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In his second month as a professor at Arizona State University, Tim McGuire was standing in front of 13 students teaching "The Business of Journalism" when his inner voice interrupted. "You dummy," he recalls thinking, "you are teaching a history course." It was fall 2006, and he was talking about the production of a daily newspaper, but not about the parallel production of a 24-hour-a-day Web site. He was explaining the collapse of the print classified advertising market, but not the striking success of Google search advertisements. Skip to next paragraph Education Life Go to Special Section » The course, new to the curriculum, was in desperate need of a revision already. Mr. McGuire, a 23-year veteran of The Star Tribune in Minneapolis, was in need of a re-­education himself. "I knew what I knew until I realized there was an earthquake underfoot," he says. He immersed himself in Internet business models. He started a blog. The course was renamed "The Business and Future of Journalism." He quickly learned that today's journalism students don't enroll to hear, in Mr. McGuire's words, "old newspaper farts telling them that the business is doomed." "They know the model is broken," he says. "They think, We'll just have to fix it." And so he started this semester by outlining an intimidating theme for the course: "How do we pay for journalism?"

About Media Helping Media PDF Print E-mail Thursday, 19 October 2006 Media Helping Media (MHM) has been set up to provide training resources and a voice for those involved in the media in transition states, post-conflict countries and areas where freedom of expression and media freedom is under threat. Training resources The aim is to bring together a variety of training resources which are available for all to use for the benefit of anyone working in the media in difficult circumstances. All are free-of-charge and can be reproduced, as long as Media Helping Media (or any guest authors) are credited. Contributed articles Some articles will be contributed by registered members of MHM who are active in media freedom and human rights organisations and, as such, these articles may not offer both sides of an issue and may not be balanced. Other articles will be written by journalist or media leaders who claim to be under threat and who make no attempt to offer balance or impartiality in the pieces they submit. MHM doesn't seek to achieve balance on their behalf.

Collaboration the Key to Future of Investigative Journalism Mark Glaser by Mark Glaser, April 5, 2009 Tagged: future, investigative reporting, logan symposium, public media, uc berkeley BERKELEY -- The second day of the Logan Symposium at UC Berkeley is more of a half-day with one panel devoted to the future of investigative journalism and a brunch at the Frontline World offices near campus. Just like last year, I had trouble getting an Internet connection in the journalism school library so had to live-Twitter the panel and put up this blog post later. (You can see the earlier report on yesterday's sessions here.) The panel was lively, and included a lot of optimism for the future of investigative journalism despite the business cratering for newspapers and their investigative journos. The panel was moderated by Lowell Bergman, and included David Fanning of PBS Frontline, Esther Kaplan of the Nation Institute, Bill Keller of the NY Times, Chuck Lewis at American University, Robert Rosenthan of the Center for Investigative Reporting, and Buzz Woolley, chairman of the board and primary funder of Voice of San Diego. The following are my notes from the panel.

What's this site about? Focussing mostly on free sources with a UK bias, this site is aimed at journalists of the student, 'citizen' and professional varieties. In these pages I will outline a few tips, tricks and sources for unearthing the following: * Contributors * Case-studies * Backgrounders/analysis * Statistics * Actuality/archives, and * Any other thing I can think of

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.)