The following represents the final recommendations of each group:

How can news media organizations partner with universities and high schools to create and support News Literacy initiatives?

Group leader: Jonathan Landman, Deputy Managing Editor, The New York Times

Recommendations for moving this forward in the next 12 months:

• Create a database of people/journalists so that schools would have access to these folks for their initiatives. This would have to be kept up to date.
• Create a database of course materials and of practical examples (case studies). This has to be kept up to date. Requires a full-time job to find video, find clips, get access, outtakes, etc.
• Encourage news organizations to give students the outlet to publish their own work. This could include publishing blogs, such as the burgeoning use of community-journalists to cover hyper-local events (see: NYT).

Where to spend $1 million:

• Create the various databases.
• Hire someone(s) full-time to keep the databases up to date.
• Hire regional coordinators to work with specific news outlets and schools in each area.

How can News Literacy be developed for diverse and global communities?

Group leader: Susan Moeller, Director, International Center for Media and Public Agenda, University of Maryland

Recommendations for moving this forward in the next 12 months:

• Focus on basic skills and standards that are global common denominators (recognition of distinct characteristics unique to particular locations)
• Focus on information literacy (or news literacy/media literacy as appropriate)
• Attention to different audiences (social classes, ethnicities, religions, cultures/customs) which have distinct access, experiences, needs and interests (development of multilingual/multicultural plans: vocabulary of news literacy not always translatable (reliability/trust)

Where to spend $1 million:

Part 1

• $300K to create media literacy lesson plans in Spanish and English, with a focus on local-regional case studies
• $50K for Knight fellows from Latin America and Salzburg partner universities to conduct assessment of what lesson plans should be created (12+ lesson plans)
• $150K for Salzburg Academy special track to create lesson plans: Knight fellows join Salzburg partner universities
• $50K for editing and translation of lesson plans

Part 2

• $575K for regional sessions to train the trainers/teachers. Knight Fellows and Salzburg Academy partner universities work to identify local partners. High school and university teachers, schools, school systems, Ministries of Education, media implementers/trainers, ICFJ, Internews
• $175K: Texas/Border region
• $100K: Mexico/Mexico City
• $100K: Argentina/Buenos Aires
• $100K: Chile/Santiago
• $100K: Peru/Lima

Part 3

• $125K for media outreach: help children connect with families and read newspapers. Coordinate with WAN/NIE to create newspaper inserts out of one of more lesson plans.

How can universities rapidly develop and approve News Literacy Programs?

Group Leader: Jack Hamilton, Dean, LSU Manship School of Mass Communications

Recommendations on how to think about moving this forward (not necessarily in 12 months):

• Each school will need to find its own way to do this; it will have to be sui generis. Let 100 flowers bloom.
• Thinking about moving forward quickly is probably not the best approach because of slowness and bureaucracy at academic institutions. That said, using a special topics course or honors course to test the waters may be something that can be implemented quickly.
• To really solidify a news literacy course or program at a university, one needs a combination of: presidential support, senior and upper administrators who think it’s worthwhile, and enthusiastic lower administrators. It takes time to build this support, and it’s necessary to go through all the steps if the concept is going to have any longevity.

Where to spend $1 million:

• Fund a broad approach to getting new models in a variety of academic settings with the centerpiece focused on the news. The concept of news literacy could be taught in conjunction with a variety of different disciplines, including: social sciences, law, physical sciences, etc
• Invite several institutions to put forward proposals for models of how they might teach news literacy in these disciplines. There could be courses/questions like: How scientists read the news; How political scientists read the news; How lawyers read the news? Any institution that agreed to do this, would commit to sending administrators/professors to trainings (maybe at Stony Brook) to see what news literacy is—and some of the methods used to pass news literacy knowledge on to students. And any course materials developed via this process could be used by other institutions.
• Another idea is to take some of the presentations from the conference at Stony Brook on the road. Go to events where provosts and other upper administrators meet (conferences, for instance), and present the concept of news literacy there and demonstrations of the possible ways to implement teaching it at the undergraduate level.

How can digital technology help shape News Literacy courses?

Group Leader: Andrew Heyward, Former President, CBS News; Senior Adviser, the Monitor Group. Fabrice Florin of NewsTrust.net presented the findings.

Recommendations for moving this forward in the next 12 months:

• Online resource center: clearinghouse for best practices. News literacy lesson plans and guidelines. Case studies of best and worst coverage examples. Materials for news providers. Tools to aggregate, rate, compare news. Social networking connections and discussion groups.
• Training for teachers: All grade levels, K-12 to college. Learn applications as well as technologies. Collaborate with students, peer-to-peer. Access to tools like computers and digital technology. Tech support.
• News Application for Students: Helps student make choices as editors. Based on news literacy principles. encourages peer-to-peer comparisons. Learning through game-like interactions. Progressive skill development over course. Help to express and compare student worldviews.
• Worldview Construction Kit: Online multiplayer application. based on students’ current news consumption. Auto-track what news you view and link most. Sort your news links (facts vs. opinion)). Express your worldview with best stories. Compare and contrast different worldviews. Sixty second, student newscasts. Game-like rewards and user interface. Publish weekly broadcast with best newscasts. Built-in instructional and training materials.

Where to spend $1 million:

• Online resource center
• Training for teachers
• News application for students

How can journalism schools take on a new university-wide role in News Literacy?

Group Leader: Charles Bierbauer, Dean, College of Mass Communications and Information Studies, University of South Carolina.

Recommendations for moving this forward in the next 12 months:

• Provide seed grants to journalism programs at schools and colleges. Specifically those schools that are ready to move forward with news literacy programs that reach beyond journalism majors. Give $25K per institutions, and spread the money around.
• Set up a clearinghouse so that schools can collectively use, participate with, and share some of the ideas already coming into play at Stony Brook.
• Develop external partners with professional and academic organizations.
• Bonus recommendation: Before President Kenny leaves get her to write a letter to other university presidents. Presidents can be a force at other institutions.

Where to spend $1 million:

• Don’t limit yourself to five schools. We think you can accomplish something on forty campuses with $25K grants
• If you’re anxious to spend $1 million, create a referenced, online, news literacy journal, which would solve problems, like: Will teaching a news literacy course help me get tenure? How do we communicate our findings and what works? It would also be a way to spread interest beyond the group of people already interested in the subject.

How can high schools introduce News Literacy into current curricula?

Group leader: Gloria Sesso, Direct of Social Studies, Patchogue-Medford Schools, Long Island, New York. Findings presented by Rita-Marie Murphy who is a teacher at the Patchogue-Medford Schools,

Recommendations for moving this forward in the next 12 months:

• Create an action group to advocate to the state that we need news literacy as a standard in our schools.
• Collect data on programs, and post results of studies on news literacy.
• Integrate news literacy into existing K-12 courses by focusing on news literacy skills. Take what is learned here (and in the future) back to professional development programs to share with others.

Where to spend $1 million:

• That money would go very quickly, so spend some of the seed money on a grant writing component.
• Train teachers about news literacy, and train journalists how to teach students.
• Train teachers, as a first step, on how to use existing technology to incorporate news literacy lessons in the classroom.
• Create a website with a set of news literacy standards for use by anyone—with suggestions on incorporating this material into an existing curriculum.
• Create an elective course. Elective courses are the first to go in rough financial times, but a pilot study using an elective course would let us collect data to show effectiveness.

He received more than a dozen national reporting honors, including the George Polk Award, the Goldsmith Prize for Investigative Reporting and the Investigative Reporters and Editors Medal for breaking the 1996 Democratic National Committee campaign finance scandal. His series on the Marine Corps Harrier attack jet won the 2003 Pulitzer Prize for National Reporting.

Before joining the Times, Alan worked at The Record of Hackensack, N.J., as a state and county political reporter and at The Times Union of Albany, N.Y. as a political and state investigative reporter. He was a fellow with the Peter Jennings Project at the National Constitution Center in March 2008 and the Japan Society in 1998 and a student participant at the East-West Center Communication Institute from 1976 to 1978.

He is a member of the advisory board of the Center for News Literacy at Stony Brook University. A Phi Beta Kappa graduate of Wesleyan University in Middletown, Conn., Alan received a Master’s degree in political science from the University of Hawaii. He lives in   Bethesda, Md.

Ibargüen is the former publisher of The Miami Herald and of El Nuevo Herald. During his tenure, The Miami Herald won three Pulitzer Prizes and El Nuevo Herald won Spain’s Ortega y Gasset Prize for excellence in journalism.

He studied at Wesleyan University and the University of Pennsylvania Law School.  Between college and law school, he served in the Peace Corps in Venezuela’s Amazon Territory and was programming and training officer for the Peace Corps program in Colombia.

He practiced law in Hartford, CT before beginning his newspaper career at Hartford Courant. Later he served as Executive Vice President of Newsday and New York Newsday before becoming publisher in Miami.

Ibargüen is chairman of the board of the Newseum in Washington, D.C.  He is a member of the board of directors of PepsiCo, AMR (American Airlines), ProPublica, and Council on Foreign Relations.

Over the years, he has served on the boards of arts, education and civic organizations, including Lincoln Center for the Performing Arts, the Committee to Protect Journalists, Wesleyan University and Smith College, and was national board chair of the Public Broadcasting Service (PBS). Past service also includes the board of directors of Norwegian Cruise Line, Trustees Council of the National Gallery of Art and the Advisory Committee of the Public Company Accounting Oversight Board (PCAOB).

Wallace became executive producer of “NBC Nightly News with Brian Williams” in March 2007.  Her appointment made Wallace the first woman to lead a weeknight network evening newscast in a decade, joining a small group of women who had served in the top post of a Big Three daily newscast.

While holding the reigns at “Nightly,” Wallace reestablished “Nightly News” as the number one evening news broadcast by increasing the show’s average ratings by nearly 400K viewers.  Wallace brought the show back to dominance in total viewers and the key demographic; she was also instrumental in improving and extending the show’s digital reach by relaunching the show’s website, increasing its online video and adding a digital correspondent to the staff.

Wallace was first named vice president of NBC News in January 2006.  In that capacity, she oversaw a number of areas in the News Division, including NBC Special Reports and executive oversight of “NBC Nightly News.”

Prior to being named Vice President, NBC News, Wallace served as executive producer of “Weekend Today” and senior producer of “Today” beginning in March 2005.  Under her direction, “Weekend Today” provided extensive coverage of major news events including Hurricane Katrina and the death of Pope John Paul II.  During her time as executive producer, “Weekend Today” ratings remained dominant and “Saturday Today” was number one across the board.

Wallace came to NBC News from CBS News where she was a senior broadcast producer for CBS’ “The Early Show” starting in May 2000.  Before that, she was a senior producer for both “The Early Show” and “CBS This Morning.”  From 1996 to 1998, Wallace was producer for the “CBS Evening News with Dan Rather.”  From 1990 to 1996, Wallace served as an associate producer for “CBS This Morning,” “48 Hours” and the CBS foreign desk.  She began her network career at the CBS News London bureau.

She has been honored with seven News and Documentary Emmy awards.

Wallace graduated with a Bachelor of Arts in English Literature from Columbia University and lives in New York City with her husband and two children.

As Vice President of one of the three program divisions of the Ford Foundation, Dr. Bernstein is responsible for the direction, conduct and evaluation of the Foundation’s work in the United States and internationally in the fields of education and scholarship, arts and culture, media, religion and sexuality.

A former trustee of Vassar College, former member of the Presidential Advisory Board on Tribal Colleges and Universities and the Board of Advisors to the Smithsonian Institution—National Museum of American History, Bernstein is currently a Trustee of Bates College, and serves on the Board of the Samuel Rubin Foundation and the International Fellowships Fund, sponsored by the Institute of International Education.  A native New Yorker, Bernstein is the mother of twin daughters, Emma and Julia, who attend Bates and Oberlin College, respectively.

Educational and Professional History
Alison Bernstein received her doctoral degree in history from Columbia University in 1985.  Her bachelor’s degree in history was awarded by Vassar College and she received an M.A. in history from Columbia University.  Prior to her current position at The Ford Foundation, Dr. Bernstein was Associate Dean of Faculty at Princeton University from 1990-1993.  She has also taught at Princeton, Sangamon State University (now the University of Illinois, Springfield), and Staten Island Community College, (now the College of Staten Island, City University of New York).

Research and Teaching Interests
Dr. Bernstein has been a panelist on and contributor to various national and international conferences and seminars in the fields of philanthropy, higher educational policy, higher education access, the American college student, and gender and sexuality issues.

Dr. Bernstein’s research has focused on issues of diversity in higher education, transfer and articulation between two and four-year colleges, higher education for women, and women’s studies.

Selected Honors
•    Winner, “Women who Make a Difference” Award, National Council for Research on Women (NCRW), 2007
•    Chosen, Outstanding Leader in Higher Education, Change magazine (2000)
•    National Conference for College Women Student Leaders “Women of Distinction Award” (1989)

Heyward was President, CBS News, from January 1996-November 2005.

During that time, CBS News programming grew significantly in audience, regularly scheduled hours and profitability. Under Heyward’s leadership, CBS News’ tradition of journalistic quality and integrity was recognized with an extraordinary number of broadcast journalism’s most prestigious awards: 57 News and Documentary Emmys, 13 Peabody, 13 Alfred I. DuPont/Columbia University, six Overseas Press Club and 46 RTNDA/Edward R. Murrow Awards. The list of Murrows includes seven for Overall Excellence:  four for television—including 2003, 2004 and 2005—and three on the radio side.

Heyward also spearheaded CBS News’ move into new media. Its award-winning Web site, CBSNews.com, became increasingly competitive and was a leader in providing free, advertiser-supported broadband video. Heyward also was a key force in the establishment of the leading financial news website, CBS MarketWatch, and served on its board of directors from its founding in 1997 to its acquisition by Dow Jones in January 2005.

Before his tenure as President, Heyward was executive producer, CBS EVENING NEWS, and Vice President, CBS News (October 1994-January 1996). Heyward was also responsible for developing and launching 48 HOURS, the primetime CBS News hour that premiered in January 1988. He has won 12 national Emmy Awards.

Heyward was born in New York.  He graduated magna cum laude from Harvard University with a B.A. in history and literature. He and his wife, Jody Gaylin, live in Hastings-on-Hudson, N.Y. They have three children.

•    Transforming The New York Times into a national newspaper
•    Developing a major Times company presence on the Internet, which now includes NYTimes.com, the No.1 newspaper-owned Web site in the world, Boston.com, About.com and IHT.com
•    Acquiring the International Herald Tribune.

During Mr. Sulzberger’s tenure as publisher, The New York Times has earned 34 Pulitzer Prizes and provided its readers with innumerable examples of momentous journalism such as its breakthrough series “How Race is Lived in America,” its internationally acclaimed coverage of the September 11 terrorist attack in a “A Nation Challenged” and “Portraits of Grief,” “Class Matters,” a 11-part series exploring class in American society, “Bush Lets U.S. Spy on Callers Without Courts,” an exposé of the Bush Administration’s use of wiretaps and “China Rises,” a four-part, multimedia series.  It should also be noted that The New York Times Company has been repeatedly cited for its commitment to excellence, innovation and social responsibility.

Before coming to The New York Times, Mr. Sulzberger was a reporter with The Raleigh (N.C.) Times from 1974 to 1976, and a London correspondent for The Associated Press from 1976 to 1978.  He joined The New York Times in 1978 as a correspondent in its Washington bureau.  He moved to New York as a metro reporter in 1981 and was appointed assistant metro editor later that year.

From 1983 to 1987, he worked in a variety of business departments, including production and corporate planning.  In January 1987, he was named assistant publisher and, a year later, deputy publisher, overseeing the news and business departments.  In both capacities, he was involved in planning The New York Times’ automated color printing and distribution facilities in Edison, N.J., and at College Point in Queens, N.Y., as well as the creation of the six-section color newspaper.

Mr. Sulzberger played a central role in the development of the Times Square Business Improvement District, officially launched in January 1992, serving as the first chairman of that civic organization.  He also helped found and serves as chairman of the New York City Outward Bound Center.

Mr. Sulzberger earned a Bachelor of Arts degree in political science from Tufts University in 1974.  He is also a 1985 graduate of the Harvard Business School’s Program for Management Development.

Dr. Deaton began his journey in higher education as a student at the University of Kentucky, where he graduated with a degree in agricultural economics in 1966.  Growing up as the second of nine children of a hard-working farm family in Kentucky and furthered by his participation in 4-H, he developed a love of the land and a desire to study agriculture.  His dedication deepened during a two-year tour as a Peace Corps volunteer in Nan, Thailand, from 1962-1964, where he taught vocational agriculture in the Thai language.

After receiving his bachelor’s degree, Dr. Deaton pursued a master of arts in diplomacy and international commerce at the University of Kentucky, graduating in 1968.  He went on to the University of Wisconsin where he earned a master of science in 1970 and a doctorate in 1972 in agricultural economics.

Moving from the student to the faculty ranks, Dr. Deaton spent the next six years as an assistant and associate professor of agricultural economics and rural sociology at the University of Tennessee.  During this time at Tennessee, he was appointed as staff director of the Special Task Force on Food for Peace for the U.S. Department of Agriculture in Washington, D.C.  In 1978, Dr. Deaton took a professorship position at Virginia Polytechnic Institute and State University in the Department of Agricultural Economics, where he also served as coordinator of the rural development research and extension program.

Dr. Deaton spent 12 years at Virginia Tech, the last four as associate director of the Office for International Development.  In March of 1989, he joined the University of Missouri-Columbia as professor and chair in the Agricultural Economics Department and as Social Science Unit leader.  He transitioned from faculty to administration in December 1993, when he was appointed chief of staff in the Office of the Chancellor.  He became deputy chancellor in 1997.

In January 1998, Dr. Deaton was appointed interim provost and was named to the permanent position in October of that year.  His duties were expanded in 2001 when he also became the executive vice chancellor for academic affairs.  A strong proponent of the University’s role on the global stage, Dr. Deaton was instrumental as the sponsor of the Big 12 Provosts’ delegation to the European Union.

Dr. Deaton holds leadership roles in many university, community and national organizations.  He served as chair of the Academic Affairs Council of the National Association of State Universities and Land-Grant Colleges (NASULGC) in 2004, participates in advisory roles with the U.S. Department of Agriculture and maintains active membership in the American and International Agricultural Economics Associations.  He has authored more than 100 articles, presentations and book chapters in his career in addition to co-authoring three books.

For his contributions to the University, Dr. Deaton has been the recipient of many honors. He has been awarded the Outstanding Commitment to Multiculturalism and Diversity certificate by the Association of Black Graduate and Professional Students, honored as an invited lecturer at the Japan International Agricultural Council and recognized by Gamma Sigma Delta with an Award of Merit for Outstanding Administrator, among many other honors, grants and fellowships.

Chancellor Deaton and his wife, Dr. Anne Deaton, are the parents of four grown children, Tony, Brady Jr., Christina and David.

Clark is a veteran reporter, editor, publisher and communications consultant. Prior to joining the McCormick Foundation, he was managing director for American Healthcare Solutions, where he developed communications strategies for hospitals, medical foundations and technology firms.

His extensive journalistic background includes serving as publisher of Modern Physician magazine, editor and associate publisher of Modern Healthcare magazine, executive business editor of the Dallas Times Herald and business columnist for the Chicago Sun-Times. Earlier, he served as a consumer affairs reporter for the Chicago Daily News and sports writer for the Des Moines Register.

Clark earned a bachelor’s degree in journalism from Drake University and a master’s degree in urban studies from Loyola University of Chicago. He was among the first group of journalists awarded a Sloan Fellowship to study economics at Princeton University’s Woodrow Wilson School of Public and International Affairs. Bell serves on the board of the Chicago Journalists Association.

Since the publication of Tuned Out, Mindich has given talks about young people and news to media groups (including the New York Times and USA Today) and at schools around the country.

Mindich founded Jhistory, an Internet group for journalism historians, in 1994. In 1998-1999, he was head of the History Division of the AEJMC. In 2002, the AEJMC awarded Mindich the Krieghbaum Under-40 Award for Outstanding Achievement in Research, Teaching and Public Service.  In 2006, CASE and the Carnegie Foundation named Mindich the Vermont Professor of the Year.