Tim Porter – författare

As news organizations adapt to a changing media landscape, strategic learning is critical for organizations that want to increase their audiences and maintain journalistic quality. News, Improved: How America's Newsrooms Are Learning to Change shows how leadership, goal-setting and staff development improve the culture of the newsroom and the content of the news product—both key drivers of audience appeal. Learn how American newsrooms are becoming more adaptive and creative, fueled by continuous, strategic training.News, Improved focuses on the lessons learned from $10 million in training and research projects funded by the John S. and James L. Knight Foundation, including Tomorrow’s Workforce, a partnership of major news corporations, more than 50 national journalism professional and mid-career teaching organizations, and one of the nation's most prestigious schools of journalism. The four-year project was conceived to show how strategic investments in newsroom training and professional development can improve the appeal and value of quality journalism. It is based at the Medill School of Journalism at Northwestern University. McLellan and Porter’s work in newsrooms and their interviews with hundreds of newsroom executives and working journalists found that even in the newsrooms most committed to professional development, training had little impact on the content. It was often opportunistic and not aligned with goals. It was, in short, non-strategic. News, Improved reports on how news organizations are learning to change by setting clear editorial goals and priorities, developing training at all levels to achieve those goals, and using professional growth as a way to strengthen readership.

Addressing the roles of education, language, and identity in cyclical migration, this book highlights the voices and experiences of transborder students in Mexico who were born or raised in the US. The stories develop a portrait of the lived realities, joys, and challenges that young people face across elementary, secondary, and tertiary levels.

The book not only discusses migration and education policies and pedagogies grounded in the fluid lives of these young people, but its photography also presents their experiences in a visual dimension that words alone cannot capture. This in-depth, multimodal study examines the interplay of language, power, and schooling as they affect students and their families to provide insights for educators to develop meaningful pedagogies that are responsive to students’ border crossing experiences.

Living, Learning, and Languaging Across Borders is a vital resource for pre- and in-service teachers, teacher educators, graduate students and scholars in bilingual and multilingual education, literacy and language policy, and immigration and education in the US, Mexico, and beyond. It offers important insights into the complex landscapes transborder students navigate, and considers policy and pedagogy implications that reject problematic assumptions and humanize approaches to the education and migration experiences of transborder students.

Addressing the roles of education, language, and identity in cyclical migration, this book highlights the voices and experiences of transborder students in Mexico who were born or raised in the US. The stories develop a portrait of the lived realities, joys, and challenges that young people face across elementary, secondary, and tertiary levels.

The book not only discusses migration and education policies and pedagogies grounded in the fluid lives of these young people, but its photography also presents their experiences in a visual dimension that words alone cannot capture. This in-depth, multimodal study examines the interplay of language, power, and schooling as they affect students and their families to provide insights for educators to develop meaningful pedagogies that are responsive to students’ border crossing experiences.

Living, Learning, and Languaging Across Borders is a vital resource for pre- and in-service teachers, teacher educators, graduate students and scholars in bilingual and multilingual education, literacy and language policy, and immigration and education in the US, Mexico, and beyond. It offers important insights into the complex landscapes transborder students navigate, and considers policy and pedagogy implications that reject problematic assumptions and humanize approaches to the education and migration experiences of transborder students.