"One of the explanations for the emergence of the programmer/journalist is the move of news organizations from print (or radio or TV) to the web. While some newspapers have gone online-only, and many are still trying to move to a "web-first" mindset, there are still newsrooms that view the web as a secondary medium. I remember when every step forward at my college paper, the Independent Florida Alligator, was a hair-pulling, tooth-and-nail fight. It wasn't that the other editors didn't think the website was important. The problem was one of culture. I had been web-minded from the beginning of my journalism education, while most students remained entrenched in the print structure. So how do you merge the culture of the programming environment with the culture of the newsroom?"

nspired by the series on social media by Danny Brown, "Discussing JMC with…" features a collection of interviews with academics from across the U.S. and abroad discussing current topics and trends in journalism and mass communication. Dr. Erik CollinsDr. Erik Collins is the Associate Director for Graduate Studies and Research at the University of South Carolina in Columbia. A native of New York, Collins previously served as a senior public relations manager for major corporations including Miller Brewing Company and Philip Morris and taught at Syracuse and Ohio State universities.

How Computational Thinking is Changing Journalism & What's Next Posted by Kim Pearson at 12:08 PM on May 22, 2009 I'm part of the post-Watergate generation of journalism school graduates, and I'm watching my peers struggle to master digital tools in an effort to stay relevant to an industry that is shifting under their feet. After years of working and collaborating with computer scientists at the forefront of the digital transformation of our culture, I've come to understand that what we need, most of all, is to master the fundamentals of what computer scientists have begun to identify as "computational thinking." The good news is there many parallels between computational thinking and the ways of knowing that are embedded in the practice of journalism.

Here's the second of our videos from inside the research and development lab at The New York Times Co., where they're envisioning how news will be consumed in two to ten years. (You can catch up on the series here.) Some of the goodies you'll notice: a Samsung tablet, an iPhone, a Sony Bravia TV, and an application called CustomTimes that they've developed to work on all three devices. The R&D group is obsessed with the ability to seamlessly transition among web-enabled gadgets. They're not convinced that the future will land on a single, multipurpose contraption - like some sort of Kindle meets Chumby meets Minority Report. Instead, they predict consumers will connect to the Internet through their cars, on their televisions, over mobile networks, and in traditional browsers, while expecting those devices to interact and sync with each other.

'Meta-reading': the generational differences in consuming news May 13th, 2009Posted by Judith Townend in Events, Online Journalism, Social media and blogging Turi Munthe, CEO and founder of the citizen journalism site, Demotix, shared an interesting thought with participants of the Voices Online Blogging Conference on Monday. The young Demotix interns consume news differently from the way he does. He elaborated to Journalism.co.uk after the panel. 'Meta-reading': "There is a generational split, but not in the way everyone imagines. It's much more recent than that," he said. People only ten years younger - he is in his 30s - consume news differently from the way he does, Munthe told Journalism.co.uk. The interns in the office ('who play a hugely important role: they're regional editors and they get properly stuck into what we do') read slightly differently, he said. "They are getting the Twitter feeds, and the blog posts, and the Facebook messaging and the free papers, and everything else, and are very happy with it. Much more happy with it than I am." "Essentially, they process information differently. It's a 'meta-reading'. It's not about individual brands. They are fully aware of all the back-stories of all the stories they're getting," he says. It's a 'degree of sophistication,' he said, 'which reads the interests behind the news as an integral part of the news'.

Multimedia journalism teaching: 10 things I learned One way to teach multimedia reporting skills (by which I mean use of the reporting tools, not HTML and scripting) is to have an intense, short boot camp. Three days, five days maybe, with long hours each day. Another option is to integrate the skills into a full 3-credit course - call it "multimedia reporting," or just change the existing Reporting 101 course to include the current tools. I like both of those options, but this semester I tried a third option: Students enrolled in the regular 3-credit reporting course could take an additional 1-credit course in multimedia reporting. They were permitted to enroll only if they were also taking the reporting course. (They have previously completed a 3-credit mass media writing course.)

It's an anxious time to be graduating from journalism school. The economy is in the tank and newsrooms are being decimated. But yet, it is also a great time to be a journalist, with more news and information available than ever before and more ways than ever to reach audiences. At the recent International Symposium on Online Journalism at the University of Texas at Austin, I asked a range of professionals what advice they had for journalism graduates entering the job market. There was broad agreement that students should leave journalism school being able to work across print, broadcast and online. At the very least, they should understand the new tools available to reporters and be continually learning. As one professional said, school is just the beginning of learning. At the core is good writing and reporting, regardless of the medium. But to stand out from the crowd, journalism graduates should follow their passions, develop an area of specialization and master that area.

Media and development - Where's the Gap? katine4John Davison, the Head of Media at Christian Aid has begun his personal visiting research fellowship at Polis with a research seminar at which he outlined his plans for a study of the relationship between journalism and NGOs in Africa. Here are his notes, written in a personal capacity, sketching out the scope of his research plans. If you are interested in these issues please get in touch with John at j.h.davison@lse.ac.uk

The ethical and real hazards of citizen journalism People powered People powered Who is responsible for the risks taken by citizen journalists who become 'accidental' reporters in dangerous situations? This was the excellent question asked by Slawek Kozdras, a Polish student, who was in the audience when I gave a talk at Cumberland Lodge to LSE Government scholars. I was doing my usual schtick about how networked journalism could alter the terms of the political communications trade. I put up slides about activists in Burma, G20 protestors and other people using new media technologies to report where professional journalists can't go. Slawek made a good point drawn from a fellow eastern European's work: "I remember a story told in Kundera's Unbearable Lightness of Being. After the Soviet army stormed into Prague in 1968 the brave Czech people (as opposed to cowardly Czech politicians) were mocking the army, women were teasing with Russian soldiers, laughing at them, taking pictures with them knowing the Russians can't react. The paradox is that later on these pictures with people mocking Russians turned against the Czechs and served as evidence in trials."

Welcome to the National Media Museum. Here you can delve into an amazing archive of information about this fabulous free museum - an exciting centre in the heart of the north devoted to film, photography, television, radio and the web.

Welcome to the Hub -- the world's first participatory media site for human rights. Through the Hub, individuals, organizations, networks and groups around the world are able to bring their human rights stories and campaigns to global attention and to mobilize action to protect and promote human rights. Watch and forward the 60-second Hub video. What You Can Do On the Hub The Hub is an interactive community for human rights, where you can upload videos, audio or photos, or simply watch, comment on and share what's on the site. You can use each media item on the site to encourage individuals to learn more and to get involved by providing direct links to resources, advocacy groups, campaigns and actions that they can take to make a difference. Additionally, you can connect with groups or create one of your own to feature your work on the Hub. Every week you can watch the three most urgent videos contributed to the Hub, and hand-picked by our editors. Who can join the Hub? Anyone with a valid email address can join the Hub. Users of the Hub include human rights workers, students, academics, filmmakers, journalists, activists, teachers and concerned citizens worldwide.

Add Multimedia to Your Site with One Click. Apture provides the first rich communication platform allowing publishers and bloggers to easily turn flat pages of text into multimedia experiences.

Liberate your media with Pixelpipe and get your content out to your favorite social network, photo/video and blog service. We support popular destinations and provide a number of applications to free your media from your desktop and mobile.

The Knowledge Media Laboratory works to create a future in which communities of teachers, faculty, programs, and institutions collectively advance teaching and learning by exchanging their educational knowledge, experiences, ideas, and reflections by taking advantage of various technologies and resources. The KML is currently working with its partners, including Carnegie Foundation programs, to achieve the following goals: * To develop digital (or electronic) tools and resources that help to make knowledge of effective teaching practices and educational transformation efforts visible, shareable and reusable. * To explore synergy among various technologies to better support the scholarship of teaching and learning. * To build the capacity for faculty and teachers independently to take advantage of information and communications technologies that enable them to re-examine, rethink and represent teaching and student learning, and to share the outcomes in an effective and efficient way. * To sustain communities of practice engaged in collaboratively improving teaching and student learning by building common areas to exchange knowledge and by building repositories for the representation of effective practice.

Media, War and Postmodernity London, Routledge, 2007 ISBN: 9780415374934 (HB) / 9780415374941 (PB) Amazon UK / Amazon USA CONTENTS Acknowledgements Introduction: Postmodernism and 9/11 1. Postmodern War in a World without Meaning 2. The Humanitarian Spectacle 3. The Media War on Terrorism 4. Culture Wars and the Post-Vietnam Condition 5. Security and Vulnerability in the 'Risk Society' 6. Postmodern Empire and the 'Death of the Subject' Conclusion: Beyond Postmodernity Notes References Index Media e Guerra: Visioni Postmoderne Trans. Augusto Valeriani Bologna, Odoya, 2008 ISBN: 9788862880060 info@odoya.it 'Hammond provides an excellent discussion of contemporary warfare. The focus on spectacle, image and attempts to make conflict "risk-averse", a kind of warfare without death and killing, is a response to the "crisis of meaning" in Western societies....[The book] Makes a difficult subject accessible and engaging.' Professor Kevin Williams, Swansea University (read review)

NCSS Position Statement on Media Literacy Media Literacy A Position Statement of National Council for the Social Studies © 2009 National Council for the Social Studies. All rights reserved This position statement was prepared by a task force of the Technology Community of National Council for the Social Studies (NCSS), and was approved by the NCSS Board of Directors in February 2009. "In the twenty-first century, participatory media education and civic education are inextricable" (Rheingold, 2008, p. 103) This position statement focuses on the critical role of media literacy in the social studies curriculum. The statement addresses the following questions. First, why and how has media literacy taken on a significantly more important role in preparing citizens for democratic life? Second, how is media literacy defined, and what are some of its essential concepts? Finally, what is required to teach media literacy and what are some examples of classroom activities?