Educating Journalism Students About News Archives: A Global Comparison With Special Focus on Spain and the United States

Depósito de investigación de la Universidad de Sevilla https://idus.us.es/ This is an accepted manuscript of a paper published in: Journalism and Mass Communication Educator (2019): 74 DOI: 10.1177/1077695817740232 Copyright: © 2019 SAGE PUBLICATIONS LTD 18 30 37 Page 1 of 24 1 2 3 4 5 6 7 8 9 10 11 12 13 14 Abstract Educating Journalism Students About News Archives: A Global Comparison with Special Focus on Spain and the United States Journalists and news archivists are natural allies. Journalists require previously 15 published reporting as context for their new stories. Archivists ensure that material is 16 17 preserved for future retrieval. Local news archives serve as a cultural, legal, economic, 19 20 and genealogical resource for their communities. Now, the archiving function in news 21 22 organizations is relegated to information vendors with little input from journalists. Rarely 23 24 25 are journalism and archiving coupled in programs that train future professionals. 26 27 This article explores the current state of journalism and library science education 28 29 globally and suggests ways to strengthen education in news archiving in these 31 32 programs. 33 34 35 36 Keywords: news archives; library science education; cur r iculum revision; Spanish 38 39 journalism education; comparative journalism education 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 18 30 37 44 49 Page 2 of 24 1 2 3 4 5 6 Educating Journalism Students About News Archives: A Global Comparison with 7 8 Special Focus on Spain and the United States 9 10 11 12 13 Journalists and news archivists are natural allies. Journalists require previously 14 15 published reporting or compiled data as context for the story on which they are currently 16 17 working. Archivists are charged with ensuring that the material for which they are 19 20 responsible is preserved and cataloged for future retrieval and use. It is a virtuous circle 21 22 - fresh reporting feeds the archive which feeds the needs of journalists reporting fresh 23 24 25 news. Local news archives also serve as a cultural, legal, economic, historical and 26 27 genealogical resource for their loca communities. (Hansen & Paul, 2017) 28 29 However, over the past decade the archiving function in news organizations has 31 32 been outsourced to information vendors with little to no protest on the part of the 33 34 journalists who rely on thorough and efficient access to past news content. Whether it is 35 36 the archive of the print newspaper, the analog or digital audio or visual files from radio 38 3s and television, the voluminous content found on any news organization’s website, or 40 41 any of the other manifestations of news organizations’ output (social media posts, user 42 43 comments, etc.), the news archive has been relegated to a position of low (or non- 45 46 existent) standing in the competition for staffing and funding. 47 48 We can think of journalism and archiving as two ends of a process which, at its 50 51 start, informs the present and, at its end, preserves for the future. News organizations 52 53 have both an economic incentive and a cultural obligation to preserve their material for 54 55 56 57 58 1 59 60 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 For the universities that had degree programs in one or both of these disciplines, the programs of study and actual coursework were examined in detail to determine whether any attention was devoted to archival issues for journalistic content. Where possible, the authors examined actual course syllabi when an institution’s curriculum in either discipline appeared to include a course that might address archival issues. 2 18 30 32 37 44 Page 3 of 24 1 2 3 4 5 6 7 8 9 10 11 12 their own purposes and for posterity. But rarely are journalism and archiving coupled in the programs that train future professionals and practitioners. This article explores the current state of journalism and library/information science education to see where (or if} there is an awareness of and sensitivity to the 13 importance and value of news archiving presented in journalism programs, and how the 14 15 special needs of archiving journalistic content are addressed in library/information 16 17 science programs. The article also suggests ways to strengthen education in news 19 20 archiving in these programs. 21 22 The Global Case 23 24 25 To examine how much collaboration exists between university-based journalism 26 27 education and library/information science education globally, this project used the 2016 28 29 Academic Ranking of World Universities to identify the top 200 universities worldwide. 31 1 For each of the top 200 universities, the authors determined from university websites 33 34 or other official documents whether that institution had a journalism B.A. and/or M.A. 35 36 program (excluding theoretically-based communication studies-type programs), and 38 39 whether that institution had a B.A. and/or M.A. library/information science program. 40 41 Worldwide, 147 institutions among the top 200 had a journalism program and 53 42 43 institutions had a library/information science program; 45 had both.2 56 57 58 59 60 3 4 6 11 18 30 37 44 51 Page 4 of 24 1 2 3 With several exceptions for journalism coursework devoted to the preservation 5 and archival concerns of visual information (photos, moving images), 3 there were no 7 8 institutions that included coursework in their journalism program that specifically 9 10 addressed issues surrounding archival concerns of journalistic content. 12 13 Among the 53 institutions with library/information science programs, 37 had at 14 15 least one course that addressed archival issues more broadly, and many of those 16 17 programs included entire tracks on archival management and preservation of print and 19 20 digital materials. King’s College in London offered a course titled “Digital Asset 21 22 Management in Broadcast Media,” but with no mention of broadcast news. Just one 23 24 25 institution, The School of Information Sciences in the College of Communication and 26 27 Information at the University of Tennessee, included a graduate-level course (“Digital 28 29 Curation”) that specifically addressed news archiving. An optional assignment in that 31 32 course, titled “Digital Curation in the News,” encouraged students to examine the issues 33 34 and challenges surrounding digital news archiving. 35 36 Of the 45 top-ranked universities globally with both journalism and library science 38 3s programs, with the few exceptions noted here, there w no evidence of coursework in 40 41 either program that addresses the concerns of the other discipline. Journalism 42 43 education in Spain, however, follows a very different path. 4 45 46 The Spanish Case 47 48 We focus on Spain in this article because journalism education there is unique in 49 50 its universal incorporation of news archiving in curricula from its inception. 5 In Spain, 52 53 university-based training in journalism at legally recognized university faculties 6 did not 54 55 start until 1971. The first program at Facultad de Ciencias de la lnformación (Faculty of 56 57 58 59 60 4 18 30 37 44 Page 5 of 24 1 2 3 4 5 6 7 8 9 10 11 12 Information Science) at the Complutense University of Madrid, 7 included a course called Documentación, which, in Spain, refers to Library and Information Science. Issues in documentation have been present in most Spanish journalism curricula since 1971. There is a backstory to how documentation became a staple of Spanish journalism 13 programs. 14 15 Professional journalism training was offered by El Debate, a Catholic newspaper, 16 17 as early as 1926. (Real, 2012, p. 120) The newspaper’s interest in supporting 19 20 documentation training in journalism began in 1911 when El Debate established for its 21 22 journalists the first documentation service in Spanish media. The first Spanish periodical 23 24 25 library, Hemeroteca Municipal de Madrid, opened to the public in 1916. Attention to 26 27 preservation of and access to journalistic ublications generated interest in the 28 29 possibility of university training in jou sm and documentation. 31 32 But these initiatives were stopped with the outbreak of the Spanish Civil War in 33 34 1936. After consolidating power, General Francisco Franco approved a Press Law in 35 36 1938 to control media and established in Madrid the first Escuela Oficial de Periodismo 38 39 (Official Journalism School.) The school began its “officiaI” training in 1942. 40 41 From its inception, even this government-controlled program contained training in 42 43 the importance of documentation for journalists. (Tapia, 2001, p. 234) A 1942 course 45 46 lnformación y reportajes (Information and reports) included a lesson covering 47 48 “Periodismo indirecto. recoger, cribar, comprobar. El archivo y su manejo” (Indirect 49 50 51 journalism: gathering, filtering, verifying. The archive and its use). A 1955 course titled 52 53 Periodismo Gráfico (Photojournalism) included material about photo archives and their 54 55 criteria for selection and classification. In 1961, the course Seminario de Redacción 56 57 58 59 60 5 11 18 25 30 37 44 Page 6 of 24 1 2 3 (Writing Seminar) included topics like Administración de datos y antecedentes 4 5 6 (Administration of data and records) and Documentación previa (Background 7 8 documentation). The faculty member teaching those courses, Enrique de De Aguinaga, 9 10 stated: 12 13 14 15 “When a newspaper starts to grow, it needs to have an archive, what we are 16 17 calling now ‘the paper brain’. But it should not be an independent thing, on its own, 19 20 that suddenly converges and says ‘great, let‘s be friends’. It is an intrinsic function 21 22 in Journalism. As fish develop fins, Journalism naturally develops Documentation” 23 24 (Tapia, 2001, p. 236).9 26 27 28 29 According to Tapia (2001, p. 241), allusions to Documentation were made in all 31 32 the courses taught in 1952 at the official government journalism schools. And beyond 33 34 official schools, other journalism programs were created by private and church initiatives 35 36 in the fifties and sixties, including lnstituto de Periodismo (Journalism Institute) in 38 39 Navarra, in 1958, and Escuela de Periodismo de la lglesia (Church Journalism School) 40 41 in Madrid, in 1960 (Real, 2012, p. 121). The field of Documentation was also present in 42 43 the curriculum of these last two Journalism schools (Tapia, 2001, p. 241-248). 45 46 In 1963 some content linked to news archives was included in the course 47 48 Técnicas del Periodismo lmpreso (Print Journalism Techniques). The course covered 49 50 51 the topic “El archivo. Su organización. Una redacción orientada hacia el pasado en 52 53 función de la actualidad inmediata” (“The archive. Its organization. A newsroom oriented 54 55 towards the past for breaking news”). 56 57 58 59 60 6 18 30 37 44 Page 7 of 24 1 2 3 4 5 6 7 8 9 10 11 12 In 1965 attention was given to specific training of news librarians. A seminar titled Curso Monográfico de Hemerografía (Monographic course in Hemerography) — later named Normas de Archivo y de Análisis Hemerográfico (Archive Rules and Hemerographic Analysis) — focused on the structure and dynamics inside the modern 13 documentation service — news archives, libraries, photo archives, audio archives (Tapia, 14 15 2001, p. 238). 16 17 After passage of the new Press Law in 1966, a new curricula for the Journalism 19 20 Official School was approved in 1967 which bolstered journalism studies and 21 22 established journalism training as a major requiring four years of education. While there 23 24 25 had been attention to documentation in journalistic training in the past, the increased 26 27 coursework required in these new pr rams allowed inclusion of a specific course in the 28 29 field of documentation. The course H erografía y técnicas de documentación 31 32 informativa (Hemerography and techniques for news documentation) focused 33 34 exclusively on the special considerations of news libraries, archives and specialized 35 36 media libraries. (Ministerio de Información y Turismo, 1967, p. 5821; Tapia, 2001, p. 38 39 241). 40 41 This interest in addressing the needs of media archiving in university programs 42 43 was concurrent with a rise in the 1960s of news organizations establishing their internal 45 46 media archives. In 1967 Televisión Española (Spain’s first TV station, launched in 1956) 47 48 established the first TV documentation service to preserve its broadcasts. Many other 49 50 51 Spanish media, mainly newspapers, began to establish documentation services during 52 53 the seventies, such as El Correo de Andalucía, in 1975. When El País began 54 55 publication in 1976 it had a news documentation service in its newsroom. 56 57 58 59 60 7 4 11 18 30 37 44 49 51 Page 8 of 24 1 2 3 In 1970, the General Law of Education regulated the incorporation of Journalism 5 6 studies into Spanish universities (Jefatura del Estado Español, 1970, p. 12544) and a 7 8 1971 decree regulated the creation of legally recognized university faculties for media 9 10 studies, with a five-year Bachelor of “Ciencias de la lnformación” (Information 12 13 Sciences10), organized in two stages —a three-year general program and a two-year 14 15 more specific program —as well as three sections: Journalism, Visual and Auditory 16 17 Images, and Advertising (Ministerio de Educación y Ciencia, 1971, p. 14944). Thus, two 19 20 new faculties opened in Spain in 1971: the Faculty of Information Sciences of the 21 22 Complutense University of Madrid and the Faculty of Information Sciences of the 23 24 25 Autonomous University of Barcelona (ANECA, 2007, p. 100). These new university 26 27 schools replaced the Journalism Official Schools, which disappeared by December 28 29 1975 (Tapia, 2001, p. 241). At the same time, the already existing Navarra Journalism 31 32 Institute became the officially-recognized Faculty of Information Sciences of the 33 34 University of Navarra in 1971 (Barrera, 2002). 35 36 From the beginning of university journalism program s in Spain, specific courses 38 3s in Documentation have been offered. From 1971 until 1974, the courses linked to the 40 41 field of Documentation were those inherited from the old non-university journalism 42 43 schools. However, in the first long-term journalism university curriculum designed in 45 46 1975 by the Spanish Ministry of Education and Science for the Bachelor of Journalism 47 48 degree program taught at the Faculty of Information Sciences of the Complutense 50 University of Madrid, there was one required course titled Documentación 52 53 (Documentation). It was taught in the fifth and last year of the Bachelor (Ministerio de 54 55 Educación y Ciencia, 1975, p. 22123). 56 57 58 59 60 14 4 11 18 30 37 44 49 Page 15 of 24 1 2 3 to both programs and build their own program of study to make the connections. No 5 6 specific courses address news archiving as its own subject of study. 7 8 Given the constraints on curriculum expansion, especially for ACEJMC- 9 10 accredited programs that must abide by credit limits for majors, there is little chance that 12 13 news archiving will be addressed in a stand-alone course as it is in Spanish curricula. 14 15 However, there is no reason why journalism programs might not include a unit on the 16 17 importance and function of the news archive in appropriate courses. Because many 19 20 journalism programs are housed at institutions with a library/information science 21 22 program at the same university and even in the same college, there is an opportunity to 23 24 25 work collaboratively with library/information science colleagues on units that address the 26 27 types of issues that are covered in the Documentation courses in Spain. 28 29 There are three topics where library/information skills should intersect with 31 32 journalism training: 1) Information seeking and evaluation (information literacy); 2) 33 34 Journalists’ role in providing information to help aid future archival preservation and 35 36 retrieval (metadata tagging, etc.); and 3) Management training on the value of archives, 38 3s resources and staffing needed, monetization potential and related managerial topics 40 41 such as contract negotiation with information vendors. The first two topics could be 42 43 included in introductory or intermediate-level skills courses for text, audio and moving 45 46 image journalists (Basic Reporting, Public Affairs Reporting, Investigative Reporting, 47 48 Database Journalism, etc.). The last topic could be included in media management 50 51 courses. 52 53 For example, any introductory course in the journalism curriculum could devote 54 55 time and instruction to information literacy issues - where does information come from? 56 57 58 59 60 15 4 11 18 30 37 44 Page 16 of 24 1 2 3 how do you identify and evaluate the information appropriate for your use? what can be 5 6 trusted and can/should be shared with others (including a potential audience of 7 8 millions)? what technical and conceptual skills are necessary to properly organize, 9 10 preserve and maintain digital information files and systems? There are instructional 12 13 materials readily accessible for this type of unit, and journalism faculty themselves can 14 15 certainly address these topics (and many do) (Hansen & Paul, 2015). 16 17 A reporting course could include a unit on the use and importance of the media 19 20 organization’s own backfiles and archive (which many courses now do, of course) but 21 22 could expand on that with specific instruction on selection of what to archive in the first 23 24 25 place, version control, metadata tagging, SEO optimization, digital filing strategies, 26 27 website and social media linking techniques and related topics so budding journalists 28 29 understand how that archive they rely on is created and maintained, with their explicit 31 32 input as they generate their stories for publication and distribution. Again, the necessary 33 34 skills and conceptual practices for maintaining and preserving digital information files 35 36 and systems (now the primary means for producing and distr ibuting information by 38 39 mass communicators) are a key component of education for the modern 40 41 communications professional. 42 43 Media management courses could include a unit that specifically addresses the 45 46 news archive’s monetary value as an important financial (and cultural) asset to the 47 48 organization, and strategies to make better use of that content. Instruction on 49 50 51 negotiating contracts for licensing the backfiles, staffing necessary to maintain the 52 53 databases and related issues are crucial. One anecdote illustrates how the lack of such 54 55 training now affects news operations. A newspaper publisher came back from a 56 57 58 59 60 16 4 11 18 30 37 Page 17 of 24 1 2 3 conference and told the (sole remaining) news librarian to work with a backfile vendor to 5 6 increase the newspaper’s monetization of that asset. The problem, as the librarian 7 8 pointed out to the publisher, was that the news organization had an exclusive contract 9 10 with a different vendor and could not consider other options. Future media managers 12 13 can and should be much more knowledgeable about archival issues and concerns, 14 15 especially since so much of their early digital news content is already gone. (Hansen & 16 17 Paul, 2017) 19 20 The project reported on here demonstrates that there is an opportunity to follow a 21 22 successful model in place for more than 40 years in Spain for the education of future 23 24 25 journalists and media managers in the U.S. Especially for those journalism programs 26 27 situated in universities with a libra 28 ry/information science program on campus, the 29 expertise and resources to develop specific units in existing courses are already 31 32 available. The only obstacle is raising awareness about the issues and opportunities 33 34 among administrators and faculty. Because traditional news archives with specialized 35 36 staff trained for that role are disappearing, it is even more important for all aspiring 38 39 journalists and news managers to know how to future-proof their own work. 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 17 4 11 18 30 37 44 Page 18 of 24 1 2 3 References 5 6 Agencia Nacional de Evaluación de la Calidad y Acreditación (ANECA) (2007). 7 8 Libro blanco de los Títulos de Grado en Ciencias de la Comunicación. Madrid: ANECA. 9 10 Retrieved from 12 13 http://www.aneca.es/var/media/150336/libroblanco comunicacion def.pdf 14 15 Barrera, C. (2002). Notas para una historia del Instituto de Periodismo de la 16 17 Universidad de Navarra. Communication & Society, 15(1), 7-38. Retrieved from 19 20 https://www.unav.es/fcom/communication-society/es/articulo.php?art id=336 21 22 Barrera, C. and Vaz, A. (2003). The Spanish Case: A Recent Academic 23 24 25 Tradition. In Frohlich, R. and Holtz-Bacha, C. Journalism Education in Europe and Nodh 26 27 America. An International Comparison. Cresskill, NJ: Hampton Press, pp. 21-48. 28 29 Desmond, R. W. (1920s-1930s). Correspondence file, faculty archives of the 31 32 Department of Journalism, University of Minnesota. 33 34 Desmond, R. W. (1929). Instruction in Newspa per Library Methods. Special 35 36 Libraries. 20(9), 323-325. 38 39 Desmond, R. W. (1933). Newspaper Reference Metho ds. Minneapolis, MN: 40 41 University of Minnesota Press. 42 43 Desmond, R. W. (1931) Profit and Loss in the Reference Department. Special 45 46 Libraries. 22(9), 410-411. 47 48 Hansen, K. A. & Paul, N. (2015) Information Strategies for Communicators. 49 50 51 Minneapolis, MN: University of Minnesota Libraries Publishing Open Textbook. 52 53 Retrieved at http://open.Iib.umn.edu/infostrategies. 54 55 56 57 58 59 60 18 11 18 30 37 44 51 Page 19 of 24 1 2 3 Hansen, K. A. & Paul, N. (2017) Future-Proofing the News. Lanham, MD: 4 5 6 Rowman & Littlefield. 7 8 Hollifield, C. A., et al. (2016). Media Management. A Casebook Approach. Sth 9 10 Edition. New York, NY: RoutIedge. 18 12 13 International Journal on Media Management (2000). Special issue devoted to 14 15 challenges arising from new digital media for the content industry. 2(2).19 16 17 Jefatura del Estado Español. (1970). Ley 14/1970, de 4 de agosto, General de 19 20 Educación y Financiamiento de la Reforma Educativa. Boletín Oficial del Estado (BOE) 21 22 187, August 6, 12525-12546. Retrieved from 23 24 25 https://www.boe.es/boe/dias/1970/08/06/pdfs/A12525-12546.pdf 26 27 López Yepes, A. (1997). 28 29 aplicaciones. Madrid: Síntesis. 31 Documentación Informativa. Sistemas, redes y 32 López Yepes, J. & Ros Garcia, J. (1993). QLIé es Documentación? Teoría e 33 34 historia del concepto en España. Madrid: Síntesis. 35 36 Meléndez-Malavé, N. & Hirschfeld-Suárez, R. (2016). Situación de los centros de 38 39 documentación en los medios escritos andaluces. El profesional de la información. 40 41 25(4), 606-615. 42 43 Ministerio de Educación y Ciencia (1971). Decreto 2070/1971, de 13 de agosto, 45 46 por el que se regulan los estudios de Periodismo y demás medios de comunicación 47 48 social en la Universidad. Boletín Oficial del Estado (BOE), 220, September 14, 14944- 49 50 14945. Retrieved from https://www.boe.es/boe/dias/1971/09/14/pdfs/A14944-14945.pdf 52 53 Ministerio de Educación y Ciencia (1975). ORDEN de 18 de octubre de 1975 por 54 55 la que se aprueba el plan de estudios de la Facultad de Ciencias de la Información de 56 57 58 59 60 19 11 18 30 37 44 Page 20 of 24 1 2 3 la Universidad Complutense de Madrid. Boletín Oficial del Estado (BOE), 252, October 4 5 6 21, 22122-22123. Retrieved from https://www.boe.es/boe/dias/1975/10/21/pdfs/A22122- 7 8 22123.pdf 9 10 Ministerio de Educación y Ciencia (1991). Real Decreto 1428/1991, de 30 de 12 13 agosto, por el que se establece el título universitario oficial de Licenciado en 14 15 Periodismo y las directrices generales propias de los planes de estudios conducentes a 16 17 la obtención de aquél. Boletín Oficial del Estado (BOE), 243, October 10, 32902-32904. 19 20 Retrieved from https://www.boe.es/buscar/doc.php?id=BOE-A-1991-24677 21 22 Ministerio de Educación y Ciencia (1993). Resolución de 15 de octubre de 1993, 23 24 25 de la Universidad de Sevilla, por la que se ordena la publicación del Plan de Estudios 26 27 conducente a la obtención del titulo de Licenciado en Periodismo. Boletín Oficial del 28 29 Estado (BOE) , 265, November 5, 31281-31289. Retrieved from 31 32 https://www.boe.es/diario boe/txt.php?id=BOE-A-1993-26680 33 34 Ministerio de Educación y Ciencia. (2007) Real Decreto 1393/2007, de 29 de 35 36 octubre, por el que se establece la ordenación de las enseñanzas universitarias 38 39 oficiales. Boletín Oficial del Estado (BOE), 260, October 30, 44037-44048. Retrieved 40 41 from https://www.boe.es/boe/dias/2007/10/30/pdfs/A44037-44048.pdf 42 43 Ministerio de Información y Turismo (1967). ORDEN de 20 de abril de 1967 por 45 46 la que se regulan los estudios en la Escuela Oficial de Periodismo. Boletín Oficial del 47 48 Estado (BOE), 106, May 4, 5821-5822. Retrieved from 49 50 51 http://www.boe.es/boe/dias/1967/05/04/pdfs/A05821-05822.pdf 52 53 Ministerio de la Presidencia. (2002) RESOLUCIÓN de 18 de junio de 2002, de la 54 55 Universidad Complutense de Madrid, por la que se publica la adaptación del plan de 56 57 58 59 60 20 4 11 18 30 37 44 Page 21 of 24 1 2 3 estudios de Licenciado en Periodismo, a los Reales Decretos 614/1997, de 25 de abril, 5 6 y 779/1998, de 30 de abril. Boletín Oficial del Estado (BOE), 169, July 16, 26033- 7 8 26048. Retrieved from https://www.boe.es/boe/dias/2002/07/16/pdfs/A26033-26048.pdf 9 10 Real, E. (2012). Los estudios de periodismo en España, competencias y 12 13 destrezas. In Lazo, C. M., Lacruz, M. C. A. & Artur, M. I. U. (Eds.), Competencias 14 15 interdisciplinares para la comunicación y la información en la sociedad digital. Madrid: 16 17 ICONO14 Asociación científica de Comunicación y Nuevas, 115-144. 19 20 Recio, J. C. M. & Edo, C. (2015). Análisis de la nueva perspectiva de la 21 22 documentación periodistica en los medios de comunicación españoles. Revista General 23 24 25 de Información y Documentación, 25(2), 389-423. 26 27 Sánchez-Garcia, P. (2016). The effects of the first phase of the EHEA in 28 29 journalism education in Spain: more specialized and practical training. Communication 31 32 & Society, 29(1), 125-143. 33 34 Tapia López, A. (2001). Las primeras enseñanzas de documentación en 35 36 periodismo. Documentación de las Ciencias de la Información, 24, 231-251. 38 39 van Kranenburg, H. & Ziggers, G. W. (2013). How Media Companies Should 40 41 Create Value: Innovation Centered Business Models and Dynamic Capabilities. In 42 43 Friedrichsen, M. and Muhl-Benninghaus, W. (Eds.) Handbook of Social Media 45 46 Management. Berlin: Springer-Verlag, pp. 239-251. 47 48 Vigil y Vázquez, M. (1987). El periodismo enseñado. De la Escuela de “El 49 50 51 Debate” a Ciencias de la Información. Barcelona: Mitre. 52 53 54 55 57 58 59 60 21 4 12 18 25 31 33 39 45 52 Page 22 of 24 1 2 3 Notes 5 6 7 1 ARWU uses six objective indicators to rank world universities, including the number of 8 alumni and staff winning Nobel Prizes and Fields Medals, number of highly cited 9 researchers selected by Thomson Reuters, number of articles published in journals of 10 Nature and Science, number of articles indexed in Science Citation Index - Expanded 11 and Social Sciences Citation Index, and per capita performance of a university. More 13 than 1200 universities are actually ranked by ARWU every year and the best 500 are 14 published. Retrieved from http://www.shanghairanking.com/aboutarwu.html The total 15 number of institutions in the top 200 used for this study were distributed across the 16 world as follows: North America 111; Europe 63; Asia 14; Australia 11; Africa 1; South 17 America 0. 19 20 2 North America had 91 institutions with journalism programs and 36 institutions with 21 library/information science programs. Europe had 35 institutions with a journalism 22 program of study and 9 with a library/information science program. Asia had 10 23 institutions with a journalism program and 5 with a library/information science program. 24 Australia had 10 institutions with a journalism program and 3 with a library/information 26 science program. The one African institution in the top 200 had a program in journalism. 27 28 3 For example, New York University offers a Master of Arts degree program in Moving 29 Image Archiving and Preservation through its Tisch School of the Arts. Similar programs 30 exist worldwide for preserving and archiving photographic and moving images. 32 4 Only one Spanish university with a journalism program was included in the ARWU list 34 of the top 200 institutions: Pompeu Fabra University using the ARWU list limited the 35 sample of journalism programs discussed here; other succ essful models may be found 36 in Western countries whose institutions were not 37 included in that ranking. 38 For a comprehensive history of the development of journalism education in Spain, see 40 Barrera and Vaz (2003). The modern curriculum in both Spain and the U.S. grows out of 41 a humanities and social sciences academic tradition, combined with professional 42 training. 43 44 6 Although Navarra Journalism Institute has been a part the University of Navarra since 46 1958, it was not recognized as a university faculty within the Spanish legal framework 47 until November 8, 1971 (Barrera, 2002). Rather it was a “premonitory faculty” (Vigil y 48 Vázquez, 1987, p. 153). 49 50 The curriculum was regulated by the Spanish Ministry of Education and Science 51 (Ministerio de Educación y Ciencia, 1971). 53 54 8 Public news libraries supported by the Spanish Government or by regional or local 55 governments, called hemerotecas, have existed since 1916. They are accessible to all 56 citizens - different from the news libraries inside the documentation services of Spanish 22 58 59 60 6 12 18 26 34 40 54 Page 23 of 24 1 2 3 4 media, which are private. For example, the Hemeroteca Municipal de Sevilla has an 5 international newspaper collection dating back to 1661, freely open to the public. 7 8 Domínguez-Delgado translations throughout. 9 10 10 Although Information Sciences is the literal translation, “Ciencias de la lnformación” in 11 Spain is not linked to computers but to mass media. The term Information has different 13 meanings in English and Spanish; the Spanish usage adopted in the seventies was due 14 to the influence that France - where the term “Sciences de I Information” was used - 15 exerted in Spain in the late 1960s and early 1970s. However, most Spanish schools for 16 media studies - with only a few exceptions - have adopted later names like School of 17 Communication or Communication Sciences, avoiding the use of the confusing term 19 Information. 20 21 11 The University of the asque Country (in 1981), the Pontifical University of 22 Salamanca (in 1988), th University of La Laguna (in 1989) and the University of Seville 23 (in 1989). 24 25 12 The University of Santiago de Co la (in 1991), Pompeu Fabra University and 27 the University of Malaga (in 1992), niversity Carlos III of Madrid (in 1996), and the 28 University of Valencia and King Ju University (both in 2000). 29 30 13 In Spain, the more general concept “D ocumentación Informativa” (Media 31 Documentation) is defined as the application of Documentation Sciences to mass 32 communication and media companies (López Yepes, 1997, p. 14), while 33 “Documentación Periodística” (Journalistic Documenta tion) is a specialization inside 35 Media Documentation defined as the application of Docum entation Sciences to 36 Journalism (López Yepes & Ros Garcia, 1993, p. 129-131. 37 38 14 The University of Murcia (in 2002), the University of Va IIadoIid (in 2003), and the 39 University of the Balearic Islands and Miguel Hernandez University (both in 2005). The 41 case of the University of Murcia is unique in Spain, since this bachelor and other ones 42 linked to media are taught since 2002 by the same faculty as its official degrees in 43 Documentation, sharing the training in these two sciences at the same school: Facultad 44 de Comunicación y Documentación (Faculty of Communication and Documentation). 45 46 1’ Thanks to the importance which Documentation had in Spanish journalism and media 47 48 studies schools since their creation, this line of scholarship has been robust in Spain 49 since the seventies, with many authors in this field. See for example the work of López 50 Yepes, López-Hernández, García Gutiérrez, Fuentes i Pujol, Galdón López, Del Valle 51 Gastaminza, Guallar, Codina Bonilla, Moreiro, Sánchez Vigil, Tapia López or Rubio- 52 Lacoba. Many specific journals in this field also were created, such as: Documentación 53 de las Ciencias de la Información, Anales de Documentación, Scire, Revista Española 55 de Documentación Científica, El Profesional de la Información, Revista General de 56 Información y Documentación, Cybermetrics or lbersid, among many others. 57 58 59 60 6 14 21 Page 24 of 24 1 2 3 4 5 16 All Spanish course hours are translated in this article into U.S. course credits. 7 8 1 Books published by faculty at those institutions teaching such a course included 9 Ward, J. and Hansen, K. A. (1987) Search Strategies in Mass Communication. New 10 York, NY: Longman; and Kessler, L. and McDonald, D. (1987) Uncovering the News. 11 Belmont, CA: Wadsworth. 12 13 18 The chapter on Innovation includes a brief discussion on pp. 150-151 about 15 expanding the value chain to add value to existing products, repackaging those 16 products and taking advantage of innovation in technology. This could describe how the 17 news archive could add value, but the word “archive” does not appear anywhere in the 18 book. 19 20 1’ These articles early in the digital news revolution danced around the possibilities for 22 the news archive but didn’t address them directly. 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 23