Poynter Institute’s Post

In my experience as a journalism adviser and instructor, interviewing is often the scariest part of becoming a journalist. This is why I try to emphasize it in both the classroom and during reporter training at student media. A few ideas that have worked for me: -- Show students an interview conducted by Oprah Winfrey. I personally like the Lance Armstrong interview, but any of them will work. Point out her preparation, her eye contact, her nonverbals and verbals, her ability to ask follow-up questions in the moment, and her professionalism when calling someone out (hence why I like the Armstrong interview). -- Teach them how to write a query email. Even if they've written them before, added practice helps build to proficiency. -- Tell them your interview horror stories. I once interviewed rock star Eddie Money on a last-minute request and had no time to prepare. I was Shakin', but it wasn't from confidence. -- Have them write out questions ahead of time, and push them to go beyond the basic 5 W's and H. -- Mock interviews are a fun way to get to know your classmates/teammates and work out some of that interview anxiety before you do the real thing. A mock press conference is also a good way to simulate the real thing. -- All that said, there's no learning like experiential learning. Do the prep work, but then jump in there and start interviewing folks for stories. You'll learn with every interview how to make it go even better the next time. Part of the reason Oprah is the best interviewer in the world today is because she put in the work. What tips do you have for emphasizing interview education?

Tips for effective journalism and reflection

What I've learned from Intro to Journalism: (Class Portfolio Assignment) Coming into the intro course, I knew a small bit about journalism, but I never truly understood it. The structure of the stories we wrote is something that stood out to me, and helped me understand how to write like a journalist. The summary lede, which is as basic as you can get, taught me to give the facts right to the reader, and don't miss any key points. I also understand the impacts from different kinds of ledes and their purposes. JOU 1000 has allowed me to understand what type of lede to use in what situations. Secondly, I understand how to structure stories for different mediums. Whether it's broadcasting, social media or print journalism I understand how to write the content, and in what fashion I should write. Finally, this class has helped me understand how to be an ethical Journalist. We covered a lot of content relating to ethics, and now I understand how to be a journalist the right way, and how certain actions can affect the public and myself as a journalist.

Teaching a young journalist demands more than training them in traditional storytelling skills, and now must include, an understanding of the larger digital ecosystem, product management, audience engagement, user experiences, revenue streams, and more. If journalism schools want to succeed, they must teach students to succeed across the whole industry, not just as reporters.

This is a thought-provoking essay about the role journalism schools play in making future graduates ready for “ impactful roles in media that keep the ecosystem driving forward.” But does our consideration of “ecosystem” extend to how journalism percolates through public consciousness to shape opinion and influence action? The evidence suggests not to the extent necessary. A great many authoritative, factual stories exist to refute the Stop the Steal meme. Yet this Big Lie remains pervasive and pervasive. A century ago in his seminal work “Public Opinion,” Walter Lippmann described how credible information filtered through opinion leaders in society to create a “pseudo environment” that “manufactured consent.” We know the filtration process has changed. We talk about people living in “bubbles” where they only get information that reinforce their beliefs and preconceived notions. Maybe J-schools should take a giant step back into the realm of theory and reconsider how today’s technological and sociological conditions, so vastly different than those of Lippmann’s day, demand equally sweeping revisions to our playbook. Because journalism can’t be impactful if it can’t prick a bubble. #publicopinion #journalism #politicaltheory #mediastudies

‘Journalism is not about us, not about journalists. It is also not about advocacy. That is a job for others, not for those who profess to be journalists, to be chroniclers of history. It is not about what you think is right or wrong, good or evil. You have no moral high ground. You do not come from a moral high ground or any ground for that matter into an interview. You are not allowed to judge and if you do find yourself judging I ask only that you remember you have no right. You have only the right to listen, to learn, to try to understand, to ask questions, ask. Ask and then ask some more. I am not saying we don’t have opinions, sets of beliefs, and our own perceptions of right and wrong and we do indeed have the right to judge what is right and wrong for us, how we define good and not so good. But they are ours and not for us to impose on others. There is a real need for journalists to refocus away from ourselves and back to those whom we cover.’ From Kathy Gannon’s post attached, covering fear in hostile environments, moral high grounds, platforming those you may disagree with, ultimately about understanding the person you’re there to interview. Well worth the few minutes it takes to read as a reminder.

How to Teach Students Ethical Decision-Making in Journalism Class https://lnkd.in/ekGKE-mJ

B.A. Journalism and Mass Communication – Course Details, Colleges, Eligibility, Syllabus & Fees https://lnkd.in/gVrwnZbx #GraduatesDaily #BA #journalism #MassCommunication #courses

It’s the third day of #1WeekIrish, and today we spotlight our English Department, and specifically the revamped Journalism course. Students in Sacred Heart Cathedral’s Journalism course learn many aspects of print, online and multimedia journalism, including reporting, interviewing, feature and investigative writing, editing, computer layout and design, short and long-form video and podcasts. Julian ‘26, learned to love Journalism as it changed his perspective on writing. “I’ve also come to understand how much Journalists can impact public opinion, policy, and thought. It has made me read my writing more closely and more accurately to ensure I’ve presented plausible and factual information. Overall, I’m very glad that I became part of Ms. Duffort’s Block 8 Journalism class.” With the many forms of journalism, students also have a chance to dive into video journalism. Addison ‘24 did not expect to enjoy video journalism. “But it proved to produce one of my favorite pieces which I’m extremely proud and grateful for. By expanding my editing skills past the paper, I’m proud of my ability to adhere to quick deadlines and produce work that falls under our different areas of study promptly while still putting a large amount of time and effort into my pieces.” Lucie Duffort, Instructor of English, believes that students are more aware of how their education and their time will translate to their future. “They are taking advantage of as much as they can, enrolling in multiple clubs, playing on multiple teams, performing in choir, band and the school plays. They want real-life experience. For many, student journalism offers an opportunity to write in a non-fictional way that will approach the writing they may do in the future, and they are aware of high school as a testing ground for college and beyond.” Your gift today ensures that our students receive the educational tools they need to help them achieve success today, and in the future, as service-oriented leaders. Your gift will be double matched, up to $150,000, thanks to the kindness of a generous investor. Triple your impact today! Visit https://lnkd.in/gYrhzTAJ.