{"id":716,"date":"2021-03-30T23:58:47","date_gmt":"2021-03-30T23:58:47","guid":{"rendered":"http:\/\/uocatalyst.com\/?page_id=716"},"modified":"2021-03-31T00:04:02","modified_gmt":"2021-03-31T00:04:02","slug":"co-creating-the-final-story-rubric","status":"publish","type":"page","link":"https:\/\/catalystjournalism.uoregon.edu\/teaching\/describe-solutions-journalism\/co-creating-the-final-story-rubric\/","title":{"rendered":"Co-creating the Final Story Rubric"},"content":{"rendered":"[vc_row][vc_column][vc_column_text width=”800″ align=”center”]\n

Creating SoJo with Appropriate Frames, Sources and Structures<\/h2>\n

Co-creating the Final Story Rubric<\/b><\/p>\n

Objectives: <\/strong>Creating SoJo with appropriate frames, sources and structures
\nDelivery method:<\/strong> Instructor-led recall; inquiry by station and facilitated discussion; flip charts
\nMaterials:<\/strong> Markers, Tape (if needed)
\nRoom setup:<\/strong> stations
\nTime:<\/strong> one hour, depends on numbers[\/vc_column_text][vc_column_text width=”800″ align=”center”]\n

Activity: Co-creating the final story rubric<\/h3>\n
    \n
  1. Tell students you value the knowledge they have gained over the term so you want their help creating the rubric for the final story.<\/li>\n
  2. Instructor then asks students to generate a list of topics covered during the term and writes list of student ideas on board. Similar categories are grouped and\/or combined.<\/li>\n
  3. When the list is complete and agreed-upon, divide students into groups to generate characteristics of strong work by category. Students write their responses on flip chart paper at stations around the room.
    \nVariation:<\/i>\u00a0Students analyze examples of strong solutions journalism for evidence of each of the agreed-upon categories.<\/li>\n
  4. Instructor coordinates share-out at each station with students from other groups encouraged to contribute their ideas as well. Instructor records responses.Instructor then leads whole-group discussion as students share out their findings. Instructor suggests parallels to students\u2019 observations and previous discussion of solutions stories and \u201cimpostors.\u201d Discuss how limitations and failure contribute to a story\u2019s rigor.Activity Notes:<\/i><\/b>\u00a0For further explanation of Graffitti exercise, see\u00a0Student Engagement Techniques: A Handbook for College Faculty<\/a>\u00a0by Elizabeth F. Barkley<\/i>.<\/i><\/li>\n
  5. <\/i>Outside of class time, instructor generates and finalizes the rubric based on student input. Here are examples from an intermediate reporting class with a solutions focus and from a specialized solutions elective.<\/li>\n
  6. After students create first drafts, schedule an in-class peer review of those drafts using the rubric co-created by the class. Benefits: understanding how story topic affects solutions journalism creation, jumpstarting thinking about their own reporting and creating ownership for their final stories\/projects.<\/li>\n<\/ol>\n[\/vc_column_text][vc_column_text width=”800″ align=”center”]\n

    Video Tutorials<\/h3>\n[\/vc_column_text][vc_row_inner][vc_column_inner width=”1\/3″][vc_video link=”https:\/\/vimeo.com\/344868093″ align=”center”][\/vc_column_inner][vc_column_inner width=”1\/3″][vc_video link=”https:\/\/vimeo.com\/344868122″ align=”center”][\/vc_column_inner][vc_column_inner width=”1\/3″][vc_video link=”https:\/\/vimeo.com\/344868150″ align=”center”][\/vc_column_inner][\/vc_row_inner][vc_row_inner][vc_column_inner width=”1\/3″][vc_video link=”https:\/\/vimeo.com\/344868168″ align=”center”][\/vc_column_inner][vc_column_inner width=”1\/3″][vc_video link=”https:\/\/vimeo.com\/344868200″ align=”center”][\/vc_column_inner][vc_column_inner width=”1\/3″][\/vc_column_inner][\/vc_row_inner][\/vc_column][\/vc_row]\n","protected":false},"excerpt":{"rendered":"

    [vc_row][vc_column][vc_column_text width=”800″ align=”center”] Creating SoJo with Appropriate Frames, Sources and Structures Co-creating the Final Story Rubric Objectives: Creating SoJo with appropriate frames, sources and structures Delivery method: Instructor-led recall; inquiry by station and facilitated discussion; flip charts Materials: Markers, Tape…<\/p>\n","protected":false},"author":2,"featured_media":0,"parent":242,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-716","page","type-page","status-publish","hentry","entry","no-media"],"_links":{"self":[{"href":"https:\/\/catalystjournalism.uoregon.edu\/wp-json\/wp\/v2\/pages\/716","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=716"}],"version-history":[{"count":3,"href":"https:\/\/catalystjournalism.uoregon.edu\/wp-json\/wp\/v2\/pages\/716\/revisions"}],"predecessor-version":[{"id":723,"href":"https:\/\/catalystjournalism.uoregon.edu\/wp-json\/wp\/v2\/pages\/716\/revisions\/723"}],"up":[{"embeddable":true,"href":"https:\/\/catalystjournalism.uoregon.edu\/wp-json\/wp\/v2\/pages\/242"}],"wp:attachment":[{"href":"https:\/\/catalystjournalism.uoregon.edu\/wp-json\/wp\/v2\/media?parent=716"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}