Journalism through Multimedia Storytelling

Ivan Weiss, Assistant Professor of the Practice, Journalism

Question

How important is the implementation of technology in your journalism course? And what forms of technology have you introduced into your course that you think are central to journalism’s growing storytelling platforms?

Answer

“I believe that in any journalism class the main focus has to be on doing good reporting and telling stories in a compelling way. At the same time, it’s a golden era for experimenting with new forms and technologies, and that has to be a central part of any good multimedia journalism course.

My hope is to find the right balance between teaching students the timeless fundamentals of journalism while pushing them to use technologies in new ways. I don’t want to spend a lot of time teaching technologies that might be out of date in a couple years, but rather to give students a taste of what’s out there now and the tools and knowledge to teach themselves according to what they’re most passionate about.

At the moment I focus on teaching audio, video, and photography production using the Adobe Creative Cloud.”

– Ivan Weiss

Project Description

Using photography, video, and web design, students were asked to find creative ways to report on traditional forms of journalism.

JOU 335_ MULTIMEDIA STORYTELLING Syllabus

Purpose

To teach multi-modal storytelling using a variety of storytelling tools, and to inform students how the process of storytelling changes depending on which tools are used. In addition, students are encouraged to be creative and to think outside the box as they find new ways to express people’s stories.

Learning Goals

To broadly introduce and engage students in storytelling of all forms and to learn principles of storytelling that work across various mediums.

Role of Academic Technology

To advise on behalf of pedagogical best practices of technology including web design, video, podcasting, and introduction to Adobe Spark.

“Academic Technology was really integral as I thought about this course and teaching this course to students. It gave me the idea to use Adobe Spark in order for students to build websites and it got me to think deeper about how to teach students web design in a way that limits the amount of technological know how needed.”

– Ivan Weiss

Technology

• Adobe Creative Cloud Express
• Adobe Premiere and Lightroom, which were used to make the podcasts, videos, and photos used on the Spark pages.
• Zoom recorders
• Nikon
• Vixia Camcorders

Target Skills

• Multi-modal storytelling
• Digital literacy
• Critical Thinking
• Creative Storytelling
• Curiosity about the world around you

Outcomes & Perspectives

Showcase

Christian Green – Sonic Deconstruction

Betsy Mann – Opening Night (Video)

Laura Critz – Anna Pugh (Video)

Ale Estrada – Exploring (Adobe Spark)

Betsy Mann – Portfolio (Adobe Spark)

Student’s Perspective

“Multimedia Storytelling was the perfect introduction to the world of technology-centered creativity. I gained the technological skills needed to begin making the stories in my head come to life on screen, specifically using different Adobe programs. One program we focused on was Spark which allows the user to create a unique website for almost any use. I created a site that was an ode to my last month spent with friends who were graduating, and it was a poetic process that allowed me to tell a bittersweet story in a stunning visual format. The experience of this class was different than most in the way it was so centered on the outpouring of creativity, and I’m thankful I had the opportunity to learn skills and creative tools that will translate into any career; life is made up of infinite stories, and I look forward to sharing more of them with my newfound multimedia skills.”

Instructor’s Perspective

“You want to be engaged in the world and find meaning in the world but to find meaning it’s not like you go oh there’s meaning. I have to dig my fingers in and make it my own. That process can be so enriching. Everyone relates to the world and does work in their own way but to share that with students is probably the central impulse of why I’m a teacher.”

Assessment

The main change I want to make to the Multimedia Storytelling course is to narrow the focus so that students can go deeper on their stories. I’m still searching for that right balance between acquiring technical skills and having students out there talking to people, reporting, photographing, and making their projects. Currently the course has students find one story subject and use video and photography to tell that story in different ways. I’m also trying to incorporate more literature — short stories, essays, and poems—as well as experimental documentaries to inspire students to look at the world through a creative lens.