Convergence Newsletter

From Newsplex at the University of South Carolina

Vol. III No. 9 (March 8, 2006)


Commenting on Convergence


By Jordan Storm, editor of The Convergence Newsletter


The debate over the meaning of convergence continues, but from different angles. In this issue of The Convergence Newsletter Douglas Perret Starr, Professor of Agricultural Journalism at Texas A&M University, responds to Michael Sheerin’s response to his original piece, “A Dispatch from the Convergence Trenches.” Whew, say that five times fast!


Also Mary Rogus, of Ohio University, highlights the upcoming BEA conference, BEA2006: Convergence Shockwave and Brian Murley, of the University of South Carolina, reviews last month’s College Media Advisor’s Mini-Summit, Reinventing College Media.


In conclusion, Lindsey Simpson, of James Cook University, shares her piece, The Impact of Digital Technology on Journalism Education. This article is of interest to academics and professionals alike in preparation for a future of media creation and consumption.


View past newsletters at


Jordan Storm is working toward a Master of Arts degree at the University of South Carolina. Contact her at


Feature Articles


Converging on Convergence in Las Vegas!


Response to responses to "A Dispatch from the Convergence Trenches," Convergence Newsletter, January 2006: Focus on how news is handled and touted on Convergence


The Impact of Digital Technology on Journalism Education 


Reinventing College Media Mini-Summit Revisited



Conference Information


Citizen Media: Engaging an Empowered Audience


Ver 1.0: Institute for Analytic Journalism


ASNE Convention


BEA2006: Convergence Shockwave


Newsplex Summer Seminar Series


World Editors Forum


NAHJ in the Old West: El Portal a un Nuevo Mundo


ICA: Networking Communication Research Conference


Asian American Journalists Association National Convention


AEJMC Convention


Native American Journalists Association Convention


SPJ Convention & National Journalism Conference


Convergence and Society: Ethics, Religion and New Media



---------------Feature Articles


Converging on Convergence in Las Vegas!


By Mary T. Rogus, BEA2006 Convention Program Chair and Assistant Professor in the E. W. Scripps School of Journalism, Ohio University


We have two months and counting until the Convergence Shockwave hits Las Vegas.  The Broadcast Education Association’s 2006 convention, Convergence Shockwave:  Change, Challenge and Opportunity opens Wednesday, April 26 and we have a jam packed program with more than 20 sessions examining convergence from many different perspectives.  There will be discussions of convergence and all different types of content, management issues, advertising sales, culture, technology and all aspects of curriculum and teaching.


Two highlights of the program will be our theme plenary sessions which kick off programming Thursday and Friday mornings.  Thursday morning at 9 a.m. we focus on content with the “Convergence and Content Plenary:  Convergent Journalism—The State of the Field” including a CNN reporter, convergent journalism manager, audience expert and researcher.  On Friday morning at 9 a.m. we move from content to technology with “Convergence and Technology Plenary:  Leading the Convergence Shockwave” where executives from top technology companies Adobe, Apple, AVID and Panasonic discuss the role their innovations play in convergence.


Here are some other highlighted sessions:



=“Hyperlocalism’ in the Age of Convergence:  Something Old is New Again”

=“The Convergence Shockwave:  A Swapshop of Teaching Ideas”



=“An International Perspective on Convergence: From Americas to Europe”

=“Managing Change Internally while Seizing Market Opportunities in the Convergence  


=“Public Media’s Convergence Shockwave”



=“Cultural Convergence:  The Challenge for Educators and Students”

=“Convergence Trajectories:  Different Paths to Integration”


The conference will also offer free, hands-on technical training in a variety of production software from Adobe, Apple and AVID in the BEA Training Labs, nearly 20 exhibitor booths, opportunities to discuss convergence and other industry trends with top media executives, and the show of shows, BEA’s Best of the Festival of Media Arts Friday night.


BEA2006 Convergence Shockwave:  Change, Challenge and Opportunity—April 26 through 29 in Las Vegas.  You can check out the entire program and register online at—early registration deadline is March 10 or e-mail Mary Rogus at



Response to responses to "A Dispatch from the Convergence Trenches," Convergence Newsletter, January 2006: Focus on how news is handled and touted on Convergence

By Douglas Perret Starr, Professor of Agricultural Journalism, Texas A&M University


(Editors note: This piece continues a conversation Douglas  Starr began in the January 2006 issue and Michael Sheerin continued in the March 2006 issue of The Convergence Newsletter. Both articles can be accessed at


Michael Sheerin of Florida International University said I view Convergence through a telephoto lens to newspaper news only. He's right, you know; I know that Convergence is much broader than news.

But I did focus on news, simply because most of what I have read about Convergence is that it is a means of providing news to the masses more thoroughly and more quickly than conventional news media. It's a grand thought, assuming that the masses have computers and are logged on around the clock, and that the masses are interested in all that news.

Heck, the masses not only don't read the newspaper, they don't even look at television news. And radio news is something that happens on the hour while driving.

And Sheerin calls me a naysayer, one who opposes, habitually. I sort of consider myself an Ayesayer, not a Naysayer, nor a Yes-man by any means, because I have been known to say no when warranted.

I don't say no to Convergence; I just suggest that, in the realm of news, it be taken with a grain of salt, that it not be heralded as the be-all, end-all of anything. It's just another means of communication, albeit a major innovation, probably the greatest since movable type.

Convergence purports to be new, and shakes out new terms for the new medium. However, they are but new terms for old newspaper items and activities.

And I focused on news as relayed through the magic of Convergence because that is what is being touted, not just news, but all of the news, more news than most people want or need or can use, and RIGHT NOW. Remember, "Right Now" means that the reader be near a computer and that the computer is logged on. The same is true of breaking news on television. You don't know the news unless you're near your television and it is turned on.

But, horror of horrors, news people are calling for a new approach to writing news for Convergence. That so-called new approach not only uses old newspaper techniques, but goes further and changes the approach to writing.

The result often turns out like this: The lead sentence in a story about a Katrina evacuee being killed in Houston says only that, evacuee shot to death, because it's designed to catch the eye of the reader. However, it's not until three sentences later that the reader learns that the Katrina evacuee was shot to death by the driver of a pickup truck that the evacuee was trying to hijack. Pooh.

Hurrah for the inverted pyramid lead. At least, the inverted pyramid lead would have provided the criminal activity of the evacuee.

And, sure, there's no question, Convergence provides all those other amenities — the sights and sounds − that alter communication, and Convergence provides much more information, giving the online user the option of reading (accompanied by music or a capella, by still photos and video, all desirable) not dozens, not hundreds or thousands, not even tens of thousands, but MILLIONS of hyperlink (sidebar) articles with their gazillions of words, more than anyone even thought existed.

But, who will/can read all that?

Well, sure, some folks. Researchers, of course. People who have the time to delve that deeply into the news of the day. The average reader, however, never gets past the fifth paragraph.

Mind you, all this hoo-rah is about news, not books or journal articles or blogs ... blogs? Blogs have no authority but that of the writer, so they cannot be trusted; and, worse, they can be altered by anyone. Blogs are nothing more than tip sheets, not to be taken seriously until verified by known authority.

And there is no basis for the premise that news writing has been changed by Convergence. People still use the same English, the same words, the same syntax, the same punctuation, the same grammar. People still study and use all that and use what they learned to read the news, in newspapers, in magazines and online. There is no need to change the style of writing.

Let's step away from the side-show hawking of online news stories as superior simply because they are online and not because they are, in fact, superior stories. Many of them are not worth reading.

Instead, strive to make the news more readable. Use the time-tested methods: Get to the point; keep it simple; and write tight.


The Impact of Digital Technology on Journalism Education 


By Lindsay Simpson, lecturer in journalism, School of Humanities, James Cook University

(Originally printed in 2005 in the Australian Studies in Journalism journal, Number 14)


Apart from traditional generic skills and the ability to engage in critical thinking, tomorrow’s journalism graduate requires digital literacy and technically competency in order to compete in an ever-evolving communication labour market. This paper explores approaches to this issue from an experiential perspective.


The digital frontier is a dynamic space that encourages amateurs and professionals alike to engage in the process of newsgathering, across audio, video and text. In a rapidly changing media landscape, there are more entry points now into the media labour market than through the traditional mainstream of a decade ago. No longer do students want a curriculum that focuses on news writing, pyramid-style for a career path consisting of junior level entry into mainstream or regional media outlets. Today’s journalism students might expect to become involved in newsgathering without even completing a journalism degree.


The graduate profile is changing, particularly as postgraduate coursework programs flourish. Communication subjects have grown to become the largest area of the humanities. According to 1999 DETYA statistics, 12,323 students were studying Communication and Media Studies courses at 27 universities in Australia. Masters by coursework programs have proved to have the highest growth rate. By 2000, there had been a further increase in overall student load of 11.3 per cent over 1999 (Putnis et al 2002).


At the University of Tasmania an increasing number of postgraduate coursework students are seeking to enter the media industry for a variety of, often less conventional reasons. These students, who typically have undergraduate degrees in discipline areas other than journalism, do not necessarily want full-time employment within the media, but seek generic writing and film making skills and digital literary and technical competence to compete in a digital world, as well as skills in investigative journalism. They are attracted by the opportunity to be public watchdogs and create their own news by investigating stories often ignored by the cost-cutting mainstream media outlets. They want to work from home as freelance journalists and are prepared to work elsewhere to sustain an income. As consumers of news, delivered across multiple mediums, they have an increasing level of expectation, that they can become involved in the process. They want skills to prepare them for this brave new world.


Technology has increased the interactive process between the producers of the message and the receivers. The process of reception is never an uncritical process as Thompson (199: 14) points out. He challenges the assumption that the recipients of media products are passive onlookers like sponges absorbing water. (1999: 14). Six years ago he described recipients’ contribution to the communicative process as writing letters to the editor and phoning television companies to express their views. Today, interactivity aided by technology means the audience is not only receiving messages but is also actively participating in the sending of them. Columnists, like Margot Kingston through her Web diary (, engage with their readers directly in a way that was not previously possible. Their columns are based on dialogue in cyberspace, thus redefining the relationship between those who deliver the message and the audience. Kingston has encouraged readers to write online reviews of her latest book Not Happy, John Defending our Democracy (see  


Web logs, and now Moblogs (via mobile phone), that encourage personal expression through online diaries or journals are now estimated to number 1.8 million on the Internet. In San Diego, residents have become involved in newsgathering by posting their camera phone images of local news events on the Web for others to see, particularly in recent bush fires. (Newsplex Trends Report – No 5 [March 2004]). The URL is a medium for communication and sharing of information. It offers a database with over 1000 links including how to write news and submit your own news, as well as a free news archive dating back to 1997. Access to archived news is at an unprecedented level with issues of The New York Times between 1851 and 1995 being digitised. These issues of The Times contain more than 15 million articles. The has now integrated these articles into its search tools and pages.


Journalism students exposed to this rapidly changing news landscape have an increasing confidence they can take be included and are entering universities to seek a pathway into that workplace. Mainstream media outlets are no longer the only agenda setters and gatekeepers. Major news events are mediated worldwide through “global communications media networks” (Flew 2002: 25). Some of the first stories of 9/11 were posted on the Internet by amateurs (Allan 2002:127). The news gatherers were often not trained journalists. David Vogler, a graphic designer who captured some of the footage explains on C-Net: “Anyone who had access to a digital camera and a Web site suddenly was a guerrilla journalist posting these things.” Vogler added that he wanted to record the event for history. “When you’re viewing the experience through a viewfinder, you become bolder than when you’re naked without the camera” ( Compare this with the eerily silent coverage immediately following JFK’s assassination. Amateur war footage is becoming more the norm, such as the 53- minute video that documents the destruction of a Russian tank convoy by lightly armed Chechen partisans.


Increasingly, during the coverage of the Iraq war, the “information war”, the media, particularly the Internet has been used as a tool of war to show decapitations of hostages. The viewer is experimenting with the notion of what makes news, for example San Francisco resident, Benjamin Vanderford, faked his own decapitation he told the online magazine “to see how quickly that system will spread news.” ( All of this challenges the traditional concept of news and news gathering and should be embraced by educational institutions offering studies in journalism and the media.


If consumers are using the digital space to read news, journalism graduates should have the skills to write news that is Web based. There are 160 US newspapers which offer electronic editions and more than 225 papers worldwide (Online Newshour Digital News – 24 October 2003). Readers are choosing alternative news to the mainstream versions by digesting Web newspapers such in Tasmania, Tasmanian Times ( which tackle stories neglected by the only other daily in Hobart, The Mercury, owned by Murdoch, or the more well known (


News is no longer delivered in predictable ways or through traditional channels, but is tailor made and delivered to consumers when they want to view, read or listen to it. Today’s consumer of news is becoming adept at reading hypertext. He or she not only reads ”news” but engages in news interactives, for example in The New York Times online, with a tap of a keyboard into a video or photographs and audio news features. Consumers are invited to “roll over” photos, for example, on MSNBC News, of Saddam’s inner circle to learn about the men behind Iraq’s former dictator. We can now know, if we look up the Chicago Tribune online, what it might be like to stand in the batter’s box facing a hard-throwing young pitcher, according to Associate Professor Rich Gordon, chair of the new media program at Northwestern University who gave this interactive example in his new book on digital storytelling highlighted in Online Journalism Review. ( In Washington State, Gordon writes, the local government created an interactive game to allow citizens to choose the developments they wanted for the waterfront.


Graduates need to be prepared to enter newsroom of the future. Tomorrow’s graduate is no longer entering a news field where specialisation of print, radio or television is considered important. Instead the focus is on skills in knowledge management. The modern newsroom, says Kerry Northrup, the executive director of Ifra’s Center for Advanced News Operations, “should be capable of managing very large amounts of raw input data, and be capable of outputting more than just one type of information processed for a single type of media” (Quinn 2002: 20).


Tomorrow’s newsroom must work across multiple media simultaneously and in real-time. It will be the hub of an information-based service company, more content-driven and less product-limited. It will be in a constant race for the latest publishing technologies, skills and methods, in a constant state of change and innovation. In this newsroom, the tenets of journalism must be stronger than ever. The manner in which they are practised, however, must adapt to a new generation of journalists with new capabilities to serve the public’s ever increasing need to know in ways both more effective and more accessible (


A worldwide industry survey, conducted by the College of Journalism and Mass Communications at the University of South Carolina, cites adapting print news style to a multiple media format as more important than any visual communication skill or the ability to work in teams. Of all respondents to this survey, 65 per cent of employers “wanted to hire someone with an education in ‘new media journalism’” (Quinn 2002: 170). Stephen Quinn also cites the American Journalism Review which states that journalism recruits were expected to be able to write quickly for multiple deadlines and have the ability to make multiple-media news judgements (Quinn 2002: 171).


News, as we all know, will always be a commodity and the larger corporate context still defines market-driven journalism which is precisely why, even though it is still in its infancy in Australia, convergent journalism is here to stay. The development of new technologies of production, distribution and reception has linked the changing media landscape to the growth of the capitalist economy (Thompson 1999: 22). Tomorrow’s graduate will be expected to enter the news marketplace equipped to record, write and film events. These mergers and takeovers between the computing and IT industries, telecommunications companies and the media sector have changed the demand for the type of skills expected from tomorrow’s journalism graduate as the race is on to deliver content across as many mediums as possible.


A university is an ideal place in which to be able to deliver the practical and theoretical underpinnings reflecting these changes. This often means, as an educator you are outside of your comfort zone and in unfamiliar territory. Keeping up with technology means predicting what tomorrow’s media industry will want – not to mention understanding things like XLR protectors and the difference between radio microphones and lavalier lapel mics. As Marshall McLuhan said, decades before the words “digital literacy” became in vogue, the medium is the message.


With access to digital tools such as cameras, and microphones and some basic skills these students can provide on-the-scene footage from a news event as it happens. Programs like Dateline and Insight on SBS promote the idea of the video journalist and have produced some of the most engaging television seen in Australia. In a world dominated by infotainment where “reality” television is becoming more contrived, the raw footage produced by people like Mark Davis on SBS of an interview with a guerrilla leader in the back of a car is far more compelling because it embodies realism. All of this is good news for journalism educators particularly now that digital technology is affordable and can be resourced without steep budgets.


Katherine Fulton (Quinn 2002: 14) states: “The good news is that journalism and journalists ‘could become more essential than ever.’ Smart journalists will embrace new forms of journalism such as multi-media storytelling and learn to take advantage of archival resources ‘aggregating and repackaging reporting from many sources’.” We, as educators, are always working out the best way for our students to learn. Project based learning involves students undertaking practical activities. This, in my view, is an ideal way to teach convergent journalism, storytelling across multiple mediums.


At the University of Tasmania, in 2003, we offered convergent journalism as an intensive two-week subject in our Masters of Journalism & Media Studies. All three media were emphasised and students had already gained skills in writing text before enrolling in the unit. Most, however, had no experience in audio or video. Sound and visual workshops were conducted independently and then integrated, before students were introduced to non-linear editing. The end product was a three-minute audio and a separate three-minute video with 800 words of text. There are opportunities for educators to develop prototype Web pages to deliver these local stories to a global audience or developing an e-zine, for example, with an international theme such as the environment with national and international counterparts.


In the convergent journalism unit which was taught at the University of Tasmania, storybuilding was delivered via an industry professional, a documentary filmmaker. The major topic for all three mediums was “Tasmania in Transition: Finding the Tasmanian Voice”. The most recent cohort of students produced stories involving a wilderness therapist whose PhD is entitled: “Busy doing nothing”; an environmental activist who uses music to spread his message, and a local hip-hop artist from a disadvantaged Hobartian suburb, who expressed his view of urban life through rhymes. All were voices outside of the Tasmanian stereotype and their stories were not aired on the traditional media. Having presented one of these three-minute films to New Zealand journalism lecturers at a conference at the end of 2003, I discovered how well the material travels across international borders and was able to investigate what virtual experiences might do to our notion of community.


Some of the graduates from convergent journalism went on, in 2004, to take part in an internally funded project to document the teaching/research nexus at the university. Five academics were chosen to demonstrate how they use a teaching/research nexus in their own practice. These mini documentaries are being placed on the university Web site and were showcased at a “Teaching Matters” conference last year to highlight an important strategy adopted by Teaching and Learning. Students’ skills were enhanced and they were paid so value was placed on their work. They gained authentic learning skills from the project with deadlines and professional responsibilities.


Some of the students have used the convergent skills in the marketplace. A recent graduate submitted a print story to the Good Weekend magazine on Senator Bob Brown rafting the Franklin River for the first time after 16 years in the heady days of the Franklin campaign. The student, who was also a guide on the journey filmed the expedition and recorded audio. The ABC has expressed interest to produce a radio documentary for its program, Bush Telegraph. Her footage of the event was shown on local news broadcasts. Providing these opportunities for students and following through the task of completing an assignment for publication is an important role for the journalism educator as within the university environment, practical exercises can only be a poor simulation of the real world. 


What have I learned as an educator? Convergent journalism was by far the most difficult and challenging course I have ever offered, but if you are to develop a teaching practice that embraces risk-taking, you need to experiment in order to push subject boundaries. Convergent needn’t dilute the “basics” of good writing, reporting, and ethics. It is my view, that we cannot resist this change. 


Professor Gordon concedes that the trend won’t happen overnight, but he said: 

No longer can journalists assume that just because they work in one medium (say, a print newspaper), they don't need to worry about how their story should be presented in another (on television or the Web). No longer can journalism school faculty assume that they can turn out graduates who understand only one set of communications tools… the journalists who best understand the unique capabilities of multiple media will be the ones who are most successful, drive the greatest innovations and become the leaders of tomorrow (2003). As educators, we need to take note. 




Allan S. & Zelizer B. (eds) (2002). Journalism After September 11. London: Routledge.


Flew, Terry (2002). New Media: An Introduction. Melbourne: Oxford University Press.


Gordon, Rich (2003). Digital Journalism: Emerging Media and the Changing Horizons of Journalism. Lanham: Rowman & Littlefield cited in Online Journalism Review. [Accessed 20 November 2004].


Putnis P., Axford B., Watson L., & Blood W. (2002) (eds). Communication and Media Studies in Australian Universities. University of Canberra, Division of Communication and Education: Lifelong Learning Network.


Thompson, John (1999). “The media and modernity” in H. Mackay & T. O’Sullivan (eds) The Media Reader: Continuity and Transformation. London, Sage.


Quinn Stephen (2002). Knowledge Management in the Digital Newsroom. Oxford: Focal Press.





Canada. Com




Fairfax Digital: Margot Kingston Webdiary


Newsplex Web site


The New York Times


Not Happy John


Tasmanian Times


Online Journalism Review [Accessed 3 October 2004


Write the News


Lindsay Simpson was a lecturer in journalism and media studies at the University of Tasmania when she wrote this article; she is now a senior lecturer in journalism at James Cook University, Townsville.



Reinventing College Media Mini-Summit Revisited


By Bryan Murley, College Media Advisors’ Webmaster and University of South Carolina doctoral candidate


About 40 college media advisers and students gathered at Ole Miss the weekend of Feb. 3-5 for a “mini-summit” on the future of college media.


While those in attendance didn’t come away with any crystal ball insights into the future, they did get some new ideas and new things to ponder for their student media operations.


The Reinventing College Media mini-summit was the brainchild of Ralph Braseth, director of student media at Ole Miss, and Chris Carroll, director of student media at Vanderbilt University. Last fall, both veteran advisers began discussions about the changes taking place in the news industry during the Fall College Media National Convention in Kansas City. After the convention, they influenced the CMA to host a Weblog where discussion about the issues facing college media could take place.


The Web site,, went live in November, and plans were immediately underway for the mini-summit.


In some ways, the soul-searching undertaken by College Media Advisers, Inc. is similar to the soul-searching that takes place at the annual convergence conference sponsored by the University of South Carolina and BYU. Student media advisers are looking at ways to retool their media for a changing audience. While they didn’t use the word “convergence,” it was clear that advisers are trying to find ways to adjust to multimedia storytelling.


Friday night, Dr. Brian Reithel, dean of the business school at Ole Miss, told attendees about the changes that were sweeping through the world of computing and how those changes will possibly affect student media operations.


On Saturday, Lex Alexander, citizen journalism coordinator at the Greensboro News & Record, detailed the history of the citizen journalism experiment in Greensboro, and how colleges should be training journalists for the future of media.


Make sure students are competent not only at reporting and writing, but that they are at least competent at recording and editing video, recording and editing audio, create a basic Web page,” Alexander said. “Teach them how to tell which medium or combination of media best tells any particular story.


“There’s a place for people with those skills, that ability to think and deal with those kinds of questions in every newspaper in America right now. And that may be the only way we get journalism done 20-30 years from now,” Alexander said.


Dr. Samir Husni, department chair and professor of journalism at Ole Miss, brought those in attendance up to speed on changes in the newspaper landscape across Europe, and what those changes might mean for the future of news in the U.S. Almost every major newspaper in Europe has switched to a smaller format - something they call “compact,” which is a more “vertical” tabloid format. For some, this has meant a transition to using the front page as a magazine-style design, rather than a traditional news front page design. One dominant photo or art element is featured, along with headlines to stories inside the edition.


“For newspapers to survive, they must be a bridge between yesterday and tomorrow. Publishers must change the way their papers look, feel, read, and deliver. You are not reporting the news, but creating the content,” Husni said.


Later, Carroll showed how student media at Vanderbilt were just beginning to transition away from silos of content to a more converged management model, and Lee Warnick of BYU-Idaho closed the summit with an idea-generating session on ways for the attendees to experiment at home and bring their results back to a future conference. He used the acronym ACE to describe the future of news media: Accountability, Connectivity and Engagement.


The mini-summit didn’t “reinvent” college media in February, but it helped move the conversation along in a key segment of the college journalism universe.


For more complete details about the summit and the speakers mentioned above, readers are invited to peruse the articles at the reinventing college media Web site: Thoughtful contributions are also appreciated.





American Press Institute and J-Lab

Citizen Media: Engaging an Empowered Audience

April 4-5, 2006

Reston, Virginia USA



Institute for Analytic Journalism

Ver 1.0 – A Workshop on Public Database Verification for Journalists and Social Scientists

April 9-12, 2006

Santa Fe, New Mexico USA


Participants in the three-day workshop will explore developing statistical and other methodological tools suitable for social scientists, biomedical and behavioral researchers, journalists and other interested investigators to determine the veracity of public records databases.



ASNE Convention

April 25-28, 2006

Seattle, Washington USA +++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++


Broadcast Education Association

Convergence Shockwave: Change, Challenge and Opportunity

April 27-29, 2006

Las Vegas, Nevada USA


The BEA2006 Conference aims to create a forum for discussion and research on the issues that face media convergence today. The deadline for pre-registration is March 10, 2006.



The University of South Carolina School of Journalism and Mass Communications

Newsplex Summer Seminar Series

May 8 – June 30, 2006

Columbia, South Carolina USA


Four separate seminars will be held at Newsplex in May and June 2006, ranging in topic from a broad overview of convergence trends to more specific training in Web publishing and specific software operation. The seminars are:


May 08-12: Convergence Software Bootcamp #1

May 22-26, 2006: Teaching and Research in Convergent Journalism

June 12-16, 2006: Web publishing in Convergent Journalism

June 26-30, 2006: Convergence Software Bootcamp #2


For more information, or to reserve a spot, visit: or e-mail Augie Grant:



World Association of Newspapers

World Editors Forum

June 4-7, 2006

Moscow, Russia



National Association of Hispanic Journalists Convention and Media & Career Expo

NAHJ in the Old West: El Portal a un Nuevo Mundo

June 15-18, 2006

Fort Worth, Texas USA



International Communication Association

Networking Communication Research Conference

June 19-23, 2006

Dresden, Germany


Conference pre-registration starts January 15, 2006.



Asian American Journalists Association National Convention

June 21-24, 2006

Honolulu, HI USA



AEJMC Convention Call for Papers

August 2-5, 2006

San Francisco, CA USA


The programming groups within the Council of Divisions of the Association for Education in Journalism and Mass Communication invite submission of original, non-published research papers to be considered for presentation at the AEJMC Convention, postmarked no later than April 1, 2006.



Native American Journalists Association Convention

August 10-13, 2006

Tulsa, Oklahoma USA



SPJ Convention & National Journalism Conference

August 24-26, 2006

Chicago, IL USA



University of South Carolina College of Mass Communication and Information Science and Newsplex

Convergence and Society: Ethics, Religion and New Media Conference

October 19-21, 2006

Columbia, SC USA


Since September 11, ethics and religion have emerged as important topics in the study of new media. At this conference, the moral implications of emerging media are addressed at the levels of society, culture, and the media professions. It is a forum for scholars, media professionals and theologians to discuss converging media from the standpoint of competing values. Papers and panels may include institutional, content, audience, cultural, political and technological perspectives on media from the perspective of social responsibility. Abstracts, completed papers and panel proposals for this conference should deal with one or more of the following four themes:


= Ethics: Examination of current approaches to moral reasoning about convergence

= Values: Analysis of values related to converging technologies (i.e., information equity, privacy, diversity, etc.).

= Religiosity: How denominations are contributing to public and policy discussion of convergence and values.

= Media Convergence, including convergent journalism, technological convergence and audience behavior.


The purpose of this conference is to provide a scholarly exploration of these issues individually and of the connections among them. Submission may address theory, history, media practice, social influences, cultural issues, legal implications and effects upon consumers.


Faculty and graduate students are invited to submit in one or more of three categories: completed papers, proposals or abstracts of papers in progress and proposals for panels.


Submissions may address practical, theoretical, phenomenological, critical and/or empirical approaches to any of the subjects listed above. All submissions will be reviewed by a jury that will consider: 1) relevance to the conference theme, 2) the quality of the contribution, and 3) overall contribution to the field.


Submission guidelines:

=Electronic submissions (Word or RTF attachments) are encouraged (send to

=Paper copies may be submitted: five paper copies of the submission should be mailed.

=A detachable cover page should be included with the title of the paper or panel and authors’ names, addresses, telephone numbers and e-mail addresses. For electronic submissions, the cover page should be in a separate file.

=Submissions deadline (postmark) is June 15, 2006. All submissions will be jury-reviewed with notification to authors and organizers on or before July 31, 2006.


For registration and further information about this academic conference, visit the conference Web site at:


Papers, proposals, abstracts and panel proposals should be addressed to:

Augie Grant, Conference Chair

ERNM Conference

College of Mass Communications and Information Studies

Carolina Coliseum

Columbia, SC 29208






Publishing a book about convergence? The Convergence Newsletter regularly publishes information about new and upcoming books on convergent journalism. Send your submissions to +++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++


---------------Publisher and Editorial Staff


The Convergence Newsletter is free and published by The College of Mass Communications and Information Studies at the University of South Carolina.


Executive Editor

Augie Grant, Ph.D.



Jordan Storm



---------------Copyright and Redistribution


The Convergence Newsletter is Copyright © 2006 by the University of South Carolina, College of Mass Communications and Information Studies. All rights reserved.


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The Convergence Newsletter provides an editorially neutral forum for discussion of the theoretical and professional meaning of media convergence. We welcome articles of all sorts addressing the subject of convergence in journalism and media. We also accept news briefs, calls for papers and conference announcements. Our audience is both academics and professionals and the publication style is APA 7th edition. Feature articles should be 750 to 1,500 words; other articles should be 250 to 750 words; announcements and conference submissions should be 200 words. All articles should be submitted to The Convergence Newsletter editor at Please include your name, affiliation and contact information with your submission.


The Convergence Newsletter is published the first week of each month except January. Articles should be submitted at least 10 days prior to the publication date. Any questions should be sent to



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