by Jeff Jarvis
I just spent two days teaching the light tools of new media for the future faculty of CUNY’s Graduate School of Journalism with Will Richardson (whose book is coming out soon), Saul Spicer of CUNY TV, and my son, Jake. It was exhausting, challenging, and fun. The faculty was eager, curious, and tolerant of my learning about teaching while teaching.
Here’s an outline of what we covered. We didn’t concentrate on the tools that allow news sites to add bells and whistles — the usual definition of new media — but, instead, on the tools that allow anyone to report, edit, add to, challenge, and organize news across media. The most important message I wanted to leave with the group — the headline of the PowerPoint overview at the start — was that these tools really are as simple as they look; that’s why so many are using them. The question is how we take advantage of this to expand and improve journalism and journalism education. What was best about all this was the discussion of the new opportunities made possible by these new tools — and no small debate about the dangers, which is where I always find journalists, in the classroom or the newsroom, approaching this phenomenon. A year ago, those fearing danger drowned out those seeing opportunity; today, everywhere, that tide has turned.
I think this sort of session would work well in newsrooms to bring out creative ideas for using these tools to find new ways to gather and share news: Get the bloggers to show everyone how to blog, the podcasters podcasting. Turn the newsroom into a classroom.
: Here’s Will Richardson’s take on the day. I’ll know I’ll have succeeded in corrupting our world when I can also point to 20 faculty blogs with their takes.
Oxford and Reuters establish a new institute to, the Guardian reports, “bridge the gap between the gritty newspaper newsroom and the ivory towers of academia by providing research into topical media issues… [and] break down the mutual distrust between journalists and academics who analyse the media.” Beer’s on them.