Then read 'em this week, and we'll talk about 'em October 1:
New York Times interview with sex columnist Dan Savage about his new YouTube channel, called the "It Gets Better Project."
#2: Forbes reports this week that Facebook founder Steven Zuckerberg has rocketed past Steve Jobs and Rupert Murdoch on the magazine's annual list of the 400 richest Americans. The magazine also has a look at the continuing controversy over Facebook's use of personal data. Both underscore a point we talked about last week: Our textbook's list of the "Big 5" media companies seems seriously out of date. Rupert Murdoch owns one of those "big 5" companies-- News Corp (Fox News, Fox TV, Wall Street Journal, etc.).
Friday, September 24, 2010
Highlights from Chapters 4 and 5 (newspapers and magazines)
... at least, these are highlights according to me. We may not get a chance to discuss all of this in class, but if it's here, it could be on the midterm. I'm just saying.
Newspapers:
Inklings of Free Speech in the colonies: John Peter Zenger beats the “seditious libel” rap in 1735
Penny Press, NY Sun, 1833: Supported by advertising, the “news hole” is determined by how much advertising got sold.
The AP is created in 1848. Cause: The telegraph (introduced 1844). Effect: “Objectivity” in journalism. (Also: Timely national news everywhere.)
The Civil War gives us the byline (Union Army wants to know who wrote what: Big Brother is watching!) and the inverted pyramid. (Transmitting stories over telegraph wires that could go down any time means: Get the essentials as quickly as possible, so if the line goes down, you at least got the Five Ws in there.)
1890s: Yellow Journalism-- William Randolph Hearst gives us color comics, half-tone photos, and the Spanish-American War. (“You furnish the pictures and I’ll furnish the war.”)
1890s & 19-aughts: “The Quality Press”: NY Times (1896), Wall Street Journal (1889), Christian Science Monitor (1908)
1923: American Society of Newspaper Editors and the “Canons of Journalism”: Responsibility; Freedom of the Press; Independence; Sincerity, truthfulness, accuracy; Impariality; Fair Play; Decency.
Newspaper chains—starts in the 19th Century (Hearst, Scripps, et al). 80 percent chain ownership when the textbook comes out. 2006, Gannett buys Florida State University’s student newspaper.
Types of newspapers, according to our book: Dailies (local, national); weeklies; alternative papers; “ethnic” press.
Newsroom diversity and chain ownership: Are these still relevant questions?
Magazines:
Blow up in the late 19th Century, boosted by several trends—three of them government policies:
1. Public education—more people can read
2. Postage Act of 1879 lowers shipping costs—for magazines!—to a penny a pound: Selling subscriptions to individuals becomes viable.
3. Rural Free Delivery: Even if you live in the sticks, you can get mail—including magazines.
4. Magazines discover the lesson of the Penny Press: The profits come from advertisers, not consumers. (Later, radio and TV extend this—the content is free to consumers.)
Magazines rule—they are the national media for a few decades (1890s until the 1920s). Then radio kicks their ass. The penny-press model stops working so well for the biggest mags—Life, Saturday Evening Post—because the advertisers have moved on to broadcast. (Without enough ads, they lose money on every copy.) But it takes decades for them to actually fold.
Special Interest Magazines: Latina, Filipinas, Latvian Dimensions, Lefthander. You can’t get this anywhere else (attracts readers)—and you can’t get this group of readers anywhere else (attracts specific advertisers).
Editorial Independence:
Advertisers call the shots: Ask for “complementary copy,” and expect generally sympathetic treatment
Sources/subjects call the shots: Stars want to approve photos, layout—and even the copy.
OK? Not OK? Say why…
Newspapers:
Inklings of Free Speech in the colonies: John Peter Zenger beats the “seditious libel” rap in 1735
Penny Press, NY Sun, 1833: Supported by advertising, the “news hole” is determined by how much advertising got sold.
The AP is created in 1848. Cause: The telegraph (introduced 1844). Effect: “Objectivity” in journalism. (Also: Timely national news everywhere.)
The Civil War gives us the byline (Union Army wants to know who wrote what: Big Brother is watching!) and the inverted pyramid. (Transmitting stories over telegraph wires that could go down any time means: Get the essentials as quickly as possible, so if the line goes down, you at least got the Five Ws in there.)
1890s: Yellow Journalism-- William Randolph Hearst gives us color comics, half-tone photos, and the Spanish-American War. (“You furnish the pictures and I’ll furnish the war.”)
1890s & 19-aughts: “The Quality Press”: NY Times (1896), Wall Street Journal (1889), Christian Science Monitor (1908)
1923: American Society of Newspaper Editors and the “Canons of Journalism”: Responsibility; Freedom of the Press; Independence; Sincerity, truthfulness, accuracy; Impariality; Fair Play; Decency.
Newspaper chains—starts in the 19th Century (Hearst, Scripps, et al). 80 percent chain ownership when the textbook comes out. 2006, Gannett buys Florida State University’s student newspaper.
Types of newspapers, according to our book: Dailies (local, national); weeklies; alternative papers; “ethnic” press.
Newsroom diversity and chain ownership: Are these still relevant questions?
Magazines:
Blow up in the late 19th Century, boosted by several trends—three of them government policies:
1. Public education—more people can read
2. Postage Act of 1879 lowers shipping costs—for magazines!—to a penny a pound: Selling subscriptions to individuals becomes viable.
3. Rural Free Delivery: Even if you live in the sticks, you can get mail—including magazines.
4. Magazines discover the lesson of the Penny Press: The profits come from advertisers, not consumers. (Later, radio and TV extend this—the content is free to consumers.)
Magazines rule—they are the national media for a few decades (1890s until the 1920s). Then radio kicks their ass. The penny-press model stops working so well for the biggest mags—Life, Saturday Evening Post—because the advertisers have moved on to broadcast. (Without enough ads, they lose money on every copy.) But it takes decades for them to actually fold.
Special Interest Magazines: Latina, Filipinas, Latvian Dimensions, Lefthander. You can’t get this anywhere else (attracts readers)—and you can’t get this group of readers anywhere else (attracts specific advertisers).
Editorial Independence:
Advertisers call the shots: Ask for “complementary copy,” and expect generally sympathetic treatment
Sources/subjects call the shots: Stars want to approve photos, layout—and even the copy.
OK? Not OK? Say why…
Thursday, September 23, 2010
Part of next week's homework: Submit and vote on questions for our guest speaker
We'll be hearing from Chicago Public Radio's Justin Kaufmann next week-- he's played many roles at the station and currently, as Senior Content Developer, runs blogs.vocalo.org, where WBEZ staff and a small team of independent journalists blog daily.
Justin is one of the people charged with helping WBEZ figure out how the station can best find and serve its audience-- and get their support-- in a world that's been changing quickly. In our own class's study, actual radios got very little use, as did live broadcasts of any kind. So how's a radio station supposed to survive?
Two other things about Justin:
1. He's funny. In his spare time, he's a member of a comedy troupe called Schadenfreude.
2. He's a Columbia alum.
What'll we ask him? That's largely up to you-- and it's a big chunk of your homework. Here's the whole assignment, with some links:
1. Monitor blogs.vocalo.org during the week. Pick a post you find interesting and link to it-- with a note about what you find interesting-- in the comments section of this post. Remember to put your name on your comment, so you get credit!
Note: "find interesting" and "like" are not necessarily the same thing. As we've been noting in class, every piece of content is pitched to a specific audience-- however big or small-- and you may not be a member of the target audience here. I'm asking for you to consider this not just as a consumer (with likes and dislikes) but as an observer of media trends. So, the question of whether you like this thing or not, that's a piece of data to observe. But your interest is analytical, which means something may be interesting because you don't understand what it's intent is, or because you're curious about what audience it's trying to address.
2. Submit up to three questions for Justin via Google Moderator by Wednesday, September 29 at 9 a.m.
3. Vote on three questions for Justin via Google Moderator by Thursday, September 30, at 9 a.m.
Cool? Cool.
Justin is one of the people charged with helping WBEZ figure out how the station can best find and serve its audience-- and get their support-- in a world that's been changing quickly. In our own class's study, actual radios got very little use, as did live broadcasts of any kind. So how's a radio station supposed to survive?
Two other things about Justin:
1. He's funny. In his spare time, he's a member of a comedy troupe called Schadenfreude.
2. He's a Columbia alum.
What'll we ask him? That's largely up to you-- and it's a big chunk of your homework. Here's the whole assignment, with some links:
1. Monitor blogs.vocalo.org during the week. Pick a post you find interesting and link to it-- with a note about what you find interesting-- in the comments section of this post. Remember to put your name on your comment, so you get credit!
Note: "find interesting" and "like" are not necessarily the same thing. As we've been noting in class, every piece of content is pitched to a specific audience-- however big or small-- and you may not be a member of the target audience here. I'm asking for you to consider this not just as a consumer (with likes and dislikes) but as an observer of media trends. So, the question of whether you like this thing or not, that's a piece of data to observe. But your interest is analytical, which means something may be interesting because you don't understand what it's intent is, or because you're curious about what audience it's trying to address.
2. Submit up to three questions for Justin via Google Moderator by Wednesday, September 29 at 9 a.m.
3. Vote on three questions for Justin via Google Moderator by Thursday, September 30, at 9 a.m.
Cool? Cool.
Wednesday, September 22, 2010
Late-breaking data (I did some new calculations...)
I. Time spent with each type of content
In the first set of charts, we looked only at the number of times we choose a particular type of content, but that doesn't tell the whole story: A 2-minute Facebook check is not really the same thing as spending 3 hours playing a video game. Figured this way, movies/TV jump ahead of social media, and video games jump ahead of text.
II. Paid vs. Free, by content type
In the first set of runs, we had a single paid/free chart, but this gives an extra layer of information. For this run, I broke content types down into three categories-- social media, entertainment, and news/info-- and asked how many times we accessed each for free, as opposed to buying (like a book) or subscribing (like cable TV)?
***********
III. Web vs. Storage (disk/paper) vs. Broadcast
How much news do we read on paper? How much music (and video) is streaming? I left out certain types of content that pretty much only live in one place or another-- social media are all online, and books (at least for our group) are 100 percent in storage. I left other "non-daily content" out of the picture too, because it's such a broad category-- everything from Wikipedia to Rolling Stone. Here's how the rest shakes out:
***********
What else should we try to figure out? Comment below!
In the first set of charts, we looked only at the number of times we choose a particular type of content, but that doesn't tell the whole story: A 2-minute Facebook check is not really the same thing as spending 3 hours playing a video game. Figured this way, movies/TV jump ahead of social media, and video games jump ahead of text.
************************************************
II. Paid vs. Free, by content type
In the first set of runs, we had a single paid/free chart, but this gives an extra layer of information. For this run, I broke content types down into three categories-- social media, entertainment, and news/info-- and asked how many times we accessed each for free, as opposed to buying (like a book) or subscribing (like cable TV)?
***********
III. Web vs. Storage (disk/paper) vs. Broadcast
How much news do we read on paper? How much music (and video) is streaming? I left out certain types of content that pretty much only live in one place or another-- social media are all online, and books (at least for our group) are 100 percent in storage. I left other "non-daily content" out of the picture too, because it's such a broad category-- everything from Wikipedia to Rolling Stone. Here's how the rest shakes out:
***********
What else should we try to figure out? Comment below!
Most popular content
I was also interested in which specific pieces of content got listed a whole bunch of times. Here's everything that was logged 5 times or more. In several cases, the "Title" field was left blank-- I've let those display here, since they're among the most common entries:
| Content Type | Title | Count |
| Audio: Music, Entertainment | 47 | |
| Social Media | 60 | |
| Social Media | 23 | |
| Text: Daily Content | 15 | |
| Text: Non-daily content | 14 | |
| Video/Film: Entertainment | 13 | |
| Text: Daily Content | 8 | |
| Text: Non-Daily Content | cell | 8 |
| Audio: Music, Entertainment | music | 8 |
| Text: Daily Content | Text Messages | 7 |
| Audio: Music, Entertainment | boombox | 7 |
| Books: Fiction | Homework | 5 |
| Video Game | Lord of Ultima | 5 |
| Audio: Music, Entertainment | Q101 | 5 |
| Video Game | Super Mario Galaxy 2 | 5 |
| Social Media | cell | 5 |
Your Notes on What You Saw/Read/Etc.
I'm looking a little more closely at the results from your media-consumption tracking assignment, and I'm getting a kick out of the notes that were left in the "notes/comments" field. A bunch of them do a nice job of describing or reflecting on how a particular piece of media is being consumed (or reflecting on how it "should" be logged).
Here's a selection, presented anonymously, of comments that caught my attention.
Rock on!
Here's a selection, presented anonymously, of comments that caught my attention.
| Title | Notes/Comments |
| All the Kings Men | Read in class. |
| bills | They send me these bills for free. How sweet of them. |
| Chef Todd English and CSI Crime Scene Investigation | I was watching TV and Redditing on my laptop while making some food. It wasn't until I closed Reddit that I noticed all the media feeds that were slipping by me. I believe making a habit of recording all that I take in will be much harder than I first thought. |
| Doom 1 | Went riding most of today, hence all the very late postings. Stopped at a buddies house to play Doom for a couple hours. Didn't beat the game.. /sigh |
| This time cuts into the Xbox time because I was checking my phone while using the Gaming console, so this was a case of multi-tasking. | |
| I counted between 12pm to 5 pm how many times I used facebook on my cell phone and it was 11 times. | |
| Because updating my status is just that important. | |
| Chatting before class. | |
| Ghost Adventures | Not sure if this show is considered a documentary, but it is more for entertainment purposes. |
| Lord of the Rings: Fellowship | Far too many commercials. Periodically felt as if I was drowning in advertisements. |
| Lord of the Rings: Fellowship | TNT special this weekend, will likely continue watching the series. |
| Management | Viewed through Netflix |
| My Mic Sounds Nice | On Bet.com |
| Open Mic Night | There was music playing from a laptop computer (and live performances of music) at the Open Mic Night at Plymouth. |
| Starbucks Cup | I read the message about saving the earth on my Starbucks cup. |
| Surfed Ebay for good deals on Motorcycles | Did this while playing WoW. Found a couple nice 750/4's. |
| syllabus | In a way it was free. In another way, I paid thousands and thousands of dollars to receive this syllabus. |
| texting | I put this under a subscription cost because I have unlimited texting. |
| The Social Network | going very early to a pre-screening of the Facebook movie. |
| Tuck Everlasting | I was being picky with movies on Netflix. |
| Watched a bit of Football | Was mostly distracted with slappin' the bass. Used the television as background noise. |
| World of Warcraft | Ran around in circles, talked to friends in my hometown, logged off. Was mostly used as a communication piece today. |
Rock on!
Friday, September 17, 2010
And the homework: Back-of-the-envelope tally of individual communications
This is the one where you figure out how best to make a reasonable estimate of your daily individual (as opposed to mass) communications:
* Number of phone calls and number of minutes
* Number of emails (and FB messages, etc.) that you've read and that you've written. (If you also tally the ones you received but didn't read, that's excellent.)
* Number of text messages.
* Number of IM chats; some tally (or guess) of how many lines of text, that would be a bonus.
* Count up whatever else seems to fit: Skype/G-chat, etc.
The goal here is to use the most effective, efficient means to come up with a reasonable estimate of your daily activity. Taking your monthly cell minutes and dividing by 30 seems A-OK to me, for instance, but if you've got a better way to go, do it.
By Thursday morning, email me:
-- Your estimates
-- AND a quick explanation of how you came up with each one.
Example: "50 text messages on Wednesday; my inbox counts them for me."
Cool? So by Thursday 9 a.m., get those suckers to dan [dot] weissman [at] gmail [dot] com
Cool.
* Number of phone calls and number of minutes
* Number of emails (and FB messages, etc.) that you've read and that you've written. (If you also tally the ones you received but didn't read, that's excellent.)
* Number of text messages.
* Number of IM chats; some tally (or guess) of how many lines of text, that would be a bonus.
* Count up whatever else seems to fit: Skype/G-chat, etc.
The goal here is to use the most effective, efficient means to come up with a reasonable estimate of your daily activity. Taking your monthly cell minutes and dividing by 30 seems A-OK to me, for instance, but if you've got a better way to go, do it.
By Thursday morning, email me:
-- Your estimates
-- AND a quick explanation of how you came up with each one.
Example: "50 text messages on Wednesday; my inbox counts them for me."
Cool? So by Thursday 9 a.m., get those suckers to dan [dot] weissman [at] gmail [dot] com
Cool.
Here's that paper assignment
Here's your topic:
First, broadly compare the data we collected to the data compiled by Pew about where people get their news. What do these trends suggest about the audience you'll be seeking to reach in your own work as a journalist: Who are they? What defines them? (Age? Race? Income? Education? Gender? Political beliefs? Cultural or athletic interests?) What counts as "credible" and/or "satisfying" to that group? What are the signs that something is not credible to that group?
Next, choose an example-- a single story or clip of any kind, first published Sept 17, 18, 19, or 20-- that you think typifies the best of what you (a) like to read/watch/hear and/or (b) would like to do yourself.
Then, pick a single thing -- a shot, a quote, a moment-- from within that piece-- that exemplifies the strategy behind it: who it's for (age, demographics, attitudes, etc.), what it offers them, what makes it stand out.
And then find a second piece that treats the same subject in a different way-- as different ad (Example: a New York Times story on a speech by President Obama vs. a clip from Glenn Beck. Describe the audience you think the second piece is addressing. What does it offer that audience? Again choose an image, a quote, or a moment or a turn of phrase that you think is an especially clear example of what this clip is offering that audience. Describe what makes it effective for them AND describe it's effect on you.
So, your structure is as follows:
1. Identify the single most interesting comparison between a data point (or points) that we generated and a data point from the Pew study, and describe how the two relate to each other. This is your point of entry.
2. Analyze the first piece of content you selected-- the one that appeals to you. First, describe it-- what's the medium, when was it published/broadcast/posted, who made it (both corporate identity-- ABC News-- and individual identity-- like George Stepanopolous), what the headline or lead was, who the sources were, what the angle was. And what the style is (photo essay? blog post? straight news story? interview? game report?). Then pick out a single element-- a sentence, a quote, a question, an image-- that you think is especially effective. (There may be more than one. That's OK. Just pick one of them.) Describe it in enough detail that your reader can picture it clearly-- feel free to include a link, or to post the picture, or whatever-- and explain what it does: What's it's function? What is it accomplishing? What does it make you think or feel or both? And finally: What does it say about YOU that you respond to it? Describe what makes you different from someone who wouldn't respond to it in the same way.
3. Now, do the same analysis for the second piece of media-- the one that treats the same subject in a completely different manner (and that probably doesn't appeal to you as much). Describe in detail. Pick an element and analyze what it does. Explain who the target audience is and why this story is effective for them.
4. Write a conclusion that puts together at least some of the pieces you've explored: your analysis of data from our study and from Pew's; your analysis of a piece of content for which you are the target audience; and your analysis of a piece of content for which you are not the target audience. What sticks with you? What seems significant? Taken together, what do these pieces of analysis suggest? What questions do they raise?
First, broadly compare the data we collected to the data compiled by Pew about where people get their news. What do these trends suggest about the audience you'll be seeking to reach in your own work as a journalist: Who are they? What defines them? (Age? Race? Income? Education? Gender? Political beliefs? Cultural or athletic interests?) What counts as "credible" and/or "satisfying" to that group? What are the signs that something is not credible to that group?
Next, choose an example-- a single story or clip of any kind, first published Sept 17, 18, 19, or 20-- that you think typifies the best of what you (a) like to read/watch/hear and/or (b) would like to do yourself.
Then, pick a single thing -- a shot, a quote, a moment-- from within that piece-- that exemplifies the strategy behind it: who it's for (age, demographics, attitudes, etc.), what it offers them, what makes it stand out.
And then find a second piece that treats the same subject in a different way-- as different ad (Example: a New York Times story on a speech by President Obama vs. a clip from Glenn Beck. Describe the audience you think the second piece is addressing. What does it offer that audience? Again choose an image, a quote, or a moment or a turn of phrase that you think is an especially clear example of what this clip is offering that audience. Describe what makes it effective for them AND describe it's effect on you.
So, your structure is as follows:
1. Identify the single most interesting comparison between a data point (or points) that we generated and a data point from the Pew study, and describe how the two relate to each other. This is your point of entry.
2. Analyze the first piece of content you selected-- the one that appeals to you. First, describe it-- what's the medium, when was it published/broadcast/posted, who made it (both corporate identity-- ABC News-- and individual identity-- like George Stepanopolous), what the headline or lead was, who the sources were, what the angle was. And what the style is (photo essay? blog post? straight news story? interview? game report?). Then pick out a single element-- a sentence, a quote, a question, an image-- that you think is especially effective. (There may be more than one. That's OK. Just pick one of them.) Describe it in enough detail that your reader can picture it clearly-- feel free to include a link, or to post the picture, or whatever-- and explain what it does: What's it's function? What is it accomplishing? What does it make you think or feel or both? And finally: What does it say about YOU that you respond to it? Describe what makes you different from someone who wouldn't respond to it in the same way.
3. Now, do the same analysis for the second piece of media-- the one that treats the same subject in a completely different manner (and that probably doesn't appeal to you as much). Describe in detail. Pick an element and analyze what it does. Explain who the target audience is and why this story is effective for them.
4. Write a conclusion that puts together at least some of the pieces you've explored: your analysis of data from our study and from Pew's; your analysis of a piece of content for which you are the target audience; and your analysis of a piece of content for which you are not the target audience. What sticks with you? What seems significant? Taken together, what do these pieces of analysis suggest? What questions do they raise?
The results so far...
Thanks, everybody, for your hard work on this week's homework! I don't think we got perfection-- I know I fell behind, personally-- but I think we gathered enough data to start looking through it.
Here's what I see so far:
1. What kind of media do we consume?
All kinds.
Text is actually the big winner, when you combine "daily" with "non-daily"
Then we've got a bit of a close race among social media, music and TV/movies/etc.
2. Where does this stuff live?
(Online? In your hard drive or DVD? On the airwaves or the movie screen?)
The labels are missing, but almost half is online. The smallest chunk-- less than 20 percent-- is live broadcast, movies, etc.
3. How much of this is free (to us)?
More than 80 per cent. The rest, we bought (or subscribed to, like with cable TV). Less than 1 percent was pay-per-use, like a movie ticket. It doesn't even show up as a slice on the pie chart.
4. What technology are we using?
More laptops than anything else. Next up: Mobile phones.
5. What times of day are seeing the heaviest use?
6. How long are we plugging in for, with each thing?
I don't have any clear idea of what this data means:
7. Are there days of the week when we're more plugged in or less?
I dunno: This chart seems to say that last Friday was the heaviest day. Or was it just the day when, collectively, we were doing the most logging?
*********************
AND THEN...
We can compare our results to the Pew Center for People and the Press, which published a report last weekend called "Americans Spending More Time Following the News." Or: Where Americans got their news yesterday.
Here's a graph showing where people told Pew they got their news:
Here's how much time people told Pew they spend getting news each day from various sources:
And here's what the Pew study has to say about who is spending all this extra time with news:
And here's something we didn't talk about or measure. We should.
We'll talk about all of this in class.
... and you'll be writing papers about it.
Here's what I see so far:
1. What kind of media do we consume?
All kinds.
Text is actually the big winner, when you combine "daily" with "non-daily"
Then we've got a bit of a close race among social media, music and TV/movies/etc.
2. Where does this stuff live?
(Online? In your hard drive or DVD? On the airwaves or the movie screen?)
The labels are missing, but almost half is online. The smallest chunk-- less than 20 percent-- is live broadcast, movies, etc.
3. How much of this is free (to us)?
More than 80 per cent. The rest, we bought (or subscribed to, like with cable TV). Less than 1 percent was pay-per-use, like a movie ticket. It doesn't even show up as a slice on the pie chart.
4. What technology are we using?
More laptops than anything else. Next up: Mobile phones.
5. What times of day are seeing the heaviest use?
- Big spikes in the late morning and late evening.
- Big dip overnight. (Thank goodness we're getting some sleep.)
6. How long are we plugging in for, with each thing?
I don't have any clear idea of what this data means:
7. Are there days of the week when we're more plugged in or less?
I dunno: This chart seems to say that last Friday was the heaviest day. Or was it just the day when, collectively, we were doing the most logging?
*********************
AND THEN...
We can compare our results to the Pew Center for People and the Press, which published a report last weekend called "Americans Spending More Time Following the News." Or: Where Americans got their news yesterday.
Here's a graph showing where people told Pew they got their news:
Here's how much time people told Pew they spend getting news each day from various sources:
And here's what the Pew study has to say about who is spending all this extra time with news:
And here's something we didn't talk about or measure. We should.
We'll talk about all of this in class.
... and you'll be writing papers about it.
Friday, September 10, 2010
Welcome to Intro!
A few links to get us started for day 1:
We'll be watching a few minutes from this 2003 clip of Bill Moyers interviewing Jon Stewart
We'll be analyzing some classic stories from America's finest news source.
Question of the day: Could the news media have ignored Terry Jones? Should they have ignored him?
Bookmark the form for the media tracking assignment: http://bit.ly/trackyourself
Also: Be sure to print out at least one hard copy http://bit.ly/MediaWorksheet1
We may end up saving this clip for later. But if there's time, we'll look at it today:
We'll be watching a few minutes from this 2003 clip of Bill Moyers interviewing Jon Stewart
We'll be analyzing some classic stories from America's finest news source.
Question of the day: Could the news media have ignored Terry Jones? Should they have ignored him?
Bookmark the form for the media tracking assignment: http://bit.ly/trackyourself
Also: Be sure to print out at least one hard copy http://bit.ly/MediaWorksheet1
We may end up saving this clip for later. But if there's time, we'll look at it today:
| The Daily Show With Jon Stewart | Mon - Thurs 11p / 10c | |||
| Internet Exploiter | ||||
| ||||
This Week's Homework: Track Yourself
Your assignment: For seven days, record every piece of media you take in. Every piece of video, every website-- even video games. Start the minute your first Intro to Journalism class ends and keep going until the class meets again. Bookmark this form in your browser-- and if you've got a smartphone, bookmark it there too. Log as you go-- directly on this form if you're online, or on hard copy, to transfer later to this form.
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