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Tag Archives: citizen journalism

I just got back on Monday from the annual International Communication Association conference in Boston. I attended because the paper some colleagues and I wrote about the Rally to Restore Sanity was being presented. However, I was able to spend some time in some other sessions that really presented some new and interesting ideas. I’m going to try to blog about a couple of them. Here’s the first post.

Citizen journalism as civic responsibility
One of the most interesting sessions was from Nikki Usher, a recent Ph.D. from USC Annenberg who will soon be an assistant professor at George Washington University. She spoke in a session with other authors who have contributed chapters to a new book on the status of journalism. Her chapter and talk focused on the concept of citizen journalism, and how it has been hijacked by professional journalists.

Specifically, her point is that citizen journalism has been defined often in its relationship to professional journalism. More importantly, the organizations that have tried to spark development of citizen journalism have often developed standards for it that are based on professional norms. For example, in a learning module on the Knight Community News Network site, the principles of citizen journalism are largely those upon which professional journalism is based.

She also noted that citizen journalism has often been used as simply a tool to provide content (especially so-called hyper-local content) to traditional news organizations, many of which are cash-strapped and see the citizen journalists as free labor. Think CNN iReport.

Her argument is that citizen journalism should be defined outside of the context of its relationship to professional journalism. Her conceptualization sees citizen journalism as a civic responsibility, as a everyday act of living in a democracy. She gave the example that in addition to being a soccer mom, you might be a journalist. Journalism, she said, is what citizens do.

Relationship to my research
So, how does this relate to my research. Well, for one, it conceptualizes a public service in terms that call on everyone to be involved in a bidirectional system. In that, I mean that in the post-professionalization world of journalism (e.g. the last century or so), the role of citizens has been as passive receivers of information. This was the professional norm, and it was certainly aided by features of communication technology that allowed for primarily one-way mass communication. The Internet changes that, yet the professional norms of journalism still try to fit citizen journalism into a traditional box.

I mention that journalism is a public service, and that the concept of citizen journalism re-conceptualizes journalism as something with which everyone can be involved. I love this idea because it relates to another public service — teaching. In other words, the best teaching comes about when all parts of a community (e.g. students AND teachers, as well as others) are involved. The same is true for journalism. This calls on everyone to be an active part of the process. Everyone is a teacher; everyone is a student. Teaching and learning are just what citizens do. This kind of thinking brings journalism and education closer together, which (at least in my mind) involve very similar processes.

One of the other speakers on Usher’s panel mentioned the classic Lippmann-Dewey debate. To oversimplify, Lippmann thought the world was far too complex for most to understand, and that government should be run by elites. The public would have a role in elite rotation through voting public officials out of office. Lippmann, in this way, saw democracy as a means to a end. Dewey, on the other hand, saw democracy as a end in and of itself. Lippmann saw the public as passive; Dewey saw them as more active participants in democracy. This is relevant to the current discussion because perhaps the new landscape (particularly, the new technological landscape) has afforded the public the ability to play a more active role. That is, the changing structure of media allows us to revisit the Lippmann-Dewey debate in a structural context that allows for a more Deweyan public to thrive.