Behind the Scenes

edweek.org is undergoing changes and introducing new technologies and features at a rapid pace. In Behind the Scenes, we talk about our plans and ideas, and the nuts & bolts of working on a Web site devoted to journalism, research, and service to our readers, all revolving around K-12 Education.

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October 6, 2006

A Former Mennonite Reports on the Amish

I was reporting on an education conference in a downtown Washington hotel when I noticed TV monitors in the lobby were turned on to CNN and Fox news and broadcasters were reporting on an attack on a one-room Amish schoolhouse in Lancaster County, Pa. My first thought was, “What is our society coming to when violence erupts among the Amish, who want to be left alone by the world and live as peacefully as possible?” The Amish have a long tradition of nonviolence, such as refusing to participate in the military.

In the news reports, it soon became clear that several Amish girls had been killed, and that the killer was not Amish. I was so distressed that several children had died in another school shooting that I wanted to go home and crawl into bed. Instead I called the Education Week office asking for a chance to write about how Amish educators might respond to the tragedy. “I know a lot about the Amish,” I said in the phone message to my editor, “I grew up in a town with 1,000 Amish families living around it. And my parents rent a farm to an Amish family.”

I didn’t remind my editor that I was raised Mennonite. In Europe, a group of Anabaptists that became known as the Amish broke away from the Mennonites in 1693, but the two Christian denominations still have some common beliefs and cooperate on service work. Actually I don’t call myself Mennonite anymore, because I’ve attended other kinds of churches for a number of years, but I still feel rooted in my Mennonite upbringing, which includes a sense that both Mennonites and Amish are often not understood well by people outside their communities.

What I didn’t want to do was go up to Lancaster County and become part of the media pack trying to get access to Amish. But I saw an opening to explain to our readers more about who the Amish are.

My article was based mostly on interviews with Mennonites, who get degrees in higher education and don’t reject “worldly” ways nearly to the same extent that the Amish do. Mennonites often become spokespeople for Amish in times of crisis. I’ve noticed this in the coverage of the shootings at the Amish school this last week. A Mennonite midwife talks to the Washington Post about some of the experiences of the girls in the West Nickel Mines School on that awful day. An Amish-turned-Mennonite who works for Eastern Mennonite University in Harrisonburg, Va., talks to the press about what Amish funerals are like.

Donald B. Kraybill, a sociology professor at Elizabethtown College in Elizabethtown, Pa., who grew up Mennonite and now attends a Brethren church, has spent his career interpreting the faith and culture of Amish and other Anabaptist groups to the outside world. Mr. Kraybill was one of the most sought after experts to talk about the Amish last week, and he comes across as respectful of Amish ways. John Hostetler, who was raised Amish and became Mennonite as a young man, also contributed much to the world’s understanding of the Amish with his scholarship published from the 1960s to the late 1980s.

I don’t know how the Amish feel about the work of these scholars, but in my view they’ve offered a much richer picture of the Amish than the movie “Witness,” which got more play than the scholars' books.

In the end, I wrote an article for Education Week citing Mr. Kraybill’s understanding of why the Amish school is the most protected area of Amish life in terms of technology. The Amish may use cellular phones in some of their businesses, but they aren’t likely to try to increase security by placing them in the schoolroom, he said. That article, “In the Wake of Shootings, Amish Schools Not Likely to Boost Security, Experts Say,” and an article by my colleague, Lesli Maxwell, “Bush Calls Summit on School Shootings,” which tells about political leaders’ pledges to tighten security, were published on www.edweek.org on Oct. 5, and will be coming out in print in the Oct. 11 issue of Education Week.

October 5, 2006

Digital Photography

Most professional photographers began shooting with digital cameras before the year 2000. I was a late-comer, finally buying in February 2001. By then, the pressure to turn around assignments within a couple of hours made using film impossible. Editors at daily newspapers have come to expect images in-house within an hour or so of an assignment ending—whether the assignment is in the same city or 3,000 miles away.

The accelerated pace of delivering news affects everyone in a newsroom. Photographers, though, are in a great position to adapt to technological changes. We are gear people. We are techie-obsessed by necessity. The photo world even created a digi-specific photo term: "chimping"—which means previewing images on the camera back LCD screen after taking a photo. It's controversial behavior in the photo world. Pro photo rule says: more chimping means less experience and more insecurity. Plus, if you are busy looking down, you’ll miss the Pulitzer Prize-winning moment. Others say the technology is there, why not check exposure and edit in real time? Check out SportsShooter on "Chimping: How and Why?"

How Does the Digital World Affect Photo Editing at Education Week?

The photo department is small. For every 10 reporters there is one photo staff member. With such an inverted ratio, we can’t possibly use staff photographers for every story. We rely on hiring freelance photographers and using photo agency images.

The print version of Education Week is a weekly with rolling deadlines starting a week before the cover date (on Wednesdays) with the entire paper going to press by noon Fridays. Digital image workflow has cut image processing time by one full working day. Eight hours! I started working at Education Week two years ago. Even by then, all assignments were digital.

What About Photos and edweek.org?

In film days, without a larger photo staff or gigantic budget, providing daily photo content for online use would have been near impossible. The worldwide digital workflow means we can move from weekly to daily photo-gathering mode almost seamlessly.

With more space available online, we have the flexibility of using additional photos with stories that don’t fit into a print layout. And the addition of multimedia projects gives us more ways to tell a story. To that end, the photo department recently bought some sound gear for collecting audio on assignments. One microphone mounts to the top of the camera and points out—creating a decidedly "photographer as unicorn" profile.

From a photo perspective, online is a good place for us to stretch our creativity—both visually and on the technology front.

Sarah Evans
Director of Photography

January 2008

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