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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.)

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

Eye on Image-Making: Eight Tips for Aspiring Photographers By David WeintraubdavidweintraubcloseAuthor: David Weintraub See Author's Posts (37) Recent Posts * Eye on Image-Making: Eight Tips for Aspiring Photographers * Notes from the VisCom Classroom: Teaching Video * Eye on Image-Making: Five Ways to Tell if a Photographer Is Really in Business * Eye on Image-Making: Portraiture Now * Notes from the VisCom Classroom: Is It Better to Teach Full Time or Part Time? David Weintraub is a writer, editor, photographer, and educator based in Aiken, SC. He is the author of eight travel books and many articles for publications such as Photo District News, Outdoor Photographer, and Hemispheres. David has a master's degree in journalism and mass communications from the University of South Carolina, where he is a full-time instructor teaching visual communications and writing. in Business of Photography on April 7th, 2009 I almost don't recognize Shawna Simmons when she appears in my office doorway. A 2007 graduate, Shawna has returned to the University of South Carolina's School of Journalism and Mass Communication to give several presentations as part of the school's I-Comm Week, an annual exploration of the latest trends in mass media. While an undergraduate, Shawna majored in visual communications. She was my student in our two photography courses, Photovisual Communications and Advanced Photovisual Communications. Now here she is, dressed in a stylish outfit capped by a black leather jacket, having just flown in the night before from New York.

VADS is the online resource for visual arts. It has provided services to the academic community for 11 years and has built up a considerable portfolio of visual art collections comprising over 100,000 images that are freely available and copyright cleared for use in teaching, learning and research in the UK. VADS offers advice and guidance to the visual arts research, teaching and learning communities on all aspects of digital resource management from funding, through delivery and use, to preservation. VADS provides: * expert guidance and help for digital projects in art education * resource development and hosting for art education * project management and consultancy for art education * leadership in the innovative use of ICT in education through its research and development activities

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?"

Data visualization resources While I was shamelessly picking the brain of Matt Waite in recent weeks, he advised me that if I don't have more than three to five weeks to spend on "data" (sort of akin to what we used to call "computer-assisted reporting"), what I should focus on is teaching the students something about data visualization.

he Light Factory is a museum dedicated to photography, film, and related light-generated mediums. Our exhibitions present aesthetic excellence in contemporary and historic photography and film. The thematic content of our exhibits stimulates dialogue, challenges audiences and encourages artists to test new ideas. The Light Factory offers education and outreach programs designed to teach people of all ages to communicate using the photo and film mediums and to be able to interpret the messages inherent in the images they see both in the museum and in mass media. Following are the values that serve as the foundation for our vision, our mission, and our programs. We believe in… -the transformative power of photography and film -engaging the community through exhibitions and education -creating media literacy among all -evoking reactions and responses from our audience -stimulating creative commentary Each year thousands of people visit The Light Factory at our home in Uptown Charlotte's Spirit Square to experience our exhibitions, take classes, hear talks, and see films. We hope that you will join us as a visitor and participating member.

Guidelines for the Evaluation of Ethnographic Visual Media AAA Statement Produced by the Society for Visual Anthropology 2001 Ethnographic visual media (specifically film, video, photography, and digital multimedia) play a significant role in the production and application of anthropological knowledge and form an integral part of the discipline's course offerings. Anthropologists involved in the production of visual works make valuable scholarly contributions to the discipline. In addition, anthropologists increasingly include visual media productions as part of their curricula vitae. Departmental and university Committees for Hiring, Promotion and Tenure are thus charged with judging the scholarly quality of these non-print works. Yet not all anthropologists bring appropriate experience or training to their evaluation of visual media and no standard guidelines exist. Committees tasked with appraising the significance of visual media as academic contributions to the discipline--to teaching, scholarly research, and applied anthropology --can benefit from evaluative criteria. Accordingly, the American Anthropological Association, under the advisement of the Society for Visual Anthropology, offers these guidelines for the evaluation of ethnographic visual media.

THEORY - "The Treacherous Medium: Why Photography Critics Hate Photographs " The Treacherous Medium: Why photography critics hate photographs Boston Review, by Susie Linfield In 1846, Charles Baudelaire wrote a little essay called "What is the Good of Criticism?" This is a question that virtually every critic asks herself at some point, and that some have answered with hopelessness, despair, even self-loathing. Baudelaire didn't think that criticism would save the world, but he didn't think it was a worthless pursuit, either. For Baudelaire, criticism was the synthesis of thought and feeling: in criticism, Baudelaire wrote, "passion … raises reason to new heights." A few years later, he would explain that through criticism he sought "to transform my pleasure into knowledge"-a pithy, excellent description of critical practice. Baudelaire's American contemporary Margaret Fuller held a similar view; as she put it, the critic teaches us "to love wisely what we before loved well."

War Reporting: the view from the frontline lcc2.gifWar has come to Polis in the shape of a course I teach at the London College of Communications. After the delights of my 90 minute-long 'history and concepts' lecture we got the real thing from journalists who work at the frontline. And our two guests this week have certainly seen conflict up-close. Newspaper foreign correspondent Kim Sengupta and American photojournalist Danfung Dennis are both outstanding war journalists who take their trade seriously. This report from Polis intern Molly Kaplan.

Containing the world's largest repository of information on the Holocaust, Yad Vashem is a leader in Holocaust education, commemoration, research and documentation. Located in Jerusalem, Israel, Yad Vashem's 45 acre campus comprises museums, exhibitions, memorials, sculptures, gardens, and world class research and education centers. Millions each year access Yad Vashem's vast resources in order to study, teach and commemorate the Holocaust.

Joe McNally shoots assignments for magazines, ad agencies, & graphic design firms. Clients include Sports Illustrated, ESPN Magazine, National Geographic, Life, Time, Fortune, New York Magazine, GEO, Golf Digest, Discover, Men's Journal, Business Week, Rolling Stone, New York Stock Exchange, Target, Sony, GE, Nikon, Lehman Brothers, & PNC Bank. In addition to having been a recipient of the Alfred Eisenstaedt Award for outstanding magazine photography, McNally has been honored numerous times by several of the following: Communication Arts, Applied Arts, Photo District News, Pictures of the Year, The World Press Photo Foundation, The Art Directors' Club, American Photo, and Graphis. Joe's teaching credentials include: the Eddie Adams Workshop, the National Geographic Masters of Contemporary Photography, the Santa Fe Workshops, the Smithsonian Institute Masters of Photography, Rochester Institute of Technology, Maine Photo Workshops, Department of Defense Worldwide Military Workshops, and the Disney Institute. He has also worked on numerous "Day in the Life" projects. One of McNally's most notable large scale projects, "Faces of Ground Zero - Giant Polaroid Collection", has become known as one of the most primary and significant artistic responses to the tragedy at the World Trade Center. Joe was described by American Photo magazine as "perhaps the most versatile photojournalist working today" and was listed as one of the 100 most important people in photography. In January 1999, Kodak and Photo District News honored Joe by inducting him into their Legends Online archive. In 2001, Nikon Inc. bestowed upon him a similar honor when he was placed on their website's prestigious list of photographers noted as "Legends Behind the Lens".

The Beauty of the Slideshow - Now Available to Everyone By Stanley LearystanleylearycloseAuthor: Stanley Leary See Author's Posts (38) Recent Posts * Still Images Plus Audio Can Be More Effective Than Online Video * Teaching Is a Great Way to Learn * Telling Stories with a Telephoto Lens * If Your Pictures Aren't Good Enough, You're Not Close Enough * What Kind of Photographer Are You? Stanley Leary is a Black Star photographer who has been telling stories for more than 20 years as a photojournalist. His work has appeared in Newsweek, Business Week, Sports Illustrated, Wired, Chicago Tribune, NY Times, World Book Encyclopedia, Information Week, Popular Mechanics, Technology Review, Atlanta Journal and Constitution, and many other publications. in Video and Multimedia on January 20th, 2008 Even before the Internet, I appreciated the slideshow. I created presentations with multiple projectors and audio, and I was always impressed with what the combined media could communicate. Even compared to video - where you move right through a moment so quickly you can miss the subtlety of it - the slideshow has its unique charms. The problem, in the old days, was that you had to have the audience present to deliver the program; it was a lot of work for a small number of people. The printed page reached a much larger audience. Today, with the Web becoming the leader in delivering the news, we are no longer limited to printed words and still images on the page. Rather than publishing a quote, we can deliver audio of the interviews and the experience, giving a story authenticity in a way that we couldn't achieve before. We can create slideshows for everyone - to watch whenever they choose.

Still Images Plus Audio Can Be More Effective Than Online Video By Stanley LearystanleylearycloseAuthor: Stanley Leary See Author's Posts (38) Recent Posts * Still Images Plus Audio Can Be More Effective Than Online Video * Teaching Is a Great Way to Learn * Telling Stories with a Telephoto Lens * If Your Pictures Aren't Good Enough, You're Not Close Enough * What Kind of Photographer Are You? Stanley Leary is a Black Star photographer who has been telling stories for more than 20 years as a photojournalist. His work has appeared in Newsweek, Business Week, Sports Illustrated, Wired, Chicago Tribune, NY Times, World Book Encyclopedia, Information Week, Popular Mechanics, Technology Review, Atlanta Journal and Constitution, and many other publications. in Video and Multimedia on March 27th, 2009 I've written before about multimedia slideshows, and how nice it is that today they are available to everyone via the Web, when in the past they were generally created for small groups. In this post, I will make the argument that multimedia slideshows can be a more effective way of communicating than online video. Advantages of Multimedia Slideshows Today nearly 70 percent of Americans are considered visual learners. That only leaves about 30 percent who learn primarily from words-only communication. But does that mean we should skip past slideshows and go straight to video? I don't think so.

Death as Contributing Background By Dennis DunleavydennisdunleavycloseAuthor: Dennis Dunleavy See Author's Posts (20) Recent Posts * The Intelligent Machine: The Camera in the 21st Century * What Should Power Look Like? * Photojournalism in an Age of Contrivance * Rush of Innovation in Photographic Technology Shows No Sign of Slowing Down * Do Embedded Photojournalists Actually Work for the Pentagon? Dennis Dunleavy teaches and writes about visual culture, digital photography and ethics, new technologies, and society. For more than 20 years, he worked as a correspondent and photojournalist across the U.S., Central America, and Mexico. Today, he is an associate professor in the Department of Communication at Southern Oregon University. He is the author of The Big Picture blog. in Photojournalism on May 27th, 2008 The body is lifeless - embedded into the concrete and dust that once was a school. Framing the faceless gray form, a handful of Chinese soldiers in green camouflage gently sweep the ground around her. There are five soldiers, two with shovels, one pointing at an object inches away from a limp hand. The viewer is forced to look down upon shadows and rubble. We do not know this person. She is one of thousands of victims from the earthquake that shook China to its core two weeks ago.

MediaStorm: Visionary Journalism Weaving Stories Producers start by cutting audio, creating a "radio edit" of the story. Then they work with the journalist to craft a working narrative. A cohesive story emerges, and then it's time to pair the images with the audio. For that, they use Final Cut Studio. "Final Cut is our workhorse," says Storm. "Our producers live inside Final Cut all day long. It's a simple and powerful tool. It does everything you need it to do, yet I can teach a new producer how to create our type of project in a day." Images are exported out of Aperture at twice 1080p resolution, giving producers the flexibility they need to experiment with shots. "We pull everything into bins in Final Cut, and we use a lot of labeling to organize it," says Storm. "It's very simple: We use green for a picture that's in, red for one that's out, blue for a maybe. We have a very visual environment inside Final Cut to get things done quickly."

Your Camera Is an Agent for Change By Qiana MestrichqianamestrichcloseAuthor: Qiana Mestrich See Author's Posts (6) Recent Posts * Braving the Sight Unseen: Interview with Blind Photographer Timothy O'Brien * Photographers on Twitter, Part 2: My Favorite Tweets * Photographers on Twitter: How They Use It * Photography Empathy: How You Feel Is What You Get * Your Camera Is an Agent for Change Born and raised in Brooklyn, New York, of Panamanian and Croatian heritage, Qiana Mestrich has studied photography and its history for more than 15 years. Trained as a fine art photographer, Qiana's personal work ranges from portraiture to still life and landscapes. As a world citizen, she's also documented her travels to countries like Panama, Cuba, Trinidad & Tobago, the U.K. and more to come. View Qiana Mestrich's fine art photography on her Web site or read her blog, Dodge & Burn: Diversity in Photography. in Photojournalism on September 16th, 2008 As photographers, we often use our cameras to make money - shooting weddings, editorial, advertising, stock photography, etc. Yet the camera can do more than help us earn an income. As Dorothea Lange put it, this powerful tool can teach people "how to see without a camera."

Some general comments on the "Twitter Experiment" by Monica Rankin (UT Dallas) There has been a lot of interest in the "Twitter Experiment" video posted by Kim Smith chronicling my U.S. History class at U.T. Dallas and our use of twitter in the classroom. I have fielded a number of inquiries from educators across the United States and even overseas who are interested in finding ways to use social networking in an educational setting. This write-up is intended as an informal summary of my use of twitter in the classroom. I hope it will help to clarify my experience and I welcome additional questions and commentary, particularly suggestions for how to improve this type of classroom interaction. The class: I used twitter in the basic U.S. History II survey course at U.T. Dallas in the spring 2009 semester. This is a "core" course requirement in the state of Texas. It generally enrolls students from all majors across campus. At the beginning of the semester, there were 90 students enrolled in my class. The class met in a large auditorium-style classroom on Monday, Wednesday, and Friday from 11:30-12:20. I had one graduate student teaching assistant to help with grading and other administrative duties for the class.

"On the Internet, everybody is a millenarian. Internet journalism, according to those who produce manifestos on its behalf, represents a world-historical development-not so much because of the expressive power of the new medium as because of its accessibility to producers and consumers. That permits it to break the long-standing choke hold on public information and discussion that the traditional media-usually known, when this argument is made, as "gatekeepers" or "the priesthood"-have supposedly been able to maintain up to now. "Millions of Americans who were once in awe of the punditocracy now realize that anyone can do this stuff-and that many unknowns can do it better than the lords of the profession," Glenn Reynolds, a University of Tennessee law professor who operates one of the leading blogs, Instapundit, writes, typically, in his new book, "An Army of Davids: How Markets and Technology Empower Ordinary People to Beat Big Media, Big Government and Other Goliaths." The rhetoric about Internet journalism produced by Reynolds and many others is plausible only because it conflates several distinct categories of material that are widely available online and didn't use to be. One is pure opinion, especially political opinion, which the Internet has made infinitely easy to purvey. Another is information originally published in other media-everything from Chilean newspaper stories and entries in German encyclopedias to papers presented at Micronesian conferences on accounting methods-which one can find instantly on search and aggregation sites. Lately, grand journalistic claims have been made on behalf of material produced specifically for Web sites by people who don't have jobs with news organizations. According to a study published last month by the Pew Internet & American Life Project, there are twelve million bloggers in the United States, and thirty-four per cent of them consider blogging to be a form of journalism. That would add

"Defining journalism now During my 11 years as a copy editor, I spent a lot of time with my nose in a dictionary. I doubt that I ever looked up the words journalism or journalist. Today, prompted by a question on Twitter, I did."