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Please use this identifier to cite or link to this item: http://hdl.handle.net/10609/5161
Title: Student Journalism 2.0 : Testing Models for Participatory Learning in the Digital Age
Authors: Caswell, Tom
Kozak, Alex
Other: Open Ed (7th : 2010 : Barcelona)
Keywords: scholastic journalism
open licensing
open education
Issue Date: 15-Sep-2010
Publisher: Universitat Oberta de Catalunya
Open University of the Netherlands
Brigham Young University
Type: Conference lecture
Citation: Caswell, Tom; Kozak, Alex (2010). Student Journalism 2.0: Testing Models for Participatory Learning in the Digital Age In Open Ed 2010 Proceedings. Barcelona: UOC, OU, BYU. [Accessed: dd/mm/yy]. <http://hdl.handle.net/10609/5161>
Abstract: Many educators and educational institutions have yet to integrate web-based practices into their classrooms and curricula. As a result, it can be difficult to prototype and evaluate approaches to transforming classrooms from static endpoints to dynamic, content-creating nodes in the online information ecosystem. But many scholastic journalism programs have already embraced the capabilities of the Internet for virtual collaboration, dissemination, and reader participation. Because of this, scholastic journalism can act as a test-bed for integrating web-based sharing and collaboration practices into classrooms. Student Journalism 2.0 was a research project to integrate open copyright licenses into two scholastic journalism programs, to document outcomes, and to identify recommendations and remaining challenges for similar integrations. Video and audio recordings of two participating high school journalism programs informed the research. In describing the steps of our integration process, we note some important legal, technical, and social challenges. Legal worries such as uncertainty over copyright ownership could lead districts and administrators to disallow open licensing of student work. Publication platforms among journalism classrooms are far from standardized, making any integration of new technologies and practices difficult to achieve at scale. And teachers and students face challenges re-conceptualizing the role their class work can play online.
Language: eng
URI: http://hdl.handle.net/10609/5161
Appears in Collections:Open Ed Conference 2010 (Barcelona, 2-4 November 2010)


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