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J1100 The Education Problem

by: Kathryn Hardison

J1100 The Education Problem 1100

Kathryn Hardison

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J1100 The Education Problem
Principles of American Journalism
Marina Hendricks
Class Notes
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Popular in Journalism and Mass Communications

This 4 page Class Notes was uploaded by Kathryn Hardison on Wednesday March 16, 2016. The Class Notes belongs to 1100 at University of Missouri - Columbia taught by Marina Hendricks in Winter 2016. Since its upload, it has received 13 views. For similar materials see Principles of American Journalism in Journalism and Mass Communications at University of Missouri - Columbia.

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Date Created: 03/16/16
J1100­ The Education Problem  Patterson’s Arguments Thus Far o Problems  Information Problem  The public is misinformed and that’s dangerous to democracy  Source Problem  The reliance on official sources  “He said, she said” journalism with no independent verification  Knowledge Problem  Skills vs. knowledge o Is Journalism Fulfilling its Responsibility?  Patterson says no  Calls for “knowledge­based journalism”  Contemporary journalism is filled with “untrustworthy” and  “pointless” information  Information overload o People think they know something and they really don’t o Knowledge­Based Journalism  We can’t blame the public  “Talk shows” of journalism dominated in the 1990s  More opinions in journalism than ever before  Leads to herd­mentality in audiences o “Cyber ghettos” page 13  Political blogs don’t help  “Bias” o Media  No evidence exists of partisan bias in the mainstream media  Newspaper: no bias  TV: little democratic bias  Magazine: little republican bias  This doesn’t mean that partisan bias doesn’t happen, there’s just  not enough evidence to claim  The real bias in the media is the journalists’ tendency to negative coverage  When the economy tanks, it makes the front page  “Mean World Syndrome”  Leads to cynicism among voters  Mistakes leads to less audience  Our Model o Journalists  Professional skills in the context of  What are liberal arts?  Knowledge essential to be free o Ex: Grammar, logic, etc.  o Today: fine arts, humanities, sciences, social sciences  Value? o Citizen and journalism  Past and Present  Journalists can be very good at describing the present o Remember: news values o Our focus: what’s happening  Journalists can be not so good at the past o Not providing content o “Parachute Journalism”  “Parachute” in when something happens without  understanding  Nature of newsgathering  Journalists contribute to the problem  Journalists leave when people forget about it  What this means o Journalism can be focused on breaking news and  dramatization  Infotainment  Blurring lines between journalism and  entertainment o Lippmann  The problem comes when journalists “make moles  of mountains and mountains of moles” (pg. 83)  The new hope vs. no hope  A Multi­Faced Problem o Problem of Pressure and Knowledge  5 w’s but not “why”  “Collecting the dots” vs. “connecting the dots”(pg. 84)  Explaining the issue for the audience  Seek out and report conflict  Or ignore long­term issues until they appear to have immediacy o Framing  Episodic  “An issue”  Single event­oriented  Incident isolated  Thematic  Statistics about an issue  Context  Broader narratives  Ex: Poverty  Episodic: makes and considers people responsible for their own  actions   Thematic: structural/systematic issues  Important  Framing isn’t negative  Just “is” o All stories must be framed o Not a matter of bias  Not everything requires thematic, but all stories must have context  to affect how people function in democracy o Without it, you’re asking people to fill in gaps on their own  Make assumptions  Personal bias  Why it matters  Hutchins o Provide the days events in a context that gives meaning o Journalism is a role with democratic purpose  Positive externalities  Full of them rd  Benefit enjoyed by a 3  party as a result of an  economic transaction  Journalism education had greater democratic  purpose  Ex: you’re on the quad, play a song, people  listen to it, they enjoy it, and it’s something  you bought  What Journalists and Journalism Students Need o Donsbach and Fiedler  Pg. 99­100  Awareness of relevant history, current affairs, analytical thinking  Subject expertise  Know of journalistic processes  Ethical awareness  Practical skills  Ways of Knowing o Primary Tools  Observation and interviews o All Accounts are Partial   Why good journalism is using multiple sources o Other Sources  Documents, public records, research  Takeaways o Many explanations for journalistic problems  Patterson says it’s education  There’s more to journalism than skills  Reporting facts isn’t good enough  “Context is king”  Knowledge provides context and connecting the dots


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