fall 2010 syllabus
TRANSCRIPT
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J4974/7974 Fall 2009: ADVANCED INTERNETAPPLICATIONSFOR RADIO-TV JOURNALISM
Instructor: Jennifer ReevesNew Media Director, KOMU
Associate Professor, University of Missouri Email: reevesj(at)missouri(dot)edu
jenleereeves(at)gmail(dot)eduAIM and Skype: mizzoureeves
Class Hashtag: #jenclassTwitter: @jenleereeves
Nerd Blog: http://www.jenleereeves.comCell: 424-7083KOMU: 884-6397 x215
Lecture: Monday 9:30-11:30
Gannett 182
Online office hours: 8:30pm-10pmTuesdays and Thursdays
(The instructor reserves the right to change or alter any part of thissyllabus during the semester)
Requirements:Absences: You must work all of your shifts unless Jen approvesyour absence. You must find your own replacement with someone inthis class when you cannot work a newsroom shift.
Missing class is a big problem. If you are sick, email Jen in advance:reevesj (at) missouri (dot) edu or call her cell phone. Missing a classwithout a good reason will probably result in the loss of a letter grade.
Reading:1) Class handouts and links2) One national newspaperand one local paper online daily3) Weekly newsmagazine online4)
Stay current in breaking developments in online media, new webtechnologies, convergence and other media business deals.
Viewing:Following the news is as important for web producers andreporters.1) Watch a newscast on KOMU once a day or keep upwith KOMU.com each day 2) Watch the competition on air andonline at least once a week (KRCG and KMIZ along with the
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Columbia Missourian and the Columbia Tribune)
Weekly work:Each reporter or editor taking this class will haveweekly shifts at KOMU. These shifts will include time to work onindepth or daily pieces for on air and online.
Projects:Each student taking this class will take part in a project thatwill help boost your resume. In the end, you should take the work youhave completed to present in an e-portfolio as the final classassignment. Grad students must participate in a project, but they caneither conduct research on that project or complete a researchcomponent that is included on the grading page)
Course Description
The purpose of this three-hour capstone/elective course is to learn
advanced techniques for reporting, producing and managing online
news and information as a successful addition to a local broadcast
newsroom.
Students in Advanced Internet Applications for Radio-TV News will
create and package content for KOMU.com or KBIA.org as well as
research and analyze how best to use the web site to extend thereach and value of our news operation and the stations other assets.
Youll examine the web efforts of other commercial broadcasters and
critique them in terms of eye-appeal, content and support for the
stations mission and strategy. Youll also build upon the computer-
aided graphic design, digital audio and video production skills
incorporated in Broadcast News II and Convergence Editing classes.
While youre learning these online skills, well also discuss some ofthe ethical, professional, legal and financial issues arising from
current developments involving online and broadcast media.
Outside of the standard shifts: Half of a newsroom shift will give you
an opportunity to be the editor of KOMU.com/KBIA.org daily content.
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The other half of a newsroom shift each week is spent working on:
Project work
Flash-training
Case study
E-Portfolio work
*Work does not have to be based solely at KOMU or KBIA. Shifts can
vary between the two newsrooms. Individual plans can be arranged
between Jen Reeves and Janet Saidi.
Weekly class discussions
Week 1: May 17: Introducing KOMU.com and ePortfolios - The
basics needed to get the news on the web. Meet Travas Townsend,
KOMU.com's webmaster (we'll drop by his office at the station).
Navigate your role in the newsroom and in the dot-com area. Learn
about the projects for the summer. We'll also talk about your options
for building an online portfolio.
News From the 'Net: Jen Reeves
Assignments:
* Start looking at websites you can use for your News From the 'Net
presentations. (You can find a ton of links here)
* Create your blog and start using it!
* Join Twitter and follow http://www.twitter.com/jenleereeves so she
can follow you
* Start making sure you have a collection of all of your journalistic
work in a digital form. (For example, upload your video toVimeo, post
.pdf's to Scribd and embed photo slideshows from Flickr.)
Week 2: May 24 RJI Research, Social Networks - Also
meet Michele McClellan to learn about your case study for the
summer. Learn the basics on why social networks are a way to
connect with news consumers and help your career.
News From the 'Net: Paige Hansen
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Assignments:
* Pick the way you want to build an eportfoilo
* Continue posting blog posts AND linking them from Twitter
* Go online and look for examples of broadcast resumes online. Your
first version eporfolio should be completed by May 31.
Week 3: May 31: The Job Hunt Learn a few basics on how to build
an eportfolio and the elements you need. How to present the best
you. How to handle the interviews: phone and in person. Contracts
and negotiations. Also, meet Zack Luye and see how he uses social
media in his career.
News From the 'Net: Christine Slusser
Assignment: Your first version of your online portfolio should be
ready by next week!
Week 4: June 7: Reynolds Journalism Institute Get a chance to
hear from an RJI fellow and hear what they are working on during
their fellowship year. Schedule time this week to meet with Jen one-
on-one this week so you have focus for your open week of eportfolio
building.
News From the 'Net: Katie Steiner
Assignment: Go online and find an interactive website. Blog about
why you think it holds attention and offers good information. Post it by
midnight Saturday. Be ready to talk about it in class.
Week 5: June 16: Interactive Journalism Reschedule class due to
Jen's prosthetic trip to Chicago. Get an introduction to interactive
journalism. Why do we care and why it could benefit you to
understand its uses in a newsroom. Also, why images are a big deal.
We'll also use class time to learn the basics of Flash.
News From the 'Net: Chrissie Fillmore
Assignment:
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Week 6: June 21: Web Ethics What kind of considerations do we
need to take when we are delivering news content for the web? What
type of new challenges are headed to newsrooms as news delivery
gets viewers more involved?.
News From the 'Net: Everyone brings in their favorite link to share!
Assignment: Think about the future of KOMU.com and KBIA.org for
next week's class. Write a brief commentary on how you want to use
your online skills. What do you still want to know? Well try to go over
some of those issues before the end of the semester. Email your
thoughts to Jen by June 24.
Week 7: June 25: Looking Ahead for KOMU.com Reschedule
final class due to Jen's trip to Camp No Limits.Brainstorming session
on what we can do to improve KOMU.com. Also, we'll go over
everyone's eportfolio structure.
News From the 'Net: Jen Reeves
Capstone Projects
Undergraduate students using J-4974 to fulfill their capstone
requirement will lead the research and analysis portion of the class, afunction that is critical to the success of the station web site.
Capstone students will work as a team to conduct and evaluate
original research and present recommendations based on the data. In
many cases the research analyzes an element of the KOMU or KBIA
websites to understand what its online users want or need. Capstone
students are expected to research answers to a question affiliated with
the project. That research and its conclusions should be presented atthe end of the semester.
All students in the class will participate in a project. Students taking
this class as an elective do not need to conduct research.
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(1) Covering a green economy
Synopsis: As the economy changes, there is a bigger focus on saving
money and paying attention to the environment. This is your chance
to cover some of those stories for KOMU.com with its 8 Goes Green
project.
Research questions: What kind of "green" stories interest the
general public of mid-Missouri? Is there a difference between
covering business news and green business news?
[???]
(2) How can the journalism school better communicate
with freshman?
Synopsis: As the journalism school's population grows, many of the
incoming freshmen are getting lost in the hustle and bustle of a large
school. The journalism school would like to take advantage of its
Apple computer bundles to reach students. This past year all
freshmen journalism students got an iPod Touch for free with the
purchase of a computer. The Spring 2010 class created the J-Fresh
Tour on Foursquare. What other ways can technology help connect
freshmen to their Mizzou experience?
Here's what some schools are doing with iPods/iTouches:
*Abilene Christian University
*Duke researched what they did right and wrong with iPods in 2005
*A report on emerging technologies in higher ed
Research questions: How are freshmen using the iPod Touch and
what are ways the journalism school can take advantage of the
technology?
[???]
(3) How can KOMU and KBIA use social networking to
connect with mid-Missouri community face-to-face?
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Synopsis: Your task will be to find the best tools for the station and
the best ways to make this a long-term expectation for reporters,
producers and web employees. You will also be expected to help
advance the use of tools that exist but aren't being put to a lot of use
like CoverItLive and Livestream.
KOMU has a facebook page, a twitter account and you can find it in
other various places.
There are three possible opportunities to collaborate: (meaning there
could be as many as three teams working under this theme but with
three separate end goals)
One idea: Help launch face-to-face training new media sessions. Take
a look at the Public Media Camp project NPR and PBS is working on.
We could do something similar in mid-MO.
Research questions: How can KOMU keep up with community
connections? What are the long term implications of social networks?
[???]
(4) Can the sports department extend a high school
basketball blog?
Synopsis: A team of sports reporters from this class will work on an
ongoing project called "Opening Drive." It is a weekly online program
that features the best of high school football in mid-Missouri.
There has been talk for awhile on figuring out ways to extend the
Opening Drive program into a weekly online show about local sports
instead of just focused on the football season. We got things rolling in
Fall 2009 and Spring 2010, you can help it really take off.
Research questions: What to KOMU sports viewers want when it
comes to high school sports? Are there ways mid-Missouri sports fans
want to interact with KOMU Sports?
[???]
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(5) Can you attract younger kids to a news site created for
their age group?
Synopsis: Is it possible to create a site that attracts youth to learning
and sharing the news. You would be challenged with launching a site
that takes KOMU content and original content while encouraging the
site's audience to participate in collecting and sharing information.
Erin Stevenson and her team got things rolling in Spring 2010 but she
hopes to continue to experiment with it through the summer.
Research questions: What age group is interested niche news
sites? Are there any niche news sites that focus on youth? How do
those succeed?
[Katie Steiner?]
-------------------------------
The capstone team will then make a detailed oral presentation of its
research to Jen and other management of KOMU, KBIA, Columbia
Missourian and/or the Missouri School of Journalism. Graduate
students in the class may also choose to assist with this
research presentation in lieu of their graduate assignment.
Students taking this class as an elective must choose a project, but do
not have to participate in the research component.
News from the Net Presentations
News on the 'Net Presentations(If you do not present in class, please post in discussion group on Google Docs)
May 17 Jen Reeves
May 24 Paige Hansen
May 31 Christine Slusser
June 7 Katie Steiner
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June 16? Chrissie Fillmore
June 21 Everyone's Top Web Pick!
June 25? Jen Reeves
Grading
Blogging: 10%
Throughout the course of the class, you will be expected to blog
15 times A blog post a week. You do not have to blog about this
class or about journalism school. You want to post as a professional
or about a topic that you find important. This is also a great way for
you to develop and enhance your presence on the web. When you
post a blog, you want to think of your audience as peers in the
journalism world (or whatever niche you want to write about) alongwith potential future employers and co-workers. One time this
semester, you will be required to post a blog on the 8 Goes
Green blog to give you an opportunity to see what it is like to blog on
a professional level.
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News from the Net: 10%
You will have one week assigned to present News from the Net in
class or online during the semester. Turn in an outline of yourpresentation via email to Jen to help document the information you
gathered. Be prepared to present some of the most recent
developments in technology and online journalism. (You can find
many links in the presentations page)
Projects: 30%
Project #1 Your ePortfolio, first version due September 27, final by
December 10
The portfolio must include examples of work you have created
using Photoshop and Illustrator. (Extra credit for Flash project
work.)
Project #2 8 Goes Green Blog post Due on specific dates you
are assigned [Extra credit if you can use things you've learned
fromlynda.com into your post]
Project #3 Online industry profile Due November 29 (WARNING
right after Thanksgiving!)
Anything that is turned in late is docked 5 points a day unless
there is a very good reason.
Newsroom Performance: 20%
You will be required to edit daily stories during weekly shifts atKOMU.com. You will also team with advanced reporters advanced
stories as an editor or reporter on a weekly or extended period of
time.
(These are deadlines, feel free to complete these assignments at a
quicker pace if you want)
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Your weekly work will also be reviewed by newsroom faculty and
staff.
Practical Project/Capstone Project: 30%
This project is defined at the beginning of this syllabus. You will need
to present sometime this Summer.The research presentation must be presented to KOMU newsroom
managers or any other person or people affected by the project.
Masters Students:
You have a chance to work with 2010-11 Reynolds Journalism
Institute Fellow David Herzog with his Open Missouri project. You can
learn more about it by reading this. Herzog is looking for grad
students who can help build data card catalog. His work coincides
with the growing popularity of open government where data is easilyaccessible to the public. You can learn more about open
government here. Another growing term is Government 2.0 you
can learn more about the implications of social media and open
government by reading this.
OR
You will quickly learn how fast the technology world is changing.
Help start an annotated bibliography of books and articles focused
the effect of new technology on journalism. Remember, annotations
are descriptive and critical to expose the authors point of view, clarityand authority. Use this exercise to help you understand how you can
use new technology in a journalism career.
OR
Conduct research with working professionals in the online journalism
industry to learn newsroom workflow and communication processes.
You need to create a case study about three newsrooms and how
they deliver the news to news consumers in non-traditional ways.
(That means you can work on case studies with any type ofnewsroom as long as it has a heavy focus on web, social media
and/or mobile-first news delivery)
Due December 10.
Academic honesty
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Academic honesty is fundamental to the activities and principles of a
university. All members of the academic community must be
confident that each person's work has been responsibly and
honorably acquired, developed and presented. Any effort to gain an
advantage not given to all students is dishonest whether or not the
effort is successful. Academic misconduct includes but is not limited
to the following:
Use of materials from another author without citation or attribution.
Use of verbatim materials from another author without citation or
attribution.
Extensive use of materials from past assignments without
permission of your instructor.
Extensive use of materials from assignments in other classes
without permission of your instructor.
Fabricating information in news or feature stories, whether for
publication or not.
Fabricating sources in news or feature stories, whether for
publication or not.
Fabricating quotes in news or feature stories, whether for
publication or not.
Lack of full disclosure or permission from editors when
controversial reportorial techniques, such as going undercover to get
news, are used.
When in doubt about plagiarism, paraphrasing, quoting or
collaboration, consult with your instructor. For closed-book exams
and exercises, academic misconduct includes conferring with other
class members, copying or reading someone else's test and using
notes and materials without prior permission of the instructor. For
open-book exams and exercises, academic misconduct includes
copying or reading someone else's work.
Classroom Misconduct
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Professional Standards and Ethics
The School of Journalism is committed to the highest standards of
academic and professional ethics and expects its students to adhere to
those standards. Students should be familiar with the Code of Ethics
of the Society of Professional Journalists and adhere to its
restrictions. Students are expected to observe strict honesty in
academic programs and as representatives of school-related media.
Should any student be guilty of plagiarism, falsification,
misrepresentation or other forms of dishonesty in any assigned work,
that student may be subject to a failing grade from the instructor and
such disciplinary action as may be necessary under University
regulations.
University of Missouri-Columbia Notice of
Nondiscrimination
The University of Missouri System is an Equal Opportunity/
Affirmative Action institution and is nondiscriminatory relative to
race, religion, color, national origin, sex, sexual orientation, age,
disability or status as a Vietnam-era veteran. Any person having
inquiries concerning the University of Missouri-Columbia's
compliance with implementing Title VI of the Civil Rights Act of 1964,
Title IX of the Education Amendments of 1972, Section 504 of the
Rehabilitation Act of 1973, the Americans With Disabilities Act of
1990, or other civil rights laws should contact the Assistant Vice
Chancellor, Human Resource Services, University of Missouri-
Columbia, 130 Heinkel Building, Columbia, Mo. 65211, (573) 882-
4256, or the Assistant Secretary for Civil Rights, U.S. Department of
Education.
Accommodations
If you have special needs as addressed by the Americans with
Disabilities Act and need assistance, please notify me immediately.
The school will make reasonable efforts to accommodate your special
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needs. Students are excused for recognized religious holidays. Please
let me know in advance if you have a conflict. ADA Compliance If you
have special needs as addressed by the Americans with Disabilities
Act (ADA) and need assistance, please notify the Office of Disability
Services, S5 Memorial Union, 882-4696, or the course instructor
immediately.
Reasonable efforts will be made to accommodate your special needs.
Religious Holidays
Students are automatically excused for recognized religious holidays.
Let your instructor know in advance if you have a conflict. Intellectual
Pluralism The University community welcomes intellectual diversity
and respects student rights. Students who have questions concerning
the quality of instruction in this class may address concerns to either
the Departmental Chair or Divisional leader or Director of the Office
of Students Rights and Responsibilities (http://osrr.missouri.edu/).
All students will have the opportunity to submit an anonymous
evaluation of the instructor(s) at the end of the course.
Intellectual Pluralism
The University community welcomes intellectual diversity and
respects student rights. Students who have questions concerning the
quality of instruction in this class may address concerns to either the
Departmental Chair or Divisional leader or Director of the Office of
Students Rights and Responsibilities (http://osrr.missouri.edu/). All
students will have the opportunity to submit an anonymous
evaluation of the instructor(s) at the end of the course.
Class Netiquette
Your instructor and fellow students wish to foster a safe on-line
learning environment. All opinions and experiences, no matter how
different or controversial they may be perceived, must be respected in
the tolerant spirit of academic discourse. You are encouraged to
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comment, question, or critique an idea but you are not to attack an
individual.
Our differences, some of which are outlined in the University's
nondiscrimination statement, will add richness to this learning
experience. Please consider that sarcasm and humor can be
misconstrued in online interactions and generate unintended
disruptions. Working as a community of learners, we can build a
polite and respectful course ambience.