NSPA - studentpress.org - ACP. National Pacemaker Awards. The National Pacemaker Awards are awards for excellence in American student journalism, given annually since 1927. The awards are generally considered to be the highest national honors in their field, and are unofficially known as the "Pulitzer Prizes of student journalism. "[1][2][3][4] The National Scholastic Press Association administers the contest for high school programs, while the Associated Collegiate Press administers the college and university contests. Pacemakers are awarded annually at the JEA/NSPA National Conference (for high schools) and the ACP/CMA National College Media Convention (for colleges) in the following categories: Newspaper, Online, Yearbook/Magazine, and Broadcast. Newspaper Pacemakers[edit] ACP, NSPA and the Newspaper Association of America Foundation have co-sponsored the Pacemaker competition since 1961.
Online Pacemakers[edit] This contest replaces the NSPA/ACP Best of the Net competition, which began in 1996. Yearbook/Magazine Pacemakers[edit] Journalism education reform: How far should it go? Eric Newton, senior adviser to the President at Knight Foundation, gave the keynote address this morning a national conference of journalism educators, “Journalism Education in the Digital Age,” at Middle Tennessee State University.
The talk was delivered from this text: In 2005, two of America’s largest foundations created the Carnegie-Knight Initiative on the Future of Journalism Education. This was before Facebook got big. Before Twitter, Instagram, Groupon or Pinterest. You might think we launched a project on the future of journalism education because we saw all that coming. The deans and news leaders who met at the start of Carnegie-Knight – in meetings not unlike this one -- knew only that society had crossed over a threshold. We had entered the digital age, and it was a time of plenty and of paradox. One point was clear. Seven years later, I can tell you the answer is yes.
Carnegie-Knight demonstrated that change is possible. We did not buy those changes. 1. 2. 3. 4. Disrupting journalism education, too. Journalism education should be even more disrupted and disruptive than journalism, the industry. Lately, inspired by discussions I’ve had with a school working on a new program, I’ve been trying to organize thoughts about changing what we teach and how we teach it — some are relevant to what I do at CUNY, some aren’t.
When I use the first-person plural here, I’m referring to journalism education broadly, not one school. Since Howard Finberg of Poynter and Eric Newton of the Knight Foundation have been sharing their thoughts, I thought I’d share mine. To be clear: This thinking doesn’t go far enough. It’s in process. I start by separating curriculum into three boxes: * Study — Some of this is obvious: media law and ethics, media theory, and so on. . * Practice — More of the obvious: The core courses at any J-school are reporting and writing courses, practical courses. I’m coming to believe that classroom time is too limiting in the teaching of tools. Arrggghhh. What are your thoughts? Leiden: Journalistiek en Nieuwe Media - Faculteit der Geesteswetenschappen. Masterstudenten JNM maken mini-documentaire Leidse politiek Zes masterstudenten van Journalistiek en Nieuwe Media maakten een reconstructie van de Leidse collegeonderhandelingen na de raadsverkiezingen van 2010.
Deze mini-documentaire is sinds 20 maart 2014 te zien op YouTube. Het belang van (misdadige) broodjes aap onderschat Broodjes aap zijn te vaak behandeld als onware en onbelangrijke verhalen die goedgelovige mensen elkaar vertellen op verjaardagsfeestjes en in sociale media, concludeert journalistiekonderzoeker Peter Burger. Promotie op 28 januari. Waarom Journalistiek en Nieuwe Media? Heb je naast je hoofdstudie interesse in media en journalistiek? J&NM | Internetjournalistiek.