A meditation on identity and the protocols of desire

In my office, early 1996, after double hip replacements gave me a chance to walk again.

In early 2018, I wrote a short meditation on intimacy and how our lack of social connection has come to be viewed as a public health problem. I confided some of my lifelong cluelessness about relationships and my current loneliness – “no [romantic] attachment, no hope of attachment” – but determined to find ways to stay connected to life through friendships, community and meaningful work. It made a lot of people who care about me sad, and a bit concerned.

My attempt to make peace with my life was, in part, a recognition of the ways that a person’s opportunities for human connection can shrink with age and disability. Most of my non-family relationships are work-related, and as they say where I’m from, there are things you don’t do where you eat. The unmarried people with whom I interact at church or in other spaces of common interest are generally women. There’s also the challenges that older Black women face on dating sites, even as AARP reassures that ageism is less of a problem than it used to be, and there are now dating sites for folks with disabilities.

That essay was also the beginning of a thinking-through the ways in which our longings for human connection are mediated by our acculturation. It was a personal excavation as well as a reflection of a larger constellation of issues that include the representations of older disabled people of color in the media, and the ways we determine the kinds of interpersonal interactions that are acceptable in public, private, and professional spaces. Now, I’m pondering the relationship between the alienation and isolation too many of us experience and the ways in which media industry cultures and norms disregard minoritized people in their newsrooms and the communities they purport to serve.

On his NPR podcast, “It’s Been a Minute,” host Sam Sanders asked Saturday Night Live cast member Bowen Yang a trenchant question that brought this relationship into focus:

What was the culture that made you realize this culture was for you?

Sam Sanders to Bowen Yang, It’s Been a Minute podcast, September 29, 2020

Many of us have spent lifetimes deciding how far to push our way into cultures not meant for us. We’ve had to, as Margo Jefferson so brilliantly puts it, “to imagine what had not imagined [us].” In the current reckoning over race and equity, I’m understanding that each phase of my life has required a new imagining of my own personal and professional possibilities – and a calculated and strategic effort to realize them. Looking back, I can see how I missed opportunities because I didn’t understand the informal rules of the social systems I was trying to navigate. Or sometimes I understood what was expected of me, but the psychic cost of conforming to those expectations felt deadly.

I started reading newspapers when I was seven years old and writing when I was eight. My father and stepmother encouraged these interests by reading with me, giving me free rein to wander the neighborhood library, and signing me up for Saturday morning writing workshops when they could. The high school newspaper and yearbook clubs weren’t options for me because I had obligations at home after school. Journalism wasn’t on my radar as a potential college major because my dad pushed me toward Princeton. My father, a son of the soil who had as many as four jobs at a time while acquiring his high school, college and graduate school degrees, understood the power of formal educational credentials, but knew little of social capital.

Even without a journalism major, Princeton could have been an entrée into the profession. The Daily Princetonian has been a renowned training ground for many mainstream journalists. But early in the first semester, in the fall of 1974, I read a respectful interview with Shelby Cullom Davis ’30 in which he fretted that the presence of women and people of color at Princeton would drag the University down the path of “dear Old Rutgers.” Davis was a cofounder of the Concerned Alumni of Princeton, publisher of Prospect Magazine and leader of many letter-writing campaigns in the campus paper and the Princeton Alumni Weekly denouncing all manifestations of liberalism at the University, including the presence of such people as yours truly. I suspected that the “Prince” would not be a welcoming place for me.

I had to learn, as Jill Nelson put it, “the fine line between Uncle Tomming and Mau-Mauing.” I wanted to become the next generation’s Ida Lewis, without having any clue about the dues that the first Ida Lewis had paid and was paying at the time.

In fact, the one Black person who had been a reporter for the Prince told me that there was an attitude on staff that people of color couldn’t report “objectively” on race. That was the attitude in mainstream professional newsrooms too, as such writers as Jill Nelson and Pamela Newkirk would document in depth some years later. So, while I had a few Prince bylines, I never got the grounding or made the connections that might have led me to a professional newsroom. After graduation, an editor at the Philadelphia Tribune looked over my college portfolio and said he couldn’t hire me because all of my work was about race. Fortunately, some of my peers were smarter about all of this than I was and they went on to brilliant careers in mainstream news and publishing – such folks as Helen Zia, Melanie Lawson, and Laurna Godwin.

After a stint as a public information writer and lay counselor at a comprehensive cancer center, I went to New York University’s master’s program in journalism. The faculty there was skilled and welcoming, and I’m grateful to still be connected to several of them to this day. I went with dreams of doing the kind of literary journalism I loved to read, the kind that requires immersive reporting and strong narrative technique. I learned a lot and produced some work that I’m still proud of – especially a profile of sociobiologist John Tyler Bonner that earned me a science writing award. The legendary Chuck Stone encouraged me to apply for a job with the Knight-Ridder chain when I graduated, but when I saw how low the salaries were and how much student debt I’d be carrying, I concluded that wasn’t going to be the move. So, NYU led to a job writing for AT&T Bell Laboratories, and soon after, the opportunity to freelance for the Black magazines that I dreamed of contributing to when I was a teenager – places where I saw people like me, rendered human and whole.

What NYU didn’t teach me was what to do in the face of racial harassment, or when a man who I was interviewing for a story – a man I thought I knew – forced his tongue down my throat with his unsuspecting family in the next room. The drafts of the article I was writing about him had an undercurrent of rage that I couldn’t explain when classmates asked during our workshop sessions. They didn’t teach me that if you are paying your way through school, and you don’t come from money, you might not be able to afford to an entry-level newspaper job, even back when those were a thing, because the pay was so low. I took a freelance job writing a newsletter for a major health nonprofit and walked away without explanation when I couldn’t stomach their ideas of fun and bonhomie, which included passing around racist cartoons and doing coke after hours. I had a grad school professor who knew some of this, and he wanted me to submit op-eds to the New York Times. But the advice of that Tribune editor and the other Black journalists I’d met since college rang in my head: “Don’t let them pigeonhole you. Don’t just write about race.” I had to learn, as Jill Nelson put it, “the fine line between Uncle Tomming and Mau-Mauing.”

These were the things that drove me away from being a science journalist and into corporate science writing. It wasn’t my dream, but it enabled me to pay my bills and at that time, Bell Labs had rules, diversity initiatives and mentors who could provide some protection and guidance. It also turned out to be fortuitous because I was with the people who were inventing the networked world in which we now live, and I had the job of explaining it. That prepared me for the work I do with scientists today.

My daughter's 11th birthday party - one of the few images of me using my old wheelchair
My daughter’s birthday party in 1995 – one of the few images of me using my wheelchair

And then ankylosing spondylitis began to rob me of my ability to walk, to turn my head, to straighten my spine. I was a young woman, a mother, a wife, a professional, but my body was no longer capable of serving the Claire Huxtable realness that had become my mental model of how to move through through the world. Thirty years ago, I left AT&T to join the faculty what is now The College of New Jersey, unsure of how long my health would allow me to work and wanting to be sure that I’d left no dreams unexplored. Part of my commitment as an educator is that I don’t want students who come into my classroom dreaming of media careers to be as unschooled as I was in the unwritten rules of surviving in spaces that have not imagined them.

It was broadcast journalist John Hockenberry’s memoir, Moving Violations, that became the resource I relied on in thinking about how to navigate the media industry with a disability. The book details how Hockenberry found his way into a storied journalism career after a car accident rendered him paraplegic at the age of 19. It’s a great read, and for me, it was a little spooky. I’m about the same age as Hockenberry, and when I was 19, I was also in a car where the driver fell asleep. We avoided a crash, but Hockenberry’s tale could easily have been mine.

Hockenberry was so important to me that I read his work aloud in classes, included the “Fear of Bees” chapter from his memoir in my Race, Gender and the News course, and even reached out to him on Twitter to thank him. He didn’t respond, which is neither here nor there. I held him up as a role model, both for myself and my students with disabilities.

And then in August 2017, Hockenberry left his plum job as host of WNYC’s The Takeaway. That December, writer Suki Kim reported that she and multiple former coworkers had been bullied or sexually harassed by Hockenberry. Along with the charges of inappropriate sexual overtures, his three former co-hosts – Celeste Headlee, Farai Chideya and Adoara Udoji – disclosed that Hockenberry had undermined them professionally while WNYC management looked the other way. All of them were women whose work I respected, and Chideya was someone I’d regarded as visionary ever since reading her first book, The Color of Our Future, 20 years ago. As part of its response, WNYC ran interviews with Hockenberry’s accusers that are well worth listening to.

Well, damn. The most visible disabled journalist in mainstream US media turned out to be especially problematic for people who looked like me. Thankfully, there are now such disabled media makers as Alice Wong, whose Disability Visibility Project is covering a beat that rarely gets mainstream news attention. But other than Miles O’Brien, the ace science reporter who lost his arm to a few years back, I can’t think of a visibly disabled journalist working in mainstream media – much less a visibly disabled journalist of color. The one exception I know of is longtime Houston television anchor Melanie Lawson, who has been public about having multiple sclerosis and using a cane. In our reckonings over newsroom diversity, I don’t hear that discussed.

In 2018, Hockenberry pleaded for absolution in a Harpers magazine essay. The responses amounted to a collective, “Boy, bye!” (A sampling: here, here, here, and this roundup of comments from some of his accusers.) The critics were right. Hockenberry’s essay is, by turns, dismissive, defensive, depressingly tone-deaf. He owns up to being “obnoxious” and “overbearing,” in editorial meetings, but denies having been “a racist bully.” He admits to exercising “bad judgment” in making “romantic” overtures to women coworkers, but denies accusations of harassment or groping. He talks about the failure of his marriage, his sexual insecurities, and how hard the scandal has been on him and his five children.

Clearly unable to read the room, he suggests that going forward, perhaps he could play a role in helping “[T]o fill a void of human understanding created when the centuries-old, flawed, repressive, and degrading traditions of courtship manners and sexual decorum were wiped out at the end of the twentieth century.” He thinks the late feminist writer Andrea Dworkin might have approved and we should all read Lord Byron and he feels like the title character in Vladimr Nabokov’s “Lolita” – “her innocence lost along with any identity other than sexual” – or something like that. (This last bit had me wondering whether he knew that Nabokov’s novel was based on the kidnapping and sexual exploitation of a real child.)

One thing Hockenberry is right about was that people our age grew up with some screwed-up norms around acceptable behavior at work and in the wild. The boss chasing the secretary around the desk was a punchline during our childhoods. When Rock Hudson, that strong, square-jawed hero, deceived and overpowered Doris Day in the movies, that was a happy ending. Tony Randall’s portrayal of a middle-aged man’s effort to get a teenaged girl drunk and have sex with her was comedy suitable for family viewing.

In 1991, when I helped Sylvester Monroe cover the Senate Judiciary Committee’s hearing on Anita Hill’s allegations against Supreme Court nominee Clarence Thomas for Emerge magazine, I felt the pain many Black women felt as they realized that neither Black men or non-Black feminists fully understood our intersectional perspective. I read Black Scholar’s roundtable on the hearings and the Toni-Morrison-edited essay collection Race-ing Justice, Engendering Power with a certain desperation, trying to figure out who to be, how to be, and what to teach my young daughter and son about who they could be and how they should be. (Patricia Williams’s essay in that collection, “A Rare Case Study of Muleheadedness and Men,” which casts Anita Hill as a Gulliver captured by Lilliputians, remains the most satisfying thing I have ever read on what it felt like to navigate the professional world as a young Black woman.)

As I get older, I struggle to recall images of older Black women that that don’t treat their sexuality as a joke. Even Eartha Kitt can’t get no satisfaction without resorting to sexual harassment.

There’s a popular quote from the late author, Toni Morrison: “If there’s a book that you want to read, but it hasn’t been written yet, then you must write it.” It’s distinctly possible that while she might have meant to encourage, the quote might also have been a rejoinder to people who wanted to take her to task for not having written the books they imagine they would have written. Still, if we’re going to have healthier relationships in our personal and professional lives, we need to produce more media that show what it looks like when mature, self-actualized people of a variety of ages, races, genders, cultures and physical and cognitive abilities work, love and live in community. I don’t know that I’m the person to write those stories – literary agent Kate McKean is probably right that we frequently underestimate what it takes to produce a bestseller — or any other successful media project, for that matter. But perhaps it’s worth a try.

Conversations with Creatives: Joe Hannan

Joseph Hannan has parlayed his background in newspaper industry into a writing consultancy, Aligned Wellness Marketing. In this conversation, Joe talks about how his interest in journalism was ignited as an undergraduate at The College of New Jersey, his career with the Newark Star-Ledger and Advanced Media, his transition into marketing and public relations, and his decision to go into business for himself. He also turned the tables on me and asked some questions of his own, leading into a conversation about emerging business models for news, free speech debates how news organizations can rebuild trust with the communities they serve, and what we’re teaching students these days. This is part of a periodic series of conversations with media entrepreneurs denoted with the hashtag #Conversationswithcreatives.

A brief rumination

There are places that I have visited, places where forbears lived, where I find myself searching for shadows conjured by memory or by family lore. Did Grandpa Jordan walk this street? They say he walked everywhere, never took to cars, and people didn’t get around by mule and buggy by the time he was an old man in Burlington, NJ.

Now, when I walk the campus where I have worked the last 30 years, I am my own encyclopedia of who I was, and who was there with me, and what might be useful and meaningful to who is there now. More precisely, I find myself serving as the witness to how we thought it was when I arrived and what kind of future we thought we were creating. My interlocutors are the people living the consequences of those decisions, contending with circumstances we couldn’t have anticipated, forging a future that I probably won’t see. 

And that, I suppose, is as it should be.

What do 21st-century journalism educators need to know?

This year marks the tenth anniversary of the publication of the Knight-Carnegie Initiative report on the Future of Journalism Education. A collaboration between two foundations and 11 prominent journalism schools and institutes, the initiative was formed in 2005 to address both long-standing concerns about the intellectual depth and breadth of journalism education and contemporary questions about how to add digital skills and entrepreneurship to the curriculum.

In 2007, I wrote my own short essay for Nieman Reports calling for a new approach to journalism education. I argued that, “The challenge for journalists—and journalism educators—is to think about ways to create dynamic curricula to enhance the practice of journalism. Such a challenge lends itself to the development of new and closer partnerships among journalists, technology specialists involved with communications tools, economists looking at new business models, and educators working with the next generation of potential journalists. ” Specifically, I called for:

  • the creation of an undergraduate journalism education major and related certification that would support the teaching of media literacy and multimedia technology skills in secondary schools,
  • the infusion of what has come to be known as computational thinking (the ability to formulate, analyze, and solve problems in ways that optimize what humans and computers do best) in our undergraduate and graduate curricula,
  • an alertness to the ways in which emerging and evolving computing and communications technologies will reshape our industry. I urged journalism educators to engage in interdisciplinary research and teaching collaborations and called for attention to the likely impact of artificial intelligence on our news distribution and consumption practices.

Some of this seems obvious now. No one argues whether computational thinking is important or whether newsrooms need technologists and multimedia specialists, for example. Similarly, no one argues the need for greater media literacy to combat disinformation and to foster greater civic participation. Every journalism program understands the need for digital and multimedia faculty – and that big data and AI matter. Data journalism and interactive journalism are recognized occupational specialties, and a fertile area of scholarship (See Nikki Usher, C.W. Anderson). Something akin to the open source software movement is emerging among journalism educators focused on innovation, with texts on such urgent topics as media entrepreneurship, data journalism, coding pedagogy, and verification. And no one argues the need for the new forms of interdisciplinary collaboration and research partnerships.

Despite this, none of the articles in that Nieman special issue on Teaching Journalism in the Digital Age anticipated the degree to which the knowledge, values and skills required to deliver a 21st century journalism education require a fundamental rethinking of the requirements journalism educators should be expected to meet. What we are confronted with goes beyond the need to incorporate new specialties within the existing structure of journalism and mass communications departments. The transformation of our news and information ecosystems changes the nature of everything we do, and the contexts in which we do it.

We debate whether aspiring journalism educators actually need a PhD (and if so, in what?) , and how we should value professional experience, vs. academic credentials. We’re trying to get at the question of what all journalism educators should be expected to know, how specialties within the field can be defined, and come to conclusions about the academic and professional preparation best suited to the tasks.

The purpose of this essay is twofold: to instigate a conversation about areas of practice and pedagogy that are central to the challenges confronting us, and to highlight examples of work intended to confront these challenges. In particular, I want to focus on three areas that have been a focus of my own re-education over the last 30 years: journalism’s epistemologies, ontologies, and literacies. Ultimately, I hope this will inform our approach to designing curricula for graduate programs for journalism educators, and for thinking through strategies and standards for their ongoing professional development.

A bit about me: I’ve been teaching Journalism and Professional Writing for 30 years in a small undergraduate program. (We have a separate Communication Studies department with whom we work closely.) I came to academia with a background in science communications, corporate PR, and freelance magazine writing, During the 1980s, I witnessed the pervasive effects of hollowing out of the manufacturing economy. I was also part of a generation of people with minoritized identities (in my case, Black, female, a mother, urban, newly middle-class, newly disabled) who had gained entrée to spaces previously denied them (in my case, the Ivy League, the tech industry, affluent suburbs). I thought I might be able to help journalism and PR students understand what this emerging economy would look like and what it would demand of them.

I was also impelled by a larger set of public policy debates crystallized in a 1987 report by the US Department of Labor – Workforce 2000: Work and Workers for the 21st Century. Based on its demographic analysis, the report’s writers concluded that the America’s future required finding, cultivating and making space for people with backgrounds like mine. Specifically, it argued:

If the United States is to continue to prosper, policymakers must find ways to accomplish the following: stimulate balanced growth; accelerate productivity increase in service industries; maintain the dynamism of an aging workforce; reconcile the conflicting needs of women, work and families; integrate Black and Hispanic workers fully into the economy; and improve the educational preparation for all workers.

William B. Johnston et. al., https://files.eric.ed.gov/fulltext/ED290887.pdf

I started teaching online journalism in 1996 and co-founded a department of Interactive Multimedia in 2003, partially hoping to create an environment for interdisciplinary learning and reflective practice. What I know about communications theory and journalism history beyond my Master’s degree is largely self-taught. What I know about programming, scripting, and design is either self-taught, a by-product of the eight years I spent at AT&T in the 1980s where even word processing required writing in Unix, or the product of two decades of research and teaching collaborations with computer scientists, media scholars and designers.

I do recognize that I am writing this at a time of existential crisis for journalism as a civic institution and as a financially viable industry. I’m also writing at a time when a global pandemic has accelerated and exacerbated threats to the existence of many colleges and universities. However, if democracy and civil society is to survive, some form of independent journalism must be part of the social contract. Whatever form that journalism takes, these questions will need to be addressed.

Challenge 1: Journalism’s epistemologies

How do we know what’s worth reporting and how do we get and vet what we report? These are essential questions that we attempt to address by hewing to a discipline of verification. The computational turn in journalism is the latest of a series of movements that can create more comprehensive, engaging, and more accurate reporting through the development and deployment of new tools for mining, analyzing and presenting information. It’s also a movement whose failings highlight the ways in which the news industry continues to grapple with unresolved historical rifts over objectivity, fairness, and the nature and needs of the publics journalists serve. And it’s empowered malign actors with tools to amplify violent ideologies, lies, and dangerous fringe ideas.

This June, 2019 Pew Research poll is just the latest of a long list of studies confirming that news consumers recognize the credibility crisis in journalism.

A chart showing Journalists are not blamed most for creating made-up news and information, but Americans say the news media are most responsible for fixing it

Writing in the Columbia Journalism Review, Avid Ovadya advances a framework for he calls the credibility assessment model: “In summary,” he writes, ‘the answer to the question ‘What should we investigate if we want to determine whether something is credible?’ is that we need to investigate the evidence supporting the claims, the reputation of the network purveying the information, or some combination of the two. Journalists have created a number of fact-checking and verification operations to guide news consumers to credible information, But the problems of fake news and public skepticism persist.

Computational journalist and educator Jonathan Stray notes that the strategies that governmental agencies, platforms and news organizations vary widely in their effectiveness in combating misinformation. The most effective strategies and tools may be incompatible with the values of a free press and free speech. In 2019 paper (.pdf) presented to an international conference on the issue, Stray argued, “In societies with a free press, there is no one with the power to direct all media outlets and platforms to refute or ignore or publish particular items, and it seems unlikely that people across different sectors of society would agree on what is disinformation and what is not.” You can see Stray’s presentation to an international conference on countering misinformation.

Ovadya hopes the framework that his team is developing will be used to create fact-checking systems that can be run by networks of bots on large data sets. But finding reliable measures of evidence and reputation that are free of implicit bias and accepted in a wide range of contexts is proving to be a wicked problem. As Cathy O’Neil notes in her book, Weapons of Math Destruction, data that appears unbiased is often anything but:

The models being used today are opaque, unregulated, and uncontestable, even when they’re wrong. Most troubling, they reinforce discrimination: If a poor student can’t get a loan because a lending model deems him too risky (by virtue of his zip code), he’s then cut off from the kind of education that could pull him out of poverty, and a vicious spiral ensues. Models are propping up the lucky and punishing the downtrodden, creating a “toxic cocktail for democracy.” Welcome to the dark side of Big Data.

Blurb for Cathy O’Neil’s Weapons of Math Destruction

While the definition of journalistic objectivity has never been stable, there’s no current consensus on what it means and whether it is attainable and desirable. David Mindich, Pamela Newkirk, Natalie Byfield and Lewis Raven-Wallace are among those who have persuasively argued that even in the good old days when journalism was more trusted, news organizations often failed to meet their own standards for credible sourcing, representative coverage and political independence. These failures, in large measure, were failures to accord epistemic authority to those on the less privileged side of the Robert Maynard’s “fault lines” of race, class, gender, geography and generation. (As Mark Dery has noted, this failure persisted has into the digital era.)

All journalism educators should be conversant with these debates and the evolving standards of practice that emerge from them. This especially applies to professors of the practice who might have absorbed the facile notion that the most objective reporting “plays it down the middle.”

Challenge 2: Journalism’s ontologies

Ontology is that branch of philosophy that seeks to name what “is” in the world. To say that in the past, journalists were gatekeepers is to make an ontological statement. So are definitional distinctions between “news,” “features,” “entertainment,” etc.

Similarly, In computer science, ontology refers to the act of defining the categories and hierarchies that are used to structure information in algorithms and databases. In a digital age, journalism’s ontologies are represented in both the human and technological structures of news ecosystems.

David Ryfe argues that the fundamental crisis facing American journalism in particular, and Western journalism, generally, is ontological:

Today, in the field they once dominated, journalists find themselves standing cheek by jowl with a vast array of other news producers: from community blogs to corporate communications offices, and from nonprofit organizations to advocacy groups. Many of these organizations have little interest in or knowledge of journalism. Yet, they produce and distribute as much if not more news as journalists.

In this context, the question of what journalism is, and is for, and how it is to be distinguished from an array of other news produces, is raised anew.

Ryfe, D. (2019). The ontology of journalism. Journalism, 20(1), 206–209. https://doi.org/10.1177/8756087918809246

One of the challenges to journalists’ efforts to convey those distinctions is that many members of the public they seek to serve don’t see journalists the way they see themselves. Brendan Nyhan and George Lakoff are among the researchers who have taught us that the simplest claims of fact can land differently with different audiences. To a disturbing degree, substantial percentages of Americans agree with former Pres. Donald Trump’s assertion that mainstream news organizations are the “enemy of the people.” Take the topline results of this August, 2018 Ipsos online poll, for example:

While a plurality – 46% — agree “most news outlets try their best to produce honest reporting”, there are very stark splits by the partisan identification of the respondent with most Democrats (68%) generally believing in the good intent of journalists, but comparatively few Republicans (29%). And when we ask questions with specific partisan cues, the political split is very wide. For instance, 80% of Republicans but only 23% of Democrats agree that “most news outlets have a liberal bias,” and 79% of Republicans but only 11% of Democrats agree, “the mainstream media treats President Trump unfairly”. Returning to President Trump’s views on the press, almost a third of the American people (29%) agree with the idea that “the news media is the enemy of the American people,” including a plurality of Republicans (48%).

Americans’ Views on the Media: Ipsos poll shows almost a third of the American people agree that the news media is the enemy, August 7, 2018. Accessed July 18, 2019. https://www.ipsos.com/en-us/news-polls/americans-views-media-2018-08-07

Similarly, public perceptions of the degree to which journalists fulfill such traditional roles as serving as watchdogs holding the powerful to account are divided along sharply partisan lines. This 2018 poll from Pew Research illustrates that division.

In 2017 and 2018, partisan divides in support of the news media's watchdog role largest ever measured

There’s a broad agreement that rebuilding trust in journalism requires finding new ways to connect with communities – and that requires developing products and approaches that respond to specific community needs. Monica Guzman offers this guide for engaging audiences. The Democracy Fund has engaged in a multi-year effort to identify best practices, tools and funding mechanisms for inclusive, community-driven journalism. Free Press offers guides to help communities and news organizations collaborate to improve news coverage.

These efforts are as effective as the depth and breadth of the constituencies they engage. There is evidence that news organizations aren’t meeting that bar now. A May, 2019 Pew survey found that the people most likely to be interviewed by local news outlets are most likely to be older, educated, white men.

The same survey found that the percentage of Americans who had spoken to a local journalist declined between 2016 and 2019.

Sue Robinson has produced a guide for journalists seeking to diversify their sources, drawing upon research conducted in cities across the United States. Resource constraints are major issue, Robinson reports: “With contracting newsrooms, journalists of all colors find themselves stretched thin in reporting on local communities such that all voices and perspectives can be represented.” Noting that many members of marginalized communities have justifiable fears about opening up to the press, she calls for, “rethinking traditional journalistic notions such as “critical distance” and re-conceptualizing established relationships to sources and audiences so that source networks expand. ”

Similarly, improved reporting on rural America also requires a fundamental rethink. Letrell Deshan Crittenden and Andrea Wenzel underscored this in their April 2020 Tow Center report, The road to making small-town news more inclusive. Crittenden and Wenzel conducted focus group research in Chambersburg, Pennsylvania, a rural community that New York Times columnist David Brooks depicted in a 2001 book as uniformly pastoral, conservative and white. But Chambersburg is diverse, and the lack of a common and inclusive local news source has reinforced racial divisions and impeded civic dialogue. Black and Latinx community members argued that news coverage of their community is either stereotypical or nonexistent, with deleterious consequences for local governance. White respondents downplayed racial tensions and decried perceived liberal media bias. Latinx participants called for more Spanish-language news sources.

This kind of qualitative research informs the movement to integrate design thinking into journalism practice and pedagogy. Design thinking can be a great entry point to developing and teaching strategies for more inclusive news reporting, presentation, and community-building. It also opens the door to deeper questions about the affordances and limits of the technologies at our disposal. Computer scientist Ramesh Srinavasan has argued that if we approach the development of information technologies with cultural humility, our databases and content management systems might be reimagined to reflect how the communities we are designing for create and preserve knowledge. Journalists, designers and computer science ought to be in collaborative conversation about the ideas that Srinivasan is advancing. You can learn more by reading the summaries of his projects and the elaboration of his ideas in his books as Whose Global Village? , After the Internet, and Beyond the Valley.

Challenge 3: Journalism’s literacies

In a 2018 Nieman Reports essay, Cindy Royal, a leading scholar and curriculum developer in the area of coding pedagogy for journalism, argues persuasively that too many journalism faculty resist learning and teaching the skills students need to meet employers’ growing needs. Royal notes a 2018 study by Amanda Bright documenting this bottleneck, and noting that innovation, to the degree that it is happening, is concentrated in larger, better funded programs. Royal calls for the inclusion of digital technology design and development in Communications PhD curricula and a reworking of institutional recruitment, tenure, and promotion practices to place greater value on teaching, research and practice in these emerging critical areas. In a separate Nieman essay she argues that, at the very least, every journalism faculty member needs to know how to teach some fundamental technical skills, such as how to scrape a website.

Mindy McAdams agrees. McAdams is a pioneer in online journalism practice and teaching who has influenced thousands of online journalists with her workshops, blog posts and books. In an October, 2019 telephone interview, she observed that too many journalism educators who don’t consider themselves technology specialists “think they don’t need to know about the tech.”

“I feel like if you are In the field of chemistry you take it upon yourself to know what’s happening in the whole field,” McAdams said. For example, “As AI becomes such a buzzword, how many people who are journalism educators even know what is meant by that? They could know more about it if they follow it as a news topic.”

Royal created CodeActually, a coding curriculum for journalism and communications students. And if you are baffled by AI, McAdams has a helpful lecture series on YouTube, AI in Media and Society, that will bring you up to speed.

My own thinking about what Royal and McAdams are saying is “yes, and.” The technological transformation of news gathering has changed every aspect of journalism practice, and I can’t conceive of an aspect of the curriculum that can be taught without rethinking tech’s role. That role is more profound than I realized back in 2009, when I argued that journalists needed to understand computational thinking.

But I’ve come to the conclusion that knowing how technology affects what journalists can do and how that’s received is more important than knowing how to “do” the technology. And it’s equally important to understand what the technologies, and the thinking behind them, do – especially to people and communities in information deserts or who are targets of disinformation. (This reading list necessarily starts with Meredith Broussard’s Artificial Unintelligence, but we need journalism-relevant analyses of the work of Simone Browne, Cathy Davidson, Safiya Noble, Ruha Benjamin, Virginia Eubanks,, Mar Hicks, and Andre Brock, for starters.

Here are four examples that might give pause to faculty who think that their teaching and practice are unaffected by technological change :

Journalists have had to rethink the inverted pyramid in light of research on the impact of linguistic framing. Journalists’ assumption that audiences trust a dispassionate recitation of facts in perceived order of importance is no match for a media ecosystem dominated by social platforms that make it easy to publish and amplify all kinds of misinformation and disinformation. That’s why linguist George Lakoff advises that journalists substitute the “truth sandwich” for stories about lies and misinformation:

Truth Sandwich:
1. Start with the truth. The first frame gets the advantage.
2. Indicate the lie. Avoid amplifying the specific language if possible.
3. Return to the truth. Always repeat truths more than lies.
Hear more in Ep 14 of FrameLab w/@gilduran76

Originally tweeted by George Lakoff (@GeorgeLakoff) on December 1, 2018.

Lakoff’s recommendation is grounded in his decades of work in linguistics, cognition and neuroscience. This video provides a helpful introduction.

To create content that will be understood as truthful and gathered in good faith, we have to understand how our brains process information and evaluate its credibility.

Our audience engagement strategies and technologies aren’t value neutral. Journalism practitioners, educators and scholars need to be able to engage the questions Andrew Losowsky and Jennifer Brandel raised in their session on audience engagement ethics at the 2018 Online News Association conference:

‘Audience engagement’ is the hot new thing in journalism; but most journalists are pursuing it without understanding the risks – for the community and for the newsroom – of inviting the audience into a conversation. What happens when people who aren’t used to being sources share a sensitive, deeply personal story? What happens when we reach out to communities for information, but don’t stick around to answer questions or address concerns? How do we build trust authentically, without resorting to a journalistic sleight of hand to get reluctant sources to talk? 

We urgently need to establish ethical frameworks around this work, or we risk further erosion of trust in journalism, and could even be endangering people’s lives.

Optimizing engagement tools to promote accurate information and constructive discourse is no mean feat. A March, 2019 article in Recode detailed Twitter’s stymied efforts to create incentives for constructive conversations on the platform. One fundamental challenge is understanding how to gauge the “health” of a conversation.

Technology has breached the church-state divide between the business and editorial sides of news in subtle and overt ways. The Columbia Journalism Review has argued that journalists need to understand how advertising technologies “influence the practice, distribution, and perception of journalism.”

Efforts to assess address the information needs of underserved communities can be facilitated or impeded by the way we deploy audience engagement technologies and related strategies. For example, Sue Robinson studied how mainstream journalists’ narrow sourcing and reliance on social media posts to gauge African American community views of a charter school controversy in Madison Wisconsin contributed to important blind spots in their reporting. She notes, “Despite the optimism that digital networks will diffuse power through entrenched structures, scholarly evidence has shown how online networks act as echo chambers for the powerful. In these spaces, offline inequalities not only persist but are exacerbated in digital spaces,”

We need to analyze journalism technologies and storytelling methods through the lens of critical computing. In his 2013 book Phantasmal Media: An Approach to Imagination, Computation and Expression, D. Fox Harrell explains that

“[C]ritical computing entails critically assessing the potential of the technology being researched and developed to engender conceptual change in users and the potential of the technology to engender real-world change in society….. Critical computing systems are built on cultural computing groundings, which in turn are informed by subjective computing research aims.”

D, Fox Harrell

Because those subjective aims can reinforce oppressive systems, Harrell stresses the importance of bringing diverse perspectives to the tech development process. As we embrace various dynamic storytelling tools for journalism – augmented reality, virtual reality and gamification, for example – we need to be cognizant of these cultural groundings and subjective aims, and we need well-researched pedagogies that address them.

Those pedagogies need to address not only how we tell individual stories in an ethical, accessible and inclusive way, but also how we help members of vulnerable communities harden their media ecosystems against propaganda and disinformation. For example, Howard University’s Truth Be Told News project has been combatting misinformation in and about African Americans for years in the tradition of the historic Black press. But it’s unlikely that the project’s creators ever envisioned the troll-powered Russian disinformation campaigns unleashed on social media in 2016 and 2020 to discourage African Americans and Latinx voters from participating in the electoral process. In December, 2020, Facebook and the National Association of Black Journalists launched a Fact-checking Fellowship that will fund journalists for one year’s work with an established fact-checking outfit. It would be wonderful if there were parallel initiatives supporting basic research on these issues at institutions such as Howard that are deeply connected to the communities being targeted. At the University of Buffalo, Siwei Lyu is doing NSF-funded research on helping people and systems detect deepfakes. Computational journalists need to be part of these research projects.

Conclusion

It’s hard to think about what journalism educators will need to know when we don’t know what journalism will become. Nic Neumann’s January 2021 report on journalism’s trends and predictions for the Reuters Institute identifies far-reaching changes in editorial practices and business structure:

2021 will be a year of profound and rapid digital change following the shock delivered by Covid-19. Lockdowns and other restrictions have broken old habits and created new ones, but it is only this year that we’ll discover how fundamental those changes have been. While many of us crave a return to ‘normal’, the reality is likely to be different as we emerge warily into a world where the physical and virtual coexist in new ways.

Nic Neumann, Journalism, media, and technology trends and predictions 2021

However, we do know that the survival of democratic civic values requires a cadre of educators and leaders who can serve as advocates, defenders and innovators of the best that journalism has to offer. This will require more robust research and debate that goes beyond the “Do you need a PhD?” debate.

A 21st-century journalism department or school requires faculty with newsroom experience and expertise in the rhetorical and literary forms underpinning storytelling across platforms and in social environments. (Yes, that means writing and shoe-leather reporting skills are still necessary. They’re just no longer sufficient.) It also requires both data journalists and computational journalists who understand and adhere to principles of algorithmic justice. It needs social scientists who can teach the quantitative and qualitative skills needed to assess community information needs and translate those needs into reporting that will be seen as trustworthy and useful. It needs specialists in media psychology and ecology who are conversant with emerging technologies. It continues to need legal specialists and ethicists. It needs specialists in entrepreneurship and tech management, because news organizations are tech enterprises now. And it still needs historians – although the journalism history canon needs substantial revision and expansion. I don’t know of a Masters or Ph.D. program that does all of those things well. However, the areas I’ve outlined here may be a way of invigorating the imagination about what’s needed and what’s possible.