Quill & Scroll FALL 2016
QUILL AND SCROLL 90TH ANNIVERSARY CARRY THE NEWS
1 • Quill & ScrollAWARDS • Fall 2016 BLUE AND GOLD
TOOLS FOR THE JOB
DOW JONES NEWS FUND
TEACHER OF THE YEAR 2016
“Through empowering student voices, I want to encourage teachers to show students these stories matter and they can be instrumental in changing perception.” Lori Keekley, St. Louis Park (Minnesota) High School 2016 National High School Journalism Teacher of the Year
Congratulations to these honorees! Distinguished Advisers:
Terry Cassreino, St. Joseph’s Catholic H.S., Madison, Mississippi Patrick Johnson, Antioch (Illinois) Community H.S. Dave Riggs, Wenatchee (Washington) H.S. Leslie Shipp, Johnston (Iowa) H.S.
Special Recognition Advisers:
Cherié Burgett, Staley H.S., Kansas City, Missouri Mark Harrison, T.C. Roberson H.S., Asheville, North Carolina Teresa Scribner, Cleveland H.S., Seattle, Washington Jami Williams, Mexico (Missouri) H.S.
Visit dowjonesnewsfund.org for more information. Thank You To Our Sponsors:
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Blue and Gold Awards
Carry the News
8 10 12 15 16
Bailey Zaputil Lilia Wood
Please Tweet in Class Candace Perkins Bowen Cover to Cover: Book Reviews Barbara Bealor Hines Multimedia Journalist in Action Julie E. Dodd Freedom of Press
Frank D. LoMonte
Tools for the Job
21st Century Learning
2016 Quill and Scroll Scholars
About The Cover
“Just Gotta Let Art Be Art” by Ellie Ritter of Decatur High School, Decatur, Georgia, was a 2016 International Writing, Photo and Multimedia Contest winner for Cover/Front Page Design. Ritter is a senior and plans to attend Duke University or the University of Georgia next fall to study journalism and English. Information on the 2017 Writing, Photo and Multimedia Contest and how to order a sampling of the winning entries and their evaluations in a CD Powerpoint are available on the Quill and Scroll website at quillandscroll.org/contests/writing-photo-contest.
IN THIS ISSUE
l Journalis o o ch
CELEBRATING 90 YEARS IN 2016 Editor and Business Manager Vanessa Shelton
Executive Director, Quill and Scroll Society
Senior, University of Iowa
Staff Contributor Bailey Zaputil
Junior, University of Iowa
Contributing Editors Julie E. Dodd
Retired Professor, College of Journalism and Mass Communication The University of Florida, Gainesville
Bruce E. Konkle
Professor, College of Journalism University of South Carolina, Columbia
Barbara Bealor Hines
Professor Emeritus, Mass Communication and Media Studies, Howard University, Washington, D.C.
@quillandscroll Volume 91 - Issue 1 Magazine of Quill and Scroll International 3 • Quill & Scroll • Fall 2016quillandscrollsociety Honorary Society for High School Journalists
BLUE AND GOLD AWARDS
While attending the Columbia Scholastic Press Association conference, The Boiling Point staff visited The New York Times in New York City.
By BAILEY ZAPUTIL
Junior, University of Iowa
In honor of 90 years of tradition, Quill and Scroll is proud to announce the Blue and Gold Awards. These awards honor high school journalism programs that excelled in the International Writing, Photo and Multimedia (WPM) Contest or in the Yearbook Excellence Contest. Traditionally, Quill and Scroll places emphasis on the individual’s work. With the Blue and Gold Awards, the Society hopes to foster teamwork within chapters and recognize the outstanding contributions of high school journalism staffs as a whole. The categories of the new contest include Staff Excellence, Comprehensive Writing and Comprehensive Visuals awards. This year six schools were awarded, including Shalhevet High School in Shalhevet, CA. Their newspaper, The Boiling Point, received the Comprehensive Writing Award. Eric Bazak, former Boiling Point editor and now University of California, Los Angeles (UCLA) student, talked
to Quill and Scroll about the Blue and Gold Awards, and what he thought was important to making a staff successful. Shalhevet High School is a small, private high school with less than 200 students. According to Bazak, “Despite being a relatively tiny school, Shalhevet constantly has news, and covering all of it can be difficult since the members on our team, which is understaffed as is, are super busy juggling a dual-curriculum and a handful of extra-curriculars. “Our staff was really close and fun but also diligent. There were only about 25-30 of us in total for reporters, photographers, and layout, so as you can imagine we had to work well together to get the paper running,” Bazak said. For the 2016 WPM Contest, Shalhevet won Sweepstakes in Political Writing and News Writing. As a Modern Orthodox, Jewish school, Shalhevet consistently covers topics not just in the realm of
To learn more about the contest and see the winners please visit: http://quillandscroll.org/blue-and-gold-awards 4 • Quill & Scroll • Fall 2016
the school; but takes sensitive topics with international relevance and applies them to students’ the lives. As this is no small task, the judges commended the writers for their solid, balanced and clear writing. The Boiling Point staff’s hard work paid off. “We were all very excited and celebratory, especially Mrs. Keene (adviser) since she seemed to be the only one to fully appreciate the magnitude of the award at the time,” Bazak said. The Boiling Point’s writing success was attributed by Bazak to its process. “First, our goal was for people to really learn how to think and write like a reporter, and we never published articles until the story was as good or as nearly good as it could’ve been. “We found nothing wrong with going through six or seven drafts on one story if there were still areas of improvement, since that’s how people learn, and better quality articles
are key for readership,” Bazak said. “We seriously strove for our stories to be intriguing, informative and professional.” Still, he noted the importance of having fun to maintain good relationships and feelings within the staff. “To print a successful newspaper you need people working together, motivated, and comfortable with one another,” Bazak said. “Communication and organization are musts so that reporters and editors are meeting deadlines, and I can think of 100 more logistical reasons for why teamwork is a must. But I also don’t think that high school students can effectively handle the workload of running a newspaper if they aren’t at least partially enjoying the process, since they’ll just burn out. And much of that enjoyment stems from bonding with other members of the newspaper, debating with them during editorial meetings, and forming fun memories.”
Left. Former editor Eric Bazak holds the Gold Crown Award presented to The Boiling Point at CSPA’s convention. The award is CSPA’s highest recognition of student print and digital media for overall excellence. Photos courtesy of The Boiling Point.
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CARRY THE NEWS
As a foster sister, Lilia Wood saw firsthand the struggles foster children faced as they moved from home to home. Wood created the Carry-On with the News organization to teach children journalism ethics and practices. Their tuition was a piece of luggage , which Wood donated to a local agency for children to carry their belongings to foster homes.
By LILIA WOOD
George and Ophelia Gallup Scholar, Glen Rock High School, Glen Rock, NJ. Attending S.I. Newhouse School of Public Communication at Syracuse University. The racial makeup of my town is nearly 90 percent Caucasian, according to the latest census. Living here, one doesn’t need such an exact number to see that this town is majority white: attending school, going to restaurants, or walking down the main street, there is always the uneasy feeling of homogenization. Perhaps this is the reason that, over the last seven years, I’ve often faced the same question time and time again. “Is that your sister?” some might ask from a table next to our own, sniffing slightly, much like so many others had done. Certainly there was reason to question whether the child next to me was my biological sister: We looked nothing alike. My foster sister had been beaten, ne-
glected, and then abandoned by those who were supposed to love her. When she arrived, she came as most of my other siblings have: All of her earthly possessions were stuffed carelessly into a black plastic garbage bag. Last August, when she left with a duffel bag we provided her, I felt there was something wrong with the way these children traveled from home to home. Aside from being a foster sister, I am also a Girl Scout and have been encouraged to consider my local community and find ways to make it better. For me, though, it was a bit more personal. It was family. So I took action. I created my CarryOn with the News organization for my Girl Scout Gold Award. As a journalist in my
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high school, I wanted to combine my passion for reporting with the empathy I had for the nearly 20 foster care children who had passed through my home. My project, which asked for a piece of luggage or a suitcase as tuition, taught elementary school students how to design and create a newspaper. The suitcases were donated to a local foster care agency. My class, filled with excited 10- and 11-year-olds, joined me every Monday to create a print newspaper, filled with articles ranging from an interview with the mayor to a feature on a candy store. Sometimes my mom stopped by with one of my foster siblings in her arms to show my students in person why they were asked to donate a piece of luggage.
I RAN THE “ “CLASS MUCH LIKE A REAL NEWSROOM.
I ran the class much like a real newsroom. I taught the students the importance of the First Amendment, how to conduct interviews, how to write a proper non-biased news article and how to format a newspaper. The students also learned life skills to use if they do not end up with journalism careers. I taught them to defend their freedom of press and speech rights, which is becoming a national issue with censorship and prior review. One of the articles in the first published issue was about my project, explaining how foster children are often provided nothing more than black garbage bags to carry their belongings. By the end of my junior year, my basement was filled with stacks of suitcases ready to be donated. I was one of 50 high school girls chosen out of thousands by ANN Inc., the parent company of Ann Taylor and LOFT, for the ANNpower Vital Voices Initiative from around the nation to participate in a three-day leadership and mentoring workshop in Washington, D.C. that teaches young women how to invest in their communities. I was awarded a grant of $2,500 to continue the Carry-On with the News project for 2 more semesters throughout my senior year of high school. Top: Lilia Wood helps a student fine-tune his story. As part of the class students learn skills such as writing and editing. Middle: A student writes her story for a newspaper produced every Monday as part of Wood’s class. Bottom: Two girls collaborate on an article. Carry-On with the News encourages learning skills for journalism as well as other careers while contributing to a worthy cause. Photos courtesy of Lilia Wood
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PLEASE TWEET IN CLASS
KSUETHICS15: Social media participation is encouraged to enhance instruction, such as at the 12th annual Kent State-Poynter Ethics Workshop in September. Photo by Kassi Jackson.
BY CANDACE PERKINS BOWEN
Director, Center for Scholastic Journalism, Professor at Kent State University, Ohio When the 12th annual Kent State-Poynter Ethics Workshop kicked off in late September, those in the auditorium and others watching the live stream were ready to hear expert panelists and nationally known keynoter Jose Antonio Vargas talk about social justice issues. And this year, more than ever before, they were also ready to participate. Sure, those area professionals and college students in the journalism school auditorium could ask questions in the Q&A sessions after each presentation, but they also could add to the conversation through tweets as could those watching the streaming presentation in their own high school classrooms or homes – and more than ever before they did. Just what has the growth of Twitter – especially live tweeting – added to something like this event? What can those participating learn, especially if they consider being journalists? Ask a high school or even college journalism class five years ago how many used Twitter, and only a few hands went up. “‘I’m
eating an apple.’ That’s about as important as the messages are,” one student replied, and others nodded and rolled their eyes. Ask that question today, and the answer is much different. According to the Pew Research Center, a nonpartisan “fact tank” that conducts polls about public issues and trends, the share of Americans who get news from Twitter has grown steadily since 2010 with 63 percent of its users getting news there in 2016. Jan Leach, an associate professor and director of the Kent State journalism school’s Media Law Center for Ethics and Access, has been in charge of the ethics workshop each year since 2004. She has seen a change from the first time the event added a Twitter feed in 2008, though they didn’t promote its use much then. “The first time we saw lots of Twitter engagement was in 2011 for the ‘Foul Play?’ — sports media ethics— workshop. The Tweets have increased significantly in the last three years,” she said. Pew’s 2015 results also showed almost
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60 percent of Twitter’s users have kept up with a news event as it was happening, far more than those getting news on Facebook, with only 31 percent following an event. This real-time participation is what those following the ethics panels this year at Kent State were doing. Student reactions, though varied, were quite positive. The tweets showed up on one of the three large screens in the front of the auditorium. This year’s version worked better, Bob Bauman, IT systems specialist said. Before they had simply projected the Twitter feed, but this time they used ActivityWall.com, a free service that streams Twitter and Instagram for events. “The images are larger, and it updates in real time,” he said. And update it did. Some students tweeted as part of class assignments and others just to get the experience. When those were combined with ones from professionals and others watching the live stream, the screen was constantly moving with tweets, retweets, links to information speakers shared and photos from the event.
Another plus for high school advisers, this year and many of the other archived years’ ethics workshops include lesson plans for high schools. Teachers can show select parts of the videos to their students and then use the various activities.
http://mediaethics.jmc.kent.edu/lessons.php Top: KSUETHICS4: Students and professionals alike were riveted to speakers’ discussions of the coverage of the Flint water crisis, shootings in Texas and Florida, and undocumented immigrants like the keynoter himself. Photo by Sue Zake. Bottom: Students used laptops or phones to post their tweets and follow the speakers. Photo by Kassi Jackson.
“I probably had 20 to 25 tweets and retweets for this event. There was a lot of good stuff happening!” said Sammi Ickes, senior magazine major. “I think having that live tweeting experience was good for me as a journalist because that is something I will need to do when I enter the field as a professional.” Graduate student Nick Buzzelli agreed. “Tweeting made me a more engaged listener.” “I believe that the tweets on the screen in FirstEnergy (auditorium) showed how engaged the students, faculty and other guests in the audience were,” Carolyn Pippin, magazine major, said. “It also showed how connected we were through re-tweeting each other and replying to each other on Twitter.” That feeling of togetherness made an impression on senior electronic media production major Brooke Honkonen, too. “Livetweeting along with everyone in class was a wonderful way to keep everyone in the room connected, while being able to focus on the
speakers.” It wasn’t all easy, though. “The hardest part was trying to determine what material was worthy of being included in each tweet. I didn’t want to tweet every single piece of information I heard. Rather, I wanted to be selective and only tweet the quotes or links that were vital to understanding the main idea of each session,” Buzzelli said. The speakers were passionate and presented lots of information, too. “The hardest part for me was keeping up with everything that was being said. While tweeting, I wanted to cover all of the major points that were being said, but sometimes I would miss a complete quote because I was trying to finish up another tweet,” Pippin said. It was even more difficult for graduate reporting and editing student Hao Hao from China. “Honestly, I missed some parts because I was focused on tweets. I had to double check their names and my notes. Typing tweets also took time.” Leach and other ethics professors gave Storify assignments to their students. Storify
is a social media tool for creating stories or timelines with social media posts from Facebook and Twitter and other Web materials. If done well, they include context and tell a story. There are two benefits to this assignment, according to Leach: First, it forces students to make real-time news judgments as they select tweets and other stories, links and photos to round out their coverage. It also gives them initial experience with a different reporting platform. “I have only used the Storify assignment twice — last year and this year. I do like it though, and students this year seemed to really embrace it,” she said. “Through this Storify and the Twitter assignment, I have realized how great of a tool Twitter is to reach out to a wide range of audiences. This social media doesn’t have to be just about selfies and gossip but can be used to inform people in a direct 140-character way,” Pippin said.
To see Storify stories from Sammi Ickes and Carolyn Pippin visit :
http://quillandscroll.org/archives/3571 9 • Quill & Scroll • Fall 2016
COVER TO COVER BY BARBARA BEALOR HINES Howard University, Professor Emeritus, Mass Communication and Media Studies
BRAND YOU! GETTING READY TO GET A JOB IN THE 21ST CENTURY
BRUCE BENDINGER | THE COPY WORKSHOP. 2016. Brand You! crosses platforms and provides a valuable resource for high school and college students entering the work force. While written by an award-winning advertising professional, the book can be adapted to and used by students entering any field. Its value lies in the “Things to Do” section at the end of each chapter that require ACTION. If the reader follows through on the suggestions, he or she will definitely be ready to vie for that coveted media
How does your staff define success? How do you establish goals to guide you through the school year? Lessons from colleagues and from history often give us ideas to develop leadership opportunities. Here are a variety of writers with lessons for all.
ANGRY OPTIMIST: THE LIFE AND TIMES OF JON STEWART LISA ROGAK
| Thomas Dunne Books/ St. Martin’s. 2015.
Jon Stewart has been credited with luring a generation of high school and college viewers to television where they can get all the news as Stewart sees fit. Some would argue that his background in comedy ill prepared him for his audiences. But Angry Optimist gives credence to Stewart’s ascent to pop culture stardom. Lisa Rogak, who has also written the biography of Stephen Colbert and a book about Barack Obama, does a thorough job of explaining his rise as one of the “most significant liberal voices in the media.” From his days on the Jersey Shore, to his work as a struggling, standup comic in New York, to his success with Comedy Central, the reader learns about the challenges that Stewart had to overcome to build his success. It details some of the events that helped to build his audience like the “the Rally to Restore Sanity” and the appearance of a president (Barack Obama) on his show, as well as when he took a break to direct the movie, “Rosewater.” Rogak’s final chapter explains Stewart’s decision to move away from the show and the politics of comedy. It is a telling book for those who think they can build a career in comedy just because someone tells them “you’re funny.” The reader comes away with a feeling of exhaustion – just trying to comprehend the many challenges of building and keeping an audience and trying to make a contribution.
job. The book is divided into three “gears”- Career Gears (sections) that provide context and activities to help one build a brand in preparation for the job market. Each section is an easy, yet challenging read that gives the reader an understanding of the revolutionary changes in the 21st Century marketplace. All too often, today’s students don’t understand what’s happening in the world of work. Brand You! makes them think. The book relies a lot on developing visuals to accompany content – another talent that today’s digital-centric job seeker may be lacking. So while creating a first brand icon and visual tool, the reader will develop the tools needed to move to the second gear – Skill and knowledge building. All of these help the reader focus on the final product, gear three – the portfolio. While the focus here is the portfolio for everything from advertising creative and design to nonprofits, from marketing and media to social media or sports, Brand You! clearly shows the reader how best to position oneself for a job. Bendinger, the CEO of Bruce Bendinger Creative Communications, Inc., was the youngest vice president/creative director at Leo Burnett, creative director for a U.S. President, consultant to Apple Computer, musician and more. He’s made important contributions to college and university advertising education, and this book belongs in every classroom and student media office. eBook: $9.99
BE A BETTER WRITER: FOR SCHOOL, FOR FUN, FOR ANYONE AGES 10-15. STEVE PEHA & MARGOT CARMICHAEL LESTER | TEACHING THAT MAKES SENSE/CARRBORO, NC.. 2016. This is the second edition in The Be a Better Writer Series that is a handy resource for students struggling with developing story ideas and putting the words together in a readable or listenable style. Peha (and his
wife, Lester) write in a humorous, personal way, using their own writing and life examples for emphasis. With Peha’s background in instructional media, he’s able to provide realistic models for both teachers and students. One reviewer calls Peha’s book the “Un-Textbook for Student Writers and Teachers of Writing.” He handles the main essentials: choosing a topic, writing with detail, creating characters and settings,
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supporting statements with evidence, organizing information effectively, finding just the right word, crafting sentences that flow and make sense, revising, using feedback and more. Each of these chapters provides samples and activities that can be used immediately by the reader/writer. Peha’s not a believer in rules. He’d rather the writer stretch and enjoy the process – and gives ways to more effectively craft the final product.
THE LIFE OF KINGS: THE BALTIMORE SUN AND THE GOLDEN AGE OF THE AMERICAN NEWSPAPER
FREDERIC B. HILL & STEPHEN BROENING | ROWMAN AND LITTLEFIELD 2016. With technology exploding faster than one can think, it’s gratifying to have books like The Life of Kings to chronicle life when newspapers were a daily must read and reflected the comings and goings in a community. Hill and Broening have assembled some of the finest editors and writers from The Baltimore Sun, Maryland’s flagship and newspaper of record, to reminisce about their work in Baltimore and around the globe. It tells the story of the Sun’s founding in 1837 by Arunah S. Abell, a printer, and its impact on Washington, D.C., just 38 miles away. It credits the families who controlled the paper for a century and a half and were willing to spend money to make it better – hiring more staff members than the industry standard. From local ownership to its eventual sale to a larger news conglomerate (Times Mirror then Tribune publishing), the print product (and its news hole and staff) diminished and the digital evolution became real. There’s Muriel Dobbin, one of the first women reporters who started at the Sunday Sun and moved to The Sun, then moving to Washington to cover the White House and Capitol Hill with Marianne Means (Hearst Newspapers), Helen Thomas (United Press
International) and Frances Lewine (Associated Press). She writes about the great fun of covering presidents Lyndon B. Johnson and Richard Nixon, and Watergate, and running the Sun’s bureau in San Francisco, responsible for covering 12 states from Colorado to Western Canada. This is a book that matter-of-factly details some of Maryland’s darker hours – from political corruption to the shady work of a religious order. It makes one wonder why people and organizations in the 21st century didn’t learn from the actions of public and private figures in the 1900s and 2000s. It features a chapter from David Simon, the reporter turned author turned television writer/producer (Homicide, The Wire and Treme) who got his start as a police reporter – every night checking in with each county in Maryland in search of crime news. And for those interested in news art, the chapter by award-winning cartoonist Kevin Kallaugher provides real insight about the evolution of those oft-misunderstood editorial cartoons and other editorial art. There’s so much history to be gleaned from The Life of Kings – it’s much more than just a salute to a changing news era. It truly details the Golden Age of the American Newspaper.
THE ACCIDENTAL LIFE. AN EDITOR’S NOTES ON WRITING AND WRITERS. TERRY MCDONELL | BORZOI BOOKS/ALFRED KNOPF. 2016. Terry McDonell has been called a legendary editor, journalist and publishing entrepreneur whose career of more than four decades in American journalism has been at some of the most high-profile publications: Rolling Stone, Newsweek, Esquire, Sports Illustrated and the literary website, LitHub. During that career, he edited 13 magazines, wrote a novel, was a screenwriter (Miami Vice, China Beach), film producer (Plimpton! Starring George Plimpton as Himself) and wrote the early video game, Night Trap. Inducted into the American Society of Magazine Editors Hall of Fame in 2012, his magazines and websites won six National Magazine Awards. As an editor, McDonell was always concerned with word counts. Each chapter of his memoir reminds the reader of the challenge of getting the reader into the story with a good headline, followed by the number of words in the chapter. The book reads like one’s riding a bucking bronco and trying
to beat the clock before being thrown off. Because McDonell wrote about (and was friends with) many iconic, colorful journalists, the chapters make the reader want to grab hold and yell, “slow down.” And, true to his desire for accuracy, the colorful language used by the author and his subjects adds to the rushed feeling when reading the book. In fact, in his Author’s Note, McDonell mentions that his book is “not strictly chronological. It bounces around a little. So did I.” And bounce it does. But despite the sense of urgency the reader feels, The Accidental Life provides fascinating insight into the realities of publishing and the behind-the-scenes activities that make media personalities “celebrities.” It also provides some practical advice for writers and editors, no matter the platform used. McDonell, who was an early leader in the digital publishing arena, liked to push the envelope with people and ideas. The Accidental Life continues to do that.
$26.95 11 • Quill & Scroll • Fall 2016
MULTIMEDIA JOURNALIST IN ACTION Social media expands coverage and engages audience BY JULIE E. DODD Retired Journalism Professor, University of Florida
Erica Hernandez is a multimedia journalist for the Atlanta Journal-Constitution. In that role, she’s using social media to tell stories and to connect with the AJC audience. Hernandez was editor of the newspaper at Coral Gables Senior High School (Coral Gables, Florida) and a member of Quill and Scroll. During her senior year, she was a newsroom intern at The Miami Herald. As a journalism major in the College of Journalism and Communications at the University of Florida, Hernandez held a variety of journalism positions, including beat reporter for ESPN radio for Gainesville/Ocala, blogger and social media manager for Her Campus, news and publication intern for UF&Shands Communications, sports writer for The Independent Florida Alligator, sports reporting intern for South Florida Sun Sentinel and Atlanta Journal-Constitution, communications student assistant for the Florida Scholastic Press Association, and reporter and Web producer for WUFT News. I asked her to talk about her journalism work at the AJC and her advice about using social media.
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Quill and Scroll: You’re a multimedia journalist for the Atlanta Journal-Constitution. That was a new position for the media organization when you were hired 18 months ago. What is involved in your job? Erica Hernandez: As a mobile reporting specialist I worked with mobile metrics, mobile reporting tools and mobile reporting best practices. I was a voice and advocate for our mobile audience, making sure we met their needs while also trying to grow our mobile audience. Now, as a multimedia journalist, I spend most of my days focused on video and how we can get our mobile audiences to watch our video. Quill and Scroll: What was your training for the position? Erica Hernandez: I studied journalism in college and didn’t have much video training before getting to the AJC. I knew basic video editing but learned more of the technical aspects of producing and editing video on the job. But journalism is journalism, and knowing how to tell a story with words has helped me transition into a visual storyteller nicely. Quill and Scroll: You were editor of the newspaper at Coral Gables Senior High School (Coral Gables, Florida). How did your high school journalism experience help you prepare for going into a career in communications?
Erica Hernandez: Having extensive journalism experience in high school, allowed me to hit the ground running when I got to college. I knew exactly what I wanted to do. I wanted to do journalism. Throughout my college career exactly what I wanted to do with journalism changed and evolved but it was always journalism. I’m grateful for my high school journalism experience, as it gave me confidence in my career choice. Quill and Scroll: You’ve had some great reporting assignments, including covering both Presidential campaigns and the opening of the National Museum of African American History and Culture in Washington, D.C. How do you see covering those events as a multimedia journalist similar to and different from being a traditional reporter? Erica Hernandez: As a multimedia journalist I see my goal in covering events like these very differently than a traditional reporter. I’m there to gather as much visual information as I can (video, photos, audio) to tell a story (or many stories) visually. I’m not tackling the big picture story (the reporter will do that with the words) I’m trying to capture snapshots that tell pieces of the bigger story in a different way. Quill and Scroll: How do you see social media as helping engage readers? For example, during the lead up to the elections, you were calling for readers to complete a Google form and upload a 1-minute video
explaining who they were voting for and why. Erica Hernandez: Social media is where our audience is. So we need to be there too - in more ways than one. We’re on social media to try to get people to engage with our content (read, watch, consume) but it’s also a place where readers can become a part of our content. Understanding that and harnessing that power is one of the smartest ways to use social media, as a journalist. Quill and Scroll: What is your workflow with editors? How much of what you are doing is reviewed before it goes live; and how do you work with editors to determine your approach? Erica Hernandez: So as a multimedia journalist I work on a small team, but I work with many, many editors. I report to our senior visuals editor, but, depending on the assignment, I’ll also report to other senior editors. For example, working on the Smithsonian opening (National Museum of African American History and Culture), I reported to my visuals editor and our politics senior editors, since the topic fell under the umbrella of politics coverage. My work usually is reviewed by at least two peers and one editor. The approach to my work usually comes from a discussion with some of our team’s more senior multimedia journalists. I always seek out the opinions and advice of people with more experience than me. Their help is invaluable.
Erica Hernandez covered the Republican and Democratic parties’ national conventions as a multimedia journalist.
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ONLINE STORYTELLING TIPS RELISHING THE FUN
Covering the presidential election took Atlanta Journal-Constitution multimedia journalist Erica Hernandez on the road including to the Republican and Democratic parties’ national conventions in Cleveland and Philadelphia, respectively. In addition to reporting and writing, photos, video and audio content were crucial to telling stories across media platforms.
Quill and Scroll: You use a variety of mobile tools. How does each one provide something special to your communication? Erica Hernandez: I’m using four different platforms. Twitter (@EricaAlyssa): This is a great platform for live coverage. Many people scroll through Twitter as their “second screen” during commercial breaks of big TV shows or while watching the news or the football game. That’s why so many people use Twitter as a means to cover these events. Snapchat: This is a visual storytelling platform at its core. At the AJC, we view it as a kind of “behind the scenes” peek at the news. Every day we Snap “3 things to know for the day,” then we sometimes will have a reporter take over our Snapchat and send snaps from a breaking news scene or an event. Instagram (ericaalyssa): This platform is probably the fastest growing of the four. It is also super visual and very “pretty.” It’s harder to “trend” on Instagram but strong, beautiful content can rise to the top of the pack if distributed properly (with proper hashtags, adding a location, and having a strong caption).
Facebook Live: I spend a lot of time working with Facebook Live at the AJC. It’s the newest tool for multimedia journalists, and it has a huge audience potential for long periods of engagement. This tool allows you to capture a live audience and keep them engaged with you and your reporting for hours on end. Super powerful. Quill and Scroll: What do you recommend for having a professional social media presence but also including some personal aspects? Erica Hernandez: Be a professional but also be a person on social media. Balance between your professional passions and your personal passions. For example: I frequently tweet about my love of coffee, my travels or my experience as a millennial attempting to be an adult. A lot of my followers engage with that content because they find it endearing. And because of that I see even more engagement on my professional posts and my friends and followers feel more connected to me. Quill and Scroll: A challenge for communications organizations, like the AJC, is keeping up with all the new developments in social media. How does the AJC decide which social media to use?
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Erica Hernandez: We approach social media at the AJC with a pretty open mind. We want to experiment and be where our audience is (whether it’s on Snapchat, Pinterest, Yik Yak, etc). When a new social network starts gaining traction, we’ll be there too and test out for a few weeks. After that we’ll look at engagement metrics and decide if there’s enough of a return on the time we’re investing on this platform to keep working with it. Social media is just another mode of distribution - like putting a newspaper on your front door or sending you a push notification. It’s another way we can reach our audience where they already are. Quill and Scroll: What advice would you offer high school media students or advisers about using social media? Erica Hernandez: Social media is not for fun, if you’re serious about journalism then you know it’s a tool you’ll be using to network, build your personal brand, engage with your audience and potentially get your next job. So be smart on social media. Use it, love it but be smart.
FREEDOM OF PRESS Student journalists regaining legal protection
By FRANK D. LOMONTE
Executive Director, Student Press Law Center
When professional journalists go out into the field equipped with costly cameras, smartphones and laptop computers, one of their most valuable tools is an unseen one: The law. Experienced journalists are confident from a century of favorable rulings that the federal courts will have their backs, no matter how much controversy their coverage creates. They know that the government cannot confiscate their newspapers or unplug their websites, and cannot take their jobs away or close down their publications – even if their journalism is careless, inaccurate or (at times) irresponsible. High school journalists have none of these assurances – and yet, they’re being asked to take on more and more professional-level responsibilities, filling the gaps left by the loss of some 3,500 full-time newsroom jobs every year. Fortunately, state legislatures can plug the holes in the “legal safety net” supporting student journalists. Even though the U.S. Supreme Court has given public schools a relatively free hand to censor student journalists’ work, states can always decline to exercise the maximum censorship authority that federal law allows. Since the beginning of 2015, three states – North Dakota, Illinois and Maryland – have passed laws restricting the authority of schools to censor students’ journalistic work. The reform movement is known as “New Voices” because it is inspired by the John Wall New Voices of North Dakota Act, named in honor of a beloved high school journalism teacher who became a state legislator. New Voices laws do not give students free rein to publish anything they want. They simply restore the sensible middle ground that existed before the U.S. Supreme Court upset the balance in its 1988 ruling, Hazelwood School District v. Kuhlmeier, which left students with no meaningful press freedom in school-sponsored media. By setting out a limited list of harmful material that public schools can legally remove from student media – such as libel and obscenity – these laws clarify the rights
of students to publish the lawful and nondisruptive material of their choice, even if that material criticizes the school or brings unflattering information to light. The New Voices movement focuses on the state level – there are now 10 states with laws that give students extra-strength legal protection above-and-beyond Hazelwood – but it has caught attention even in Washington, D.C., where U.S. Sen. Heidi Heitkamp is calling on Congress to finish the job with a national anti-censorship law. “Students report regularly that they’ve been prevented from discussing matters of public importance in the pages of student media, or perhaps worse, they’ve restrained themselves from even attempting to address an issue of political or social concern for fear of adverse consequences,” Heitkamp said in a speech on the Senate floor in March 2016 in honor of Scholastic Journalism Week. “That is not an environment that values and empowers student voices and it’s not a climate that is conducive to learning and effective civic participation. We can and must do better.” Energized by the successes of the past year, advocates coast-to-coast are actively working on legislation in at least a dozen states: Arizona, Indiana, Michigan, Minnesota, Missouri, Nebraska, Nevada, New Jersey, Rhode Island, Vermont, Washington and Wisconsin. Why are these laws suddenly catching on? First, the professional news media is now unified in recognizing that censorship illprepares students for professional and civic life. The American Society of News Editors became the latest journalism organization to endorse the New Voices movement in an August 2016 resolution that stated, “a free and independent student media is an essential ingredient of a civically healthy campus community, conveying the skills, ethics and values that prepare young people for a lifetime of participatory citizenship.” Second, there’s a growing volume of research demonstrating that students thrive in schools that practice respect for First Amendment values. University of Kansas
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journalism professor Piotr Bobkowski documents on his website, civicsandjournalists. org, that high school journalists report a greater sense of civic empowerment – the belief that they can use their voices to make social and political change – when they work under a light hand of guidance instead of a heavy hand of control. Third, teenagers now are carrying information supercomputers in their pockets, (The Pew Internet Center says 73 percent of all teens have access to a smartphone, and many don’t have Internet access at home.) Even if it might have been possible at the Hazelwood East High School of 1985 to prevent kids from learning about teenage pregnancy by tearing pages out of newspapers, that’s a laughable idea in the high schools of 2016 – and legislators know it. And fourth, state legislatures are welcoming a wave of newcomers in their 20s and 30s who’ve grown up in the Information Age. The three legislators who co-sponsored the New Voices of North Dakota bill were all under age 30, and the lead sponsor was a freshman who served a single two-year term in the state House between graduating from college and entering pharmacy school. The sponsor of Illinois’ New Voices law was just five years out of college. In many states, students are taking on leading roles in strengthening their own rights – students like Providence High School junior Yanine Castedo, who founded New Voices of Rhode Island, recruited House and Senate sponsors for her bill, and was the lead witness testifying at two committee hearings. If you’re interested in bringing a pressfreedom law to your own state, check out the informational resources at www.newvoicesus.com, including a map that shows who’s coordinating the ongoing state campaigns across the country. The single most important contribution that students can make is in sharing and publicizing the stories of how censorship has impacted their lives and deprived their communities of information. Those are the stories that open hearts and change minds, and they’re ones that students are in a unique position to tell.
TOOLS FOR THE JOB
PRODUCTIVITY AND COMMUNICATION RESOURCES FOR ADVISERS AND STAFFS BY MIKE SIMONS
Columbia Scholastic Press Advisers Association President In the decade and a half I have advised yearbooks in the Corning-Painted Post School District in upstate New York, the pace of technological innovation has accelerated to a point where even I — a proud geek and early adopter — can have a hard time keeping up with the tools and resources available to me in my work as a high school publications adviser. I have advised right through the advent of and innovation brought forth by the smartphone revolution, and keeping up with every productivity app and communication tool that comes my way has proven more and more difficult these past few years. Though it can feel like there’s a “next hot app” around every corner, a few resources have found a permanent home in our yearbook lab, including a handful highlighted by advisers around the country in a non-scientific survey conducted in mid-September. Here, we’ll break down the basics, including some firsthand accounts from advisers putting these tools to use with their staffs every day.
GOOGLE DRIVE • • • •
Web iOS app Android app Free
More than any other resource, Drive (drive.google.com) led the pack in our survey of advisers. Drive — and its associated apps, including Docs, Sheets, Forms and Slides, among others — provides powerful collaboration, organization and storage solutions for publication staffs. Advisers reported using Google Sheets for yearbook and newspaper planning ladders, and the simple, yet useful commenting and chat features in Google Docs were highlighted by a number of advisers as effective tools for use in and out of the lab. “Google Drive allows editors to see documents and collaborate with the writer in real time,” Kyle Phillips, Washington High School adviser in Cedar Rapids, Iowa, said. “It also allows the managing editor, EIC, and adviser to be in the loop for accountability purposes.”
Google Docs allows multiple users to edit a document at the same time, and a revision history (found under the File menu) gives editors or advisers the opportunity to go back in time and see previous states of the document, and who was making changes. A word count tool is helpful for planning spreads and layouts, as well. In our lab, coverage teams co-edit one document per spread, first compiling interview transcripts and then drafting copy packages, sub and main headlines, and captions in the docs before handing them off to editors for refinement and feedback. Staff members can mark comments “resolved” after they’ve edited their work, giving editors a cue that it’s time to take a second look. As a cloud storage resource, Google Drive is invaluable to a number of advisers, and it provides media students skills and experience that can translate into other courses and even college and career readiness. “Google Drive is an essential component of our staff structure and project management because students can access everything they need from anywhere. We have our complete staff manual online in Drive, so students can access tutorials, how-to sheets, images and other helpful materials in addition to all of the files in progress (like stories or collaborative documents),” Whitney High School (Calif.) adviser Sarah Nichols said. “We’ve been using it for five or six years, and although we’ve integrated other tools such as GroupMe and Trello, I’d say Google Drive is the essential piece because nothing can replace it,” she continued.
“It’s also a transferable skill, as students gain valuable experience in file management they carry over into other classes and projects with an industry-standard platform,” Nichols said.
GOOGLE CALENDAR • • • •
Web iOS app Android app Free
Though it is simply another productivity tool from the Google suite of apps, I want to draw particular attention to Google Calendar (calendar.google.com) because of a clever “hack” our students came across four years ago. Our sports and event photography schedule is posted to a Google Calendar that is shared by all 55-plus members of our staff. All users have administrative edit rights, such that any one student can add or edit a calendar event. That might seem risky, but it has one terrific payoff — when students need to sign up for an event, they click “Edit,” then enter their name in the “Where” field. Then, when an adviser or editor switches to “Agenda” view in Google Calendar, which shows the name of the event and its location, one can see which events have photographers signed up.
Google Calendar’s Agenda feature helps organize assignment and event schedules.
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REMIND • • • •
Web iOS app Android app Free
• • • •
Web iOS app Android app Free
• • • • •
Web iOS app Android app Free Some paid services
I have firsthand experience using all three of these communication apps in the lab; each one served a different purpose for us. Developed as a resource for educators who wanted to communicate with students and parents via text without giving out their phone numbers, Remind (Remind.com) allowed only one-way communication at its first release. In recent updates, Remind’s developers have added two-way chat functionality, but it is important to note that the teacher or account administrator can turn that feature off. Students and/or parents can receive updates as texts, emails or notifications, and privacy is still a primary feature for the teacher. Reporting tools allow any user to flag inappropriate content for review, and Remind supports downloads of announcement and chat history at any time. We piloted Remind briefly, years ago, but our editors found that for productivity and collaboration, we needed a tool that allowed more significant discussions outside of the lab. They had heard about GroupMe (GroupMe.com), a text and app-based tool for group communication, and we set up an account. Within an hour, we experienced firsthand GroupMe’s greatest weakness: A reply is always a reply to all. The pilot included roughly 30 staffers, and each reply hit all 30 phones. A series of jokes and back-andforth good-natured ribbing resulted in some students messaging me directly about concerns with GroupMe using up their text plans
(if they had a limited SMS plan and received GroupMe messages in text) or using up their data (if they had limited data and received GroupMe messages via the app). The editors were able to get everyone settled down in a day or so, and the staff made good use of the resource, overall. It was particularly helpful with our 10 editors and their nearnightly check-ins, as well as on trips to conventions and camp. Kari Johnson, the adviser at Platte County High School (Missouri), said, “For my yearbook staff, GroupMe has been a life-saver. They are constantly asking who can cover events, who needs help with something, who needs a ride somewhere, what the dates are for this event. In those moments when something unexpectedly pops up (like is bound to happen with high schoolers), it’s a quick way to ask the whole group who can pitch in to help. I’m in the [chat], but I rarely have to solve any problems.” A year and a half ago, I heard about a new communications app that was catching on with major corporations and media organizations. Pitched as part virtual meeting room and part water cooler and/or social hour, more than 3 million users log into Slack (Slack.com) each day, including the staffs of NPR, Adobe, the Associated Press and Uber, among many others. Featuring an app and browser interface that are nearly identical to each other and easy to navigate, Slack structures interactions within channels and messages, both of which can be either public or private. A public channel is identified with a hashtag, so our Tesserae account features #general, #random and #photo, among others; they handle updates for all 56 of our staff members, random jokes and comments not connected to production, and questions and updates regarding our photo coverage, respectively. Private channels can be created by account administrators. In our account, we have private channels for the team of editors as well as each coverage team of five to six staff members. Direct messages can be one-to-one or in small groups of up to eight people; they are by their nature intended to be shorter-lived than channels. When you set up your Slack account, you create a customized subdomain. A student newspaper called The Trailblazer might set up tblz.slack.com, for instance; our Tesserae yearbook staff uses tessybk.slack.com. The app requires data, unlike GroupMe (which maintains an optional SMS text function), so students using the app out and about during the school day will need to use data on their phones. To minimize any concerns on that front, we ask our staff to sign into Slack as soon as they sign into their desktops each class period, and to monitor it at home for an hour or so each night. Slack’s robust search engine is phenomenal and has allowed our staff to seek old posts and content weeks after it came up in conversation the first time. Additionally,
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Slack’s integrations with Google Calendar, Google Drive, Dropbox and other online services increase its usefulness to advisers and staffs dramatically. For instance, my photo editor connected our Google Calendarbased photography schedule to the #photo channel in our Slack account. Now, our staff gets automatic summaries of upcoming photo assignments for the week via a “bot” every Sunday evening at 7 p.m. The bot sends daily reminders for the day’s shooting schedule at 7 a.m., as well. Finally, one simple feature of Slack has caught on in a big way with my staff as they’ve started year two with the service: reaction emoji. Instead of replying to acknowledge receipt of a message, students can use a reaction feature on each post to let the sender know that the message was received. A simple thumbs-up or smiley face can do wonders to create a sense of trust and simple dialogue between staff members. My editors and I have found that it can create some anxiety when one puts out a message that receives no acknowledgement. With reactions, people can send a simple “Yep, got it!” without cluttering their collaborators’ notifications. These five resources were the most-frequently cited among advisers who replied to our brief survey in September. Many, though, commented that it can be daunting to keep up with the development and release of new apps and resources. Other advisers offered advice for those unsure of where to turn next or how to stay up-to-date on the newest tools. “New apps and tools emerge constantly, but the key for our staff is knowing what we need and taking adequate time to test-drive and train everyone before going ‘all in’ as a staff,” Nichols said. “We discover new resources through various Twitter feeds, lists and blogs we follow, but we experiment individually before making a pitch to the staff. Just because something new comes along doesn’t mean we need it. And just because another staff uses it doesn’t mean it will work within our structure.” Jessica Cordonier, the adviser at Liberty High School (Missouri), puts her students in the driver’s seat. “I try to let my students guide the way. I trust them to use what works best, and keep me in the loop,” Cordonier said. A few advisers who remained anonymous pointed out that students live and breathe technology in their daily lives, but can also be overwhelmed if and when we as advisers throw too many apps at them — it is better to streamline and use just one or two tools or suites like Google Drive rather than throw five, six or more apps at them. A number of those who responded said that blogs, conventions, workshops and the JEA Listserv help them keep abreast of new apps and resources that might find a home in their publications lab.
21ST CENTURY LEARNING Journalism Education Best Prepares Students
By MARK NEWTON
President, Journalism Education Association
Every student should be ready for the challenges of the 21st century.
On this particular day, one of those school district-wide professional development days where teachers gather to be students (and behave like them, too!) that statement was the banner headline across the top of the educational website, massively projected on the screen in the auditorium — just like the education gods intended. The person getting ready to speak had one of those titles invented in a 9 a.m. meeting over coffee and bagels: “Director of Teaching Strategies and Learning Successes.” Dressed to the nines with an ID badge corsage and holding a clicker in one hand and gourmet coffee in the other, the director — call me “Grace” — was well prepared to deliver the very best and certainly the most innovative strategies to produce students capable of scoring well on those state-mandated assessments so they can get into a top-tier institution of higher learning and find a well-paying and life-fulfilling job … sorry, profession. (Put the quotation marks wherever you wish.) “Let’s think about the skills required to perform well in the 21st century,” Grace implored the audience, as I nearly dosed off. (Grace did not bring me a gourmet coffee.) “In order for our school district to get the highest accreditation, all of our students must be able to proficiently demonstrate competence in four essential skills: communication, creativity, collaboration, and critical thinking. How can we do that?” To me, that question was a jolt of energy — and far better than a gourmet coffee — and a chance for a little exercise: jumping up on a soapbox. “Demand all students to take a journalism course,” I screamed. “Oh, and require each one to participate in student media.” (OK, maybe it all did not go down exactly like that, but we all have lived something similar.) Most importantly — and once again — we know journalism and media are essential opportunities for students to continually practice and purposefully demonstrate the skills required to face the 21st century with confidence. We just wish everyone else would, too. I know journalism teachers and media advisers are the most healthy teachers in any school building as they constantly jump up on those soapboxes to share just how
practicing journalism and producing media perfectly fit the demands of a 21st century education. Let’s take a second — and, to be honest, that is all that it really takes! — and review how journalism/media effectively address each of the four Cs. According to the Partnership for a 21st Century Learning (p21.org), “Learning and innovation skills increasingly are being recognized as those that separate students who are prepared for a more and more complex life and work environments in the 21st century, and those who are not. A focus on creativity, critical thinking, communication and collaboration is essential to prepare students for the future.” Consequently, according to P21, teachers must establish classes that empower students to:
• Use a wide range of idea creation techniques (such as brainstorming); • Create new and worthwhile ideas (both incremental and radical concepts); and • Elaborate, refine, analyze and evaluate their own ideas in order to improve and maximize creative efforts.
WORK CREATIVELY WITH OTHERS:
• Develop, implement and communicate new ideas to others effectively; • Be open and responsive to new and diverse perspectives; incorporate group input and feedback into the work; • Demonstrate originality and inventiveness in work and understand the real world limits to adopting new ideas; and • View failure as an opportunity to learn; understand that creativity and innovation is a long-term, cyclical process of small successes and frequent mistakes.
• Act on creative ideas to make a tangible and useful contribution to the field in which the innovation will occur.
• Use various types of reasoning (inductive, deductive, etc.) as appropriate to the situation.
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USE SYSTEMS THINKING:
• Analyze how parts of a whole interact with each other to produce overall outcomes in complex systems.
MAKE JUDGMENTS AND DECISIONS:
• Effectively analyze and evaluate evidence, arguments, claims and beliefs; • Analyze and evaluate major alternative points of view; • Synthesize and make connections between information and arguments; • Interpret information and draw conclusions based on the best analysis; and • Reflect critically on learning experiences and processes.
• Solve different kinds of non-familiar problems in both conventional and innovative ways; and • Identify and ask significant questions that clarify various points of view and lead to better solutions.
• Articulate thoughts and ideas effectively using oral, written and nonverbal communication skills in a variety of forms and contexts; • Listen effectively to decipher meaning, including knowledge, values, attitudes and intentions; • Use communication for a range of purposes (e.g. to inform, instruct, motivate and persuade); • Utilize multiple media and technologies, and know how to judge their effectiveness a priori as well as assess their impact; • Communicate effectively in diverse environments (including multi-lingual).
COLLABORATE WITH OTHERS:
• Demonstrate ability to work effectively and respectfully with diverse teams; • Exercise flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal; and • Assume shared responsibility for collaborative work, and value the individual contributions made by each team member.
Clearly, journalism courses in schools brilliantly address every one of these skills and more than adequately prepare students for their futures — especially when guided by an engaged teacher/adviser. “It’s always been easy for me as a journalism teacher and media adviser to see how the four Cs are naturally embedded
in my classes,” I told Grace (and everyone else who was listening) from my soapbox. “As my students create content daily for a yearbook, news magazine and website, they are authentically demonstrating 21st century education and workplace skills. Each choice — every choice — my students make embodies creativity, communication,
critical thinking and collaboration.” After that, I jumped off my soapbox and sat back down. And, smiled. “I certainly have a lot of work to do,” I thought to myself. “And today is as good a day as any to start. I need the exercise anyway.”
2016 QUILL AND SCROLL SCHOLARS Lilia Wood
George and Ophelia Gallup Scholarship Glen Rock High School Glen Rock, New Jersey Syracuse University
George and Ophelia Gallup Scholarship American Heritage High School Plantation, Florida University of Florida
Richard P. Johns Scholarship C.E. Byrd High School Shreveport, Louisana Louisana Tech University
Edward J. Nell Scholarship Arrowhead Christian Academy Redlands, California University of California Santa Barbara
Edward J. Nell Scholarship Albemarle High School Charlottesville, Virginia James Madison University
Edward J. Nell Scholarship Truman High School Independence, Missouri University of Arkansas - Fayetteville
FIND OUT HOW YOU CAN APPLY AND MORE AT QUILLANDSCROLL.ORG 19 • Quill & Scroll • Fall 2016
QUILL & SCROLL Official Magazine of the International Honorary Society for High School Journalists 100 Adler Journalism Bldg., Room E346 Iowa City, IA 52242-2004
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