JPROF celebrates fourth anniversary

The last day of the year holds a special place on the JPROF.com calendar. It's the day in 2004 that the site went live. Thus, we celebrate our fourth anniversary today.

The site has come a long way from that small study and cold winter in Emory, Virginia, where it was first conceived and built.

I had finished that fall writing the manuscript for Journalism: Who, What, When, Where, Why and How, an introductory journalism text, and had been working on the web site for the book that the publishers, Allyn and Bacon, wanted. The idea came to me that the book's web site could be broadened into something even larger (since the book was 26 chapters, the site for it was pretty big) and more comprehensive. I had a couple of other texts on the market at the time, so the idea of a site that concentrated on teaching journalism grew like a weed in well-tilled soil.

Then there was the name.

I played around with a couple of things and can't remember how the idea of "jprof" struck. I know I was after something short. When those five letters came together in my head, I checked on the URL availability and, to my utter amazement, found that combination available.

It was a sign. The site had to be built.

Four years later, the site finds itself at the top of the hit list when you do a Google search for "teaching journalism."

I have heard from people all over the world who have found the site and used its contents. I am grateful to all of them and to all those who recommend the site. I plan for it to keep growing. This year, 2008, was certainly one of growth -- some in ways that I never could have imagined when the site was first built.

First, we saw the publication of two new books plus the seventh edition of the venerable Writing for the Mass Media. The new books are:

• The Writing Wright, a book of essays, quotations and ponderings about journalism, writing and the writing life, and
  
  
• Kill the Quarterback, a mystery novel published by Bushido Press/Greyhound Books.

Both of these books have separate URLs, but the web sites are housed under the JPROF rubric. JPROF has also become the home for the Writing for the Mass Media web site in light of the publisher's decision to stop hosting web sites for their books (a decision I find odd and puzzling).

Bigger changes are afoot.

During the last couple of weeks, I have been developing a new model for a news web site based on the concept of link journalism. This concept posits that there is much good information on the web and part of the responsibility of a journalist is to bring that to readers through the power of links. An outfit in Reston, Virginia -- Publish2 -- has developed software that makes it easy to gather links, organize them and publish them on a web site.

So, what we are doing is taking the Publish2 software and feeding it into some specialty sites:

• BeePROF.com, all things bees
  
  
• BooksPROF.com, all about books
  
  
• SmallChurchPROF.com, everything about small churches (with my old friend Chuck Warnock)

The next possibility is GrowPROF.com, which will deal with everything from gardening to agriculture. Other ideas are in the wings.

These sites are within the JPROF site but have their own URLs to make them easier to find. In the year 2009, we hope folks will show up. We'll be posting more about this idea and these sites in the coming days.

And there's more to talk about, but as usual, I ramble on too much already. So, it being New Year's Eve, party on!

Journalism 5W - the Chinese edition

It was quite a surprise that awaited me the other day at the door of the farm house -- a box full of the Chinese edition of Journalism: Who, What, Where, When, Why and How. (Here's the book's Allyn and Bacon web site.)

My publisher, Allyn and Bacon, had told me nothing about this.

But there it was, five copies of the book with a completely different cover containing Chinese lettering and the first pages inside also contained Chinese letters. After that, the thing is in English.

The cover of the book says it is published by Peking University Press.

The publisher's letter that accompanied these books said it had been produced by Pearson's (Allyn and Bacon's parent company) Asia division.

Beyond that, I know nothing -- except that there are lots of people in China. I hope they're interested in journalism, American style.

Re-thinking the old media forms

Yes, you can do the old forms on the web. But should you?

This "old media" type says we should re-think the forms of our content. This New York Times article by Virginia Heffernan is bit depressing but very perceptive.

She writes:

. . .they should think about what content suits these new modes of distribution and could evolve in tandem with them. For old-media types, mental flexibility could be the No. 1 happiness secret we have been missing.

Stories behind the Frost/Nixon movie, confrontation

The stories behind the 1977 verbal confrontation between Richard Nixon and David Frost continue to fascinate. The release of the Ron Howard movie Frost/Nixon has given us some great stories from that era. We looked at the transformation of David Frost from satirist to journalist a bit in an earlier post.

National Public Radio's Fresh Air program yesterday had James Reston Jr. as a guest. Reston was one of the researchers that helped David Frost prepare for the interviews, and he told some throat-grabbing stories about the information that he was able to come up with when he interviewed presidential aide Charles Colson.

Reston was one of the people who believed Nixon had committed crimes and that this set of interviews was going to be the only trial he would ever get. He was satisfied with the outcome, and he later wrote about it in The Conviction of Richard Nixon: The Untold Story of the Frost/Nixon Interviews. A play was based on the book, and the current movie is based on the play.

The interview is online. It's only 18 minutes long (for those of us old enough -- remember the 18-minute gap?) and well worth listening to.

Pulitzers to include online news organizations

This pretty much speaks for itself and can be filed under the "it's about time" category:

Prizes broadened to include online-only publications primarily devoted to original news reporting

The Pulitzer Prizes in journalism have been expanded to include many text-based newspapers and news organizations that publish only on the Internet.

The Pulitzer Board also has decided to allow entries made up entirely of online content to be submitted in all 14 Pulitzer journalism categories.

Update: Seth Goden has a good take on this. Essentially, there's not much of a change going on.

Inside David Frost's transformation from satirist to journalist

With the release of the movie Frost/Nixon, Clive Irving (books on Amazon) describes the transformation of David Frost from satirist to journalist. Irving was on the inside of this story, and the view is fascinating.

In the summer of 1966, Irving was one of two people hired by David Frost as "creative consultants" for The Frost Programme. The other was Tony Jay:

Tony’s idea was that TV could and should be opened up as a forum for the people to engage with power, and it was Tony who insisted on doing something that nobody had risked before, having a live studio audience with a microphone swinging precariously on a boom above them so that David could pull people into the discourse when they were provoked. Thus a lot of politicians found themselves suddenly not only being cross-examined by Frost but by aggrieved members of the public. Amazing to think now how novel and dangerous that was then, in 1966, when it began.

Frost landed his biggest interview nine years later with Richard Nixon, who three years before had resigned as president of the United States. Both Frost and Nixon had a purpose for coming together, and thereby hangs the tale.

Here is a part of that interview. The video is provided by the Daily Beast (:33):

The photo above shows Frank Langella as Richard Nixon and Michael Sheen as David Frost and is from the Frost/Nixon web site.

Rules for the student photojournalist

Every journalism student should learn the fundamentals of photojournalism. They should learn how to take pictures, and they should be given specific photo assignments.

Several years ago, I put together the following "rules" for training student photojournalists. If anyone has any comments, I would like to hear them.


RULE NO. 1: TAKE LOTS OF PICTURES.

You should assign a minimum number of pictures that the student should take, and that number should be high. For instance, if the photo is for a profile story where you anticipate using only one shot, the photographer should come back with at least 10 to 15 shots. In fact, 10 to 15 shots for any assignment would be a good minimum.

Young photographers tend to shoot too few pictures. They get one shot and one angle, and they don’t think about doing anything else. Assigning a high minimum number of pictures makes the students think about shooting different shots at different angles.

Young photographers should be told: keep shooting until someone needs medical attention or until you’re about to get hit by a truck.


RULE NO. 2: A PEN AND NOTEBOOK ARE AS IMPORTANT AS A CAMERA.

Photographers have to write down what and whom they are shooting. They will have to identify people for cutline information. They cannot trust their memories for any of this. They must have a pen and notebook with them at all times, and they must use it. They must also be accurate in getting their information, especially in spelling names correctly.


RULE NO. 3: PLAN.

As an instructor, you should talk with you students about their photo assignments. Help them plan what they will shoot. Some pictures happen spontaneously; most don’t. They are shot because the photographer planned to be there to shoot them.

One thing you might do is diagram the scene of a photo assignment with the student. Help the student figure out where the action is and where he or she should be to take a good shot. Most events -- speeches, parades, sports events -- lend themselves to this kind of planning.


RULE NO. 4: GET CLOSE.


Anybody can take wide-angle, establishing shots (top photo). Real photographers get as close to the action and the people as they can (bottom photo). They get expressions, hand movements, interactions, etc. They literally get in people’s faces.

Students should be told: if you show up at an event with a camera, people expect you to take pictures. You try not to be intrusive, but sometimes you have to be, and people will understand this.


RULE NO. 5: SHOOT IN THE BEST LIGHT POSSIBLE.

If you can shoot outside, do so. Shoot near a window if possible (but be careful). If you have to use a flash, do it. Light is what makes pictures possible, and nothing makes up for an absence of light.

Pay attention to the light. Many students don't and return with rotten pictures.


RULE NO. 6: EQUIPMENT DOESN’T MATTER.

Well, it does to some degree. But, students should never be allowed to use equipment as an excuse for not taking good pictures (unless the camera simply doesn’t work, of course). A good photographer adjusts to the limitations of the camera. A good photographer learns how to use the equipment he or she has to take the best pictures possible. You might tell students that one of the laws of photojournalism (and of life) is this: Equipment will never be quite good enough.

Students don’t have to know the innards of a camera to take good pictures either. They should know how to think about taking pictures. They should know what good composition is. They should know how to plan their shots. None of this has anything to do with whether or not a camera is digital or single-lens reflex or box Brownie.


RULE NO. 7: BE CREATIVE.

Require your students to return from an assignment with shots from more than one angle. Tell them to get high, get low, move around the room. Some situations -- like sporting events -- dictate where you can be. In most other cases, they should always think about their physical proximity to the subject. A shot from a high or low angle can make a fairly standard shot much more interesting. And, you never know which perspective is best until you have tried them all. Always move around--this will show you the options you have for each situation.

More on photojournalism:

• Basic photojournalism
• Basic photojournalism for beginners
• Photo galleries without the learning curve

A good take on being a reporter

Reporting is where journalism begins.

Without reporting -- gather facts, information, and views and putting all those together -- journalism doesn't exist. So we owe a deep debt to those who spend their lives doing the tough job of reporting.

Deborah Howell, ombudsman for the Washington Post, has a good take on what it takes to be a reporter in her current column.

What makes a good reporter? Endless curiosity and a deep need to know what is happening. Then, the ability to hear a small clue and follow it. When Post reporter Dana Priest first heard "a tiny, tiny piece" of what turned out to be the Walter Reed Army Medical Center scandal, she couldn't ignore it.

She also quotes former Post editor Ben Bradlee, not a bad reporter himself:

They've got to love what they're doing; they've got to be serious about turning over rocks, opening doors. The story drives you. It's part of your soul.

Read the whole thing.

Non-profit news: the new journalism

The New York Times has an article this morning on non-profit journalism -- an idea that has been around for a while. In fact, the Christian Science Monitor had a similar article, spotlighting the VoiceofSanDiego as the Times article did, back in February.

There are also articles in the Columbia Journalism Review, American Journalism Review, and elsewhere.

The basic idea is that a foundation or wealthy, public spirited individual puts up the money to fund journalistic efforts of one type or another. Sometimes, as the Times article points out, these efforts are locally based as in San Diego, Minnesota, Chicago and St. Louis.

Sometimes they are national, such as ProPublica or the Center for Investigative Reporting.

These organizations are most likely to use the web for the publishing and distribution of their products.

There are legitimate independence issues that can be raised about these efforts. What are the motivations of those who put up the money? Do they try to influence the journalism that is being produced?

But the fact that these questions can be raised do not make these efforts or organizations unworthy. Far from it. They can offer a valuable service to the public in an age when traditional media are abandoning their journalistic roles. They can offer outlets and employment, even if it is only temporary, to budding young journalists who understand the web and social networking far more intuitively some older folk.

In fact, ultimately the strength and staying power of these non-profit organizations will be in the people they hire rather than the journalism they produce. That's an idea that I want to develop in a later post.

Barack Obama: America's 'Professor in Chief'

Richard Monastersky, a senior writer for the Chronicle of Higher Education, has an article in a recent edition of the publication pointing out a number of things about the election of Barack Obama and Joe Biden with regard to higher education.

• Obama is a former professor. He taught at the University of Chicago Law School for 12 years.
  
  
• Michelle Obama worked in the administration of the University of Chicago.
  
  
• Joe Biden has been an adjunct professor at the Widener University School of Law for 17 years.
  
  
• Jill Biden is an English instructor at Delaware Technical and Community College's Stanton-Wilmington campus.

The article then quotes a number of academicians about Obama's professorial and deliberative style. One drew the comparison between him and Bill Clinton, another ex-law prof:

But Mr. Obama must avoid the temptation to overdose on deliberation, says Ms. Hoff. (Joan Hoff, a research professor of history at Montana State University at Bozeman.) The nation witnessed the hazards of that tendency during the presidency of Bill Clinton, another former law professor. "Clinton would talk everything to death and not come to a decision," she says, particularly with regard to delayed decisions about Kosovo, Bosnia, and Rwanda.

And then there was the ultimate academician, Woodrow Wilson.

The article is titled "America Elects a Professor in Chief."

How open will the Obama administration be?

National Public Radio had a story this morning speculating on how open the new Barack Obama administration will be. The story quotes former University of Alabama student (and friend) Christi Parsons, who covered the state legislature in Springfield for the Chicago Tribune when Obama was a state senator.

The gist of the story is that when he was in Springfield, Obama understood the press and conducted himself in an open manner.

But will that translate into an open presidency? Probably not, although we may finally see a president with the self-confidence of a John Kennedy in dealing with the press.

Link journalism - the shape of news to come?

Two web sites came onto my radar this weekend that set me to thinking about the shape of journalism on the web.

A friend recommended Publishing 2.0, an excellent and provocative gathering of articles about journalism put together by Scott Karp and Robert Young. The article from this site that got my attention showed up in my email this morning. It is by Josh Korr, titled Nervous About Link Journalism? Ignore Web’s ‘Cesspool’ And Tap Its ‘Natural Spring’. Korr makes a short, strong case for journalists making good use of the good resources of the web.

Then I came across Mahalo, which bills itself as the human-powered search engine (hat-tip to Jack Lail for this). Mahalo is a bit of a cross between Google News and Wikipedia. Wiki-like pages are build for news events -- even breaking news. Much of the information that is on the page comes from links. Mahalo has its own editors, but it is also crowd-sourced, so anyone can sign up and build or edit a page.

(The folks at Mahalo make that pretty easy, so I -- always in blatant self promotion mode -- built a page for The Writing Wright, figuring I would continue until someone called a halt to my nefarious efforts. So far, the anti-self promotion police have not arrived to haul me away.)

But take a look at some of the news event pages of Mahalo -- these, for instance:
The Knoxville Church Shooting
Napa Valley Wildfire

The way these pages are structure is what has me interested. There is a paragraph summary and then a set of Fast Facts. Then there is room for more explanations and information in whatever way the editor/journalist wants to divide it. There is also ample room for links.

So, I am thinking: Is this the mode in which we should be reporting our stories? It tosses the inverted pyramid and other narrative forms aside.

I am putting this question to my Journalism and Electronic Media 560 Advanced Web Publishing class on Wednesday evening. It will be interesting to hear their take on this.

The Writing Wright: now available on Amazon

• Tom Clancy, Ernest Hemingway, Mark Twain and Satchel Paige -- they were all writers (of sorts). And they have all made it into this first volume of The Writing Wright.

The Writing Wright is now available on Amazon.

If you are fascinated by writers and writing, The Writing Wright offers a box of chocolates you can’t refuse. The book sprinkled quotations and stories from many writers along with my own insight, instruction and commentary. Here you’ll find:

• Mark Twain’s critique of the writing for James Fenimore Cooper

• Ernest Hemingway’s attitude toward punctuation

• How expensive a misspelling can be

• Down-to-earth instruction on the glue of writing

• When Tom Clancy learned about submarines

• What Satchel Paige said about braggin’

• What H.L. Mencken thought about being a reporter

And much more.

The book contains many of my own illustrations. My hope for The Writing Wright is that it will draw you in and teach you something about writing – lessons you can learn over and over.

The price is $10.

The Writing Wright's fan page on Facebook

Just created a fan page for The Writing Wright on Facebook.

The Writing Wright is a book of essays, quotations and snippets about writing, the language, journalism and the writing life. The book is illustrated with the author's pen and ink drawings.

Doing the fan page once wasn't too hard. I'm sure when I do it again, it will be even simpler.

I loaded a few of the drawings that are in the book into the first photo album, and I'm going to take some screen shots of a few of the pages and put them in another album. I also wrote on the Wall and started a discussion thread.

Before long, I'll figure out how to invite folks to become a fan. Probably won't do that until ordering info comes through from Amazon.

Meanwhile, you can head over that way and see what's up.

Where's Sarah? Wall Street elbows her out

• Sarah Palin is no longer the focus of the rabid attention of the news media herd. Why is that?

Interesting that only a couple of weeks ago, the news media were 24/7 about Sarah Palin, the fighting hockey mom who could stare down the Ruskies.

But the last few days all we have heard from her is about her emails being hacked and a little dust-up with reporters when she went to talk nice to foreign leaders at the UN.

Has anyone asked her for an opinion about the economy or the Wall Street meltdown? Does anyone (even Republicans whose retirement plans are in jeopardy) really want to know?

What's happening these days is serious business.

Sarah Palin seems to be suddenly irrelevant.

Blogging the course - what's fair?

This one hits disturbingly close to home.

A New York University student has written a scathing report about her current course "Reporting Gen Y" and has included criticisms of the professor. The student said the prof was not up to speed on social media and podcasting and taught the course with an outdated mindset.

It didn't take long for the student's report to make its way out into the web.

Ouch!

Mark Glaser at MediaShift has an account of the controversy with some follow-up with the director of the school.

Is it fair for a student to write about a class and its prof and fellow students? Should the writer let everybody know that he or she is doing it or should it be done undercover?

All editors want the same things -- and they're not getting them

Lynn Worsham writes a brief, excellent article in this week's Chronicle of Higher Education on the main complaints scholarly journal editors have about working with authors. Worsham is editor of JAC, a quarterly journal of rhetoric, writing, culture and politics.

Many of the complaints she describes are echoed by editors in other realms:

• Inappropriate submissions because writers are not familiar with the journal, its purpose and its audience.
  
  
• Sloppy manuscripts. Grammar and spelling errors.
  
  
• Failure to follow the journal's submission guidelines.
  
  
• Bad attitudes about editing and revision -- and, most of all, about rejections.

Editors everywhere -- inside and outside academe -- would agree.


Read more about journalism and issues facing the profession at JPROF.com.

A seventh edition

• A textbook that goes into multiple editions can be like a child who grows up but doesn't leave home.

Textbooks can be funny things. If you write a textbook, you want it to be widely adopted so that about four years later the publisher will ask for a second edition (because, while your royalties don't amount to much at that point, the publisher is making a ton of money).

Only a few textbooks, maybe 15 percent, make it into a second edition. (I don't have a reference or stats to back that figure up.)

But then, the text may begin to gather new adopters and hang onto a few of the original ones. If that happens, about four years later, the publisher will ask for a third edition. And so it goes.

Sometimes a textbook can be like a child who grows into adulthood but never leaves home.

Those are a few of the thoughts I'm having this morning (May 20) as I am procrastinating doing work on the seventh edition of Writing for the Mass Media. The publisher is Allyn and Bacon, and the good folks there want the revised edition from me by June 1. That's why the posts on this blog and others I maintain have been a little thin in the last few days.

During its quarter century of existence, Writing for the Mass Media has been adopted as a textbook at nearly 500 colleges and universities (mostly in America but also in places across the globe). The sixth edition was used at 240 different schools, and many of those places are multi-year adopters.

So, this job is well woth doing (and has even become financially justifiable). But it's hard -- and a little boring and tedious. Fortunately, it's almost done.

And to make sure it's done, by June 1, I had better get back to it.

You can find out more about Writing for the Mass Media at these spots:

• Description on JPROF.
• The book's web site at Allyn and Bacon
• Amazon page.

The Newseum opens in Washington

Gannett's splashy new monument to journalism, the Newseum, opened in Washington yesterday. For the most part, I think, the reviews are good. (Check out this interactive guide at USA Today. And here's the review.)

(My old friend from Navy days, Thomas A.K. Kai, was there and sent me a link to the pictures he took, one of which is above. Tom has about 40 good photos of the place both inside and out.)

The place, visually, can't be missed, and its size and location will make it a tourist magnet. I certainly plan to try to get there the next time I am in D.C.

The hope is that people who know little and care little about the profession of journalism will show up and, after the visit, know more and care more. The memorial to journalists who have been killed doing their jobs is particularly appropriate and should not be missed by anyone.

Good journalism disturbs, unsettles and threatens people in authority. It frightens people who hold on to easy assumptions about the world in which we live and the people who inhabit it along with us. Whatever the technological and format changes that await us in the near future, I hope that there will be people who take on this calling in this very dangerous world.

So, good luck to the Newseum and to those who visit the place.

One note: The giant marble slab that contains the words of the First Amendment on the outside of the building comes from just down the road from where I live in Blount County, Tennessee.


Read more about journalism and issues facing the profession at JPROF.com.

TNJN wins regional SPJ awards

The Tennessee Journalist <TNJN.com>, the news web site of the School of Journalism and Electronic Media at UT, has been named as the best independent news web site for Region 12 of the Society of Professional Journalists Mark of Excellence awards. A number of the staffers have received individual awards. I am the faculty adviser for this site and proud as punch. Read more at the Tennessee Journalist and the SPJ site.

Read more about journalism and issues facing the profession at JPROF.com.

Public Conversation on Web Journalism conference at UT

The University of Tennessee School of Journalism and Electronic Media is hosting a two-day conference titled "A Public Conversation on Web Journalism" on April 3-4. The conference is being funded by a grant from the Scripps Foundation. It will feature Rob Curley, vice president of WashingtonPost.Newsweek Interactive, as the dinner speaker on Thursday evening. Among the mix of academics and professionals at the conference are Steve Klein of George Mason University, Chip Scanlan of Poynter, Kenneth Knight of the Tampa Tribune, and Channing Dawson of Scripps Television. Find out more about the conference at the Tennessee Journalist.


Read more about journalism and issues facing the profession at JPROF.com.

The Tennessee Journalist

The Tennessee Journalist is the news web site of the School of Journalism and Electronic Media at the University of Tennessee.

TNJN.com was created in the fall of 2006, soon after I joined the faculty at UT. This news site is part of the curriculum of the School and is operated by a student staff. They make the editorial decisions about what is posted on the site every day. You can find out a little more about the origins of TNJN.com at its About page. And if you want to be entertained, watch a promotional video about TNJN that was produced by one of our students.

The purpose of this news web site is to help the School teach a variety of aspects of web journalism and to give students the opportunity to practice and develop their skills and understanding of this new form of journalism.

TNJN.com, I think, serves as an excellent model for what a journalism/mass communication program can do to get itself into the convergence world. The site cost very little to establish and does not require much out-of-pocket cash for the School to maintain it. The students have taken to it with energy and enthusiasm.

Here are a few facts:

• The site was established in October 2006.
  
  
• The site is a part of the curriculum of the School.
  
  
• The site is run by a staff of students, and editorial decisions rest with that staff of editors. The staff operates independently from any class or course, and anyone may join the staff.
  
  
• The site is operated with a content management system developed specifically for TNJN.com. This system (which the students have named “Ochs”) is built on the Django open-source framework. It was developed by Johnny Dobbins and Staci Wolfe and is owned and can be licensed by the University of Tennessee.
  
  
• Students doing work in any of our courses can contribute their work to the site. Some courses give students the option of completing some course requirements by working with the site.
  
  
• Advertising space can be sold on the site. (We have not done this yet, but we are planning to begin this semester.)
  
  
• The site is equipped to handle almost anything our students produce: news and feature stories, pictures, audio, video, audio slide shows, etc.
  
  
• The site is updated on a daily basis and can be updated immediately when breaking news occurs.
  
  
• A unique and important aspect of the site is that every student who contributes to the site automatically gets a profile page. This page can contain a short biography and picture of the student. It also contains links to all of their work on the site. A good example of a student's profile page is this one.
  

The student staff holds a weekly staff meeting on Thursday evenings, and about 30 students regularly attend these meeting. Probably twice that number (or more) make regular contributions to the site.

TNJN.com is gathering an audience. Through the fall semester, the site attracted about 2,500 unique visitors every day. Since the beginning of the spring semester, the number of unique visitors has averaged more than 3,200 each day.



Read more about journalism and issues facing the profession at JPROF.com.