Fall 2010 Syllabus
Content
J4974/7974 Fall 2009: ADVANCED INTERNET APPLICATIONS FOR RADIO-TV JOURNALISM Instructor: Jennifer Reeves New Media Director, KOMU Associate Professor, University of Missouri Email: reevesj(at)missouri(dot)edu jenleereeves(at)gmail(dot)edu AIM and Skype: mizzoureeves Class Hashtag: #jenclass Twitter: @jenleereeves Nerd Blog: http://www.jenleereeves.com Cell: 424-7083 KOMU: 884-6397 x215 Lecture: Monday 9:30-11:30 Gannett 182 Online office hours: 8:30pm-10pm Tuesdays and Thursdays (The instructor reserves the right to change or alter any part of this syllabus during the semester) Requirements: Absences: You must work all of your shifts unless Jen approves your absence. You must find your own replacement with someone in this 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 class without a good reason will probably result in the loss of a letter grade. Reading: 1) Class handouts and links 2) One national newspaper and one local paper online daily 3) Weekly newsmagazine online 4) Stay current in breaking developments in online media, new web technologies, convergence and other media business deals. Viewing: Following the news is as important for web producers and reporters. 1) Watch a newscast on KOMU once a day or keep up with KOMU.com each day 2) Watch the competition on air and online at least once a week (KRCG and KMIZ along with the
Columbia Missourian and the Columbia Tribune) Weekly work: Each reporter or editor taking this class will have weekly shifts at KOMU. These shifts will include time to work on indepth or daily pieces for on air and online. Projects: Each student taking this class will take part in a project that will help boost your resume. In the end, you should take the work you have completed to present in an e-portfolio as the final class assignment. Grad students must participate in a project, but they can either conduct research on that project or complete a research component 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 the reach and value of our news operation and the station¶s other assets. You¶ll examine the web efforts of other commercial broadcasters and critique them in terms of eye-appeal, content and support for the station¶s mission and strategy. You¶ll also build upon the computeraided graphic design, digital audio and video production skills incorporated in Broadcast News II and Convergence Editing classes. While you¶re learning these online skills, we¶ll also discuss some of the 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.
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
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 oneon-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:
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? We¶ll 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, a function 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 at the 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.
(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?
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? [???]
(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 May 24 May 31 June 7 Jen Reeves
Paige Hansen Christine Slusser Katie Steiner
June 16? June 21 June 25?
Chrissie Fillmore Everyone's Top Web Pick! 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) along with 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.
News from the µNet: 10% You will have one week assigned to present News from the µNet in class or online during the semester. Turn in an outline of your presentation 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 at KOMU.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)
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 easily accessible to the public. You can learn more about open government here. Another growing term is ³Government 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 author¶s point of view, clarity and 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 of newsroom as long as it has a heavy focus on web, social media and/or mobile-first news delivery) Due December 10. Academic honesty
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
Classroom misconduct includes forgery of class attendance; obstruction or disruption of teaching, including late arrival or early departure; failure to turn off cellular telephones leading to disruption of teaching; playing games or surfing the Internet on laptop computers unless instructed to do so; physical abuse or safety threats; theft; property damage; disruptive, lewd or obscene conduct; abuse of computer time; repeated failure to attend class when attendance is required; and repeated failure to participate or respond in class when class participation is required. IMPORTANT: Entering a classroom late or leaving a classroom before the end of the period can be extremely disruptive behavior. Students are asked to arrive for class on time and to avoid early departures. This is particularly true of large lectures, where late arrivals and early departures can be most disruptive. Instructors have the right to deny students access to the classroom if they arrive late and have the right to dismiss a student from the class for early departures that result in disruptions. Under MU policy, your instructor has the right to ask for your removal from the course for misconduct, disruptive behavior or excessive absences. The instructor then has the right to issue a grade of withdraw, withdraw failing or F. The instructor alone is responsible for assigning the grade in such circumstances. Dishonesty and Misconduct Reporting Procedures MU faculty are required to report all instances of academic or classroom misconduct to the appropriate campus officials. Allegations of classroom misconduct will be forwarded immediately to MU's Vice Chancellor for Student Services. Allegations of academic misconduct will be forwarded immediately to MU's Office of the Provost. In cases of academic misconduct, the student will receive at least a zero for the assignment in question.
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 MissouriColumbia, 130 Heinkel Building, Columbia, Mo. 65211, (573) 8824256, 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
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
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.
Columbia Missourian and the Columbia Tribune) Weekly work: Each reporter or editor taking this class will have weekly shifts at KOMU. These shifts will include time to work on indepth or daily pieces for on air and online. Projects: Each student taking this class will take part in a project that will help boost your resume. In the end, you should take the work you have completed to present in an e-portfolio as the final class assignment. Grad students must participate in a project, but they can either conduct research on that project or complete a research component 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 the reach and value of our news operation and the station¶s other assets. You¶ll examine the web efforts of other commercial broadcasters and critique them in terms of eye-appeal, content and support for the station¶s mission and strategy. You¶ll also build upon the computeraided graphic design, digital audio and video production skills incorporated in Broadcast News II and Convergence Editing classes. While you¶re learning these online skills, we¶ll also discuss some of the 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.
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
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 oneon-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:
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? We¶ll 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, a function 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 at the 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.
(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?
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? [???]
(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 May 24 May 31 June 7 Jen Reeves
Paige Hansen Christine Slusser Katie Steiner
June 16? June 21 June 25?
Chrissie Fillmore Everyone's Top Web Pick! 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) along with 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.
News from the µNet: 10% You will have one week assigned to present News from the µNet in class or online during the semester. Turn in an outline of your presentation 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 at KOMU.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)
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 easily accessible to the public. You can learn more about open government here. Another growing term is ³Government 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 author¶s point of view, clarity and 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 of newsroom as long as it has a heavy focus on web, social media and/or mobile-first news delivery) Due December 10. Academic honesty
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
Classroom misconduct includes forgery of class attendance; obstruction or disruption of teaching, including late arrival or early departure; failure to turn off cellular telephones leading to disruption of teaching; playing games or surfing the Internet on laptop computers unless instructed to do so; physical abuse or safety threats; theft; property damage; disruptive, lewd or obscene conduct; abuse of computer time; repeated failure to attend class when attendance is required; and repeated failure to participate or respond in class when class participation is required. IMPORTANT: Entering a classroom late or leaving a classroom before the end of the period can be extremely disruptive behavior. Students are asked to arrive for class on time and to avoid early departures. This is particularly true of large lectures, where late arrivals and early departures can be most disruptive. Instructors have the right to deny students access to the classroom if they arrive late and have the right to dismiss a student from the class for early departures that result in disruptions. Under MU policy, your instructor has the right to ask for your removal from the course for misconduct, disruptive behavior or excessive absences. The instructor then has the right to issue a grade of withdraw, withdraw failing or F. The instructor alone is responsible for assigning the grade in such circumstances. Dishonesty and Misconduct Reporting Procedures MU faculty are required to report all instances of academic or classroom misconduct to the appropriate campus officials. Allegations of classroom misconduct will be forwarded immediately to MU's Vice Chancellor for Student Services. Allegations of academic misconduct will be forwarded immediately to MU's Office of the Provost. In cases of academic misconduct, the student will receive at least a zero for the assignment in question.
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 MissouriColumbia, 130 Heinkel Building, Columbia, Mo. 65211, (573) 8824256, 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
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
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.
