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"January 12 marked the anniversary of the devastating earthquake that shook Haiti last year, killing more than 230,000 people and leaving several million inhabitants of the small island nation homeless. Though natural disasters are common, the humanitarian response this time was different: New media and communications technologies were used in unprecedented ways to aid the recovery effort. A report recently released by Communicating with Disaster Affected Communities, with support from Internews and funding from the Knight Foundation, takes a critical look at the role of communications in the crisis and recommends ways to improve the effectiveness of utilizing media in future disaster relief efforts. (The Knight Foundation is a major funder for MediaShift and its sister site MediaShift Idea Lab.)"

Multimedia journalism is one of those terms often used to refer to a wide range of online content. Recently, I began a discussion with my students at the UBC Graduate School of Journalism to define exactly what the term means and how we can harness the many forms of online media to produce quality journalism. We started by first asking what a multimedia story is not. After all, go to any news website and you are certain to see stories being told using a combination of media. But just because an online story has multimedia elements does not mean that it is a multimedia story.

How to Teach Yourself About Social Media When J-Schools Fail Roland Legrand by Roland Legrand, April 14, 2009 Tagged: communities of practice, connectivism, journalism school, learning, networked learning, social media Journalism is changing rapidly due to social media, and these changes can be bewildering as people wonder how to keep up. I recently gave a social media workshop for journalism students, and I soon realized that many students were still unaware of social media other than Facebook. They were shocked to hear about feed readers, blogs, or micro-blogging and asked how they could learn about all those developments. It seems that we should rethink not only journalism, but also journalism education: Tomorrow's journalists will need to take the initiative to teach themselves about rapidly changing technology. To that end, here are some ways that students can become their own teachers in regards to social media. Bewilderment

Everywhere you look there are dark signs for newspapers: bankruptcies, less print editions, the threat of closings in San Francisco and Boston, layoffs and pay cuts. But the journalism of newspapers will live on in digital form online. How will this after-life look? We brought together five people for the latest episode of 5Across who are working for newspapers -- or who have worked for them in the past and are now making their own independent forays online -- to discuss what's working now and what will work in the future. This was not a disussion about gloom and doom, but about things that these folks could see working at the ground level in their own experience. The informal talk ranged from business models to building site loyalty to how people can network online through "goodness" and not just trying to game the system. Here's the lineup of guests for this month's video show (who largely were beer drinkers):

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.

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.

"Recently, the "citizen photo agency" Demotix has had reason to celebrate. The site gained fame by selling front-page photos to the New York Times taken by Iranians who captured shots of protests after the disputed presidential election in Iran. Then came another seminal moment when the site got the only shot of Harvard professor Henry Louis Gates Jr. in handcuffs when he was arrested. That photo was featured on CNN, CBS and NBC and in the Washington Post, Boston Globe and other papers, bringing in more than $4,000 for Demotix and the photographer, William B. Carter."

"What is Citizen Journalism? The idea behind citizen journalism is that people without professional journalism training can use the tools of modern technology and the global distribution of the Internet to create, augment or fact-check media on their own or in collaboration with others. For example, you might write about a city council meeting on your blog or in an online forum. Or you could fact-check a newspaper article from the mainstream media and point out factual errors or bias on your blog. Or you might snap a digital photo of a newsworthy event happening in your town and post it online. Or you might videotape a similar event and post it on a site such as YouTube. "