Evaluating the Institute for Citizen Journalism Website, Maxwell Rausch

This was a story posted on the Institute of citizen Journalism's website in 2007: Canada set to extridite native Tuchone to the US.



Is this site reliable?



The mission of the site itself is to promote citizen journalism and provide support for citizen journalists: no product or ideology is being pitched, beyond the ideals of journalism itself. There is no predeterminedaudience, the story is available as a matter of interest. The author's name, Rex Weyler, is clearly visible beneath the headline, which in itself is a link to his credentials.



The story is formatted and presented as a hard news story, not fitting for a book or a journal. The site provides the date the article was published as well as the occurences of the events themselves. While this provides more than enough information to google the topic and verify the facts, links to other sources are not readily provided. it should also be noted the article is also out of date, although the story may still ahve all the information pertinent at the time the story was relevant.


The site is independently run ,with no allegiances to other organizations. It is a national site, and provides stories for readers and resources for journalists across Canada. Moreover, the author has no invested interest in the topic, besides as a concerned citizen and human rights activist. Even so, he still manages to write without bias.



The transparency of the site and its writers makes the ICJ a reliable source. Image depicting: John Graham.

Evaluating Ryerson.ca/journalism, Kris Hoyt

Overall Content:

The point of the website is ultimately to advertise the journalism program in Ryerson University. It mentions that the students learn their trade on the streets under the tutelage of professionals. As it has a list of all faculty, I can search to see whether or not this is true. It also claims that the magazine the program publishes won awards, although the actual site for the magazine does not make any reference. It also states that journalists claim that the school is one of the best, but they do not mention any specific professionals.

Author:

The author of the site is presumably under the employ of Ryerson University, and the site is obviously made to promote the University. The purpose of the site is to convince people interested in the Journalism program to attend their School.Links:

I could not find a specific author.

Links:

Most of the relevant links lead to other Journalism sites. These sites include Poynter and other such sources, looking at journalsim itself and smaller issues that fall under journalism, such as religion.

Piture was found at http://www.downtownyonge.com/files/images/Ryerson%20Rendering.jpg

Evaluating "To Find People, Think Before You Click", Ricki Cundliffe, Megan Perras

Link to WEBSITE

Overall Content:

The purpose of the webpage is to inform the public as well as journalists how to properly search for a person/topic online. The information is factual due to the fact that it comes from a professional journalist. There is no product being sold, or organization being advertised.

The information is complete, the author is named, and his qualifications are as follows- Julian Sher is an award-winning investigative journalist in print, TV, radio, and on the Web, yet that doesn't stop him from not editing her work throughly: "Now imagine you tried to the same searches 20 years ago before he web existed." We found this grammatical error in his blog entry.

The intended audience is for any and all internet users, specifically journalists or writers or investigators.

Compare With Other Resources:

This blog entry is non-specific, but it is relative to online and it is online. Information concerning Internet usage should originate from online sources for convienience. You would not necessarily have to go through another source to verify Sher's information as he is a professional and he has working links to all of the websites that aid in an Internet search for your convenience.

Sher's blog was published on July 29, 2009. Historical materials are not necessary, though current sites and social networking links help ensure accuracy and timeliness.

Author:

Julian Sher is the creator and webmaster of JournalismNet, and is an award-winning documentary TV producer. He has written five books. He is also an Internet trainer and consultant for top media clients around the globe. As stated above, Julian Sher is an award-winning investigative journalist using many mediums.

The information given is factual rather than opinon and biased.

The website where his blog is posted is "People Search Pro", which may have some lucrative motivations.

You cannot directly contact Sher, but you can comment freely on his blog article.

Check The Links:

Sher intertwines links to websites aiding in people search within his blog. They are comprehensive links and they also give you a variety of choices in which internet search mode you would like to use.

Note: Image From: http://www.peoplesearchpro.com/journalism/images/juliansher2.jpg

Evaluating "The Darfur Blog," Jesse, Terra and Jayme

Accuracy in "The Darfur Blog"

Links
This site links to other sites around the web that can verify what the author has written. Some stories have more links than others, but for the most part links are ubiquitious. One link we clicked on brought us to The Washington Times' home page, which was not relavent to the link name. Links should be directed to the appropiate data it's refrencing. Most links are overly generic and don't give the reader insight to the story itself. One link brought us to The China View's webpage which seemed credible because we were able to research the author and editor of the article.

Displaying Author's Names
There is no direct attribution to the author's names, the name is printed but there is no link complements the name. There is no established credibility because it is a blog, but there is wide selection of links to bring you to more well known news sites.


Timeliness
The latest blog entry was from August 20, 2009 which means it is not constantly updated and verified. That is likely why the links no longer took the reader to the appropriate article but rather the homepage. The author probably hasn't used his computer in quite some time.


Note: photo from Static

Evaluating "The Journalism School-Columbia University", Claire Theobald

Overall Content:- The purpose of the web page is to educate the reader on the Journalism Program at Columbia University. Used to Advertise? Why yes, yes it is.
-The information on the web page is presumably correct (however, I don't feel like calling the university to grill them on the information on their web page. I'll just take their word for it)
-Although the specific author is not named (as in the creator) it is labeled with Columbia Universities brand, and contains in it extensive contact information.
Compare With Other Resources:
-As this website is hosted by Columbia University, and is about Columbia University, I would speculate that it may be a fairly credible source when it comes to facts.
-You for sure should contemplate a secondary source, just because the web site looks good doesn't mean you should throw tuition money at the all willy nillie.
-It seems to be current and up to date
-It seems to cover the program content fairly well, however it focuses merely on the positive aspects and does not give voice to those who may wish to raise concerns (for painfully obvious reasons)
Author:-Although there is no specific "author", the website does drop several names that can be used to verify it's credibility.
-Well, Columbia is pretty credible and a well known institutuion so it seems to be pretty well set in that aspect...
-Of course there is bias, it is advertising the Journalism program! It WANTS applicants
Check the Links:-The links are utilised mainly to navigate the internal structure of the Columbia website, specifically throughout issues that would concern Journalism students.

*picture stolen from the wiki

Evaluating "Canadian Press" Website, Steven Wagers

Overall Content

• Web page has a bunch of news stories. I think that it is trying to sell itself to the reader. There is no advertising on the homepage.
• Intended audience is anyone who is looking for news stories that were written by the canadian press.
• Audience is directed toward Canadian news readers.

Compare with other resources

• This site shows the most popular stories in certain genres (Health, Sports, etc.)
• The website seems very polished and it is nice to look at but I think that if I was looking for news, I would probably look elsewhere first.
• The website may be preferable for Canadians because they seem to publish only Canadian stories.
• Canadian Press itself has been around since 1910 but they started using the internet in 1997.

Author

• The authors work for Canadian Press which is a well known news publication in Canada, and therefore I am willing to say that they are fairly trustworthy. I trust that editors have taken the time to look over stories and make sure they are factual and The writers themselves are probably no slouches either.
• Bias is evident in that the news stories are strictly canadian. The information is clearly for educational purposes as it is a news site.
• There is a section called "about us" that gives readers information about how Canadian Press goes about their business.

Links

• Links are used mainly to get to the stories and do not stray from the website very much.
• To verify the reader would probably have to use search engines to get the information needed as links to sources are not readily provided.
• Links were last updated today (Feb 9).

Conclusion

• I gotta say the website looks good, and for the most part it does what it is supposed to.

Evaluating "Wired.com/dangerroom", Kevin Penny

Overall Content

• The content of the website is mainly related to American national security; however, there are several postings that relate to major world events. Mostly all of the postings have hyperlinks set inside of them to direct you to other information. The only advertisement seen on the website is a store dedicated to Wired products and a Haiti relief donation website. Although slightly satirical, the site directs its attention towards those concerned about the ongoing trials and hardships that the military undertakes every day.

Compare with other resources

• This website provides quite valuable information on topics that would normally not be covered by mainstream media. Books or journal articles would be helpful, but the information would be outdated by the time they were published.
• The website is preferable due to the fact that it provides timely information to a mass audience, and provides the additional sources needed for further reference.
• The site dates back to February of 2007, while current and historical materials are provided by the hyperlinks when needed.
• This site covers most topics relating to national security, and provides adequate hyperlinks for references.

Author

• There are several authors of the blog, and the editor of the blog is also a contributing editor to Wired Magazine.
• There is a slight bias against war efforts, but it is heavily laden in sarcasm. Mostly the blog is aimed at educating the public on what goes on with national security.
• This blog is run by Wired Magazine, and the editor was a campaign staffer with the Bill Clinton presidential campaign.
• The authors of the blog all have accessible email addresses, and the editor's number is easily obtainable online.

Check the Links

• Hyperlinks are actively revised throughout each blog, allowing easy access to other forms of additional information.
• These links are quite diverse, ranging from .gov and .mil websites to .org and .com, giving an objective view towards most posts.

Image taken from Dangerroom's twitter page.

Evaluating "CAJ: The Canadian Association of Journalists," Aden Cruz

Overall Content

• CAJ's website is designed to inform and update CAJ members. It also provides the general public with information regarding what CAJ does, as well as ways to contact CAJ. There are also general information available regarding journalism, such as ethics, guidelines, and principles.
• It was last updated January 2010, and is quite up to date.
• The intended audience are those in the Journalism profession as well as those with related inquiries such as public relations.

Compare With Other Resources

• Though information in this website appears to be accurate, it is very limited compared to other websites, like Poynter and J-Source, that provide more in-depth information in topics relating to journalism.
• Secondary sources would definitely be needed as content is limited.

Author

• The producer of the content is the Association it self.
• Bias is not apparent as the site simply serves to inform for the most part. However, it is also designed to get members to join.
• Under "contact", members of their executive committee is listed. They all appear to be working editors or journalists.
• Affiliates include CNW Group, Globe and Mail, Toronto Star, Marketwire and CBC Radio.

Check the Links

• The links are mostly internal.
• Links to affiliates.

Note: Image from CAJ Website http://www.caj.ca/

Evaluating "Berkeley School of Journalism" -Devon Bowie

This is the home page of the Berkeley Graduate School of Journalism. Its purpose is to attract potential students, or give current students information. As an educational instuitution, the site can be trusted for accuracy.
The site is good in the Aristotelian sense, as it fulfills its purpose. It is not, however, a particularly good resource, and other sources would likely be better for most purposes.
The site is authored by professional writers working for Berkeley, and thus trustworthy.
The site has been recently updated, with a copywrite of 2010 on the bottom of the page.

Evaluating: "Poynter.org", Shannon Findlay and Katrine Sorensen.

Overall Content:

• The website being published by the Poynter Institute (a journalism school) is free, but contains several advertisements of different kinds.


• Authours of the articles are named, but their titles are not disclosed. The page was updated several times on the day of evaluation.


• The site is intended for journalists, journalism students and other news junkies although this is not stated on the site.

Compare with other resources:

• The website may not provide better content than written publications, the content is simply of another character.


• Since the site is published by a journalism school, the audience can expect a fairly high degree of reliability.


• The site (as many other websites) focus primarily on current information even though it dates back to 1995.


• There is a multitude of various tools and information on the site, and the site links out to relevant information.

Author

• Poynter Institute is the author of the website.


• Poynter Institute is a school of journalism. PI is the owner of a company that publishes St Petersburg Times and Florida Trend magazine.


• The content is meant to educate, and has an extensive list of corrections to their own articles.


• The site is funded by advertisements on the page.


• The Poynter Institute supports its own information.


• It's an American institution that provides the page.


• Contact information is provided on the website.

Check the Links

• The site provides both internal and external links. The references are stated fairly clearly.


• The newer links we tested all worked, but a link from a 1999 article disappointed us. Dates of revision are not posted on the articles.


• The links do not seem to have been evaluated in any way.

"The Canadian journalism project" (Jennifer and Pam)

J-Source is a Canadian journalism site where journalists can find facts, opinions, tools, advice, and connections.

Overall Content

The prupose of the page is to present information about journalism and provide connections with others in the business. There is no reason for the information to be fabricated, there is also a long list of resources which can be used to to backcheck as well as links to original sources. There is no advertisments in the site to sway it on any point of interest. The author is clearly identified with current dates visible on all articles. This site is directed towards Canadian journalism and aspiring journalists from Canada offering information on schools, useful resources and mentors.

Compare with Other Resources

As compared to books and hard copy aricles this site runs circles around them. The information is up-to-date, visible in real time, and porivdes a wide range of information and topics related to Canada. It is easily searchable with a seach engine limited to this specific web site, and creates relevant and useful links to other places in the web. The web stie is news orientated therefore requires timely up-to -date information. Historical material is welcomed for refrence but not necessary.

Author

Authors differ by story, however the site was originally created in 1999 and has been well kept since with a large list of Editors and Managers. The founding Editor was Ivor Shapiro from the Ryerson University. The main editors are professors from Canadian Univeristies that teach Journalism. The authors have attempted from inform viewers of options for Canadian journalists and some of the issues related to being a journalist in Canada. The website is sponsored by The Canadian Journalism Foundation and leading journalism schools in Canada. It is a national project run by many instiutions in Canada. There is easily accesible contact information for the home office as well as the Editors.

Check the Links

There are no cleary stated rules for links, the majority of them seem to be up-to-date and in working order. They link to a range of information from all over the web that could be found elsewhere, but creates an easy atmosphere for curious poeople to investigate.

Chapter 5: Critical Interpretation, Jayme, Hagen, Jesse

Purpose:

Ensuring the sources you attribute are reliable.

To know what sites are reliable and trustworthy.

• Checking URLs and discussion boards.
  
• Copy-Editors, Journalists as well as your average consumer.

Structures and Features:

• Uses many bullets and lists.


• Consumers don't have the attention span to read through full texts.


• Lack of images creates distaste among consumers.


• Shorter and more concise, it is textbook style and objective.


• There is a repititive use of the same words in order to fit the design of the search engines.

Power:

• The text is mostly fair in that it uses examples and references itself.


• Government and large media sites are seen in a better light because their history is more credible and reliable. Individually-published sites or blogs are seen as less credible because the reader doesn't know the writer's agenda.


• The consumers, anyone who wants solid, objective news.


• Any sites that use fact-checking, links and references to gain credibility, the readers ultimately benefit because the sites are more reliable.

Gaps:

• Citizen Journalists are mentioned but not thoroughly discussed.


• Bloggers, discussion boards.


• People who don't care about honest journalism.


• Discussion boards are not really objective because many readers share the same opinion as the blogger.

Note:
Image from: Bellizzi

Chapter 5: Critical Interpretation, Shannon Findlay & Katrine Sorensen

Purpose

• 
  
  
  This chapter covers checking facts-knowing how reliable a reference source is, knowing how to use indexes and internet search tools, using internet discussion groups, usenet newsgroups, and commercial electronic databases.



• The author of the text wants me to know how to effectively search the internet and find credible sources with correct information.



• The author wants to be critical towards internet information and its origins, as well know how to effectively use many different methods of gathering knowledge.



• This text is geared towards journalists, editors and other critical minds looking to check facts and accuracy.

Structures and Features

• Structures and features used in the text are bullet points, arrows, numbers, colours and subheads to break up the wall of text and emphasize more important aspects.



• The style of the text is designed for scannability. It's formatted in a way that makes it easy to locate certain information.



• The images and figures highlight extra information and give examples and visuals to make the text more tangible.



• The language used is technical and informational English.



• The words suggest that the authors are well versed in the realm of internet terminology.

Power

• The text is for the sake of information. It is not slanted in any direction that we can see. We could even go so far as to say it is objective. The highest of journalistic virtues.



• The government and educational institutions are seen in good light as page 97 says "Generally information on government and educational institution website is considered more reliable than that in other domains..." No group is viewed in a particularly bad light. The differences and similarites of groups are compared and it is up to the reader to make their own inferences.



• The text serves the interest of people looking for reliable means to research using the internet.



• Benefiting from the text being read is the groups mentioned in it. Usenet groups, internet discussion groups, and specific sites mentioned get free advertising through the textbook.

Gaps

• The lists of sites mentioned as good search tools are described by the author, and not in their own words, making them 'seen' but not 'heard'. The author did try and solve this problem by giving the website's URL.



• Those who are not seen in the text, as very good at hiding and therefore remain annoymous even to us.



• This text is geared in the direction of journalists/editors. Someone trying to slant the facts would not want these credible sources revealed.



• This text missed mentioning old school ways of checking the facts which is hitting the books-going to a library and checking published material.

*Note-image from http://oorjas.files.wordpress.com/2009/02/scrutiny.jpg

Chapter 5: Critical Interpretation, Kevin Penny, Aden Cruz, Kris Hoyt, Steven Wagers

Purpose

• Accuracy and checking facts, reliability of sources and references, gathering information and references, Internet search tools, Internet discussion groups, commercial electronic databases.


• The author wants us to be aware and conscious of the resources utilized in gathering information for stories, and in making sure that sources are reliable.


• The author wants us to apply the techniques mentioned in the chapter to create solid, factual news stories.


• People who want to improve their journalistic integrity, and also people interested in improving their research skills in order to make their stories more factual.

Structures and Features

• The chapter is divided into sections. Often the author uses techniques that are associated with online journalism such as:
  

1. Lists


2. Bold subheadings


3. Bullets
   

• The text acts as an instructive tool for those who have not yet learned these points, or are reviewing them. It is also very easy to reference for readers to look back and review.


• It doesn't really have images. There are a few figures though. These figures come in the form of reference charts which provide additional information.


• English. The diction is colloquial.


• The author of the book is trying to impose a clear message on the reader.
  

POWER

• "Of course it's fair. It's a textbook. If a textbook was biased, they would not allow it to be taught in schools."-Kevin Penny


• There are no people or groups that are seen in either a good or bad light, but rather they are all viewed objectively by the author.


• Author and publisher for monetary reasons, but the student, or reader, are the ones who benefits from the information. Also potential future consumers that may invest in the future works of people that have read this chapter.


• Author and publisher for monetary reasons, but the student, or reader, are the ones who benefits from the information. Also potential future consumers that may invest in the future works of people that have read this chapter.

Gaps

No, there are plenty of reference materials in the text that allow you to source your own information.

Gypsies, vampires, werewolves, fairies, accountants, extra-terrestrials, etc...

Those that do not produce content. Plumbers, or other trades people may not find this information particularly valuable. (unless they're trying to rescue a princess from an over sized turtle.)

The textbook covers a fair amount of information however, with the rapid advancements in technology there will always be something left out. This is why textbooks need to be digitalized.

Picture obtained from http://www.theage.com.au/ffximage/2007/09/12/mario300_narrowweb__300x392,0.jpg

Chapter 5 Critical Interpretation, Maxwell Rausch, Rob Smethurst, Ricki Cundliffe, Megan Perras

Purpose:

This text is about fact checking. Essentially, reporters are responsible for the accuracy for their stories; there are no such things as "safety nets" in the news room. The author wants their readers to think about the reliability of the facts, rather than simply relying on just any old information source - especially when it comes to Internet sources. The author wants to inform us of which Internet domains tend to be the most accurate and dissuade us from being rash with our judgements. As well, the text also talks about Internet search tools, and the mechanics of Internet search engines and online discussion groups. The text is pertinent to journalists and editors in particular.

Structures and Features:

Lists, bullet points, charts, and figures are all used in this chapter to present information to the reader. The language used in this text contains a lot less jargon in comparison to most academic texts; therefore, the concepts are more easily understood by a broad audience. The images and figures suggest ideas and concepts that are crucial to the breakdown and thorough understanding of online content; although, these also seem to suggest a more complication approach to critical online thinking.

Power:

In this particular topic, it's somewhat difficult to place a bias on the content. On the other hand, some may argue that the text places a large amount of responsibilities on copy editors themselves. Still, one could rightfully say that it is in fact the responsibility of the journalist to ensure accuracy in their stories. The text seems to look down on citizen journalists: "Personal pages aren't reliable sources of factual information." In this sense, the text is not completely fair to all persons involved. The beneficiaries from this text include proponents of traditional journalism.

Gaps:



As mentined above, citizens journalists are mentioned, but not actually given a voice. The text is not intended for consumers or people who want to be entertained; it's aimed at content producers. True, the text avoids certain issues such as the Haiti crisis, animal rights, and pro-life considerations, although when it comes to the breakdown of URLs, it pins the tail on the donkey.

Look here for Madonna

Chapter 5 - Critical Interpretation, Devon Bowie and Claire Theobald

PURPOSE
-To ensure that the reader can check the facts.
-To make sure the source is reliable.
-To make one understand the internet and its many intricacies.
-To teach the reader to use indexes and search tools.
-To learn about IRC and also maybe usenet? Turns out forums cool water!
-In essence, to understand the internet and thus to better grasp reliability of internet sources.

STRUCTURE UND FEATURE
-It is largely list based, thast information may easily be digested, much like food, in that it must be chewed before swallowing if you want to digest it well.
-NO IMAGES, just gray highlights or I guess technically they're lowlights? Also there is a part dissecting a url in order to better explain and understand its elusive nature.
-Simple language, that it may be understood by all.
- Words suggest meansings.

POWER
-Yep. Shall I compare thee to a summer's day, text? Thou art fairer, and twice as mild.
-Not really. Except for "untrustworthy amateurs", who are presented badly.
-The writers, publishers, and reader.
-Qui bono? The authors, publishers, and any readers who need to understand what they are saying.

GAPS
-Texty is not intended for those with a decent knowledge of the internet.
-Unreliable amateurs are seen, but not heard.
-Among others, Vladimir Ilyich Ulyanov (Lenin) is not seen in the text.
-It doesn't address
the issue of all ".biz" sites being unscrupulous or porn.

Image from Wikipedia page on Lennon. No, not Lennon, Donny, Lenin. Vladimir Ilyich Ulyanov! http://en.wikipedia.org/wiki/File:Lenin.jpg

Chapter 5: Critical Interpretation (Jennifer, Pam)

In review of Chapter 5 from Nelson's "Creative Editing for Canadian Journalists" there is a lot of information. How the writer applies and a hermeneutical interpretion that information can vary from person to person. Here are our discoveries of the text.

Purpose

The chapter is about differentiating role of the copy-editor as the fact-checker and the reporters necessity to do his/her homework. The author is attempting to show the reader when to double check facts, and where those facts can be verified. In giving this information the author is trying to convince the aspiring copy editor to compile relevant information from credible sources.

Structure and Features

Chapter 5 was made scandable through bold subheads, an apopropirate understanding of numbered and bulleted lists, and giving concrete textualy recognizable examples. This suggests that the author was chunking information into useful easy to find sections for the reader. The figures refrence examples and suggest optional information for the reader. The language that is used is very clear and concise for a complex subject matter, suggesting the author is well read and understands the subject on which he/she is talking.

Power

There is really no place for this text to be either fair or unfair, it simply suggests and hints at relevant reference material for copy editors. The chapter presents different sources on different levels of credibility. Personal websites such as blogs and non-profit sites are more opinionated and biased, where as government and news sites are seen as a trused place to turn to for facts. The text serves the interst of the copy editor who needs as system of sorting through the unlimited amont of information available on the World Wide Web.

Gaps

All of the different domain options are mentioned, but none of them are ever sited or used as examples of good or bad. Social Networking sites; however, are not mentioned in the text as a starting source for information. All of the information in the text is directed more towards copy editors and not reporters, the text makes references that reporters need a much more extensive library of refrence for facts and sources, double checking quotes and other facts in the story. The text does not mention how the copy editor should deal with questionable quotes.

Note: Image from http://nyteachers.files.wordpress.com/2008/10/homework11.jpg

Lecture 6: Checking Facts and Forms of Bias

Outline:
Homework Review
Evaluate Websites
Forms of Bias
Blog Report 2
Homework


Chapter 5 Review:
With a partner:
Write a blog post responding to the following questions
Title: Chapter 5: Critical Interpretation, Student Names
Label: Lecture 6, Review
Interaction: Add a comment to another group’s Chapter 5 blog post

20 – 25 minutes

Purpose

• What is this text about?
• What does the author of the text want me to know or think?
• What does the author want me to do?
• Who would read or view this text?

Structures and Features

• What structures and features are used in the text?
• What does the design or style suggest about the text or about the audience of the text?
• What do the images/figures suggest?
• What kind of language is used?
• What do the words suggest?

Power

• Is the text fair?
• Are there people or groups who are seen in a ‘good light’? Are there people or groups who
• are not?
• Whose interests does the text serve?
• Who benefits from the text being read or viewed?

Gaps

• Are there people depicted in the text who are ‘seen’ but ‘not heard’?
• Who is not seen in the text?
• Are there people for whom this text is not intended?
• Does the text leave out or avoid certain ideas or issues?

Checking Sites for Accuracy:
Choose a journalism related website
Using the tips on page 99, evaluate the website for accuracy
Include your findings in a blog post
Title: Evaluating “Name of Website,” Student Name
Label: Lecture 6, accuracy, journalism 2.0, fact-checking


30 minutes

Types of Bias:

• Political bias, including bias in favour of or against a particular political party, candidate, or policy.
• Advertising bias, corporate media depends on advertising revenue for funding. This relationship promotes a bias to please the advertisers.
• Corporate bias, coverage of political campaigns in such a way as to favour or oppose corporate interests, and the reporting of issues to favour the interests of the owners of the news media or its advertisers. Some critics view the financing of news outlets through advertising as an inherent cause of bias.
• Mainstream bias, a tendency to report what everyone else is reporting, and to gather news from a relatively small number of easily available sources.
• Religious bias, including bias in which one religious or nonreligious viewpoint is given preference over others.
• Bias for or against a group based because of their race, gender, age, class, sexual orientation, or ethnicity.
• Sensationalism, bias in favour of the exceptional over the ordinary, giving the impression that rare events, such as airplane crashes, are more common than common events, such as automobile crashes.

Critical Questions:

1. What is the author's/speaker's socio-political position? With what social, political, or professional groups is the speaker identified?
2. Does the speaker have anything to gain personally from delivering the message?
3. Who is paying for the message? Where does the message appear? What is the bias of the medium? Who stands to gain?
4. What sources does the speaker use, and how credible are they? Does the speaker cite statistics? If so, how were the data gathered, who gathered the data, and are the data being presented fully?
5. How does the speaker present arguments? Is the message one-sided, or does it include alternative points of view? Does the speaker fairly present alternative arguments? Does the speaker ignore obviously conflicting arguments?
6. If the message includes alternative points of view, how are those views characterised? Does the speaker use positive words and images to describe his/her point of view and negative words and images to describe other points of view? Does the speaker ascribe positive motivations to his/her point of view and negative motivations to alternative points of view?

Bias Activity:
Choose an event and locate 3-4 articles in different news sources. For example, if it is a Canadian story choose news sources from various regions of the country, if it is an international issue such as conflict in the Middle East select sources from various sides of the issue.
Some good websites include: www.newseum.org, www.onlinenewspapers.com and www.journalismnet.com/papers/canada.htm (Canadian Newspaper Index)
write a paragraph on whether there is bias in the news and give examples related to the chosen issue to prove your points

Blog Report 2:

Due: March 9th
Title: We Regret the Error, Name Surname
Label: Blog Report 2

Respond, using examples and in an academic tone:

“Journalists are conditioned to fear and avoid mistakes. This helps send the message that accuracy is important. From there, the best course of action is to help mitigate the fear by teaching practices and introducing tools that help prevent factual errors. Fear of mistakes doesn't lead to accuracy. In fact, one of the best ways to learn how to avoid errors is to make them in the first place. A study recently published in the Journal of Experimental Psychology: Learning, Memory, and Cognition is just the latest piece of research that suggests, as lead author Nate Kornell, an assistant professor of psychology at Williams College told me, that "making errors is the best way to learn information that you want to learn." Perhaps this sounds a bit confusing: fear is good, but also bad; mistakes are bad, but also instructive. That's exactly the point. Teaching accuracy is a multi-faceted process. It's complicated, and in truth it never really ends. You can't learn accuracy the way you learn to add and subtract. It's a process and a combination of learned behaviours, not a matter of memorization or motor memory.” ~ Craig Silverman

Include at least three mistakes made in Canadian newspapers (online versions)
Note the inaccuracy
Example:
“In a story on Page 3-A of Wednesday’s Independent about the Big Brothers Big Sisters’ Trail of Terror haunted house, a reaction to strobe lights should have included the word “freaking.” The word was replaced with asterisks, perhaps causing confusion about what was actually said. The Independent apologizes for this confusion and the impression it left.” — The Grand Island Independent

Homework:
Read Chapter 9
Read a current edition of the Huffington Post (the Feb. 22 of 23 issue)
Come with a topic for your e-portfolio



Note: Image 1 from Wristwatch Review, Image 2 from Unambiguously Ambidextrous.