Teaching “Journalism As Process”

Teaching Journalism and Mass Communication, Vol. 3, no. 1, pp. 1-12, Winter 2013 http://www.aejmc.net/spig/journal

Teaching “Journalism as Process”: A Proposed Paradigm for J-School Curricula in the Digital Age Sue Robinson School of Journalism & Mass Communication University of Wisconsin-Madison

An in-depth audience study in Madison, Wisconsin, revealed new conceptions of “news” that war- rant a reconceptualization of journalism schools’ curricula. Using an experiential-learning model, this essay explores how the digital-era “journalism-as-process” considerations on the part of news audiences might be incorporated into journalism courses. The findings suggest that journalism educators must reformulate traditional news-product classroom work into something more interactive, amorphous, and process-oriented. In addition, teachers should begin helping students to “own” conversations generated in cyberspace.

In a 2009 blog post Jeff Jarvis of Buzzmachine of the literature on journalism education, this proposed that the news story was moving away teaching of digital understandings—often talked from the mass consideration of the article as a about as “convergence”—has been the desire for discrete, finite product and had assumed the almost a decade, but its implementation in col- characteristics of a process of production. He leges and universities has been cautious, informal, positioned the article in the center of a series of and spotty (Longinow, 2011; Lowrey, Daniels, & productive actions—from idea conception to Becker, 2005; Sarachan, 2011; Ying, 2010). In post-publication modification. Neither owner- part this has to do with a lack of specificity on the ship nor assigned agency could be attached to part of professionals for their would-be employees any of the moving parts. It was not a new idea, (Adams, 2008) and in part with inertia, doubts, certainly, but Jarvis was the first to visually depict and resistance in journalism programs to unchar- and articulate a specific form for new-age news. tered territory and massive transformation The Huffington Post reprinted that post, called (Longinow, 2011). “journalism as process,” and the notion that news This article reports the results of a study inves- production must be reconceptualized for the dig- tigating how “journalism as process” has filtered ital age became intellectual fodder for journalistic down to those who consume news so that jour- and academic conferences (Staff, 2009). In much nalism educators might employ more innovative

Keywords: audience, citizens, classroom, experiential learning, interviews, journalism, journalism schools, news

Correspondence: Sue Robinson, Associate Professor, School of Journalism & Mass Communication, University of Wisconsin-Madison; email: [email protected]

techniques to better engage the interactive audi- expectations surrounding news appear to be ence member. An understanding of how such emerging. A discussion section will parse the evi- news conceptions are changing must inform dence into both conceptual and practical ideas educators as they revolutionize curricula to pre- for evolving journalistic curricula according to pare students for the digital age. This data sug- the “journalism as process” experiential-learning gests that because the new industry professional environment. This article seeks to be specific in must place the individual audience member at terms of how journalism instructors might think the center of any journalism, so too educators about changing their courses not in a piecemeal must teach future journalists accordingly. Calling way, but in a manner that recognizes a larger par- on in-depth interviews with nearly 100 residents adigmatic shift is happening. It offers a core of of Madison, WI over a period of two years, the pragmatic recommendations from these findings evidence demonstrated that many people have that might address the evolving user approach to reconceptualized news content. In the interviews, the news. participants demanded opportunities for user- generated content, desired the chance to “dig Li t e r a t u r e Re v i e w deeper” into information channels, and said they Consider that much communication research expected ubiquitous, interactive news. In other holds that online citizens achieve information words, they told researchers they wanted to be authority and empowerment in a way that is as much a part of newsgathering and dissemi- drastically affecting news companies’ ability to nation as of news consumption. “Journalism as maintain market share. From Dan Gillmor’s We process” in an experiential-learning model moves the Media (2004) to Manuel Castells’ declara- the news-reporting course from teaching journal- tion of new mass self-communication trends in ism as a discrete, finite product to understand- his Communication Power (2009), scholars have ing the news story as a process, a conversation, theorized that interactivity inevitably alters the and a collaborative venture that is never finished. established hierarchy of information flow in This particular conceptualization entails not only society. Jarvis’ model, “journalism as process,” developing multimedia and interactive skill sets depicted a system of production that distilled as many scholars have proposed, but also asks agency over content, moving away from the idea instructors to execute their courses so the audi- of a singular product of journalism and empha- ence member becomes a central agent in the pro- sizing the fluid, literal, and shared construction ductive process. Thus, this essay does not argue of knowledge (Jarvis, 2009). Journalism schools merely that course assignments include blogging are recognizing the shift in communicative pat- or that lectures teach social-media techniques; terns as well. This piece attempts to answer a call rather, the author suggests that educators must that journalism schools respond to the challenges completely rethink the operationalization of posed by the convergence culture, mobile tech- news content, story authorship, and journalistic nologies, and digital dynamics that have so shifted norms and practices as well as the very definition the traditional media landscape (Claussen, 2009; of journalist—all based on data emerging from Dennis et al., 2003). The author of this research current digital transformations. Such a recon- wanted to understand how “journalism as pro- figuration of the journalist-audience relationship cess” is becoming part of society’s conceptions of would require journalism schools to radically news today, to investigate how news consumers renovate traditional core curricula and reporting interact with news products, to conceptualize classes. new forms of journalism that would better fulfill First this piece will detail the results of the the habits people are already practicing, and then audience study in terms of what kinds of societal to develop a slate of recommendations for how Robinson Teaching “Journalism as Process” 3

this evolving idea of the news product might be theory in journalism classes from the perspective implemented in journalism classes. of the citizen, in contrast to the traditional per- Recent research has proposed that new media spective of the corporate-based reporter (Mac- skills, mediated network literacy, and social-me- donald, 2006). Nonetheless, these citizen-centric dia fluency be integrated at all levels of course- approaches also position the student journalists work (Berkeley, 2009; Claussen, 2009; Duffield, as somehow apart from their audiences, rather 2011; Huang et al., 2006). Fahmy (2008) found than as collaborators with individual members of that online journalism professionals called for the public. experience working with digital understandings This research tackles the quagmire of making of news production, as opposed to actually learn- journalism schools relevant in a digital-age envi- ing the skills. Schwalbe (2009) laid out a specific ronment by positioning audiences—and stu- teaching plan incorporating mobile technologies dents’ direct experience with those audiences—at and other digital habits of young people into class- a curriculum’s core. It employs an experiential- room exercises. These and other essays—though learning model as an appropriate guide for a new important to keep journalism-school curricula kind of curricula for journalism schools. Deriv- marketable—tend to piecemeal “computational ing from pragmatist John Dewey, experiential- journalism” (Claussen, 2009) by concentrating learning theory incorporates personal experience on a specific technology such as podcasts (Hunt- such as reflective observation, visualization tech- sberger & Stavitsky, 2007) or computer-assisted niques, external activities (e.g. in the “real world” reporting (Yarnall, Johnson, Rinne, & Ranney, outside the classroom), and internal experimen- 2008). Though all make significant contribu- tation through workshops, internships, and other tions to moving journalism curriculum forward, kinds of applied activity (Svinicki & McKeachie, the majority is based on surveys of journalism 2011). It is important to note that the model students, communication educators, or indus- insists on abstract conceptualization—led by an try professionals (as opposed to citizens). These instructor serving as guide—along with hands-on characteristics set any “revolution” of journalism learning activities (Kayes, 2002; Kolb, 1984; Lai, school curriculum solidly in traditional under- Yang, Chen, Ho, & Chan, 2007). Furthermore, standings of the sender-receiver model of content activities are meant to be adapted to individual production. learning styles, activate diverse environments Few of these essays emphasize engaging indi- for learning, and incorporate different ways of vidual consumers to produce news or teach stu- teaching the same concepts over and over with dents how to be active, contributing citizens in the idea that “learning is a process of relearning this mediated world, whether or not they have a that requires adaptation and interaction between professional job. Even fewer suggest to students the learner and the world” (Rhodes & Roessner, that digital technologies can be used not only 2009, p. 305). to experiment with news platforms but also as Of course, the experiential model of learning a way to solicit crowd-sourcing, encourage user- has been employed in journalism education for submitted content, or incorporate other kinds decades (Blanchard & Christ, 1993; Brandon, of digitally enabled “citizen” journalism within 2002; Svinicki & McKeachie, 2011; Rhodes their own news production. This is not to say & Roessner, 2009). Mendelson, Coleman, and that “citizen journalism” per se is not visited as a Kurpius (2005) applied the experiential theory scholarly, pedagogical topic; Tanni Haas (2000) in their study on website design usability in the drew from public journalism to teach “a practice journalism classroom, a tactic they drew from of knowledge production” for society. Another Hale, Orey, and Reeves (1995). In their pro- essay suggested teaching critical communication posed curriculum, the researchers blended online Robinson Teaching “Journalism as Process” 4

journalism storytelling concepts with user-usabil- what is production and what is consumption. ity instruction such that students tested websites Martin (2011) touched on this idea by citing with audiences. The application shifted the focus a forum commenter on the topic, educator Pat from professors, journalists, or students to con- Miller of Valdosta State University: tent users as part of the journalism educational process. Furthermore, the authors suggested that What we really have is a rhetorical prob- students interact with audiences in assignments lem, which is the approach I take with (such as facilitating focus groups). By experienc- my students. We have to understand the ing the very relationships that digital instructors rhetoric of the new media and the basic are trying to teach about in a journalism pro- ways it’s changed the relationship to duction class, students might be more inclined the audience…Students need to under- to nurture those audience networks. Mendel- stand a three-pronged rhetoric of lan- son et al. proposed that this audience-centric, guage, sound and image. They also need classroom-experiential approach be threaded to understand how the tools (especially throughout the course, switching the perspective social media) change (1) what the audi- of most news production courses from that of ence sees as news and (2) how they go newsworkers (i.e. students) to that of news con- about reporting, itself. (Gradual Changes sumers (i.e. citizens). section, para. 5) This research hopes to go even further and encourage students to consider both themselves When combined with the growing body of and their audience members as both producers scholarship already discussed that advocates for and consumers. Most of the journalism educa- “blowing up J-School curricula” (Claussen, 2009), tion literature to date advocates for new ways of the idea presented here mandates incorporating thinking about news production in the digital mobile, interactive, multimodal, and other con- age; much of this scholarship examines how to cepts throughout any program of journalistic do that using everything from blogs to multime- study. dia. However, the majority of these studies and insights continue to articulate an emphasis on Th e St u d y sender-controlled, legacy-specialty content pro- To explore in what ways “journalism as process” duction and dissemination (see Massey, 2010, was being integrated at various levels of the local as just one example of an article that surveyed community, the author conducted in-depth journalists to show that news students needed to interviews and surveys with 100 residents of know video skills). Madison, WI. The purposive, stratified sample Utilizing data from an intense audience study, broke down into those who were highly active in this essay suggests a paradigmatic transformation their local community (such as nonprofit direc- is called for today, shifting the focus from the tors, police officers, and municipal and school journalist as a producer to journalist as facilita- officials), those who were semi-active (as in those tor, conversationalist, connector, networker, and who volunteered occasionally), and those who producer. None of this is to suggest that the jour- were completely disengaged from a community nalist student no longer be taught basic writing, standpoint. These categories followed the- dis reporting, and multimedia skills—as well as all tinctions made about audiences by Kovach and the legalities, ethics, norms, and standards that go Rosenstiel (2007): the “involved public,” the along with being a socially responsible journalist. “interested public,” and the “uninterested public” It is only to say that the news reporter learn those (p. 25). About 30 participants reported that they skills under a different set of assumptions about were active local-community bloggers or frequent Robinson Teaching “Journalism as Process” 5

contributors to local news sites. Researchers were the implications for journalism professors selected highly active community members by who must teach relevant professional techniques compiling lists of elected officials, police officers, in the digital age? active community organizations and agencies, and other well-known leaders. Semi-active par- Re s u l t s ticipants were recruited via ads placed on local These analyses showed that citizens proactively news websites and at local events such as farmers’ seek out, share, research, respond to, and other- markets. Some in this category and those who wise engage in new kinds of newswork surround- considered themselves completely disengaged ing their information consumption. These audi- participated after word-of-mouth solicitations ences gather their news from many nontraditional (the snowball technique). The respondents ranged news sources beyond television, newspapers, and in age from 25 to 65 and largely reflected the mainstream news organizations; 38%1 reported Madison community in terms of gender (54% they received news from Facebook, Twitter, and female), race (76% white), and level of commu- other social media spaces: “If you take blog com- nity involvement (about 80% of the sample had ments or forum comments with a grain of salt… volunteered in some capacity). The sample did all of it’s valid. All of it is now ‘news,’ I would tend to hold a higher degree of education (86% say. It may not be factual, but it gives a sense of had a bachelor’s degree or higher, compared to the community.” In this quote and others, the about 50% for the city as a whole) and house- researcher could discern new considerations of hold income (28% made more than $100,000 in the definition of “news.” Journalism today must their household, compared to $60,000 on aver- provide “a sense of community” (said one “inter- age for the city). ested” participant); beyond content about that The interviews lasted an average of 75 min- community, information must connect a person utes and involved a survey capturing their demo- to his or her surroundings. Furthermore, many graphic information, news habits, and commu- expressed an interest in news that allowed them nity involvement. The open-ended interviews to “dig deeper” into a particular topic. Even those contained questions such as “take me through “uninterested” reported having favorite blogs for your local news habits” and “how do you define their special interests, such as the [Chicago] Cubs ‘news’ today,” as well as a discussion of their feel- or community theater. As one “uninterested” cit- ings about social media. The hundreds of pages of izen reported: “News articles need to be worthy transcripts were analyzed according to grounded of our time. Don’t just do the talking points and theory, particularly Strauss and Corbin’s (1998) bullet lists, but give us something more. Provide phased techniques of open, axial, and selective links that people will want to look at.” Another coding, which have been interpreted in different “uninterested” citizen wanted “more of a give and ways by different researchers. This researcher first take.” In fact several of the “uninterested” citi- identified the major themes to arise from audi- zens suggested they might pay more attention ence members’ conceptions of the news product, if the content included not only the big picture, their considerations of news production itself, but also more personalized, conversant material and their relationships to journalists and journal- they could “relate” to. This is an important point ism today. Then, subcategories emerged in axial when we begin thinking about how to reener- coding so that the overall patterns of the data gize audiences, especially those who are no longer could be determined. The last stage of analysis— 1 This number is most likely much higher now, as these selective coding—suggested what it all meant interviews were conducted just before the 2011 Wisconsin theoretically. At this point, the analysis itself was protests, in which social media played a huge part in the examined for pedagogical considerations: What information exchange. Robinson Teaching “Journalism as Process” 6

engaging with news venues. A key ingredient to mass of volunteers—each of whom has a teaching students the new kind of journalism small amount of time—can help fill out must incorporate direct connections with “regu- one little piece of the puzzle and then lar” and uninterested citizens in addition to the you have the journalist who comes along power elites. and can bring it all together. When I see Two-thirds of participants reported they stuff like that, I usually try to spend some shared news they found with friends, family, time on it. and co-workers at least once a month on their social-media and email platforms. This was par- And though 98% believed that journalists ticularly true of those active in the community nurtured an innate responsibility to report on (the “involved” and “interested” publics). One community affairs, 45% stated they knew more “interested” blogger said: than most journalists. For news to be “successful” in the minds of the majority of those interviewed, I am always wanting to know “where it needed to offer the potential for individual does the claim take you? What route agency, promote connections between the indi- does that trail take? Does it simply go viduals and their social or professional circles (as through someone’s Facebook update? well as their communities, for some), and create Does it come from a message board post, paths that could lead them into new information anonymously? Does the link point you arenas or opportunities for dialogue. One local to a news source like MSNBC.” I usually blogger said: accept very little on face value. Our blog is a conversation starter. Here This participant willingly engaged with the are some words we put together to get information he came across, traveling with the you thinking about this restaurant. Once link into content’s past existence in cyberspace we’ve put those words out there, the direc- and always engaged with the validity of the claim. tion the conversation takes is beyond our Half of those interviewed reported that they control. It could spill over into our com- actively sought out comments, blogs, or forums ments, or email or Facebook or lots of to better understand content. Half of the partici- places where the conversation would be pants believed blogs and other citizen contribu- happening. We don’t have to be involved tions reached the level of journalism, whether or in ways that conversation is happening. not the content contained “facts.” Ninety per- The end of our review is not the end of cent wanted to meet reporters online. And most the review; it’s the end of the beginning. startlingly, more than 13% said they contrib- uted to information online in Facebook updates, Note in the comment how the notion of comments, or blog posts. One technician, an “control” over information is addressed and dis- “involved” or semi-active citizen, said: missed as being ancillary to the true objective of being a “conversation starter.” Despite what Something that’s really interesting to me this blogger believed, the reporter in these vir- is some of the projects that have been tual realms should be taught to be involved in the done where it is sort of a combination ways that conversation is happening—at least as of pro-am journalists working with a much as possible in such worlds (or at least, how group of interested volunteers where you to execute or dismiss that option). Nonetheless, say “go through these documents or look in this comment and in others like it, it is clearly for these things.” Basically where a large evident that the ethos of “journalism as process” Robinson Teaching “Journalism as Process” 7

had penetrated the attitudes of some local blog- on their blogs; other participants received social gers and other contributors. In other words, the capital benefits—enhancing their expertise, help- sender-receiver paradigm has been reversed; ing out communities, appearing knowledgeable receivers could be considered senders and vice within social and professional circles, and gener- versa. Any “news” happens within the process of ally becoming more actively engaged. No longer information exchange as opposed to the news pro- can the news be merely about surveillance and duction and dissemination. This is a different the who, what, when, where, and why or other kind of approach to news, one that places a new passive understandings of news functionality, importance on dialogue and deliberation as part according to this evidence. Instead it must offer of the journalism itself. This conception should be its users opportunities to perform some kind of part of the prep work for new reporters, to learn action with the material in a literal, productive how to be a “conversation starter.” manner (Robinson, 2011). The data from this extensive, grounded-theory study yielded some major findings: Through Pe d a g o g i c a l Co n s i d e r a t i o n s new news consumption patterns, people are But what does this mean for journalism schools? looking to perform social, civic, and professional As the literature suggests, much discussion has work and, thus, seek information sources that revolved around how to make journalism in comprise transportive and transactional qualities. higher education more relevant for the digital age. These emerging attributes of news—at least as Many educators have implemented innovative this audience sample perceived them—hold sig- techniques for making their graduates more mar- nificant implications for content producers, who ketable in this current environment. This essay should adapt their thinking to accommodate the attempts to articulate a new paradigm for jour- developing expectations, and for journalism pro- nalism schools as a way to address the findings fessors teaching future news producers. Trans- from the described study. The recommendations portive news characteristics are those that allow to follow derive from the findings of “journalism the user to travel along multitudes of information as a process” and the consideration of news as a channels virtually and often temporally as well. A transportive, transactional object for audiences. clicked link, for example, can bring a user to an The news article as a finite, discrete product archived news story or blog post, often to a page has given way to news as a process of shared infor- without clear sponsorship or time-date stamping mation production that allows users to not only even as it introduces the visitor to an entirely new travel between news sites but also attain some setting for information collection. This ability kind of exchange value from their efforts. But has significant implications for that information’s how do educators teach such a concept? The very credibility, authority, liability, and other quality notion of the news article must be reconceptual- considerations as well as content and brand loy- ized in order for one to fully commit to the new alty. The online medium cannot constrain a user digital paradigm. The philosophy of “journalism to a particular brand or location, but can offer as process” should be threaded throughout the the convenience of immediate content compari- course, from idea generation to linking to forum son while demanding that information be fluid participation. As much emphasis should be given and portable. Transactional attributes mean that to the importance of links, of being visible in the information must add value to the person’s many spaces, and of interactive opportunities as experience with the news in some way, such is given to the 40-character lead or significance of as social capital or personal gratification. For expert sources. Any news production class needs example, in this sample several bloggers received to incorporate the process into the making of monetary capital benefits—cash from advertisers the story—from teaching commenting strategies Robinson Teaching “Journalism as Process” 8

to appropriate hyperlinking paths to active and Thus: significant engagement of audiences (i.e. outside • Students should be encouraged to engage the classroom) in the content creation. audiences in story conception via Twitter, Therefore, we turn to the experiential-learn- blogs, forums, wiki opportunities, and other ing model, which would not only promote the kinds of virtual-reader focus groups. abstract conceptualization of the news story as a • Concepts of networked journalism, which process of production, but also encourage engage- refers to the crowd-sourcing techniques of ment with consumptive agency when conceptu- asking a community for help researching alizing, executing, and post-producing content a story, should be emphasized and imple- regarding a single topic of content. This research mented, both within the class and in the proposes that not only do teachers emphasize and larger campus/city/national community. include audiences within classroom assignments, • Instructors could establish partnerships with but also that the students consider themselves as bloggers, news organizations, or other sites much a part of the consumption as production. to work on collaborative projects that instill Students must experience productive agency in an understanding of writing for audiences (as as many digital realms as possible. They must opposed to writing for medium). be taught how to blog, but also how to provoke • Entrepreneurial approaches—those ideas dialogue on other people’s blogs. They must be that innovate outside of the traditional news taught how to ask provocative questions within story sources and formulas—should guide their own content, but also how to respond in students in story production. a balanced, appropriate manner in other spaces. II. Content Transport/Transaction They must be taught the importance of product Students must think about their work as some- art, but also how to make those features cus- thing forever in process rather than as a finite tomizable for audience members. They must be entity. The story will be manipulated after pub- taught how to write a news article, but also how lication, and one must consider ways to guide to weave into that article alternative information those modifications as best as possible. paths for people to add, modify, and respond to 2 Students should: the original content. • Be taught how to research what audiences The following section lays out three basic prin- want in terms of “digging deeper” for infor- ciples that could guide any curriculum restruc- mation. This could include digital focus turing or course syllabus revision: production groups with audiences, but also story-in- transport/transaction, content transport/transac- progress blogs, Facebook/twitter interactions, tion, and consumption transport/transaction. and wiki-pages that facilitate audience interaction at the news-content production stage I. Production Transport/Transaction of journalism. An understanding of news that can transport • Provide links, offer avenues of further research audience members into new realms of reality on subtopics, be transparent about sourcing and provide them some kind of value for their within copy, write follow-up blogs, begin efforts must begin at the story-conception level. dialogues in forums and commenting spaces, 2 Even as this commitment to digital modes of telling news organize question-and-answer sessions with stories is encouraged, this is in no way meant to replace the sources, spark conversations in socially foundational journalism elements that still must be taught. Accuracy, ethics, responsibility, significance, relevance—all mediated spaces, and produce accompany- of these must still be a part of any journalism curriculum ing features such as databases, GPS-based in a fundamental way. content for mobile phones, streaming video, Robinson Teaching “Journalism as Process” 9

interactive graphics, and other digital story- be anything from separate features alongside telling offerings. the “story” or a wiki-story that can be edited • Encourage niche website spaces for salient by users (though instructors would have to topics, such as blog entries or archived news take care to talk about liability and branding articles. implications for such a format). Solicit active • Recognize and engage with other-authored engagement from audiences surrounding the content on the subject. Include aggregations class projects. of other information, with links. Any product to result from these kinds of III. Audience Transport/Transaction exercises would offer content that refuses to be Post-production material is an essential part dormant on some webpage of a news organization. of the news process today. Students should be Rather, this content takes on fluidity to adapt to encouraged to bring their stories to virtual audi- the user, as opposed to the author. The audience ences and touch base with them, seeking ways to members can bring the information with them explore further. They should: in new ways, sharing it or manipulating it so that • Learn about alternative story aggregation its social, cultural, professional, and civic value spaces such as Buzzfeed, Reddit, Twitter, might be increased—for the individual as well as Digg, YouTube, Google, Facebook, and other for the community. For the students, a variety places where the article might end up, and of learning modalities introduces future practi- think about creative headline writing and tioners to “real-world” dynamics within the class- search terms to monitor post-publication room. In the process, students learn to think of discussions. their work as “the end of the beginning,” in the • Follow the paths stories take, beginning with words of that blogger from the study. The imple- comments but also its “digs,” “shares,” storify mentation of these kinds of assignments evokes stories, delicious tags, Facebook promos, and the experiential-learning model in the encour- other links within cyberspace. Who’s talking agement of hands-on activities with the public, about it? Students should be in those exter- outside of the classroom. Most important, this nal spaces as well, fixing misimpressions and model would introduce the concepts of digital facilitating conversation. Instructors might news production while demonstrating the very consider assigning students to guest blog and premise behind any experiential-learning model: actively begin conversations surrounding any that students learn best by becoming personally content production. invested in the exercise. • Plan for alternative platforms such as cell phones, tablets, Twitter, Pinterest, Tumblr, Co n c l u s i o n and Facebook when distributing content. Journalism schools and their professors cannot Separate content forms such as podcasts and ignore the traditional underpinnings of quality tweets might be warranted in assignments. journalism and its ultimate goal: to promote a Set up RSS feeds, newsletters, and other vibrant democracy via an engaged and deliberative kinds of audience outreach. public. Therefore, any new curriculum must con- • Brainstorm user-submitted content opportu- tinue to draw from the old paradigms by empha- nities to be associated with story and learn sizing social responsibility, significance, relevance, ways to achieve that level of submission by accuracy, and other qualities of journalism that working on establishing features within the Kovach and Rosenstiel (2007) laid out as the story that encourage some level of crowd- fundamental elements of the profession. Much sourcing or networked journalism. This could scholarship has demonstrated the industry’s need Robinson Teaching “Journalism as Process” 10

for continued vigilance in its watchdog role for “formerly known as the audience” (Rosen, 2006) society. Students should not leave a program who are now active news producers on a myriad today without the basics of reporting, writing, of levels. In reworking syllabi in this manner, a and grammar well learned and honed. These journalism professor today can ground students skills must continue to serve as the basis for any not just in digital tools essential for success in the new pedagogical implementations. communication profession, but also in an overall Nonetheless, this article proposes that jour- paradigm that will help them feel comfortable in nalism curriculum adapt to a new paradigm, one their worlds post-graduation as both producer inspired by an evolving world order characterized and consumer of mediated content. by the perception that news should hold trans- Once implemented, this curriculum should portive, transactional qualities. A new “rhetoric” be regularly assessed, especially as new programs (Martin, 2011) of news-reporting pedagogy must and technologies require paradigm shifts anew. emerge. Therefore, the suggestions in this essay Such assessment strategies might include another should be taught according to the convergence study that queries audiences in a broader way culture in the sense that Henry Jenkins con- than this piece. Limitations for the study at hand ceptualized the term in his 2006 book. In any include the limited geographical sample as well convergence culture, notions of author-reader as the fairly skewed population in terms of edu- delineations, channel differentiations, and other cation and income. More comprehensive survey- formerly distinct boundaries borne from the ing should be done. Schools also should consider industrial age blend so that beginnings and end- reviewing recent scholarship about the news ings can become blurred. This essential philo- industry, conducting interviews with journalists sophical difference between print culture and and other kinds of news workers, surveying grad- the digital age needs to be a key concept in jour- uates of the program, and textually analyzing nalism courses teaching news production in the news sites in consideration of how the content is millennium. morphing in response to new factors. Today any Following the lead of Mendelson et al. (2005) journalism curriculum needs constant updating and many other scholars who called for a con- and revision. centration on experiential-learning, audience- centric journalism, this article also encourages Re f e r e n c e s that any news production course incorporate the Adams, J. W. (2008). Industry guidance could digital era’s demand for audience agency or user- help J-programs prepare print majors for generated content in pragmatic ways. From story convergence. Newspaper Research Journal, execution to follow-up dialogue, journalism stu- 29(4), 81-88. dents can be taught to incorporate an understand- Berkeley, L. (2009). Media education and new ing of “journalism as process,” and to rethink the technology: A case study of major curricu- idea that a news article is a singular, finite prod- lum change within a university media degree. uct. Any news product must help users navigate Journal of Media Practice, 10(2/3), 185-197. the new world via transportive and transactional Blanchard, R. O., & Christ, W. (1993). Media characteristics. Individuals want informational education and liberal education. Hillsdale, NJ: data that allows them to travel across mediated Lawrence Erlbaum Associates. domains so they can “dig deeper” into their par- Brandon, W. (2002). Experiential learning: A ticular interest areas and attain certain exchange new research path to the study of journalism benefits from the knowledge production.- Fur education. Journalism & Mass Communica- thermore, the act of production becomes a col- tion Educator, 57, 59-66. laborative process between journalists and those Castells, M. (2009). Communication power. Robinson Teaching “Journalism as Process” 11

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