Journalism programs across the country have rolled out new curricula and courses emphasizing complex social issues, in-depth reporting, and "new media" such as online news sites with streaming audio and video. Journalism education has rightly taken its cue from media outlets that find themselves not relevant enough for a new generation of readers, not hip enough, not appealing enough to keep the advertising and subscription revenues rolling in. Citizen journalism, such as reporting that is either created by bloggers or readers or guided by reader feedback; new narrative approaches; multimedia formats; and efforts at increased editorial transparency are only a few of the positive recent responses to a new low in the public's trust of the news media. As a result, journalism faculty members find themselves confronted with a dazzling array of dilemmas to teach and toys to play with. The biggest challenge seems to be how to cram it all into a syllabus.
Chronicle of Higher Education
Huber, Sonya, "The Real Who, What, When, and Why of Journalism" (2007). English Faculty Publications. 17.
Huber, Sonya. “The Real Who, What, When, and Why of Journalism.” The Chronicle of Higher Education (Jan. 19, 2007).
Copyright 2007 The Chronicle of Higher Education - All rights reserved.
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