Home
Other books
on teaching English |
|
I took journalism as a high school student, and
I was a military journalist when I was in the Air Force. I edited a base
newspaper, organized press conferences, wrote press releases, etc. Like many
English teachers, and given my background, I have been asked either to teach
journalism or to be the advisor to a school newspaper or publication more
than once in my career, even though I have never had a college level course
in mass communication.
Jim Stovall has been a newspaper reporter and a graphic journalist, and is a
professor emeritus of journalism at the University of Alabama. He has
written several important books on major topics in the practice of
journalism, including Writing for the Mass Media and Web
Journalism: Practice and Promise of New Medium, both widely used in
classrooms around the country. His most recent book, Journalism: Who,
What, When, Where, Why and How, was written to be an introductory book
on journalism for either high school or college classes. When I first
examined the book, I was impressed by the coverage of the field it included
and the practical advice on writing, editing, and graphic design it
provided. Where was this book when I needed it?! Any teacher can use this
text, learn right along with the students, and provide a quality
journalistic experience for everyone, which is why I am bringing this book
to your attention.
Thompson: “I like the title of the book. I have never seen the 5Ws and 1H
used as a title for such a book, but it makes such good sense.”
Stovall: “I’m not sure when that title occurred to me – early in the
planning for the book, I think. I had hoped to write a book like this for a
number of years and had several titles kicking around in my head. This one
didn’t occur to me until I was planning specifically for this book. When I
did think of it, I checked to see that no one else was using it. Then I sent
it to my editor at Allyn and Bacon, and she loved it.”
Thompson: “Although you use 5Ws and 1H as a theme for the book, the actual
organization is a little different, isn’t it?”
Stovall: “I had originally organized the book to fit with the title, but one
of the pre-publication reviewers said he didn’t think that organization
worked very well – at least, he didn’t think it would work for the
introductory class that he taught. Even though the book was almost
completely written at the time, I thought what he said made sense, so I
rearranged the book. He is also a college professor and a potential adopter
of the book, so I figured I should pay attention. Another reviewer had also
said something along those lines. I hope that what is there now does makes
sense to those who see the book.”
Thompson: “The anecdotes that begin many of the chapters are just excellent.
Why did you include these?”
Stovall: “I wanted to make the subject matter in each chapter come alive for
students. Besides, some of the anecdotes are really interesting stories. The
one that begins the first chapter is about David Mattingly, a reporter for
CNN, and what happened to him on September 11, 2001. David is a former
student of mine, and when he told me that story, I was in the middle of
writing this book. I thought, “This is fantastic! I have to use this.” So, I
called him up – he was actually in California at the time covering the Scott
Peterson trial. I got him to give me some more details and got his
permission to use the story. I felt really lucky that I had such a good
story to begin the book with. I couldn’t do as good with every chapter, but
I’m still collecting stories, and maybe if there is a second edition, I can
include more of them.”
Thompson: “This book is both readable and substantive. Students will find it
lively to read and teachers who know little about journalism can learn right
along with students as this book is being used.”
Stovall: “Thank you. Those are very kind comments. I actually had a lot of
fun writing this book. Journalism is a fascinating topic for me. I have
practiced and studied it for about 40 years now. I hope all that comes
through as people are reading the book.”
Thompson: “Of what part of the book are you the most proud?”
Stovall: “The four chapters devoted to the history of journalism have
probably given me the most satisfaction. While I had done a little writing
about the history of journalism during my career, I had never attempted
anything like that – to sweep across the centuries and try to sum things up
in an interesting way. I hope the readers think the attempt was successful.
I am fortunate to count some excellent historians among my very good
friends, so maybe a little of their talent and knowledge rubbed off along
the way. I hope so.”
Thompson: “You have a website that accompanies the book. Since you literally
wrote the first book on web journalism, how have you used that knowledge to
organize the website?”
Stovall: “The web can do things printed material cannot do, and I hope the
site takes advantage of that. Here’s an example. The book contains
organization charts for media organizations: newspapers, magazines,
television stations, and the like. I have put those charts on the web site
but added descriptions for some of those positions shown in the chart. A
student can look at the chart, click on one of the positions and up pops a
new window with a description of that position. It’s somewhat interactive
and, I hope, engaging for the student. Another thing about a web site is
that it can be easily and quickly updated. When new or important information
comes along that should be associated with the book, I have a way of getting
it to the readers.”
Thompson: “I know the instructor’s manual you are preparing will include
some of what is on the website, but what kind of additional instructional
support are you going to provide teachers in the manual?”
Stovall: “The web site will be open to everyone – students and teachers
alike. Consequently, you can’t put quiz and test questions on the site. I
have saved that for the instructor’s manual – things that only the
instructors should see. I also have some exercises and handout material that
isn’t on the web site.”
Thompson: “What kind of feedback would you like from teachers who use this
book, and how can teachers contact you?”
Stovall: First, I am very interested in how people are using the book and
how well they think that it works for their classes. I would love to hear
from teachers about that. If Allyn and Bacon, the publisher, wants a second
edition of the book, I want to revise it in such a way that it will be of
even more assistance to those who teach journalism. Second, I am always
looking for good ideas – ideas that people are willing to share. If someone
has an idea about a classroom assignment or activity or something that
should be in the book, I would like to hear about it. A section of the web
site will be devoted to ideas that people send to me; those things will be
posted – with the permission of and full credit to the folks who send them,
of course – so that other teachers can get the benefit of them. Getting in
touch with me is pretty easy. Anyone can call my office at Emory and Henry
College – 276-944-6889. The surest way is through email, and I have two
major email addresses: jstovall@ehc.edu
and stovall948@yahoo.com. I
hope to hear from a lot of folks.”
Interviewed by Edgar H. Thompson, Emory & Henry College,
ehthomps@ehc.edu
|