Content-Type: text/html MAKING A DIFFERENCE: PROFESSIONALS & EDUCATORS WORKING TOGETHER TO STRENGTHEN STUDENT NEWSPAPERS by Mary Peterson Arnold School of Journalism and Mass Communication The Uty of Iowa - 303 CC Iowa City IA 52242-1528 319-335-5833 Abstract: This paper is a compilation of ideas and program suggestions for improving student newspapers in high schools by linking them with the newspaper industry. The information, collected via a literature review and a content analysis of recent scholastic journalism publications, can be combined into any number of partnership programs. A paper submitted for presentation to the Scholastic Journalism Division of the Association for Education in Journalism and Mass Communication Anaheim, California, August 1996 MAKING A DIFFERENCE: PROFESSIONALS & EDUCATORS WORKING TOGETHER TO STRENGTHEN STUDENT NEWSPAPERS As Bob Dylan said back in the 60s, "The times, they are a-changin.'" Nowhere is this more evident than in this nation's newspapers. With increased electronic media outlets (i.e., cable), the explosion of the "new media" and the proliferation of "special interest" magazines, newspapers face stiff competition on all sides. The greatest concern is the threat implied by the "new media." For 5,000 years information has been packaged, stored and transmitted in the ink-on-paper format. However, ink-on-paper is no longer the sole medium of choice. For reasons of cost and efficiency the Internet with its electrons stored on silicon has become increasingly popular. This shift from ink-on-paper to digital information offers both a "challenge and an unprecedented opportunity for those who relish ideas and communicating them."[1] The challenges before the newspaper industry are encapsulated in a recent speech by Al Neuharth, self-confessed S.O.B.[2] and CEO of the Freedom Forum: "More than three decades ago the Canadian media guru, Marshall McLuhan predicted the 'death of the print media' specifically the newspaper which he thought would be pass in the age of information and the global village. Much of what McLuhan predicted has come to pass in big cities, small towns and villages the world over. Instant and constant global communications via satellites have made that possible. In such an environment it is no wonder that we ask whether newspapers are needed, whether they can make the journey into the future, or whether they will be run over by a truck on the Information Superhighway."[3] "The future of newspapers may be part of the technology war now underway in this country and around the world. No one doubts that news has a future or the people will want it. They will want to know more. The only question is who will provide it. Will it be the TV, the computer, or the "flat panel newspaper" developed by Knight-Ridder and the MIT Media Lab.[4] "...Since 1970 the proportion of adults who regularly read a daily newspaper has dropped from 78 percent to 62. Despite our population growth, total daily newspaper circulation has remained flat for a quarter century at about 60 million.[5] "...In recent years, newspapers realizing that some of their competitors in the communications industry have targeted them for the scrap heap, have fought back. They've tried to segment their markets, aimed special editions of the paper at particular consumersDthe youth market, sports enthusiasts and othersDmoving away from the so-called general circulation audience. They have "unbundled" themselves, to use an industry term, and are increasingly trying to sell themselves to specific groups in the community or to market more aggressively their special features .[6] Neuharth, the man who "created" USA Today, the newspaper that was itself viewed as a threat to newspapers when released back in the 1980s, has identified the major points in today's debate. 1. Will newspapers (as we know them, printed on paper) survive? 2. Who will read them? 3. Where will those readers come from? These points also introduce one major focus of this paperDhow newspapers and "new readers" have interacted in the past few years. The second is how these two entities can sustain and enrich one another in the uncertain future. LITERATURE REVIEW Several research organizations are looking at what the industry calls "new readers" or "tomorrow's readers." Most often this "segment" is divided into two types of potential readers. The first segment is the 38 percent of adults who do not read the papers. The second segement is "young people.". Tomorrow's Readers One of the problems in defining this "market segment" is that different age groups are used. Kathleen Criner, newspaper consultant with Criner-Wilson: New Media For Newspapers, defines the youth group as those persons "between the ages of 5 and 24." Criner says that "by the year 2010, the youth market "will account for roughly one-fourth to one-third of the population."[7] She says that this market is "also fairly well-heeled. According to various researchers, even the younger part of this segmentDchildren between the ages of 8 and 17Dspend about $97 million annually. They also influence another $20 to $30 million worth of purchases made by parents and grandparents.[8] Criner notes that the youth market is getting on-line. Both America On-line and CompuServe estimate that families with children under 18 comprise roughly 40 to 45 percent of their subscribers and that 60 percent of Prodigy's subscribers are estimated to be families.[9] Criner challenges the newspaper industry to work collectively to build awareness. The industry needs to track and assess the efforts of other media (on-line services, cable TV, Channel One) both nationally and in local markets. She says that the newspapers need to systematically monitor other media on-line efforts to help calibrate their impact and determine the level of investment necessary to remain competitive.[10] Criner calls for a systematic and sustained effort by the newspaper industry to better understand the youth market and how to serve it. She cautions that while NIE[11] is a good starting point with a base of 67,000 participating schools reaching more that eight million students, only about 700 out of the 1,400 dailies participate. She encourages newspapers to "follow the leads of the News and Observer in Raleigh, the Orange County Register and a number of the Knight-Ridder papers by providing opportunities to link schools, facilitate Internet access and connect teachers and kids. In other words, "go beyond NIE."[12] Another organization working in this area, New Directions for News, divides this "segment" into young adults (which form 30 percent of the U.S. population) and kids/teens which represent 15 percent. These are two of the "five key emerging newspaper audience segments" defined by New Directions for News in 1993.[13] Since 1989 New Directions sought to find new or "undercovered" demographic segments of the national population. They have: 1. Created and distributed two series of videos with accompanying publications, 2. Sponsored and or presented sessions at several journalism education and professional conferences, 3. Released prototype publications targeted at new audiences, and 4. Produced a publication that provides news story ideas, sections, pages and products for newspapers.[14] As you can see, this "market segment" is can be divided any number of ways. For this paper, it is divided into "children" (pre-school and grammar school children) and "youth" which includes early adolescents and teenagers (middle school and high school students). College students are categorized as "young adults." The "Youth Market" By virtue of group size, buying power and increasing role in family decision making, the youth constitute and important "market." It is one that has proved illusive for the mass media. While teenagers compose roughly 7 percent of the population, the percentage is down from a high of 10 in 1970.[15] Newspapers are not the only medium ignored by this age group. Teenagers spend 18 percent less time with television and 17 percent less time with radio than their adult counterparts. On an average weekday, 59 percent of all teenagers do not even pick up the newspaper.[16] Concern that newspaper readership is declining is not new. Neither is the debate over what role young people play in that decline. For many years, researchers explained the fact that teens did not read the paper in terms of their maturity: in short, that teenagers will acquire the habit as they grow older and mature. This argument also proved problematic. [17] Recent studies agree. One study conducted by the Simmons Market Research Bureau found that in the last decade the proportion of 12 to 17-year-olds who reported reading a newspaper yesterday has fallen from 45 to 41 percent. This same 1988 study found that only 16 percent of 12 to 17-year-olds read the newspaper every weekday.[18]. Another study conducted by Georgia State University at about the same time found a much higher 80 percent of high school juniors and seniors said that they "typically" read the daily newspaper.[19] Cobb-Walgren found that most prominent reason given for not reading the newspaper is the perception of the amount time and required. In short, nonreaders had neither time nor interest. She also found that nonreaders have parents who do not regularly read the newspapers. [20] It is also interesting to note that both readers and nonreaders said television was overwhelmingly their favorite source of information about world, national, state and city news and sports.[21] A 1990 study by the Times Mirror Center for the People and the Press said, "Today's young Americans know less, care less, about the news and public affairs than any generation of Americans in the past 50 years." The study found that young people are only interested in sports news and issues that directly effect their age group, such as the abortion issue. The students in this study said that when compared with television, newspapers lacked compelling images and reading the news was harder and took longer than watching it.[22] So the picture of newspaper readership among today's youth is not rosy. Naturally, among those in the newspaper industry and those involved in journalism education the question arises, "WhatDif anythingDcan be done about it?" To answer this question, one must first look at past newspaper efforts directed at youth and at studies done to determine their effect. History Of Newspapers & Youth American newspapers are both product and a part of daily life. Those who read newspapers and those who publish them agree on what makes a newspaper a "good" one. According Emery and Emery, "wherever journalists gather, or opinion polls are taken, there is a remarkable consensus in identifying the preeminent American newspapers." Newspapers that promote human liberty and social progress are deemed most successful. [23] Working from the power base of a private enterprise, such newspapers, in theory, operate on the side of the public good. These dual goals are achieved by providing honest, comprehensive coverage and the "courageous expression" of editorial opinion. The best newspapers provide valuable information to their audiences, regardless of age. Several organizations have played a major role in the history and development of newspapers. A few have devoted a significant proportion of their efforts to youth. One of these, the Newspaper Association of America, is making major changes in its youth programs. Before those changes are discussed, a little background is needed. History of ANPA/NAA In 1887 the American Newspapers Publishers Association was formed to serve as the trade association for the newspaper industry. The leaders of the association held managerial posts on their newspapers or were publishers primarily interested in business management. The organizers wanted a daily newspaper trade association that would help obtain national advertising. However, the ANPA also became involved in problems of labor relations, newsprint supply, government mail rates and mechanical developments.[24] ANPA Foundation/NIE The NAA Foundation, was established as ANPA Foundation in 1961 by the ANPA Board of directors. In 1992 the Foundation adopted the name: The Newspaper Association of America Foundation. The foundation derives its revenues from an endowment fund and is a 501(C)3 charitable organization.[25] One of the first projects undertaken in 1961 by the newly formed foundation was to administer the Newspaper in Education programs. This program evolved from local programs in various newspapers beginning in the 1890s to national programs in the 1950s. In the mid-1950s, educators and newspaper personnel called for a national study of how newspapers were being utilized in the classroom. The direct result of this study was a set of inservice workshops for teachers entitled "The Newspaper in the Classrooms of a Free Society." When the Foundation took over this program, conferences and evaluation materials were added to the teacher workshops program.[26] Most NIE programs target "children" rather that "youth." More often than not they are used in a class designed to teach reading or social studies rather than "journalism." Most elementary and even middle schools do not have a journalism class or publications program. Journalistic writing and publication production at this level is, at most, a unit of a week or two in the language arts curriculum. One exception to the "NIE is for elementary schools" dictum is a curriculum guide developed at the University of Florida in 1991. The guide, written for journalism classes from grades 6-12, provides hands-on experience by having studies read and study the newspaper as a way of learning about journalism. Every section includes activities that involve the newspaper. The guide outlines how to work with the NIE coordinator at the local newspaper to get the newspapers.[27] While NIE has always been a major focus of the NAA (ANPA) Foundation, it was chartered to develop funding for several outreach programs. The Foundation was to sponsor research projects, work with journalism educators, hold professional advancement workshops, help to develop opportunities for minorities in newspapering and direct activities in the strengthening of freedom of speech and press.[28] In the Foundation annual report for 1991-92, listed four basic objectives: 1. Develop informed and intelligent newspaper readers 2. Enhance minority opportunity in newspapering 3. Develop and strengthen public understanding of a free press 4. Advance the professionalism of the press.[29] In March of 1995, a new Foundation mission statement was adopted: "The Newspaper Association of America Foundation was established to advance informed and intelligent media use by all citizens, especially young people; and to encourage them to value the people's right to know and their right to a free and unfettered press."[30] The mission statement indicates that the Foundations is "dedicated to developing tomorrow's readers by encouraging them to acquire and value information from newspapers and other media." According to this new statement, the Foundation's programs target students in elementary school through early college. It said that while the foundation programs emphasize the use of newspapers by young people, the also include the use and facility of other media as well. The "new statement" also said that foundation programs are concentrated in three major areas: 1.) Newspaper in Education, 2.) Newspaper Content for Youth and 3.) Student Newspapering. This is a departure from two years earlier when Foundation educational programs were targeted in two areas, NIE and literacy. The "literacy focus" was dropped because several national educational organizations were concentrating their efforts in this area. At a June 1995 meeting of the Educational Services Committee, three task forces were formed in the areas of NIE, Youth Content, and Student Newspapering. Each was charged with creating a three-year plan, identifying a role for that NAA Foundation "that is unique, non-duplicate and provides a meaningful contribution to the industry." They were also asked to assess the new media and student newspapering implications within their assigned areas.[31] Student Newspapering The remainder of this paper will focus specifically on one of the three NAA areas, Student Newspapering. Student newspapering refers to newspapers produced by students in their schools. One of the media foundations, The Freedom Forum, has conducted a major recent study in this area. "Death by Cheeseburger" In the past few years, a great deal of concern has been expressed about the state of journalism education at the high school level. The Freedom Forum took the lead, sponsoring several meetings and discussions, and, ultimately, publishing a book in 1994 about what they found.[32] That book became the focus of a roundtable discussion between professional journalists, high school students and their advisers in California. Excepts from the transcripts of that meeting are printed below. F lix Guti rrez, Freedom Forum vice president and executive director of the Pacific Coast Center, established the rationale for the meeting: "We have all had a concern about where journalism education is going. The report, 'Death by Cheeseburger,' which The Freedom Forum issued in April 1994, says that journalism education at the high school level is alive but not necessarily well. After we issued this report, we had an upswing of interest among journalism educators and people on the professional side saying, 'Isn't there some way we can work together to strengthen journalism education?' If we're going to make a difference, if we're going to really make an improvement, it's going to be through local connections, local cooperation and local commitment."[33] Speaking for the high school journalism advisers was Steve O'Donoghue, founder of the at Fremont High School Media Academy in Oakland. He had first proposed the roundtable as a way of establishing links between news professionals and high school studentsDgroups that represent the present and future of journalism. "Some of us in scholastic journalism have been beating our heads against the wall for several years trying to get the profession to take more interest. There was high interest at the collegiate level where there was a natural feed for interns and employers but, below that, and excepting some fine individual programs and efforts by individual journalists, there wasn't a commitment by the profession. This is where your manpower is for the future. High school newspapers all over the country are disappearing or appearing less frequently. I remember when they cut some metal-shop classes from Oakland Public Schools. The people from the metal-shop trades were down at those board meetings. They were writing letters. They had an interest. They were saying, 'Look, we're getting employees out of this program. This is our future.' High school publications programs are interfered with every day, from minor suggestions by the principal about what should and shouldn't be running to what I call `killing the adviser.' When the kids publish things the administration doesn't like, usually what they do is they kill the adviser: `You're teaching five periods of remedial reading next year.' Or perhaps, if you're not tenured, you are not teaching at all. And that is not uncommon." Speaking from the newspaper industry perspective was Virgil L. Smith, assistant to the Gannett Group President, Pacific Newspaper Group, former publisher of The Stockton Record. He described a project that he had spearheaded there: "The Record needed to improve its image in the community, we needed to increase circulation in the community, and we also needed to increase our readership among young readers. In addition, the Stockton Unified School District has had many challenges in terms of resources. Two years ago, I went to Don Bott's class [Stagg High School] for a career day. I posed the idea to Don about a partnership where the newspaper would publish his newspaper and insert it into our newspaper [for that neighborhood]. In May 1993 we invited all nine high schools in San Joaquin County to the newspaper. We outlined the program and one of the key issues of the program was that the newspapers had to be broadsheet. To show our commitment, we offered our top executives, meaning our executive editor, production director, advertising director and circulation director, to be a part of the program. The program that we came up with had four parts: 1. We would print their newspapers. 2. We would provide mentorship for them on a regular basisDsessions on legal, libel and ethical issues, photography, interviewing, newsroom careers, presentation and graphic design, column writing, and headlines Dthe issues related to editorial. 3. We set up an advertising intern program because not all journalism students are interested in becoming reporters. 4. On Saturdays, the newspaper publishes guest editorials from other newspapers. To give students a voice, we publish, on occasion, the best editorials from the high school newspapers. An offshoot of that program is a high school student news bureau. These students publish their own newspaper, and they address some pretty controversial issues. For the newspaper, along with developing young readers, we received tremendous community recognition." This meeting was typical of others held before and after Cheeseburger was published. Media professionals and foundation personnel and high school teachers all wanted to improve the quality of journalism education afforded to students. Each had a different perspective. Teachers were concerned about keeping their jobs and finding the funding needed for successful programs. Newspaper people wanted to increase circulation, especially among young readersDwith a commensurate increase in advertising revenue. Media foundations and organizations have slightly different goals. They are concerned with the strength and viability of journalism in general. They are willing to devote time and money to programs that will assist them in their mission of protecting free-enterprise journalism from outside forces, both political and economic. The final pages of Death by Cheeseburger lists 12 steps for improving high school journalism programs. The first is that every high school have a newspaper that publishes at least once a month. The next three steps cover the diversity of the staff, teacher training and student freedom of expression. The fifth "step" is reprinted in its entirety below: News media should provide vigorous moral and material support for the practice and teaching of journalism in high schools and independent youth newspapers. Every newspaper should take responsibility for the existenceDand well-beingDof school newspapers in its community. State press associations and other groups at the national level, should develop plans to support scholastic journalism, whether this is initiated through individual schools, school systems or scholastic journalism associations.[34] In an earlier chapter of the book, an infograph tells "How Professional Newspapers Help High Schools." The information in the graph comes from an American Society of Newspaper Editors survey of 234 newspapers. That information (rearranged in from highest to lowest percent) follows: High School Journalism Seminars 41% Printing/Sponsoring High School Newspapers 30 Internships 35 Minority Student Scholarships 24 Financial Aid for Projects 18 Mentor Programs 14[35] Other Recent Recommendations Cheeseburger was not the only recent effort to enlist newspapers to support high school journalism programs. In 1987, Julie Dodd prepared "The Editors' and Publishers' Handbook for Helping High School Journalism Programs" for the Journalism Education Committee of the Southern Newspaper Publishers Association. This suggests ways newspapers can help high school journalism programs: 1. Meeting the high school journalism teachers and publication advisers in the area. 2. Providing guest speakers and tours of the newspaper plant. 3. Publishing school newspapers or school pages in commercial newspapers. 4. Training high school journalism students and journalism instructors and advisers. 5. Funding college courses for teachers and advisers. 6. Sponsoring a publication awards program and awards for individual students. 7. Funding scholarships. 8. Providing part-time student internships. 9. Contacting legislators and policy-makers in support of journalism programs.[36] In the summer of 1988, Mary Arnold published "A Great Opportunity: A Study of Iowa High School Student Newspapers Published as a Page or Insert in the Local Newspaper" for the Iowa Newspaper Foundation. This booklet described how duties and responsibilities were divided between students and the commercial newspapers. Suggestions for improving the relationship included: 1. Holding a workshop where student writing is critiqued by newspaper staffers and community standards and the handling of controversy and advertising and financial issues are discussed. 2. Sending students and teachers to journalism conferences and/or summer workshops.[37] A similar list of recommendations was presented by the Newspapers In Education task force of the NAA Foundation Student Services Committee during the October 1995 meeting. Table 1: NIE Suggested Programs for Newspaper Involvement with High School Journalism y PROGRAMS HELD PRIMARILY AT THE NEWSPAPER: 1. Inform school administrators of your interest in helping with the high school journalism programs. Secure their cooperation. 2. Subscribe to the high school (and middle and grade school) newspapers in your area. 3. Hold special tours of the newspaper office and plant for school newspaper staffs. 4. When reporters need high school students as sources for a story, encourage them the ask the school newspaper's staff for suggestions. 5. Consider putting students on staff as correspondents from their schools. Give students photo and/or story credit when materials are used in the paper. 6. Invite student newspaper staffers to work alongside one of your reporters, editors or business side personnel for a day or two. 7. Hold a get acquainted workshop and/or luncheon for high school journalism teachers and advisers in the beginning of the school year. 8. Hold an after-school or Saturday workshop for student newspapers staffers to give them tips on writing stories, editing, photography, selling ads, etc. 9. Make space available in the newspaper for school news written by high school journalists. 10. Encourage student journalists to write guest columns for your editorial pages. 11. Set up a local youth advisory council for the newspaper. y PROGRAMS HELD PRIMARILY IN THE SCHOOLS: 1. Go to the schools and establish personal contacts with the school journalism teachers. Let them know you are available for help. Encourage them to call on your for advice. 2. Provide speakers for journalism classes. They can both present information and answer questions. 3. Offer to critique an issue or two of the school paper. Suggest that the critique be posted on the bulletin board in the journalism lab at school. A guest critique offers a fresh perspective. 4. Ask your reporters, photographers and other staff personnel to acknowledge high school reporters and photographers at school board meetings, athletic evens, and other places where both are covering the news. 5. Provide scholarships for student newspaper staffers or their teachers to attend one of the summer workshop programs offered at many university journalism schools. 6. Establish an annual scholarship program for high school graduates who plan to major in journalism in college. 7. Sponsor awards to be presented to outstanding school journalists in your area schools. 8. Offer summer internships at the newspaper for high school journalism advisers. 9. Be on the program at the state high school press association conference. Invite high school teachers and students to be on state press association programs as well. School/Newspaper Partnerships Discussion about the involvement of newspapers with student media often revolves around partnerships. Partnerships with newspapers were the subject for several of the AEJMC Scholastic Journalism Division papers.[38] Partnership programs require that newspapers and schools (and sometimes colleges and universities as well) agree to work together to improve a student newspaper. The newspaper provides facilities, equipment, training and funding for printing, scholarships, internships, etc. The schools provide the students and their teachers or advisers. Both find time in their normal working day and on weekends for training and work sessions. Usually a student newspaper is produced that is published by and/or in the newspaper. Newspapers benefit from the ties they form with the schools and the investment they make in future readership and potential employees. Students benefit by the knowledge and experience gained from working with professionals. The NAA Foundation Student Newspapering task force selected partnerships as the most effective way for newspapers to work with student. A proposal was advanced to: "Identify newspaper/school partnerships that work. In such programs, students and teachers work in the newspaper plant on either the business side or newsroom. These programs should be recognized and publicized as models for others to follow. Letters to supervisors, newspaper articles and award certificates are ways to recognize participants. An national partnership competition with prizes distributed and winners recognized at the NIE national convention was also suggested. The partners should be encouraged to affiliate with area journalism schools to strengthen the partnership and assist with future training. The NAA Foundation should establish seed grants to support student newspapering partnerships. The purpose of the partnerships is to revive or strengthen high school newspapers. These grants can be awarded to newspapers, collegiate journalism programs and/or high schools. The funds can be used to establish or continue a partnership between/among newspapers and/or collegiate journalism programs and high schools.[39] Now that the historical context or background for newspapering and youth has been laid out, a look at research that examines and evaluates these efforts is in order. Newspaper & Student Newspaper Research Newspaper Research A great deal of research for and about newspapers in general is available. As is to be expected, media researchers are not all of a common voice. There are those who are very critical today's newspapers. Cultural materialists, for instance, argue that since the United States is a capitalistic nation, the newspapers reflect the ideology of the "owners." They argue with Raymond Williams that an ideology is "...a relatively formal and articulated system of meanings, values, and beliefs, or a kind that can be abstracted as a 'world view' or a 'class outlook."[40] It is thus a frame of reference by which individuals in a culture understand their experience. Newspapers present a direct way of portraying ideology. That the newspapers in this country reflect a "private enterprise" ideology is a natural consequence of the system by which the news media operate and the larger systems of school, church, work and so on, in which media production takes place. Similarly attacked for its ideological bias is most media research. Any attempt to understand the media from within must necessarily reflect and/or perpetuate "private enterprise" ideology. Research that is sponsored by and/or for the media industry is a form of "ideology in operation" and a tool for managing and promulgating it.[41] This caveat is useful one; one must always look below the surface of words to determine the goals and aims of those who utter them. A healthy skepticism is often a researcher's best tool. Most of the information available on newspapers is provided by or for newspapers themselves. However, to negate the value of looking at what is happening in newspapers today simply because the voices that are speaking the loudest and most often are "media insiders" is foolish. Research into media production has shown that newspapers operate in an environment characterized by a high degree of public exposure and are subject to numerous, sometimes conflicting, demands from society, from their economic and commercial supports and partners and from their audience.[42] The main goals that have been identified are: 1. Making profits for owners or shareholders 2. Serving some cultural, social or political cause or ideal purpose 3. Maximizing and pleasing audiences 4. Maximizing advertising revenue[43] Five basic types of studies (both administrative and academic) of the newspaper business have been conducted: readership, circulation, management, typography/makeup and readability. By far, the most common type has been the readership study. Readership research has been expanded in the past several decades to include: reader profiles, item-selection studies, reader-nonreader studies, uses and gratification studies and editor-reader comparisons.[44] Reader profiles provide a demographic summary of the readers of a particular publication. This information can be used to focus the contents of publication, prepare advertising promotions and increase subscriptions. Lately researchers have added pyschographic studies and lifestyle segmentation studies to construct reader profiles. Both go beyond the traditional demographic portrait and describe readers in terms of what they think or how they live. They are also used to identify types of readers.[45] The studies on the youth market, cited earlier in this paper are all readership studies. They have looked at which youth read the newspapers and which parts of the paper they read. Another kind of study that is often utilized is the content analysis. Such studies focus on the materials found in the media rather than the people who do (or do not) read them. Content analysis is a way of determining what messages are available to readers. These studies show which messages are found in a given body of a publication or set of publications at one or more points in time.[46] Student Newspaper Research Researchers who look at student newspapers do not "speak with one voice" either. Three of those voices combined in the recent Journalism Kids Do Better[47] This book digests the research done by the three in the areas of the role of journalism education in the school, publication financing and advertising, and legal issues. While there are some references to the supporting role played by the various newsmedia and media foundations, especially in the bibliography/resources section,[48] the role of the professional newsmedia in relation to student newspapering is not discussed in depth. The research presented in this book does a thorough job of explaining how students benefit from their participation in high school journalism. In Chapter 2, Jack Dvorak makes the case the journalism students make better high school and college grades than their peers with no newspaper or yearbook staff experience. The have higher standardized test scores. They write better. They value their high school journalism experiences more than their English classes. Finally, they are the "doers" in their schools who are more involved in co-curricular and community activities.[49] THE STUDY Research Questions Now that that both the historical and research literature on newspaper involvement in student newspapering have been reviewed, the specific questions for this particular study must be framed. If the purpose of this study is to suggest ways that newspapers can become involved with student newspapering, a content analysis of recent publications dealing with student newspapers should provide a list of suggestions from knowledgeable sources. Thus the research questions become: 1. What examples of cooperation between student newspapers and the professional press have already been reported student newspapering literature. 2. Could these examples serve as models for future newspaper/student newspapering projects? Methodology Over the past decade, messages contained in news media have become increasingly popular research topics in both the academic and private sectors. Studies have catalogued the characteristics of a given body of communication content at one or more points in time. These studies, called content analyses, identify what exists..[50] An ERIC search reveals three major sources for articles and papers on the topic of student newspapering. All three are scholastic journalism magazines published by national organizations. All three are printed quarterly and are membership benefits for belonging to the sponsoring organization. They are: 1. Quill & Scroll (Q&S)is the official publication of Quill and Scroll, The International Honorary Society for High School Journalists, located at The University of Iowa in Iowa City, Iowa. 2. Communication: Journalism Education Today (C:JET) is the official publication of the Journalism Education Association, located at Kansas State University in Manhattan, Kansas. 3. Student Press Review (SPR) is published by the Columbia Scholastic Press Association, located at Columbia University in New York City. Selecting an appropriate sample from the population was a simple task. Four issues of each of the magazines are published each year. Looking at the most recent 20 issues (5 years) of each provides an overview of recent efforts. For the unit of analysis, each of the issues contains from 8 to 12 articles. Regular features such as book reviews and columns written by officers or headquarters personnel are also included with each. For the purposes of this study, each article or column was be counted as one unit. Where briefs are organized into a column, each brief on a different subject is counted as a separate article. The existing scholastic journalism literature also provides a model for constructing the categories of content to be analyzed. In August of 1990, Mary Arnold presented a paper entitled "Mapping the Territory: A Conceptual Model of Scholastic Journalism" at the AEJMC conference.[51] This paper derived a model of scholastic journalism that was comprised of seven conceptual categories and four supporting categories. These are the categories that form the analytic framework for this current study. The conceptual categories are: 1. Law and Ethics: This category includes freedom of the press and other First Amendment issues along with the principles of ethical decision making. 2. The History of Scholastic Media: This category includes articles about the events and people that played major roles in scholastic journalism in the United States. 3. Cultural Diversity: This category includes articles about the cultural diversity of the student body, the surrounding community, state, nation and the world. 4. Technology: This category includes articles about the information age, the new media, telecommunications, digital imagery and electronic publishing. 5. Economics: This category includes articles about advertising, school budgets, fund raising and other issues of financial support. 6. Media Content: This category includes articles about all the verbal and visual elements in a publication or presentation. Included here are writing ,reporting, interviewing, graphics, photography, etc. 7. Pedagogy: This category includes articles about teaching. Found here are lesson plans, new curricular and scheduling issues and new ways of testing and evaluating student work. Reviews of journalism books and textbooks are also included here. The next four are the support categories for the seven conceptual categories. 8. The School & Community: This category includes articles about the community influences in schools such as school boards, parental support groups, school bond issues and taxes. Articles about the school administrators are also included in this category. 9. Colleges & Universities: This category includes articles about teacher preparation, curricular innovation, continuing education opportunities and other programs furnished by colleges and universities. 10. Established Media: This category includes articles about media support in the form of scholarships and other awards, mentor programs, resource persons, internships, partnerships and other programs involving professional and scholastic journalists. 11. Scholastic Journalism Organizations: This category includes articles about the organizations that promote and defend high school journalism. Articles about contests, awards, scholarships, conferences are included. Columns written by the officers of the organizations are included here as well. In quantifying the analysis, each article counts as one. This is the same system used by Arnold in her earlier study. Because the same categories and procedures were duplicated in this current study, a pilot study was not conducted. Findings Table 2: Content Analysis of Articles in 3 Scholastic Journalism Publications by Topic Concept Q&S[52] C:JET[53] SPR[54] Total Legal/Ethical Issue 14 23 16 53 Historical 5 1 4 10 Cultural Diversity 9 13 8 30 Technology 5 10 8 23 Economics 2 14 0 16 Media Content 40 59 20 119 Pedagogy 45 24 8 77 School & Community 3 1 1 5 Colleges & Universities 2 4 5 11 Professional News Media 10 22 29 61 Scholastic Organizations 97 18 34 149 Total 232 189 133 554 The magazine articles were analyzed, and each was coded according to the established content categories. The results are presented on Table 2 above. Data Analysis When the totals for the three publications are combined and converted to percentages (See Chart 1 below.), we find that the largest percentage of articles are those that have to do with scholastic organizations. This is not surprising, since all three are published by such organizations and are the only source that members have for information about conferences, contests, awards, officers and other organizational business. It is also to be expected that media content be second. That tips on pedagogy or how to teach students about the content would come in third is also logical. These three comprise almost two-thirds of the articles in the publications. Of the 554 articles in the three magazines, 61 had to do with the news media. They are few in number, comprising only 13 percent of the total articles. As shown on Chart 2 that follows, most of the articles appeared in Student Press Review. These were found primarily in the "Overview" news briefs column. Table 3: Program Suggestions from Content Analysis, SNPA, NIE, ASNE and Stockton Record Program Target Content Analysis SNPA NIE ASNE Stockton Record Total yFor Students Tours, Shadow a Pro, Careers Information 8 1 1 1 11 Stingers, Internships, Youth Board, Columnists 2 1 1 1 1 6 Workshops/Training Sessions 1 1 1 1 4 yFor Teachers Get acquainted sessions/luncheons 1 1 2 Workshops/Training Sessions 5 1 1 1 8 Stringers, Internships, Columnists 3 1 4 yFor the Whole Program Speakers, Trainers 16 1 1 1 19 Critiques, Contest judges 1 1 2 Mentors, Advocates 2 1 1 1 1 6 Awards, Scholarships, Grants 14 1 1 1 17 Subscribe to the student newspaper 1 1 Print the student newspaper 3 1 1 5 Totals 55[55]* 9 10 5 4 83 Since the articles are so few in number, it is easy to look at each of them individually to determine what kinds of examples and suggestions they contain. A brief synopsis of each of the 61 is found in the appendix to this paper. Next these articles were grouped by subject with the NIE suggestions from page 17 the SNPA Booklet programs from page 16 the ASNE programs from page 15 and the Stockton Record programs from page 14. The results are shown on Table 3 above. Chart 3 that follows shows that the program most often suggested was for newspapers to provide speakers and trainers. Next came presenting awards, scholarships and grants to both students and teachers. Providing career information by having students take tours of the newspaper plant, spending a job shadowing one of the newspaper employees and giving out brochures came third. Sponsoring training and workshops for teachers came in fourth. However, the number of cites in this analysis is not necessarily representative of the program's importance or viability. It is merely and indication of how often a subject was suggested. Greater frequency can indicate "more important," but not always. For instance, some programs (i.e., teacher internships) have surfaced recently making the number of cites relatively low. These new programs may prove more successful over the long run than those that have been around for years. Conclusions and Recommendations.[56] Industry insiders and media pundits agree that the future of newspapers (as we know them, printed on paper) is uncertain. Because of the challenges from cable TV, a raft of new magazines and the Internet, newspapers are "segmenting markets" and moving away from the "general circulation" audience. One "market" that has been targeted is young readers. For many years, newspapers centered their educational services programs (such as NIE) on children and ignored youth. They believed, as did some researchers, that young people who did not read the newspaper would acquire the habit as they matured. Recent evidence has shown that this strategy has disappointing results. Now newspapers are courting the "youth market." For scholastic journalism educators the words, "It's about time!" are coupled with "I hope it's not too late." As ironic as it may seem, the best hope for improving youth readership may lie outside the newspaper itself. Young people do watch TV and, when available, interact with computers. Newspapers need to consider these electronic media as they reach out to students and student newspapers. When newspapers reach out to students and their newspapers, several different groups benefit. Those benefits (derived from the literature review) are outlined on the table that follows. Table 4: Possible Direct and Indirect Benefits Derived from Newspaper/Student Newspaper Partnerships 1. Benefits to Professional Newspapers 1. Increased circulation 2. Increased advertising revenue 3. Good will in community 4. Better ties into the schools as an news source/resource 2. Benefits to Student Newspapers 1. A vocal and visible public-policy advocate for the program 2. Financial and/or educational benefits from: a. Additional equipment b. Training for advisers and students c. Printing the newspaper d. Scholarships, awards and recognition e. Internship or stringer salaries or free lance honoraria 3. Benefits to the Newspaper Industry & Media Foundations 1. Stronger and more viable newspapers and audiences 2. Youth who understand and are committed to "free enterprise" journalism 4. Benefits to Universities & Scholastic Press Associations 1. Potential students who are trained and interested in journalism 2. Potential graduate students from the teacher/adviser pool 3. Stronger ties to the journalism profession 4. Increased activity with alumni and potential benefactors A lengthy list of program suggestions for newspapers and student newspapers, media foundations and scholastic journalism organizations was gathered from the literature review and content analysis. Different programs are appropriate at different levels. Each of the four levels (newspaper, student newspaper, media foundation, scholastic journalism organizations) is presented on Tables 5-8 below. The first level, professional newspapers, has the longest list. Newspapers can target one or more of these programs. Perhaps the most useful suggestion is to combine several from two (or more) levels into a partnership program. These suggestions become a sort of "buffet table" or smorgasbord from which to choose. It is not suspect that any one partnership will implement them all. Table 5: Student Newspaper Recommendations to be Implemented by Newspapers Program Recommendations at the Newspaper Level: 1. Work at the local level. Set a target school, district, county or state. 2. Be an advocate by going to policy makers such as the principal, district superintendent, school board and legislature to let them know that you support student newspapers. Carefully outline the extent of your editorial and financial commitment. A. Editorial Commitment: Write and publish editorials and columns in support of the student newspapers in your community Use your student contacts as sources for stories and correspondents for the schools. Regularly print school news and columns written by students. Publish guest editorials from high school student newspapers. Help students to establish an on-line news bureau that connects them with your newspaper and other student newspapers. Set up a youth advisory council for your newspaper. It can help critique your paper, provide ideas for future stories and/or changes. These students are inside the school every day and can provide useful information to reporters. B. Financial Commitment: Host luncheons, get acquainted tours and training sessions for students and teachers. Print the student newspaper free of charge. Bring the students to your plant, and take them through the steps as a paper is printed. Provide computers, modems, cameras and other equipment and help to train the students on how to use it. Provide scholarships for students and teachers to attend workshops and/or courses and conferences held by state and national scholastic journalism organizations. Provide college scholarships for students who plan to major in journalism in college. Hire students and teachers as interns in the newsroom and on the business side. Teachers and many students are looking for employment in the summer. Pay your employees when they are working as program mentors. Both your employees will understand this is to be taken seriouslyDthat you mean business. Sponsor student awards and awards banquets. Attend the banquets and present the awards in person. Subscribe to the student newspapers in your area. Keep them in your newsroom and encourage your staff to read them. 3. Put top executives in charge. This will secure cooperation from the rest of your employees. Have your newsroom and business side personnel: Speak to classes about their own careers, duties, training and challenges. Students enjoy hearing "war stories" from the "journalists in the trenches." Critique student newspapers. Offer fresh perspective in the form of suggestions and recommendations. Be as positive as possible. Assist and acknowledge student reporters, photographers at places where both are covering the news. Serve as mentors who go to one school at least once a week to advise, assist and train students. Be on the program at the state and national scholastic journalism conventions. The following chart gives suggestions for students and their teachers to implement in their own classrooms or journalism labs. Again, student newspapers should select those programs which are most appropriate and/or necessary for their own situations. Every school cannot implement every suggestion, but students and their teachers should study all of them before choosing. Schools may also give this table and the one above to their local newspapers, and together the two can select those that fit their situation. Table 6: Student Newspaper Recommendations to be Implemented by the Student Newspapers Themselves Program Recommendations at the Student Newspaper Level: 1. Subscribe to the local newspaper. Keep it in your classroom, encourage students to read, analyze and use it as a source of ideas and information. 1. Set aside a specific time during your school day or on weekends to work with your partner. Be ready when your partners arrive. 2. Acquaint speakers and mentors with school policies and procedures and with the level of your students' interest and experiences before they arrive. Give them enough information so that they are prepared for what will (an will not) happen during their visit(s). 3. Plan with, train and prepare your students so that the partnership can be productive for them 4. Keep building and district personnel and the newspaper executives informed of the progress of the partnerships. Written letters of thanks that outline strengths and challenges can encourage continued support and participation. The next level is national in scope. If the industry (or its foundations) tackle issues on this level, it is far easier for schools and newspapers to complete their tasks on the local levels. Providing tested models for others to use means that local groups do not have to "reinvent the wheel" for each program. Make certain that this information is available to schools, newspapers, state and local press associations and scholastic journalism organizations. Make it available in a variety of forms. Include "ink on paper" media such as brochures, pamphlets and news releases. Also include "electronic" media such as videos, faxes and web pages and bulletin boards on the Internet. Publish and "broadcast" all of these as widely as possible. Table 7: Student Newspaper Recommendations to be Implemented by Newspaper Industry/Media Foundations Program Recommendations at the Newspaper Industry/Media Foundation Level: 1. Launch a systematic and sustained effort to better understand the youth market and how to serve it. Make this information widely available. 3. Track and assess the efforts of other media (on-line services, cable, Channel One) to court the youth market. Find out what works, what doesn't. Make this information widely available. 2. Create model programs for the newspaper industry similar to those used by other media to increase youth awareness. 4. Follow the lead of newspapers that provide opportunities and develop models for linking schools to the Internet by and connecting teachers and kids. 5. Provide funds for grants for pilot projects and for awards to recognize model projects to improve student newspapers. The final level is that of the scholastic journalism organization. Most of these organizations are located at colleges and universities. Charged with providing programs and services for high school journalism teachers and students, these organizations can link the other partners together. Scholastic journalism organizations sponsor conferences, workshops, contests, newsletters, electronic mailing lists and Web pages for students and teachers in journalism programs across each state. Some organizations are regional, serving several states; three are national. Table 8: Student Newspaper Recommendations to be Implemented by Scholastic Journalism Organizations and Universities Program Recommendations at the Scholastic Journalism Organizations/ University Level 1. Be an advocate by going to policy makers such as the principals, district superintendents, school boards and the legislature to let them know the educational advantages of student publications. 2. Assist newspapers and professional press associations in setting up partnership, internship, mentor, scholarship programs 3. Invite newspaper personnel to speak at your conferences and workshops 4. Ask to be on the program at state and national press association conferences to address the importance of student newspapers and the advantages of the partnership programs 5. Establish an on-line news bureau that connects them with your organization and other student newspapers. These lists while lengthy are not exhaustive. They are a compilation of ideas and program suggestions for improving student newspapers in high schools by linking them with the newspaper industry. In these changing times, they are a series of answers to the question asked by journalism educators and professional journalists: "Isn't there some way we can work together to strengthen student newspapers?" APPENDIX A: SUMMARIES OF NEWS MEDIA ARTICLES IN SCHOLASTIC JOURNALISM PUBLICATIONS These are grouped by topic: NEWSPAPERS COME TO SCHOOL 1. Willie E. Wooten, "Local Media Open Doors by Supporting Scholastic Journalism for Minorities," Communication: Journalism Education Today, 29:1 (Fall 1995), 2-4. This article highlights newspapers and media personnel from across the nation that are working to improve the status of scholastic journalism. Newspapers that publish student newspapers and articles, newspapers in inner city schools, apprentice and schol arship programs, minority workshops and the JEA Multicultural Commission are highlighted. Special emphasis is given to minority issues. 2. Carolyn Jones Howard, "CSPAA Notes Column: Utilizing the professional in your journalism classroom," Quill & Scroll, 67:1 (October/November 1992), 22. Based on experiences gained from a partnership between Time magazine and her school, this adviser offers tips on how to enable the journalism professional to make a significant contribution when he or she visits your classroom. TEACHERS/STUDENTS WORK AT PAPERS 3. Dennis Cripe, "Interns Add 'Class' To State's Newsrooms," Quill & Scroll, 68:3 (February/March 1994), 8-9. The executive director of the Indiana High School Press Association describes the first year of an program where nine high school teachers spent one month as paid interns in local newspapers in Indiana. He describes the program and benefits to both teachers and newspapers. 4. Melissa McIntosh, "What I Did Over Summer Vacation," Quill & Scroll, 68:3 (February/March 1994), 10-12. One of the nine Indiana high school journalism teachers who served as an intern at the Louisville Courier-Journal humorously describes her internship experience and how what she learned will make her a more empathetic teacher. 5. Warren Kent, "Moonlighting as a Stringer," Communication: Journalism Education Today, 29:2 (Winter 1995), 5, 18. A high school teacher and newspaper adviser works part-time for the Battle Creek Enquirer as a sports writing, covering high school athletics. His students look forward to reading the stories he writes, and a high percentage of his students (7 out of 30) have gone on to journalism careers. "And I truly believe my working on the newspaper had something to do with it." 6. Dean Hume, "Interested Students Can String, Too," Communication: Journalism Education Today, 29:2 (Winter 1995), 5-20. A high school journalism teacher and adviser describes a co-operative program with the local newspaper where 20 students cover five different varsity sports at five county schools for the local daily newspaper. "I have seen the program work at two very d ifferent papers. Smaller papers provide internship possibilities and may sports writers advise students to start out at the local level." HINTS FROM THE PROS Training/Instruction 7. Donna McGuire, "Newspaper Reporter: Everyone starts as a rookie," Communication: Journalism Education Today, 28:1 (Fall 1994), 2-3. An education and general assignment reporter for the Kansas City Star gives a series of hints for young reporters. She calls it, "What I wish beginning reporters all knew." It includes hints on interviewing, research, being prepared for contingencies, writing and editing. 8. John Moore, "Creating Winning Picture Stories," Communication: Journalism Education Today, 25:3 (Spring 1992), 20-22. An Associated Press photographer tells students about the three basic ingredients for a picture story: an interesting subject shot with a narrow focus, good photography accompanied by tight editing, and strong page design with a dominant photo. 9.-21. Jim Marra, Contributing Editor, "The Building Blocks of Advertising," Communication: Journalism Education Today, 25:1 (Fall 1991), 1-36. This special advertising issue presents the practice of advertising from the professional perspective with high school journalism applications. The authors of the issue are now college professors; all have been advertising professionals. The articles (listed below) cover a range of interests from competitions to the lifestyles of ad agency pros. Jon P. Wardrip Learning About Advertising" Susan Schoebel "Addressing Social Issues" Tom Duncan "How to Sell a Campaign, Not Just and Ad" Lee Wenthe "Teaching Advertising" Mary Alyce Shaver "Selling Your Newspaper" Jim Avery "Competition in Advertising" Jim Marra "How to Find Meanings in Ads" Billy I. Ross & Keith F. Johnson "The Numbers Level Off" Henry Hager "The Greatest Show on Earth?" John Sweeney "Life in the Advertising Creative Department" William Donnelly "Media Planning" 22. Donna Manfull, "YOUTHviews: A Resource From The Gallup Poll For Student Publications," Quill & Scroll, 69:3 (February/March 1995)4-7. A high school newspaper and yearbook adviser presents ways to use information found in The George Gallup Youth Survey in student publications. She discusses two books and a 10-issue-per-year newsletter YOUTHviews. Prior to the first issue of this newsletter, published in September of 1993, this information on America's youth had only been available from the Associated Press. Role Models/ Career Guides: 23. Alice Klement, "Newspaper Coach Aims To Get Reporters Past Formula Thinking," Student Press Review, 71:1 (Fall 1995), 20-21. A newspaper writing coach for the past 5 years has been in more than a dozen newsrooms. Her goal is to help reporter get past formula thinking and writing. She offers advice on how teachers can coach their students to be better writers by listening to them rather than trying to 'fix' writing. 24. Carolina Lightcap, "Is That a Fact," Student Press Review, 66:3 (Spring 1991), 28-33, 39. As Research Editor at Vanity Fair, Cynthia Cotts' jobDand the job of the five research associates on the staffDis to verify every singe fact in the magazine. No matter how trivial, all text considered "factual" is checked. The article contains a detail flow chart of the editorial path of a story. She offers advice and lists resources used. 25. Carolina Lightcap, "T te- -T te with David Walters, Art Director of Premier Magazine," Student Press Review, 66:2 (Winter 1991), 25-33. This profile tells the story of the life, career, and graphic preferences of a magazine art director. He advises students to have a blueprint, an architectural plan for the magazine. "We've built a certain brand identity; we have an audience that knows the magazine and buys it regularly." 26. Rod Vahl, "He Draws Cartoons To Promote Social Justice," Quill & Scroll, 66:3 (February/March 1992), 4-6. This profile of Bill Day, cartoonist for the Detroit Free Press details highlights of his life, career and how his commitment to social justice has influenced both. 27. Rod Vahl, "A Pro Looks Within Himself," Communication: Journalism Education Today, 25:3 (Spring 1992), 10-12. This personality profile of a photojournalist tells about his career from his roots in high school journalism through a series of jobs and newspaper assignments to his current position on the Quad Cities Times. The article also includes six of his award winning photos and his comments about them. 28. Joline Guti rrez Kruger, "Forever a Yearbook Editor," Communication: Journalism Education Today, 29:1 (Fall 1995), 7-8. A features editor and columnist from the Albuquerque Tribune, tells how scholastic journalism played an important role in her choice to become a journalist. She says that journalism was her way out of an inner-city school where "the most we could home for was to get out alive and with enough skills to pump gas or sell shoes." 29. Mar!a-Christine Buehner, "Persistence Pays Off for Court Reporter," Communication: Journalism Education Today, 29:1 (Fall 1995), 9, 16. Njeri Fuller, a court reporter at the Savannah News-Press tells of her experiences as a high school and college students and how they helped her to become a journalist. She says that "young people need to know that they can do it. I don't want people to think that I'm the only one. There are many African American, Latino and Asian students who are excelling in different areas." 30. Sonya Roberts-Woods, "Journalism Guides Student Toward Goals" Communication: Journalism Education Today, 29:1 (Fall 1995), 10-11. This article tells the story of a student who is working for a newspaper part-time and going to North Texas Community College. "I enjoy being able to work with classmates, further my education and meet new people," said Lisa Nunley. My long-term goals are to work on a major newspaper doing design and layout and a little writing on the side." SCHOLARSHIPS 31. "Overview Column: Scholarship for Minority Journalists," Student Press Review, 66:3 (Spring 1991), 5. Announcement that the Knight-Ridder Inc. Scholarship Program will award a $20,000 four-year scholarship and a paid internship to two minority high school seniors who show academic achievement and are interested in journalism. Applicants must be sponsored by the Knight-Ridder newspaper in their community. FOUNDATIONS: Dow Jones Newspaper Fund 32.-41. Announcements of the Dow Jones Newspaper Fund's National High School Journalism Teacher of the Year for each of the five years in Student Press Review and Quill & Scroll. The winner is also announced each year during a JEA/NSPA convention and featured in JEA's Newswire. 42.-46. Dow Jones Newspaper Fund Program Grants announced as briefs in the "Overview Column" of the Student Press Review, Once each year, in the Spring issue. Programs include: 1. Teacher FellowshipsDGrants to selected universities to be awarded as fellowships to inexperienced high school journalism teachers who want training in increasing staff diversity, understanding and teaching press freedom and desktop publishing. A approximately 35 teachers receive fellowships of up to $500 each annually. 2. Intensive Journalistic Writing InstituteDA grant to Indiana University of $15,000 for the Intensive Journalistic Writing Institute where high school teachers will design academic (advanced placement) courses that employ journalistic writing techniques. 3. National High School Journalism Teacher of the YearD$3,000 for scholarships for students of the award winning teachers. An additional $6,500 is allocated to promote the program through travel and registration for the Teacher of the Year at newspaper industry and academic conferences. 4. Minority High School Journalism WorkshopsD$125,000 in grants to operate 32 workshops at colleges and universities across the United States. 5. Summer Workshop Writing CompetitionD$8,000 for scholarships for the best student writers from the high school journalism workshops for minorities. 47. "Overview Column: Dow Jones Announces New Director," Student Press Review 67:4 (Summer 1992), 4. Richard S. Holden was appointed as executive director of the Dow Jones Newspaper Fund. Holden is a 19-year veteran of The Wall Street Journal. Linda Waller, a 12-year veteran of Gannett Newspapers was appointed deputy director. 48-49. "Overview Column: Dow Jones Publishes Career Guide For Minorities," Student Press Review 68:4 (Summer 1993), 5. The Newspaper Fund announced the release of Newspapers, Diversity & You, a revised and redesigned career booklet replacing the Journalism Career Guide for Minorities. (Similar announcements appear in this column in subsequent years for new editions.) 50.-52. "Overview Column: Dow Jones Publishes Journalism Career and Scholarship Guide," Student Press Review, 66:3 (Summer 1991),5. This annual guide lists scholarships and college journalism program information for the United States. (Similar announcements appear in this column in subsequent years for new editions.) Freedom Forum 53. Bruce Konkle, "Review: 'Death by Cheeseburger,'" Student Press Review, 70:3 (Spring 1995), 31. A review of the book that says that Cheeseburger accomplishes what it set out to do. It gives readers insights into scholastic journalism through features and informational graphics. It gives readers vignettes that help to tell some of the stories of high school journalism in the 1990s and beyond. 54. Judith Hines, "Stepping Out in Front," Student Press Review, 71:1 (Fall, 1995), 23-24. One of the Freedom Forum organizers of Death By Cheeseburger: High School Journalism in the 1990s and Beyond, offers advice to the leaders in the high school media on how to enlist local journalists as supporters and mentors. ANPA/NAA 55. "Overview Column: ANPA Foundation Announces New Vice President/Director," Student Press Review, 65:2 (Winter 1990), 8. An announcement that Rosalind Stark succeeds Judith Hines as director of the ANPA Foundation. She will oversee the organizations' Newspaper in Education, literary and minority affairs programs and will direct Foundation efforts in support of the First Am endment at its journalism education projects. 56. "Overview Column: Facts About Newspapers published by the ANPA," Student Press Review, 65:3 (Spring 1990), 4-5. Announcement of the availability of annual statistical summary compiled by the American Newspaper Publishers Association as a service to the newspaper business and to the general public. 57. "Overview Column: Trade Associations Unify," Student Press Review, 67:4 (Summer 1992), 4. Announcement that the American Newspaper Publishers Association and the Newspaper Advertising Bureau, the two largest trade associations, united to July 1 to form the Newspaper Association of America. 58. "Overview Column: Foundation Published Collection On Free Speech," 68:4 (Summer 1993), 4. Announcement the Newspaper Association of America Foundation pushed "What Americans Have Said about Freedom of Expression," a collection of quotations, documents, and court comments from colonial times to the present. The materials were collected by Louis E. Ingelhart, professor emeritus, Ball State University, Muncie, Indiana. Task Force On Minorities 59. "Overview Column: New Chair: Task Force on Minorities in the Newspaper Business," Student Press Review, 65:2 (Winter 1990), 9. Gerald Garcia, editor and publisher of The Knoxville Journal, will chair the Task Force on Minorities in the Newspaper Business. The Task for is a coalition of 42 national and regional newspaper associations that was established in 1985 with the overall mission of increasing opportunities for minorities in the newspaper business. 60. "Overview Column: Task Force offers guides on working with minority youth," Student Press Review, 66:2 (Winter 1991), 5. Two guides are available to help newspapers make special approaches to teenagers. They are "Making the Difference: Developing Relationships Between Newspapers and High Schools: and "Journal High: News on the High School Front." Both are models of how student newspapers can be published as part of the local newspapers. 1st Amendment Congress 61. "Overview Column: First Amendment Congress Sends Message On Free Expression," Student Press Review, 65:3 (Spring 1990), 4. "The Message to Educators and Parents" was mailed to 30,000 school administrators, teachers, parent teacher and scholastic press organizations this march to remind them of the importance of respecting free expression in high schools. The message, distributed by the First Amendment Congress, is the fourth in a series and also will appear in high school journalism publications, educational magazines and periodicals. [1] J. T. Johnson, "New Education for Journalists," Neiman Reports, Fall 1994, 65. [2] Al Neuharth, Confessions of an S.O.B. (New York: Doubleday, 1989.) [3] Al Neuharth, Chairman of the Freedom Forum, in a speech delivered at the Reagan Library and Museum in Simi Valley, California, March 21. 1995 [4] Neuharth, 3. [5] Neuharth, 2. [6] Neuharth, 3. [7] Cathleen Criner, The Double Whammy: New Media and Kids, Paper presented at Interactive Newspapers '96 conference, March 1996. [8] Criner, 2. [9] Criner, 4. [10] Criner, 6-7. [11] Newspapers in Education, a Newspaper Association of America Foundation program is discussed later in this paper. [12] Criner 7. [13] New Audiences Initiatives, New Directions for News, Posted on Web page ([log in to unmask]), Feb. 8, 1996. [14] New Audiences Initiatives, 3. [15] Cathy J. Cobb-Walgren, "Why Teenagers Do Not 'Read All About It,'" Journalism Quarterly 67:2 (Summer 1990): 340. [16] 1989 Study Conducted for the Newsprint Information Committee by Simmons Market Research Bureau. [17] Lawrence B. Lain, "Steps Toward a Comprehensive Model of Newspaper Readership," Journalism Quarterly 63 (Spring 1986): 69-74. [18] Leo Bogart, "Today's Teenagers: Tomorrow's Readers," Unpublished Manuscript, April 1989. [19] Cobb-Walgren, 343. [20] Cobb-Walgren, 347. [21] Cobb-Walgren, 343. [22] Times Mirror Center for the People and the Press. the Age of Indifference: A Study of Young Americans and How they View the News. Washington DC, June 28, 1990. [23] Michael and Edwin Emery, The Press and America: An Interpretive History of the Mass Media, Seventh Edition (Englewood Cliffs, New Jersey: Prentice Hall, 1992), 541. [24] Edwin Emery, History of the American Newspaper Publisher's Association (Minneapolis: University of Minnesota Press: 1950). Updated in "ANPA's First 100 Years," Presstime (May 1987), 28. [25] Mission Statement of Newspaper Association of America Foundation, Adopted in March, 1995. [26] History of the Newspaper in Education Program, American Newspaper Publishers Association Foundation, Reston, Virginia, 1992. [27] Julie E. Dodd, Using Newspapers to Teach Journalism: A Curriculum Development and Renewal Project Developed by the University of Florida for the Florida Department of Education, (Tampa, Florida: The Tampa Tribune for the Florida Department of Education, 1991), 1. [28] Emery and Emery, 514. [29] Newspaper Association of America Foundation: Report for 1991-92, Newspaper Association of America Foundation, Reston, Virginia, 1992. [30] Minutes of Newspaper Association of America Foundation Trustees Meeting, March, 1995. [31] Minutes of Newspaper Association of America Foundation Educational Services Committee, June 8, 1995. [32] Death by Cheeseburger: High School Journalism in the 1990s and Beyond (Arlington Virgina: The Freedom Forum, 1994) [33] F_lix Guti_rrez, "An Action Plan For Improving High School Journalism," (Roundtable discussion held at the Freedom Forum Pacific Coast Center in Oakland, California, Feb. 10, 1995). [34] Death By Cheeseburger: High School Journalism in the 1990s and Beyond, Arlington, Virginia: The Freedom Forum, 1994), 147. [35] Given the present concern over the state of student newspapering, common sense indicates that these percentages are far too high. This was not a scientifically designed or conducted study, and that those who sponsored some sort of high school program were most apt to complete the questionnaire and return it. [36] Julie E. Dodd, Editors' and Publishers' Handbook for Helping High School Journalism Programs (Southern Newspaper Publishers Association, 1987). [37] Mary P. Arnold, A Great Opportunity: A Study of Iowa High School Student Newspapers Published as a Page or Insert in the Local Newspaper (Iowa City, Iowa: Iowa High School Press Association, 1988). [38] See: Lisa Minder, "The Whole Elephant: A Case Study of a High School Newspaper and University Partnership," (paper presented to the Scholastic Journalism Division at the convention of the Association for Education in Journalism and Mass Communication, Kansas City Mo., August 1993.) and Eleanor Novek, "Newsmaking, a Tool for Self-Determination: Urban Secondary School Journalism Students Publish a Community Newspaper," (paper presented to the Secondary Education Division at the Convention of the Association for Education in Journalism and Mass Communication, Montreal, Canada, August 1992) and Mary Arnold and Njeri Fuller, "When It all Began: Journalism Minority Recruiting and High School Students," (paper presented to the Secondary Education Division at the Convention of the Association for Education in Journalism and Mass Communication, Montreal, Canada, August 1992). [39] Minutes of the January 1996 Chicago Meeting of the NAA Foundation Student Services Committee. [40] Raymond Williams, Marxism and Literature (New York: Oxford University Press, 1977), 109. [41] Stephen W. Littlejohn, Theories of Human Communication, Third Edition (Belmont, California: Wadsworth Publishing Company, 1989) 260-1. [42] Dennis McQuail and Sven Windahl, Communication Models for the Study of Mass Communication, Second Edition (London: Longman Group, 1993), 160. [43] McQuail, 161. [44] Item selections are used to determine who reads specific parts of the paper. Reader-nonreader studies attempt to describe nonreaders by means of traditional demographic variables. They also attempt to identify the reasons for not reading the newspaper. Uses and gratification studies determine the motives that lead to newspaper reading and the personal and psychological rewards that result from it. Editor-reader comparisons compares answers to questions on certain topics between groups of editors and their readers. Wimmer, 264-6. [45] Wimmer, 263. [46] Wimmer, 157-9. [47] Jack Dvorak, Larry Lain and Tom Dickson, Journalism Kids Do Better (Bloomington: ERIC Clearing House on Reading, 1994). [48] Dvorak, 449-460. [49] Dvorak, 19. [50] Roger D. Wimmer and Joseph R. Dominick, Mass Media Research (Belmont, California: Wadsworth Publishing Company, 1991),161. [51] .Mary Arnold, "Mapping the Territory: A Conceptual Model of Scholastic Journalism"(paper presented to the Secondary Education Division at the AEJMC conference, August 1990). [52] Publishes a column from JEA and CSPA and a book review column in each issue. [53] JEA also publishes Newswire, a newsletter that includes most of the internal organizational news [54] Only those SPR articles that deal with high school (not those exclusively for or about the college or university student press) were counted. [55] The total is less than 61 because 6 informational articles (about changes in leadership at newspaper foundations, foundation name changes, etc.) were also included. [56] Roger D. Wimmer and Joseph R. Dominick, Mass Media Research (Belmont, California: Wadsworth Publishing Company, 1991),161.