JOU 6191 Contemporary Issues in Journalism From Muckraker to Blogger The Journalist of Yesterday, Today and Tomorrow

Transcription

1 JOU 6191 Contemporary Issues in Journalism From Muckraker to Blogger The Journalist of Yesterday, Today and Tomorrow Fall 2005 Instructor: G. Michael Killenberg Office: FCT Office hours: Tuesdays, Thursdays 2-3 p.m. and by appointment Textbooks Discovering the News, Michael Schudson All the President s Men, Carl Bernstein and Bob Woodward Introduction JOU 6191 Contemporary Issues explores the increasingly fluid and contentious question: Who is a journalist? The question will be addressed for its practical, legal, ethical and societal implications. At first glance, asking, Who is a journalist? might seem inconsequential. How can a class be built upon such a simple query? But try answering the question. Most of us would struggle with a response. Of course, here s the rub: There is no easy, right or sure answer. So why ask in the first place? The quest for an answer is like taking a meandering journey toward an undetermined destination, guided by the saying, Getting there is half the fun. The fun comes in exploring new territory; the value comes from what we ll learn along the way. We ll start with Michael Schudson s influential book, Discovering the News. Schudson explains, in part, how reporting was a social invention of the 1880s and 1890s. He provides an historical perspective for our examination of journalists past, present and future. The Bernstein-Woodward book tells the story of Watergate, a watershed event in the evolution of journalism and reporting. As we mark and examine important events, people and documents, we ll study 1) the historical and contemporary roles of a journalist; 2) model-representative journalists by generation; and 3) conventional and non-conventional values of a journalist. Our objective: To give you a sense of perspective and context for your work as practitioners, teachers or students of journalism. 1

2 Seminar experience A seminar depends on your contributions. It s your class, not the instructor s. I m here to provide direction and support. I ll initiate most of our discussion and interject with questions and observations, as needed. I ll try to keep us on track and on schedule. Your responsibility is to participate fully, through your reports and informed comments. We learn from each other, and we owe each other our best efforts. Of course, it s possible to be minimally prepared and escape detection; it happens often enough. But when people slack off, the seminar becomes disappointing for everyone, especially for those who have come prepared. They ll rightly feel cheated and let down. Prepare for class by carefully reading the textbooks and articles and then think about them taking notes, developing your ideas, and raising questions. Simply running your eyes over the assigned pages isn t enough. You must add your own insights and conclusions, drawing from research, experience, outside readings and outside discussions. As part of your preparation, visit Web sites, interview professionals and experts, run database searches, read trade and professional publications. Share your good work with us. Don t hesitate to speak up or interject. Volunteer information; don t wait to be called on. Come, too, with the right attitude of intellectual curiosity and enthusiasm. We all have slumps; our days often are long and exhausting. But don t enter the room with your mind and spirit on empty. The subjects on tap for JOU 6191 ought to be inherently interesting. It s possible, though, that they do not inspire everyone at the same level. That s okay, so long as you stoke your interest in some way. If you think the readings suck, say so, with reasons to support your assessment. If you disagree with what the writings say, let s hear why you disagree. Stay engaged as the seminar progresses; keep thinking and reacting. You can earn up to 50 points for class participation. Schedule Aug. 31 Introductions; syllabus; schedule Sept. 7 Defining ourselves Readings: What Is a Reporter, in The Power of News, Michael Schudson; The Journalistic Method, in A History of News, Mitchell Stephens Sept. 14 Discovering the news; uncovering our roots Readings: Discovering the News, Michael Schudson Sept. 21 The age of muckraking Readings: Excerpts from The Autobiography of Lincoln Steffens Video: The Image Makers 2

3 Sept. 28 When publishers lived (and acted) like kings Video: clip from Citizen Kane Due: Profile No. 1 Oct. 5 Professionalism arises Readings: ASNE Code of Ethics; excerpts from A Free and Responsible Press Oct. 12 Journalism s rugged individualists Readings: I.F. Stone: The Practice of Reporting, Jack Lule Video: Tell the Truth and Run Oct. 19 The power of images Video: Harvest of Shame Due: Report No. 1 Oct. 26 Tragedy and turmoil Readings: Excerpts from the Warren Commission report; excerpts from the Kerner Commission report Video: Clips from Eyes on the Prize Oct. 26 Watergate, watershed Readings: All the President s Men Video: Clip from All the President s Men Due: Profile No. 2 Nov. 2 New journalism? Nov. 9 Corporatism of the news Readings: Excerpts from Chain Gang, Richard McCord; excerpts from Into the Buzzsaw, Kristina Borjesson (ed.) Video: Clip from The Insider Due: Report No. 2 Nov. 16 Homogenizing the News CNN meets McPaper Nov. 23 Debating journalism s traditional role Readings: Excerpts from Public Journalism & Public Life, Davis Merritt; excerpts from Breaking the News, James Fallows Due: Essay-think piece Nov. 30 Blogging along and beyond 3

4 Dec. 7 It s a wrap rap? Requirements Besides your participation in class discussion, you ll be responsible for several written assignments. In ALL cases, please inform me via of your choices/topics for assignments. Grading Profiles in journalism: Complete profiles of two American journalists (circa 1890 to present), focusing on the contributions of each to the profession. I expect your profile to be based on a minimum of five sources. Please condense your report to no more than three double-spaced pages. Profile No. 1 due Sept. 28; profile No. 2 is due Oct. 26. Make a copy for each classmate. Value: 50 points each. Literature of journalism: Complete reports on two books written by or about journalists. While you can read and report on books from generations ago, such as Upton Sinclair s, The Brass Check, I d suggest you focus on books dating from the 1960s to the present. Please focus on what you ve learned of value from your reading. Length: No more than four double-spaced pages. Report No. 1 is due Oct. 19; report No. 2 is due Nov. 9. Value: 50 points each. Future of journalism and journalists: Complete an essay-think piece that addresses what you discern as issues involving the roles and responsibilities of tomorrow s journalist. We ll brainstorm approaches and topics in class sessions. Length: five to eight pages. Due: Nov. 23. Value: 100 points. Your grade will be based on a percentage of the total points you accumulate for the written assignments and class participation. Readings These books are recommended for additional insights into the topics explore in JOU Rob Anderson, Robert Dardenne and G. Michael Killenberg, The Conversation of Journalism: Communication, Community and News Ken Auletta, Backstory: Inside the Business of News Russell Baker, The Good Times Jack Black, et al., Mixed News: The Public/Civic/Communitarian Journalism Debate 4

5 David Broder, Behind the Front Page Kristina Borjesson, (ed.), Into the Buzzsaw Arthur Gelb, City Room Katharine Graham, Personal History Kathleen Hall Jamieson and Paul Waldman, The Press Effect Jack Fuller, News Values Howard Kurtz, Media Circus: The Trouble with America s Newspapers Geneva Overholser and Kathleen Hall Jamieson (eds.), The Press Jay Rosen and Paul Taylor, The New News v. The Old News Mitchell Stephens, The History of News James Squires, Read All About It: The Corporate Takeover of American Newspapers W.A. Swanberg, Citizen Hearst Doug Underwood, When MBAs Rule the Newsroom 5