I think the real issue here is not the way we teach them as much as the way we demand they learn. Give them access to the kit, give them a pointer on how to use. Then give them a story to do and get them to learn by doing. I honestly think that is the best way to learn.

But there is resistance to that approach. By who? The students. Go figure

Part of the “problem” is that there’s no cookie-cutting approach to journalism and that while all reporters share a common culture and common knowledge base, every one that I’ve ever worked with approaches the beast from a slightly different angle, doing it in the way that makes sense to them, adopting or rejecting new skills and methods based on their understanding of storytelling and themselves.

I throw a bunch of stuff at my students and they do a bunch of work, fail a lot, succeed a bit and move forward. (That failing and succeeding thing applies to me as a teacher, too.) I’m mostly comfortable with the idea that those who are serious about this (and not all are) are taking stuff out of all this that will make them better (or different) storytellers, and that they realize that once they get the diploma or degree the learning and trying doesn’t stop.

Thanks, Mark.

This makes me think — how do considerations like the CMS you use and its options, as well as more generally the strategy of providing updates, engaging with the community, being aware of search visibily, collaborating with other reporters, and connecting with coverage from elsewhere as well as sources affect journalistic storytelling? How can they drive the narrative?

- Amy Gahran