I don't incorporate social media directly into assignments, but I do discuss how social media is changing the landscape of long-form journalism - both positively by creating new audiences and funding models, and negatively by potentially shortening attention spans. I see value in students being aware of these trends even if they're not required to directly engage on social media for class
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This document summarizes the results of a survey about how educators are incorporating long-form journalism into their classes. It provides details on: - Who conducted and contributed to the survey - Demographic information about the 120 respondents such as their organization affiliations, ages, years of teaching experience, and whether they have a journalism background - Types of courses respondents teach and how deeply they cover long-form journalism - Assignments respondents give related to long-form works, such as book-length readings from sources like The New Yorker and assigning both readings and videos - Whether respondents incorporate social media into assignments and examples of how they do so - The range of pages of writing respondents require for assignments throughout
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I don't incorporate social media directly into assignments, but I do discuss how social media is changing the landscape of long-form journalism - both positively by creating new audiences and funding models, and negatively by potentially shortening attention spans. I see value in students being aware of these trends even if they're not required to directly engage on social media for class
- 1. Establishing Long-Form Journalism in the Curriculum Mitzi Lewis, Midwestern State University John Hanc, New York Institute of Technology Robin Reid, Midwestern State University “Innovate | Integrate | Engage” Association for Education in Journalism and Mass Communication 2016 Conference Minneapolis, MN Long-Form Journalism and the Conceptual Conundrum August 2016 Panel
- 2. Purpose of survey To better understand how educators are incorporating long-form journalism into their classes
- 3. Previous surveys • how we get students to want to read • what kind of reading assignments are successful • courses in which we teach literary journalism • how we teach new forms of multi-platform literary journalism • challenges in teaching literary journalism
- 4. Survey contributors Robin Reid Midwestern State Univ. Mitzi Lewis Midwestern State Univ. John Hanc New York Institute of Technology John Capouya University of Tampa
- 7. Organization Affiliation 0 20 40 60 IALJS AEJMC Magazine Division AEJMC Small Programs Interest Group Other
- 8. AEJMC Cultural and Critical Studies AEJMC Entertainment Studies AEJMC History AEJMC Minorities and Communication AEJMC Newspaper & Online News AEJMC Public Relations AEJMC Religion and Media AEJMC Scholastic Journalism American Conference for Irish Studies American Journal Experts
- 9. American Journalism Historians Association American Society of Business Press Editors American Studies Association Associated Collegiate Press Association of Christian Collegiate Media Australian Association of Writing Programs College Media Advisers Connectiv (formerly ABM, the B2B business organization) Cultural Studies Association
- 10. Evangelical Press Association International Communication Association Journalism Studies National Association of Writers in Education Online News Association Society for the History of Authorship Society of Professional Journalists Society of Publications in Asia The Ernie Bushmiller Literary Society. (Founding president. This society never met and disbanded when I graduated from college.)
- 11. Twenty countries represented • Portugal • Romania • South Africa • Spain • Switzerland • The Bahamas • The Netherlands • United Arab Emirates • United Kingdom • United States • Australia • Brazil • Bulgaria • Canada • Chile • Denmark • Italy • New Zealand • Norway • Poland
- 15. Do you have a professional background in journalism? No 17% Yes 83%
- 16. In what department do you teach literary journalism? TOP 8 MENTIONS Journalism 19 Mass Communication 8 English 6 Communication 3 Creative Writing 3 Journalism and Media Studies 3 Communication and Media Studies 2 Journalism and Communication 2
- 17. Do the classes you teach that incorporate literary journalism primarily involve: The practice of literary journalism 24% The study of literary journalism 18% Both 58%
- 18. Are the courses you teach (study or practice), wholly devoted to literary journalism or just partially devoted to literary journalism? Wholly 30% Partially 51% Both 19%
- 19. How would you classify the depth to which you cover literary journalism in this course/ those courses? Please select all that apply. 0 10 20 30 40 50 Literary journalism is the focus of the course. Literary journalism is its own unit among other units in the course. Literary journalism is covered as apart of a unit among other units in this course. # of responses
- 20. Do you assign book-length readings? Yes, 55% No, 45%
- 21. If you assign book-length readings, do you prefer for your students to read the paper copy or a digital copy? Paper copy 39% Digital copy 4% I don't have a preference 57%
- 22. 0 10 20 30 40 Atavist Byliner Longform Longreads The Big Roundtable Vox Magazine Don't assign web readings # responsesDo you assign readings from any of the following literary journalism resources on the web?
- 23. New Yorker Pulitzer list The Atlantic Monthly Medium/Matter New York Times website from original publication Aeon Anfibia (revistaanfibia.com) ASME list Concrete Playground East of the Web Esquire Junkee Lifted Brow mainly sources in Spanish Narratively New York Review of Books Nieman Narrative Nuevos Chronistas de Indias (nuevoscronistasdeindias.fnpi.org) Periodismo Narrative En Latinoamérica (cronicasperiodisticas.wordpress.com) Polk list Sports Illustrated online archives The Monthly Vanity Fair Walkleys Other resources
- 24. Do you assign readings from any of the following literary journalism resources on the web? “I encourage students to read widely and discover new websites.” “magazine articles that won awards at the Canadian Western Magazine Awards and that are part of my curriculum project: themagazineschool.ca”
- 25. Do you assign readings from any of the following literary journalism resources on the web? “As we are a university based in Africa it is important that the majority of our sources and reading materials in courses here are from this continent and not from the US which has a particular type of long form journalism specific to its context. It is important for students here to know their own context, their own continent and to know African authors. I myself read widely from these online sources but choose to use them only sometimes.”
- 26. Do you assign readings from any of the following literary journalism resources on the web? “I send students a link to a feature, especially a long newspaper feature that employs elements of LJ, in advance of a guest writer coming in to talk about her or his work. Usually the focus is on one specific piece of work when a guest does a turn for an hour or 75 minutes. I invite about a half dozen writers per term. Those readings are in addition to the weekly readings I've assigned at the beginning of term.”
- 27. If you assign a literary journalism piece that also has a corresponding video (e.g., Truman Capote's In Cold Blood), do you have your students read the book, watch the video, both, or neither? Read the book 36% Watch the video 7% Both 51% Neither 6%
- 28. If you assign a literary journalism piece that also has a corresponding video, do you have your students read the book, watch the video, both, or neither? “I am using literary journalism as the theme for my first-year writing (composition) course. Students read Hiroshima as well as excerpts from The Art of Fact. However, they also watched Into the Wild, which was adapted from the book by Jon Krakauer. We will also be watching The Insider later in the semester.”
- 29. If you assign a literary journalism piece that also has a corresponding video, do you have your students read the book, watch the video, both, or neither? “I often use videos in class both those associated with literary journalism works and independently to talk about the construction of rhythms, metaphors and symbols—I often find that talking about visual works enables students to translate these elements to writing.”
- 30. If you assign a literary journalism piece that also has a corresponding video, do you have your students read the book, watch the video, both, or neither? “This is bad practice. LitJourn—non-fiction narrative—is so complex, students need every minute of class time to analyze texts, present texts, explicated structure, attempt exercises in elements of narrative, such as the creation of persona. Film/Video/Stills are passive and do not require the labor of learning that text does.”
- 31. If you assign a literary journalism piece that also has a corresponding video, do you have your students read the book, watch the video, both, or neither? “I rarely show video. I did show The End of the Tour last fall because I thought it illuminated the writer-subject relation (and we had just finished reading The Journalist and the Murderer). And I've shown the ‘Just Let Go’ scene from Fight Club as a way to demonstrate my emphasis on breaking away from straight news reporting. But that's about it lately.”
- 32. Adaptation Joe Gould's Secret Let Us Now Praise Famous Men Rosa Lee's Story Shattered Glass Silent Spring Spotlight The Art of Fact excerpts The End of the Tour The Insider The Journalist and the Murderer Blackhawk Down Capote Dr. Don: The Life of a Small-Town Druggist Fear and Loathing in Las Vegas Fight Club "Just Let Go" scene Frank Sinatra Has a Cold Hiroshima How the Other Half Lives In Cold Blood Into the Wild Specific books and videos
- 33. James Baldwin Robert Coles Anne Fadiman Malcolm Gladwell Mark Kramer Adriane Nicole LeBlanc Susan Orlean Gay Talese John Edgar Wideman Specific authors mentioned independent of their work
- 34. Are you incorporating social media into any of your long-form journalism assignments? Yes 31% No 69%
- 35. A little help from NVivo
- 37. Twitter • Share cool examples/content and experiences students are having in reporting/immersion • “Sometimes if I find an interesting topic, by way of the reference of Twitter or other social media, I will refer to it” • Sourcing stories, sometimes incorporate into narrative • Spur for writing exercises • Metaphor/headline/nut graf practice • A way to show brevity • Short narrative writing • Publishing
- 38. Facebook • Share content • “Show how stories and community content influence each other, move in either direction, etc.” • Class Facebook group • Sourcing stories, sometimes incorporate into narrative • Metaphor/headline/nut graf practice • Short narrative writing • Publishing
- 39. Instagram • Sourcing stories, sometimes incorporate into narrative • Publishing
- 40. Other platforms mentioned • Blog • “to show how stories and community content influence each other, move in either direction, etc.” • to publish • LinkedIn—“to show how stories and community content influence each other, move in either direction, etc.” • Medium—to publish • Vine • WordPress—for class web/blog site • YouTube
- 41. Are you incorporating social media into any of your long-form journalism assignments? “No but I have thought of this and think that it is a really good idea. Great experiments by people like Teju Cole on Twitter doing multimedia "long form" projects through series tweets.”
- 42. Do you assign any substantial writing assignments? Yes 85% No 15%
- 43. If yes, how many pages of writing in total do you require throughout the entire class/semester? Range Lower: 1 page Upper: 240 pages
- 44. “If you are willing, please share your most successful reading and/or writing assignments. If you would like credit, please include your name so the assignment can be properly attributed to you.” Please see handout for 35 responses
- 45. Thank you again to everyone who participated! Please feel free to share what we learned from you with others so that they may benefit too.