COMM 150: Branding issues

This would happen! As soon as I mention Ben & Jerry's ice cream as an example of good branding and a positive public image, along comes this week's issue of Newsweek with an article on a controversy involving the brand. It's a good example of why I enjoy teaching mass communications -- the world refuses to conform to my neat little academic theories! Let's read it and discuss it in class today (Wednesday). The branding issues it raises come up on the final exam.

While we're on the subject of branding, here's one of those email messages that ricochet around the Internet. I've cleaned it up slightly:

Tue, 27 Nov 2007 20:12:10 -0500
Subject: re: I Hate My Job
From: [deleted]

When you have an "I Hate My Job" day, try this:

On your way home from work, stop at your pharmacy and go to the thermometer section and purchase a rectal thermometer made by [a well-known health care products corporation]. Be very sure you get this brand. When you get home, lock your doors, draw the curtains and disconnect the phone so you will not be disturbed. Change into very comfortable clothing, make yourself a cocktail and sit in your favorite chair. Open the package and remove the thermometer. Now, carefully place it on a table or a surface so that it will not become chipped or broken. Now the fun part begins. Take out the literature from the box and read it carefully. You will notice that in small print there is a statement:

"Every Rectal Thermometer made by [the corporation] is personally tested."

Now, close your eyes and repeat out loud five times, "I am so GLAD I do not work in the thermometer quality control department at [the corporation]."

It's a cute joke, but unfortunately it's one of those urban legends ... stories that sound too good to be true because, well, they are too good to be true. Snopes.com, a website that researches the accuracy of urban legends, actually did a survey in a local pharmacy and reported that many thermometers carry a quality control message, but typically the literature in the package says something like the thermometer has been "calibrated for accuracy." It's still an example of careful brand managment to have a message in the box saying the contents have been tested.

You would recognize the name of the corporation. And even though I've deleted it (because as an old newspaper guy I'm nervous about naming it in a story that's not true), the fact it's mentioned in a widely circulated Internet joke is a good example of brand identification -- the way a firm gets identified in the public mind with the bandages, baby powder, thermometers and other products it puts on the market.

Spring semester mass comm. internship

Project Return, an ecumenical social service program that works with mothers returning to the Springfield community from prison, can use an intern to work with the director in creating or updating a flier, newsletter, website or other promotional material. (More details below copied and pasted from their informational flier.) They are expanding their services and community education efforts, and this would a good experience for an intern who already has some motivation toward social justice issues and an interest in public relations. Internships are open to mass communications students at Benedictine who have a 3.0 average or better.

The intern would work with my wife Debi Edmund, who is Project Return's new director. Before seeking her master's degree in Child and Family Services at the Univerity of Illinois-Springfield, she was a public relations consultant for the Illinois Association of School Boards and is a former features editor of The Rock Island Argus (where I met her). So she is an experienced communications professional who has combined her mass comm. skills with another line of work.

PROJECT RETURN
Our Mission
Project Return’s mission is to help incarcerated mothers reintegrate into the Springfield community by matching each returning mother with a team of trained and supported volunteers for one year. We also educate the public about the barriers these women face as they seek to make a successful re-entry into the community.

Our Program
Paid staff and trained volunteer Partnership Teams help participants address immediate challenges: complying with the conditions of parole, achieving financial stability, finding immediate and permanent housing, accessing health care, reconnecting with family and friends, and resuming parental responsibilities. Without such support, released inmates are at risk of returning to criminal activity, substance abuse, or other self-defeating behaviors. Project Return hopes to break that cycle, benefiting both the clients and the community. Our comprehensive, individualized re-entry services begin prior to the individual’s release and continue for up to a year after release. Services include assistance in finding or accessing short term and permanent housing, employment, education or employment training, child care, health care, mental health care, counseling and addiction support services, reliable transportation and safety net resources. It is hoped that each participant will leave our program with improved self-esteem, better mental and physical health, and increased self-sufficiency, thus reducing the chances that she will re-offend and return to prison.

COMM 150: Media in Springfield / READ

The articles linked touch on topics we covered earlier in the semester and will get back to after Thanksgiving -- the state of the television and newspaper industries and how that affects us as citizens and consumers -- and they detail the state of the news media in Springfield. They're available in this week's Illinois Times. Find it, in print or on line (the links below will take you there) and be ready to talk about the stories in class next week. -- pe.

This morning's issue of Illinois Times has a cover story and a couple of sidebars on the state of the news media. They fit in with the discussion we're having in a couple of my news-editorial classes, and they're important enough I'm assigning them to all of my mass comm. students. Read them, and be ready to cite them in class discussions, on your blogs and/or your final exam essays. You can pick up a free copy of IT from the newsrack next to the Quiet Lounge in Dawson, or read it on IT's website They tell about the pressure of declining circulation, ownership changes and a gloomy job outlook at The State Journal-Register and WICS Channel 20. All this makes it difficult, according to some of the people quoted, to do a decent, ethical job of covering the news -- writing "the best obtainable version of the truth" in Carl Bernstein's words -- in the dominant media in town. More specialized, or "niche," media in the African-American community and public radio are doing better, according to the sidebars.

There's nothing new in the doom and gloom. Ben Bagdikian, a former Washington Post editor now dean emeritus of the journalism school at the University of California-Berkley, summed it up 40 years ago when he said, "Trying to be a first-rate reporter on the average American newspaper is like trying to play Bach's St. Matthew's Passion on a ukulele: The instrument is too crude for the work, for the audience and for the performer."

True enough. But you've got to try.

This week's stories in Illinois Times tell how things are shaking out here lately, and they're not just for students who want to go into the news business. The trends are national, and they're important for everyone who deals with -- or reads, watches, listens to or surfs -- the media. Which is all of us.

A sidelight. In Amanda Parsons' story on local TV news, there's a little preview of what Benedictine students can expect from Nathan Mihelich, who will teach TV production spring semester. Formerly a Channel 20 reporter, Mihelich is now information director for the Dominican Sisters of Springfield. Says the IT story:

Mihelich will teach a new television-production course at Benedictine University/Springfield College in the spring, and he says he will use his experiences at WICS and other news stations to teach students about the value of investigative reporting, the importance of quality rather than quantity, and how to turn a story into a presentable piece that people care about and may act upon.

Read the IT stories and be ready to discuss them in class next week.

COMM 150: Journalism and capital-T truth

Cross-posted from this semester's class blog in Communications 207 (copy editing). -- pe

Carl Bernstein, one of the reporters who broke the Watergate story during the 1970s, has a definition that I've liked ever since I first came across it in our copyediting textbook, Modern News Editing by Mark Ludwig and Gene Gilmore (5th ed. Ames, Iowa: Blackwell, 2005). Journalism, according to Bernstein, is "the best obtainable version of the truth" (231). Ludwig and Gilmore add it's "an acknowledgement that the full truth is hard to grab hold of and may shift over time as more facts are revealed."

Turns out Bernstein has been saying it for years. Especially after he and fellow Washington Post reporter Bob Woodward were portrayed in the Hollywood movie "All the President's Men" (1976), Bernstein has been a fixture on the rubber-chicken dinner and lecture circuit. And he gives this definition of journalism to audience after audience. Usually he says it's being undermined by celebrity news and cost-cutting in U.S. newsrooms.

It makes sense to me. I think it makes sense to a lot of people who have covered the news, and who know from the experience how elusive the truth can be. I like it because it doesn't promise too much. It doesn't promise The Truth with a capital "T."

"Truth is the word that summarizes many journalistic ideas," say Ludwig and Gilmore. "But what, philosopy has always asked, is Truth? Working newsmen and newswomen know what truth means on the job and don't worry too much about the big picture, so far as they can discover and portray it." The best obtainable version, in other words, of truth.

Ironically, Bernstein credits Woodward with the phrase. When the two were interviewed by Larry King of CNN, they said:

... it -- but it -- it -- you know, and our concern is that -- and Carl makes this point, and it's a critical one, that the business of this kind of journalism, trying to get to the bottom of something complicated, hidden, scandalous, or important decisions by people who have lots of power, involves lots of sources. Not one source, not 10, but dozens or even hundreds.

BERNSTEIN: You know, Bob said right after Watergate, that really, what this story was about, like all reporting, or good reporting, is the best obtainable version of the truth. And that phrase has always stuck with me about what real reporting is. When we did "All the President's Men," it turned out unintentionally it was maybe a primer on the basic kind of police reporting and slogging and knocking on doors.

They went on from there, on Larry King Live. But for me the best obtainable version of truth has something to do with "the basic kind of police reporting and slogging and knocking on doors."

In seeking the best obtainable truth, Ludwig and Gilmore look for several things.

The most important is accuracy. "Newsrooms rightly develop a fixation on accuracy about names and addresses. But reporters must be at least as careful about accurate quotation, or about the accuracy of the impression that results from the way facts are put together."

Almost as important is objectivity. Ludwig and Gilmore cite the conventional wisdom: "Reporters should keep themselves out of the story, and editors should see that they do."

Closely related to accuracy and objectivity is fairness. Ludwig and Gilmore have a simple standard for editors: "They treat everybody alike."

Bernstein's rubber-chicken dinner speech, as he gave it Sept. 26, 1998, at the annual convention of the Radio and Television News Directors Association, is available on line. In it he says:

The truth is often complex, very complex. “The best obtainable version of the truth” is partly about context and this is perhaps the greatest single failing of our journalism in media today. For too much of it is utterly without context. Facts by themselves are not necessarily the truth. Thus the gossip press, the tabloids, too much of what we see on the air, even when the facts are somewhat straight, they are often a form of misinformation, because their aim is to shock, to titillate, to distort, to give grotesque emphasis.

How did journalists in the good old days -- which happen to coincide with Bernstein's reporting days -- find the best obtainable version? Bernstein suggests they looked for "thoroughness, for accuracy, for context." Hard to do, he adds, when an "idiot culture" demands 24/7 coverage of celebrities and political foodfights:

The hunger for gossip and trash and simple answers to tough questions in our culture today is ravenous and the interest in real truth, hard, difficult, complex truth, that requires hard work, digging, reporting, is waning In America our political system, and I think we are seeing it now, has been failing and with its failure we have been witnessing as well a breakdown of the comity and the community and the civility, that has traditionally allowed our political discourse to evolve. The advent of the talk show nation, not just on radio, but on television especially, with its standards of the grotesque and people screaming mindlessly at each other on the air is part of this breakdown.

Does Bernstein overdo his critique? Probably. But does he have a point there? Probably. His speech has been covered by the Lawrence (Kan.) Journal-World and the Daily Texan, student paper at the University of Texas in Austin, among others.

COMM 150: Tom Brokaw's advice for J-students

An interesting interview with NBC news anchor Tom Brokaw on the Time.com website. Brokaw's career spanned a period of great change in television. He began as a TV newsman in Sioux City, Iowa, and anchored NBC's nightly newscase from 1981 through 2004. Interviewed for Time's "10 Questions" feature, he spoke of the diversity of sources American TV viewers have for their news. In general, he thinks its a good thing:

Do you think it's a problem that fewer Americans now get their news from traditional sources? —Max Jacobson, New Haven, Conn.

We're better off. We have so many more choices. What happens is, of course, that the squeaky wheel continues to get attention. I have a little tool at my house—you should get one—it's called the remote control. You can go from those channels that are showing too much of Anna Nicole Smith to, say, BBC News.

This puts pressure on TV news people, he said, but it's better for consumers:

How do you think the role of the news anchor has changed over the years? —Kathy Crawford, Ossining, N.Y.

When I first got into the business, Walter Cronkite, Chet Huntley and David Brinkley were the only three people who were doing the evening news at the time. There were no all-news cable on CNN, MSNBC or FOX. Most of these journalistic enterprises were organized by and run by white middle-aged men from the Eastern seaboard. That was the prism through which the rest of the country saw the world. That's changed considerably now. The evening news anchors are competing with the internet. They're competing with the all-news cable channels all day long. They're also competing for the attention of a younger audience that doesn't go home at night and sit down at the dinner table with their parents and watch the news.

Brokaw, who majored in "beer and co-eds" in his own student days at the University of South Dakota, says a liberal arts education is valuable, too.

What would your advice be to to up and coming broadcast journalists? —Jen Ayres, Columbia, Md.

Get a broad base of education. I'm not a big fan of journalism schools except those that are organized around a liberal arts education. Have an understanding of history, economics and political science—and biology, these days—and then learn to write.

COMM 393: Reminder on Senior Portfolios

A copy of an email message I sent out this morning to students registered for Communications 393. I'm posting it to my blogs for communications students as well. I have great respect for the Benedictine/SCI grapevine, and I'll appreciate your assistance in getting the word out. -- pe.

A reminder: The end of the semester is only a month away, so it's time to pull together the material for your senior portfolios.

I will need to meet with each of you in order to: (1) inspect your professional portfolio; and (2) receive a Senior Portfolio Folder containing your self-reflective paper and copies of four pieces of work (artifacts) you have done for class, for internships and/or off-campus publications. You will keep your professional portfolio for use in job hunting, but Benedictine University will retain a Senior Portfolio Folder from each student for program assessment purposes.

I am developing a more detailed set of instructions, which I hope to email to you over the weekend, but I wanted to send out this reminder so you can get started how.

THERE ARE THREE parts to the Senior Portfolio procedure:

I. SELF-REFLECTIVE ESSAY. To be turned in, as part of the Senior Portfolio Folder, during a conference with me before the end of the semester.

The self-reflective essay will be 10 to 12 pages in length, in which you reflect on your experience as a communications major at Benedictine in terms of: (a) your progress toward developing or furthering your career goals; (b) your understanding of the profession, its ethics and its role in society. In this essay you should address the following program objectives of Benedictine's mass communications department:

1. Prepare graduates for careers in advertising, electronic and print media, journalism, public relations, publishing, writing or other careers requiring sophisticated communications skills;

2. Prepare graduates for continued study in graduate or professional school;

3. Develop the student's critical and imaginative thinking, reading and writing skills;

4. Develop skills to empower the student to communicate ideas effectively, through speaking, writing and the use of technology;

5. Develop skills for critical interpretation of the media;

6. Foster aesthetic understanding in both production and interpretation of media texts;

7. Develop knowledge of the methods to make responsible social and personal decisions;

8. Develop primary and secondary research methodologies;

9. Develop an understanding of the history, structure and operation of the mass media;

10. Provide an understanding of the impact of mass media industries and messages on the individual, society and culture;

11. Develop professional-level skills in written and oral communication for a variety of media and audiences;

12. Develop professional-level production skills for both print and electronic media;

13. Encourage the development of creative expression; and

14. Help the student develop a professional media portfolio.

II. PROFESSIONAL PORTFOLIO. To be inspected by me during our end-of-semester conference and returned to you. This will be a collection of your best work, preferably gathered in a presentation folder, that you can take with you on job interviews.

III. SENIOR PORTFOLIO FOLDER. To be turned in to me during our end-of-semester conference and retained by Benedictine. Since we will keep these folders, I will accept them in an inexpensive pocketed folder; you can find them in an office supply store or the school supplies aisle of most drug stores. In this folder, you will include: (a) the the self-reflective essay; and (b) at least one copy at least one piece of work (artifact) from each of the following categories:

1. A 300-level research paper written for a 300-level theory class (including COMM 317, 385, 386, 387, or 390, and 391 if it is a theory class). It must contain proper annotation, structure, evidence, and methodology. The student must have attained a grade of at least a “B” on the paper in its original form for it to be accepted for this requirement.

2. A print-based publication, defined as an original written or produced work fixed in a printed and published medium (including newspapers, magazines and newsletters). If you do not have print publication credits, class work for COMM 207, 208, 209, 253 (equivalent to SCI's COM 221), 254, 263 (equivalent to SCI's COM 222), 264, 337, 381 or 382 can be accepted.

3. A web-based publication, i.e. creation that has been exhibited on the World Wide Web and is created for a departmental publication, internship, or work-related experience. The Sleepy Weasel counts as a web-based publication. Any other web-based artifact, including blogs or personal Web pages, must be approved by the instructor prior to the submission of the full portfolio.

4. Brochures, fliers, memos or other work product, including advertisements, pamphlets, brochures, letterheads, scripts or other copy prepared for broadcast, memos, creative briefs, campaign plans or other tangible material written in connection with a college course or an internship.

I will send you a formal assignment sheet in a few days, and there is more detail available about the senior portfolios on the COMM 393 syllabus linked to my faculty page at http://www.sci.edu/classes/ellertsen/masscom/comm393syllabus.html

If you have any questions or comments, please don't hesitate to get in touch with me.

-- Pete "Doc" Ellertsen, instructor

COMM 150: Mission statements

Peter Drucker, who was probably the 20th century's most influential management consultant, once famously said "a mission statement should fit on a T-shirt. In an online exerpt from a book called "Managing the Non-Profit Organization," Drucker put it like this:

The first thing to talk about is what missions work and what missions don't work, and how to define the mission. For the ultimate test is not the beauty of the mission statement. The ultimate test is right action.

The most common question asked me by non-profit executives is: What are the qualities of a leader? The question seems to assume that leadership is something you can learn in a charm school. But it also assumes that leadership by itself is enough, that it's an end. And that's misleadership. The leader who basically focuses on himself or herself is going to mislead. The three most charismatic leaders in this century inflicted more suffering on the human race than almost any trio in history: Hitler, Stalin, and Mao. What matters is not the leader's charisma. What matters is the leader's mission. Therefore, the first job of the leader is to think through and deflne the mission of the institution.

And he summed up what he had to say about mission statements with this:

A mission statement has to be operational, otherwise it's just good intentions. A mission statement has to focus on what the institution really tries to do and then do it so that everybody in the organization can say, This is my contribution to the goal.

What does that mean: A mission statement has to be operational? It has to be something you can translate into action. In the portion of "Managing the Non-Profit Organization" excerpted on line, Drucker gives a couple of examples. Here's one:

Here is a simple and mundane example-the mission statement of a hospital emergency room: "It's our mission to give assurance to the afflicted." That's simple and clear and direct. Or take the mission of the Girl Scouts of the U.S.A.: to help girls grow into proud, self-confident, and self-respecting young women. There is an Episcopal church on the East Coast which defines its mission as making Jesus the head of this church and its chief executive officer. Or the mission of the Salvation Army, which is to make citizens out of the rejected. Arnold of Rugby, the greatest English educator of the nineteenth century, who created the English public school, defined its mission as making gentlemen out of savages.

My favorite mission definition, however, is not that of a nonprofit institution, but of a business. It's a definition that changed Sears from a near-bankrupt, struggling mail-order house at the beginning of the century into the world's leading retailer within less than ten years: It's our mission to be the informed and responsible buyer-first for the American farmer, and later for the American family altogether.

Sears has lost sight of its mission in recent years, according to many business analysts. But for a long time, it was nothing if not a farmers' store. Farmers and their families ordered from the Sears catalog (which they also put to other uses), and they shopped at Sears when they came to town. I remember as a kid walking into the Sears in Knoxville, Tenn., and they were selling everything from baby chicks to metal washtubs. You knew it was for farmers. Who are Sears' customers now?

COMM 150: Are the national media biased?

Cross-posted to my mass communications blogs. -- pe

There's a story in yesterday's Washington Post that we need to read, even though it relates to material we covered earlier in the semester and/or will come back to at semester's end. It's a column by media critic Howard Kurtz on right- and left-wing perceptions of bias in the news media. To sum it up briefly, maybe a little too briefly, Kurtz thinks the media are taking fire from both sides. And he implies, without coming right out and saying it, that's about where you want to be if you're covering the news.

Kurtz has been on the talk show circuit plugging his book on network news, and he said the talk show hosts "appear to be living in parallel universes." His column is a good overview of the issue, concluding:

Bobbing along on this swirling sea of opinions, I became increasingly convinced there is a place for newscasts that at least attempt to provide viewers with a straight set of facts. To be sure, these programs make subjective judgments, sometimes miss the boat and appeal to a demographic keenly interested in all those segments on back pain and hip replacements. But it would be a shame if, in an age of infotainment, the new generation of anchors can't find ways to keep their broadcasts vital as well as balanced. Without them, after all, there would be fewer targets for "The Daily Show" to mock.

Read it. Might be a good one to print out for later use, in fact. I don't know how long The Post archives its stories on the open website.

COMM 150: Tangent (that may not be a tangent)

Linked to my blue faculty page is a column by Michelle Thaller, a prof at Cal Tech and occasional newspaper columnist, about a dinosaur at Chicago's Field Museum. It appeared in The Christian Science Monitor in 2002, under the headline "A dinosaur named Sue, and the way science really works." Great head! (At least if you like headlines. And you should. They're difficult, but fun, to write. And the good ones are fun to read.) Keep that part about the way science really works in mind as you read the story.

Spoiler alert. Here's the money graf -- the paragraph, or 'graph as journalists call it, that explains the whole thing -- at the very end of the story:

As I walked out of the Field Museum that day, I heard people talking about Sue, wondering about her forearms, laughing as their kids tried to mimic how a Tyrannosaurus Rex might settle down for a nap. And whether they knew it or not, they were taking home a very different impression about science that I had learned as a child. Science doesn't lose any of its drama or wonder when we admit that we aren't sure what the facts really are. Questions are much more important. ...

Now the questions.

Please answer in two or three sentences each, and post your answers as comments to this post:

1. How is the way the Field Museum presents Sue the dinosaur to the public in the 21st century different from the way dinosaurs were presented when Thaller visited the museum as a little girl?

2. What does the new way of presenting dinosaurs to the public have in common with postmodernism?

3. Was this reading really a tangent? What does it tell you about postmodernism? What does it tell you about communicating with the public?