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Hofstra University, School of Communication

Fall 2009 Syllabus


JRNL 80
(Online Journalism)
Assistant Professor Mo Krochmal
Department of Journalism, Media Studies, and Public Relations

1
Instructor Information

Mo Krochmal, Assistant Professor of Journalism, Media Studies, and Public Relations


Hofstra University, School of Communication
Website: http://krochmal.posterous.com
Office Telephone: 516 463 4338
Hofstra E-mail: maurice.krochmal@hofstra.edu
Personal E-mail: mo.krochmal@gmail.com
Office: 147 Dempster Hall

Fall Semester Office Hours


Monday 3-4:30
Wednesday 3-4:30
And, by appointment.

I believe in being available to my students and my colleagues. I am often in my office or


the NewsHub beyond my posted office hours and you are welcome you to drop by for
coaching about the course, or to bring by your resume, or to just chat.

Additionally, I can be reached through Gchat, Facebook, IM, text message, Twitter and via
my cell phone. Please do tell who you are when you text me. Text is better than voice mail.
Do not expect an instant reply and simple courtesy is expected.

2
Letter to Students
Dear Students,

Welcome to a world of constant, rapid change where the future is unclear, and your career
opportunities might well be defined by your courage, tenacity and imagination as well as your
learning. Your grasp of the skills and practices you are absorbing in Hofstra's accredited
journalism curriculum, applied intelligently with new technologies, will serve you well in this
environment. Today, this class is called online journalism, but it is journalism, at pace with the 21st
Century.

This is an exciting and a challenging time for journalism as mainstream media contracts and
wrestles with how to use new digital tools and the capabilities of the Internet to fulfill a critical role
in a democracy -- and remain a viable business. I ask you: How many times can you get the
chance to invent a new medium. That's the opportunity here.

Journalism needs people who are undaunted by technology, but dedicated to the traditional core
values and ethics of the field. You aren’t guaranteed riches, or even job security, but you can
make the world a better place through your public service. And, it's a job that is never boring.

You stand on the shoulders of generations of Hofstra students that have come before you in the
over 60 years that this school has offered journalism.

We have much to do in the next 15 weeks. I believe in active and project-based learning and in
imparting the skills of self-teaching, a life-long gift. I am still the teacher but learning is also your
responsibility and that is a skill that will serve you well in the 21st Century..

We can not possibly cover every portion of this evolving medium in our short time together, but if
you come across something that we don’t cover, bring it up and we will discuss it and I will be
glad to help you learn it and share your learning with your classmates.

I am in my third year on the Hofstra University faculty and I have taught this course to 10 previous
classes since 2006.

Be advised that this class requires a commitment of time. When you are done, you will have had
the opportunity to develop cutting-edge skills, abilities and practices and methods for staying
current in a rapidly-changing field.

We will go through a great many applications from the Web 2.0 world. These are not fads, but are
new tools that are making an impact in journalism and in the working world almost as quickly as
they emerge. These days, companies are blogging, they are creating wikis, they are on Facebook
and on Twitter. Your challenge will be to effectively apply these tools to improve your knowledge
of the craft of journalism.

To be successful, come to class, participate, do the work, and hit your deadlines. You don’t have
to be a computer expert, you just have the patience to get past the technology so that you can
actually get to the story, the reporting, and, most importantly, the writing.

Welcome pioneers. Let’s learn and have fun doing it.

Sincerely,

Mo Krochmal

3
Purpose of the Course
This year, the journalism curriculum begins to reflect changes put into play over the last few years
to align our accredited curriculum with changes in the field. This course is an elective and soon
will be a requirement. Your classmates in JRNL80 are public-relations majors as well as print and
broadcast journalism majors – and soon those two labels will go away.

This year, JRNL 80 is joined by JRNL 10, Journalism Tools, on the new-media side of our
accredited curriculum and a future prerequisite along with the current prerequisite for this course,
JRNL 11 JRNL 11 - News Writing and Reporting.

In today’s curriculum, JRNL 80 is a structured learning opportunity to prepare you for the future of
journalism as it unfolds rapidly. The tools you use here are applicable to other courses and to the
working world.
Course Description
The Hofstra Bulletin describes this course as: A thorough introduction to the fastest growing
element of professional journalism -- online journalism. Students examine the theoretical, legal
and ethical underpinnings of this new form, while exploring the new form's connections with the
print and broadcast media. Practical skills include Web-based reporting, online news writing, and
design and construction of Web sites.

You should have an understanding of the skills you learned previously in JRNL 11. The Hofstra
Bulletin describes JRNL 11 as: Defining news and its importance in a democratic society;
structure of news-gathering process; the elements of news: introduction to basic news reporting
and writing for print and broadcast; use of the Internet as a reporting and research tool; accuracy
and fairness as journalistic imperatives. Outside community research and reporting time is
required.

Meta skills – you will become conversational and have a critical perspective on the topics that are
changing the practice of journalism. You will develop methods and experience in dealing with
new technology and using it ethically and effectively in your storytelling. You will understand
social media and have an idea of the changes that will come in this field. You will have an idea of
the marketplace and the economic factors that will affect your ability to derive income from these
skills.

4
Goals

Students will:

1. Examine the theoretical, legal and ethical underpinnings of this new but fast-
growing element of journalism.
2. Understand the connection among platforms in community journalism.

Objectives

Students will:

1. Develop and use the practical skills of Web-based reporting and writing.
2. Critically evaluate the functionality and application of Web 2.0 platforms in
journalism.
3. Learn the practical skills of multi-media/cross-platform content creation, and
publishing, as well as new skills in interaction and community-building.
4. Examine connections between online journalism and traditional print and
broadcast media.

5
Class and Course Logistics

If you add up the time we spend together over the period of a semester, you will see that it hardly
adds up to the working hours of just one week for a journalist. The time we spend in class
together is really important and special. Let’s use it to the best possible advantage by convening
on time, being prepared, participating actively, thinking critically and working efficiently.

The goal of this course is to immerse in you an intellectual examination -- and the professional
use -- of the tools in our rapidly evolving field. You are entering a dynamic and relentless
environment that builds on a foundation of solid writing and ruthless editing, on having "a nose for
news," being diligent in reporting, having a strong ethical compass and having a willingness to try
new technology to innovate and create. You must have a great attitude about embracing change
because it is constant.

The objective of the course is to exercise and develop your writing and reporting skills, to hone
your understanding of the principles and laws of freedom of speech and the press in this
environment of change, and to know how this medium is different. You will learn new skills by
engaging technology in your practice of journalism.

You will need to recognize that you are operating in a diverse multicultural and multilingual global
environment.

Additionally, you will get practical experience in the ethical use and presentation of images and
information and be able to explain the ethical principles that guide the decisions you make. You
must demonstrate the ability to think critically, creatively and independently, and to work within a
group and to interact with people outside the classroom.

You will also be able to critically evaluate your work, and that of others. You must do the math,
connect the dots, and ask questions. You will be able to critically examine new technologies and
apply them thoughtfully.

Some of your work will be widely available as a published piece of journalism.

We will work at an extremely high level, classes will be interactive, and we will be proceeding on
various tracks concurrently. You are expected to be well read in current events and news (know
what is in the most-recent update of The New York Times, The Wall Street Journal, and Newsday,
at the minimum) and be prepared to always ask questions and contribute to the discussion. You’ll
have help in your development in these areas.

For every hour spent in class, expect to spend two hours outside. One of the most important skills
you need in life is the ability to manage your time and juggle many projects. The classroom is
where we will tee up and then examine the work that you must do outside of the time we are
together.

I'll be here and I expect you to be here and on time, and to stay for the full class. Absences will
have a affect on your grade. Doctor’s appointments and job interviews are not excused absences.
You must document an absence by the next class.

6
Rules

Accuracy -- All articles are held to the highest standards for accuracy: Quotes must be exact,
names must be spelled correctly, and addresses should be accurate. Sources must be identified
and fact-checkable by e-mail and phone. Errors of this type in a piece will result in an F.

Integrity -- As journalists, we hold a trust in this society. We are looked upon to seek truth and
serve as watchdogs for the public. Let us work to uphold that trust. Credit all sources with
hyperlinks and in-text citations. If it is copyrighted material, either get permission to use it or use
something else.

Writing and reporting -- This is the foundation of any type of journalistic endeavor. You must be
able to come up with story ideas. You then must do the reporting, the writing, the editing, the re-
writing, and then, and only then, the posting, or publishing.

You will learn how to write and report for text and video for online presentation and how to collect
and produce multimedia and critically evaluate it and then publish it online. You will also critique
the writing and reporting of your peers.

Teamwork -- No matter what the medium, today's professional journalism requires the ability to
work well with others – editors, artists, producers, photographers, videographers, audio engineers
– and most importantly, with readers, who are empowered with the ability to fact-check your work
and to respond well beyond the letters-to-the-editor page of the newspaper. Think social media.

Deadlines -- In the newsroom, if you don't make your deadline, you don't keep your job. It's just
that simple. So, know that deadlines count in this class too. Miss a deadline, score 0 points.

A skilled online journalist should: have innate multitasking ability, extreme attention to detail,
fluent skills in multimedia and personal communication, and comfort in working under the duress
of extreme deadline pressure. She should be fearless and eager to deploy new technology, able
to work collaboratively in a fast-paced team environment and successfully manage projects.

Additionally, an online journalist should understand the business/revenue issues of this medium
and realize the value of understanding and cultivating diverse communities and encouraging
interactivity with the public.

You will get experience in all of this as well as in evaluating news and online presentation,
generating news story ideas, and, of course, in lots of writing and reporting. You will go off the
campus for your reporting. You are required to participate in news operations in the
NewsHub as a part of this class. You will complete one approved assignment a week for
the NewsHub.

7
Course Progression

This is an assignment-centered course. Each week, you will have outside tasks to perform that
build your tool kit of skills and your portfolio. You will have readings from the textbooks and the
web. You will conduct research, and engage in editing and writing. You will reflect, discuss and
comment. You will report largely off-campus and you will work in a newsroom.

The class meetings will include lectures, small groups, critiques, presentations and guests. You
will do deadline writing exercises, and online multimedia production. This is not a class about
somebody at the front reading, and you typing. I’m your guide, your facilitator, and your professor.
You are responsible for your learning.

Assignments will be turned in electronically, via e-mail, and also printed out.

The class can and often will be streamed onto the Internet.

Required Texts:

-- Textbook: Advancing the Story: Broadcast Journalism in a Multimedia World. Wenger,


Debora Halpern and Potter, Deborah. Washington, DC. CQ Press. 2008.

The Associated Press Stylebook. Goldstein, Norm. New York, Associated Press. 2006.

-- Textbook: Journalism 2.0. How to Survive and Thrive. Briggs, Mark. Knight Citizen News
Network. http://www.kcnn.org/resources/journalism_20/]

Note: With the exception of the first class meeting, all assigned readings and writing must be
completed prior to each class meeting.

8
Evaluation and Grading Procedures

The overall course score will be assigned based on the following criteria:

Class participation and attendance -- 25 percent


Assignments, Learning Journal -- 20 percent
Midterm, Final Examination – 10 percent
NewsHub – 20 percent
Final Project -- 20 percent
Grammar/Style – 5 percent

Your work will be read but you will not receive letter grades on your reporting/writing assignments.
Each assignment will be judged on deadline, writing, grammar and quality of content. You will
have a one-hour window (10:00-11:00 p.m.) the night before class to earn a point for meeting
deadline by electronically submitting the assignment. Assignments then will be evaluated on a 4-
point scale (0,1,2,3) for writing, quality of content, and grammar/style. 0 = Fail, 1=Poor,
2=Average, 3=Superior. For 1 point, missed assignment may be turned in within one class. Poor
assignments can be re-written, corrected.

This is a coaching, assignment-based approach that is designed to let you concentrate on your
skills, not your grades. You will write an entry a week in your learner's journal, which is published
for the class to view and comment.

Grade criteria

A = Outstanding work with excellent content, ideas, writing, reporting and style. Shows
leadership, innovation, participation, support and enthusiasm.
B = Very good work. Minor changes required.
C = Average. Requires substantial changes such as additional reporting, major rewriting
and correction of numerous style errors
D = Poor. Fundamental problems in assignments.
F = Unacceptable – late, inaccurate, incomprehensible, factual errors or misspelled
names. Plagiarism is an automatic F and will be reported for academic disciplinary action.

Grading scale

No letter grades will be given for papers, tests, quizzes or projects during the semester. You will
receive points. At the end of the semester, I will add up the points and weight them according to
the percentages listed below. Your points then will determine your grade based on this scale:

A = 95-100
A- = 90-94
B+ = 88-89
B = 84-87
B- = 80-83
C+ = 78-79
C = 74-77
C- = 70-73
D+ = 68-69
D = 64-67
F = 0-63

9
Standards

Every article you do for this class must be original for this class. No repurposing of other work.
You are encouraged to submit work done for this class for publication elsewhere, but not to take a
piece written for another publication and turn it in for credit here. So, if you work for the student
newspaper, or the radio station, or elsewhere, your work for this class must go through our
editorial process, and then you can publish it elsewhere. All work assigned may be posted online.

No use of art that you have not produced. No use of music that you don’t have permission to use.
If you don't own it, or haven't received specific permission to use it, it's not acceptable for use and
will result in a zero for the assignment. If it’s not your original thought, attribute it. Quotes must be
accurate.

All assignments are turned in by mail to me as an attachment in Microsoft Word 97-2003


format
At the top of each assignment Word document you will complete a slug consisting of:

NAME: Your Name


CLASS: JRNL 80
DATE: Today's Date
ASSIGNMENT: No.1, etc.
BYLINE: By Jane Doe (Jane.Doe@gmail.com)

E-mail's subject lines are formatted by NAME, CLASS, DATE, ASSIGNMENT NUMBER.
Example: Jane Doe, JRNL80, 9/9/09, Assignment No. 1

You will have a 1-hour window (10 p.m.-11 p.m.) the night before we meet to turn in your
work.

All work may be posted. Get an e-mail and a phone number for all sources. This information must
be included in your notebook and e-mailed to me with every assignment. You will also post your
final rewrites to a portfolio site that you will set up.

On your assignments, basic grammatical spelling and style errors will be indicated with
proofreader's marks. You will be expected to correct what you did incorrectly using the style guide
and/or other resources.

Headlines are required and will follow New York Times style (mixing uppercase and lowercase)
and will be judged as strictly as the writing that follows. All work will have a headline that is
compelling, and grammatically correct.

All articles must include appropriate and specific links. Multimedia will be captioned, people will
be identified, photogs/videographers/creators will be credited.

No unidentified or anonymous sources unless approved by the professor. You can not interview
your family or friends for an article for this class. Wikipedia, or Lexis-Nexis are not acceptable
sources.

10
The Schedule

You are required to work on assignments in the NewsHub and community-coverage operations
every week. You must complete one NewsHub assignment per week.

We will start by building your multimedia reporting skills and knowledge until midterm, followed by
the reporting and production of your final project, a multimedia, multisource investigative article
for consideration for publication in NassauNews.org, our hyperlocal online journalism project.

Final Project

The final project is an extended piece of community journalism that serves as a centerpiece for
your portfolio. You will conduct in-depth research to identify a topic to investigate and report. You
will produce an edited online video package following our format, and a text-based article with
hyperlinks, as well as a production memo, transcripts of all interviews and plan for social-media
integration -- as well as the use of additional and complementary multimedia such as slideshows
and databases.

One-Minute Papers

At the end of each class, you will write a deadline article on what you learned best, and what you
learned least during the class period. This is not a recap of the class, but an opportunity to reflect
and think and shape your efforts going forward. I read each one after class.

Learning Journal

You will make a weekly post to a website that details your reflections on the readings and the
class discussions for the week. Here are some things you can do in this:

• List all unfamiliar and important words and terms; look up and write out definitions.
• Write your version of the author's thesis or point of view -- in no more than one or a few
sentences .
• List three or four important subtopics. Do some mindmapping on paper or your laptop.
• Pose a question about each reading. (It not about what you know, it's about what you
want to know.)
• Note anything you find surprising, or which stimulates you to rethink your own
assumptions.
• Does any of the above connect with your thoughts, your relationships, your community,
democracy, the world? Do these terms, perspectives, subtopics, questions provide any
insight into the practice of journalism online?

You will also be required to comment on other student's journal entries.

Critiques

Part of the process in this class is to give you experience in thinking critically and providing
helpful advice and feedback to your peers in the form of real-time critiques. It also gives you
practice in how to work in a press-conference atmosphere, and in presentation skills.

Presentations

You will often have the opportunity to present your work in front of your peers. You should always
introduce yourself, and provide a quick synopsis of what you are discussing. Have points to
discuss and a conclusion.

11
News Hub

You are required to participate in the News Hub activities as a reporter. You must
complete an assignment a week. There will be lists of coverage possibilities that
are first-come, first-serve. Additionally, you can pitch an idea of something you
would like to cover or a NewsHub task you could do. Assignments will not be
considered final without an e-mail notification of approval.

If you accept an assignment, you are responsible for the timely completion of the
assignment and that is on a real-time deadline. Most assignments will be worth 1
point. Some will be worth 2 points, but a missed or blown-off assignment can
cost you minus 1 or 2 points.

You must score 16 NewsHub points over the semester to fulfill the minimum
standards for this portion of the course. You can not score more than 2 points in
a week, so you must make this a part of your weekly routine.

You will have opportunities to use new technologies such as Twitter and
Livestream to do your reporting.

Work that meets the standards of NassauNewsLive.com will be published on that


website. NNL is a student-run, hyperlocal online journalism publication covering
the communities surrounding Hofstra University. Tim Robertson, a journalism
graduate student, is the managing editor, and David Gordon, a senior, serves as
news editor. There are other students who serve in leadership and editorial
positions and you will have an opportunity to work with them and get mentorship
and help.

The NewsHub typically operates from 8 a.m. until 8 p.m. and we will strive to
have student editors available to help you during these times, but this is not
guaranteed. You may need to communicate via e-mail to get assignments and to
report to me the assignments you complete each week in a short memo.

The NewsHub gives you the opportunity to work in a world-class 21st Century
newsroom with access to the newest tools and a community full of stories to
follow.

12
Course Calendar
The following schedule is subject to change in reaction to news events and your needs

Class 1 -- Introduction, Background


Reading Assignment
-- Textbook: Advancing the Story, Ch. 3 “Multimedia Newsgathering” (pp 54-80);
-- "Get a FlipCam, Here's Why" [http://vinvelasquez.wordpress.com/2009/03/15/get-a-flipcam-
heres-why/]. A Video Journalist's Blog
Writing Assignment No. 1 [FlipCam Operation, Video Management]
-- Check out a FlipCam from the Dempster Hall Equipment Room and capture 1 minute of video.
1) Record an interview, 2) record yourself speaking into the camera and from behind the camera,
and 3) capture several wide->medium->close-up shot sequences to familiarize yourself with the
camera.
-- Upload the video to YouTube, and obtain 1) the embed code for your video, and 2) the unique
URL for your video. You will always need these two pieces of code in every video-based
assignment.
Enter the two codes into a Microsoft Word document and write a subject and a three-sentence
caption paragraph giving full and complete information on your video and provide yourself a
credit.

Class 2 – [News Writing for the Web]


Reading Assignment
-- Textbook: Advancing the Story, Ch.7, “Writing for the Web,” (pp. 167-191)
-- Finding Your Writing Voice on the Web [http://polaris.gseis.ucla.edu/pagre/zine.html]
Writing Assignment No. 2 [Writing for the Web]
-- Write a 200-word reaction that outlines the chapter and demonstrates your understanding of
the concepts explained in the chapter. Create a 10-bullet point list of the rules.

Class 3 – Content Management


Reading Assignment
Basic HTML (j-learning.org) [http://www.j-learning.org/build_it/page/basic_html/
CSS (j-learning.org) [http://www.j-learning.org/build_it/page/css_cascading_style_sheets/]
Writing Assignment No. 3 Content Management Exercise
Access the NassauNewsLive.com content-management system and create a new article,
entering your previous codes and caption from Assignment No. 1. Save and preview to make
sure that it is visible. Re-enter the system and adjust the size for your embedded video to 300
pixels, making sure you constrain the proportions. E-mail the URL on deadline.

Class 4 – Your Online Identity and Reputation


Reading Assignment
A Guide to Protecting Your Online Identity, [http://mashable.com/2009/04/21/protecting-
online-identity/] By Leah Betancourt, via Mashable, April 21, 2009
31 college students to watch for 2009, [http://www.visualeditors.com/apple/2009/04/thirty-one-
college-students-to-watch-for-2009/] By Charles Apple, via Visualeditors.com, April 23, 2009
Yasni People Search [http://www.yasni.com/index.php?action=search]
Snitch.name [http://snitch.name]
Writing Assignment No. 4 Personal Profile, Posting Issues, 'Reputation' Assessment
Following the profile used in the "31 College Students to Watch" article, create your own profile,
with links to relevant articles, organizations. Write a paragraph discussing the pros and cons of
posting this online.
Using the Yasni people search tool and the Snitch.name tool, search for yourself and write a 50-
word assessment of what an employer would learn about you in conducting this search.

13
Class 5 – Social Networks
Reading Assignment
Building Networks Around News [http://www.niemanlab.org/2009/01/building-social-networks-
around-news/] By Martin Langveld, via Neiman Journalism Lab, Jan. 26, 2009.
How to: Search for Information Within Social Networking Sites
[http://www.journalism.co.uk/7/articles/531651.php] By Colin Meek, via Journalism.co.uk, May 30,
2008. See related slideshow, Mining information from social networks.
Writing Assignment No. 5 Nassau Officials on Social Networks
Find social network pages for 5 Nassau County politicians or officials. In 250 words, write an
assessment of the news value of the pages. Pitch an article based on this research.]

Class 6 – Research
Reading Assignment
-- Textbook: Advancing the Story, Ch. 2, “Reporting the Story” (pp 23-42)
Living In | Hempstead Village, L.I.
[http://www.nytimes.com/2008/11/30/realestate/30livi.html?_r=2&pagewanted=2]
Beat reporting [http://www.america.gov/st/freepress-
english/2008/April/20080416221340eaifas0.9266735.html]
Writing Assignment No. 6 – Beat Pitch
Based on your reading, research your possible local beat for the semester and prepare a beat
document for that beat. Work must reflect in-depth research into the topic, with links.

Class No. 7 – Beats Presentation


Students will present their beat pitches to the class and accept questions and
comments.

Reading – Go through the tutorial “Creating Movies with Windows MovieMaker”


http://www.aiken.k12.sc.us/Schools/MVHS/website/mslong/teachers/movie2.html
Writing Assignment No. 7—Beat Report
Write 250-word memo assessing on your NewsHub responsibilities and accomplishments.

Class No. 8 – MovieMaker Editing


Reading Assignment
-- Textbook: Journalism 2.0Shooting and Managing Digital Photographs, Ch. 8,
Writing Assignment No. 8 -- Photography
Take 72 photographs, including profile photographs of people, shots of groups, action, candid --,
indoors and outdoors. Create an account on Flickr.com and upload the photographs, writing a
complete title, and including a full three-sentence caption with credit for your top 5 photos. Create
a "set" for the photographs and then create a slideshow using the set's specific URL and the
Vuvox.com slideshow application

Class No. 9 – Audio


Reading --
-- Textbook: Journalism 2.0, “Digital Audio and Podcasting,” Ch. 7
Writing Assignment No. 9 – Video Without You
Report a 1:00 video news article that is entirely made of quotes and SOT and not you. You can
have visuals or not.

Class No. 10 -- Multimedia


Reading Assignment
-- Textbook: Advancing the Story The Multimedia Mind-Set, Ch. 1
-- Textbook: Journalism 2.0, “New Reporting Methods” Ch. 4.
Writing Assignment No. 10 – Analyze Small Newspaper Online

14
Find a newspaper with circulation of less than 35,000 anywhere in the country and then examine
and analyze its online presence and effectiveness (250 words). Include links.

Class No. 11 – Link Journalism


Reading Assignment
What is Link Journalism? [http://www.publish2.com/about/what-is-link-journalism/]
Social networks link in ways you can't foresee
Writing Assignment No. 11 Linking Mainstream Article
Rewrite mainstream media article, adding embed and URL links to 1 video and at least 5 related
articles, following class guidelines for attribution.

Class No. 12 – Math, spreadsheets


Reading Assignment
Percentage Change for Journalists [http://www.robertniles.com/stats/percent.shtml]
Writing Assignment No. 12 Percentage Change
Write an article based with links to 5 examples of news articles with percentage change used.

Class No. 13 – Midterm Examination


Reading Assignment
View, read and critique in 100 words no less than 5 previous J80 Final Projects on
NassauNewslive.com
Writing Assignment No. 13 Final Project Pitch
Prepare a pitch for your final project.

Class No. 14 – Final Project Kickoff

Presentation of Final Project pitches for Q&A, class critique

Class No. 15 – Hyperlocal Journalism


Reading Assignment
NYTimes.com ‘Hyperlocal’ Web Sites Deliver News Without Newspapers
[http://www.nytimes.com/2009/04/13/technology/start-ups/13hyperlocal.html]
Writing Assignment No. 14
Define what a hyperlocal news publication is and give 5 examples with short blurbs of description.

Class No. 16 – Copyright


Reading Assignment
Journalism Education Association Violators risk the sting of Internet theft,.
[http://www.jea.org/pressrights/pressrightscurriculum/internettheft.html]
Writing Assignment No. 15
Find online sources for copyright cleared photographs and music for use in production, and write
an entry that lists the sites, gives a hyperlink and a description.

Class No. 17 – Journalism Skills, Jobs


Reading Assignment
Use Twitter to find your next journalism job [http://www.robbmontgomery.com/2009/02/use-
twitter-to-find-your-next-journalism-job/]
Social networks link in ways you can't foresee
[http://www.americanpressinstitute.org/pages/resources/2008/02/social_networks_link_in_ways_y
/]
Journalismjobs.com, Cubreporters.org
Writing Assignment No. 16
Write a 250-word guide to finding a job or an internship using social media and the Internet.
Include at least 5 links.

15
Class No. 18 – Data and Journalism
Reading Assignment
@ Future of Journalism: Adrian Holovaty's vision for data-friendly journalists
[http://www.guardian.co.uk/media/pda/2008/jun/06/futureofjournalismadrianh]
Writing Assignment No. 17
Find 5 examples of news organizations using data and list them. Suggest 5 sources of data that
can be reported in this new form of journalism.

Class No. 19 – Mobile Journalism


Webmedia Group LLC, Mobile Basics Telephony for Journalists
[http://krochmal.posterous.com/mobile-telephony-basics-for-journalists]
Writing Assignment No. 18
Find 5 examples of mobile journalism used by mainstream news organizations. List with links.

Class No. 20 – Community engagement and management


Reading Assignment
Lessons in Community from Community Editors
[http://onlinejournalismblog.com/tag/community-editors/]
Writing Assignment No. 19
Write a 250-word guide to community management for journalism

Class No. 21 –Entrepreneurship and Journalism


The Internet killed journalism.
[http://startupmedia.org/blog/jeremy_pennycook/apr_30_09/journalism_30_the_future_of_the_bu
siness_of_journalism]
Writing Assignment No. 20
Write and evaluate what this writer sees as the model for hope for journalism

Class No. 22 – Livestreaming


Reading Assignment No. 20
Livestreaming is the future of Newspaper news video online
[http://www.journalism.co.uk/2/articles/531119.php]
Eight questions about video journalism and newspapers
[http://www.robbmontgomery.com/2009/03/8-questions-about-newspaper-video-reporters/]

Class No. 23 – Video Deadline

Class No. 24 –Text Deadline

Class No. 25 –Presentation

Writing assignment for all: Compile a list of contacts, links and sources used in covering your beat
and post in central location for future NassauNewsLive beat reporters.

Class No. 26 –Final Examination

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How to Use the Syllabus
Print this out and place it in a binder. It will serve as your roadmap through the semester. It will
also be available for you online.

How to Study for this Course

This is course where you need to stay current. The assignments build on each other and the key
is to work with the technology, patiently. If you encounter a roadblock, reach out to your
colleagues, myself or the Internet community. Do the reading, collect URLs, learn cut-and-paste
and write quickly. Then print out and edit yourself, forgetting that the words are your sweet little
treasures. Cut out the junk and get to the point. Make your deadlines and learn from the editing
process.

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Disabilities

If you have any documented disability-related concerns that may have an impact upon your
performance in this course, please meet with me within the first two weeks of the current
semester, so that we can work out the appropriate accommodations. Accommodations are
provided on an individualized, as-needed basis after the needs, circumstances and
documentation have been evaluated by the appropriate office on campus.

For more information on services provided by Hofstra, and for submission of documentation of
your disability, please contact:

• Ann Marie Ferro in 101 Memorial Hall at 516-463-5341 (for physical and/or psychological
disabilities) or
• Dr. Diane Herbert in 202 Roosevelt Hall at 516-463-5761 (for learning disabilities and/or
ADHD)

All disability-related information will be kept confidential.

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