Old school to new media: an overview of journalism's past and present..
Basics of newsgathering, introduction to the online magazine format, initial story searches.
What’s “news” in the 21st century?
Exploring media distribution strategies around the globe.
Connecting localities; developing profiles with a reach.
Collaboration and writing, exploring multimedia and building story ideas.
Telling our stories with more than words.
Al-Jazeera, The New York Times, CNN, and the BBC: exploring bias and objectivity.
Collaboration on issue-based writing.
Collaboration on issue-based writing; refining interview skills.
Looking up close: writing the in-depth personal profile.
Arguing well: writing the multimedia column.
Advanced multimedia, graphics design, exploring issues of the day.
Options for engaging the audience; developing the series.
Mini-documentaries in final edit / publication.
Analysis of projects.
Examining social trends; looking beyond the details.
Research-based story teams begin work.
Collaboratively writing trends and issues; planning relevant graphics, team editing initial drafts.
Publications of trends news packages; analyzing the effectiveness of multimedia.
The future of journalism; changing roles of media producers.
• Employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
• Apply a wide range of strategies to comprehend, evaluate, and appreciate texts. They draw on their prior experiences, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g. sound-letter correspondence, sentence structure, content, graphics).
• Apply knowledge of language structure, language conventions (e.g. spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.
• Conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g. print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
• Use a variety of technological and information resources (e.g. libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
• Use spoken, written, and visual language to accomplish their own purposes (e.g. for learning, enjoyment, persuasion, and the exchange of information).
(Based on National Standards for the English Language Arts)