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A Snapshot of Social Media Storytelling Apps: How One Class Covered a Typical News Event Through Social Channels

Leigh L. Wright

When I started reporting in the early 1990s, my reporter’s toolkit consisted of a reporter’s notebook, several ink pens of various colors, two highlighting pens, a point-and-shoot camera and maybe a microcassette recorder. Reporters scribbled notes furiously into the notebook, snapped a quick picture and maybe recorded the interview for accuracy or future notes. Reporters quickly drove to the newsroom and hammered out a story for the next edition. Fast-forward through the technology space-time continuum to today where I’m now sending students out to do all of that and more with only their smartphones.

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Developing a Converged Journalism Capstone: Providing a Sustained Multimedia Publishing Experience Across Disciplines

by Sandra Henry and Jill Van Wyke

In January 2015, Drake University’s School of Journalism and Mass Communication instituted a new capstone experience for all Journalism majors, integrating all students in a singular, hands-on, news and feature multimedia publishing experience. The project was entrepreneurial, broad in scope and challenging for students and instructors. And it was trial by fire, as such a project had never been done before at this university. This paper explores the development and evolution of the product, key challenges of the experience, and possible improvements for the future.

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Big Dreams…Small Programs: Using Innovation to Deliver High-Quality Public Relations Education with Limited Resources

by Kelly B. Bruhn and David L. Remund

Universities and colleges nationwide are working aggressively to help students prepare for the growing and changing demands of the public relations profession. Not all programs are created equal, though, in terms of available resources. How do small programs stay competitive and relevant in this time of dynamic change?

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Opening Storytelling Up: Pushing Students to Go Beyond Traditional Storytelling Forms

by Aaron Chimbel

An open-form story format in a Multimedia Reporting class had the goal of students telling the best story without the encumbrances of traditional media. Students should think creatively about how best to convey information and what tools to use. They are required to include at least four unique and original elements like graphics, mapping, text, video, photos and timelines, among others. They should push themselves and journalism storytelling.

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An Intro Class Launches an Impromptu ‘Pause’ Campaign, Learns Social Media Evaluation and Campaign Process

Sarah Maben

Abstract: Students in an Introduction to Mass Communication course decided they wanted to help their campus reflect on its dependence on social media and mobile devices after reading Neil Postman’s Amusing Ourselves to Death. The class of 40 created a campaign asking campus members to pause, or take time away from their devices and social media, for a study break. The impromptu exercise required students to call on the concepts from the intro class and act upon them in the real world. The article outlines the project and its assessment, the campaign’s results, and potential lessons that could be incorporated in similar exercises.

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Building an International Journalism Course on Student-Centered Experiences

Butler Cain Abstract: Foreign news reporting by U.S. news media has declined during the past few decades, and news organizations have been downsizing their staffs and closing foreign bureaus. Despite these trends, U.S. journalists who report from foreign countries give Americans the context necessary to better understand international events. These journalists must be familiar with the […]

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Integrating Legal Theory and Technique in the Reporting Class Curriculum

Rebecca Taylor
Like journalists, lawyers deal in facts. Both professions require the ability to transform complex fact patterns into compelling narratives to engage an audience. While the legal community in recent years has embraced storytelling techniques (Levitt, 2009) often employed in the journalism curriculum, this essay suggests that incorporating legal pedagogy in the journalism class also may prove beneficial in enhancing the student journalist’s analytical skills and writing process, in addition to furthering their ability to recognize risks of legal liability in content creation.

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Developing Collaborative Simulations to Benefit Multiple Classes

Marsha Ducey and Karen S. Olson

Abstract: This article describes the process used to develop a collaborative simulation for college students taking advanced-level courses in public relations (PR) and journalism. PR students organized a news conference to convey information to “the media” about an evolving crisis, and journalism students reported on a situation where the final outcome was unknown. This interaction of students from multiple classes resulted in both expected and unexpected learning opportunities. The involvement of nonstudent role players added to the effectiveness. Collaborative simulation may be of particular interest to teachers in small programs because of the ability to utilize one simulation for multiple classes.

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Using Short-Form Video in the Multimedia Journalism Classroom

Jodie Mozdzer Gil

More adults are watching news video, and at the same time online attention spans are shrinking. It’s no wonder several major news outlets have started experimenting with Instagram, Vine and Tout videos. The video social networks have tight time limits—15 seconds for Instagram and Tout, and six seconds for Vine. The demand for short videos creates a challenge for journalists to be efficient with images, words and their audience’s time.

That direct and punchy storytelling is now a requirement of journalism graduates. That’s why I’ve started having my students dissect, evaluate and emulate good video blurbs from these social media platforms.

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