Student and freelance photographers taking close-ups of the bands at Picnic in the Park in Oslo, Norway.
Learning the craft, speaking the language of video production
By Paul Glover
Henderson State University
- “Did you use a tripod?”
- “Did you use a microphone?”
- “What format is the video in?”
Do these questions sound familiar?
One older definition of convergence refers to a “combination of technologies, products, staffs and geography among the previously distinct provinces of print, television and online media” (Singer, 2004). The idea of newsroom convergence forces many university programs to combine resources in order to develop student reporters into backpack journalists, Multimedia-Skilled Journalists (MSJ) or simply Multimedia Journalists (MMJ).
Whether print or broadcast, students and recent graduates entering their college internship or first real-world job are very often assigned the task of writer, videographer, audio engineer and video editor. Competency in all these skills is required and expected. This article will focus on essential skills for student journalists who are asked to produce videos for television, websites and social media and how students can best develop these skills. Continue reading “Same ol’ problems with student’s video?”
Written by Katina Paron, who has worked in different capacities as a student journalism educator, and illustrated by Javier Guelfi, a cartoonist, illustrator and graphic designer, the book is clever and engaging. Although the book is not brand new – it was released in October 2018 – it is worth taking a look at, if you haven’t already done so.
Audible, the Amazon.com audiobook company that bills itself as “the world’s largest seller and producer of audiobooks and other spoken-word entertainment,” introduced a new feature in July 2019 that displays the text of a book while it is read. The feature, called Audible Captions, allows listeners “to follow along with a few lines of machine-generated text as they listen to the audio performance,” according to Audible’s website. “We developed this technology,” Audible’s website states, “because we believe our culture, particularly in under-resourced environments, is at risk of losing a significant portion of the next generation of book readers. We have heard from so many teachers and educators that they want to find new ways to improve literacy rates and inspire students to pick up a book and read.”