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America's post-riot era was a time of unfulfilled expectations for those concerned with newsroom staffing. The Kerner Commission said blacks should be trained, hired, and promoted in mainstream media, yet few news managers moved beyond tokenism to diversify what had been a white domain. In 1968, broadcaster Fred W. Friendly crafted a summer program at Columbia University's Graduate School of Journalism that would graduate 223 minority trainees over seven years. Some became reporters, news anchors, media executives, and producers, although many left journalism for other careers. In a study more than thirty years after the project closed, participants discussed what they saw in newsrooms during this era of social change, and their recollections reflect the idealism that fueled this early effort in media hiring reform.

The study was undertaken to evaluate the research methods used in mass communication programs leading to a doctoral degree. Results revealed that the requirements differed across different programs but presented limitations since a master's degree may reflect in the choices at doctorate level.

Since broadcasting began, conflict has existed about whether newspapers should own radio stations. Some believed that cross-ownership would decrease the variety of issues available to the public, and the conflict increased in 2003 when the Federal Communications Commission proposed that more cross-ownership should be permitted. The fact that the new media combinations would include newspapers, radio, television, cable, and the Internet inspired controversy. Many noted that journalists would be working simultaneously in several media, including some in which they lacked training, and some felt that pressures on journalists working in multiple media would provide news of lower quality. Others, however, expected convergence to promote effidency. Research will determine how journalism education should change to prepare for convergence.

A case study of the development of Australia's first experiment in rural community television news which occurred in Northern New South Wales between late 1991 and late 1996 is presented. The story of the Lismore-based Local Informative Network Community Television News sheds light on a hitherto unreported example of reflective practice in both community and media and journalism education.

Popular journalism provides a powerful pedagogy that names and effectively silences marginalized communities as objects of knowledge. The critical pedagogy of community-service journalism challenges journalists to shift their consciousness from a politics to critique to a language of possibility and strive for substantive democratic encounters through cultural action and critical knowledge.

The article discusses the role of journalism history in the development of core knowledge, a very vital aspect in journalism education. Core knowledge of the history of journalism is an important aspect that needs to be taught to journalism students to teach them the culture and ideal vision of journalism.

The way journalism-school graduates pursue newsroom jobs is explored and the characteristics and approaches that serve or harm the graduates, who choose print jobs, are discussed.

The views of students in British journalism's graduate programs on the changing of the news media's societal roles during their education and then comparing them with views of experienced British journalists are examined. It concludes that the views of the students remain the same during their education indicating that family and social backgrounds are mostly responsible for influencing their views before arriving at the university.

The ethical perceptions of introductory journalism students and graduating students, when compared, revealed that introductory students seem to be more ethically grounded than graduating students. In keeping with moral and ethical development theory, it appears that as the student journalists gain more practical experience, their ethical perceptions become less absolute.

The issue of literary/writerly influences on the construction of journalistic writing, the ways in which the present mirrors similar forms from the past, their status as journalistic genres, and their power to both convey information and inform argument are re-examined. Literary journalism is not about literary flourishes or references but rather journalism at its best asks the questions that literature asks.

The role of internships in journalism education is well established as it provides context for classroom content and prepares students for employment. The University of Oregon School of Journalism and Communication summer program in Ghana addresses students' desire for internships and short-term study abroad, as well as ongoing efforts to diversify and internationalize the undergraduate curriculum.

The main objective of the national media writing faculty was to compile a contemporary profile of the typical US journalism writing educator and to search for evidence of an evolving and more integrated paradigm in teaching of media writing by trying to ascertain whether current media writing instructors consider themselves to be more traditional or progressive in their teaching styles. This profile includes demographic data and information on pedagogical attitude, practices, and resources.

The shortcomings of today's journalists are mentioned, as journalists are not always successful in carrying out the basic democratic tasks. The suggestions for journalism and mass communication education are discussed.

The studies in journalism begin by taking a news-writing course in which the skills of gathering, evaluating and writing the news are taught. If the instructor assigns the chapter in a chronological order, students begin to think about ethics from the very beginning of the course.

The debates on the freedom of the press in Africa with regard to professionalism, essentialism and citizenship are discussed. The role of authority in determining the way the students in some African countries understand the media is examined.

The use of ability groups to improve news writing skills is discussed. The long-term effects of ability groups on journalism students over time are examined.

The factors that determine the success of journalism and mass communication programs in creating diverse faculties are discussed. The three factors that explain the variability in diversification of faculties are the characteristics of the region in which the journalism program is located, the characteristics of the university that houses the program, and the characteristics of the journalism program itself.

The use of computer in course design and teaching is described. The computer-assisted reporting skills in journalism and mass communication programs are also discussed.

Media organisations evolving into multimedia publishers initiating a form of reportage is known as convergence journalism. Journalism students should be trained for existing jobs so that they can be employed and skills needed in news organisations should be provided to them.

Australian journalism is known for its highly popular undergraduate professional education programs. The relationship between traditional academic research, teaching and learning practices in journalism education in Australia is explored.

Media education is discussed as a pedagogical exercise for social change and argues that the revised models of multicultural education should be incorporated into the media literacy effort. A model is described for media pedagogy that would consider cultural difference and its inherent power differentials in the process of educating for educational change using reviews and critiques.

The expensive and extensive undergraduate and postgraduate programs, which relied on to produce specialist, are not the only way that journalism education can supply the everyday practice of journalism with people who can report on science, at least to the exacting standards of the scientists. However, if all the journalism students were given a foundation of science writing, articulated to the basic aspects of journalism, they would have a good platform from which to approach science stories.

Like just about every subject we journalists touch, the argument about the value of journalism schools gets continually forced into a false dichotomy. Some editors lament journalism education's increasing prominence, [...]