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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_15522\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/grockit-and-facebook-friends-at-last/screen-shot-2011-09-22-at-11-41-23-am/\" rel=\"attachment wp-att-15522\">\u003cimg class=\"size-medium wp-image-15522\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/Screen-shot-2011-09-22-at-11.41.23-AM-300x241.png\" alt=\"\" width=\"300\" height=\"241\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>On the heels of \u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/distractions-set-aside-facebook-as-a-study-tool/\">Monday's story about a new Facebook app\u003c/a> called Hoot.me that focuses students on lessons at hand, and away from distractions, here's some news \u003ca>from Grockit\u003c/a> in the same realm:\u003c/p>\n\u003cblockquote>\u003cp>Facebook’s developer conference, Grockit, a social learning company, announced a new integration with Facebook that will make it even easier for students around the world to create Grockit study groups with their friends. Now people using Grockit can quickly create “Study Rooms,” invite their Facebook friends and prepare together for college entrance examinations, such as the SAT, ACT, LSATs, GMATs, GREs, and more. Students can also track and share academic progress and milestone achievements towards their academic goals on their Facebook profiles.\u003c/p>\n\u003cp>“Millions of students are on Facebook, but they aren’t just socializing. They are helping each other with homework, sharing school resources, and in general hacking together a social \u003c!--more-->learning experience online,” said Farbood Nivi, founder and Chief Product Officer, Grockit. “The cool thing about our new Facebook integration is that students can create, control, and access Grockit Study Rooms right from their Facebook profiles. Study Rooms include tons of content to help with studying, from practice questions, to video lessons, and even personal tutoring.”\u003c/p>\n\u003cp>Earlier this year, Grockit released research showing that students who study together on Grockit do twice as much work — and get answers correct more often — as students who study alone.\u003c/p>\n\u003cp>In addition to creating new study groups, people using Grockit can share the total number of hours spent studying, the total number of questions attempted, and their progress studying within Grockit via their Facebook profiles. People can control how their activity is shared with friends on Facebook from their Facebook privacy settings.\u003c/p>\n\u003cp>To learn more about Grockit’s Facebook integration, please visit: Grockit.com/social\u003c/p>\u003c/blockquote>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003ca rel=\"attachment wp-att-11302\" href=\"http://ww2.kqed.org/mindshift/2011/05/10-open-education-resources-you-may-not-know-about-but-should/hardcover-book-gutter-and-pages/\">\u003cimg class=\"size-medium wp-image-11302\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/4268896468_9befb04ca0-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/p>\n\u003cp>Reading hasn't always been seen as a solitary act. Our first experiences with books demonstrate that: before we know how to read, we often have people -- a parent, a teacher -- reading out loud to us. But once we know how to read, there's a sense that we're supposed to read silently and oftentimes, read alone. Even so, we're still compelled to share what we're reading with others -- whether we're reading for school or for pleasure.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>It's no surprise then, considering the ever-present \"social\" online world, that we've seen the rise of social reading websites, applications and features.\u003c/p>\n\u003cp>Over the last few weeks, for example, Amazon has expanded the social features connected with its \"\u003ca href=\"https://kindle.amazon.com/\">Public Notes\u003c/a>. \"Public Notes\" have been available since the beginning of the year, allowing readers to share publicly their highlights and notes from the Kindle books they're reading. Now Amazon has made it so that if you link your Twitter and Facebook accounts, you automatically follow all of your friends and followers from those networks. As \u003ca href=\"http://www.wired.com/epicenter/2011/08/amazons-newish-social-network-now-lifting-even-more-info-from-facebooktwitter/\">Wired's Tim Carmody\u003c/a> points out, it's \"a little bit creepy\" to have the default setting do this, and you have to uncheck a box that automatically broadcasts your reading status too. But there are more granular controls for making public which books you're reading, as well as the passages you highlight.\u003c/p>\n\u003caside class=\"pullquote alignleft\">The social element can add depth to the understanding of what's being read, just as book clubs do.\u003c/aside>\n\u003cp>Amazon isn't the only company to offer this connection between reading and social networks either. Last week, Google too made it easy to \u003ca href=\"http://booksearch.blogspot.com/2011/08/share-your-favorite-books-with-literary.html\">share titles of what you're reading\u003c/a> from Google Books to Google Plus. And Amazon and Google join a long list of other reading-oriented social networks, such as \u003ca href=\"http://goodreads.com\">Goodreads\u003c/a>, wherein you can keep track of what you read, as well as what others read, and of course, talk about books.\u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Many teachers already use sites like Goodreads in their classes, creating private groups -- \"book clubs,\" if you will -- where students can talk about their assigned reading, write reviews, take quizzes, and the like. Unlike the nascent social networks being built around the Amazon Kindle or Google Books, a site like Goodreads doesn't require that everyone have the same \"hardware\" -- the same printed edition or the same e-reader, for example.\u003c/p>\n\u003cp>But there's a lot of potential once and if students do share hardware, particularly when it comes to e-readers and e-books. As we noted in our recent coverage of \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/turning-static-text-into-interactive-discussions/\">Highlighter\u003c/a>, we're seeing lots of ways to mark up content, make notes in the margins, and share or save these electronically. But there's also the potential for real-time interaction, within the e-book itself, where readers can hold discussions within the text and within the app itself.\u003c/p>\n\u003cp>That may seem like anathema to the idea of the solitary reading experience. And critics will point out that the social aspect create distractions from reading. But we can also argue that the social element can add depth to the understanding of what's being read, just as book clubs do. Peers can help define words and concepts that are sometimes hard to grasp when reading alone.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Readers: have you used any social reading sites or features, or do you plan to? We'd love to hear your thoughts on how this has changed your reading habits.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-11302\" href=\"http://ww2.kqed.org/mindshift/2011/05/10-open-education-resources-you-may-not-know-about-but-should/hardcover-book-gutter-and-pages/\">\u003cimg class=\"size-medium wp-image-11302\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/4268896468_9befb04ca0-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/p>\n\u003cp>Reading hasn't always been seen as a solitary act. Our first experiences with books demonstrate that: before we know how to read, we often have people -- a parent, a teacher -- reading out loud to us. But once we know how to read, there's a sense that we're supposed to read silently and oftentimes, read alone. Even so, we're still compelled to share what we're reading with others -- whether we're reading for school or for pleasure.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>It's no surprise then, considering the ever-present \"social\" online world, that we've seen the rise of social reading websites, applications and features.\u003c/p>\n\u003cp>Over the last few weeks, for example, Amazon has expanded the social features connected with its \"\u003ca href=\"https://kindle.amazon.com/\">Public Notes\u003c/a>. \"Public Notes\" have been available since the beginning of the year, allowing readers to share publicly their highlights and notes from the Kindle books they're reading. Now Amazon has made it so that if you link your Twitter and Facebook accounts, you automatically follow all of your friends and followers from those networks. As \u003ca href=\"http://www.wired.com/epicenter/2011/08/amazons-newish-social-network-now-lifting-even-more-info-from-facebooktwitter/\">Wired's Tim Carmody\u003c/a> points out, it's \"a little bit creepy\" to have the default setting do this, and you have to uncheck a box that automatically broadcasts your reading status too. But there are more granular controls for making public which books you're reading, as well as the passages you highlight.\u003c/p>\n\u003caside class=\"pullquote alignleft\">The social element can add depth to the understanding of what's being read, just as book clubs do.\u003c/aside>\n\u003cp>Amazon isn't the only company to offer this connection between reading and social networks either. Last week, Google too made it easy to \u003ca href=\"http://booksearch.blogspot.com/2011/08/share-your-favorite-books-with-literary.html\">share titles of what you're reading\u003c/a> from Google Books to Google Plus. And Amazon and Google join a long list of other reading-oriented social networks, such as \u003ca href=\"http://goodreads.com\">Goodreads\u003c/a>, wherein you can keep track of what you read, as well as what others read, and of course, talk about books.\u003c!--more-->\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Many teachers already use sites like Goodreads in their classes, creating private groups -- \"book clubs,\" if you will -- where students can talk about their assigned reading, write reviews, take quizzes, and the like. Unlike the nascent social networks being built around the Amazon Kindle or Google Books, a site like Goodreads doesn't require that everyone have the same \"hardware\" -- the same printed edition or the same e-reader, for example.\u003c/p>\n\u003cp>But there's a lot of potential once and if students do share hardware, particularly when it comes to e-readers and e-books. As we noted in our recent coverage of \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/turning-static-text-into-interactive-discussions/\">Highlighter\u003c/a>, we're seeing lots of ways to mark up content, make notes in the margins, and share or save these electronically. But there's also the potential for real-time interaction, within the e-book itself, where readers can hold discussions within the text and within the app itself.\u003c/p>\n\u003cp>That may seem like anathema to the idea of the solitary reading experience. And critics will point out that the social aspect create distractions from reading. But we can also argue that the social element can add depth to the understanding of what's being read, just as book clubs do. Peers can help define words and concepts that are sometimes hard to grasp when reading alone.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Readers: have you used any social reading sites or features, or do you plan to? We'd love to hear your thoughts on how this has changed your reading habits.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Journalism Students Miss the Potential of Social Media",
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"content": "\u003ch5>\n\u003c/h5>\u003cp>\u003ca href=\"http://www.flickr.com/photos/sskennel/2330323726/\">\u003cimg class=\"size-medium wp-image-13839\" title=\"Reporter's notebook\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/2330323726_61b725b577_z-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003c/a>\u003c/p>\n\u003cp>By \u003ca href=\"http://www.pbs.org/mediashift/devin-harner-1/\">Devin Harner\u003c/a>\n\u003c/p>\u003cp>A couple of days after news broke of Osama bin Laden's killing in Pakistan, a group of students at \u003ca href=\"http://www.jjay.cuny.edu/\">John Jay College of Criminal Justice\u003c/a>, where we teach journalism, sat in a classroom and talked about how they were first alerted to the story. Most said Facebook. Some said friends or family, primarily via text message. No one named a newspaper. One student, Josh, said CNN.\u003c/p>\n\u003cp>CNN? So Josh just happened to be watching cable news late on a Sunday night when the bin Laden story broke?\u003c/p>\n\u003cp>\"Oh. No,\" he said. \"I heard about it on Facebook, then I turned on CNN to find out more.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Although they habitually post to Facebook, the thought of putting their work into the public domain was scary.\"\u003c/aside>\n\u003cp>In these days of social media, it was surprising that Josh didn't give Facebook due credit.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>After all, the discussion was about the first source, not the best. Did seeing comments on his status feed not count as information delivery in the same way a CNN report did? Was it not real for him until a traditional news outlet confirmed it?\u003c/p>\n\u003cp>We're used to our peers and mentors privileging legacy media -- be it broadcast or newspapers. But this is not what we expect of today's college students, a.k.a. tomorrow's journalists. In their wired world, there are increasingly fuzzy distinctions between professional and citizen, fact and rumor, confirmed and unconfirmed. We see their iPhones and Androids, iPads and laptops, and we figure part of our job as journalism instructors is to call attention to those distinctions. Yet, as Josh's answer suggests, students might be overcorrecting toward the old school, and in the process psyching themselves out of the journalism game.\u003c!--more-->\u003c/p>\n\u003ch4>Digital Revolution and Journalism\u003c/h4>\n\u003cp>We consider this tendency the \"digital divide 2.0,\" an updated version of the \u003ca href=\"http://www.pbs.org/mediashift/2007/01/your-guide-to-the-digital-divide017.html\">gap that long existed\u003c/a> between those who could afford pricey personal computers and dial-up Internet connections and those who could not. Despite the growing affordability of Net-based personal technology, the basic class disparity still exists among our students. Now this new version of the divide adds a psychological dimension that cuts across class lines and might be harder to define, diagnose and fix.\u003c/p>\n\u003cp>Although our students know how to act the part of digital natives, they're inclined to see the Internet as a tool for entertainment and socializing, rather than as an information source. Facebook is for photos and \"status,\" YouTube for cute or crazy clips to pass along to friends, and the rest a treasure trove of music, movies and TV shows (unless, of course, that history paper is due tomorrow and they need to visit Wikipedia).\u003c/p>\n\u003cp>Despite all the time they spend online, they're behind the curve in terms of understanding the journalistic potential of social media. In fact, some of them are reluctant to recognize the connection between legacy media and web 2.0, as if in doing so, they'd be assuming a power best left to professionals.\u003c/p>\n\u003cp>When our recent crop of digital journalism students were asked to create their own journalistic blogs and market their content through social media, they were uncomfortable. Although they habitually post to Facebook, the thought of actually reporting on a topic and putting their work into the public domain as journalism, versus a personal narrative of candid pictures and random Friday night ephemera, was scary.\u003c/p>\n\u003cp>In fact, a few students said that they didn't see blogs as journalism, because anyone could do them. They were in class to learn about reporting and writing -- capital-J Journalism -- and not to repeat what they already do on their own time.\u003c/p>\n\u003cp>When one of our colleagues at John Jay published a widely circulated \u003ca href=\"http://www.nytimes.com/2011/03/20/opinion/20selsberg.html?scp=1&sq=andy%20selsberg&st=cse\">Op-Ed\u003c/a> in the New York Times in March suggesting, perhaps polemically, that students be taught to write Twitter feeds and YouTube captions in composition class, our students were more horrified at the thought of bringing those activities into the classroom than many of their professors.\u003c/p>\n\u003cp>In some regards, it's refreshing that students already know what we think we're supposed to teach them. There \u003cem>is\u003c/em> a difference between what they post on Facebook and what they see on CNN. Not anyone can do journalism, or at least do it well. It does take time and training and some hard lessons to become responsible, thoughtful purveyors of information.\u003c/p>\n\u003cp>But no one ever gets to the point of responsible purveyor if they are too scared to test their capabilities as reporters, or too conservative as readers to trust beyond the mainstream media. If students can't see that there's journalism lurking in the everyday things they do with information, especially now that technology has made such things constant, instant and ubiquitous, then we truly do have reason to worry about the future of journalism -- particularly if the original digital divide is still a factor.\u003c/p>\n\u003ch4>A new digital gap emerges\u003c/h4>\n\u003cp>The digital divide reared its head this semester when one of our strongest journalism students said he wanted to sign up for an online section of Intermediate Reporting, but he was afraid to because he didn't have Internet access at home. During the summer break, the editor-in-chief of the student newspaper can't access the paper's \u003ca href=\"http://johnjaysentinel.com/\">new website\u003c/a> for the same reason.\u003c/p>\n\u003cp>\"If I did have the Internet, what would I use it for?\" he said.\u003c/p>\n\u003cp>If students who know, own and regularly access technology aren't inclined to put it to journalistic use, then what of the students who don't have such access? Not having the Internet at home -- or perhaps having parents who don't possess the time or means to demonstrate the web's legitimate capabilities -- pushes some students even further\u003cbr>\nback in the march toward careers in journalism.\u003c/p>\n\u003cp>The digital divide 2.0 is a psychological and sometimes economic divide, but it's also a generational one. When we started college in the early '90s, the library or the campus lab was the prime source of connectivity. As a consequence, we conceived of the Internet as a tool for doing work and getting information as we would on an old-fashioned terminal-based database or card catalog, or we used it to read primitive newspaper homepages.\u003c/p>\n\u003cp>When connectivity comes quickly and easily via intuitive mobile devices, and when the web becomes more about entertainment than information, then the associative power of Internet and workspace is undermined. Go to any college library now and count how many screens are on YouTube, Hulu or Facebook for purposes that have nothing to do with news or research.\u003c/p>\n\u003cp>As for Josh, it's possible that he overlooked Facebook because it has too much power, not too little. He may not see it as an information source because it's so ingrained in his world, such an extension of the self, that he doesn't see it as an external source at all. Like the air around him, it's so essential that it doesn't need to be acknowledged.\u003c/p>\n\u003cp>But how can students properly examine and harness the journalistic potential of digital media if they don't even see it as media, and how can they become content creators if they don't believe their content counts?\u003c/p>\n\u003cp>In addition to teaching nuts-and-bolts journalism, these are questions that we need to consider as we prepare our students to be media producers and consumers in the 21st century.\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"http://www.flickr.com/photos/musesings13/174111154/sizes/m/in/photostream/\">Reporter's essential tools photo\u003c/a> by \u003ca href=\"http://www.flickr.com/photos/musesings13/\">Valerie on Flickr\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003cem>Alexa Capeloto and Devin Harner are assistant professors of English at John Jay College of Criminal Justice/City University of New York where they direct the journalism program. Alexa earned her master's degree at Columbia's Graduate School of Journalism, and spent 10 years as a metro reporter and editor at the Detroit Free Press and the San Diego Union-Tribune before transitioning into academia. Devin has a Ph.D. in English from the University of Delaware and a background in journalism. His recent work has included essays on Chuck Palahniuk's non-fiction; on the film Adaptation's relationship to Susan Orlean's, The Orchid Thief; and on virtual time travel through YouTube.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca rel=\"attachment wp-att-13841\" href=\"http://ww2.kqed.org/mindshift/2011/07/journalism-students-miss-the-potential-of-social-media/pbs-mediashift-logo-final-3/\">\u003cimg class=\"alignleft size-thumbnail wp-image-13841\" title=\"pbs mediashift logo final\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/pbs-mediashift-logo-final-140x140.jpg\" alt=\"\" width=\"45\" height=\"45\">\u003c/a>This story was originally published by\u003ca href=\"http://www.pbs.org/mediashift/2011/05/childrens-magazines-cater-to-true-early-adopters-with-mobile-apps137.html\"> PBS MediaShift\u003c/a>, covering the intersection of \u003c/em>\u003cem> \u003c/em>\u003cem>media and technology. Follow \u003ca href=\"http://twitter.com/#%21/pbsmediashift\">@PBSMediaShift\u003c/a> for Twitter updates, or join us on \u003ca href=\"https://www.facebook.com/mediashift\">Facebook\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch5>\n\u003c/h5>\u003cp>\u003ca href=\"http://www.flickr.com/photos/sskennel/2330323726/\">\u003cimg class=\"size-medium wp-image-13839\" title=\"Reporter's notebook\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/2330323726_61b725b577_z-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003c/a>\u003c/p>\n\u003cp>By \u003ca href=\"http://www.pbs.org/mediashift/devin-harner-1/\">Devin Harner\u003c/a>\n\u003c/p>\u003cp>A couple of days after news broke of Osama bin Laden's killing in Pakistan, a group of students at \u003ca href=\"http://www.jjay.cuny.edu/\">John Jay College of Criminal Justice\u003c/a>, where we teach journalism, sat in a classroom and talked about how they were first alerted to the story. Most said Facebook. Some said friends or family, primarily via text message. No one named a newspaper. One student, Josh, said CNN.\u003c/p>\n\u003cp>CNN? So Josh just happened to be watching cable news late on a Sunday night when the bin Laden story broke?\u003c/p>\n\u003cp>\"Oh. No,\" he said. \"I heard about it on Facebook, then I turned on CNN to find out more.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Although they habitually post to Facebook, the thought of putting their work into the public domain was scary.\"\u003c/aside>\n\u003cp>In these days of social media, it was surprising that Josh didn't give Facebook due credit.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>After all, the discussion was about the first source, not the best. Did seeing comments on his status feed not count as information delivery in the same way a CNN report did? Was it not real for him until a traditional news outlet confirmed it?\u003c/p>\n\u003cp>We're used to our peers and mentors privileging legacy media -- be it broadcast or newspapers. But this is not what we expect of today's college students, a.k.a. tomorrow's journalists. In their wired world, there are increasingly fuzzy distinctions between professional and citizen, fact and rumor, confirmed and unconfirmed. We see their iPhones and Androids, iPads and laptops, and we figure part of our job as journalism instructors is to call attention to those distinctions. Yet, as Josh's answer suggests, students might be overcorrecting toward the old school, and in the process psyching themselves out of the journalism game.\u003c!--more-->\u003c/p>\n\u003ch4>Digital Revolution and Journalism\u003c/h4>\n\u003cp>We consider this tendency the \"digital divide 2.0,\" an updated version of the \u003ca href=\"http://www.pbs.org/mediashift/2007/01/your-guide-to-the-digital-divide017.html\">gap that long existed\u003c/a> between those who could afford pricey personal computers and dial-up Internet connections and those who could not. Despite the growing affordability of Net-based personal technology, the basic class disparity still exists among our students. Now this new version of the divide adds a psychological dimension that cuts across class lines and might be harder to define, diagnose and fix.\u003c/p>\n\u003cp>Although our students know how to act the part of digital natives, they're inclined to see the Internet as a tool for entertainment and socializing, rather than as an information source. Facebook is for photos and \"status,\" YouTube for cute or crazy clips to pass along to friends, and the rest a treasure trove of music, movies and TV shows (unless, of course, that history paper is due tomorrow and they need to visit Wikipedia).\u003c/p>\n\u003cp>Despite all the time they spend online, they're behind the curve in terms of understanding the journalistic potential of social media. In fact, some of them are reluctant to recognize the connection between legacy media and web 2.0, as if in doing so, they'd be assuming a power best left to professionals.\u003c/p>\n\u003cp>When our recent crop of digital journalism students were asked to create their own journalistic blogs and market their content through social media, they were uncomfortable. Although they habitually post to Facebook, the thought of actually reporting on a topic and putting their work into the public domain as journalism, versus a personal narrative of candid pictures and random Friday night ephemera, was scary.\u003c/p>\n\u003cp>In fact, a few students said that they didn't see blogs as journalism, because anyone could do them. They were in class to learn about reporting and writing -- capital-J Journalism -- and not to repeat what they already do on their own time.\u003c/p>\n\u003cp>When one of our colleagues at John Jay published a widely circulated \u003ca href=\"http://www.nytimes.com/2011/03/20/opinion/20selsberg.html?scp=1&sq=andy%20selsberg&st=cse\">Op-Ed\u003c/a> in the New York Times in March suggesting, perhaps polemically, that students be taught to write Twitter feeds and YouTube captions in composition class, our students were more horrified at the thought of bringing those activities into the classroom than many of their professors.\u003c/p>\n\u003cp>In some regards, it's refreshing that students already know what we think we're supposed to teach them. There \u003cem>is\u003c/em> a difference between what they post on Facebook and what they see on CNN. Not anyone can do journalism, or at least do it well. It does take time and training and some hard lessons to become responsible, thoughtful purveyors of information.\u003c/p>\n\u003cp>But no one ever gets to the point of responsible purveyor if they are too scared to test their capabilities as reporters, or too conservative as readers to trust beyond the mainstream media. If students can't see that there's journalism lurking in the everyday things they do with information, especially now that technology has made such things constant, instant and ubiquitous, then we truly do have reason to worry about the future of journalism -- particularly if the original digital divide is still a factor.\u003c/p>\n\u003ch4>A new digital gap emerges\u003c/h4>\n\u003cp>The digital divide reared its head this semester when one of our strongest journalism students said he wanted to sign up for an online section of Intermediate Reporting, but he was afraid to because he didn't have Internet access at home. During the summer break, the editor-in-chief of the student newspaper can't access the paper's \u003ca href=\"http://johnjaysentinel.com/\">new website\u003c/a> for the same reason.\u003c/p>\n\u003cp>\"If I did have the Internet, what would I use it for?\" he said.\u003c/p>\n\u003cp>If students who know, own and regularly access technology aren't inclined to put it to journalistic use, then what of the students who don't have such access? Not having the Internet at home -- or perhaps having parents who don't possess the time or means to demonstrate the web's legitimate capabilities -- pushes some students even further\u003cbr>\nback in the march toward careers in journalism.\u003c/p>\n\u003cp>The digital divide 2.0 is a psychological and sometimes economic divide, but it's also a generational one. When we started college in the early '90s, the library or the campus lab was the prime source of connectivity. As a consequence, we conceived of the Internet as a tool for doing work and getting information as we would on an old-fashioned terminal-based database or card catalog, or we used it to read primitive newspaper homepages.\u003c/p>\n\u003cp>When connectivity comes quickly and easily via intuitive mobile devices, and when the web becomes more about entertainment than information, then the associative power of Internet and workspace is undermined. Go to any college library now and count how many screens are on YouTube, Hulu or Facebook for purposes that have nothing to do with news or research.\u003c/p>\n\u003cp>As for Josh, it's possible that he overlooked Facebook because it has too much power, not too little. He may not see it as an information source because it's so ingrained in his world, such an extension of the self, that he doesn't see it as an external source at all. Like the air around him, it's so essential that it doesn't need to be acknowledged.\u003c/p>\n\u003cp>But how can students properly examine and harness the journalistic potential of digital media if they don't even see it as media, and how can they become content creators if they don't believe their content counts?\u003c/p>\n\u003cp>In addition to teaching nuts-and-bolts journalism, these are questions that we need to consider as we prepare our students to be media producers and consumers in the 21st century.\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"http://www.flickr.com/photos/musesings13/174111154/sizes/m/in/photostream/\">Reporter's essential tools photo\u003c/a> by \u003ca href=\"http://www.flickr.com/photos/musesings13/\">Valerie on Flickr\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003cem>Alexa Capeloto and Devin Harner are assistant professors of English at John Jay College of Criminal Justice/City University of New York where they direct the journalism program. Alexa earned her master's degree at Columbia's Graduate School of Journalism, and spent 10 years as a metro reporter and editor at the Detroit Free Press and the San Diego Union-Tribune before transitioning into academia. Devin has a Ph.D. in English from the University of Delaware and a background in journalism. His recent work has included essays on Chuck Palahniuk's non-fiction; on the film Adaptation's relationship to Susan Orlean's, The Orchid Thief; and on virtual time travel through YouTube.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca rel=\"attachment wp-att-13841\" href=\"http://ww2.kqed.org/mindshift/2011/07/journalism-students-miss-the-potential-of-social-media/pbs-mediashift-logo-final-3/\">\u003cimg class=\"alignleft size-thumbnail wp-image-13841\" title=\"pbs mediashift logo final\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/pbs-mediashift-logo-final-140x140.jpg\" alt=\"\" width=\"45\" height=\"45\">\u003c/a>This story was originally published by\u003ca href=\"http://www.pbs.org/mediashift/2011/05/childrens-magazines-cater-to-true-early-adopters-with-mobile-apps137.html\"> PBS MediaShift\u003c/a>, covering the intersection of \u003c/em>\u003cem> \u003c/em>\u003cem>media and technology. Follow \u003ca href=\"http://twitter.com/#%21/pbsmediashift\">@PBSMediaShift\u003c/a> for Twitter updates, or join us on \u003ca href=\"https://www.facebook.com/mediashift\">Facebook\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cform method=\"get\">\n\u003cdiv>\n\u003cp>\u003ca rel=\"attachment wp-att-13611\" href=\"http://ww2.kqed.org/mindshift/2011/07/how-do-you-negotiate-public-and-private-personas-on-twitter/topgold/\">\u003cimg class=\"size-medium wp-image-13611 alignleft\" title=\"topgold\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/topgold-300x268.jpg\" alt=\"\" width=\"300\" height=\"268\">\u003c/a>\u003c/p>\n\u003cp>As teachers try to suss out how to integrate \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/will-google-replace-twitter-or-facebook-for-teachers/\">Google+ with their Facebook and Twitter networks\u003c/a> in and out of the classroom, the line between public and private posts becomes that much more the focus of discussion.\u003c/p>\n\u003cp>Google+ has made it somewhat easier by making users decide specifically which circles to post to. That function also works on Facebook, but it's not as transparent (the prompt is hidden next to the \"share\" button when you click on the lock icon, which allows you to customize which groups see your post).\u003c/p>\n\u003caside class=\"pullquote alignleft\">If your professors or students follow you on Twitter, do you feel you have to censor your Tweets?\u003c/aside>\n\u003cp>While Facebook has its own dynamics (read the \u003ca href=\"../2011/06/30-facebook-rules-for-college-professors/\">dos and dont's of using Facebook \u003c/a>in the college setting), Twitter is another animal altogether. By its very nature, it's almost always used publicly. Though you can send private messages, most people use it to broadcast news, links, and briefly described ideas to anyone and everyone willing to read.\u003c/p>\n\u003cp>Indeed, educators have found \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/28-creative-ideas-for-teaching-with-twitter/\">creative ways to teach with Twitter.\u003c/a> But just as we, as individuals and parents of kids who want to join the socially wired world, must decide what's appropriate to Tweet (and Facebook and Google+ and all of what else is to come), teachers have to consider yet another layer of what works and what doesn't.\u003c!--more-->\u003c/p>\n\u003cp>Knowing that their public 140-character missives can be read by both teachers and students, how do they decide what information to share? Do students want their teachers knowing they went out with friends instead of studying for their exams? Do teachers want their students to hear about their workplace frustrations?\u003c/p>\n\u003cp>Phil Bronstein, editor at large at the San Francisco Chronicle, recently interviewed me about the subject for \u003ca href=\"http://articles.sfgate.com/2011-06-06/opinion/29624651_1_social-media-bad-teachers-tweet\">an article about guidelines for teachers\u003c/a>. We had a long conversation, but the gist of it was this: \"Educators have to find a way to walk the line between their professional persona and their personal opinion.\" It goes without saying that students do, too. It's all about learning to define digital footprints.\u003c/p>\n\u003cp>We recently conducted a small poll to \u003ca href=\"http://polldaddy.com/poll/5166951/\">gauge how students and teachers felt\u003c/a> about their Twitter habits. We asked just one question: If your professors or students follow you on Twitter, do you feel you have to censor yourself when you Tweet?\u003c/p>\n\u003cp>Most responders -- 62% -- said yes, \"Using my Twitter account for school makes me think twice about what I Tweet.\" A quarter of responders, 25%, said they don't feel any pressure to edit their Tweets. But here's what's interesting to me: 13% said they've created two different accounts to keep personal and academic feeds separate.\u003c/p>\n\u003cp>Teachers, students, what kind of information do you broadcast on Twitter?\u003c/p>\n\u003c/div>\n\u003c/form>\n\u003cp> \u003c/p>\n\u003cform id=\"formcomment\" action=\"/answers/post-comment.php\" method=\"post\"> \u003cinput id=\"poll_id\" name=\"poll_id\" type=\"hidden\" value=\"5166951\"> \u003cinput name=\"nonce\" type=\"hidden\" value=\"d631e43284\"> \u003ca href=\"http://polldaddy.com/poll/5166951/?view=results#\">\u003cbr>\n\u003c/a> \u003c/form>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cform method=\"get\">\n\u003cdiv>\n\u003cp>\u003ca rel=\"attachment wp-att-13611\" href=\"http://ww2.kqed.org/mindshift/2011/07/how-do-you-negotiate-public-and-private-personas-on-twitter/topgold/\">\u003cimg class=\"size-medium wp-image-13611 alignleft\" title=\"topgold\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/topgold-300x268.jpg\" alt=\"\" width=\"300\" height=\"268\">\u003c/a>\u003c/p>\n\u003cp>As teachers try to suss out how to integrate \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/will-google-replace-twitter-or-facebook-for-teachers/\">Google+ with their Facebook and Twitter networks\u003c/a> in and out of the classroom, the line between public and private posts becomes that much more the focus of discussion.\u003c/p>\n\u003cp>Google+ has made it somewhat easier by making users decide specifically which circles to post to. That function also works on Facebook, but it's not as transparent (the prompt is hidden next to the \"share\" button when you click on the lock icon, which allows you to customize which groups see your post).\u003c/p>\n\u003caside class=\"pullquote alignleft\">If your professors or students follow you on Twitter, do you feel you have to censor your Tweets?\u003c/aside>\n\u003cp>While Facebook has its own dynamics (read the \u003ca href=\"../2011/06/30-facebook-rules-for-college-professors/\">dos and dont's of using Facebook \u003c/a>in the college setting), Twitter is another animal altogether. By its very nature, it's almost always used publicly. Though you can send private messages, most people use it to broadcast news, links, and briefly described ideas to anyone and everyone willing to read.\u003c/p>\n\u003cp>Indeed, educators have found \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/28-creative-ideas-for-teaching-with-twitter/\">creative ways to teach with Twitter.\u003c/a> But just as we, as individuals and parents of kids who want to join the socially wired world, must decide what's appropriate to Tweet (and Facebook and Google+ and all of what else is to come), teachers have to consider yet another layer of what works and what doesn't.\u003c!--more-->\u003c/p>\n\u003cp>Knowing that their public 140-character missives can be read by both teachers and students, how do they decide what information to share? Do students want their teachers knowing they went out with friends instead of studying for their exams? Do teachers want their students to hear about their workplace frustrations?\u003c/p>\n\u003cp>Phil Bronstein, editor at large at the San Francisco Chronicle, recently interviewed me about the subject for \u003ca href=\"http://articles.sfgate.com/2011-06-06/opinion/29624651_1_social-media-bad-teachers-tweet\">an article about guidelines for teachers\u003c/a>. We had a long conversation, but the gist of it was this: \"Educators have to find a way to walk the line between their professional persona and their personal opinion.\" It goes without saying that students do, too. It's all about learning to define digital footprints.\u003c/p>\n\u003cp>We recently conducted a small poll to \u003ca href=\"http://polldaddy.com/poll/5166951/\">gauge how students and teachers felt\u003c/a> about their Twitter habits. We asked just one question: If your professors or students follow you on Twitter, do you feel you have to censor yourself when you Tweet?\u003c/p>\n\u003cp>Most responders -- 62% -- said yes, \"Using my Twitter account for school makes me think twice about what I Tweet.\" A quarter of responders, 25%, said they don't feel any pressure to edit their Tweets. But here's what's interesting to me: 13% said they've created two different accounts to keep personal and academic feeds separate.\u003c/p>\n\u003cp>Teachers, students, what kind of information do you broadcast on Twitter?\u003c/p>\n\u003c/div>\n\u003c/form>\n\u003cp> \u003c/p>\n\u003cform id=\"formcomment\" action=\"/answers/post-comment.php\" method=\"post\"> \u003cinput id=\"poll_id\" name=\"poll_id\" type=\"hidden\" value=\"5166951\"> \u003cinput name=\"nonce\" type=\"hidden\" value=\"d631e43284\"> \u003ca href=\"http://polldaddy.com/poll/5166951/?view=results#\">\u003cbr>\n\u003c/a> \u003c/form>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "30 Facebook Dos and Don'ts for College Professors",
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"content": "\u003cfigure id=\"attachment_13018\" class=\"wp-caption alignnone\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/birgerking/5600215736/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-13018\" title=\"birgerking\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/birgerking-300x192.jpg\" alt=\"\" width=\"300\" height=\"192\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">\" credit=\"Flickr:Birgerking\u003c/figcaption>\u003c/figure>\n\u003cp>Privacy in the age of social media is almost an oxymoron. What's acceptable to broadcast to each other and the world is constantly changing -- and that's especially the case in education. We've created a \u003ca href=\"http://polldaddy.com/poll/5166951/\">short poll about student/teacher Tweeting habits\u003c/a>, and would love your feedback.\u003c/p>\n\u003cp>In the meantime, check out these suggested Facebook guidelines for college professors, which \u003ca href=\"http://www.onlinecolleges.net/2011/06/21/30-important-rules-for-professors-on-facebook/\">Online Colleges\u003c/a> asked me to repost.\u003c/p>\n\u003cp>Do you agree?\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.usatoday.com/news/education/2010-03-02-facebook-professors_N.htm\">Don’t vent about students\u003c/a>\u003c/strong>: You may forget that the student you’re ranting about is friends with one of your friends, and might still be able to see your status updates.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.nytimes.com/2008/03/20/fashion/20professor.html\">Understand your motives for friending students\u003c/a>\u003c/strong>: Many professors become friends with students on Facebook so that they seem more accessible and to encourage intelligent discussion. If you want your students to continue to view you as a more conservative professor, don’t bring any relationships online.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://thetartan.org/2009/2/9/news/facebook\">Don’t blast updates to the whole university network\u003c/a>\u003c/strong>: If your school is on its own Facebook network, make sure your privacy settings are set so that your updates aren’t sent to everyone on campus — this oversight can happen even if you’re not friends with them.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.usatoday.com/news/education/2010-03-02-facebook-professors_N.htm\">Find out if your school has a social media policy\u003c/a>\u003c/strong>: Some universities now have policies for faculty use of social media: you may not be allowed to friend students or discuss work at all, even on your private account, so make sure before you update your profile.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://thetartan.org/2009/2/9/news/facebook\">Consider waiting until students have graduated\u003c/a>\u003c/strong>: Becoming friends with students after they’ve graduated could be a smart policy if you’re nervous about saying the wrong thing or offending someone.\u003c!--more-->\u003c/li>\n\u003cli>\u003cstrong>Use Facebook to help online students\u003c/strong>: If you’re an online instructor, use Facebook regularly to interact with your students. Since they’re not able to meet with you in person, it’s especially important that you’re readily available across different platforms online.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.tree.com/education/blog-blog/archive-2011-03-17-5-reasons-to-use-facebook-in-college-classrooms.aspx\">Use Facebook as a back-up tool\u003c/a>\u003c/strong>: If class is cancelled because of bad weather, direct students to Facebook, and send out course materials, readings and discussion questions so that your class doesn’t fall behind.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.tree.com/education/blog-blog/archive-2011-03-17-5-reasons-to-use-facebook-in-college-classrooms.aspx\">Take advantage of Groups\u003c/a>\u003c/strong>: Create Groups for different classes, study groups, projects, or special discussions. It will help you stay organized and bolster the community spirit, hopefully encouraging more active participation.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.schools.com/visuals/college-professors-on-facebook.html\">Set up a separate account\u003c/a>\u003c/strong>: Set up a private account under a nickname, and use another Facebook account to connect with students, share class materials, and fuel discussion.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://media.www.gwhatchet.com/media/storage/paper332/news/2010/11/04/News/Professor.Warns.Of.Social.Media.Use.At.Last.Lecture-3954054.shtml\">\"Mind your brand\"\u003c/a>\u003c/strong>: Everyone on Facebook should realize that they can’t keep their private and workplace identities completely separate on social media. Realize that everything you put up on your profile, including your updates, contributes to your personal brand.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.allfacebook.com/nj-teacher-suspended-for-calling-students-facebook-2011-04\">Don’t login when you’re upset\u003c/a>\u003c/strong>: A few teachers at lower level schools have been fired because of nasty comments they’ve made about their schools or students. Mouth off to your friends in person, and wait until you feel calmer to get online.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://chronicle.com/blogs/wiredcampus/should-professors-use-facebook/2071\">Decide if you really want to spy on your students\u003c/a>\u003c/strong>: Do you really want to know that your student missed class because he or she was hungover, even though they emailed you with a nobler excuse? Sometimes, ignorance is bliss, particularly if you want to remain an unbiased grader.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.geekosystem.com/should-college-professors-kill-their-facebook-accounts/\">Don’t get violent\u003c/a>\u003c/strong>: Threats about campus violence are taken especially seriously these days after shootings have occurred at colleges across the country, and even comments made as jokes about killing students or colleagues can get you fired.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://deanartsandscience.wordpress.com/2011/05/02/do-college-professors-use-facebook/\">Get student feedback\u003c/a>\u003c/strong>: Facebook is an easy way to get feedback from students regarding what they learned in class, how they can apply it to their daily lives, and what they wish you’d discussed.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://deanartsandscience.wordpress.com/2011/05/02/do-college-professors-use-facebook/\">Connect students to each other via your own profile\u003c/a>\u003c/strong>: Encourage students to ask each other questions and critique each other’s work by giving them a forum to do so on your profile or in a message feed.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://uwire.com/2010/09/02/techy-teaching-professors-use-facebook-to-promote-discussion-interaction/\">Use Pages\u003c/a>\u003c/strong>: Set up a Facebook Page for a particular class, like this Spanish professor did to encourage students to speak to each other in the foreign language without being graded.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://uwire.com/2010/09/02/techy-teaching-professors-use-facebook-to-promote-discussion-interaction/\">Enrich the in-class atmosphere\u003c/a>\u003c/strong>: Connecting with students online can \"bring more closeness into the classroom,\" a graduate student and Kansas State teacher told UWire.com. If students feel more comfortable with you because they know more about your personal interests and experiences, they’ll be more likely to open up in class too.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://gigaom.com/collaboration/12-ways-to-use-facebook-professionally/\">Expand your professional network\u003c/a>\u003c/strong>: Friend colleagues you meet at conferences, lectures and other events to network professionally.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.schools.com/visuals/college-professors-on-facebook.html\">Host discussions on Facebook\u003c/a>\u003c/strong>: Add tabs for polls, surveys and discussions, and require students to jump in for \"class\" participation points.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://deanartsandscience.wordpress.com/2011/05/02/do-college-professors-use-facebook/\">Take advantage of Facebook’s convenience\u003c/a>\u003c/strong>: Send out bulk messages that everyone can see instead of setting yourself up to reply to lots of separate emails.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://gigaom.com/collaboration/12-ways-to-use-facebook-professionally/\">Avoid the time suck\u003c/a>\u003c/strong>: You can’t blame your students for playing on Facebook instead of studying if you’re doing the same thing: set aside certain Facebook time for fun, and the rest of the time, use it for something productive, like posting course materials or responding to questions.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://uwire.com/2010/09/02/techy-teaching-professors-use-facebook-to-promote-discussion-interaction/\">Use it to store and save information\u003c/a>\u003c/strong>: Ask students to dump research and brainstorming ideas — and help them add resources – into a Page for easy collaboration.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://gawker.com/5729990/how-to-keep-facebook-from-humiliating-you-today\">Find out where you’ve been tagged\u003c/a>\u003c/strong>: You can find out if you’ve been tagged or added to photos and videos, even if you missed the e-mail update. Untag yourself from anything offensive or unprofessional.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.allfacebook.com/facebook-tutorials/facebook-profile-tutorial\">Stay active\u003c/a>\u003c/strong>: If your students want to become friends with you on Facebook and you’re open to the online connection, make an effort to engage with them. Keep your profile updated, and respond to questions and comments; otherwise, you’ll seem cold and snobbish.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.tree.com/education/blog-blog/archive-2011-03-17-5-reasons-to-use-facebook-in-college-classrooms.aspx\">Publicize your Facebook profile\u003c/a>\u003c/strong>: Make it easy for students to find you on Facebook, if you want them to. Add a link to your email signature or website if it’s convenient.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://arbiteronline.com/2011/02/07/friends-with-your-professors-on-facebook-tips-and-secrets-for-the-tricky-arena-of-online-social-networking/\">Invite everyone\u003c/a>\u003c/strong>: Don’t arbitrarily friend students as they find you if you plan to use Facebook as an extension of your class projects and discussions. You’ll seem like you’re favoring the students who find you by accident and are leaving everyone else out.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.onlinedegree.net/50-useful-facebook-tips-for-teachers/\">Don’t trash the school\u003c/a>\u003c/strong>: Professors often like to get involved in campus campaigns and student events, but don’t randomly trash the school or your university president with remarks that undermine their integrity or hint you’d rather be working somewhere else.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://roadtoteaching.com/2011/01/05/5-tips-to-avoid-facebook-and-other-social-media-pitfalls/\">Remember who’s watching\u003c/a>\u003c/strong>: Your department head or university president might be silently reading your updates, so keep everything clean.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://arbiteronline.com/2011/02/07/friends-with-your-professors-on-facebook-tips-and-secrets-for-the-tricky-arena-of-online-social-networking/\">Let students know if you won’t friend them back\u003c/a>\u003c/strong>: Students might be offended if you don’t accept their friend requests and don’t explain why. If you start getting requests, announce your policies for using (or not using) Facebook with them.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://arbiteronline.com/2011/02/07/friends-with-your-professors-on-facebook-tips-and-secrets-for-the-tricky-arena-of-online-social-networking/\">Only post or send messages you’d be proud to say in person\u003c/a>\u003c/strong>: Don’t get flirty, overly risque or sarcastic on students’ walls or in messages. Remember that just because it’s online doesn’t mean it isn’t real.\u003c/li>\n\u003c/ol>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_13018\" class=\"wp-caption alignnone\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/birgerking/5600215736/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-13018\" title=\"birgerking\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/birgerking-300x192.jpg\" alt=\"\" width=\"300\" height=\"192\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">\" credit=\"Flickr:Birgerking\u003c/figcaption>\u003c/figure>\n\u003cp>Privacy in the age of social media is almost an oxymoron. What's acceptable to broadcast to each other and the world is constantly changing -- and that's especially the case in education. We've created a \u003ca href=\"http://polldaddy.com/poll/5166951/\">short poll about student/teacher Tweeting habits\u003c/a>, and would love your feedback.\u003c/p>\n\u003cp>In the meantime, check out these suggested Facebook guidelines for college professors, which \u003ca href=\"http://www.onlinecolleges.net/2011/06/21/30-important-rules-for-professors-on-facebook/\">Online Colleges\u003c/a> asked me to repost.\u003c/p>\n\u003cp>Do you agree?\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.usatoday.com/news/education/2010-03-02-facebook-professors_N.htm\">Don’t vent about students\u003c/a>\u003c/strong>: You may forget that the student you’re ranting about is friends with one of your friends, and might still be able to see your status updates.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.nytimes.com/2008/03/20/fashion/20professor.html\">Understand your motives for friending students\u003c/a>\u003c/strong>: Many professors become friends with students on Facebook so that they seem more accessible and to encourage intelligent discussion. If you want your students to continue to view you as a more conservative professor, don’t bring any relationships online.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://thetartan.org/2009/2/9/news/facebook\">Don’t blast updates to the whole university network\u003c/a>\u003c/strong>: If your school is on its own Facebook network, make sure your privacy settings are set so that your updates aren’t sent to everyone on campus — this oversight can happen even if you’re not friends with them.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.usatoday.com/news/education/2010-03-02-facebook-professors_N.htm\">Find out if your school has a social media policy\u003c/a>\u003c/strong>: Some universities now have policies for faculty use of social media: you may not be allowed to friend students or discuss work at all, even on your private account, so make sure before you update your profile.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://thetartan.org/2009/2/9/news/facebook\">Consider waiting until students have graduated\u003c/a>\u003c/strong>: Becoming friends with students after they’ve graduated could be a smart policy if you’re nervous about saying the wrong thing or offending someone.\u003c!--more-->\u003c/li>\n\u003cli>\u003cstrong>Use Facebook to help online students\u003c/strong>: If you’re an online instructor, use Facebook regularly to interact with your students. Since they’re not able to meet with you in person, it’s especially important that you’re readily available across different platforms online.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.tree.com/education/blog-blog/archive-2011-03-17-5-reasons-to-use-facebook-in-college-classrooms.aspx\">Use Facebook as a back-up tool\u003c/a>\u003c/strong>: If class is cancelled because of bad weather, direct students to Facebook, and send out course materials, readings and discussion questions so that your class doesn’t fall behind.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.tree.com/education/blog-blog/archive-2011-03-17-5-reasons-to-use-facebook-in-college-classrooms.aspx\">Take advantage of Groups\u003c/a>\u003c/strong>: Create Groups for different classes, study groups, projects, or special discussions. It will help you stay organized and bolster the community spirit, hopefully encouraging more active participation.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.schools.com/visuals/college-professors-on-facebook.html\">Set up a separate account\u003c/a>\u003c/strong>: Set up a private account under a nickname, and use another Facebook account to connect with students, share class materials, and fuel discussion.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://media.www.gwhatchet.com/media/storage/paper332/news/2010/11/04/News/Professor.Warns.Of.Social.Media.Use.At.Last.Lecture-3954054.shtml\">\"Mind your brand\"\u003c/a>\u003c/strong>: Everyone on Facebook should realize that they can’t keep their private and workplace identities completely separate on social media. Realize that everything you put up on your profile, including your updates, contributes to your personal brand.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.allfacebook.com/nj-teacher-suspended-for-calling-students-facebook-2011-04\">Don’t login when you’re upset\u003c/a>\u003c/strong>: A few teachers at lower level schools have been fired because of nasty comments they’ve made about their schools or students. Mouth off to your friends in person, and wait until you feel calmer to get online.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://chronicle.com/blogs/wiredcampus/should-professors-use-facebook/2071\">Decide if you really want to spy on your students\u003c/a>\u003c/strong>: Do you really want to know that your student missed class because he or she was hungover, even though they emailed you with a nobler excuse? Sometimes, ignorance is bliss, particularly if you want to remain an unbiased grader.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.geekosystem.com/should-college-professors-kill-their-facebook-accounts/\">Don’t get violent\u003c/a>\u003c/strong>: Threats about campus violence are taken especially seriously these days after shootings have occurred at colleges across the country, and even comments made as jokes about killing students or colleagues can get you fired.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://deanartsandscience.wordpress.com/2011/05/02/do-college-professors-use-facebook/\">Get student feedback\u003c/a>\u003c/strong>: Facebook is an easy way to get feedback from students regarding what they learned in class, how they can apply it to their daily lives, and what they wish you’d discussed.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://deanartsandscience.wordpress.com/2011/05/02/do-college-professors-use-facebook/\">Connect students to each other via your own profile\u003c/a>\u003c/strong>: Encourage students to ask each other questions and critique each other’s work by giving them a forum to do so on your profile or in a message feed.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://uwire.com/2010/09/02/techy-teaching-professors-use-facebook-to-promote-discussion-interaction/\">Use Pages\u003c/a>\u003c/strong>: Set up a Facebook Page for a particular class, like this Spanish professor did to encourage students to speak to each other in the foreign language without being graded.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://uwire.com/2010/09/02/techy-teaching-professors-use-facebook-to-promote-discussion-interaction/\">Enrich the in-class atmosphere\u003c/a>\u003c/strong>: Connecting with students online can \"bring more closeness into the classroom,\" a graduate student and Kansas State teacher told UWire.com. If students feel more comfortable with you because they know more about your personal interests and experiences, they’ll be more likely to open up in class too.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://gigaom.com/collaboration/12-ways-to-use-facebook-professionally/\">Expand your professional network\u003c/a>\u003c/strong>: Friend colleagues you meet at conferences, lectures and other events to network professionally.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.schools.com/visuals/college-professors-on-facebook.html\">Host discussions on Facebook\u003c/a>\u003c/strong>: Add tabs for polls, surveys and discussions, and require students to jump in for \"class\" participation points.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://deanartsandscience.wordpress.com/2011/05/02/do-college-professors-use-facebook/\">Take advantage of Facebook’s convenience\u003c/a>\u003c/strong>: Send out bulk messages that everyone can see instead of setting yourself up to reply to lots of separate emails.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://gigaom.com/collaboration/12-ways-to-use-facebook-professionally/\">Avoid the time suck\u003c/a>\u003c/strong>: You can’t blame your students for playing on Facebook instead of studying if you’re doing the same thing: set aside certain Facebook time for fun, and the rest of the time, use it for something productive, like posting course materials or responding to questions.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://uwire.com/2010/09/02/techy-teaching-professors-use-facebook-to-promote-discussion-interaction/\">Use it to store and save information\u003c/a>\u003c/strong>: Ask students to dump research and brainstorming ideas — and help them add resources – into a Page for easy collaboration.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://gawker.com/5729990/how-to-keep-facebook-from-humiliating-you-today\">Find out where you’ve been tagged\u003c/a>\u003c/strong>: You can find out if you’ve been tagged or added to photos and videos, even if you missed the e-mail update. Untag yourself from anything offensive or unprofessional.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.allfacebook.com/facebook-tutorials/facebook-profile-tutorial\">Stay active\u003c/a>\u003c/strong>: If your students want to become friends with you on Facebook and you’re open to the online connection, make an effort to engage with them. Keep your profile updated, and respond to questions and comments; otherwise, you’ll seem cold and snobbish.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.tree.com/education/blog-blog/archive-2011-03-17-5-reasons-to-use-facebook-in-college-classrooms.aspx\">Publicize your Facebook profile\u003c/a>\u003c/strong>: Make it easy for students to find you on Facebook, if you want them to. Add a link to your email signature or website if it’s convenient.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://arbiteronline.com/2011/02/07/friends-with-your-professors-on-facebook-tips-and-secrets-for-the-tricky-arena-of-online-social-networking/\">Invite everyone\u003c/a>\u003c/strong>: Don’t arbitrarily friend students as they find you if you plan to use Facebook as an extension of your class projects and discussions. You’ll seem like you’re favoring the students who find you by accident and are leaving everyone else out.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.onlinedegree.net/50-useful-facebook-tips-for-teachers/\">Don’t trash the school\u003c/a>\u003c/strong>: Professors often like to get involved in campus campaigns and student events, but don’t randomly trash the school or your university president with remarks that undermine their integrity or hint you’d rather be working somewhere else.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://roadtoteaching.com/2011/01/05/5-tips-to-avoid-facebook-and-other-social-media-pitfalls/\">Remember who’s watching\u003c/a>\u003c/strong>: Your department head or university president might be silently reading your updates, so keep everything clean.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://arbiteronline.com/2011/02/07/friends-with-your-professors-on-facebook-tips-and-secrets-for-the-tricky-arena-of-online-social-networking/\">Let students know if you won’t friend them back\u003c/a>\u003c/strong>: Students might be offended if you don’t accept their friend requests and don’t explain why. If you start getting requests, announce your policies for using (or not using) Facebook with them.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://arbiteronline.com/2011/02/07/friends-with-your-professors-on-facebook-tips-and-secrets-for-the-tricky-arena-of-online-social-networking/\">Only post or send messages you’d be proud to say in person\u003c/a>\u003c/strong>: Don’t get flirty, overly risque or sarcastic on students’ walls or in messages. Remember that just because it’s online doesn’t mean it isn’t real.\u003c/li>\n\u003c/ol>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003ch5>\u003ca href=\"http://www.pbs.org/mediashift/nathan-gibbs/\">\u003c/a>\n\u003c/h5>\u003cp>\u003ca href=\"http://www.flickr.com/photos/gsfc/5596130734/sizes/z/in/photostream/\">\u003cimg class=\"size-medium wp-image-12335\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/facebook-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003c/a>\u003c/p>\n\u003cp>By Nathan Gibbs\n\u003c/p>\u003cp>It's difficult to deny that social media platforms are changing the face of modern communication. Online tools are a growing part of how news is sourced, published, and consumed. The revolutions in Tunisia and Egypt demonstrated the importance of social media literacy for journalists.\u003c/p>\n\u003cp>Yet integrating social media into university classrooms can be a daunting task for many journalism educators. Professors are typically required to use clunky online systems for grading and communicating with students. It's an unpleasant experience for everyone involved. These awkward systems don't inspire creativity, enrich collaboration, or instill a passion for experimentation -- all of which are required to survive and succeed in a rapidly changing media industry.\u003c/p>\n\u003cp>This post will examine a few innovative uses of social media that journalism professors are trying out in the classroom. Not every tool is appropriate for every class, but there are undoubtedly ways in which most instructors can find room for at least some of these ideas.\u003c/p>\n\u003ch4>1. Facebook\u003c/h4>\n\u003cp>Yes, Facebook can play a significant, positive role in the classroom. And no, professors don't have to become \"friends\" with their students to make use of it.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Facebook Groups provide a place where students can post ideas, links, and even photos or videos. When one uploads content to a Facebook group, neither the action nor the information shows up on a person's wall. It remains completely within the walls of the group.\u003cbr>\nThe main reason to use a Facebook group is that students are already there. They don't have to remember another log-in or remember to go visit \"the class forum.\" It fits seamlessly into their lives. It takes very little effort to click \"like\" or add a comment to a classmate's idea. This fact alone encourages more interaction than other platforms.\u003c!--more-->\u003c/p>\n\u003cp>Groups come in three varieties: open, closed or secret. \"Open\" groups are public, \"closed\" groups keep content private but allow others to see its list of members, and \"secret\" won't show up anywhere.\u003c/p>\n\u003cp>I recommend \"closed\" groups for classes. This gives students a private space to speak and makes it easy for others to join. Simply send a link to a closed group and others can request to join. (For more on Facebook Groups, read this excellent post by Jen Lee Reeves, who teaches at the University of Missouri.)\u003c/p>\n\u003cp>Facebook Pages are used by news organizations to share stories and even to find sources for stories. Journalism instructor Staci Baird has her students manage San Francisco Beat as part of the Digital News Gathering class at San Francisco State University.\u003c/p>\n\u003cp>\"I want my students to get used to trying new things, thinking outside the box,\" she said. Other benefits Baird cited included \"real-world experience\" and thinking of Facebook in professional terms.\u003c/p>\n\u003cp>After you create a Page, you can add students as admins by entering their email addresses. This gets around having to add students as friends in order to invite them to participate.\u003c/p>\n\u003ch4>2. Group Blogs\u003c/h4>\n\u003cp>Blogs are a great way to expose students to online writing and basic web publishing. Students can post assignments for teachers to see, and the overall blog can contribute reporting to the local community.\u003c/p>\n\u003cp>Tumblr has been in the spotlight recently for its rising popularity. It is elegant in its simplicity, standing somewhere between a Twitter feed and a WordPress blog.\u003c/p>\n\u003cp>Mashable community manager and social strategist Vadim Lavrusik uses Tumblr as the primary vehicle for the Social Media Skills for Journalists class he teaches at Columbia University.\u003c/p>\n\u003cp>The main reason to use a Facebook group is that students are already there. They don't have to remember another log-in or remember to go visit \"the class forum.\" It fits seamlessly into their lives. It takes very little effort to click \"like\" or add a comment to a classmate's idea. This fact alone encourages more interaction than other platforms.\u003c/p>\n\u003cp>Groups come in three varieties: open, closed or secret. \"Open\" groups are public, \"closed\" groups keep content private but allow others to see its list of members, and \"secret\" won't show up anywhere.\u003c/p>\n\u003cp>I recommend \"closed\" groups for classes. This gives students a private space to speak and makes it easy for others to join. Simply send a link to a closed group and others can request to join. (For more on Facebook Groups, read \u003ca href=\"http://www.pbs.org/mediashift/2010/10/public-closed-or-secret-how-to-use-the-new-facebook-groups288.html\">this excellent post\u003c/a> by Jen Lee Reeves, who teaches at the University of Missouri.)\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.facebook.com/pages/create.php\">Facebook Pages\u003c/a>\u003c/strong> are used by news organizations to share stories and even \u003ca href=\"http://modernjournalist.com/2011/01/24/facebook-npr-sourcing-tool/\">to find sources for stories\u003c/a>. Journalism instructor Staci Baird has her students manage \u003ca href=\"http://www.facebook.com/pages/San-Francisco-Beat/131791390198677\">San Francisco Beat\u003c/a> as part of the Digital News Gathering class at San Francisco State University.\u003c/p>\n\u003cp>\"I want my students to get used to trying new things, thinking outside the box,\" she said. Other benefits Baird cited included \"real-world experience\" and thinking of Facebook in professional terms.\u003c/p>\n\u003cp>After you create a Page, you can add students as admins by entering their email addresses. This gets around having to add students as friends in order to invite them to participate.\u003c/p>\n\u003ch4>3. WordPress\u003c/h4>\n\u003cp>WordPress is another free blogging platform. There are two ways to set up WordPress blogs. The simplest way is to create an account at \u003cstrong>\u003ca href=\"http://wordpress.com/\">WordPress.com\u003c/a>\u003c/strong>. It's fast and free, but also limited in terms of customizing its look and features.\u003c/p>\n\u003cp>Through \u003cstrong>\u003ca href=\"http://wordpress.org/\">WordPress.org\u003c/a>\u003c/strong>, the source code can be downloaded and installed on any independent web server. This opens the door to extensive customization. Because it's open source, it allows web developers to create a rich library of free plug-ins that enhance the core components. Journalism professor \u003ca href=\"http://twitter.com/webjournalist/status/38290793890459648\">Robert Hernandez recommends\u003c/a> the \u003ca href=\"http://buddypress.org/\">BuddyPress plug-in\u003c/a> to add social and collaborative features. Plug-ins are not available for WordPress.com accounts.\u003c/p>\n\u003cp>Some universities may allow WordPress installations on campus servers, but others have more restrictive IT policies. In this case, teachers may need to pay for a domain name and web hosting to run an independent server. It typically costs around $10 per year to register a domain name; server space to host a blog costs around $5 a month.\u003c/p>\n\u003cp>Hernandez runs his class blogs from a personal web hosting account. Multimedia lecturer \u003ca href=\"http://twitter.com/jrue/status/38130776683982848\">Jeremy Rue\u003c/a> uses the \u003ca href=\"http://wordpress.org/extend/plugins/wp-super-cache/\">WP Super Cache plug-in\u003c/a> to optimize the server load for self-hosted WordPress blogs.\u003c/p>\n\u003ch4>4. Social Curation\u003c/h4>\n\u003cp>As newsmakers engage on Twitter and Facebook, it's important that students know how to collect and annotate these messages. \u003cstrong>\u003ca href=\"http://storify.com/\">Storify\u003c/a>\u003c/strong>, \u003cstrong>\u003ca href=\"http://www.curated.by/\">Curated.by\u003c/a>\u003c/strong> and \u003cstrong>\u003ca href=\"http://keepstream.com/\">Keepstream\u003c/a>\u003c/strong> all allow users to gather and embed social media messages for use in blog posts and articles.\u003c/p>\n\u003cp>As I was gathering ideas for this article, I asked journalism educators on Twitter about their use of these tools in the classroom. I collected their responses \u003ca href=\"http://storify.com/modernjourno/journalism-professors-use-of-emerging-online-tools\">using Storify\u003c/a>.\u003c/p>\n\u003cp>\u003cimg class=\"alignright\" src=\"http://www.pbs.org/mediashift/110222-storify.jpg\" alt=\"Storify screenshot\" width=\"300\" height=\"174\">\u003c/p>\n\u003cp>While Storify and Keepstream are designed around discrete collections of content, Curated.by is geared more toward ongoing curation.\u003c/p>\n\u003cp>For that reason, I suggest using Curated.by for student coverage of live events or for long-term collaboration. Another useful feature is that it allows multiple contributors to work together on the same collection.\u003c/p>\n\u003cp>Storify does allow users to share accounts as \"editors,\" but I don't recommend this because it gives students full access to edit all content in each other's accounts. The privacy features in Curated.by allow users to limit access to specific projects.\u003c/p>\n\u003ch4>5. Collaborative Writing\u003c/h4>\n\u003cp>\u003cstrong>\u003ca href=\"http://docs.google.com/\">Google Docs\u003c/a>\u003c/strong> allows multiple contributors to write at the same time and track revisions. This service is simple and popular.\u003c/p>\n\u003cp>But beyond Google Docs, a \u003ca href=\"http://bit.ly/bundles/nathangibbs/1\">cluster of collaborative writing apps\u003c/a> may have a more practical use in class. In addition to allowing multiple contributors, they record detailed keystrokes. This means you can replay the entire writing process.\u003c/p>\n\u003cp>As an example, \u003ca href=\"http://ietherpad.com/ep/pad/view/v0B5S9x0OO/rev.0\">I used \u003cstrong>iEtherPad\u003c/strong> to draft this article\u003c/a> (you can watch me write it by pressing play). In math classes, students must show their work. Why not require students to show their writing? (For another example of collaborative writing on iEtherPad, check out \u003ca href=\"http://www.pbs.org/mediashift/2010/12/top-10-media-stories-of-2010-wikileaks-facebook-ipad-mania364.html\">this story\u003c/a> by Mark Glaser on MediaShift.)\u003c/p>\n\u003ch4>6. Mind Mapping\u003c/h4>\n\u003cp>Mind mapping, or structured brainstorming, helps organize ideas based on their relationship to other elements. There are several free mind mapping applications, but one in particular offers a useful feature for the classroom: online collaboration. And like the collaborative writing applications, \u003cstrong>\u003ca href=\"http://www.mindmeister.com/\">Mind Meister\u003c/a>\u003c/strong> records all actions.\u003c/p>\n\u003cp>I used Mind Meister \u003ca href=\"http://modernjournalist.com/2010/08/28/interactive-group-brainstorm-what-is-multimedia-journalism/\">to begin a class\u003c/a> on multimedia journalism. I asked students to define journalism, describe multimedia, and organize how each element related to the others. The mind map tracked the updates as we talked about various definitions. It was fun for them to interact with each other, and it kept them engaged from their workstations rather than watching me write on a whiteboard.\u003c/p>\n\u003ch4>Experimentation\u003c/h4>\n\u003cp>Journalism educators need to lead by example and experiment. It's OK to try something that doesn't work perfectly. No tool is perfect. In six months, the sites mentioned here will inevitably be upgraded with new features. What's important is inspiring students to apply their journalistic curiosity to exploring how new social tools can further their storytelling.\u003c/p>\n\u003cp>If you have experience using social services like these in the classroom, I hope you'll share your perspective in the comments.\u003c/p>\n\u003cp>\u003cem>Nathan Gibbs teaches multimedia journalism as an adjunct instructor for Point Loma Nazarene University and the SDSU Digital and Social Media Collaborative.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story was originally published by\u003ca href=\"http://www.pbs.org/mediashift/2011/05/childrens-magazines-cater-to-true-early-adopters-with-mobile-apps137.html\"> PBS MediaShift\u003c/a>, covering the intersection of \u003c/em>\u003cem>\u003ca rel=\"attachment wp-att-12215\" href=\"http://ww2.kqed.org/mindshift/2011/06/childrens-magazines-draw-early-adopters-with-apps/pbs-mediashift-logo-final-2/\">\u003cimg class=\"alignleft\" title=\"pbs mediashift logo final\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/pbs-mediashift-logo-final-140x140.jpg\" alt=\"\" width=\"50\" height=\"50\">\u003c/a>\u003c/em>\u003cem>media and technology. Follow \u003ca href=\"http://twitter.com/#!/pbsmediashift\">@PBSMediaShift\u003c/a> for Twitter updates, or join us on \u003ca href=\"https://www.facebook.com/mediashift\">Facebook\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch5>\u003ca href=\"http://www.pbs.org/mediashift/nathan-gibbs/\">\u003c/a>\n\u003c/h5>\u003cp>\u003ca href=\"http://www.flickr.com/photos/gsfc/5596130734/sizes/z/in/photostream/\">\u003cimg class=\"size-medium wp-image-12335\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/facebook-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003c/a>\u003c/p>\n\u003cp>By Nathan Gibbs\n\u003c/p>\u003cp>It's difficult to deny that social media platforms are changing the face of modern communication. Online tools are a growing part of how news is sourced, published, and consumed. The revolutions in Tunisia and Egypt demonstrated the importance of social media literacy for journalists.\u003c/p>\n\u003cp>Yet integrating social media into university classrooms can be a daunting task for many journalism educators. Professors are typically required to use clunky online systems for grading and communicating with students. It's an unpleasant experience for everyone involved. These awkward systems don't inspire creativity, enrich collaboration, or instill a passion for experimentation -- all of which are required to survive and succeed in a rapidly changing media industry.\u003c/p>\n\u003cp>This post will examine a few innovative uses of social media that journalism professors are trying out in the classroom. Not every tool is appropriate for every class, but there are undoubtedly ways in which most instructors can find room for at least some of these ideas.\u003c/p>\n\u003ch4>1. Facebook\u003c/h4>\n\u003cp>Yes, Facebook can play a significant, positive role in the classroom. And no, professors don't have to become \"friends\" with their students to make use of it.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Facebook Groups provide a place where students can post ideas, links, and even photos or videos. When one uploads content to a Facebook group, neither the action nor the information shows up on a person's wall. It remains completely within the walls of the group.\u003cbr>\nThe main reason to use a Facebook group is that students are already there. They don't have to remember another log-in or remember to go visit \"the class forum.\" It fits seamlessly into their lives. It takes very little effort to click \"like\" or add a comment to a classmate's idea. This fact alone encourages more interaction than other platforms.\u003c!--more-->\u003c/p>\n\u003cp>Groups come in three varieties: open, closed or secret. \"Open\" groups are public, \"closed\" groups keep content private but allow others to see its list of members, and \"secret\" won't show up anywhere.\u003c/p>\n\u003cp>I recommend \"closed\" groups for classes. This gives students a private space to speak and makes it easy for others to join. Simply send a link to a closed group and others can request to join. (For more on Facebook Groups, read this excellent post by Jen Lee Reeves, who teaches at the University of Missouri.)\u003c/p>\n\u003cp>Facebook Pages are used by news organizations to share stories and even to find sources for stories. Journalism instructor Staci Baird has her students manage San Francisco Beat as part of the Digital News Gathering class at San Francisco State University.\u003c/p>\n\u003cp>\"I want my students to get used to trying new things, thinking outside the box,\" she said. Other benefits Baird cited included \"real-world experience\" and thinking of Facebook in professional terms.\u003c/p>\n\u003cp>After you create a Page, you can add students as admins by entering their email addresses. This gets around having to add students as friends in order to invite them to participate.\u003c/p>\n\u003ch4>2. Group Blogs\u003c/h4>\n\u003cp>Blogs are a great way to expose students to online writing and basic web publishing. Students can post assignments for teachers to see, and the overall blog can contribute reporting to the local community.\u003c/p>\n\u003cp>Tumblr has been in the spotlight recently for its rising popularity. It is elegant in its simplicity, standing somewhere between a Twitter feed and a WordPress blog.\u003c/p>\n\u003cp>Mashable community manager and social strategist Vadim Lavrusik uses Tumblr as the primary vehicle for the Social Media Skills for Journalists class he teaches at Columbia University.\u003c/p>\n\u003cp>The main reason to use a Facebook group is that students are already there. They don't have to remember another log-in or remember to go visit \"the class forum.\" It fits seamlessly into their lives. It takes very little effort to click \"like\" or add a comment to a classmate's idea. This fact alone encourages more interaction than other platforms.\u003c/p>\n\u003cp>Groups come in three varieties: open, closed or secret. \"Open\" groups are public, \"closed\" groups keep content private but allow others to see its list of members, and \"secret\" won't show up anywhere.\u003c/p>\n\u003cp>I recommend \"closed\" groups for classes. This gives students a private space to speak and makes it easy for others to join. Simply send a link to a closed group and others can request to join. (For more on Facebook Groups, read \u003ca href=\"http://www.pbs.org/mediashift/2010/10/public-closed-or-secret-how-to-use-the-new-facebook-groups288.html\">this excellent post\u003c/a> by Jen Lee Reeves, who teaches at the University of Missouri.)\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.facebook.com/pages/create.php\">Facebook Pages\u003c/a>\u003c/strong> are used by news organizations to share stories and even \u003ca href=\"http://modernjournalist.com/2011/01/24/facebook-npr-sourcing-tool/\">to find sources for stories\u003c/a>. Journalism instructor Staci Baird has her students manage \u003ca href=\"http://www.facebook.com/pages/San-Francisco-Beat/131791390198677\">San Francisco Beat\u003c/a> as part of the Digital News Gathering class at San Francisco State University.\u003c/p>\n\u003cp>\"I want my students to get used to trying new things, thinking outside the box,\" she said. Other benefits Baird cited included \"real-world experience\" and thinking of Facebook in professional terms.\u003c/p>\n\u003cp>After you create a Page, you can add students as admins by entering their email addresses. This gets around having to add students as friends in order to invite them to participate.\u003c/p>\n\u003ch4>3. WordPress\u003c/h4>\n\u003cp>WordPress is another free blogging platform. There are two ways to set up WordPress blogs. The simplest way is to create an account at \u003cstrong>\u003ca href=\"http://wordpress.com/\">WordPress.com\u003c/a>\u003c/strong>. It's fast and free, but also limited in terms of customizing its look and features.\u003c/p>\n\u003cp>Through \u003cstrong>\u003ca href=\"http://wordpress.org/\">WordPress.org\u003c/a>\u003c/strong>, the source code can be downloaded and installed on any independent web server. This opens the door to extensive customization. Because it's open source, it allows web developers to create a rich library of free plug-ins that enhance the core components. Journalism professor \u003ca href=\"http://twitter.com/webjournalist/status/38290793890459648\">Robert Hernandez recommends\u003c/a> the \u003ca href=\"http://buddypress.org/\">BuddyPress plug-in\u003c/a> to add social and collaborative features. Plug-ins are not available for WordPress.com accounts.\u003c/p>\n\u003cp>Some universities may allow WordPress installations on campus servers, but others have more restrictive IT policies. In this case, teachers may need to pay for a domain name and web hosting to run an independent server. It typically costs around $10 per year to register a domain name; server space to host a blog costs around $5 a month.\u003c/p>\n\u003cp>Hernandez runs his class blogs from a personal web hosting account. Multimedia lecturer \u003ca href=\"http://twitter.com/jrue/status/38130776683982848\">Jeremy Rue\u003c/a> uses the \u003ca href=\"http://wordpress.org/extend/plugins/wp-super-cache/\">WP Super Cache plug-in\u003c/a> to optimize the server load for self-hosted WordPress blogs.\u003c/p>\n\u003ch4>4. Social Curation\u003c/h4>\n\u003cp>As newsmakers engage on Twitter and Facebook, it's important that students know how to collect and annotate these messages. \u003cstrong>\u003ca href=\"http://storify.com/\">Storify\u003c/a>\u003c/strong>, \u003cstrong>\u003ca href=\"http://www.curated.by/\">Curated.by\u003c/a>\u003c/strong> and \u003cstrong>\u003ca href=\"http://keepstream.com/\">Keepstream\u003c/a>\u003c/strong> all allow users to gather and embed social media messages for use in blog posts and articles.\u003c/p>\n\u003cp>As I was gathering ideas for this article, I asked journalism educators on Twitter about their use of these tools in the classroom. I collected their responses \u003ca href=\"http://storify.com/modernjourno/journalism-professors-use-of-emerging-online-tools\">using Storify\u003c/a>.\u003c/p>\n\u003cp>\u003cimg class=\"alignright\" src=\"http://www.pbs.org/mediashift/110222-storify.jpg\" alt=\"Storify screenshot\" width=\"300\" height=\"174\">\u003c/p>\n\u003cp>While Storify and Keepstream are designed around discrete collections of content, Curated.by is geared more toward ongoing curation.\u003c/p>\n\u003cp>For that reason, I suggest using Curated.by for student coverage of live events or for long-term collaboration. Another useful feature is that it allows multiple contributors to work together on the same collection.\u003c/p>\n\u003cp>Storify does allow users to share accounts as \"editors,\" but I don't recommend this because it gives students full access to edit all content in each other's accounts. The privacy features in Curated.by allow users to limit access to specific projects.\u003c/p>\n\u003ch4>5. Collaborative Writing\u003c/h4>\n\u003cp>\u003cstrong>\u003ca href=\"http://docs.google.com/\">Google Docs\u003c/a>\u003c/strong> allows multiple contributors to write at the same time and track revisions. This service is simple and popular.\u003c/p>\n\u003cp>But beyond Google Docs, a \u003ca href=\"http://bit.ly/bundles/nathangibbs/1\">cluster of collaborative writing apps\u003c/a> may have a more practical use in class. In addition to allowing multiple contributors, they record detailed keystrokes. This means you can replay the entire writing process.\u003c/p>\n\u003cp>As an example, \u003ca href=\"http://ietherpad.com/ep/pad/view/v0B5S9x0OO/rev.0\">I used \u003cstrong>iEtherPad\u003c/strong> to draft this article\u003c/a> (you can watch me write it by pressing play). In math classes, students must show their work. Why not require students to show their writing? (For another example of collaborative writing on iEtherPad, check out \u003ca href=\"http://www.pbs.org/mediashift/2010/12/top-10-media-stories-of-2010-wikileaks-facebook-ipad-mania364.html\">this story\u003c/a> by Mark Glaser on MediaShift.)\u003c/p>\n\u003ch4>6. Mind Mapping\u003c/h4>\n\u003cp>Mind mapping, or structured brainstorming, helps organize ideas based on their relationship to other elements. There are several free mind mapping applications, but one in particular offers a useful feature for the classroom: online collaboration. And like the collaborative writing applications, \u003cstrong>\u003ca href=\"http://www.mindmeister.com/\">Mind Meister\u003c/a>\u003c/strong> records all actions.\u003c/p>\n\u003cp>I used Mind Meister \u003ca href=\"http://modernjournalist.com/2010/08/28/interactive-group-brainstorm-what-is-multimedia-journalism/\">to begin a class\u003c/a> on multimedia journalism. I asked students to define journalism, describe multimedia, and organize how each element related to the others. The mind map tracked the updates as we talked about various definitions. It was fun for them to interact with each other, and it kept them engaged from their workstations rather than watching me write on a whiteboard.\u003c/p>\n\u003ch4>Experimentation\u003c/h4>\n\u003cp>Journalism educators need to lead by example and experiment. It's OK to try something that doesn't work perfectly. No tool is perfect. In six months, the sites mentioned here will inevitably be upgraded with new features. What's important is inspiring students to apply their journalistic curiosity to exploring how new social tools can further their storytelling.\u003c/p>\n\u003cp>If you have experience using social services like these in the classroom, I hope you'll share your perspective in the comments.\u003c/p>\n\u003cp>\u003cem>Nathan Gibbs teaches multimedia journalism as an adjunct instructor for Point Loma Nazarene University and the SDSU Digital and Social Media Collaborative.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story was originally published by\u003ca href=\"http://www.pbs.org/mediashift/2011/05/childrens-magazines-cater-to-true-early-adopters-with-mobile-apps137.html\"> PBS MediaShift\u003c/a>, covering the intersection of \u003c/em>\u003cem>\u003ca rel=\"attachment wp-att-12215\" href=\"http://ww2.kqed.org/mindshift/2011/06/childrens-magazines-draw-early-adopters-with-apps/pbs-mediashift-logo-final-2/\">\u003cimg class=\"alignleft\" title=\"pbs mediashift logo final\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/pbs-mediashift-logo-final-140x140.jpg\" alt=\"\" width=\"50\" height=\"50\">\u003c/a>\u003c/em>\u003cem>media and technology. Follow \u003ca href=\"http://twitter.com/#!/pbsmediashift\">@PBSMediaShift\u003c/a> for Twitter updates, or join us on \u003ca href=\"https://www.facebook.com/mediashift\">Facebook\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>http://youtu.be/BVGObdmRwss\u003c/p>\n\u003cp>At the \u003ca href=\"http://www.learningfromhollywood.org/\">Learning from Hollywood \u003c/a>conference last week, USC professor \u003ca href=\"http://www.henryjenkins.org/\">Henry Jenkins \u003c/a>talked about his theory on building what he calls \"participatory culture\" around \u003ca href=\"http://thehpalliance.org/\">Harry Potter Alliance\u003c/a> as a means to teach kids how to be social activists and realize their transformative powers.\u003c/p>\n\u003cp>\u003cimg class=\"size-medium wp-image-12015\" title=\"Screen shot 2011-05-25 at 2.37.00 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/Screen-shot-2011-05-25-at-2.37.00-PM-300x244.png\" alt=\"\" width=\"300\" height=\"244\">\u003c/p>\n\u003cp>Jenkins believes that schools should \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/the-pitfalls-and-promise-of-social-media-and-kids/\">embrace the powers of social media \u003c/a>and leverage it as a means to engage students -- especially those at risk of becoming disenfranchised.\u003c/p>\n\u003cp>The conference was organized by the \u003ca href=\"http://www.joanganzcooneycenter.org/\">Joan Ganz Cooney Center\u003c/a> and hosted by USC Cinema School.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The video is filmed by \u003ca href=\"http://www.360kid.com/blog/\">Scott Taylor from 360Kid\u003c/a> on his cell phone, but Jenkins' words are heard loud and clear.\u003c/p>\n\n",
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"disqusTitle": "Should Parents Have the Backdoor Key to Kids' Facebook Accounts?",
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"content": "\u003cp>\u003cimg class=\"size-medium wp-image-11755\" title=\"locked door\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/4877729115_f45ed456e1-300x218.jpg\" alt=\"\" width=\"300\" height=\"218\">\u003c/p>\n\u003cp>Concern about children's safety and privacy online has led to a number of initiatives and programs -- by schools, by private companies, and by government entities. These efforts are all aimed at protecting children and teens from what are perceived to be the big dangers on the Internet: sexual predators, advertisers, and bullies, for example, but they're also at protecting children and teens from themselves.\u003c/p>\n\u003cp>A new proposed piece of legislation in California (\u003ca href=\"http://info.sen.ca.gov/pub/11-12/bill/sen/sb_0201-0250/sb_242_bill_20110502_amended_sen_v98.html\">SB242\u003c/a>) aims to mandate new privacy policies and practices for social networking sites. Much of the language was initially framed in terms of protecting those under age 18. That age restriction has been taken out of the bill's draft language, and now requires a number of changes to how social networks handle \u003cem>all\u003c/em> their users' privacy.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Should laws mandate children's online activities, or should parents and children work that out together?\u003c/aside>\n\u003cp>Facebook still does not allow users under 13 to register for an account - and the legislation won't change existing age restrictions. But now all social networks will have to establish default settings that prevent public or private display of anything other than a user's name and city without their consent. New users would have to establish their privacy settings during the registration process. Privacy options would need to be written in \"plain language\" and displayed in an \"easy-to-use format.\" Sites would have to remove personally identifying information, including photos, within 48 hours of a user's - or a minor user's parents' - request. And companies could be fined up to $10,000 any time they fail to do any of this.\u003c/p>\n\u003cp>Not surprisingly, many notable Internet companies, including Facebook, Zynga, Twitter, Google and Skype, are \u003ca href=\"http://www.scribd.com/doc/55576694/SB242CoalitionFloorOpppose\">expressing their opposition\u003c/a> to the bill, saying that not only is it unnecessary, it violates the First Amendment, and would damage California's technology sector.\u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Nonetheless the bill raises a number of interesting questions about how we think privacy and security online works -- and for whom. Is there a difference between making the Internet safe for children, versus safe for teens, versus for anyone? Is it an easy slide between creating laws that address the security online of children under age 13 (as in \u003ca href=\"http://www.ftc.gov/ogc/coppa1.htm\">COPPA\u003c/a>), users under 18, and all users?\u003c/p>\n\u003cp>That line between who needs such protection is also at stake as federal legislators look to update COPPA, with the \"\u003ca href=\"http://joebarton.house.gov/NewsRoom.aspx?FormMode=Detail&ID=663\">Do Not Track Kids Online Act\u003c/a>.\" There was some concern that this new COPPA would also change the age limit on privacy protection measures from 13 to 18, but the draft introduced by Representatives Joe Barton (R-Texas) and Edward Markey (D-Mass.) has left the age limit the same but beefed up and modernized the language. (COPPA was first passed in 1998, in pre-Facebook and even pre-Google world.)\u003c/p>\n\u003cp>It isn't just a matter of the age of a child that may or may not need better privacy protection online that has some onlookers concerned; it's about the role of the parent. Although it may reassure some parents to know that a law could enable them to demand data about their child be pulled offline within 48 hours, \u003ca href=\"http://techcrunch.com/2011/05/16/california-bill-to-give-parents-access-to-kids-facebook-pages/\">some have interpreted the bill\u003c/a> to mean that parents would also have a backdoor to their children's social media accounts. Teen researcher \u003ca href=\"https://twitter.com/#!/zephoria/status/70250895308357633\">danah boyd\u003c/a> is among many who have balked at this idea asking \"Why do well-intentioned politicians assume that parent-child dynamics are always healthy?\"\u003c/p>\n\u003cp>How will these parental requests work? 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Nonetheless the bill raises a number of interesting questions about how we think privacy and security online works -- and for whom. Is there a difference between making the Internet safe for children, versus safe for teens, versus for anyone? Is it an easy slide between creating laws that address the security online of children under age 13 (as in \u003ca href=\"http://www.ftc.gov/ogc/coppa1.htm\">COPPA\u003c/a>), users under 18, and all users?\u003c/p>\n\u003cp>That line between who needs such protection is also at stake as federal legislators look to update COPPA, with the \"\u003ca href=\"http://joebarton.house.gov/NewsRoom.aspx?FormMode=Detail&ID=663\">Do Not Track Kids Online Act\u003c/a>.\" There was some concern that this new COPPA would also change the age limit on privacy protection measures from 13 to 18, but the draft introduced by Representatives Joe Barton (R-Texas) and Edward Markey (D-Mass.) has left the age limit the same but beefed up and modernized the language. (COPPA was first passed in 1998, in pre-Facebook and even pre-Google world.)\u003c/p>\n\u003cp>It isn't just a matter of the age of a child that may or may not need better privacy protection online that has some onlookers concerned; it's about the role of the parent. Although it may reassure some parents to know that a law could enable them to demand data about their child be pulled offline within 48 hours, \u003ca href=\"http://techcrunch.com/2011/05/16/california-bill-to-give-parents-access-to-kids-facebook-pages/\">some have interpreted the bill\u003c/a> to mean that parents would also have a backdoor to their children's social media accounts. Teen researcher \u003ca href=\"https://twitter.com/#!/zephoria/status/70250895308357633\">danah boyd\u003c/a> is among many who have balked at this idea asking \"Why do well-intentioned politicians assume that parent-child dynamics are always healthy?\"\u003c/p>\n\u003cp>How will these parental requests work? How will companies verify parenthood? What about divorced parents? Emancipated minors? When does parental access get revoked?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>If parents need to have some sort of system for monitoring their children's online activities, what should this look like? Should this be legislated? Should technology be used to negotiate children's online activities, or should parents and children work that out together? That last option is ideal, perhaps, but is it realistic?\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_10676\" class=\"module image center mceTemp\" style=\"width: 620px;\">\u003ca rel=\"attachment wp-att-10676\" href=\"http://ww2.kqed.org/mindshift/2011/04/how-are-college-educators-using-youtube/mindjumpers/\">\u003c/a>\n\u003cp>\u003ca href=\"http://www.mindjumpers.com/blog/2011/04/education-industry-infographic-2/\">\u003cimg class=\"size-large wp-image-10676\" title=\"MindJumpers\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/04/MindJumpers-620x503.png\" alt=\"\" width=\"620\" height=\"503\">\u003c/a>\u003c/p>\n\u003c/div>\n\u003cp>This is just part of a fun infographic on \u003ca href=\"http://www.mindjumpers.com/blog/2011/04/education-industry-infographic-2/\">MindJumpers\u003c/a> depicting different studies about how college educators are using social media. The one that stands out: \u003cspan style=\"color: #ff0033;\">40% of educators report having a YouTube account.\u003c/span> I'd love to know how college professors are using YouTube in (and out of) the classroom.\u003c/p>\n\u003cp>Part of the information from the graphic comes from a \u003ca href=\"http://www.pearsoncustom.com/educators/social-media-survey.php\">Babson Survey Research Group\u003c/a>, which reveals other interesting facts:\u003c/p>\n\u003cul>\n\u003cli>More than \u003cspan style=\"color: #ff0000;\">90% of faculty use social media\u003c/span> either for professional purposes or in their classes—or both.\u003c/li>\n\u003cli>Nearly \u003cspan style=\"color: #ff0000;\">two-thirds of all teaching faculty \u003c/span>have used social media in their class sessions.\u003c/li>\n\u003cli>30% have posted content for students to \u003cspan style=\"color: #ff0000;\">view outside class.\u003c/span>\u003c/li>\n\u003cli>40% of faculty have assigned students to \u003cspan style=\"color: #ff0000;\">read or view social media as part of course assignments\u003c/span>.\u003c/li>\n\u003cli>20% have \u003cspan style=\"color: #ff0000;\">assigned students to comment\u003c/span> on or post to social media sites.\u003c/li>\n\u003cli>80% of faculty report \u003cspan style=\"color: #ff0000;\">using social media for some aspect of a course\u003c/span> they are teaching.\u003c/li>\n\u003cli>Of the 80% of faculty who’ve made any use of social media as part of their courses, virtually \u003cspan style=\"color: #ff0000;\">all include some form of online video use\u003c/span>. One-third of faculty restrict their social media use to only online video, but nearly one-half use other forms of social media in addition to online video.\u003c/li>\n\u003c/ul>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_10676\" class=\"module image center mceTemp\" style=\"width: 620px;\">\u003ca rel=\"attachment wp-att-10676\" href=\"http://ww2.kqed.org/mindshift/2011/04/how-are-college-educators-using-youtube/mindjumpers/\">\u003c/a>\n\u003cp>\u003ca href=\"http://www.mindjumpers.com/blog/2011/04/education-industry-infographic-2/\">\u003cimg class=\"size-large wp-image-10676\" title=\"MindJumpers\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/04/MindJumpers-620x503.png\" alt=\"\" width=\"620\" height=\"503\">\u003c/a>\u003c/p>\n\u003c/div>\n\u003cp>This is just part of a fun infographic on \u003ca href=\"http://www.mindjumpers.com/blog/2011/04/education-industry-infographic-2/\">MindJumpers\u003c/a> depicting different studies about how college educators are using social media. The one that stands out: \u003cspan style=\"color: #ff0033;\">40% of educators report having a YouTube account.\u003c/span> I'd love to know how college professors are using YouTube in (and out of) the classroom.\u003c/p>\n\u003cp>Part of the information from the graphic comes from a \u003ca href=\"http://www.pearsoncustom.com/educators/social-media-survey.php\">Babson Survey Research Group\u003c/a>, which reveals other interesting facts:\u003c/p>\n\u003cul>\n\u003cli>More than \u003cspan style=\"color: #ff0000;\">90% of faculty use social media\u003c/span> either for professional purposes or in their classes—or both.\u003c/li>\n\u003cli>Nearly \u003cspan style=\"color: #ff0000;\">two-thirds of all teaching faculty \u003c/span>have used social media in their class sessions.\u003c/li>\n\u003cli>30% have posted content for students to \u003cspan style=\"color: #ff0000;\">view outside class.\u003c/span>\u003c/li>\n\u003cli>40% of faculty have assigned students to \u003cspan style=\"color: #ff0000;\">read or view social media as part of course assignments\u003c/span>.\u003c/li>\n\u003cli>20% have \u003cspan style=\"color: #ff0000;\">assigned students to comment\u003c/span> on or post to social media sites.\u003c/li>\n\u003cli>80% of faculty report \u003cspan style=\"color: #ff0000;\">using social media for some aspect of a course\u003c/span> they are teaching.\u003c/li>\n\u003cli>Of the 80% of faculty who’ve made any use of social media as part of their courses, virtually \u003cspan style=\"color: #ff0000;\">all include some form of online video use\u003c/span>. One-third of faculty restrict their social media use to only online video, but nearly one-half use other forms of social media in addition to online video.\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cfigure id=\"attachment_7269\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/tag/hmh-fuse-pilot-study/\">\u003cimg class=\"size-medium wp-image-7269\" title=\"11_1.21_Ipad_Algebra_02381\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/11_1.21_Ipad_Algebra_02381-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Eighth grade students at Presidio Middle School share an iPad while working on a lesson.\u003c/figcaption>\u003c/figure>\n\u003cp>There's no argument that Silicon Valley startups have influenced how businesses operate. The fact that most companies now count social media strategy as a crucial part of their operation is a testament to the Internet culture infiltrating far beyond the Internet-only based businesses.\u003c/p>\n\u003cp>The same phenomenon is happening in education. Here are five ways tech-based startups in Silicon Valley have influenced education.\u003c/p>\n\u003ch4>1. Social media\u003c/h4>\n\u003cp style=\"padding-left: 30px;\">Not long ago, social media and education had absolutely nothing to do with one another. These days, it has become enmeshed in school policy and practice. Schools are figuring out guidelines for using Facebook. Teachers are \u003ca href=\"http://www.slideshare.net/travelinlibrarian/twenty-five-interesting-ways-to-use-tw\">using Twitter \u003c/a>to engage and gauge student interaction. They're using \u003ca href=\"http://www.amazon.com/dp/1412959721?tag=weblogged-20&camp=14573&creative=327641&linkCode=as1&creativeASIN=1412959721&adid=10NZ1MHW441ZEVX131PE&\">blogs and wikis\u003c/a> to communicate and to teach. Parents are \u003ca href=\"http://www.freetech4teachers.com/2010/09/using-facebook-to-connect-with-students.html\">friending teachers and schools\u003c/a>. \"If you’re not on Facebook, it's hard to communicate with us,\" \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/the-pitfalls-and-promise-of-social-media-and-kids/\">said Eric Sheninger\u003c/a>, principal of New Milford High School in Bergen County, New Jersey. \"Our new hub of real time information is Facebook. When I post things about kids' accomplishments, and when students and parents comment, as a principal I'm proud.\"\u003c/p>\n\u003ch4>\u003c!--more-->2. Grassroots growth\u003c/h4>\n\u003cp style=\"padding-left: 30px;\">As with \u003ca href=\"http://mashable.com/\">Mashable\u003c/a> and \u003ca href=\"http://www.yelp.com/\">Yelp\u003c/a>, the use of Web 2.0 tools in education is proliferating from the ground up. \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/three-trends-that-define-the-future-of-teaching-and-learning/\">Educators are finding each other online\u003c/a>, teaming up, and sharing smart tactics on how best to inventively use tech to engage their students and keep up with the quickly changing world outside school walls. They meet and confer online with weekly Twitter meetups on #Edchat, and spread the word about best practices through Twitter and Facebook and their own blog, even if it means \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/eight-surprising-webites-schools-cant-access/\">circumventing school rules\u003c/a>.\u003c/p>\n\u003ch4>3. User-generated content\u003c/h4>\n\u003cp style=\"padding-left: 30px;\">Like Huffington Post, Flickr, Yelp, and the mother of all UGC sites, Wikipedia, forward-thinking educators are incorporating student-created media, feedback, essays, and blogs as part of the curriculum they teach in class. Rather than feeding their students information, they're giving \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/jumping-into-the-21st-century-one-teachers-account/\">value and recognition to their students' ideas \u003c/a>and encouraging them to think for themselves.\u003c/p>\n\u003ch4>4. Open-source education\u003c/h4>\n\u003cp style=\"padding-left: 30px;\">As with Linux and Mozilla (creator of your Firefox browser), progressive educators are throwing open their classroom doors and \u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/alaska-educator-makes-the-case-for-throwing-out-textbooks/\">sharing their knowledge with each other\u003c/a> and with the world. They're using content sites like \u003ca href=\"http://www.oercommons.org/\">Open Education Resources\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/the-living-book-movement-free-education-for-all/\">CK12\u003c/a> to create and customize their own curriculum, and allowing others to access all of it.\u003c/p>\n\u003ch4>5. Venture capital\u003c/h4>\n\u003cp style=\"padding-left: 30px;\">There may come a day when schools can \"go public,\" so to speak, (as in have stockholders), but until then schools are finding ways to fund new initiatives through private investments. Organizations like \u003ca href=\"http://www.newschools.org/about\">NewSchool Venture Fund\u003c/a> are fueling the growth of charter schools like Rocketship, Green Dot, and Aspire -- and their progress is worth following.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Read more about trends in education.\u003c/strong>\u003c/em>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/6-ways-social-media-is-changing-education/\">6 Ways Social Media is Changing Education\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/how-learning-environments-are-changing/\">How Learning Environments are Changing\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/three-trends-that-define-the-future-of-teaching-and-learning/\">Three Trends That Define the Future of Teaching and Learning\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/three-trends-that-will-shape-the-future-of-curriculum/\">Trends That Will Shape the Future of Curriculum\u003c/a>\u003c/li>\n\u003c/ul>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_7269\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/tag/hmh-fuse-pilot-study/\">\u003cimg class=\"size-medium wp-image-7269\" title=\"11_1.21_Ipad_Algebra_02381\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/11_1.21_Ipad_Algebra_02381-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Eighth grade students at Presidio Middle School share an iPad while working on a lesson.\u003c/figcaption>\u003c/figure>\n\u003cp>There's no argument that Silicon Valley startups have influenced how businesses operate. The fact that most companies now count social media strategy as a crucial part of their operation is a testament to the Internet culture infiltrating far beyond the Internet-only based businesses.\u003c/p>\n\u003cp>The same phenomenon is happening in education. 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},
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"info": "The day's top stories from BBC News compiled twice daily in the week, once at weekends.",
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},
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},
"californiareport": {
"id": "californiareport",
"title": "The California Report",
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"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/californiareport",
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"source": "kqed",
"order": 8
},
"link": "/californiareport",
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},
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"title": "The California Report Magazine",
"tagline": "Your state, your stories",
"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
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"order": 10
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
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"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
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"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
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"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
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},
"closealltabs": {
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"order": 1
},
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"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
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"order": 9
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"freakonomics-radio": {
"id": "freakonomics-radio",
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"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
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"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
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},
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"id": "fresh-air",
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"hidden-brain": {
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"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"meta": {
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"source": "NPR"
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"how-i-built-this": {
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"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
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"airtime": "SUN 7:30pm-8pm",
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"link": "/radio/program/how-i-built-this",
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"hyphenacion": {
"id": "hyphenacion",
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"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"order": 15
},
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"order": 18
},
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},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
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},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
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"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
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},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
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"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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"stitcher": "https://www.stitcher.com/podcast/kqed/stories-teachers-share",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
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"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
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