DOCSLIB.ORG

Research.Pdf (1.270Mb)

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Research.Pdf (1.270Mb) PRESCHOOL FOR ALL: HOW SOURCING SHAPED NEWS FRAMING OF UNIVERSAL PRE-K ROLLOUT IN NEW YORK CITY _______________________________________ A Thesis presented to the Faculty of the Graduate School at the University of Missouri-Columbia _______________________________________________________ In Partial Fulfillment of the Requirements for the Degree Master of Arts _____________________________________________________ by ELLE MOXLEY Amy Simons, Thesis Supervisor DECEMBER 2017 The undersigned, appointed by the Dean of the Graduate School, have examined the thesis entitled PRESCHOOL FOR ALL: HOW SOURCING SHAPED NEWS FRAMING OF UNIVERSAL PRE-K ROLLOUT IN NEW YORK CITY Presented by Elle Moxley A candidate for the degree of Master of Arts And hereby certify that in their opinion it is worthy of acceptance. ___________________________________________________ Professor Amy Simons ___________________________________________________ Professor Elizabeth Brixey ___________________________________________________ Professor Ryan Famuliner ___________________________________________________ Professor Emily Crawford-Rossi DEDICATION Jashin, you are my best friend, life partner, and Kingsley’s favorite lap. I hope you know how much I appreciate what you did for us while I was pounding this out. You cooked, you cleaned, you drove me to the hospital in the middle of the night – and you never complained, not once. I adore you. As for Kingsley, it seems fitting that I started and ended graduate school with you curled at my feet. You were right there with me when my career took me from Columbia to Springfield to Independence to Bloomington to Kansas City – you complained constantly, and you’ve never thanked me for keeping you in you in kibble, not once. I will take you on a walk as soon as I finish this paragraph. Until then, go bug Jashin. ACKNOWLEDGMENTS I’d like to thank KCUR Director of Content Strategy Donna Vestal, as I sincerely doubt I would have finished my graduate coursework without her encouragement. Then there’s Maria Carter, my supervisor for the last three years – there’s no way I could’ve written a thesis while working full time without her support. Maria is everything you want in a news director. Her judgment is excellent, her composure unrivaled, and she always knows when her reporters need a sheet of bubble wrap to pop to soothe their nerves. I also want to thank KCUR General Manager Nico Leone. When I left the job I loved covering Indiana schools to come home to Kansas City, he promised he’d get me back to the education beat someday. Nico, you’re a man of your word. I’ll consider the school board meetings I now sit through every other Wednesday your gift to me. I owe Amy Simons a great deal of gratitude for stepping in as my advisor. You didn’t have to take me or my thesis on, but you did, and I think that says so much about your commitment to train the next generation of journalists. To Liz Brixey, Ryan Famuliner, and Emily Crawford-Rossi, my other committee members, my deepest thanks. I was so fortunate to continue my University of Missouri education at The Examiner, where fellow Tigers Sheila Davis, Jeff Fox, and Karl Zinke taught 22-year-old me everything journalism school doesn’t prepare you for. One of the few professional regrets I have is not going to work for Scott Elliott, who was an incredible mentor to me in Indiana. Scott, analyzing the work of Chalkbeat reporters has made me a better journalist. Thank you for that. And finally, to Dan Margolies, my new editor – don’t worry. This will be fun. ii TABLE OF CONTENTS Acknowledgements ............................................................................................................ ii List of Illustrations .............................................................................................................. v Abstract .............................................................................................................................. vi Chapter 1. Introduction ............................................................................................................ 1 2. Literature Review ................................................................................................... 4 Failing Schools ....................................................................................................... 7 Theoretical Framework ........................................................................................ 10 Industry Changes .................................................................................................. 15 Gatekeeping .......................................................................................................... 20 Expert Sources ...................................................................................................... 22 3. Methods ................................................................................................................ 26 Research Design ................................................................................................... 26 Sampling ............................................................................................................... 29 Author Positionality .............................................................................................. 33 4. Results .................................................................................................................. 34 Coding .................................................................................................................. 34 Sourcing ................................................................................................................ 36 Framing ................................................................................................................. 41 5. Discussion ............................................................................................................. 55 Sourcing ............................................................................................................... 55 iii Framing ................................................................................................................ 57 Limitations ........................................................................................................... 62 References ........................................................................................................................ 62 Appendices ....................................................................................................................... 71 A. Code Sheet ............................................................................................................ 71 B. Code Book ............................................................................................................ 73 C. Chalkbeat New York Articles Collected for Analysis .......................................... 75 D. New York Times Articles Collected for Analysis ................................................ 83 E. WNYC Articles Collected for Analysis ............................................................... 91 F. Identifiers .............................................................................................................. 97 G. Source Database .................................................................................................. 105 H. Frames by Media Type ...................................................................................... 127 I. Spreadsheets ........................................................................................................ 132 iv LIST OF ILLUSTRATIONS Figures 1. Source Breakdown by Media Type ...................................................................... 37 2. Generic News Frames by Media Type ................................................................. 43 v PRESCHOOL FOR ALL: HOW SOURCING SHAPED NEWS FRAMING OF UNIVERSAL PRE-K ROLLOUT IN NEW YORK CITY Elle Moxley Amy Simons, Thesis Supervisor ABSTRACT As niche publications fill the void left by a shrinking legacy media, this comparative case study asks how the sourcing practices of journalists at the education news nonprofit Chalkbeat New York influenced news framing of early childhood education. Chalkbeat’s coverage of universal pre-K rollout in New York City was compared to The New York Times and WNYC. A qualitative content analysis of 178 articles published between January 1 and December 31, 2014, found that journalists at all three news organizations quoted government sources most often. But Chalkbeat and WNYC also brought education officials into the conversation, something reporters at The New York Times did only occasionally. This might be because universal pre-K is framed as a political issue in The Times. As the Every Student Succeeds Act replaces the deeply unpopular mandates of No Child Left Behind, this comparative case study points to the need for education reporters who are subject matter experts capable of translating jargon and policy for their audience. vi Running head: NEWS FRAMING OF UNIVERSAL PRE-K ROLLOUT IN NYC Introduction I have the best job in the world. I cover Missouri schools and students for KCUR 89.3, the NPR affiliate in Kansas City. I’m happiest when I’m visiting pre-K classrooms. Preschoolers always have a million questions when a reporter visits. I let them try on my headphones and talk into my microphone while I explain why I’m there. I’m also a teacher’s kid. Mom spent 36 years teaching art and English to middle and high school students.
Load more

Recommended publications
  • Journal, Summer 2009 | National Association of Black Journalists
    Journal, Summer 2009 | www.nabj.org | National Association of Black Journalists | 1 2 | National Association of Black Journalists | www.nabj.org | Journal, Summer 2009 Table of Contents Features 6 – Prime Movers. Program started by former NABJ President grooms future journalists 8 – The Contenders. Angelo Henderson and Kathy Times are both able, willing and passionate about being the next NABJ President. See how the candidates, as well as the candidates for the 2009-2011 Board of Directors, stack up. Cover Story – NABJ Special Honors 12 – Journalist of the Year – National Public Radio’s Michele Norris 16 – Lifetime Achievement – Michael Wilbon 18 – Legacy Award – Sandra Rosenbush and Leon Carter 20 – Student Journalist of the Year – Jamisha Purdy 22 – Educator of the Year – Lawrence Kaggwa 24 – Hall of Famers – Caldwell, Norment, Peterman and Whiteside inducted 26 – Emerging Journalist of the Year – Cynthia Gordy, Essence Magazine 27 – Community Service Award – The Chauncey Bailey Project 27 – Percy Qoboza Foreign Journalist Award – Andrison Shadreck Manyere NABJ Convention 30 – Welcome to Tampa. Departments President’s Column .............................................................4 8 – Election 2009: Kathy Times, the current NABJ Executive Director .............................................................5 VP of Broadcast, and Angelo Henderson, a former Comings and Goings .......................................................34 parliamentarian, are both now seeking the organization’s Passages .........................................................................35 presidency. Read more on page 8. Photos by Ad Seymour. Cover Photo by Mark Gail / Washington Post The NABJ Journal (USPS number pending) is published quarterly by the National Association of Black Journalists (NABJ) at 8701-A Adelphi Road, Adelphi, MD 20783-1716. Pending periodicals postage is paid at Adelphi, MD. NABJ is the largest organization of journalists of color in the nation.
    [Show full text]
  • DIVERSE EQUITABLE INCLUSIVE K-12 Public Schools a New Call for Philanthropic Support
    DIVERSE EQUITABLE INCLUSIVE K-12 Public Schools A New Call for Philanthropic Support the Sillerman Center FOR THE ADVANCEMENT OF PHILANTHROPY Acknowledgements This report was written by Dr. Susan Eaton and Dr. Suchi Saxena. This report grows out of a long-running project of the Sillerman Center that engages grantmakers who want to better understand the causes, myriad harms and potential cures for racial and socioeconomic segregation in our nation's K-12 public schools. This report was informed by interviews with a wide variety of educators and other practitioners working towards diverse, equitable and inclusive schools, by numerous convenings and conferences, by research and by the authors' experience in this field. We wish to thank our project collabora- tors and sponsors, The Ford Foundation and the Einhorn Family Charitable Trust. We deeply appreciate all the people who reviewed this report for us, who participated in interviews and who attended meetings that we hosted in 2017. Special thanks to Sheryl Seller, Stacey King, Amber Abernathy and Victoria St. Jean at the Sillerman Center, to Mary Pettigrew, who designed this report and our beloved proofreader, Kelly Garvin. We especially appreciate the thorough reviews from Gina Chirichigno, Itai Dinour, Sanjiv Rao and Melissa Johnson Hewitt, whose suggestions greatly improved this report. Susan E. Eaton Director, The Sillerman Center for the Advancement of Philanthropy Professor of Practice in Social Policy The Heller School for Social Policy and Management Brandeis University Table of
    [Show full text]
  • Renewing the News
    Renewing the News alter Cronkite tion of everyday behavior, stepped to the podium and the vexing cultural and before a respectful audi- political challenges it has ence at Harvard one No- spawned in its unbound- Wvember evening in 1990. ed flood of information. An avuncular legend of broad- Though Cronkite spoke cast journalism, celebrated that evening from the apex as “the most trusted man in of American journalism, he America,” he was an obvious had begun his career at its choice to initiate an annual base: with a local report- lecture series at the Kennedy ing job at The Houston Post. School’s Shorenstein Center In 1990, that base appeared on Media, Politics and Policy. secure. Even in the age of Cronkite shared insider tales television, American news- from the 1950s and ’60s as he papers employed by far described the unfortunate ef- the most journalists and fects of television on Ameri- produced by far the most can politics: shallow debates, journalism, especially at shrinking soundbites, image the local level. The indus- over substance. try’s most profitable year The ninth of 11 questions he would not come until 2000. fielded pointed him toward the And then it collapsed. future. “There is the imminent Long supported by adver- emergence of a digital, global tisers drawn to the audi- information environment with Supporting journalism— ence they commanded, the instantaneous transmis- newspaper publishers sion of information…in many and democracy—after found themselves stunned forms almost anywhere,” his and stumbling across an questioner said. Combined the Internet eviscerated unfamiliar and treacher- with the proliferation of cable ous landscape.
    [Show full text]
  • The Society of Professional Journalists Foundation Board Of
    The Society of Professional Journalists Foundation Board of Directors Meeting Sept. 6, 2019 9 a.m. to Noon CDT San Antonio Grand Hyatt, Lone Star B San Antonio The foundation's mission is to perpetuate a free press as a cornerstone of our nation and our liberty. To ensure that the concept of self-government outlined by the Constitution survives and flourishes, the American people must be well informed. They need a free press to guide them in their personal decisions and in the management of their local and national communities. It is the role of journalists to provide fair, balanced and accurate information in a comprehensive, timely and understandable manner. AGENDA SOCIETY OF PROFESSIONAL JOURNALISTS FOUNDATION BOARD MEETING SAN ANTONIO GRAND HYATT, Lone Star A DATE: Sept. 6, 2019 TIME: 9 a.m. – Noon CDT 1. Call to order – Gratz 2. Roll Call – Albarado a. Gratz k. Evensen u. Leger b. Limor l. Fletcher v. Lehrman c. Albarado m. Gillman w. LoMonte d. Dubin n. Hall x. Gallagher Newberry e. Batts o. Hawes y. Pulliam f. Bethea p. Hsu z. Ross g. Bolden q. Jones aa. Schotz h. Brown r. Ketter bb. Tarquinio i. Carlson s. Kirtley j. Cuillier t. Kopen Katcef 3. Approval of minutes – Albarado Enter Executive Session 4. Talbott Talent Report – Leah York, Heather Rolinski Exit Executive Session 5. Remembering John Ensslin – Gratz 6. Foundation President’s Report – Gratz 7. SPJ President’s Report – Tarquinio 8. Treasurer’s Report – Dubin 9. Journalist on Call – Rod Hicks 10. Committee Reports – Gratz 11. Bylaws change – Gratz 12. Election 2 a.
    [Show full text]
  • Read the 2018-2019 Shorenstein Center Annual Report
    Annual Report 2018–2019 Contents Letter from the Director 2 2018–2019 Highlights 4 Areas of Focus Technology and Social Change Research Project 6 Misinformation Research 8 Digital Platforms and Democracy 10 News Quality Journalist’s Resource 12 The Goldsmith Awards 15 News Sustainability 18 Race & Equity 20 Events Annual Lectures 22 Theodore H. White Lecture on Press and Politics 23 Salant Lecture on Freedom of the Press 33 Speaker Series 41 The Student Experience 43 Fellows 45 Staff, Faculty, Board, and Supporters 47 From the Director Like the air we breathe and the water we drink, the information we consume sustains the health of the body politic. Good information nourishes democracy; bad information poisons it. The mission of the Shorenstein Center is to support and protect the information ecosystem. This means promoting access to reliable information through our work with journalists, policymakers, civil society, and scholars, while also slowing the spread of bad information, from hate speech to “fake news” to all kinds of distortion and media manipulation. The public square has always had to contend with liars, propagandists, dividers, and demagogues. But the tools for creating toxic information are more powerful and widely available than ever before, and the effects more dangerous. How our generation responds to threats we did not foresee, fueled by technologies we have not contained, is the central challenge of our age. How do journalists cover the impact of misinformation without spreading it further? How do technology companies,
    [Show full text]
  • What and Who Are Fueling the Movement to Privatize Public Education — and Why You Should Care
    The Washington Post Answer Sheet Analysis What and who are fueling the movement to privatize public education — and why you should care by Valerie Strauss May 30 !Email the author This is an important article by author Joanne Barkan about the history of the movement to privatize U.S. public schools, which is now at the heart of the national debate about the future of publicly funded education in this country. We now have an education secretary, Betsy DeVos, who is admittedly doing everything she can to promote alternatives to traditional publicly funded education. Many state legislatures are helping her with programs using taxpayer money to fund private and religious education. Supporters of America’s public education system are concerned about what they say is an assault on the most important civic institution in the country. In this article, Barkan explains the history and current state of the privatization movement and what may lie ahead for the education system. She is a writer based in New York City and Truro, Mass. Her recent writing has focused on market-based public education reform in the United States, the intervention of private foundations in public policy, and the relationship between philanthropy and democracy. An earlier version of this article will be included in “The State, Business and Education,” edited by Gita Steiner-Khamsi and Alexandra Draxler (London: Edward Elgar Publishing, October 2018). I normally don’t include a list of references at the end of posts, but I am with Barkan’s article to show the broad range of sources she used for this comprehensive piece.
    [Show full text]
  • General Reading/Articles
    General Reading/Articles: Guidance of Sensitive Issues https://tltc.umd.edu/discussions 5 Guidelines to Sensitive Issues https://docs.google.com/document/d/10lC_S01uHr7KeIiAB_L2h2ixJKdx3oOOpiMauGU ETWM/edit?usp=sharing CommonSense Education resources on social-justice and equity-focused instruction ​ Educators tackle tough Conversations . virtually https://www.chalkbeat.org/2020/5/31/21276371/educators-tackle-tough-conversations-a bout-race-and-violence-this-time-virtually The Urgent Need for Anti-Racism Education https://www.edweek.org/tm/articles/2019/08/14/the-urgent-need-for-anti-racist-education .html How to be an Anti-Racist Educator http://www.ascd.org/publications/newsletters/education-update/oct19/vol61/num10/How -to-Be-an-Antiracist-Educator.aspx Talking about Race (National Museum of African American History and Culture) https://nmaahc.si.edu/learn/talking-about-race Talking to your kids about racism https://www.usatoday.com/story/news/nation/2020/05/31/how-talk-kids-racism-racial-viol ence-police-brutality/5288065002/ This article gives several examples of how teachers around the country are addressing these issues with students. There is a New Jersey teacher (Trenton) who is featured in the article! https://www.chalkbeat.org/2020/5/31/21276371/educators-tackle-tough-conversations-about-rac e-and-violence-this-time-virtually Everyday Democracy - Resources, Handouts on racial Equity, Stereotypes, Racism, etc. https://www.everyday-democracy.org/resources/handouts https://www.everyday-democracy.org/resources/facing-racism Why
    [Show full text]
  • 21 Types of News
    21 Types Of News In the fIrst several chapters, we saw media systems in flux. Fewer newspaper journalists but more websites, more hours of local TV news but fewer reporters, more “news/talk” radio but less local news radio, national cable news thriving, local cable news stalled. But what matters most is not the health of a particular sector but how these changes net out, and how the pieces fit together. Here we will consider the health of the news media based on the region of coverage, whether neigh- borhood, city, state, country, or world. Hyperlocal The term “hyperlocal” commonly refers to news coverage on a neighborhood or even block-by-block level. The tradi- tional media models, even in their fattest, happiest days could not field enough reporters to cover every neighborhood on a granular level. As in all areas, there are elements of progress and retreat. On one hand, metropolitan newspapers have cut back on regional editions, which in all likelihood means less coverage of neighborhoods in those regions. But the Internet has revolutionized the provision of hyperlocal information. The first wave of technology— LISTSERV® and other email groups—made it far easier for citizens to inform one another of what was happening with the neighborhood crime watch or the new grocery store or the death of citizens can now snap a beloved senior who lived on the block for 40 years. More recently, social media tools have enabled citizens to self-organize, and connect in ever more picture of potholes and dynamic ways. Citizens can now snap pictures of potholes and send them to send to city hall, or share city hall, or share with each other via Facebook, Twitter or email.
    [Show full text]
  • What We Talk About When We Talk About Impact: One News Organization’S Approach to Practicing Journalism with a Purpose
    What We Talk About When We Talk About Impact: One News Organization’s Approach to Practicing Journalism with a Purpose By Elizabeth Green, Philissa Cramer, and Anika Anand 1 I. Introduction The organization now called Chalkbeat began as two tiny operations on two different sides of the country. We were the definition of scrappy. Our New York City office was housed inside a basement. Our longest­range plans were made in the morning, for lunch. One day, having finally arranged our desktops in a logical design, we awoke to learn that our officemates had been forced to execute a midnight evacuation. The shared basement workspace, it turned out, was actually a squat. We were a news startup born in a time of exciting journalistic innovation, with our own original spin — local rather than national, single­subject rather than general interest, nonprofit rather than commercial. But we spent very little time thinking about this new world we were helping to build. Instead, we focused our curiosity on the universe we covered: the New York City and Colorado public schools and the fascinating national education reform movement that was enveloping them. We might have stayed that way forever, but by 2011, our situation had begun to change. Three years in, our websites — then called GothamSchools and EdNews Colorado; now Chalkbeat New York and Chalkbeat Colorado — were receiving tens of thousands of monthly visitors. Strange looks and press­pass bans were replaced by offers of exclusive access and angry fulminations when we failed to publish the morning news roundup exactly on time (or, in the case of our more anxious readers, concerned emails making sure we were still alive).
    [Show full text]
  • Storytelling and Social Media
    NIEMAN REPORTS Storytelling and Social Media HANNA, one of the subjects in “Maidan: Portraits from the Black Square,” Kiev, February 2014 Nieman Online From the Archives For some photojournalists, it’s the shots they didn’t take they remember best. In the Summer 1998 issue of Nieman Reports, Nieman Fellows Stan Grossfeld, David Turnley, Steve Northup, Stanley Forman, and Frank Van Riper reflect on the shots they missed, whether by mistake or by choice, in “The Best Picture I Never Took” series. Digital Strategy at The New York Times In a lengthy memo, The New York Times revealed that it hopes to double its “Made in Boston: Stories of Invention and Innovation” brought together, from left, author digital revenue to $800 million by 2020. Ben Mezrich, Boston Globe reporter Hiawatha Bray, author Steve Almond, WGBH’s “Innovation The paper plans to simplify subscriptions, Hub” host Kara Miller, NPR’s “On Point” host Tom Ashbrook, “Our Bodies, Ourselves” improve advertising and sponsorships, co-founder Judy Norsigian, journalist Laurie Penny, and MIT Media Lab director Joi Ito optimize for different mediums, and nieman.harvard.edu, events extend its international reach. No Comments An in-depth look at why seven major news organizations—Reuters, Mic, The Week, Popular Science, Recode, The Verge, and USA Today’s FTW—suspended user comments, the results of that decision, and Innovators “always said how these media outlets are using social no when other people media to encourage reader engagement. said yes and they always 5 Questions: Geraldine Brooks Former Wall Street Journal foreign said yes when other correspondent and Pulitzer Prize-winning novelist Geraldine Brooks talks with her old Columbia Journalism School classmate people said no.
    [Show full text]
  • Choices Worth Making: Creating, Sustaining and Expanding Diverse Magnet Schools Acknowledgements
    A Manual for Local Stakeholders CHOICES WORTH MAKING: CREATING, SUSTAINING AND EXPANDING DIVERSE MAGNET SCHOOLS ACKNOWLEDGEMENTS We gratefully acknowledge Gary Orfield and Erica Frankenberg for the guidance and insight as we developed the manual. We also thank Rachel Levy and Brian Woodward for their dedicated research assistance. We appreciate Gina Chirichingo for her work on the section dealing with political will, portions of which are reprinted from the 2010 Civil Rights Project manual, Integrating Suburban Schools. Other portions of the manual are reprinted or adapted from prior Civil Rights Project reports by Erica Frankenberg and Genevieve Siegel- Hawley on magnet schools, as well as a chapter on magnet schools by the same co-authors from the 2013 book, Educational Delusions? Why Choice Can Deepen Inequality and How To Make Schools Fair (UC Press). Written by: Jennifer Ayscue, Rachel Levy, Genevieve Siegel-Hawley, and Brian Woodward Production: Layout: Laurie Russman Lauren Gonzalez, Principium Studio © 2017 Civil Rights Project/Proyecto Derechos Civiles ACKNOWLEDGEMENTS TABLE OF CONTENTS Purpose of this Manual 2 Why Districts Should Consider Intentionally Diverse Magnets 4 Evidence for Intentionally Diverse Magnets 4 The Background of Magnet Schools 6 Developing a Diverse and Equitable Magnet School 8 First Door Strategies to Enroll a Diverse Student Body 8 Second Door Strategies to Facilitate Successful Integration of Diverse Student Groups 16 Sustaining a Magnet School 22 How to Build Political Will for Diverse and Equitable Magnet Schools 24 Further Reading 31 Resources 32 Civil Rights Project/Proyecto Derechos Civiles 2 I CHOICES WORTH MAKING: CREATING, SUSTAINING AND EXPANDING DIVERSE MAGNET SCHOOLS PURPOSE OF THIS MANUAL he purpose of this manual is to support Magnet schools represent unique school districts and schools in developing diverse and equitable magnet programs.
    [Show full text]
  • Broadcast News Writing, Reporting, and Producing Fourth Edition
    Broadcast News Writing, Reporting, and Producing Fourth Edition Broadcast News Writing, Reporting, and Producing Fourth Edition Ted White Amsterdam • Boston • Heidelberg • London New York • Oxford • Paris • San Diego San Francisco • Singapore • Sydney • Tokyo Focal Press is an imprint of Elsevier Focal Press is an imprint of Elsevier 200 Wheeler Road, Burlington, MA 01803, USA Linacre House, Jordan Hill, Oxford OX2 8DP, UK Copyright © 2005, Elsevier Inc. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher. Permissions may be sought directly from Elsevier’s Science & Technology Rights Department in Oxford, UK: phone: (+44) 1865 843830, fax: (+44) 1865 853333, e-mail: [email protected]. You may also complete your request online via the Elsevier homepage (http://elsevier.com), by selecting “Customer Support” and then “Obtaining Permissions.” Recognizing the importance of preserving what has been written, Elsevier prints its books on acid-free paper whenever possible. Library of Congress Cataloging-in-Publication Data APPLICATION SUBMITTED British Library Cataloguing-in-Publication Data A catalogue record for this book is available from the British Library. ISBN: 0-240-80659-X For information on all Focal Press publications visit our website at www.books.elsevier.com 050607080910987654321 Printed in the United States of America Contents Foreword . xvii Preface . xix Acknowledgments . xxvii Introduction . xxix A Changing Industry . xxx Is Journalism for You? . xxxi What Role to Play? . xxxi Your College Education . xxxii Internships . xxxiii Your First Job .
    [Show full text]