Tag Archives | social media

Out-of-class Communication and Personal Learning Environments via Social Media: Students’ Perceptions and Implications for Faculty Social Media Use

Carolyn Kim

Abstract: Social media has been a growing influence in higher education throughout the past decade (Amador & Amador, 2014; Junco, 2012). The increased use of social technologies in education also brings implications for faculty credibility in the eyes of digital natives and questions about pedagogical value. This study examines the perceptions students have of faculty who use social media in terms of both credibility and academic success. Findings indicate that, while there are risks that need to be addressed, faculty have the opportunity to have unprecedented out-of-class communication (OCC) through use of social media, and the capacity to develop Personal Learning Environments (PLEs) that are uniquely appropriate to individual learners and styles.

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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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Big Tweets on Campus: College Newspapers’ Use of Twitter

Kris Boyle and Carol Zuegner

Abstract: The authors examined Twitter use among campus newspapers, analyzing a sample of Twitter pages from 25 award-winning campus publications and coding for the frequency, content, and interactivity of the tweets. This study revealed these newspapers were tweeting most often during daytime hours and most tweets were about campus-based news. Unlike mainstream newspapers, the publication frequency of these college newspapers and the number of users following their Twitter pages were tied to the newspapers’ tweet frequency. The authors concluded that like their professional counterparts, college newspapers could find ways to more effectively use Twitter. Journalists now and in the future will have to engage their audience in what Robinson (2013) described as a process that involves social media and conversation. Whether in the classroom or on a college newspaper staff, students need to be aware of that conversation and be a part of it.

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Developing and Assessing Experiential Learning Opportunities

Cindy Royal

Abstract: Classroom experiential learning projects can extend the benefits of student media to more participants. Social media tools offer efficient and cost-effective ways to engage students that allow them to publish their work, promote events, and enhance their professional networks. A case study of one such project is performed to provide a framework for assessing the ability to create engaging and productive experiences within journalism curricula.

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Social Media Internships: A Case Study of a Student-run Social Media Institute

Sarah Maben and Jennifer Edwards

Abstract: A one-of-a-kind social media institute is powered by student-interns, giving them valuable social media internship experiences. This case study explains the structure of the social media internships and the social media institute, with recommendations and assessment strategies. Faculty and staff from various disciplines mentor student interns, both undergraduate and graduate, in order to provide social media training to the university and community, research on social media, an annual academic conference and peer-reviewed journal.

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Your Brand, Their Product: A Critical Look at Teaching Personal Branding in Journalism Education

Susan Currie Sivek Abstract: Journalism instructors today often teach the use of social media for the purpose of personal branding, or the strategic crafting of an online identity for career gain. However, this instruction has implications for students’ understanding of themselves, their participation in journalism, and for the integrity of the profession itself. This essay […]

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Help Students Get Started Building Their Social Network

Darren Sweeney

When I started in the TV news business in 2000, the station I worked for barely had a working website. When I volunteered to get a site up and running, management told me, “Don’t post anything until after the news airs; otherwise no one will want to watch.”

Flash forward 14 years later and management now tells us all, “Think digital first.” Not only has the practice of how we gather and report news changed, but showing prospective employers just how “networked” you are can make you a more valuable player in the competitive news job market.

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Coping with Smart Phone ‘Distractions’ in a College Classroom

Kehbuma Langmia and Amy Glass

Abstract: The influx of smart phones in most college classroom is impacting instruction in a way that was never anticipated. Thus, a survey of full-time faculty members at a local university in the United States was conducted to test three hypotheses, followed by a one-on-one interview with a random sample of the same respondents to ascertain the effect of smart phones in the classroom. Results showed conflicting approaches by faculty on how to handle the situation. While some faculty members use smart phones for pedagogic reasons and experience positive results, most of them apply strict classroom phone policy with little success. Thus, a university social media tolerant policy for everyone to abide by in the 21st century seems to be the solution.

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Beyond Simple Service Learning: Reengineering the Public Relations Capstone to More Effectively Address a Fast-Changing Industry

David Remund and Kelly Bruhn

Abstract: In many undergraduate public relations programs, a capstone course involves seniors in a traditional service-learning experience, through which small teams of students develop public relations campaigns for a community organization. This case study examines how a program accredited by the Accrediting Council on Education in Journalism and Mass Communications reengineered its year-long public relations service-learning capstone to provide a more dynamic, multi-faceted learning experience beyond the traditional service-learning opportunity. The program infused problem-based learning principles and evidence-based practices into the seniors’ year-long capstone service-learning experience to achieve new levels of confidence. Pedagogical strategies, assessment methods, and learning outcomes are explored.

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Reporting with the iPadJournos: Educating the Next Generation of Mobile and Social Media Journalists

Marcus Messner

Journalism students Nicolas Nightingale and Zachary Holden were conducting interviews for a story about daylight crimes at Virginia Commonwealth University when another news story unfolded before them on the urban campus in Richmond. A homeless man who allegedly tried to steal a purse from a university lab was chased and captured by several VCU students, who then formed a circle around him until police arrived. Nightingale pulled out his iPad, started shooting the man’s arrest by campus police and immediately tweeted about the breaking news story via the iPad’s Twitter app. As it turned out, the man was suspected of several campus larcenies and had an outstanding warrant. A TV producer noticed the students’ tweets and a few hours later the iPad arrest video made the evening news on the local CBS affiliate.

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