Students first need to identify solutions journalism as distinct from other journalistic forms in order to learn how to create it. Teaching this foundational knowledge at the start of a solutions journalism course is critical so students understand how solutions reporting is akin to and different from traditional journalism. Once students understand what solutions journalism is then teach them types of stories often mistaken for solutions journalism so they can avoid common mistakes in solutions reporting. For courses focused on other types of journalism, the materials associated with this objective can serve as a standalone module to introduce students to solutions journalism. <\/span><\/p>\n Finding the Four Qualities<\/strong><\/p>\n Objectives:<\/strong> Introduce students to solutions journalism\u2019s Four Qualities Activity Notes:<\/strong> A common student stumbling block is students mistaking information about the underlying problem as one of the qualities, usually \u201cevidence.\u201d The four qualities only describe elements of the solution or the response; information about the problem is necessary background or context, but not one of the four qualities. The quality students typically struggle to understand or identify is \u201cinsight.\u201d Insight can overlap with the response itself, but it is always the big picture reason the response works or is different or newsworthy. The insight elevates the response above a feature story; it provides critical information. Some students need multiple explanations and practice identifying it.<\/em>[\/vc_column_text][vc_column_text width=”800″ align=”center”]\n Instructors can substitute examples of broadcast solutions journalism or repeat the exercise over the term using text, audio and TV stories to deepen students\u2019 understanding of the four qualities and\/or examine with students how medium affects solutions storytelling. Here are some story examples: Amidst Drought and Famine, Niger Leads West Africa in Addressing Crisis<\/a> (PBS. org), This Iraqi Couple Fled ISIS But Still Face Another Danger in the US: Diabetes<\/a> (PRI.org) and Utah Reduced Chronic Homelessness By 91 Percent; Here\u2019s How<\/a> (NPR.org).<\/p>\n Print and audio comparison: The Floating Gardens of Bangladesh<\/a> (print, The New York Times) and<\/p>\n In Bangladesh Farmers Float on Flooded Rivers<\/a> (audio).[\/vc_column_text][vc_column_text width=”800″ align=”center”][vc_row][vc_column][vc_column_text width=”800″ align=”center”]\n Once students understand what solutions journalism is then teach them types of stories often mistaken for solutions journalism so they can avoid common mistakes in solutions reporting. Unlike professional journalists who may be initially concerned that solutions journalism is advocacy, student journalists may need more grounding in how to frame, find and source solutions stories before tackling what solutions journalism isn\u2019t. When to teach the \u201cimpostors\u201d depends on your students\u2019 openness to solutions journalism, their understanding of journalism generally and the overall nature and scope of your course. Solutions Journalism\u2019s \u201cImpostors\u201d<\/p>\n Objectives:<\/strong> Students practice their identification of solutions journalism\u2019s Impostors Students read in advance in class all or one story example of a solutions journalism \u201cimpostor.\u201d In groups, students analyze one story for evidence of (or lack of) the four qualities. Ask students to find specific examples in the text of the four qualities. Students propose a new frame for the story that could turn it from impostor to solutions story. In other words: What is a different story about the same topic that a reporter could write using a solutions approach?<\/p>\n Tip: Assign group roles to students to promote productive discussion. Ex. the director leads the group and shares the analysis during whole group discussion, the summarizer summarizes the story for whole group discussion, the wordsmith locates support within the text for the group\u2019s points.<\/p>\n Groups share their analysis with the whole class. Instructor guides discussion about how and why the \u201cimpostors\u201d fall short of solutions journalism and prompts students to consider what effect these stories have on audiences.<\/p>\n Variation: If your class is focused on covering a particular social issue from a solutions lens, select \u201cimpostor\u201d stories about that topic. Here are two examples from a class focused on solutions in the #MeToo era, one of e-hero worship and one of the instant activist type.<\/p>\n Instructor follows student discovery with brief lecture about the types of impostors and their characteristics as identified by the Solutions Journalism Network. Continue discussion about the effects of these types of stories on audiences, particularly concerning whether and how these stories might encourage\/discourage audiences to engage in civic action or social change. Challenge students to consider the social value of these types of stories and ask students to come to their own conclusions about how these stories fit into the role of a journalist in a democratic society.<\/p>\n Tip: It\u2019s not necessary that students be able to recall the specific names or types of \u201cimpostors\u201d in the long run. Focus instead on how these stories differ from solutions journalism and how students can ensure their stories are more rigorous and the effects of types of stories. As students create solutions journalism, return to these ideas to have students measure the rigor of their journalism against impostors.<\/p>\n This assignment, Uncovering the Impostors<\/strong><\/a>, is not necessary, unless you are teaching an advanced elective or want your students to have additional practice analyzing the line between advocacy, soft news and journalism.<\/p>\n [vc_row][vc_column][vc_column_text width=”800″ align=”center”] Solutions Journalism\u2019s \u201cFour Qualities\u201d Students first need to identify solutions journalism as distinct from other journalistic forms in order to learn how to create it. Teaching this foundational knowledge at the start of a solutions journalism course…<\/p>\n","protected":false},"author":2,"featured_media":0,"parent":73,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-240","page","type-page","status-publish","hentry","entry","no-media"],"_links":{"self":[{"href":"https:\/\/catalystjournalism.uoregon.edu\/wp-json\/wp\/v2\/pages\/240","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/catalystjournalism.uoregon.edu\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/catalystjournalism.uoregon.edu\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/catalystjournalism.uoregon.edu\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/catalystjournalism.uoregon.edu\/wp-json\/wp\/v2\/comments?post=240"}],"version-history":[{"count":16,"href":"https:\/\/catalystjournalism.uoregon.edu\/wp-json\/wp\/v2\/pages\/240\/revisions"}],"predecessor-version":[{"id":1546,"href":"https:\/\/catalystjournalism.uoregon.edu\/wp-json\/wp\/v2\/pages\/240\/revisions\/1546"}],"up":[{"embeddable":true,"href":"https:\/\/catalystjournalism.uoregon.edu\/wp-json\/wp\/v2\/pages\/73"}],"wp:attachment":[{"href":"https:\/\/catalystjournalism.uoregon.edu\/wp-json\/wp\/v2\/media?parent=240"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}Finding the Four Qualities<\/h2>\n
\nDelivery method:<\/strong> Instructor modeling and facilitated discussion
\nMaterials:<\/strong> Display facility
\nRoom setup:<\/strong> Course leader by display, Student work areas
\nTime:<\/strong> One to one and one-half hours (depends on numbers)[\/vc_column_text][vc_column_text width=”800″ align=”center”]\nActivity 1: Introducing the Four Qualities<\/h3>\n
\n
\nActivity Note:<\/strong> This works best when students read stories with a good balance of each of the four qualities, that include quantitative evidence, that are comparatively straightforward (more newspaper-style writing than magazine-style writing, solution is working on some level, history of the issue is less pronounced). An example: Hawaii\u2019s trailblazing healthcare underscores disparity<\/a> (The Los Angeles Times).<\/li>\nMultimedia examples<\/h3>\n
Solutions Journalism “Impostors\u201d<\/h2>\n
\nIn addition to identifying what solutions journalism isn\u2019t, teaching the solutions \u201cimpostors\u201d overlaps with another course objective: discriminate between solutions journalism, advocacy and soft news.<\/p>\n
\nDelivery method:<\/strong> Group discussion and presentation, facilitated discussion, lecture, possible take-home assignment
\nMaterials:<\/strong> Flip charts, markers, tape (if needed)
\nRoom setup:<\/strong> Group work areas
\nTime:<\/strong> Two hours in classroom, depending on number of students (depends on numbers)[\/vc_column_text][vc_column_text width=”800″ align=”center”]\nActivity 1: Identifying the Impostors<\/h3>\n
Activity 2: Lecture<\/h3>\n
Activity 3: Take-home Assignment<\/h3>\n
Video Tutorialshttps:\/\/drive.google.com\/drive\/folders\/1eUm4E2pjlUUg9kYExAYjqd9kfeSKpB8o<\/a><\/h3>\n[\/vc_column_text][vc_row_inner][vc_column_inner width=”1\/3″][vc_video link=”https:\/\/vimeo.com\/344867681″ align=”center”][\/vc_column_inner][vc_column_inner width=”1\/3″][vc_video link=”https:\/\/vimeo.com\/344867698″ align=”center”][\/vc_column_inner][vc_column_inner width=”1\/3″][vc_video link=”https:\/\/vimeo.com\/344867721″ align=”center”][\/vc_column_inner][\/vc_row_inner][vc_row_inner][vc_column_inner width=”1\/3″][vc_video link=”https:\/\/vimeo.com\/344867748″ align=”center”][\/vc_column_inner][vc_column_inner width=”1\/3″][vc_video link=”https:\/\/vimeo.com\/344867766″ align=”center”][\/vc_column_inner][vc_column_inner width=”1\/3″][vc_video link=”https:\/\/vimeo.com\/344867803″ align=”center”][\/vc_column_inner][\/vc_row_inner][vc_row_inner][vc_column_inner width=”1\/3″][vc_video link=”https:\/\/vimeo.com\/344867844″ align=”center”][\/vc_column_inner][vc_column_inner width=”1\/3″][\/vc_column_inner][vc_column_inner width=”1\/3″][\/vc_column_inner][\/vc_row_inner][\/vc_column][\/vc_row]\n","protected":false},"excerpt":{"rendered":"