Journalism & Mass Communication Quarterly/Spanish

Volumen 90 Número 3 Otoño 2013 (Volume 90 Number 3 Autumn 2013)

(English Version & Spanish Translation)

Technology and News Reporting
Tecnología e información de las noticias

The Impact of Technology on News Reporting: A Longitudinal Perspective
Zvi Reich
Abstract
Based on measurements across the past decade, this paper challenges common wisdom about new technologies’ transformative impact on news reporting. The telephone still reigns as queen of the news production battlefield, while use of the Internet and social media as news sources remains marginal. In face-to-face reconstruction interviews, news reporters at three leading national Israeli dailies detailed reporting of recently published items. Findings conform to the Compulsion to Proximity theory, in which technological impact on professional and lay actors is restrained by the need to maintain richer interactions based on copresence.

El impacto de la tecnología en la información de las noticias: una perspectiva longitudinal
Zvi Reich
Abstract Traducción español
Sobre la base de las mediciones a través de la última década, este trabajo desafía la sabiduría común sobre impacto transformador nuevas tecnologías “en la transmisión de noticias. El teléfono sigue reinando como reina del campo de batalla de producción de noticias, mientras que el uso de la Internet y los medios sociales como fuentes de noticias sigue siendo marginal. En las entrevistas de reconstrucción cara a cara, los reporteros de noticias en tres diarios israelíes nacionales principales informes detallados de artículos publicados recientemente. Los resultados se ajustan a la compulsión a la proximidad teoría, en el que el impacto tecnológico en los actores profesionales y no profesionales está restringido por la necesidad de mantener interacciones más ricas basadas en copresencia.

Exploring News Apps and Location-Based Services on the Smartphone
Amy Schmitz Weiss
Abstract
This study investigates how young adults use news and location-based services on their smartphones, in addition to examining how many news organizations offer mobile news apps with geo-location features. Based on the survey findings, young adults are consuming news on their smartphones. Furthermore, there is a high use of location-based services by smartphone consumers, but news organizations are only using geo-location features in their mobile apps for traffic and weather. This study highlights that a gap exists between what news consumers, particularly young adults, are doing and using on their smartphones and what news organizations are able to provide.

Exploración Noticias Aplicaciones y servicios basados ​​en localización en el Smartphone
Amy Schmitz Weiss
Abstract Traducción español
Este estudio investiga cómo los adultos jóvenes utilizan las noticias y los servicios basados ​​en la localización de sus teléfonos inteligentes, además de examinar el número de organizaciones de noticias ofrecen aplicaciones de noticias móviles con características geo-localización. Con base en los resultados del estudio, los adultos jóvenes están consumiendo las noticias en sus teléfonos inteligentes. Además, hay un alto uso de los servicios basados ​​en la localización de los consumidores de teléfonos inteligentes, pero las organizaciones de noticias sólo están utilizando características geo-localización en sus aplicaciones móviles para el tráfico y el clima. Este estudio pone de manifiesto que existe una brecha entre lo que los consumidores de noticias, especialmente de los jóvenes, los adultos están haciendo y el uso de sus teléfonos inteligentes y qué noticias organizaciones son capaces de proporcionar.

How Radio News Uses Sources to Cover Local Government News and Factors Affecting Source Use
Stephen Lacy, Steven S. Wildman, Frederick Fico, Daniel Bergan, Thomas Baldwin, and Paul Zube
Abstract
This study of source use in news coverage of local governments by 198 radio stations indicates that radio news stories had fewer and less diverse sources than daily newspaper stories. The differences in source use between radio and weekly newspaper stories were not as great. Predictor variables related to source use indicated that local government stories from publicly supported and TV–radio cross-owned radio stations included more sources and more diverse sources than found in stories from other types of stations. Radio news competition was slightly and positively correlated with greater numbers of sources and source diversity.

Exploración Noticias Aplicaciones y servicios basados ​​en localización en el Cómo Radio Noticias Usos fuentes para cubrir Noticias de Gobierno Local y factores que afectan código Utilizar
Stephen Lacy, Steven S. Wildman, Frederick Fico, Daniel Bergan, Thomas Baldwin, y Paul Zube
Abstract Traducción español
Este estudio del uso de la fuente en la cobertura informativa de los gobiernos locales por 198 estaciones de radio indica que las noticias de radio tuvieron menos y menos diversas fuentes que en los periódicos diarios. Las diferencias en el uso de la fuente entre las historias de radio y periódicos semanales no eran tan grandes. Las variables predictoras relacionadas con el uso fuente indicó que las historias de gobiernos locales de apoyo público y las estaciones de radio de propiedad cruzada de TV de la radio incluyen más fuentes y más fuentes diversas que se ha encontrado en las historias de otros tipos de estaciones. Radio de la competencia se correlacionó ligeramente y positivamente con un mayor número de fuentes y la diversidad de las fuentes.

Political Coverage
Cobertura político

Beyond Cognitions: A Longitudinal Study of Online Search Salience and Media Coverage of the President
Matthew W. Ragas and Hai Tran
Abstract
In an effort to advance agenda-setting theory in the web environment, this study examined shifts in newswire coverage and search interest among Internet users in President Obama during the first two years of his administration (2009-2010). Both the volume and valence of media coverage influenced search attention, with volume exerting a stronger effect. Coverage volume was also driven by search trends. The impact of coverage volume on search was relatively stronger than the reverse, though it moved at a slower pace. These findings suggest a reciprocal, more complex process of salience transmission online.

Más allá de las cogniciones: Un Estudio Longitudinal de la Línea Búsqueda prominencia y Cobertura mediática del Presidente
Matthew W. Ragas y Hai Tran
Abstract Traducción español
En un esfuerzo para avanzar en la teoría de la agenda-setting en el entorno web, este estudio examinó los cambios en la cobertura de noticias y el interés de búsqueda entre los internautas en el presidente Obama durante los dos primeros años de su gobierno (2009-2010). Tanto el volumen y la valencia de la cobertura de los medios de comunicación influyeron en la atención de búsqueda, con un volumen de ejercer un efecto más fuerte. Volumen de cobertura también se vio impulsado por las tendencias de búsqueda. El impacto del volumen de cobertura en la búsqueda fue relativamente más fuerte que a la inversa, aunque se movía a un ritmo más lento. Estos hallazgos sugieren un proceso más complejo de reciprocidad, de la transmisión de relevancia en línea.

Framing the 2008 Iowa Democratic Caucuses: Political Blogs and Second-Level Intermedia Agenda Setting
Kyle Heim
Abstract
This study identifies patterns of second-level intermedia agenda setting in the framing of the 2008 race for the Democratic U.S. presidential nomination through a content analysis of four major news sources, nine prominent political blogs across the partisan spectrum, and the press releases of the three leading candidates. A comparison of cross-lagged correlations in the four weeks prior to the Iowa caucuses reveals that the news media and the Hillary Clinton campaign had an intermedia agenda-setting effect. Rather than controlling the campaign narrative, political bloggers mostly followed the lead set by the journalists.

Enmarcando los Iowa caucuses demócratas 2008: Blogs Políticos y Configuración de Segundo Nivel Agenda Intermedia
Kyle Heim
Abstract Traducción español
Este estudio identifica los patrones de agenda intermedia de segundo nivel de ajuste en la elaboración de la carrera de 2008 por la candidatura presidencial demócrata EE.UU. a través de un análisis de contenido de las cuatro principales fuentes de noticias, nueve blogs políticos prominentes de todo el espectro partidista, y los comunicados de prensa de los tres principales candidatos. Una comparación de correlaciones rezagadas cruz en las cuatro semanas previas a las asambleas de Iowa revela que los medios de comunicación y la campaña de Hillary Clinton tuvo un efecto de fijar la agenda intermedia. En lugar de controlar la narrativa de la campaña, los bloggers políticos en su mayoría siguieron el ejemplo establecido por los periodistas.

All the Gender That’s Fit to Print: How the New York Times Covered Hillary Clinton and Sarah Palin in 2008
Lindsey Meeks
Abstract
This study examines how the New York Times covered a culturally significant event: the 2008 presidential election. A content analysis of Hillary Clinton, Sarah Palin, and their male counterparts examined coverage of “masculinized” and “feminized” issues and traits, and explicit novelty references. Analysis revealed that the Times promulgated stereotypic trends by providing heavy emphasis on women’s novelty, and more attention on masculinized content. Furthermore, a time-frame analysis showed that the Times gave men more issue and trait coverage than women as the primary and general election came to an end.

Todo el género lo que es Fit to Print: cómo el New York Times Cubierta Hillary Clinton y Sarah Palin en 2008
Lindsey Meeks
Abstract Traducción español
Este estudio examina cómo el New York Times cubrió un evento de gran importancia cultural: la elección presidencial de 2008. Un análisis del contenido de Hillary Clinton, Sarah Palin, y sus homólogos masculinos examinó la cobertura de temas y “masculinizadas” “feminizadas” y rasgos, y las referencias explícitas de la novedad. El análisis reveló que el Times promulgó tendencias estereotipadas proporcionando gran énfasis en la novedad de las mujeres, y más atención en el contenido masculinizado. Por otra parte, un análisis de marco de tiempo mostró que el Times dio a los hombres una mayor cobertura de emisión y el rasgo que las mujeres como la elección primaria y general llegó a su fin.

Theory
Teoría

The Subjective Group Dynamics of Inter- and Intragroup Criminality in the News: The Role of Prior Television News Viewing as a Moderator
Michelle Ortiz and Jake Harwood
Abstract
Participants read a crime news story featuring two perpetrators. Building on subjective group dynamics, we predicted that a perpetrator would be evaluated differently depending on the partner’s ethnicity and participants’ prior media use. Results show that heavy news consumers were more likely to (a) give a harsher sentence to a white perpetrator acting with a white (vs. Latino) partner, and (b) develop more negative attitudes toward Latinos when members of that group were portrayed in intergroup criminal partnerships. The implications of intergroup portrayals for perceptions of the ingroup, as well as the outgroup, and the moderating effects of news viewing on such effects, are discussed.

La dinámica de grupo subjetivo de inter e intragrupal Criminalidad en las noticias: El papel de Prior Television News Visualización como Moderador
Michelle Ortiz y Jake Harwood
Abstract Traducción español
Los participantes leen una noticia del crimen con dos autores. Sobre la base de la dinámica de grupos subjetivos, predijo que el perpetrador se evaluaría de manera diferente en función de la etnia de la pareja y el uso de los medios de comunicación antes de los participantes. Los resultados muestran que los consumidores de noticias pesados ​​eran más propensos a (a) dar una sentencia más severa a un perpetrador blanco actuando con un compañero blanco (frente Latino), y (b) desarrollar actitudes más negativas hacia los latinos cuando los miembros de ese grupo fueron retratados en intergrupales asociaciones criminales. Se discuten las implicaciones de las representaciones entre grupos de percepciones del propio grupo, así como el grupo afuera, y los efectos moderadores de noticias consultan tales efectos.

History
Historia

Justifying Commercialization: Legitimating Discourses and the Rise of American Advertising
Tim P. Vos and You Li
Abstract
This historical discourse analysis examines how various social actors legitimated print advertising from 1800 to 1870. The analysis shows how supporters of advertising overcame ambivalence and hostility toward advertising. Prior to the early 1840s, advertising was promoted by publishers, geared largely to general newspaper readers, and restrained via subtle discursive strategies. Later, promoters of advertising—including publishers and ad agents—tapped into socially and institutionally located legitimating discourse to sell advertising to a wide range of American businesspersons. The findings invite a reconsideration of conclusions made in previous advertising histories.

Justificando Comercialización: Legitimar Discursos y la Subida de American Advertising
Tim P. Vos y Usted Li
Abstract Traducción español
Este análisis histórico discurso examina cómo los diversos actores sociales legitimados publicidad impresa 1800-1870. El análisis muestra cómo los partidarios de la publicidad superaron ambivalencia y hostilidad hacia la publicidad. Antes de la década de 1840, la publicidad fue promovido por los editores, orientados en gran medida a los lectores de periódicos en general y restringida a través de estrategias discursivas sutiles. Más tarde, los promotores de la publicidad-incluyendo editores y agentes-roscados de anuncios en el discurso legitimador situado social e institucionalmente para vender publicidad a una amplia gama de empresarios estadounidenses. Los resultados invitan a una reconsideración de las conclusiones formuladas en las historias publicitarias anteriores.

Journalism Educators Call on 60 Minutes to Rethink Benghazi Report Correction

BY PAULA POINDEXTER, Texas-Austin • Nov. 25, 2013 | By now everyone knows CBS’s 60 Minutes has issued a correction and apology for its flawed Oct. 27, 2013 report on the Benghazi terrorist attack in which the U.S. Ambassador to Libya and three other Americans were killed.  How 60 Minutes handled the correction is a case study in how not to correct an inaccurate report in the digital age. Journalism is harmed when reporting turns out to be inaccurate, and it is harmed even more when corrections are ignored or minimized.

The majority of scrutiny on the 60 Minutes report on the Benghazi terrorist attack has focused on the quality of Lara Logan’s reporting. Logan attempted to bring a fresh perspective to the story with an exclusive interview with an eyewitness who turned out not to be an eyewitness after all. To complicate matters, this source had co-authored a book with his so-called eyewitness account that was being published by a sister-CBS property.

At first 60 Minutes stood by the story, but when it became evident that the eyewitness had lied, 60 Minutes issued a correction and an apology on Nov. 10, 2013. The correction, which aired two weeks after the original broadcast, was buried at the end of the hour-long 60 Minutes program even though Logan’s report had led the original broadcast.

The news media have a long history of ignoring or minimizing corrections, so 60 Minutes was following a dubious journalistic tradition. But 60 Minutes did not just try to minimize the correction; it also removed the flawed broadcast from its official archive on the CBS site and the 60 Minutes channel on YouTube as if to say the Benghazi report never existed. This handling of the report and its correction will likely further damage the public’s already low opinion of journalism. The Pew Research Center has found that only 18 percent of the public believes the press is “willing to admit mistakes” and almost three-quarters believe news organizations “try to cover up mistakes.” Recognizing how important correcting mistakes is to the public’s trust in journalism, the Association for Education in Journalism and Mass Communication (AEJMC), the largest association of journalism and communication educators in the world, calls upon 60 Minutes to return the original broadcast to its website and YouTube channel.

Correcting an inaccurate broadcast that has aired is challenging, but in today’s digital world, it can be done in a way that simultaneously preserves the original broadcast for the historical and journalistic record and tells the truth about the inaccurate content. Therefore, AEJMC recommends that 60 Minutes embed the original report together with Logan’s official correction and the link to her Nov. 8, 2013 CBS This Morning interview in which she answered tough questions about events that led to the defective report. Additionally, a correction should be superimposed across the video so there is no misunderstanding about the inaccurate content in the report.

If journalism is to regain the public’s trust, journalism cannot ignore, minimize or attempt to make mistakes disappear. Just as verification of information is a universal principle of journalism, there needs to be a universal principle for correcting mistakes in the digital age. Errors and their corrections must be transparent and accessible. News organizations must develop correction policies that are founded on ethical principles and are applicable regardless of medium or platform. Prominently posting these policies on the news site and adhering to them will be an important first step if the public’s trust in journalism is to be restored.

 

Comments about statement

http://variety.com/2013/tv/news/lara-logan-to-take-leave-of-absence-from-cbs-in-wake-of-60-minutes-report-1200887463/

http://m.cjr.org/303546/show/cb5ce6d8dedf7519208ef3fe7d995d0f/

 

<<PACS

Tips from the AEJMC Teaching Committee

Incorporating Diversity into Course Curricula

Anita Fleming RifeBy Anita Fleming-Rife
Standing Committee on Teaching
Special Assistant to the President on Diversity and Equity,
University of Northern Colorado
Anita.FlemingRife@unco.edu

 

(Article courtesy of AEJMC News, November 2013 issue)

“If you tell me, I forget; if you teach me, I may not remember; if you involve me, I learn.”

This Chinese proverb can be put to the test when engaging students in learning, understanding and appreciating diversity in the curriculum. All students must have a sense of place and belonging. In order to achieve this we, as educators, must provide a curriculum that is inclusive. To do so not only deepens a student’s appreciation for learning but also strengthens student-learning outcomes.

Below are ten tips that I hope will be helpful in developing a curriculum that is both diverse and inclusive:

(1) Faculty:
First, the faculty must know one’s self. Be aware of your own cultural biases, attitudes and assumptions. Try the Implicit Association Test—a great tool for self-discovery: https://implicit.harvard.edu/implicit/demo/.

In addition, demonstrate and model awareness, knowledge, and skills that actively affirm diversity based on race, ethnicity, gender, disability, etc. (James A. Banks Curriculum Reform Model).

(2) Respect:
Faculty must model and teach respect to each and every student regardless of race, ethnicity, gender, sexual orientation and ableness. How? Day One: Have students break up into pairs or small groups. Allow 10 minutes:

(a) introduce themselves to each other,
(b) ask students to define respect,
(c) have the students discuss what respect means to them,
(d) have them discuss, “How do you show respect?” Back together as a large group, ask for definition, and identify like and different themes.

Point:
You don’t have to agree on a definition but acknowledge that there are differences in the definitions and we can learn from our differences. To know that there are differences helps us to understand others and ourselves. At the same time, you will want to note commonalities in understanding respect. This exercise helps create a climate in which all students feel valued and respected. This way we build inclusive communities out of diverse classrooms.

(3) Syllabus:
Have a diversity statement on your syllabus: It can be included in your teaching philosophy, or it can be a stand-alone statement. In addition, you should include as a stand-alone statement a disability statement that informs students of available resources. Your course syllabus should include learning outcomes that support multi-cultural outcomes (James A. Banks Curriculum Reform Model).

(4) Collaboration:
Make sure that when you’re assigning students to groups that there is diverse (race, ethnicity, gender, sexual orientation and abilities) representation in those groups.

(5) Inclusion. Three levels:

(a) Infuse course with content and discourse that take serious account of our differences and similarities. On any given topic or issue—provide a variety of perspectives that reflect the voices of “others,” as well as the dominant groups.
(b) Make an effort to call on students who are not of the dominant group in the classroom. Let all students know that their viewpoints are valued.
(c) Develop assignments that provide students with opportunities to cross cultural boundaries.

(6) Students as Co-creators of Knowledge:
Facilitate the identification of student research opportunities that will empower students. Students must be able to make decisions about the work in which they will engage.

(7) Guest Speakers of Color/Sexual Orientation/Varying Abilities and Political Orientations:
Provide opportunities for your students to learn from diverse experts. They can be found on your campus, or you may use your local media outlets to find diverse professionals.

(8) Community Engagement/Service Learning:
Provide students with opportunities to work with community organizations that serve diverse groups.

(9) Stand-alone Courses:
Develop stand-alone courses that focus on diversity. For example, race, gender and class in the media; the history of Minorities and/or Women in the Media; Media Effects—where students can design their own study around race, gender, class, sexual orientation, ability—other identities.

(10) Mention Race:
Don’t be afraid to mention race in lectures. A newly minted Ph.D. told me how good it made her feel to learn that Stuart Hall was Black.

<<Teaching Corner

AEJMC Diversity Oral History

Documents-iconDocuments

AEJMC Interest Group Responsibilities

AEJMC interest groups are approved by the AEJMC Board of Directors for one-year, two-year or three-year terms. These terms are renewable by the Board of Directors Petitions for renewal must be filed in a timely manner.

Interest groups are allowed programming rights during the AEJMC Conference but the number of “chips” allowed is smaller than for a division. Normally interest groups have half as many “chips” as a division. The number allowed is set by the Council of Divisions’ chair. The number for 2013-14 is 3 chips. A chip roughly equates to one conference time slot. However, co-sponsored sessions count only a half chip to each sponsoring group.

All interest group programming is done through the annual Council of Divisions Conference Planning Process. Interest groups may sponsor their own sessions and co-sponsor sessions with other interest groups or divisions. The interest groups follow the Council of Divisions Policies and Procedures, and the Policies for Reimbursement.

Interest groups must be represented at the two Council of Divisions meetings during the annual conference. Interest groups are also required to file an annual report each year and will go through the five-year assessment process. The format for the report will be provided by the AEJMC Central Office.

Current Interest Groups, 2013-2014

Participatory Journalism (2014) — established in 1994
Community Journalism (2016) — established in 2004
Entertainment Studies (2016) — established in 2000
Gay, Lesbian, Bisexual and Transgender (2015) — established in 2003
Graduate Education (2016) — established in 1993
Internships and Careers (2016) — established in 1994
Political Communication (2016)  — established in 2010
Religion and Media (2014) — established in 1996
Small Programs (2014) — established in 1994
Sports Communication (2016)  — established in 2010

08/13

AEJMC Interest Group Guidelines

1. Each interst group must plan its conference sessions using the Council of Divisions Conference Programming Process. All convention programming is done through this process. Your group must be represented at both of the Council of Divisions’ meetings at the convention.

2. Meet all deadlines for filing information for conference programming, sessions and workshops.

3. Meet all deadlines for filing official interest group reports with the AEJMC Central Office. Formats for these reports will be mailed to you by the Central Office.

4. Mail some type of newsletter to your members at least twice each year.

5. Interest groups are granted AEJMC status for a finite period of time, from one to three years. Groups seeking a renewal of interest group status must formally petition the AEJMC Board of Directors for renewal. These renewals must include the following:
• A formal statement of the mission and goals of the group;
• A list of current and incoming officers;
• What this group has accomplished thus far (include specifics);
• Why this group fills a unique niche within AEJMC; and
• Copies of the annual reports for the past two years.

6. Interest group renewal petitions will be considered at the first or second AEJMC Board of Directors meeting during the conference, depending on when the petition is filed. Ideally, the petition is filed with the Executive Director before the conference via email in early July. If not filed by early July, then one set of all the paperwork for the renewal must be filed with the Executive Director (or left at the AEJMC registration desk) by the end of the AEJMC plenary session, which occurs on the second morning of the AEJMC Conference.

If a renewal petition is filed late, it will not be considered by the Board of Directors at its second meeting, and might result in a loss of interest group status. Failure to file a renewal petition at all will result in loss of interest group status.

Current Interest Groups, 2013-2014

Participatory Journalism (2014) — established in 1994
Community Journalism (2016) — established in 2004
Entertainment Studies (2016) — established in 2000
Gay, Lesbian, Bisexual and Transgender (2015) — established in 2003
Graduate Education (2016) — established in 1993
Internships and Careers (2016) — established in 1994
Political Communication (2016)  — established in 2010
Religion and Media (2014) — established in 1996
Small Programs (2014) — established in 1994
Sports Communication (2016)  — established in 2010

Creation of New Interest Groups

All requests for new interest groups must petition with a formal statement of the mission and goals of the group as it fits within AEJMC’s three core areas: teaching, research and public service. You also need to explain how this group would fill a unique niche within AEJMC. New interest group requests may be filed with the Executive Director as in number 6 above or by November 1 each year. Petitioners must also submit signatures (email signatures will be accepted) from at least 100 voting AEJMC members who support creation of the new group.  Since AEJMC graduate students are not voting members, their signatures do not count toward the 100 needed signatures.

New petitions will only be voted on during the Board of Directors’ Winter meeting. If approval is granted at the Winter Meeting, the organizers must get at least 75 voting AEJMC members to pay dues to the new group by the end of the next conference, in order for it to be formally created on the following October 1st. At the conference after approval the new group will be allowed to conduct a business meeting in order to establish itself and elect officers.  If there are timeslots remaining after all other groups have programmed, then the Council of Divisions’ chair may grant the incoming interest group an available timeslot for a program.

For example, if a new group petitions for interest group status by November 1, 2013, then the Board of Directors will consider the petition at its 2013 Winter meeting. If approved, the new group will have a business meeting at the August 2014 Convention, after which they must have gathered at least 75 dues-paying voting AEJMC members to join the group in order to formally become an interest group on October 1, 2014. The group would have full interest group programming rights for the 2015 Conference. Since graduate students are not voting members, their dues do not count toward the 75 dues-paying members.

10-13

From the President

Diversity Matters More Than Ever

Paula_PoindexterWhen I began my term as the 2013-2014 president of AEJMC, I wasn’t sure that I would devote one of my five presidential columns to diversity. What new observations could I share with an association that has diversity woven into its DNA, from its mission and organizational structure to its programming, awards, fundraising and nominating process for elective office?

Diversity is so much a part of AEJMC that I am not even the first African American to be elected to serve as president. I am the fourth — the first served in 1993. Two Asian Americans, including my immediate predecessor Kyu Ho Youm, have been president of AEJMC, and a Native American was president in 2002. Once Mary Gardner broke the glass ceiling in 1979, 17 women have served as AEJMC president.

If placed side by side with other academic communication associations, news organizations, and journalism and communication colleges and departments, AEJMC would rank among the best in terms of its diversity record and commitment. This began 44 years ago with the founding of the MAC Division by the late Dr. Lionel C. Barrow, the namesake of an AEJMC doctoral student scholarship and an AEJMC award that recognizes distinguished achievement in diversity research and education. Year after year, AEJMC has demonstrated that it is a model of diversity, which is why I wasn’t sure if I had anything new to say. That is, until Journalism & Mass Communication Educator published “Ethnic/Racial Minorities’ Participation in AEJMC: How Much and What Type of Progress?”

The study by AEJMC members Mia Moody of Baylor, Federico Subervi of Kent State, and Hayg Oshagan of Wayne State found that women have been successful in reaching the highest levels of leadership in AEJMC, but people of color have not. It was a shocking finding because I had just started my term as president, but it was also a much-needed wake-up call. If AEJMC members of color have trouble moving into the highest levels of leadership positions in an organization that is a model of diversity, imagine the problems in other institutions that don’t have the diversity record or commitment of AEJMC.

While moving up the leadership ladder was found to be a diversity problem within AEJMC, we mustn’t forget there are diversity problems outside of AEJMC that, despite our best efforts, can stand in the way of achieving diversity goals. These intractable diversity issues include racial profiling; re-segregation of K-12 grades; racial flashpoints on college campuses; discrimination in faculty hiring, tenure and promotion; what Attorney General Eric Holder calls “subtle racism;” declining newsroom diversity; diversity shortcomings in news content, digital startups and tech companies; lack of a sustained commitment to diversity by the very institutions most in need of a diversity overhaul.

These intractable diversity issues may weigh us down but they should not prevent us from carrying out our mission. That’s why we must recommit to holding ourselves, AEJMC-member universities and colleges, news and communication industries, and foundations to a higher diversity standard. And we must get tech and social media companies, including Google, Facebook, and Twitter that now share space in the journalism and communication landscape, to commit to a diversity standard in step with AEJMC’s.

As a leader in diversity, AEJMC must identity solutions to the lack of diversity at the highest levels of leadership that the Moody, Subervi and Oshagan article found. And AEJMC must do more than lead from within. AEJMC must also become a leader in diversity beyond the confines of our association. In March, when I stood shoulder to shoulder with over 50 journalism leaders representing news organizations, associations, and foundations at Unity’s Diversity Caucus in Washington, D.C., I realized that as others publicly grappled with diversity, we in AEJMC have vast experience and expertise that we have a responsibility to share. If we curated that expertise into a digital resource about race, ethnicity, gender and LGBT and posted it on the AEJMC website, our impact on diversity could begin to extend far beyond our association. More importantly by sharing our diversity expertise, we would help other organizations, institutions and society as a whole reach their diversity potential at the same time that we contribute to the component of our mission that calls for “better professional practice, a better informed public, and wider human understanding.”

References:
Moody, Mia, Federico Subervi and Hayg Oshagan. “Ethnic/Racial Minorities’ Participation in AEJMC How Much and What Type of Progress?.” Journalism & Mass Communication Educator 68.3 (2013): 269-281.

NPR. 2014. “Holder: Subtle racism is greater threat than outbursts of bigotry.” http://www.npr.org/blogs/thetwo-way/2014/05/17/313363216/holder-subtle-racism-is-greater-threat-thanoutbursts-of-bigotry?sc=17&f=1001&utm_source=iosnewsapp&utm_medium=Email&utm_campaign=app

Tanzina Vega. 2014 “Colorblind Notion Aside, Colleges Grapple With Racial Tension.” The New York Times. http://www.nytimes.com /2014/02/25/us/colorblind-notionaside-colleges-grapple-with-racial-tension.html

Robertson, Campbell and Alan Blinder. 2013. “Sorority exposes its rejection of black candidate.” The New York Times. http://www.nytimes.com/2013/09/13/us/sorority-exposes-its-rejection-of-black-candidate.html

Miller, Claire Cain. 2014. “Google Releases Employee Data, Illustrating Tech’s Diversity Challenge,” The New York Times. http://bits.blogs.nytimes.com/2014/05/28/google-releasesemployee-data-illustrating-techs-diversity-challenge/

 

By Paula Poindexter
University of Texas at Austin
paula.poindexter@austin.utexas.edu
2013-14 AEJMC President


“From the President” is courtesy of AEJMC News.

AEJMC Strategic Plan Progress Report

August 2008 to August 2013

The AEJMC membership approved the association’s first strategic plan in August 2008. During the next four years a Strategic Plan Implementation Committee, in conjunction with the AEJMC president and Board of Directors, have developed new processes and programs based on our 5 strategic directions.

The following actions and programs have resulted: [strategic direction of activity in brackets]

  1. AEJMC Presidential statements — a new process empowers the president to comment on relevant public/industry issues on behalf of the association. Began in October 2009. [2,3]
  2. AEJMC Emerging Scholars Program — offered competitively selected grants to junior faculty for research and teaching projects; first research grants awarded in January 2010. [1, 2, 5]
  3. Membership survey on Name Change — membership overwhelmingly wanted to retain the current name, saying it still reflects who we are and what we do. [2, 5]
  4. New AEJMC logo created — after an open competition for a logo failed to result in a suitable logo, AEJMC commissioned a designer to create a new logo. The new logo was approved in spring 2011, and put into use in October 2011. [2]
  5. Created the AEJMC Equity & Diversity Award to recognize schools that are doing outstanding work in building diversity within their units in a variety of ways. First award presented in August 2009. [1, 2, 3, 5]
  6. Re-design of AEJMC website — in 2010. [2, 5]
  7. Re-design of website allowed for new tools in the AEJMC Online Ads section, resulting in more user-friendly searches. The end result has been more traffic and additional revenue. It is now the #1 entry point into the main AEJMC site, and resulted in $60,000 in revenue in FY 2010-11. [2, 3, 4, 5]
  8. Development of new social media tools, including a Twitter feed (in Winter 2010) and conference mobile app (in July 2011). In 2013 Twitter feed goes to 5,700 followers. [2, 3, 5]
  9. Creation of new websites — first conference micro-site for the Denver conference (in January 2010), conference site for each year since, and a separate centennial celebration website (opened in March 2012). [2, 5]
  10. Created a new program for faculty to see industry changes first-hand. These summer “externships” fund a 2-week visit with various media outlets; in partnership with the Scripps Howard Foundation. Began in 2011. [1, 2, 5]
  11. Created conference travel grants for graduate students. Began in 2011. [1, 2, 5]
  12. Developed a new program that provides funds for faculty to develop new social media platforms and software for classroom use. These Bridge Grants provide up to $8,000 for faculty to adapt open source applications from the Knight News Challenge; program in partnership with the Knight Foundation. Grants issued in Fall 2011 and Fall 2012. [1, 2, 5]
  13. Completed a Centennial Fundraising Campaign to raise money for new initiatives and current endowed accounts. Raised $301,407 by July 30, 2013 (which exceeded the goal of $300,000) — began in August 2011 to run through August 2013. About 2/3rds of the funds were targeted contributions. [4]
  14. Encouraged our international outreach by continuing to support the World Journalism Education Congress initiative by hosting a planning meeting at 2012 conference for the 2013 congress. [2, 3, 5]
  15. Developed a Task Force on Latino and Latin America to expand our presence and services to Latin America — began in August 2011. [2, 3, 5]
  16. Developed a Task Force on Recruiting for Academic Diversity to encourage professionals of color to consider teaching — began in August 2011. The group’s first training workshop will take place in August 2012. {2,3]
  17. AEJMC Online Display Ads — first display ad posted May 2012, two more ads planned for summer 2012. [4]
  18. Encouraged our international outreach by supporting the International Congress on Studies of Journalism in Chile in June 2012. We also sent a delegate and membership materials to the meeting to make connections with Latin American scholars/teachers. [2, 3, 5]
  19. Encouraged our international outreach by inviting (and providing comp registration) to a delegation of Brazilian communication scholars to attend the Chicago Conference. Seven scholars attended. [2, 3, 5]
  20. AEJMC Senior Scholars Program — offers competitively selected grants to senior faculty for research projects; 15 senior scholars applied in fall 2012 and two grants were awarded in January 2013. [1, 2, 5]
  21. AEJMC Graduate Student Information Expo — pilot program during 2013 DC conference. Provides place where potential grad students can talk with schools that offer master’s and doctorates. 22 schools will be present for the session. [2, 5]
  22. AEJMC WJEC3 presence — AEJMC sent the top 3 officers and one journal editor to the Belgium meeting, & provided prize money to the top 3 research papers. [1, 2, 3]
  23. AEJMC 2015 International Regional Meeting — an international regional meeting was approved in June 2013 by the AEJMC Board to take place in October 2015 in Chile. [1, 2, 3]
  24. Journal abstracts in Spanish on AEJMC website — The article abstracts from the 2013 issues of J&MC Quarterly, J&C Monographs and J&MC Educator have been translated into Spanish and are posted on the website. Future issues will also be added to the site. [1, 2, 3]

<<Strategic Plan

 

 

Newspaper/Online: Award-winning Teaching Tips

Many thanks to Susan Keith, who not only ran the TNT21 (Teaching News Terrifically in the 21st Century) competition but put the award-winning entries together in a booklet (link is below the post as I don’t think it will work in this cut-and-paste from http://aejmc.us/news/). Last night, she wrote this:

Starting to think about your courses for next term? You can find inspiration in TNT21 2013: Top Submissions to Teaching News Terrifically in the 21st Century, a PDF booklet of the submissions  honored in the division’s teaching ideas competition. The booklet contains the three ideas that won $100 first prizes:

  • Short and Tweet by Sue Burzynski Bullard, University
    of Nebraska-Lincoln, winner in the full-time faculty division
  • Today’s Journalist Challenge: Write Better, Adapt Faster, Promote Smarter by Ioana Coman, University of Tennessee, winner in the graduate-student division
  • Impact Journalism: Learning from Real-World Public Service Reporting Cases by Roy Harris, who has taught at Emerson College, winner in the adjunct division

The book also includes seven teaching ideas from entrants who received second- and third-place honors and honorable mentions:

  • ProWatch: Critically Thinking about Reporters’ Work by Carla J. Kimbrough, University of Nebraska-Lincoln
  • Many Eyewitnesses … but Did They See the Same Thing? by Robin Blom, who submitted the idea as a Ph.D. student at Michigan State but took a faculty position in fall 2013 at Ball State University
  • The Red Line Project: Teaching in the 21st Century by Mike Reilley, DePaul University
  • The Amazing Twitter List Race by Michelle Carr Hassler,
    University of Nebraska-Lincoln
  • Storify and Twitter for Reporting and Curating a Meeting Story by Michael Fuhlhage, Auburn University
  • Editors as Curators: Using New Tools to Deliver News by Sue Burzynski Bullard, University of Nebraska-Lincoln
  • Talking all at Once: Managing Simultaneous Face-to-Face and Online Discussions by Jennifer Brannock Cox, Salisbury University

Here’s the direct link to the booklet:
https://dl.dropboxusercontent.com/u/3465807/TNT21.2013.booklet.pdf

So, okay, everyone. Use these and start thinking up entries for 2014!

<<Teaching Resources

AEJMC Programs Directory Update – Wyoming

Wyoming

Wyoming, University of

Laramie, WY 82071-3904. Tel: (307) 766-3122/6277, FAX: (307) 766-5293, Email: <klsmith@uwyo.edu>. Web: <http://www.uwyo.edu/comm/index.htm>. Department of Communication and Journalism, 1948. AAF, SPJ, SCJ, Wyoming Press Association, Wyoming Association of Broadcasters. Ken Smith, chair.
SEQUENCES: General Communication Studies, Advertising, Print Journalism, PR.
FACILITIES: AdA, CATV, CN, ComN, DESK, DR, EDIT, JN, PRA, VID, VDT.
DEGREES: BA, BS, MA.

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