Abstract
About 60% of U.S. journalism schools are preparing students to work across multiple media platforms. In fall 2002, the University of Southern California launched a Convergence Core Curriculum (CCC) in which all journalism students learned print, broadcast, and online journalism concurrently. Both students and instructors reported that the classes slowed the learning process, and that class content was diluted. However, students nevertheless showed marked improvement in key skills. These results and a review of the relevant literature provide insight for educators and practitioners as they assess convergence teaching practices.
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