Archive for March, 2010
Do we think of our students as passive consumers of electronic media, uninterested in public affairs, disinclined to read, a means to the university ends of increased enrollment and tuition fees?
Then we have as much to rethink as do the creators of one-way media. This video is good reminder of how to conceptualize our own students, and how to help them conceptualize their own audiences:
This video was prepared by the UK branch of Dorling Kindersley Books and produced by Khaki Films (http://www.thekhakigroup.com/). Originally meant solely for a DK sales conference, the video was such a hit internally that it is now being shared externally. We hope you enjoy it (and make sure you watch it up to at least the halfway point, there’s a surprise!).
Read an interview with the creator of the video on the Penguin Blog
The clip was inspired by a video created by an Argentinian agency, Savaglio/TBWA entitled Truth:
(Thanks to John Brodeur and Bob Felten for the link!)
Steve Kolowich has a story in today’s Inside Higher Ed (J-Schools to the Rescue?), that questions the practices of j-schools in keeping enrollment numbers up and providing free labor for newsrooms:
Some believe journalism schools are exploiting students by maintaining high enrollment levels despite the contraction of the market for professional journalists — a system that guarantees a large population of out-of-work, debt-addled graduates.
If the purpose of journalism schools is to provide trained reporters to fill empty slots in professional news organizations then Kolowich’s concerns have some merit. By this line of reasoning, as the number of reporters and editors declines then j-schools should shrink accordingly. This self-reinforcing cycle would insure that the number of people trained as journalists will decrease. Since universities can’t afford to maintain non-productive units, they will help j-schools to responsibly shrivel up and disappear.
If, on the other hand, j-schools recognize that journalism as a vital public activity is being practiced in a variety of places and ways, often by people who have college degrees in subjects besides journalism, they could find a wider mission for their work.
As a practical course in the power and functions of journalism, with training in ethical communication, clear writing, visual design and networking tools, a j-school could serve a much wider population of students/citizens. If we have a smaller class of specialized journalists, it would help to have a much wider group of citizens trained in evaluating information and reporting in their own areas of expertise.
The question is whether j-schools, often staffed by professional journalists, will have the vision and will to make this kind of change in focus and mission. Can we reinvent ourselves in the same way that news organizations are having to reinvent themselves? Neither one is ‘rescuing’ the other, but both have a lot to learn in this transition from mass media to personalized, portable, participatory media.