“Gun Wars,” an investigation of gun rights and regulations in America, is the 2014 project of the Carnegie-Knight News21 program, a national multimedia, investigative reporting project produced by the nation’s top journalism students and graduates. Each year, students selected into the program report in depth on a topic of national importance.
29 journalism students from 16 universities traveled to more than 28 states to examine the political and cultural divide between those who say the right to own and carry guns is guaranteed by the Second Amendment and those who believe firearms should be more regulated. As a result, this project showcases the voices of longtime politicians, shooting victims, militia members, rural sheriffs, hunting enthusiasts, inner-city mothers and advocacy groups on all sides of the debate.
The fellows conducted hundreds of interviews, reviewed thousands of pages of state statutes and other records and assembled nine databases that included a comprehensive analysis of child and youth gun deaths and domestic violence homicides by firearms. They also produced more photos and videos than any previous News21 project.
The student work began in January 2014 with a video-conferenced seminar that included reporting and research. In May, they began the 10-week investigative reporting fellowship based out of a newsroom at the Walter Cronkite School of Journalism and Mass Communication at Arizona State University’s downtown Phoenix campus. News21 is supported by grants from the Carnegie Corp. of New York and the John S. and James L. Knight Foundation as well as The Ethics and Excellence in Journalism Foundation, the Hearst Foundations, the Donald W. Reynolds Foundation, the Peter Kiewit Foundation of Omaha, Nebraska., and Women & Philanthropy, part of ASU’s Foundation for a New American University.
UPDATE- ALL TEN SCHOLARSHIPS Have been Awarded
This is for TEXAS college and university educators:
Through a grant to the Poynter Institute, the Headliners Foundation of Texas is offering free tuition for the first ten Texas college and university journalism faculty members to register for TEACHAPALOOZA, a three-day technology education seminar from June 12-15 conducted by the Institute, which is located in St. Petersburg, Florida. TEACHAPALOOZA brings together up to 100 college journalism educators to help them learn new technology and new ways of teaching through “hands-on” learning to get re-energized and sharpen skills – focusing on turning data into journalism.
While the Foundation will pay tuition for up to 10 participants for the seminar, each participant will be responsible for the cost of airfare, hotel and dinner. Poynter Institute will provide lunch Friday, Saturday and Sunday. Once you have applied, the Poynter Institute will provide you information about special low hotel rate deals they have arranged, with rates as low as $110 a night, including breakfast, internet access and shuttle transportation to and from the seminar site at the Poynter Institute.
If you are interested in this opportunity, please click on the following link to apply; the deadline to apply is May 19, 2015: http://about.poynter.org/training/in-person/djed-15.
At the conclusion of the seminar, you will be required to return a 1,000 word (or so) written assessment of the program to help the Foundation evaluate this opportunity for future funding.
#EdShift did a first-rate job capturing the 10 big lessons from TEACHAPALOOZA V.
Among the most spirited discussions arose about this:
“Grades aren’t important.” Well, they are and they aren’t. The always-interesting discussion of how to grade in project classes came up during a presentation by USC’s inspirational force-of-nature, Robert Hernandez. Hernandez teaches advanced multimedia reporting, and he gave four innovation suggestions for the classroom, including teaching the “unknown” – diving into a class topic without knowing necessarily the direction the class is going to take. It was during that discussion that he spoke of working on one class project, where students bought into the idea that “grades don’t matter,” and instead were focused on producing solid journalism.