23 photojournalists document the personality of Atlanta, host city of fall convention
Whether the photographers knew Atlanta as the “Chicago of the South” or “ATL” or just “The A,” their assignment was simple: “[C]reate an image — worthy of a postcard — showing that Atlanta is a city that’s always fizzing with excitement.”
In Atlanta, even the buildings have personality. Show the personality of people interacting with those buildings. Or parks. Or vendors. Or visitors.
Frequently Asked Questions alternative story format popular with reporters, readers
By Andy Bechtel
Readers of student media often have questions about things in the news. College journalists can provide answers using the “frequently asked questions” format.
Korie Dean, a reporter at The News & Observer in Raleigh, North Carolina, specializes in FAQ stories. She’s reported and written them about topics such as COVID restrictions, health insurance and bans on outdoor burning.
“You might find yourself asking questions about a new law that’s gone into effect, a confusing term that’s related to the news of the day, a viral post on social media or just about anything else,” says Dean, a 2021 graduate of the journalism school at UNC-Chapel Hill. “Those topics make for fantastic FAQs, because they’re things people undoubtedly have questions about and will be searching (literally searching on Google — SEO is key!) for answers on.”
So when should you try a FAQ, and how do you put one together? Here’s what you need to know.
An activity for the first week of class or before the first staff meeting
By Erin Olson
In the first five days of class, a crucial window for building relationships with my new students, I did something that other educators might consider bold. I asked my students to Google me and make inferences about the year we would have together. Realizing this is something they were likely to do anyway, I wanted to witness firsthand how they searched, how they shared what they found, and if they believed the information they encountered.
In just a few minutes, students discovered a little bit about me, and I discovered a lot about their ability to effectively look for information online.
Student reporters in KCPR, using remote technologies, continued producing and broadcasting live news on-air throughout the pandemic and during subsequent disruptions. This qualitative case study examines the remote strategies adopted by the station in the lockdown to determine what should remain, with two goals in mind: keeping broadcast student media going in a future crisis and better equipping journalism graduates. Semi-structured interviews with graduates who were part of the radio news team before, during and after the pandemic reveal that they acquired and refined crucial soft skills during their remote student media experience. The graduates report that their experience equipped them for a “new normal” in the workplace. They described gaining such soft skills as confidence, resilience and adaptability as well as improved organization, communication and collaboration. While in-person reporting is preferred, blending remote work, and the technologies that support it, into student media makes the organization more resilient and better prepares students for transformed newsrooms. Continue reading “Weathering the storm”
Eager journalism students filled the room, carrying their hopes and dreams with them as they settled into the dingy orange chairs. Chatter bursting with excitement rang in the ears of the staff members leading the workshop tracks.
Rick Green, executive editor and chief content officer of the Press Democrat in Santa Rosa, California, kicked off the workshop by asking staff and students where they were from, as every area of the country was represented in some way.
He asked the students why they were attending the conference.
Student news organizations have long experienced various forms of censorship.
This qualitative pilot study (N=46) examines articles on college newspaper websites to explore how student news organizations cover issues of press freedom and censorship. The researchers used a grounded theory approach to explore common themes of coverage and potential differences between private and public institutions’ approach to such topics. The findings indicate there are four broad areas of interest: explanation of the role of journalism, industry challenges, censorship, and college-specific issues of press freedom and speech. This pilot study will serve to inform a larger content analysis.
According to the Student Press Law Center, censorship is “any restrictions on your publication’s coverage or operations by anyone who works for the school or is acting on behalf of the school (like student government officials)” (Dean 2021, para. 1). Outright acts of censorship can be seen, for example, when in 2013, The Fauman at Florida A&M University was “suspended from publishing, its adviser removed and its staff told they must reapply for their positions” (Gregory 2013). In a case study of different college newsrooms, it was found that “that administrators who engage in censorship appear to do so when the newspaper publishes unflattering coverage of the university” (Matlock 2021, 97). Continue reading “RESEARCH: Student media coverage of censorship and press freedom”