Discusses different ways of conceiving the content and purpose of journalism history courses. Maintains that history is about arguments, not facts; and that there is no such thing as journalism history. Notes that both premises are applicable to research and are easily and usefully employed in the classroom. (SR)

Argues that literary journalism is no threat to fundamental news writing and that it does not place style above substance. (FL)

Discusses the pedagogical benefits of advertising competitions, and describes five national competitions available to students, including Nissan Student Advertising Contest, Philip Morris Marketing Communications Competition for Students, Direct Marketing Collegiate Echo Competition, and American Advertising Federation National Student Advertising…

Points out that metaphors, one of humankind's most powerful tools of expression, are alive and well in journalism, but dead in the journalism classroom and writing laboratory. (SR)

Summarizes the humorous observations of Edgar Wilson Nye concerning the content of journalism curricula. (KS)

Maintains that journalism educators must integrate the disabled student into their programs and that journalism professionals must integrate the disabled journalist into the newsroom. (SR)

Describes the functions of and lists participants in several national journalism education organizations. (KS)

Discusses some uses of moral development theories in the teaching of journalism ethics. Presents theories proposed by developmental psychologists Lawrence Kohlberg and Carol Gilligan, along with some interpretations of them within journalism ethics instruction. (SR)

Describes a journalism course which focused on media coverage of minorities. Emphasizes the need to integrate this subject into the journalism curriculum. (MM)

Compares five years' contents of four scholarly and trade publications in journalism ("Columbia Journalism Review,""The Quill,""Journalism Quarterly," and "Editor and Publisher"). Describes them in terms of 14 issues derived from telephone interviews. (SR)

Outlines two approaches to the pedagogic use of computer-mediated communication, to give students familiarity with a technology increasingly important to media professionals. Offers topic illustrations for use in various courses, and gives tips for going online. (SR)

Shows why the "screw model" of news story organization helps journalism students to visualize the way stories should and should not be structured. (RL)

Contains information about schools and departments of journalism; journalism education organizations; national funds, fellowships and foundations in journalism; collegiate and scholastic services; media and professional associations; and professional and student societies. (RL)