Directory

Print all of the learning layers

Introduction:

• How to use the learning layer
• The right ages of communication?

Chapter 1: A new age of communication

Print all of chapter one's learning layers

• Guided reading questions for chapter one
• Understanding transliteracy
• Shaded terms for chapter one
• “The Elements of Journalism”
• Tracking your family’s media history
• Integrating social media into lesson plans
• Is imagination better than extrapolation?
• Making new forms of media
• Catching up to the future
• Teachers: how do you start over?
• Thinking community

Chapter 1, part 2: To journalism students: Yes, there are jobs

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• Are librarians a type of journalist?
• Curiosity, risk led Jobs to success
• Skills to open many doors
• Out with the old, in with the new?
• EPIC 2015’s wild future
• Theories behind “comfort news”
• How do you know what to believe?
• Tests and textbooks
• Working on all digital platforms
• Using the New Tools
• Investigative reporting
• Chapter One: Additional Reading

Chapter 2: Journalism education

Print all of chapter two’s learning layers

• Guided reading questions for chapter two
• Shaded terms for chapter two
• Do you have a “teaching hospital”?
• What should student media look like?
• A next wave of “new”
• Update: Some schools innovate, build momentum
• Are student media already “teaching hospitals”?
• Interdisciplinarity: Insights from more than one field
• What do they do in those news labs?
• Can student journalists fill the gaps?
• Sizing up the roadblocks to change
• Movies, cartoons and a pop tour of news values
• Finding case studies on the impact of social media
• Watchdog journalism reduces corruption
• Destroying journalism education to recreate it?
• Staying current: Reverse mentoring might help
• More education with fewer teachers?
• Are our teaching standards sufficient?
• Where are the grant dollars?
• Update: What does the teaching hospital look like?
• Are your textbooks dated?
• Challenge others to learn digital tools
• A renaissance in the reinvention of news
• The News Outlet
• Student journalists and the First Amendment
• The rules of the road for internships
• Linking to community with mobile, social media
• Researching the research
• What's useful? You be the judge
• Journalism & Mass Communication Quarterly
• The Journalist’s Resource: Adding a new ‘best practice’
• Online courses increase: Where are we headed?
• Creative courses: Can you top these?
• Further reading on chapter two topics

Chapter 3: Freedom, innovation and policy

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• Chapter three guided reading questions
• Shaded terms for chapter three
• Freedom means… disagreeing on what freedom means
• World Press Freedom: Behind the trends
• “How close is World War 3.0?”
• Mexico’s endangered journalists
• Google and censorship in different cultures
• Update: Global press freedom snapshots
• Focusing on just one country
• Update: The Snowden effect: Surveillance and the news
• From revolution to self-censorship
• International fellowships for better journalism
• 45 Words: The Story of the First Amendment
• Social media’s generation gap
• Security vs. freedom
• Understanding First Amendment law
• High school media: three issues
• All local news is not equal
• Expanding journalism education
• Dissecting traditional media’s decline
• Types of public media
• What are shield laws?
• Rate your government’s media
• At the birth of public television
• Exploring new digital tools
• Media innovation requires funding
• Looking into media economics
• How different is public media?
• Update: Preparing for the post-broadcast future
• Media diversity and technology
• Video games and education
• Unpacking digital media literacy
• Let your voice be heard
• More incumbents win after Post closes
• The National Broadband Map
• Further reading on chapter three topics

Chapter 4: Community engagement and impact

Print all of chapter four's learning layers

• Guided reading questions for chapter four
• Shaded terms for chapter four
• The impact of investigative reporting
• Controversy in Wisconsin
• Scholars look at priming, framing, agenda-setting
• Fracking: Find out for yourselves
• When reporters are murdered
• Does journalism need promotion?
• What’s the impact of student journalism?
• Investigative reporting, meet the philosophers
• The risks of transparency
• The many faces, many uses of open data
• Nonprofit vs. commercial: What’s the difference?
• Update: Technology + data + journalism = solutions
• Join a professional journalism organization
• Exploring beloved crime logs
• Reviewing Sunshine Laws
• How do handlers of records see their role?
• The ethics of big data
• ‘Pay no attention to the man behind the curtain’
• Learning from journalism history
• Different types of local, digital news outlets
• Multi-tasking: Is it a myth?
• Map your news and information ecosystem
• The value of libraries
• Teaching modern literacies at all levels
• Local arts news and information
• Infographics are stories, too
• Wisdom of the crowd
• Voting and social media
• Studies on comments on news web sites
• Update: Top journalism institutions are busy revising their code of ethics
• Nobody knows you’re a dog: or do they?
• Updating the codes of ethics
• In a world of problems, solutions are news
• Further reading for chapter four

Chapter 5: Simmering opportunities

Print all of chapter five's learning layers

• Guided reading questions for chapter five
• Shaded terms for chapter five
• Comfort news rooted in bias
• Attack of the ‘attack ads’
• Building bridges in social networks
• Do politics control news?
• Track consumption with a media diary
• We are the media
• Photojournalism: Is seeing believing?
• Why do so many resist change?
• Online search: ‘how to’ tips
• Can you teach freedom without allowing it?
• Revamping student media
• High school media today
• Spying on Americans, seizing reporter records
• The digital media literacy prism
• Update: Local nonprofit media matters
• Opinion documentaries as journalism
• iPhone apps for journalists
• How to write grant requests
• Writing well: A tool for any storyteller
• Further reading for chapter five
• Continuing the Conversation
• What have you learned?