Jen's Dissertation

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Jen's Dissertation by Mind Map: Jen's Dissertation

1. Proposed Dissertation Title

1.1. Building a Multimedia Journalism Curriculum for the 21st Century

2. Purpose of Study

3. Why is the topic so important to me?

4. Statement of problem to be investigated

5. Research Questions

6. Research design?

7. Qualitative? Quantitative? Grounded Theory? Mixed study?

8. Business Proposal

8.1. Problems

8.1.1. J-School curricula divided into specialties and subspecialties

8.1.1.1. Print

8.1.1.1.1. Magazine

8.1.1.1.2. Newspaper

8.1.1.2. Broadcast

8.1.1.2.1. Radio

8.1.1.2.2. TV

8.1.1.3. Photojournalism

8.1.1.3.1. Print

8.1.1.3.2. Broadcast

8.1.1.4. Public Relations

8.1.1.4.1. Often includes marketing, event planning and business

8.1.1.4.2. Ignores media convergence

8.1.2. Faculty are experts in specific areas

8.1.2.1. They know journalism academically and professionally

8.1.2.2. Faculty are digital immigrants

8.1.2.2.1. Media convergence has been quick

8.1.2.2.2. By the time they earned the academic credentials to teach, everything had changed

8.1.2.2.3. J-Schools can't keep up with professional development

8.1.3. Students are digital natives

8.1.3.1. Students who really want to learn journalism respect the degree, the traditions and the educators

8.1.3.2. Students already know the technology. They could teach the instructors! They don't know journalism.

8.1.4. Changing curricula takes too long!

8.1.4.1. Public colleges and universities answer to state boards of higher education

8.1.4.2. Adding classes or changing degree programs requires many layers of approval: faculty chairs, deans, VPs, presidents, state boards...etc.

8.1.4.3. Skills that journalism students and faculty need to learn change constantly

8.1.4.4. At its core, journalism demands good writing, news judgment, research, interviewing and story telling skills. This will never change.

8.1.5. Traditional education and credentials are needed

8.1.5.1. Future journalists need a college education: critical thinking, research and other academic interests are important for their ability to recognize societal patterns and determine what is news.

8.1.5.2. Traditional j-school classes are essential: newswriting, reporting, law, ethics

8.1.5.3. Industry still respects degrees, but demands other skills

8.2. Concept

8.2.1. J-School Online

8.2.1.1. Tutorials on software and equipment specific to journalism

8.2.1.2. Lectures and presentations via pocast or video podcast

8.2.1.3. Digital journalism textbooks

8.2.1.4. Multimedia learning materials that fill in curriculum gaps and change with the news industry.

8.2.1.5. Access to a network of journalism students, educators and professionals

8.2.1.6. Space to post résumés and portfolios where employers can see them

8.2.1.7. Virtual events, including speakers and community discussions, conferences, etc.

8.2.2. J-School Newswire

8.2.2.1. Wire service meets student newspaper

8.2.2.2. The site will be an online, student-driven, news service where the best college journalism stories are displayed and available for subscribers to use.

8.2.3. J-School Faculty Network

8.2.3.1. Faculty from member colleges and universities can contribute to and take from the online repository of lessons, quizzes, tutorials, lectures and other resources

8.2.3.2. The network presents an opportunity for educators to showcase their professional work.

8.2.3.3. Professionals and member news organizations would have access to this network and the student network

8.2.3.4. The network of professionals and academics would produce an online academic journal to further journalism education.

8.2.3.5. J-School Online would utilize this network for a speaker's bureau.

8.2.4. J-School Library & Store

8.2.4.1. The online library could include digital textbooks or other interactive teaching materials

8.2.4.2. A user-created J-School Wiki will be a quick resource for educators, professionals and students

8.2.4.3. The store would provide educational discounts on a variety of materials -- software, computers, cameras and other equipment.

8.2.4.3.1. Backpack Journalist Package

8.2.4.3.2. Individual packages to meet specific J-School requirements

8.2.4.3.3. Digital textbooks for use in courses

8.3. Solutions

8.3.1. For Faculty

8.3.1.1. Network of journalism educators and professionals

8.3.1.2. Repository of best teaching practices, lessons, examples

8.3.1.2.1. Faculty could use items in the repository as part of their regular curriculum or assign students to access certain lessons.

8.3.1.2.2. The repository would be timely -- in line with what students will need to find a job after graduation.

8.3.1.2.3. While the repository wouldn't replace professional development opportunities (i.e., Poynter seminars), it would provide quick how-to lessons to keep faculty current and connected to industry needs.

8.3.1.3. Resources that help faculty do their jobs better

8.3.1.3.1. Instructors can learn what they are missing quickly.

8.3.1.3.2. Many resources would be user-created content and an opportunity to share and borrow best practices.

8.3.1.4. Professional opportunities

8.3.1.4.1. Speaking, lecturing

8.3.1.4.2. Research, collaboration

8.3.2. For Students

8.3.2.1. Networking opportunity with other students, faculty and professionals

8.3.2.2. Access to learning materials that their J-schools don't have

8.3.2.2.1. If their school is still mired in the old curriculum, students could find tutorials on things they will need to know.

8.3.2.2.2. Telling multimedia stories

8.3.2.2.3. Learn the specialties you aren't taking

8.3.2.2.4. Search Engine Optimization (SEO) and other "geek speak"

8.3.2.2.5. Access to faculty and professional network means cool virtual events with speakers their school couldn't or wouldn't otherwise afford.

8.3.2.3. A place to display their work, post their résumés and portfolios

8.3.2.3.1. Potential revenue could come from job listings, but there are already sites that provide this service.

8.3.2.3.2. Students would have a permanent link where potential employers could go to see the best of their work. This would be strictly a professional page and not a social networking tool like MySpace or Facebook.

8.3.2.4. Opportunities to "publish" and lead via J-School News.

8.3.3. For J-Schools

8.3.3.1. A repository of classes, tutorials, resources and best practices to fill the gaps in journalism curriculum

8.3.3.2. A network of journalism educators and professionals contributing to student learning and employment opportunities

8.3.3.3. A Web presence that highlights student work, faculty, schools, etc.

8.3.3.4. Membership would enhance recruitment because J-School Online provides what your program lacks.

8.3.3.4.1. Students choose colleges or universities based on several factors:

8.3.3.4.2. J-School Online:

8.3.4. For Industry

8.3.4.1. Professional input is vital!

8.3.4.1.1. Industry leaders would partner in curriculum development

8.3.4.1.2. Professionals would have teaching and lecturing opportunities

8.3.4.1.3. Member organizations could contribute content to repository

8.3.4.2. Industry benefits from better-trained journalists who are ready to work and already have a strong portfolio.

8.3.4.2.1. Employers can access student portfolios easily, in one place, when hiring interns or paid employees.

8.3.4.2.2. While job postings are better handled on other sites, internship opportunities are an obvious draw for students on this site

8.3.4.3. J-School Newswire

8.3.4.3.1. New and interesting content from students

8.3.4.3.2. Great opportunity for employers to see the best of college journalism in one place.

8.4. Services

8.4.1. J-School Online

8.4.1.1. Members can access repository

8.4.1.2. Connect with networks

8.4.1.3. Offer services to students

8.4.2. J-School Newswire

8.4.2.1. Students from member schools participate for free

8.4.2.1.1. Contribute news

8.4.2.1.2. Eligible to serve in paid leadership and staff positions

8.4.2.1.3. Serve on editorial board

8.4.2.2. Students from non-member schools can participate via individual paid memberships

8.4.2.3. News organizations pay for service

8.4.2.3.1. Students are paid for contributing stories that are picked up

8.4.2.3.2. Stories that aren't picked up are still part of J-School Newswire and can be used in student portfolios because they are technically "published"

8.4.2.4. PR organizations also could subscribe and PR students could create separate content if there is interest

8.4.3. J-School Faculty Network

8.4.3.1. Faculty from member schools participate for free

8.4.3.2. Faculty from non-member schools can participate via individual paid memberships

8.4.3.3. Professionals from member news organizations can participate for free or via individual paid memberships

8.4.3.4. J-School Press Club

8.4.3.4.1. Professional development opportunities

8.4.3.4.2. Networking opportunities for media professionals and educators

8.4.4. J-School Library & Store

8.4.4.1. All members could access library materials.

8.4.4.2. With the right funding and collaboration, J-School could leverage volume discounts on materials students need.

8.4.4.2.1. Member schools could use this service to direct students to everything they need in one place for one price.

8.4.4.2.2. Content in the repository could be used to create digital journalism textbooks at a lower cost to students

8.4.4.2.3. The store also could include textbooks that faculty request as part of the Backpack Journalism Packages.

8.4.4.3. All members could contribute to J-School Wiki

8.5. Needs, Funding & Revenue

8.5.1. Startup Funding Needs

8.5.1.1. Needs: Technology development

8.5.1.1.1. Newsroom Content Management System for J-School Newswire

8.5.1.1.2. Learning Management System for J-School Online

8.5.1.1.3. Social media tools for networking

8.5.1.1.4. Wikis and library databases

8.5.1.1.5. Individual Web pages for students and faculty

8.5.1.2. Needs: Technology resources, staffing and tools

8.5.1.2.1. Computers

8.5.1.2.2. Web hosting, domains, servers, etc.

8.5.1.2.3. Instructional designers, Webmasters, news "geeks," etc.

8.5.1.3. Needs: Partners who have already invented the wheel

8.5.1.3.1. Poynter Institute is ideal and obvious partner

8.5.1.3.2. USDLA or other educational organizations

8.5.2. Revenue Potential

8.5.2.1. Memberships

8.5.2.1.1. University and college J-schools

8.5.2.1.2. Community colleges

8.5.2.1.3. News Organizations

8.5.2.1.4. Journalism organizations

8.5.2.1.5. PR agencies and organizations

8.5.2.1.6. Individuals

8.5.2.2. J-School Newswire

8.5.2.2.1. Reader subscriptions

8.5.2.2.2. News organization subscriptions

8.5.2.2.3. Advertisers

8.5.2.3. J-School Library

8.5.2.3.1. Academic journals

8.5.2.3.2. Other publishing opportunities

8.5.2.3.3. Library subscriptions

8.5.2.4. J-School Store

8.5.2.4.1. Goal is to make tools affordable for students

8.5.2.4.2. Service would need to pay for itself

8.5.2.4.3. Partner companies like Apple, Adobe, Canon, etc., would benefit from this very targeted audience.

8.6. Sustainability

8.6.1. J-School must keep up with industry changes and technology.

8.6.2. J-School must provide great learning and teaching tools that stay relevant.

8.6.3. J-School must be a resource that links academic and professional journalism using the social media tools that the next generation of professional journalists already use.

8.6.4. J-School must be more flexible than academia.

8.6.5. J-School must follow Poynter's lead in staying ahead of the industry changes.

9. Sample size and method of research

10. Dependent Variable(s)

11. Independent Variable(s)

12. Committee

12.1. Yolanda Gayol-Chair

12.2. Rena Palloff-Research?

12.3. Sheila Gregory-Research?

12.4. Katy Culver-Outside Reader

12.5. Janis Overlock-Student Reader

13. How is each variable defined?

14. How will each variable be measured?

15. Three recent citations for each dependent and independent variable

16. How will my study differ from that previous work?