too many do not understand the economics that support or threaten the industry. An executive who works with many news organizations told me recently that he saw no innovation going on in news companies in this country. Even I thought that was strong. But he reiterated his point: “Zero,” he said. This is why I am teaching a course in journalistic entrepreneurialism at CUNY, where students are proposing to create new and sustainable journalistic enterprises. They are learning not only innovation but business – as well as journalistic value – as they compete not just for grades but for grants of seed money from the McCormick Tribune Foundation. The difficulty of starting a new enterprise from scratch, without the capital of a giant, monopoly media organzation, is also teaching them the need and value of working with partners in the communities they hope to serve. It is teaching them the value of the conversation.

Finally, I quote from Roy Peter Clark’s tribute to Prof. Carey at Poynter, in which he listened to David Shedden’s interview with the professor in 1991. Asking for final thoughts in their talk, Prof. Carey said: “There are no final thoughts. I quote all the time these wonderful words of Kenneth Burke: ‘Life is a conversation. When we enter it’s already going on. We try to catch the drift of it. We exit before it’s over.’”

I think Jim Carey teaches us to teach our students that larger lesson. Journalism is not a technical skill of mere observation that can sit to the side of society. It is inevitably part of society. And now that we do have the ability to have a conversation with the people formerly known as our audience (hat tip to Jay Rosen) we need to teach the students to learn from that and to be willing to reexamine their roles as journalists in the communities they serve. The essential skills of journalism – listening, understanding, organizing, sharing – are the same, but we have so many new ways to practice them.

News is a conversation. Life is a conversation. The question for us is, how do we teach our students to be great conversationalists?

So I come across the brand new blog about the new newsroom with only three posts yet it already imparts some wisdom about the new architecture of news, for example:

The Web is your Web site; search is your navigation.
* Every piece of content should function as an independent business that can be embedded in whatever Web site wishes to host it;
* Advertising needs to integrate with every piece of content and go wherever it goes;
* Journalism organizations should think of themselves as wire services providing content for any interested Web site; let people who intimately know their audience aggregate and present the content (after finding it with search) . . .

I couldn’t figure out at first who was writing this (a pet peeve of mine — put up ‘about’ pages, people) and then found, to my surprise, that it is one of the students with whom I worked on the GoSkokie hyperlocal project at Northwestern. And it turns out he’s working for a paper that might fold, so he’s job-hunting. So take a look at the guy.

Very good posting for a position at the City University of London: for a doctoral student to work with Sky News and an army of citizen journalists. Now that’s bringing worlds together.

This project affords excellent opportunities to explore concepts around citizen journalism in the mainstream news media, using a case study approach and participant observation.

For the first year of their PhD the appointee will work closely with Sky News on an innovative project to recruit several hundred “citizen journalists” to report on the next UK general election campaign. The project aims to allow contributors to do more than simply give their opinion; instead they will be expected to write stories, take pictures and possibly record video.

The appointee’s role would be to work closely with Sky News to recruit suitable contributors, mentor them and guide them in creating the right sort of content, and manage their contributions. The appointee will be responsible for ensuring that there is a broad mix of contributors in terms of party affiliation, background and expertise. The successful candidate will also be involved in the development of the website to best support the project and ensure that the material is used to its best advantage. The role requires editorial initiative, a nose for news, an understanding of what makes compelling online content and familiarity with the social networking community.

(Full disclosure: I’ve been consulting with SkyNews.)

Neil McIntosh has damned good advice for journalism students, following up on a report about the state of j-schools and technology, below:

Again, for those at the back: if you think you want to be a journalist, I now don’t think there’s any excuse not to have a blog. The closer you get to looking around for jobs, the better it should be maintained. If you enter the jobs market without one, no matter how good your degree, you’re increasingly likely to lose out to people who better present all they can do, and have the experience of creating and curating their own site.