Static Vol. 45, No. 2 May 2006

Knowles Wins 2006 Bliss Award
Head Notes
RTVJ @ 40
2006 San Francisco Convention Programming
Research Paper Competition Results
Looking to the Future: Making the Electronic Journalism Classroom Relevant
Static Archive (PDF and Online)

Looking to the Future:
Making the Electronic Journalism Classroom Relevant

Judy Cramer, Ph.D.
St. John's University
Teaching Chair
cramerj@stjohns.edu

The recent announcements that Katie Couric will become anchor and managing editor of the CBS Evening News, and that Meredith Vieira will replace Couric on the “Today Show” have me thinking.  Ten to 15 years ago, 40 something year-old women working in broadcast journalism were wondering what the future held for them – was it in broadcast news or were they going to have to go to Plan B – to a career outside of broadcast journalism that had a track record of being more welcoming and accepting of aging women?  Now, Couric, 49, and Vieira, 52, appear to be breaking through the proverbial glass ceiling – or are they?

Our male and female students probably aren’t spending much time thinking about this.  They aren’t watching broadcast network news or reading newspapers. News and information delivery systems and content have changed so much in recent years that network television news has become less important, some might even argue irrelevant. The students we’re teaching are accessing their news and information from the Web, cell phones, podcasts, and cable stations like CNN, Fox News, MTV, and Comedy Central (The Daily Show with Jon Stewart).  And, the fact that just about anyone who has an internet connection can now produce and disseminate information to the masses changes the power structure.  The person who delivers the nightly broadcast news isn’t “the player” he once was because we can get our news and information 24/7 from a whole host of sources via any number of delivery systems.  So, female television journalists who happen to be 40 something are finally “making it,” reaching the top at a time when the top, as we’ve traditionally defined it, isn’t so important or prestigious anymore.

What does this mean for educators?  How do we help redefine for our students what “making it” means in electronic journalism?  Perhaps we should begin to localize “making it” -- shape it in terms of the opportunities our students have to produce and distribute news and information themselves; define it as communicating about events and issues that matter to the audiences our students are hoping, expecting to reach from their homes, offices, and more remote locations.  To have “made it” needs to mean that their written, verbal and visual reporting engages their audiences in conversation.  At the same time, we should not ignore or minimize what “making it” has meant to electronic journalism professionals like Katie Couric who have come before our students. Rather, we should talk about it, honor, and respect it both inside and outside of the classroom.

 

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