Mpjo-‐500-‐01: Ethics
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Protecting More Than the Front Page: Codifying a Reporterâ•Žs Privilege for Digital and Citizen Journalists
Notre Dame Law Review Volume 89 | Issue 3 Article 10 2-2014 Protecting More than the Front Page: Codifying a Reporter’s Privilege for Digital and Citizen Journalists Kathryn A. Rosenbaum Follow this and additional works at: http://scholarship.law.nd.edu/ndlr Part of the Criminal Law Commons, Criminal Procedure Commons, and the First Amendment Commons Recommended Citation 89 Notre Dame L. Rev. 1427 This Article is brought to you for free and open access by NDLScholarship. It has been accepted for inclusion in Notre Dame Law Review by an authorized administrator of NDLScholarship. For more information, please contact [email protected]. \\jciprod01\productn\N\NDL\89-3\NDL310.txt unknown Seq: 1 11-FEB-14 9:04 PROTECTING MORE THAN THE FRONT PAGE: CODIFYING A REPORTER’S PRIVILEGE FOR DIGITAL AND CITIZEN JOURNALISTS Kathryn A. Rosenbaum* “‘The reporters who work for the Times in Washington have told me many of their sources are petrified even to return calls,’ Jill Abramson, the executive editor of The New York Times, said . on CBS’s Face The Nation broadcast. ‘It has a real practical effect that is important.’”1 INTRODUCTION The stifling of investigative journalism stems in part from a torrent of stories in 2013 regarding the government’s intrusive tracking of journalists’ and individuals’ cell phone records and e-mails without their knowledge.2 The federal government also tracked two months of call records of more than twenty Associated Press phone lines.3 In a leak probe regarding a news story about North Korea, the government surreptitiously obtained informa- tion about Fox News Chief Washington Correspondent James Rosen.4 Offi- cials monitored his “security badge access records to track the reporter’s comings and goings at the State Department[,] . -
Fake News' Is Equal: How Should Higher Education Respond to Fake News and in the Post- Truth Era Thomas E
The Liminal: Interdisciplinary Journal of Technology in Education Volume 1 | Issue 1 Article 3 August 2019 Not All 'Fake News' Is Equal: How Should Higher Education Respond to Fake News and in the post- Truth Era Thomas E. Keefe Rocky Mountain College of Art and Design, [email protected] Follow this and additional works at: https://digitalcommons.du.edu/theliminal Part of the Higher Education Commons, and the Language and Literacy Education Commons Recommended Citation Keefe, Thomas E. (2019) "Not All 'Fake News' Is Equal: How Should Higher Education Respond to Fake News and in the post-Truth Era," The Liminal: Interdisciplinary Journal of Technology in Education: Vol. 1 : Iss. 1 , Article 3. Available at: https://digitalcommons.du.edu/theliminal/vol1/iss1/3 This Article Discussing a Construct is brought to you for free and open access by Digital Commons @ DU. It has been accepted for inclusion in The Liminal: Interdisciplinary Journal of Technology in Education by an authorized editor of Digital Commons @ DU. For more information, please contact [email protected],[email protected]. Keefe: Not All 'Fake News' Is Equal In examining how higher education ought to respond to ‘fake news’ and the landscape of the ‘post-truth’ world, it is imperative to distinguish between accidental, ignorant, or intentional factual inaccuracies. The motives of accidental, ignorant, or disinformation are not uniform and, as such, the responses by institutions of higher education must not be uniform either. These three forms of erroneous information are as old as literacy itself, but with increased literacy as well as increased access to forms of dissemination and publication, the dangers of untrue information have been magnified. -
60 Literary Journalism Studies 61 by Any Other Name: the Case for Literary Journalism
60 Literary Journalism Studies 61 By Any Other Name: The Case for Literary Journalism Josh Roiland University of Maine, United States Keynote Response: Literary journalism has experienced a resurgence in recent years, and like all popular movements it has sustained a backlash from those who believe it fetishizes narrative at the expense of research and reporting. New Yorker writer Nicholas Lemann’s IALJS-10 keynote talk returned the spotlight to the social function of journalism: to provide “a running account of the world.” He argues that for literary journalism to complete that task, it must privilege research and reporting over artistic expression. This response essay expands on Lemann’s talk by clarifying mis- conceptions about what the “literary” in literary journalism means, and demonstrates that the debates about what to call this genre—debates that have been rekindled in recent years with the ascendance of such vague-but- vogue terms “long form” and “long reads”—are not new. This narrative history explores both the misbegotten trail of the term “literary journalism” and its attendant field of study, but it also argues that the label long form represents a neoliberalization of language that positions readers not to con- sider or question, but only to consume. ut however vague and slippery a term, the New Journalism has become “Ba convenient label for recent developments in nonfiction writing and for the sharp critical controversy this writing has stirred up.” So wrote Ronald Weber in his 1974 preface to the book he had compiled and edited, The Re- porter as Artist: A Look at the New Journalism Controversy.1 Some four decades later, standing before a confederation of several dozen literary journalism scholars who had gathered from across the globe in Minneapolis, Nicholas Lemann wasted little time getting to the question that has bedeviled not only his audience of academics but also practitioners and, increasingly, casual read- ers: “What is literary journalism anyway?”2 Nearly every book-length work of Literary Journalism Studies Vol. -
The New York Times 2014 Innovation Report
Innovation March 24, 2014 Executive Summary Innovation March 24, 2014 2 Executive Summary Introduction and Flipboard often get more traffic from Times journalism than we do. The New York Times is winning at journalism. Of all In contrast, over the last year The Times has the challenges facing a media company in the digi- watched readership fall significantly. Not only is the tal age, producing great journalism is the hardest. audience on our website shrinking but our audience Our daily report is deep, broad, smart and engaging on our smartphone apps has dipped, an extremely — and we’ve got a huge lead over the competition. worrying sign on a growing platform. At the same time, we are falling behind in a sec- Our core mission remains producing the world’s ond critical area: the art and science of getting our best journalism. But with the endless upheaval journalism to readers. We have always cared about in technology, reader habits and the entire busi- the reach and impact of our work, but we haven’t ness model, The Times needs to pursue smart new done enough to crack that code in the digital era. strategies for growing our audience. The urgency is This is where our competitors are pushing ahead only growing because digital media is getting more of us. The Washington Post and The Wall Street crowded, better funded and far more innovative. Journal have announced aggressive moves in re- The first section of this report explores in detail cent months to remake themselves for this age. First the need for the newsroom to take the lead in get- Look Media and Vox Media are creating newsrooms ting more readers to spend more time reading more custom-built for digital. -
Brock's Word Against Hers
Review Essay: Brock's Word Against Hers The Real Anita Hill: The Untold Story. By David Brock. New York: The Free Press, 1993. Pp. ix, 424. Jesselyn Alicia Brownt [Editors' Note: This October marks the second anniversary of the Clarence Thomas-Anita Hill hearings before the Senate Judiciary Committee. In the wake of those hearings, the war of words has intensifiedfollowing the publication of The Real Anita Hill. First, in early April, the Wall Street Journalpublished an excerpt of the book on its editorial page.' Days later Newsweek published a laudatory piece by George Will ("assembles an avalanche of evidence that Hill lied").' Fellow conservative Mona Charen also touted the book in her syndicated column ("if this book is buried or ignored, Justice Thomas will have been raped twice ).3 The counterattack has been just as aggressive. The May 24 issue of The New Yorker weighed in with a rejoinder to the Brock book entitled "The Surreal Anita Hill." Its authors, Jill Abramson and Jane Mayer of the Wall Street Journal, are in the process of writing their own book about the Hill/Thomas hearings.4 As the Washington Post reported, "Brock demanded equal time, sending the magazine an eight- page rebuttal. The New Yorker almost never prints replies, but Editor Tina Brown called in the magazine's famedfact-checking department, which produced a 48-point memo rebutting Brock's rebuttal." In "Sleaze With Footnotes," New York Times columnist Anthony Lewis t Jesselyn Brown is a member of the Class of 1995, Yale Law School. In 1990, she was one of the recipients of the Feminists of the Year Awards from the Feminist Majority Foundation. -
Competing Information in a Free Press
7.2 Competing Information in a Free Press Standard 7.2: Competing Information in a Free Press Give examples of how a free press can provide competing information and views about government and politics. (Massachusetts Curriculum Framework for History and Social Studies) [8.T7.2] A girl holds The Washington Post of Monday, July 21st 1969 stating 'The Eagle Has Landed Two Men Walk on the Moon', by Jack Weir, Public Domain FOCUS QUESTION: How Does a Free Press Provide Competing Information about Government and Politics? Standard 2 looks at how a free press provides information about government and politics to people, both historically and in today's digital age. In many countries around the world, the press is not free and people receive one side only of a story about a topic or issue—the side the government wants published. A free press, by contrast, presents topics so people get wide-ranging and informed perspectives from which they can make up their own minds about what candidates and policies to Building Democracy for All 1 support (explore the site AllSides to see how news is presented differently depending on the platform). Central to free press is the role of investigative journalism that involves the “systematic, in-depth, and original research and reporting,” often including the “unearthing of secrets” (Investigative Journalism: Defining the Craft, Global Investigative Journalism Network). Modules for this Standard Include: 1. INVESTIGATE: History of Newspapers, Then and Now MEDIA LITERACY CONNECTIONS: Examining the News from All Sides 2. UNCOVER: Investigative Journalists: Nellie Bly, Ida Tarbell, Ida B. -
Using Journalism Education Techniques in the Information Literacy Classroom
City University of New York (CUNY) CUNY Academic Works Publications and Research Kingsborough Community College 2015 Case Studies and Pervasive Instruction: Using Journalism Education Techniques in the Information Literacy Classroom Jennifer Noe Kingsborough Community College How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/kb_pubs/51 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] Case Studies and Pervasive Instruction: Using Journalism Education Techniques in the Information Literacy Classroom Abstract Purpose: The purpose of this paper is to explore whether journalism education techniques can be adapted for use in the information literacy classroom as a means of teaching the ethical use of information. Design: The author uses personal experience as a journalist and graduate of journalism education programs to examine the similarities between journalism pedagogy and information literacy, and whether any aspect of journalism pedagogy is transferrable to the information literacy classroom. Findings: Journalism educators deliver a potent anti-plagiarism message using case studies and “war stories” from the newsroom delivered through the pervasive instruction method or stand- alone ethics class. Using case studies from a variety of different disciplines in information literacy classes could help students make a stronger connection between honest writing in all subjects. However, until information literacy is taught more widely in libraries as semester-long classes it would be difficult to use journalism’s pervasive method of instruction. The same holds true with the stand-alone class, which does not appear to be used as part of information literacy education. -
ETHICS GEORGETOWN UNIVERSITY: MPS JOURNALISM Wednesdays, 5:20 P.M
MPJO-500-02: ETHICS GEORGETOWN UNIVERSITY: MPS JOURNALISM Wednesdays, 5:20 p.m. to 7:50 p.m. | Fall 2014 Instructor: Tanya Ballard Brown Downtown campus, Room C229 ● Office hours are by appointment. COURSE OVERVIEW It’s often said that journalists are the eyes and ears for a public that can’t be everywhere at once. That role comes with responsibilities for delivering the news accurately and fairly. And it comes with pressures, in the ever-changing media environment, to get the story first. Sometimes, those two collide. Journalists are confronted with ethical dilemmas on a routine basis. But there’s no black-and- white answer for many of them. This class is therefore intended to explore the myriad gray areas that dominate the way journalists work and live, the blurry lines that divide right from wrong, or, more accurately, divide “probably should” from “probably shouldn’t.” And, it will examine why ethical journalists sometimes come down on opposite sides of an issue. The class is designed to help you understand the ethical implications of the choices journalists make, to empower you to navigate the ethical minefield of attempting every day to explain to the world the activities of other people. This is a core course of the MPS JournAlism progrAm, And students must eArn A “B” (83) or higher to pAss the course. PleAse see the GrAduAte Student HAndbook for more detAils. COURSE OBJECTIVES By the end of this course, students will: ● Understand the basic tenets of journalism ethics and ways to apply them ● Know how to find, track and discuss current ethical issues ● Be familiar with the major case studies of journalism ethics ● Be familiar with the ethics/standards code of a news organization of their choosing ● Be familiar with the intersection of journalism ethics and media law REQUIRED READING Each student must read a daily newspaper, either the online or paper version, or an online news site such as CNN.com, huffingtonpost.com or politico.com. -
News from SIMON & SCHUSTER
News from SIMON & SCHUSTER FOR IMMEDIATE RELEASE Contact: Cary Goldstein, Simon & Schuster, 212-698-1122, [email protected] MAJOR WORK ON THE FUTURE OF NEWS AND MEDIA ACQUIRED BY SIMON & SCHUSTER New York, NY, February 26, 2015―Simon & Schuster announced today the acquisition of a major new book by Jill Abramson on the evolving state of media in the information age and what it means for the future of news. In her new book, to be edited by Simon & Schuster’s editorial director, Alice Mayhew, Abramson will explore the creative disruption that characterizes today’s news organizations, where net-native companies are gaining enormous popularity, while the venerable legacy institutions of the 20th century are struggling to both remain profitable and find new avenues for readership. “I've been a frontline combatant in the news media's battle to remain the bedrock of an informed society,” says Abramson. “Now I'm going to wear my reporter's hat again to tell the full drama of that story in a book, focusing on both traditional and new media players in the digital age.” Of the acquisition, Jonathan Karp, President & Publisher of Simon & Schuster, says, “The transformation of the news business is one of the most important cultural stories of our time. Jill Abramson has the talent, perspective, and journalistic chops to write the defining book on this revolution.” Jill Abramson is the former Executive Editor of the New York Times. In a 17-year career at the Times, where she held a number of senior editorial positions, Abramson was the first woman to serve as Washington Bureau Chief, Managing Editor, and Executive Editor. -
Making News at the New York Times 2RPP 2RPP
2RPP Making News at The New York Times 2RPP 2RPP Making News at The New York Times Nikki Usher The University of Michigan Press Ann Arbor 2RPP Copyright © 2014 by Nikki Usher All rights reserved This book may not be reproduced, in whole or in part, including illustrations, in any form (beyond that copying permitted by Sections 107 and 108 of the U.S. Copyright Law and except by reviewers for the public press), without written permission from the publisher. Published in the United States of America by The University of Michigan Press Manufactured in the United States of America c Printed on acid- free paper 2017 2016 2015 2014 4 3 2 1 A CIP catalog record for this book is available from the British Library. ISBN 978- 0- 472- 11936- 3 (cloth : alk. paper) ISBN 978- 0- 472- 03596- 0 (paper : alk. paper) ISBN 978- 0- 472- 12049- 9 (e- book) 2RPP To Herbert Gans, for his invaluable advice, wit, and wisdom and for inspiring me to begin a journey into the changing newsroom 2RPP 2RPP Contents Introduction: The imesT in the Digital Age 1 1. Setting: News about the News: The imesT in 2010 30 2. Three Days in the Lives of New York Times Journalists 49 3. The Irony of Immediacy 87 4. Immediacy: To What End? 125 5. Interactivity: What Is It? Who Are These People? And Why? 150 6. Participation, Branding, and the New New York Times 186 7. Prelude to What? 216 Methods 242 Notes 247 Bibliography 257 Index 275 2RPP 2RPP Acknowledgments This project would have been impossible without the unconditional support I received at the University of Southern California’s Annen- berg School of Communication and Journalism and at the George Washington University’s School of Media and Public Affairs. -
Dear Friends of the Writers House
Dear Friends of the Writers House, ne week into September, we his family contributed punningly burnt-up embarked on something entirely John Ash-berries to our Edible Books party, new. Our free and open online along with stunningly rendered gingerbread Ocourse on modern and contemporary Kindles. Over 100 ModPo’ers demonstrated American poetry — ModPo, as it’s known their belief in our mission by responding with — launched with an enrollment of 42,000 extraordinary generosity to our annual KWH people from more than 120 countries. The fundraising campaign. Kelly Writers House course was based on Al’s famous “English Indeed, this was the year in which we felt 3805 Locust Walk Philadelphia, PA 19104-6150 88,” a class he has taught for more than 20 our community truly expand in new and tel: 215-746-POEM years. Through a series of video discussions exciting ways, reminding us that, after almost fax: 215-573-9750 and live interactive webcasts, led by Al and a two decades of innovative work, the potential email: [email protected] trusty band of teaching assistants, the ModPo for what we can do here is still nearly limitless. web: writing.upenn.edu/wh experiment brought a KWH-style learning In the pages of this annual you’ll read mode into homes, offices, and schools around more about ModPo and several of the the world. other projects that made us proud this year. Now, months after the ten-week MOOC On pages 16-17 we share news about our wrapped, we’re still in touch with ModPo’ers expanded outreach to prospective Penn from all over, many of whom have traveled students and the great work of Jamie-Lee great distances to visit us here in Philadelphia, Josselyn (C’05), who travels the country to to express their enthusiasm for our space and seek out talented young writers. -
Shakeup at NY Times Leaves Questions 14 May 2014
Shakeup at NY Times leaves questions 14 May 2014 "Abramson did not address the staff and was all but hustled out of the building. The explanation that Arthur Sulzberger offered about newsroom management seems completely inadequate." Dan Gillmor, a journalism faculty member at the Arizona State University, also expressed skepticism. "If top exec in any other important industry left under mysterious circumstances, @NYTimes would launch a team of reporters to find out why," he tweeted. New York Times executive editor Jill Abramson arrives at the White House in Washington, for a state dinner in Alan Mutter, a former newspaper editor who is now honor of French President Francois Hollande on a consultant, said of the abrupt change" "We don't February 11, 2014 know if she jumped or was pushed but the meager information available suggests the latter." The New York Times abruptly replaced its first female executive editor, Jill Abramson, on Wednesday and named managing editor Dean Baquet as the first African American at the top editorial post. Abramson's departure was announced by the US daily's publisher Arthur Sulzberger, and the paper's own report said: "The reasons for the switch were not immediately clear." The sudden departure left many questions unanswered both inside and outside one of the nation's most prestigious news organizations. One Times staffer, Ravi Somaiya, said in a tweet that Sulzberger cited "an issue with management in the newsroom" but that no further details were known. Northeastern University journalism professor Dan Kennedy said the departure appeared irregular. "This was definitely not a normal change," Kennedy told AFP.