Thanks to a prompt from Jemima Kiss, I realised it’s Ada Lovelace day today. Thanks to Suw Charman-Anderson, I’ve signed a pledge to blog about a woman in technology I admire.

Well in that sentence alone I’ve already mentioned two.

I’ve already blogged about two other women in technology I admire: Jo Geary and danah boyd. So that makes 4.

How about another 6?

Aleks Krotoski, for instance, a games journalist and PhD student who has not one great Delicious feed, but two, which are both worth following. If more journalists were this well informed and transparent, more readers would be too.

Or Beth Kanter, a leader on how nonprofit organisations can use social media.

Or Alison Gow, Sarah Hartley, Angela Connor, or Amy Gahran, four more journalists using new technologies in innovative ways.

They happen to be female. I don’t think that matters. I hadn’t thought about it until now.

But I’m going to spend the next 20 minutes following links in the Twitter search for #adalovelace and a Technorati search for the same. Hope you can join me. Did you find anyone new?

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UPDATE (Aug 7 ’08): The Annual Survey of Journalism & Mass Communication Graduates suggests employment opportunities and salaries are not affected.

J-schools are generally set up to prepare students for the mainstream news industry: print and broadcasting, with a growing focus on those industries’ online arms. There’s just one small problem. That industry isn’t exactly splashing out on job ads at the moment…

The LA Times is cutting 150 editorial jobs and reducing pages by 15%; The Atlanta Journal-Constitution cutting nearly 200 jobs; the Wall Street Journal cutting 50 jobs; Thomson Reuters axing 140 jobs; in the UK Newsquest is outsourcing prepress work to India, while also cutting jobs in York and Brighton; Reed Business Information, Trinity Mirror and IPC are all putting a freeze on recruitment, with Trinity Mirror also cancelling its graduate training scheme and cutting subbing jobs. In the past two months almost 4,000 jobs have vanished at US newspapers (Mark Potts has this breakdown of June’s 1000 US redundancies). In the past ten years the number of journalists in the US is said to have gone down by 25%.

Given these depressing stats I’ve been conducting a form of open ‘panel discussion’ format via Seesmic with a number of journalists and academics, asking whether journalism schools ought to revisit their assumptions about graduate destinations – and therefore what they teach. The main thread is below.

The responses are worth browsing through. Here’s my attempt at a digest:

There is a general agreement that this is just the beginning of something very serious indeed. Alison Gow, a journalist at the Liverpool Post, described recent events as the “first rattle of pebbles before the avalanche that follows”; Kevin Anderson of The Guardian doesn’t think it’s unrealistic for me to talk about a ‘worst case scenario’ in three years’ time where many newspapers fail and recruitment is zero.

Kevin draws parallels with the downsizing of IT industry and a need for multiskilling – subbing, writing, etc. Jo Geary at the Birmingham Post says “students now shouldn’t be educated for media organisations as exist now” and that they should also be made aware that newspapers are not what they think they are. My experience with students supports this: they tend to come onto the degree with a rather outdated, ‘monomedium’ view of working in journalism.

There is a general desire for the news industry to start working harder to attract graduates who can help steer it through the coming shift. Andy Dickinson says the university system and students have been underwriting the training and development of the news industry for a long time. The industry needs to make it more attractive for students to make the financial sacrifice. That includes making it more exciting to work there and “not something out of the 1920s”. Alison Gow points out that journalism graduates will have the choice between having their own website and joining a newsgathering organisation, which gives them a stronger bargaining position and hopefully better salaries. As an industry we will need these people and will need to provide packages that make it an attractive place to work.

There is also a healthy journalistic scepticism about some of the figures: Jo Geary asks how many of the redundancies are production staff, and how many content creators. I wonder whether the oft-touted stat on the decline of American journalists is so severe because it only looks at the mainstream media and at those with the ‘journalist/reporter’ job title. Does it overlook a rise in the likes of community editors, content moderators, multimedia producers and web editors?

In the light of that, there are still jobs in the industry. Andy Dickinson makes the distinction between “training people that the news industry wants, and training people that the news industry needs.” Sarah Hartley of the Manchester Evening News points out that newspapers have multimedia arms, TV stations, and radio stations. “You should prepare students for news organisations, not newspapers. They should be flexible, able to work in different formats.” She notes the biggest shift in newsgathering and news production and that the role “may be more to curate or manage content created outside of the news organisation.”

Neil MacDonald at the Liverpool Post stirred things up by asking “Why would an aspiring journalist now do a journalism degree? The industry will have been transformed by the time you graduate. What can you learn in three years that you can’t in one?” Online journalist Patrick Thornton would not hire the majority of journalism graduates and said “Most J-schools are obsolete”. Journalism entrepreneur and founder of Spot.us David Cohn said that, while he doesn’t regret studying his Masters in journalism at Columbia, he wouldn’t do it now. “The job description is changing, but universities aren’t adapting to change the changing mindset and skillset.”

Andy Dickinson and I both shared the view that the old 12-week training course just will not suffice in the modern environment; that the news industry needs to get over its snobbery about journalism and media degree graduates who have studied the theory as well as the practice, because these are the people who can ‘think outside the box’ about the industry’s future.

The increasingly diverse nature of the journalism ‘job’ presents an increasing range of elements that need to be taught – and a decreasing amount of space to do so. In this context it’s about teaching ‘mindset, not skillset’, as Kevin Anderson, Mark Comerford, Andy Dickinson, David Cohn and others pointed out.

Kevin perhaps put it best when he said:

“So many journalists think ‘If I’m a good writer, that’s all I need’. That’s bullshit. There is an arrogance among journalists about the craft of writing. Journalism students will need more than the ability to craft a good sentence.”

It’s also about separating teaching journalism as a process from teaching it as a type of production, as Reed’s Adam Tinworth put it and JD Lasica. It’s a great point – but complicated by the question that in a new media age, are the two increasingly one and the same? (This very debate is an act of the journalism process being published).

There is a general view that entrepreneurial and business skills should be taught. Kevin Anderson points out that this is the biggest opportunity for journalists to build a business. David Cohn says this hasn’t happened “Partly because news organisations have a culture similar to the military, there’s a chain of command and no leeway to make your own decisions. Journalism schools are equally structured.” Anika says universities should show students how to better market themselves. Tom, a freelance journalist in China, thinks learning other languages will be increasingly important. JD Lasica thinks we need journalists who can reinvent the industry.

And Emap’s David Cushman emphasised the importance of teaching students how to build partnerships and added the observation that “everything is in beta now” – university courses should be no different.

The conversation remains open - I’d love to know your thoughts either via video on Seesmic or in the comments below. I’ll update this post as new replies come in. You can also find comments on blog posts by David Cushman and Andy Dickinson.

Note: Kevin Anderson posted via YouTube and so his replies (and mine to his) aren’t included in the thread above, so it’s embedded separately below:

UPDATE: JD Lasica has added his response, ‘The Great Decoupling‘ separately – also embedded below:

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As you have probably worked out, this year’s Online Journalism students have been building up towards launching an environmental news website. This week the site went public, and I thought I’d take the opportunity to reflect on the lessons learned so far…

The Background

The site is the final year project of two final year journalism degree students – Azeem Ahmad and Rachael Wilson. The decision was made to launch an environmental site because of the increase of investment in this area from a number of news organisations, and also because of a local connection – more of which later.

Azeem is responsible for the more technical side of the site, which he has built from scratch using the open source content management software Joomla.

Azeem has been blogging his progress with the software, including the frightening experience of having the site hacked into by the creator of a theme Azeem installed.

Rachael has the responsibility for editorial, which means writing for the site herself, but more importantly managing 14 second year students on the Online Journalism module as they try to build a news site on a subject most have never written about. She’s also been blogging her experiences.

Week One: Choosing a name, assigning beats, making connections

After some cheesy brainstorming, the very literal name ‘Environmental News Online‘ was chosen for the site for the simple reasons of search engine optimisation and domain name availability. The abbreviation ‘ENO’ lent it more character.

In week one I introduced the principles of the ’21st century newsroom’ students would be working within.

The team of reporters were introduced to their editors and asked to pick their roles from a list. That meant correspondents for each continent, for particular sectors (e.g. business), and correspondents specifically for grassroots stories.

They were asked to sign up to Twitter and begin twittering what they did as they got to grips with their new role (it didn’t work straight away – more on that here – and here).

And they were introduced to RSS readers and social bookmarking as they began gathering leads and stories.

Week Two: blogs and slackers

The second week began with the first news conference, with all reporters in attendance and hosted by the two editors 30 minutes before the lesson was due to begin.

In the lesson, once they’d started to explore their areas they were asked to set up individual reporters’ blogs – but not before they brainstormed blogging ideas.

In retrospect this brainstorming has proved particularly fruitful, as students have been more creative in their blogging than in previous years, and a number of blogs have attracted comparatively significant audiences.

Equally significantly, students were strongly encouraged to comment on other blogs and engage with the blogosphere generally.

In the same week a system was introduced to tackle the problem that every lecturer (and most editors) has: team members who don’t pull their weight.

The system was the same as is used in most professional environments: if a team member did not pull their weight, they would at first receive a verbal warning, then a written warning, and finally be ‘sacked’. Sacking meant they would not have publishing rights on the website.

Reasons for warnings would include persistent lateness; absence without leave; and failure to meet deadlines. Warnings would be decided upon and issued by the editors, Azeem and Rachael.

Week Three: The content management system

With students getting to grips with Twitter, and blogging well too, the CMS was introduced. As the team began to use the freshly-built system it quickly became clear that tweaks were needed: Azeem added new navigation links to different news sections (Joomla is clearly intended for sites where ‘news’ is just one section of content among others), and the option for reporters to submit different story types up front.

Over the following week Azeem added a number of features to the site: comments were top of the list, along with the facility to email to a friend, and for reporters to tag the article. Social bookmarking features were also added.

Testing was too often overlooked, though – it was only through a user email that we realised the comments feature was not working for users. It was fixed thanks to online dialogue between Azeem and OJB contributor Alex Gamela.

Week Four: UGC and images

By week four some problems emerged: too many students had still not posted an item to the news site, despite some of them having suitable material already on their blog. There seemed to be a fear of publishing on the site what they were happy to publish on the blog.

Conversely, those who had published to the site had too often written in a style that was appropriate for a blog, but not for a news website, particularly in terms of opinion and subjectivity.

Inflexibility of style is a common problem for journalism students – so this became a good way to drive the point home when looking at the same story on different platforms.

A further interesting issue was the reporters’ leaning towards a ‘local’ angle, or assuming that the reader knew, for instance, that they were talking about Birmingham, UK and not Birmingham, Alabama. After years of writing local news, getting into thinking of international audiences was not proving easy.

This week also saw the first verbal warnings for not posting to the website or to the blogs. Attendance and punctuality, however, was excellent.

Meanwhile, students were learning about user generated content with not one but two guests from the news industry – Tim Hood of Yoosk and Jo Geary, who is managing a bloggers project at the Birmingham Post.

The class workshop was to not only browse Flickr for images to go with a news story of theirs, but also to approach the photographer to clear copyright and find out the story behind it. Once again, this was about engaging with the community, not just taking from them.

The week we chose to go public turned out to be a great one for our field: the Greenpeace airport protest opened the week; then came the earthquake which one student stayed up all night to report on; and finally more airport protestors climbed onto the roof of the Houses of Parliament.

In under four weeks from a standing start and with no prior experience in the field or with the technology, 16 students have produced the beginnings of a sound news operation across three platforms (Twitter, blogs and website) and three stages of the 21st century newsroom (alert, draft and article). It will be interesting to see what they do in the next few months as we tackle podcasting, video, interactivity and other ideas.

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