OSU New Media

University of Oregon Daily Emerald newspaper staffers ON STRIKE!!!
Quite a story unfolding down the road. Much to chew on from all sides:



Newsroom staff will not produce another paper until the Emerald Board of Directors meets four demands to preserve student control and editorial independence, future of organization

by Ashley Chase and Allie Grasgreen | Editor in chief and Managing editor |


The entire editorial staff of the Oregon Daily Emerald is on strike, effective at 6 a.m. Wednesday, March 4. The strike is in response to recent actions of the Emerald’s Board of Directors, which oversees the entire Emerald organization. This is the last edition of the Emerald we will publish until the board meets the four demands the entire newsroom staff presented to the board at its executive session meeting last night. A copy of that speech can be found at the end of this article.



This fight will go on without me

Good morning,

Well, I find myself in an awkward position this morning re: my work with the Daily Emerald at the University of Oregon.

As I have written here before, I have been consulting with the Emerald, at the request of and with the support of its board of directors, since last November.

I prepared a strategic plan for the board outlining steps I believed were necessary if the paper is to be saved from financial disaster.

At one point, the board chairman asked if I would be willing to step in and take on the general manager job, open since last June, and re-described by me as “publisher” in the strategic plan.


My 301 Writing for the Media Professional class will be in a frenzy of inaugural Twittering and blogging for tonight’s class. They’ve just set up their blogs and one student, Ryan, wrote a post I thought I’d share here. I asked students to write a “media self inventory” describing what media (new and old) they consume, in what format, how often, and for how long. Ryan’s co-op just completed a media blackout, which created an opportunity for Ryan to think and write critically about new media in the face of its absence. Read all about it:

Media Blackout…Good?

January 13, 2009 · No Comments

My first post for this blog is going to be a self evaluation of what media I consume and contribute daily. This self evaluation comes at an interesting time for myself. I currently am the president of a all guys Christian co-op just off of campus at Oregon State University. Towards the end of last term (Fall Term) our house decided that during the first week of winter term we would have a media blackout. A blackout from all electronic media including television, Internet, movies, and video games. The idea behind the blackout was to in some ways force people out of there rooms and be more social with each other. Having completed such blackout I have come to realize several things.

Read more at Ryan’s blog:


Welcome to NMC 301 – Writing for the Professional Media

As noted on the syllabus, I am providing a selection of links, for articles, websites, blogs, studies etc… on cool new media topics. I will continue to update this list daily because great work is constantly being done on new media topics. You will select THREE ENTRIES from this list each week to read or view. You will write a thoughtful analysis of each selection and post your thoughts on your blog for your classmates and I to read.

I will provide samples of strong posts from other classes in my next post on this blog, as well as on Blackboard. As you read each selection, think like an editor, a blogger, a student, a content consumer…put on different hats as you write. What is useful about the post? How does it connect to other new media writing you have encountered? Who is the writer’s intended audience? How can you tell? Does the writer make sweeping generalizations you disagree with? Do so. Do you like the writing? Describe the writer’s voice — is it one of authority or personality or both? Is the writing casual, professional, appropriate? Why? How? Compare and contrast each thing you read or view with other posts as a way to place each piece in the larger new media landscape you are exploring in this class.

You should also go through my Blogroll to explore the excellent new media blogs and their interesting posts. Just dive in!

Here’s the list so far:

Facebook video for class

January 30, 2009

Stanford U. Researcher Teaches Noncredit ‘Facebook for Parents’ Course

Do you know what your kids are up to on Facebook? The social-networking service has become a major online hangout for many children (especially college students), and one Stanford researcher who studies the service argues that parents should join, too — and befriend their children.

Facebook Friends or a Whopper? You Decide


YouTube video on Shift Happens

How Newsrooms are using Twitter

Social Media: It’s bigger than you think!

Reporters’ Facebook pages…Bias?

News Bloggers Code of Ethics Facebook group

Excellent profile on Nat Hentoff:


Howard Owens on the Wired Journalist

Bloggers must sue for credentials to cover the news

New Media bibliography

How to find free music for video: http://www.10000words.net/2008/09/where-to-find-free-sound-effects-and.html

NYTimes: Brave New World of Digital Intimacy: http://www.nytimes.com/2008/09/07/magazine/07awareness-t.html?_r=1&ei=5070&emc=eta1&oref=slogin

ESPN Reporting Goes Virtual: http://www.nytimes.com/2008/09/05/business/media/05espn.html?ei=5070&emc=eta1

Extradinary Multimedia work about ordinary things

Study: In disasters, people turn to social media:http://www.readwriteweb.com/archives/report_in_emergencies_people_turn_to_social_media.php

J-Lab’s analysis of the future of media: http://www.naa.org/blog/FutureOfNewspapers/1/2007/11/Construct-Your-Communitys-InfoStructure.cfm

State of the News Media: http://www.stateofthenewsmedia.org/2007/narrative_overview_intro.asp?media=1
The Five Commenters Typically found on news sites:

Check out the class blog from Winter term:

Read Mindy McAdams: http://mindymcadams.com/

YouTube journalism contest:

Can New Media Be Taught in Schools?

10,000 Words blog post on GOOD Magazine

Who uses the Internet?

Multimedia Toolkit:

Watch “Bearing Witness” a multimedia report by Reuters:

Reporters Gone Wild!

Watch this:
YouTube Reporter Channel:


YouTube news channel:

Henry Jenkins: Youth, Ethics and Digital Media article and blog post
Read Henry Jenkins:

The Mashup Man: AJR
Read 50 Writing Tools in Three Hours: http://mallaryjeantenore.wordpress.com/2008/03/15/50-writing-tools-in-three-hours/

The report, titled “From ‘Too Much’ to ‘Just Right’: Engaging Millennials in Election News on the Web,” is based on a qualitative, in-depth study of a diverse group of 89 Chicago-area adults between the ages of 17 and 22, a demographic frequently referred to as millennials. To view the report, visit http://www.mediamanagementcenter.org/research/youthelection.pdf.Birth of the Internet:
http://www.cracked.com/video_16610_insane-true-story-behind-birth-internet.htmlNext Generation of Visual Thinkers is Drawing the Future of Journalism
By Sara Quinn
Posted, September 4, 2008
http://www.poynter.org/content/content_view.asp?id=149966Multimedia: An Adolescent, but No Longer an Orphan
By Steve Myers
Poynter Online News Editor
http://www.poynter.org/content/content_view.asp?id=140573The Daily Show: Is this Journalism?
Daily Show on Sarah Palin:


Skills for students in a multimedia platform world:
MediaShift . Embedded at NYU::Old Thinking Permeates Major Journalism School Old
New York Times Magazine: Brave New World of Digital Intimacy:

Check out the blog posts from 10,000 Words.net

Text is the Foundation for Journalism

15 Tips for Shooting Video online

The Tools I actually use

21 Free Online Editing Tools


Tips for Shooting Better Video for the Web

9 Tips for Audio for the Web

Edit your video online free or cheap

Golden Rule: Thou Shalt Link

Modify Manage Copy Remove

MediaShift: Innovations in storytelling: Using comics for journalism

10,000words.net is a blog you should keep up with.
Get their posts sent to you by subscribing.

Read this blog post about how technology is transforming the political landscape:

Read: NYTimes story on Crowdfunding – New Model in Journalism http://www.nytimes.com/2008/08/24/weekinreview/24kershaw.html?ei=5070&emc=eta1
Read: MediaShift blog post on making new media ideas come to life: http://www.pbs.org/idealab/2008/08/growing-a-community-and-the-im.html

Screw the system! Publish your own content




YouTube journalism contest:

Henry Jenkins: http://www.youtube.com/watch?v=FbU6BWHkDYw&feature=related
Henry Jenkins: Youth Culture and Violence from Technology?
Media Literacy as a strategy for combatting moral panic Henry Jenkins View the complete course: http://ocw.mit.edu/CMS-930F01 License: Creative Commons BY-NC-SA More information

Paul Levinson: Where is New Media heading?

Time Magazine Year of the Youth Vote:

PBS Frontline: Kids Online

Pew Report on Teen Content Creators

ESPN Hits Second Life

YouTube slideshow re engaging youth through social mobile media

Adrian Holovaty’s Missouri graduation speech:

Adrian Holovaty’s 9 ways newspapers must change:

Inst. for New Media Studies guide to multimedia storytelling:
YouTube stories produced by above conference:

Multimedia narratives in Journalism:

Twitter Tips from Amy Gahran

From the: USC Annenberg Online Journalism Review: http://www.ojr.org/ojr/wiki/reporting/index.cfm
Online Journalism Wikis


Amazing New Media student at OSU gets an amazing opportunity!! Read it and weep, which is what I did. Yeah Taryn!!!



Media Release

OSU Student Selected for New York Times Institute

CORVALLIS, Ore. – Oregon State University student Taryn Luna is one of 20 students nationwide to be selected to attend the New York Times Student Journalism Institute for members of the National Association of Hispanic Journalists in Miami in January.

Luna was selected to attend the 10-day program at Florida International University beginning this Jan. 2. Students were competitively selected by a panel of journalists at The New York Times from among a pool of student members of the National Association of Hispanic Journalists who applied from around the country. More than 40 different colleges and universities were represented among the applicants.

Students are selected based on an essay of up to 500 words, clips or portfolios of their work, and their experience in journalism. Graduates of the Institute have interned at or now work at some of the most prestigious news organizations in the United States, including The Washington Post, the Associated Press, The Wall Street Journal, The Los Angeles Times, USA Today, The Boston Globe and, of course, The New York Times itself, along with many other newspapers and news organizations.

Luna was recommended by OSU New Media Communications faculty member Pam Cytrynbaum. Luna, from Dixon, Calif., is a junior majoring in New Media Communications.

“Taryn is exactly the kind of student who will thrive in the Times’ program,” Cytrynbaum said. “It is especially an honor for her to be selected because she isn’t coming from a traditional journalism program, but from our New Media program.”

Students at the institute work with veteran journalists from The Times, The Boston Globe and the Times Company’s regional newspapers in a newsroom environment. Participating students have covered presidential speeches and campaign events, the funeral of a famous mob leader, issues such as immigration, and dozens of other stories.

In keeping with her New Media Communications student status, Luna has written online about her experience of being chosen and will comment via her blog from Miami.

“I honestly didn’t think this kind of opportunity would be possible,” Luna said. “The experience of working one-on-one with a professional in the journalism field is what I’m most excited for. I’m hoping this opportunity will show me what aspects of my writing need to improve in order for me to reach the professional level.”

For more information on New Media Communications, go to: http://oregonstate.edu/cla/nmc/ http://oregonstate.edu/cla/nmc/

About the OSU College of Liberal Arts: The College of Liberal Arts includes the fine and performing arts, humanities and social sciences, making it one of the largest and most diverse colleges at OSU. The college’s research and instructional faculty members contribute to the education of all university students and provide national and international leadership, creativity and scholarship in their academic disciplines.

Media Contact

Angela Yeager,


Pam Cytrynbaum


Taryn Luna


Don’t ask academics if they have the summer “off.” We do not. I know. I know. It completely looks like we do. We teach for nine months and then summer off the coast or cape of something.

It is, as my brother says, a Jedi Mind Trick. 

I’m full-on technology this summer, in fact. I’m teaching my first online course on Blackboard. I’d like to report that I love it, but I don’t. I miss their faces. I know, as a New Media gal, I shouldnt, but I do. I can’t connect with them and they can’t connect with me in the same way as when we’re in the classroom, together, same time, same station. It’s week four of an eight-week course. I put up all kinds of readings and articles and books and then we “discuss.” They’ll write more formal assignments and I’ll get a better sense of what they know and how they’re processing the material.

I’m also transforming my “Reporting” course, which is normally a three-hour weekly lab/writing intensive funzone, into an online course. How do I do this, folks? I bring in guest speakers, we have writing workshops, do peer edits, cover events together as a class and then brainstorm leads and compare our best quotes. We discuss endlessly. I bore them to death with my old war stories. I even channel my old beloved the (never) late Medill Prof. Richard Hainey (if your mother tells you she loves you check it out!!!)

We argue about ethics right there with each other. I red-ink their papers until the ink seeps off the page and onto their hands like blood. It’s SO GREAT! How do I recreat this? Should I even try? What part of teaching is or should be personality, human connection, inspiration, mutual recursive energy?

I’m meeting with our tech folks tomorrow to learn some of the technical ways to move docs or video and other stuff into where it needs to go. I’m also going to try some video “lectures,” so my charming personality is not silenced by this medium.

Then I’m supposed to completely revamp our intro course, Intro to New Media Communications. Where to begin? What do we want students to know? How do we balance technological skills with content? What is considered content? What’s our responsibility to teach the technology, the software, etc… to our students, versus just telling them they must know InDesign, etc… and then assuming they’ll learn it? What common terms, concepts, histories should they know when they leave? How early do we get them into experiential work? Doesn’t this industry demand experience most of all?

What should and intro course look like? I’m looking forward to meeting with my colleagues in the program to work on these questions.

Lastly, I’m trying to work on a book. Who has time?


I’m a former newspaper reporter now teaching New Media Communications at Oregon State University. My students require an entirely new set of skills and talents than my Gen X peers did when we came up, when “media” was called “journalism” and things made more sense.

Now there’s a whole generation of editors and profs working under a whole new set of rules, trying desperately to hold onto as many of the old values of content, substance, accuracy, fairness, justice and professionalism while learning to Fark and Twitter and Vod and Pod.

This blog is me writing from that tightrope, balancing like we all are, on what feels like a crossroads made of dental floss. The extra trick for me is that this journey of technologizing and socially mediating my media is not one I’m making alone. I actually have to teach students what I know, while I’m learning it. So there it is.

  Like New Media itself, those of us who came up in Old School, big-city newspaper journalism are flailing in transformation. We have a trove of essential journalistic skills. We are diligent and enterprising reporters, skilled and empathic interviewers. We have a hound’s nose for news. We see stories leaping out of the woodwork and we know how to report the hell out of them and make them sing. We can pount out a 1500-word story in 24 minutes that does the readers and sources justice. We demand fairness, balance and accuracy of ourselves and our work.

We still believe deeply in the old saw about afflicting the comfortable and comforting the afflicted.

We learned on typewriters, moved up to Trash 80s and portabubbles; we transmitted stories through pay phone lines and the raw nerve of deadline dictation. We did not fight technology. No siree. We embraced the newfangled. We boogied and House Partied onto the Internet and got our first e-mail accounts in the 90s. We rode the Information Superhighway, pal. I mean, all our aerobics classes played Techno music!

But the story was still king. We worked on our own time writing those long Sunday Page One features about how the system failed the most vulnerable of us. We gave voice to the voiceless.

We wrote tight and bright when our bosses went to management conferences and learned we all had to write like USA Today.

We embraced the long and winding narrative lead where the nut graph didn’t make it before the jump.

We wrote touchy-feely trend thumbsuckers on parenting when our Boomer bosses started having kids.

When our bosses made us rip a comb through our hair and run an iron over our clothes we chugged down our Joe, spiffed up and dragged our perk-o-lated selves onto televsion spots, learning how…to…speak….using…a….telepromp….ter….um…without….um…cursing…much.

After two decades of the frantic, hectic, adrenalinized daily news life, you expect us to do WHAT now? Podcast and vodcast and slideshows? Yahoo who? Facebook my what? Film it? Blog it? Twitter it? Digg it? FARK it? 

Alrighty then, we say. Bring it.