FRANGOUG CURRICUL 93 MAG Guide to Evaluating Your Magazine Curriculum
How We Teach Magazine Journalism: An Analysis of Today's Magazine Curricula
A Contemporary Study Of Magazine Journalism Education
In U.S. Colleges and Universities
by
Prof. George J. Frangoulis
Associate Professor of Journalism
400 Reese Phifer Hall
Journalism Department
The University of Alabama
Tuscaloosa, AL 35487
(205) 348-8247
ABTRACT
This study investigated how we teach magazine
journalism, and follows two other major curricular studies:
the Oregon Report (1984) on the future of journalism
education, and the AEJMC/ASJMC task force report (1989),
which extensively reviewed magazine curricula nation-wide.
The purpose of this research project was to follow-up the
earlier studies for attempting two objectives: (1) to chart
the dimensions of magazine curricula, including the
integration of new computer technology; (2) to assess the
character of faculty responsible for teaching magazine
journalism courses.
Conducted during the fall 1992 semester, a 48-item
questionnaire was mailed to 402 AEJMC magazine division
members and ASJMC members at journalism schools in which
magazine courses are offered. The results are divided into
four sections: the first section reports on the schools and
the students enrolled in the magazine courses; the second
covers the magazine faculty and examines their academic and
professional experience; an examination of the magazine
courses offered is covered in the third; the fourth reports
on the use of computers in the classroom and how desktop
publishing technology is affecting magazine education. In
conclusion, this study can provide educators with a
contemporary document with which to measure and assess their
own magazine programs.
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Introduction
A decade after the University of Oregon conducted its
project on the future of journalism education, and five
years after an AEJMC/ASJMC task force reviewed JMC
curricula, a new study examines how we teach one
professional component of the journalism and mass
communication curriculum -- magazine journalism.
The Oregon Report (1984), "Planning for Curricular
Change in Journalism Education," represented the culmination
of two years of broad study in search of the model
journalism program. Its authors state: "What we did in this
project we did for ourselves;" nevertheless its impact has
been far-reaching. One effect of the effort was to
stimulate national discussion and debate among journalism
educators at other institutions on how best to teach the
discipline. Keen interest gave rise to another task force,
led in 1986 and 1987 through a cooperative effort of the
Association for Education in Journalism and Mass
Communication (AEJMC) and the Association of Schools of
Journalism and Mass Communication (ASJMC), to continue
studies on JMC education. However, unlike Oregon's
mission, the charge to this task force "was not to identify
and specify a model curriculum for all schools to follow,"
but to examine and identify unifying pedagogical principles,
"which ought to characterize the academic and professional
preparation of individuals aspiring to careers in journalism
and mass communication."
The AEJMC task force report (1989), "Challenges and
Opportunities in Journalism and Mass Communication
Education," stated its aim as clarifying the role of the
liberal arts in JMC education and defining needs in six
professional areas of journalism study. To accomplish
these goals, seven subcommittees worked on the report -- one
was assigned to each of six professional sequences (advertising,
broadcasting, magazine journalism, news
editorial journalism, public relations and visual
communications); a seventh was assigned to the liberal arts.
The task force subcommittee assigned to study magazine
curricula described the typical magazine program as "often
less rigid than most others."
Purpose of Study
In general terms, the AEJMC magazine task force
recommended continued flexibility in magazine sequence
requirements, endorsing "a broad liberal arts background and
any course which would improve general language skills."
However, the report also offered more specific advice in
terms of the kinds of "skills and educational background
that would be best achieved (by students) in college,"
citing writing, reporting, editing, graphics, photography,
production and management and finance as important course
work for students seeking careers with magazines.
However, the purpose of this present study was to
follow-up on these earlier curricular task force projects,
especially the AEJMC task force report as it applied to
magazine journalism education, for attempting two
objectives: (1) to chart the dimensions of magazine
curricula, including the integration of new computer
technology, as it is being taught today; and (2) to assess
the character of faculty responsible for teaching these
magazine journalism courses.
Unlike the AEJMC magazine study which surveyed three
constituency groups (magazine professionals, magazine
journalism educators and recent graduates of magazine
programs), this study's focus was directed at only one.
Where the purpose of the former study was to query and
compare responses from editors, educators and graduates
about their perceptions of the effectiveness of magazine
programs, the goal of this study was to target the journalism
educator as the sole group for investigation, and to question it
about the scope and nature of the magazine curriculum.
Where the AEJMC task force report was primarily framed as a
qualitative study of the magazine curriculum, the purpose of
this study was more quantitative in nature. Finally, this
study was also interested in learning about magazine
educators' professional backgrounds, in what specific areas
of the professional print media, particularly magazines,
educators have work experience. It also sought to discover
how today's magazine journalism educators keep themselves
current in an ever-technologically-changing media landscape.
Review of the Literature
When this study began, it was assumed no previous
broadly conceived and executed investigation of the magazine
curriculum, beyond the two major studies already cited
(1984, "Planning for Curricular Change in Journalism
Education;" 1989, "Challenges and Opprotunities in
Journalism and Mass Communication Education"), had been
done. However, at a presentation of this research in
progress, a colleague identified a master's thesis that
charted the scope of magazine journalism education about 25
years earlier. Seilo's thesis (1969), "A Study of Magazine
Journalism Education," focused on the teaching of magazine
journalism, on those courses dealing specifically with
magazines, and describes the state of the curriculum as
reported by magazine journalism teachers.
While surveying both professors of journalism and
professional magazine editors, the author said of her work:
"Specifically, it focuses two conflicting viewpoints on one
phase of journalism -- magazine journalism education.
Moreover, it reports the major areas of agreement and
disagreement and suggests methods of improving the quality
of magazine journalism education." However, Seilo
considered only those magazine curricula offered in the 55
ACEJ-accredited schools at the time. Of the 55 accredited
journalism schools, only six had approved magazine
sequences:
University of Iowa, University of Missouri, Northwestern
University, Ohio University, Syracuse University and
University of Texas. Interestingly, in the part of the
survey dealing with the journalism professor, her
methodology and questionnaire were similar to the approach
and inquiries employed in this study. Similarities with the
present study require a description of Seilo's findings:
1. Of the 55 ACEJ-accredited schools, 47 or 85 percent
responded to the questionnaire, and all six of the
accredited schools having magazine sequences are included in
the study.
2. Of the 46 journalism teachers indicating the
highest degree earned, one reported no college experience;
one had some college preparation but no degree; six had a
bachelor of arts degree; 24 had a master's degree; and 14
had a doctorate.
3. The average number of years working for
professional magazines was 12 years; the average number of
years teaching was 11 years.
4. The schools offering magazine courses averaged 557
majors in journalism; with an average of 235 students
enrolled in the magazine program.
5. The subject of magazine writing was the area
emphasized most by schools offering magazine courses;
courses in magazine editing was the second most important
subject area.
6. Requirements to produce a new magazine prospectus
and dummy issue were also considered important subjects and
were included in magazine courses.
7. Ten of the responding schools had a laboratory
magazine (a magazine produced by students for actual
distribution); most were published once each semester or
when the funds to publish the magazine were available.
When relevant, comparisons between Seilo's findings,
the AEJMC/ASJMC curricular study and this present study will
be made to show trends in magazine journalism education.
References to other appropriate articles will be made.
Research Questions
The guiding question for this study was: How do we
teach magazine journalism? Thus, in the context of the
literature and the goal of the author, the following are
some specific research questions that were developed for
this investigation:
1. What magazine courses are being taught in
journalism schools and how widely are the courses offered?
2. How many students are taking these magazine
journalism courses?
3. How is the computer, or desktop publishing (DTP)
technology, being incorporated into the magazine curriculum?
4. Who is responsible for teaching the magazine
courses?
5. What are the demographics of the professors who
teach magazine journalism and what professional media work
experience do they possess?
Method
A 48-item questionnaire was developed in an attempt to
answer each of the research questions. To reach
knowledgeable individuals at the majority of schools with
journalism programs in which magazine courses are offered,
some 402 questionnaires were mailed to all AEJMC magazine
division members and ASJMC members. Identical surveys were
sent to both groups, but the questionnaires were coded so as
to identify response from either group. A total of 180
valid surveys were returned, which represented a response of
nearly 45 percent. Interestingly, the response rate from
each group was the same:
AEJMC magazine division -- 210 mailed, 94 returned
(44.8 percent);
ASJMC members -- 192 mailed, 86 returned (44.8
percent).
The response to the survey is considered acceptable, as
answers are consistent and show no bias based on
geographical location, accreditation status or enrollment
size. The author believes, however, that some undetermined
number of questionnaires coded "ASJMC" had actually been
passed along by recipient deans or department heads to other
faculty, who in turn were the ones responsible for filling
out and returning the surveys at their department heads'
behest. This conclusion is based on the fact that a few of
the returned questionnaires contained hand-written notes
indicating this had been the case at the senders'
institutions.
The questionnaires were mailed during the first week of
September 1992, and the responses were tabulated from among
those received by the November 1, 1992 cut-off. As surveys
were returned, they were coded and analyzed using the SPSSx
crosstab program. No follow-up mailing was attempted.
Results
The results are divided into four sections: The first
section reports on the journalism schools and the students
enrolled in the magazine programs at these schools; the
second section covers the faculty who teach magazine
journalism courses and the extent of their professional
experience; an examination of the magazine courses offered
is covered in the third section; the fourth section reports
on the use of computers and how desktop publishing
technology is integrated into the magazine curriculum.
The Schools
Of the 180 schools responding to the questionnaire,
147, or 82 percent, offered courses in magazine journalism.
When asked whether these courses were included as part of a
magazine sequence or specialized magazine program, 54
schools said the magazine courses were indeed offered in a
magazine sequence. The issue of accreditation is of
particular relevance (Theodore, 1993). Asked whether or not
the program was accredited, this information was found: In
1992, there were a total of 93 ACEJ-accredited journalism
schools; 91 of these schools (98 percent) responded to this
survey.
In terms of enrollment, it was reported the average
journalism school is located at a campus site with a total
student enrollment of 16,903. Distribution of student
enrollment was evenly spread, with 50 percent of the schools
having under 15,000. Although 42 percent of the schools
have enrollment in the 15,000 to 35,000 range, only 8
percent of the schools have enrollment in excess of 35,000
students.
The survey also revealed that undergraduate enrollment
in journalism schools covered a wide range: 50 percent of
the journalism schools had from 100 to 499 undergraduate
students enrolled; 40 percent had more than 500 students
enrolled. Only 10 percent of the schools had fewer than 100
undergraduates enrolled.
Asked to indicate the number of undergraduates enrolled
in magazine courses, schools showed wide ranging student
interest in magazine journalism. Nearly half of the schools
-- 47 percent -- indicated that fewer than 50 students were
taking magazine courses, while 53 percent of the schools had
50 or more undergraduates studying magazine journalism.
However, a full 33 percent of the schools had 100 or more
undergraduate students enrolled in their magazine courses.
Although there was an indication of some graduate
student involvement in the magazine curriculum, enrollment
of graduate student in
these courses was predictably less than at the undergraduate
level. Of the 147 schools with a magazine programs, only
68 of these schools, or 46 percent, said that any graduate
students were enrolled in their magazine journalism courses.
The Faculty
Following are some of the demographics of the
respondents who taught the magazine courses at their
schools: The average age was was 47.6 years; 51 percent were
male, 49 percent were female. About 95 percent were white,
5 percent black.
The average number of years teaching was about 14
years, with 60 percent tenured and 40 percent untenured.
These magazine teachers indicated that the average number of
faculty in their journalism school was 14 full-time
faculty. However, of these 14 faculty, it was reported that
only about two faculty taught the magazine journalism
courses.
Of those who indicated the highest degree earned, four
percent had a bachelor of arts degree; 32 percent had a
master's degree; and 56 percent had a doctorate. When asked
their academic rank, the following was indicated: about 25
percent were at the level of assistant professor; 32 percent
at associate professor; 32 percent at full professor; the
rest were instructors or lecturers.
When asked who taught the magazine curriculum, the
following was indicated: 56 percent of the schools employed
department professor to teach the magazine journalism
courses; 8 percent employed professionals or adjuncts to
teach; 30 percent employed a combination of department
professors and adjuncts to teach. Only about 5 percent of
the schools employed instructors or teaching assistants to
teach these courses.
Asked whether or not magazine faculty had professional
print media work experience (both newspapers and magazines),
84 percent indicated they had; asked whether they had
professional magazine experience, 60 percent said yes. The
average number of years in professional print work was 9.5
years. However, the average number of years in professional
magazine work was only 4.7 years.
Of the magazine faculty indicating the specific areas
of magazine publishing in which they had professional work
experience, the following was reported:
71 percent had editorial experience
26 percent had production experience
1 percent had circulation experience
1 percent had advertising experience
11 percent had business or administration experience
However, among magazine faculty who indicated some
level of professional magazine experience, they were also
asked about the longevity
of their work experience. Following shows a breakdown of
how long the magazine faculty worked in specific
professional areas:
Editorial: 58 percent had less than five years experience
75 percent had less than 10 years experience
85 percent had less than 15 years experience
Production: 63 percent had less than five years experience
81 percent had less than 10 years experience
89 percent had less than 15 years work experience
Circulation: 100 percent had less than five years experience
Advertising: 100 percent had less than five years experience
Business: 75 percent had less than five years experience
88 percent had less than 10 years experience
When asked whether or not magazine faculty still did
any consulting or freelance writing for professional
consumer or trade magazines, 62 percent said they continued
to consult or write for professional magazines, 38 said they
did not.
The Courses
Certainly, the core element of this study was the
section that investigated the content of the various
magazine curricula (Ciofalo, 1987). When asked how many
magazine courses had been offered during the past academic
year, journalism schools reported the following:
24 percent of the schools had offered one magazine course
25 percent had offered two magazine courses
25 percent had offered 3 to 4 magazine courses
13 percent had offered 5 to 6 magazine courses
13 percent had offered more than six magazine courses
However, determining how many courses had been offered
during the past year was just the first step to
understanding how magazine journalism is taught. Therefore,
this was followed up by an investigation into the specific
subject areas of magazine courses.
The questionnaire asked magazine journalism professors
to indicate the names of specific courses included in their
magazine curricula. Here is a listing of the top 20
magazine courses in journalism schools as ranked by their
frequency of offering:
Ranking Description Number
1 Magazine writing 112
2 Feature writing 69
3 Magazine editing 45
4 Mag. editing and production 45
5 Advanced magazine writing 39
6 Mag. production and design 34
7 Literary journalism 28
8 Science writing 28
9 Media management 28
10 Magazine publishing 27
11 Magazine management 15
12 Advanced mag prod & design 10
13 Advanced magazine editing 8
14 Intro. to magazines 7
15 History of magazines 6
16 Magazine marketing & sales 5
17 Contemp. American magazines 5
18 Principles of mag journalism 4
19 Survey of publications 4
20 Publication marketing & mgmt 2
A few other magazine-related course were mentioned by
respondents, but represented only slight name variations of
the courses shown above.
There were four categories of courses identified on the
questionnaire -- writing; editing and production; management
or business; conceptual (non-skills). The cumulative total
number of ourses by category that journalism schools offered were
as follows:
Writing courses offered: 299
Editing and production courses offered: 165
Management or business courses offered: 83
Conceptual (non-skills) courses offered: 33
In determining the amount of emphasis placed on these
four different types of magazine courses through a weighted
average analysis, the data indicated journalism schools
offered the following on average:
2.08 writing courses
1.15 editing and production courses
0.58 management or business courses
0.23 conceptual courses.
Not surprisingly, the subject area emphasized by
journalism schools was writing (Jeffers, 1990; Schierhorn
and Endres, 1992). Asked if any of the magazine writing
courses required students to write articles for publication,
the response was moderate. Following is a breakdown of the
media outlets for which students in magazine writing courses
were required to contribute articles:
55 percent for professional consumer magazines
43 percent for professional trade magazines
42 percent for student magazines
27 percent for student newspapers
25 percent for alumni publications
The primacy of the magazine writing course was
reinforced by this study. However, the study also
attempted to develop knowledge of magazine instruction
beyond this critical subject area, particularly regarding
instruction of editing and management skills (Lambeth, 1992;
Prior-Miller and Terry, 1992). In this regard, professors
were asked if they required their magazine students to (1)
develop a start-up magazine prospectus and (2) create a
comprehensive dummy issue of a new magazine. It was
reported that 48 percent required students to develop a
prospectus, while 45 percent required students to create a
dummy issue.
Another area of investigation into magazine instruction
dealt with publishing a laboratory magazine. Asked whether
or not journalism departments were responsible for
publishing a student-produced magazine, 63 schools, or 43
percent of the respondents, indicated they were responsible
for publishing such magazines. Following is a breakdown of
the magazines by their frequency of publication:
17 magazines, or 27 percent, published 1x per year
15 magazines, or 24 percent, published 2x per year
13 magazines, or 21 percent, published 3x per year
5 magazines, or 8 percent, published 4x per year
1 magazine, or 2 percent, published 6x per year
6 magazines, or 10 percent, published 12x per year
1 magazine, or 2 percent, published 24x per year
4 magazines, or 6 percent, published 52x per year
However, of the 63 student publications, a total of 50
(79 percent) were standard magazines in terms of size and
format; 13, or 21 percent, were tabloid-sized publications,
which were printed on newsprint.
The Computer
Without question, computers and desktop publishing
technology
are drastically changing the fields of journalism and
journalism education (Bennett and Hightower, 1991; Thompson
and Craig, 1991; Scott, et al, 1992).
Yet how is this new technology affecting teaching? "Are the
computers being used to teach the new desktop publishing
skills that industry is demanding of journalism graduates or
are we, as journalism educators, merely teaching word
processing? If we do teach desktop publishing (DTP), how
are we changing graphic design classes to accommodate it"
(Morton and Andrews, 1991).
As a result of this concern, an examination of how
journalism schools have integrated computers into their
magazine curricula was attempted as part of this study.
When asked whether computers for desktop publishing were
used in any of the magazine courses, 79 percent of the
schools indicated computers were used, 21 percent said they
were not used. Following is a breakdown of the types of
magazine courses using computers:
58 percent use computers in magazine writing courses
55 percent use computers in magazine production/design courses
46 percent use computers in magazine editing courses
6 percent use computers in magazine management courses
6 percent use computers in magazine overview courses
However, when asked who teaches these computer courses,
only 32 percent of the individual responding indicated they
personally were the teachers of record. Asked how many
faculty taught these classes, it was reported an average of
2.8 faculty per school were responsible for this area of
instruction. These computer courses are taught mostly by
department professors (93 percent), followed by
professionals or adjuncts (38 percent). Only 18 percent of
the journalism schools employed instructors or teaching
assistants to teach the computer classes.
A great challenge to journalism professors has been
learning this new area of instruction and staying abreast of
the rapidly changing technology -- both hardware and
software. Asked what desktop publishing or computer
background represented their source of learning, the
response was most interesting. Following is a ranking of
how magazine journalism professors
who teach these courses acquired their own computer skills
and expertise:
93 percent were self-taught
33 percent were trained by colleagues or in informal workshops
20 percent were trained in formal computer workshops or seminars
9 percent were trained by computer company representatives
4 percent were trained in formal classroom settings
The last section on computers dealt with questions
about the ownership and use of hardware and software
products. The Macintosh led all computers with 87 percent
of the schools owning this brand; IBM followed at 32 percent
ownership, followed by IBM compatibles at 24 percent. Only
nine percent of the schools owned "other" kinds of
computers, and Xerox computers were owned by a mere one
percent of the schools.
When asked what ancillary computer equipment journalism
departments owned, the following pieces were listed by the
respondents: laser printers, 99 percent; scanners, 52
percent; image writers, 51 percent;
full-page monitors, 46 percent.
Asked what word and data processing software programs
schools used, this is what was indicated: Microsoft Word,
72 percent; Word Perfect, 53 percent; MacWrite, 42 percent;
Excel, 15 percent; Lotus 1-2-3, eleven percent.
Aldus PageMaker was the most popular design/graphic software
program used at 74 percent. This was followed in the
following rank order: MacDraw/MacPaint, 49 percent; Quark
Xpress, 44 percent; Adobe Illustrator, 34 percent;
Ready-Set-Go, 8 percent.
Discussion
This study investigated how we teach magazine
journalism, and provides important information, particularly
in terms of historical trends in the development of
magazine journalism education. The results of this study
indicate that significant growth and change has occurred in
this area of JMC education over the past quarter century.
It also suggests important challenges lie ahead for magazine
educators as we approach the 21st century.
In the late 1960s, magazine journalism education was in
its infancy. Today it has reached its maturity. A dramatic
example of this growth has been the near doubling of
ACEJ-accredited schools during this time -- from 55 in 1969
to 93 in 1992. During this time there has been an increase
by a factor of nearly 10 journalism schools offering
magazine courses through magazine sequences -- from six in
1969 to 54 in 1992. Also, a much greater number of schools
now offer magazine courses, either through a sequence or in
a non-sequenced journalism curriculum. On the other hand,
although more schools are offering magazine courses, there
is evidence that average student enrollment in magazine
courses per institution has declined. Undoubtedly, this is
due to the proliferation of magazine programs nation-wide.
Another area of significant change involves the
character of the teaching faculty. This study indicates
that today's magazine professor is more highly educated, yet
considerably less professionally experienced. According to
Seilo's study, most magazine journalism teachers had not
earned their terminal degree. In fact, she reported that in
1969 only 30 percent had a doctorate, while 52 percent had a
master's degree. The 1992 magazine faculty had reversed
this trend, with 56 percent having earned a doctorate and 32
percent having a master's degree. Years of teaching
experience has also increased among magazine faculty. In
1969 the average number of years teaching was 11 years; in
1992 the average was 14 years, which represents a 36 percent
increase in teaching experience.
While classroom experience has been on the increase
among faculty, professional magazine experience has
declined. In 1969, the average number of years working for
a magazine was 12 years, while in 1992 that average had
dropped to less than five. Of possible further significance
are the findings that
the reported work experience has for the most part been
limited to one area of professional magazine work -- the
editorial area. Although over two-thirds of the faculty
have some editorial experience, only about one-quarter had
worked in production. More surprisingly, virtually none
indicated having either magazine circulation or advertising
experience.
These findings about professional magazine experience
hold elements of both good news and bad news. Writing was
the focus of the magazine curriculum in 1969. And according
to the AEJMC/ASJMC report published
in 1989, "Writing was by far the most common answer when the
magazine task force questioned editors, educators and
graduates about the most important ingredient in the
education of a new magazine professional."
In 1992, the teaching emphasis was still on the writing
courses.
Traditionally, however, most magazine curricula have
promoted flexibility and diversity in course requirements.
Even today, magazine courses, whether billed as
management-oriented courses or not, contain strong
management elements. An example of this is that many
magazine editing and/or production classes take on a very
practical and professional-oriented focus, requiring
students to develop magazine prospectuses. These
prospectuses are essentially marketing and business plans,
relying heavily
on instructors' understanding and ability to teach basic
management and marketing concepts and skills. Is the lack
of professional experience hindering their efforts?
Another growth area has been the production of
student-produced, laboratory magazines. Where in 1969 there
were 10 reported, in 1992 this number had increased to 63 at
institutions responding to the questionnaire.
The computer is changing magazine journalism and
magazine journalism education in significant ways. The
challenges presented by this new technology are great, as
are its promises. However, only a few short years ago, the
computer did not have the same impact on education. In
fact, the magazine task force report for the AEJMC/ASJMC
curricula study did not even mention the computer or
desktop publishing as a curricular concern.
The world has turned in this regard. In 1992, eight
of 10 journalism schools were using computers in their
magazine courses. And the indication is that computers are
being used creatively. The wide use of graphic software
programs, especially Aldus PageMaker, indicates that
magazine journalism programs are not restricting the
computer to the writing or reporting class, but are allowing
students to use the technology for designing and laying out
magazines and other types of publications. On the other
hand, because of the minimal use of data processing software
(Excel and Lotus 1-2-3), this evidence suggests that schools
are not fully integrating computers into their magazine
management classes.
The availability of computers and the necessary support
equipment (laser printers, image writers, etc.) in
magazine programs does not appear to be a problem at most
schools. However, an area that may be problematical can
best be described with this question: "Who teaches the
teacher?" Nearly all respondents -- 93% -- indicated they
were self-taught in the use of this technology. Yet only
one-third sought additional instruction, and that was from
colleagues or informal workshops; a mere one-fifth of the
faculty received computer training in formal workshops or
seminars. However, is this a serious problem after all? Or
will time remedy this situation? The author suspects that
magazine educators of the future, the students presently
enrolled in our journalism schools, will be able to lay
claim to the fact that their primary source of computer
training was the formal classroom.
Although this was a broadly based study on the contemporary
role of magazine journalism education, one of its strengths may
also be as a historical document. That is to say, the
importance of this paper may transcend its immediate purpose
of informing today's educators how we currently teach
magazine journalism, by providing a useful means to identify
and measure on-going trends in magazine education. That is
to say, this analysis, taken in its historical context, will
likely also help tomorrow's educators track and evaluate the
evolutionary changes now taking place in magazine education.
Additionally, I recommend future research continue to
survey magazine curricula, but not to identify a single,
"ideal" program of study -- a generic magazine curriculum,
so to speak -- with identical courses for all schools
to adopt. Rather, future research should seek to discover
model programs that can be viewed as examples, sharing
important, common pedagogical principles.
This approach would help journalism schools offer the best
magazine curricula possible, while letting them capitalize
on their individual resources and strengths. Therefore,
schools could offer students diversity of study in the
magazine field, while providing relevant, up-to-date
instruction in this increasingly popular area of journalism
and mass communication education.
References and Selected Readings
Bennett, D and Hightower, P (1991). Computerizing Visual
Journalism: Lessons from the Writing Lab. Journalism
Educator, vol. 45, no. 1, 46 - 49, Spring.
Blanchard, R.O. and Christ, W.G. (1988, July). Beyond the
Generic Curriculum: the Enriched Major for Journalism and
Mass Communication. Paper presented at the 71st Annual
AEJMC Convention, Portland, Oregon, August, 1988.
Ciofalo, Andrew (1987). The Publishing Rubric: A Context for
Magazine Curricular Development. Magazine Matters,
Newsletter of AEJMC Magazine Division, March 1987.
Jeffers, Dennis (1990). Magazine Educators Consider 'Service
Journalism' Orientation. Journalism Educator, vol. 45,
no. 1, 47 - 50, Spring.
Lambeth, Edmund B. (1992). Media Leadership: What Business
of Academe? Insights, Journal of ASJMC, Winter.
Morton, Linda P. and Andrews, Valerie (1991, October).
Desktop Publishing: Changing Graphics Education in
Journalism Schools. Paper presented at 15th Annual
Humanities and Technology Conference, Interface '91,
Marietta, Georgia, October 1991.
Prior-Miller, M and Terry, J.L. (1992). Magazine Readership
Research and Undergraduate Teaching. Journalism Educator,
vol. 46, no. 4, 44 - 51,Winter.
Riley, Dru, et al (1989). Challenges and Opportunities in
Journalism and Mass Communication Education: Magazine
Curriculum. Journalism Educator, vol. 4, no. 1, A14 - A15,
Spring.
Rowland, Jr., W.D. (1991, August). The Role of Journalism
and Communication Studies in the Liberal Arts: A Place of
Honor. Paper presented at the 74th Annual AEJMC
Convention, Boston, Mass. August, 1991.
Schierhorn, A.B. and Endres, K.L. (1992). Magazine Writing
Instruction and the Composition Revolution. Journalism
Educator, vol. 47. no. 2, 57 - 64, Summer.
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