In the current technological age of online media networks, it is the continual dilemma of journalism teachers whether to focus only on traditional, hard-core journalistic techniques or to include this new media within the curriculum even though more complex and sophisticated sites will probably replace these sites.

In light of this dilemma, it is the responsibility of the instructor to prepare the students for future educational opportunities and what specifically colleges and work sites will require of their future candidates.  I was fortunate to be able to interview Wendy

Wallace, director of the High School Journalism Program at The Poynter Institute in St. Petersburg, Fla.

The Poynter Institute is a school for journalists, future journalists and teachers of journalism.   The students come in search of excellence, so as a financially independently the institute is beholden to  no one except its own mission: helping journalists do their best work.  Wallace said “ that the educator begins with the core curriculum: storytelling, journals, fairness, checking and reporting the truth.  Educators should use the textbook and update with 21^st century reality.”

She discussed on-the-spot reporting, sending students out into the field to discover “real journalism, not puff pieces found in People magazine.”  Students should learn the importance of multiple sources for truth and fairness, use every opportunity as a teaching moment.  The nuts and bolts of journalism –the inverted pyramid, and 5HWs and H (who, what, why, where, when and how story is written- are at the core of journalism study.  But they should be relevant to stories that impact the students lives, focusing on the school community and issue that require a lesson on watchdog journalism.  Professor

Steve Doig, Knight Chair in Journalism at the Walter Cronkite School of Journalism and Mass Communication at Arizona State University, said that working with teen journalist should have “that there-for-the-grace-of-God-go-I moment.  Have them reporting in a community where there are teens that have less than they have.”

Wallace told me about what The Poynter Institute looks for in its candidates, criteria for admission and the credentials they possess.  It is seeking students who have personal websites, have done investigative reporting and are ready to contribute to the collective intelligence of the institute.  She told me of Saturday writing workshops held in November that exposes high school students to college-typewriting classes and helps them with lead development, story writing, investigative reporting and editing.  This is a very worthwhile exercise, and I would certainly consider attending one of these workshops with my students if possible.  It would certainly be a break from the formulaic writing of high school and expose them to reality journalism, expand their writing skills and develop their voices.  Wallace reiterated the fact “that technology will change, but the core values will never change.”

Jody Brannon, a digital media leader who has held top editor positions at MSN.com, USAToday.com and Washington.post.com spoke to me about her position as national director of Carnegie-Knight News21 Initiative that is housed in Cronkite School.

The mission of the initiative is “to perform accountability journalism with an innovative edge, hoping to show in a new context and delve deeper understanding complex issues.”  The challenge of the initiative is to present the inverted pyramid and the 5Hs and the W that are connected to the core principles newer technologies that explain the methods necessary to advance a story, she said.

The essence of News21 is to “create digital media incubators,” which are now at eight universities, including Arizona State University.  Under this program, students enrolled in the spring program explore a major news topic, such as Latino issues, and in the summer travel across the county to produce in-depth stories while experimenting with multimedia forms.  In our discussion, which took place on the phone, since Brannon was traveling through Montana, she said that admissions officers were looking for “an able student who displayed knowledge of core journalism and can embrace newer technology tools to tell stories in a newer, more creative way.”  She wants her students to be able to tell the story in a distinctive manner and looks closely at resumes and past experience. 

She used the metaphor of perfecting the jump shot: “practice, practice, practice.”  Candidates should know AP Style, avoid disjointed thinking and writing, and be able to use WordPress.  She was quite emphatic about receiving a poorly composed email or resume cover letter.  “It goes in the garbage,” she said.  Brannon added, “these young journalists, guided by seasoned educators and deans at their respective schools, are poised to prove the future of journalism is bright.”  In conclusion, her candidate establishes what Doig relates:  “Society needs people who are good at journalism.”

As the importance of journalism grows in the new venues and networks become the prime outlet for news via social media- the Arab Spring and the Japanese earthquake, for example, it becomes essential for journalism teachers to give their students the most powerful set of tools available to make sense of the world and convey their understanding to the public.  As Thomas Griffith said, “Journalism is history on the run,” the attitude today is that technology will keep chasing journalism.