The Columbia campus is suddenly flooded with new students, some of them young journalists about to embark on the 10-month whirlwind that is a master’s at the Graduate School of Journalism. In honor of the incoming class, we asked some of our Columbia Journalism School professors what material they wish they’d got their hands on before they started out. Here are their recommendations:
Bill Grueskin, Academic Dean:
A Time to Die, by Tom Wicker, a gripping account of the Attica prison uprising; Interview with History, by Oriana Fallaci, a selection of interviews by a passionate reporter; and Follow The Story by James Stewart, an excellent guide to making sense of narrative. (This was also recommended by Professor Hancock, who writes: “I assign James Stewart’s Follow The Story, to all my masters project students, because it’s a wonderfully practical guide from a master journalist to building a complex story, from idea to the published result.”)
Emily Bell, digital media:
Here Comes Everybody by Clay Shirky, as he is a wonderful writer and early advocate for the social web. Even if you don’t agree with his hypotheses, his explanation of disruption in communications and how it has sparked a golden age of self expression is a magnificent read.
Kevin Coyne, narrative writing:
J. Anthony Lukas’s Common Ground, a book not just about the school-busing crisis in Boston, but about class and race in America’s cities. Deep, complex, with a swift and arresting foreground narrative — the gold standard of narrative nonfiction.
LynNell Hancock, education:
Katherine Boo’s first book, Behind the Beautiful Forevers, for pure storytelling enjoyment. Then return to the first few pages and work through all the vast reporting that went into each sentence, each quote, each nuance, each conclusion. Kate spent three and a half years in one of the most miserable places on earth, “a sumpy plug of a slum” outside Mumbai, and managed to recreate that world with lyrical writing and fresh understanding. She neither condescends to her subjects, nor sinks into predictable conclusions. And she does it all with the gritty skills of a curious reporter, combing through reams of public documents, hours of interviews, weeks inside courtrooms and police stations. It’s a book that shows new reporters what is possible in this profession they have just chosen, and what hard work is needed to get there.
Ann Cooper, international reporting:
The Giant Pool of Money takes a complex moment in recent U.S. history — the 2008 economic crisis — and explains (with greater clarity than just about anything written on the subject) how banks came to make so many mortgages to people who were lousy risks, who profited from that, how that evolved into the housing crisis that is still reverberating through the U.S. economy, and how all of that tied in to the Wall Street and banking crises. And — it’s all told in an engrossing audio story. No visuals, yet the storytellers introduce you to characters so vivid you can see them and their situations with greater clarity than if they were part of a video piece. This was an early effort by public radio journalists who developed the Planet Money reporting project, which explores innovative ways of telling complicated economic stories that have significant impact on our everyday lives. Masterful, sometimes entertaining, sometimes poignant, storytelling. One of the best pieces of American journalism in any medium in the last several years.
Paula Span, profiles:
This is one of my favorite examples, over recent decades, of knock-out narrative non-fiction, long-form division. A book that showed me what was possible. And the Band Played On by Randy Shilts is a sweeping chronicle of the early years of the AIDS epidemic by a gutsy, tireless, infuriated San Francisco Chronicle reporter. Shilts, generally acknowledged the first openly gay reporter at a major U.S. newspaper, saw what was coming, saw how willing most Americans were to turn away, and researched his book (meticulously) for five or six years — during which the president of the United States famously declined to say the word AIDS. Shilts preserved a history that might have been lost, as the disease claimed victims, caregivers, organizers, protestors. In 1994, it killed him, too.
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Disturbing that a journalism professor would cite "Giant Pool of Money." Not just the deep conflicts between Planet Money's funding and the type of reporting it ostensibly does, or Adam Davidson's many many pro-financial industry activities, statements, and reporting, but also just the fact that that specific show goes so far out of its way to present a picture that absolves any agents of any responsibility for the crisis: "It's just too complex! No one could have known!" This explanation is a little less compelling when Ally Financial is paying Planet Money's bills.
#1 Posted by kabosht, CJR on Mon 10 Sep 2012 at 07:04 PM
Some serious stresses and strains seem to be emerging for young journalists.
Nothing to do with their education, of course.
If you can educate a journalist in ten months, good luck.
I would set 20 months as a minimum.
Columbia should lead the way in doing so.
What is missing in the recommendations, many of which are interesting, is a comprehensive program for the study of Human Culture.
Over two years, journalism schools should run a live curriculum in History and Politics, with relentless absorption of media cycles.
Bookstore sections in International Politics, for example, are fast moving and interesting. One of the dullest areas in school must be history, and also social studies. Here the textbooks should be retired and live curricula tested unrelentingly.
A systemic lapse in education in journalism is the failure to teach students how to make independent assessments in subject areas such as Religion and Philosophy, Cognitive Science, Linguistics, and Literature.
In the Human Culture Journalism Program, students would not only assimilate "Cognition" by Mark Ashcraft, but also learn how to perceive the limitations of experimental cognitive science. There are no experiments in memory, language, and pattern perception that would constitute learning experiences so that students would be able to significantly enhance their cognitive capacity.
There is no understanding in either psychology or journalism of what such experiments should do. There never will be in journalism, unless students master "Cognition," the COBUILD English Grammar, the Norton Critical Edition of the King James Old Testament, and "The Wings of the Dove"--some of the most remarkable products of Human Culture.
Then they would be prepared to be true education reporters--but not in the now deadest area in American journalism.
#2 Posted by Clayton Burns, CJR on Tue 11 Sep 2012 at 03:06 PM