This study reports results of a large-scale experiment in which subjects were exposed to news stories presented by one of four media. The goal was to provide both baseline data and a reasonably definitive answer as to the relative level of recall resulting from presentations by newspapers, computer screen, television and radio while controlling for other factors. Facts from news stories presented by newspaper or computer screen were recalled at a significantly higher level than were facts from the same stories when presented via radio or television. Somewhat surprisingly, results from computer screens were closer to newspapers than to television.

To carry out their mission of preparing students to be successful journalism professionals, educators make important decisions on the core curriculum: the common courses that all journalism students must take to graduate, no matter their area of emphasis or academic constraints. This national study of U.S. journalism program directors shows they agreed that training in writing and reporting is still considered the bedrock of journalism and that knowledge about visual communication has become an increasing priority. After that, however, these respondents disagreed on which specific courses take precedence for all journalism students. The authors offer several hypothetical models of core curricula.

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While digital cameras are used on most assignments and more images are shot, a lower proportion of those images are archived compared to images shot with film cameras in years past.

A decade ago, DeFleur and Davenport compared computerassisted reporting in newsrooms and classrooms and concluded that journalism faculties seemed content to follow in the footsteps of a more innovating industrythe newspaper industry.The pattern by which an innovation (such as a new technology, idea or practice) spreads through a social system has been welldocumented and follows a classic Sshaped curve of adoption over time. Five distinct categories of adopters and also the "approximate percentage" of individuals included in each category have been described, based on the degree of their "innovativeness" (innovators, early adopters, early majority, late majority and laggards). These classifications can be used to understand the process by which computer-assisted journalism has become part of newsroom practice and classroom instruction.* In the early 199os, newsrooms were in the "late majority" stage of implementing some computer-assisted reporting techniques such as online database searching and in the "early majority" stage of implementing the analysis of government records. Meanwhile, classrooms were in the "innovator" stage of working with public records and in the "early adopter" phase of using online sources. The academic adoption curve represented a clear case of innovation lag in comparison to newsroom usage.3 Some of the problems impeding the adoption of computer-assisted reporting in the classroom were lack of finances, equipment, instructors and interest. Indeed, 70% of journalism program directors across the country