Webelos Program - Skill 4 Communicator Badge Camp Program Plan, revised Jan 2014 311 Webelos Day Camp Program (Even Years) Communicator Badge (even years) Webelos Program - Skill 4

Day Camp Program Plan, revised Jan 2014 311 Webelos Day Camp Program (Even Years)

(even years)

Webelos Program - Skill 4 Communicator Badge

Communicating Belt Loop

“A communicator is a person who shares information. We all do that constantly. We tell or show what we know how we feel, and what we think. When you speak or write, you communicate. And when you yawn, smile, or frown, you’re showing other people that you’re sleepy, happy, or unhappy. You can communicate by drawing pictures and by using sign language and codes. We communicate over long distances by mail, telephone and computer. Communications keep our personal, business, and government worlds going.”

What does it mean to communicate? Communication is the art of transmitting and receiving information. How do we as human beings go

about this exchange of information? We tell or show what we know, how we feel, and what we think. We communicate with words, facial

expression, and body language. When you speak or write, you communicate

As the human race developed so did our communicative skills. Early man drew pictures on the walls of caves. With the development of

language came a better way to keep records and tell stories – writing. With the discovery of electricity came the telegraph, telephone, radio,

television, computers, microwave transmission, optical fibers, lasers, and on and on and on. We communicate over long distances by

telephone and computer.

With all of the modern technology at our fingertips today it is still important for us to learn basic communication skills - skills that will be with

us throughout our entire lives. Things like how to talk to one another with respect; how to listen to one another. Silly things, like saying

please and thank you. Things like learning good telephone manners, and practicing being polite and courteous to others.

Ancient Means of Communication. Anciently, communication was primarily pictures painted on cave walls or other rock surfaces to tell

about a successful hunt or a travel route or a spiritual belief. Oral language followed and then the written word.

Humans have been inventive in their systems of communication. Greek soldiers sent messages by turning their shields toward the sun. The flashes of reflected light could be seen several miles away.

Romans built long rows of signal towers, and soldiers shouted messages from tower to tower.

Peoples from Africa sometimes sent messages by beating on a series of large drums. Each drum was kept within hearing distance of the next one. The drum beats were sent out in a special code that all the drummers understood. Though the messages were simple, they could be sent at great speed for hundreds of miles.

Communication also has a creative aspect. Art has the ability to communicate feelings and ideas with a variety of media. Visual artists communicate through pictures, dancers through dance, musicians through music, and writers and poets through words.

Pigeon post: The Homing pigeon was a one way postal service. People would write a small note and tie it around the foot of a pigeon. The pigeon would fly back to the place it was born (hence the name) Genghis Khan, the swiftest and most wide-ranging conqueror of medieval history, used these pigeons to carry news of each new conquest to his homeland in Mongolia.

Gutenberg: A German who was responsible for inventing printing, and making multiple copies for mass communication.

Optical signals: The telescope was used to pick up a wide range of signals and secret codes from afar.

Mail Coaches: It was time for better postal service, so the price to deliver a letter by coach and protected guards was high. If you were poor, you would send your letter with whomever and it could take several days, months, even years before your letter would reach its destination.

Smoke signals

Flags on ships

Reflective glass or shields: were used to reflect the sun’s rays in some kind of code.

Covering a lantern's light: in code like fashion


Communicator 1: Play the Body Language Game with your den. Webelos Book Page 168

Materials:

Body Language Sheet

Or

Pen

Paper

We often send messages without meaning to do it. People can see how we feel by our frown or smile or by a shrug of our shoulders. Such facial expressions and gestures are called body language. Animals use body language too. When a dog wags its tail, you know the dog is happy. When a cat arches its back or bares its claws, you know the cat is prepared to fight.

Body Language Game Option 1: Give your den members paper and pencils. Ask them to think about feelings they can show by body language only – without making a sound. Have them make a list of at least five feelings they can show Option 2: Cut up the Body Language Game Sheet Den members take turns showing these feelings without using any words or verbalizations. The others try to guess what the feeling is. The den leader or den chief can be referee and decide whether the body language really does show the feeling. If a den member guesses correctly, he gets on point. If nobody guesses correctly, the boy who performed the body language gets one point. The final winner is the boy with the most points.


The Body Language Game Not all communication is verbal. Cut the cards. Place the cards in a container so that the boys

can draw them out. Each boy, in turn, draws a card and then must convey what it says without

using any verbal language or sounds. The boys may use body language and facial expressions

only.

bored confused curious

excited happy hurt

interested mad relaxed

sad scared shy

surprised tired Help!

Come here! Stop! That Smells Good

That smells bad I’m choking! What time is it?

OK I agree! Be quiet!

I’m hungry Go away! Watch out!


Communicator 3: Invent a sign language or a picture writing language and use it to tell someone a story. Webelos Book Page 172

Materials:

Sign language sheet

Paper, two per scout

pencils

If you met a French boy, how could you communicate with him? You couldn’t talk with him unless he knew English or you knew French. You would try signs or gestures. Maybe you would draw pictures, too. That’s what American Indians did when they wanted to communicate with people form a tribe that spoke a different language. See Wolf Handbook for American Sign Language, the language used by people with hearing impairments. You’ll also find signs used by American Indians and samples of picture writing. Cub Scout Promise in sign language. Now see if you can invent your own sign language or pictures writing and use it to communicate with your den. First explain the meaning of each sign or picture. Then tell a simple story using them. Here is a sample story in an invented sign language.

Ask the scouts to try to invent their own picture language. Stick figures and simple signs are acceptable.

Once the scout has come up with a simple language have them write a short story using their language.

Each scout should explain their language.


American Sign Language

www.iidc.indiana.edu/cedir/kidsweb/amachart.html


Emoticons These are ways of communicating emotions in email. Using characters that one can type on the keyboard (such as the colon, dash and right parenthesis), you can convey that you are happy (smiley face). To read an “emoticon,” you need to look at it sideways. Look at the “As Typed” text – that is how it will appear in the email. Now look at the “Turned sideways” column so that you can see what the “emoticon” is saying about how you feel. www.boyscouttrail.com/webelos/w2/otherresources/communicator.pdf


Native American Indian Rock Art

Native American Indian rock art includes two styles of creation: pictographs, which are drawings or paintings made on rocks,

and petroglyphs, which is when the images have been carved into the rock.

These images were usually created in order to record the history of tribal events, but also included ceremonial images and even

maps of hunting areas.

The greatest concentration of Native American Indian rock can be found in the southwestern United States. Eastern Utah alone

has over one thousand known rock art sites, and New Mexico and Texas also contain a wealth of sites.

Look at the image to the left, found in Utah. Do you see the person riding a horse hunting a deer with his bow and arrow? Do

you see the buffalo grazing behind him? Would you guess that the presence of a wheel might suggest this rock art was done at a

time after contact with Anglo settlers? What else do you see?

www.artsology.com/rockart.php


Egyptian Hieroglyphics

http://firehow.com/200911144450/how-to-read-egyptian-hieroglyphics.html

www.virtual-egypt.com/newhtml/hieroglyphics/sample/alphabet.htm


Communicator 4: Identify and discuss with your den as many different methods of communication as you can (at least six different methods). Webelos Book Page 174

Materials:

None

Methods of Communication: Each day, you share your thoughts and ideas with other people. You ask questions and answer them. You receive information from all sorts of sources. It’s all communication. How many methods of communication touch your life? Brainstorm with the Scouts different ways to communicate. Spoken words: Talking directly or by telephone, Skype, Facetime, cell telephone, CB radio, ham radio, announcements on the school public address system; singing, translating spoken words from one language to another. Nonverbal communication: gestures, body language, sign language, interpretive dance. Written words: Notes, letters, newspapers, magazines, books, e-mail, twitter, facebook, posters, notices on bulletin boards, braille books; text messages Recorded words: Compact disks, tape recordings of books or instructions. Audiovisual: Motion pictures, videos, television, YouTube. What important messages do signs on the street give you? Do they all use words? Do you get information from radio programs? Can art and music communicate? Can a look from a person communicate? What else do you know that is a form of communication?


Forms of Communication

:)


Communicator 5: Invent your own den secret code and send one of your den members a secret message. Webelos Book Page 175

Secret codes are fun. You can invent a secret code that only your den members know. Send them a short message and see if they can decode it. Materials:

Secret code sheets Pencil paper

Have each scout solve some simple code, create their own code and then send a secret message to another scout.

Secret Codes Worksheet Answers Read Every Third Letter: Webelos Scouts have fun. Rail Fence Code: Eagle Scouts are cool! Reverse the Words: Can you solve an easy code? Reverse Alphabet: Ready to go camping? Numbers for Letters: The Jungle Book. Ready Every Other Letter: Meet me in the park at noon. Pig Pen: Hunting High and Low!

Optional activities

Invisible Ink: You want to send a secret message, but you don't want the wrong eyes to read it. What do you do? For centuries, soldiers and spies have written secret messages in invisible ink. General George Washington's men used invisible "white ink" to send messages during the American Revolution. You can write invisibly with lemon, lime, or onion juice, or with sugar water. Use a thin brush or a toothpick. When the letters dry, your message will disappear. Hold the paper against a light bulb until the message reappears. Keep the paper moving so it won't burn. Secret Sounds: Use prerecorded sounds or have den chief produce sounds from behind a screen or another room. Webelos listen as each sound is produced and then write down what they think the sound is. Example: Sandpaper rubbing against something; a deck of cards being flipped into the air, a golf ball or Ping Pong ball, bouncing on a bare floor; bursting of a paper bag; etc.


Name: _________________

Secret Codes Codes usually have two parts. The first part is making the code, called "encoding." The second part is called "decoding," which tells the person who receives the encoded message how to read and understand it.

Read Every Third Letter

Here’s a simple code that is tough to break, unless you know the secret. The secret: Pick out every third letter.

ATWRQESNBZTELULCAOPVSCLSBTCRVONMUZOTGXSRUHMFAGIVWNEYFFDRUTMN

____________________ ________________ _______________ ___________

Rail Fence Code

In the Rail Fence Code, you encode by dropping down every other letter. Then, take the bottom line of letters and

put them next to the top line of letters. You'll come up with a coded message: which you send. When your friend

wants to decode the message, he just counts the number of letters, divides it by two, and places the last half below

and between the first half.

Example: LUSIEBASUOILKSENOP L U S I E B A S U

O I L K S E N O P

Answer: Louis likes bean soup.

Solve this: EGECUSRCOALSOTAEOL

________________ __________________ ____________ ____________

Reverse the Words

This is a very easy code to crack! Just read each word backwards.

Example: EB DERAPEP! is Be Prepared

Solve this: NAC UOY EVLOS NA YSAE EDOC? ______ ______ _________ _____ _______ ________

Read Every Second Letter

This one is another code for smart Webelos to solve. It's almost like the Rail Fence Code, but not quite! Read every

second letter starting at the first letter, then start again on the letters you missed the first time through!

Example: R E O N B P E O R W T E B L A L D is Robert Baden Powell (the founder of Boy Scouts)

Solve this: M R E K E A T T M M E I I D N N T I H G E H P T A B R Z K Q A P T U N W O R O F N

___________ ________ ________ __________ _____________ _______ ___________


Numbers for Letters

This is a very easy code to solve! Each number stands for a letter. 1 stands for A, 2 stands for B, 3 stands for C and so

on.

A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26

Now, whenever you see a number, you can either count that many letters, or look up the number and write down the

letter above it.

Example: 19 3 15 21 20 is Scout

Decode this: 20 8 5 10 21 14 7 12 5 2 15 15 11

_______ ________________ __________

Reverse Alphabet

This is a very easy code to solve! Each number stands for a letter. 1 stands for A, 2 stands for B, 3 stands for C and so

on.

A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

Z Y X W V U T S R Q P O N M L K J I H G F E D C B A

Now, whenever you see a number, you can either count that many letters, or look up the number and write down the

letter above it.

Example: H J F Z I V P M L G is Square Knot

Decode this: I V Z W B G L T L X Z N K R M T?

__________ _____ _____ _________________

Pig Pen

The Pigpen code is quite easy to catch on to. First you write out the whole alphabet in

two grids, as shown:

Each letter is represented by the part of the "pigpen" that surrounds it. If it's the second letter in the box, then it has a

dot in the middle. So an A looks like this: And a B looks like this: Example:

is Listen to the Wind

Solve this:

_________________ _________ _________ _________

https://sites.google.com/site/codesforscouts/pigpen/pigpen-b.gif?attredirects=0

https://sites.google.com/site/codesforscouts/pigpen/pigpen-b.gif?attredirects=0


Create-a-Code Codes can be created however you like. The only requirement is that the sender and receiver use the same encoding and decoding schemes. Make up a symbol for each letter of the alphabet. Then, write a message using your code and pass this sheet to another scout to decode. See if he can understand your message and maybe write one back to you.

A ____ B ____ C ____

D ____ E ____ F ____

G ____ H ____ I ____

J ____ K ____ L ____

M ____ N ____ O ____

P ____ Q ____ R ____

S ____ T ____ U ____

V ____ W ____ X ____

Y ____ Z ____

Scout 1: Secret Message: _______________________________________________________________________

Scout 2: Decode the Message: ___________________________________________________________________


NATO phonetic alphabet

The NATO phonetic alphabet is widely used to improve communications when you absolutely have to be clear. Whether it's radio interference or the sound of gun fire, soldiers must be able to effectively communicate. The phonetic alphabet is really a spelling alphabet and not a true phonetic alphabet, lets operators communicate clear regardless of language, noise and other interference. When you are calling for support or an air strike your commands must be clearly understood because the consequences could literally be life or death. Letters often sound the same when spoken (e.g., f and s or m and n) and the phonetic alphabet gives us a way to make absolute sure that your orders were relayed exactly as you meant them to be. www.militaryspot.com/military-alphabet Sometimes if it’s difficult for someone to understand you on the phone, you can make up your own words (e.g., N for Nancy). Practice with your den.

Character Morse Code

NATO Phonetic Alphabet

A Alfa

B Bravo

C Charlie

D Delta

E Echo

F Foxtrot

G Golf

H Hotel

I India

J Juliett

K Kilo

L Lima

M Mike

N November

O Oscar

P Papa

Q Quebec

R Romeo

S Sierra

T Tango

U Uniform

V Violet

W Whiskey

Y Yankee

Z Zulu

1 One

2 Two

3 Three

4 Four

5 Five

6 Six

7 Seven

8 Eight

9 Nine

0 Zero

Morse Code

In 1836, Samuel Morse demonstrated the ability of a telegraph system to transmit information over wires. The information was sent as a series of electrical signals. Short signals are referred to as dits (represented as dots). Long signals are referred to as dahs (represented as dashes). With the advent of radio communications, an international version of Morse code became widely used. The most well-known usage of Morse code is for sending the distress signal: SOS: .../---/... 1. A dash is equal to three dots 2. The space between parts of the same letter is equal

to one dot. 3. The space between two letters is equal to three

dots. 4. The space between two words is equal to seven dot. 5. / = between letters 6. // = break between words

www.magnet.fsu.edu

http://www.magnet.fsu.edu/education/tutorials/museum/morsetelegraph.html


Telegraphy

Background: Before cell phones and the internet, people communicated very differently. In ancient times, they used smoke signals (by

covering an open fire with a blanket, and suddenly removing it for a short time, a puff of smoke is generated. With some training, the sizes,

shapes of, and intervals between these puffs can be controlled in a way that can be observed from a long distance, and used to carry

information.) Then came semaphore

Telegraphy is the long distance transmission of written messages without physical transport of letters. This definition includes recent forms

of data transmission such as fax, email, and computer networks in general. (A telegraph is a machine for transmitting and receiving messages

over long distances, i.e. for telegraphy.)

Before the internet came into general use, telegraphy messages were known as telegrams or cablegrams, often shortened to a cable

or a wire message. Telegrams sent by the Telex network, a switched network of teleprinters similar to the telephone network, were

known as a telex message. Before long distance telephone services were readily available, telegram services were very popular.

Telegrams were often used to confirm business dealings and, unlike e-mail, a telegram is considered a binding legal document for

business dealings.

Before fax machines came into general use, wire picture or wire photo was a newspaper picture that was sent from a remote

location by a facsimilie telegraph. This is why many fax machines have a photo option even today.

A semaphore network invented by Claude Chappe operated in France from 1792 through 1846. It helped Napoleon enough that it was widely

imitated in Europe and the U.S. The last (Swedish) commercial semaphore link left operation in 1880.

Semaphores are faster than smoke signals and beacons and consume no fuel. They are hundreds of times as fast as post riders and serve

entire regions. However they require operators and towers every 30 km (20 mi), and only send about two words per minute. This causes

them to have a cost per word-mile roughly thirty times as high as electric telegraphs. This is useful to government, but too expensive for most

commercial uses other than commodity price information.

The first commercial electrical telegraph constructed by Sir Charles Wheatstone entered use in London in 1838. An electrical telegraph was

US-patented in 1842 by Samuel Morse, who also developed the Morse code signaling alphabet, and was quickly deployed in the following

two decades. Nikola Tesla and other scientists and inventors showed the usefulness of wireless telegraphy, or radio, beginning in the 1860s.

A continuing goal in telegraphy has been to reduce the cost per message by reducing hand-work, or increasing the sending rate. There were

many experiments with moving pointers, and various electrical encodings. However, most systems were too complicated and unreliable.

http://encyclopedia.kids.net.au/page/te/Telegraph

www.magnet.fsu.edu

http://www.magnet.fsu.edu/education/tutorials/museum/morsetelegraph.html


Communicator 8: Write an article about a den activity for your pack newsletter or web site, your local newspaper, or your school newsletter, newspaper, or Web site. Webelos Book Page 175

Materials:

Piece of paper

pencil

Have each Scout write an article each about their week at camp, that they may share with their Pack when they get

back to school next year, or at rally night for their Pack.

Start by having the brainstorm ideas. Have them do this individual and then have them share their ideas.

Who or What is the news about?

What happened?

Where did it happen?

When did it happen?

Why is this important?

How does this news affect people?

Have scouts share their thoughts on Day Camp so they will have some quotes to use in their article.

Read to them a sample article. Customize this to your camp.

Make up a sample article.

Then have the boys write a short article about camp. Have them read their article to the den.

Optional, if time or looking for something to fill in time at any other point during the week

The object if this game is for each player to add a few words to a single story as it is passed around the group. The

three words should help describe an incredible news story. The more absurd the funnier. Begin the story slowly. For

example, the first player might say "Just last night..."; 2nd player might follow with "..a green monster.." and the 3rd

might add "...ate New York..." If someone gets stuck and can’t think of anything, den leaders instruct the boys to

move to the next person and come back or helps if needed. It’s important to keep the story moving along from player

to player. The den leader writes down the story. The Den Leader then reads the story back to the scouts.


Writer’s Name: ________________

Day Camp Article Write an article about Day Camp or Den activity. When writing your article, think about: Who or What is the news about? What happened? Where did it happen? When did it happen? Why is this important? How does this news affect people? I. Headline II. Lead sentence. Grab and hook your reader right away! II. Introduction. Which facts and figures will ground your story? You have to tell your readers where and when this story is happening. IV. Main body. Heart of your story. Consider quoting one or two scouts. V. Closing. Find something that sums the article up in a few words.

Title: ___________________________________________________________________

Ideas:

Communicator 8: Write an article about a den activity for your pack newsletter or web site, your local newspaper, or your school newsletter,

newspaper, or Web site.


Communicator 10: With your parent or guardian, or your Webelos den leader, invite a person who speaks another language (such as Spanish, French, Arabic, Hebrew) as well as English to visit your den. Ask questions about the other language (its background, where it is spoken, etc.), discuss words in that language that den members are already familiar with, or ask about ways to learn another language.

Webelos Book Page 186

Materials: Adult who speaks another language or sign language Information on other language (background, where its spoken, ect.)

Learning other languages can be fun, and it will help you throughout your life. More and more, people all over the world visit and live in countries other than the one where they were born, and often it’s a country with a different language. Many US companies do business in countries where the main language is not English. Knowing another language can help you when you travel, when you meet people from other countries, and even in the job you do as an adult. Find out about learning other languages from someone who speaks two or more languages.

Questions for Scouts to ask:

1. What is the other language you speak? Where are you from?

2. What countries is the language spoken in?

3. Is it an old language? Is it a growing language? Is it taught in schools here?

4. Where and when did you learn to speak English, or the other language?

5. Do you speak any other languages?

6. Does speaking this language allow you to do anything that you couldn’t do without it?

English hello

French allo

German hallo

Hebrew shalom

Italian buon giorno

Spanish hola

Swahili jambo

Mandarin Ni hao

Swedish hej

French German Italian Spanish

1 un eins uno uno

2 deux zwei due dos

3 trois drei tre tres

4 quatre vier quattro cuatro

5 cinq funf cinque cinco

6 six sechs sei seis

7 sept sieben sette siete

8 huit acht otto ocho

9 neuf neun nove nueve

10 dix zehn dieci diez


Communicator 16: Find out about jobs in communications. Tell your den what you learn. Webelos Book Page 196

Materials:

Communications job sheets (www.bls.gov/k12/students.htm)

Sample Communication Jobs:

Advertising

Artists

Author

Book & Magazine Publishing

Business: newsletter editor, human resources, trainer

Editor

Education: language arts teacher, drama teacher, debate coach

Journalism

Librarian

Marketing

Newscaster

Newspaper

Police Dispatcher

Public Relations

Radio Broadcasting

Reporter

Speech-Language Pathologist

Television Broadcasting

Translator

Writer: books, brochures, newspapers, newsletters, scripts, speeches, technical, websites


Desktop Publishers

What Desktop Publishers Do: Desktop publishers use computer software to design page layouts for newspapers, books, brochures, and other items that will be printed or put online. They collect the text, graphics, and other materials they will need and then format them into a finished product. Desktop publishers typically do the following:

Gather existing materials or work with designers and writers to create new artwork or text

Find and edit graphics, such as photographs or illustrations

Use scanners to turn drawings and other materials into digital images

Import text and graphics into desktop publishing software programs

Position artwork and text on the page layout

Select formatting properties, such as text size, column width, and spacing

Check proofs, or preliminary layouts, for errors and make corrections

Convert files for printing or websites

Send final files to a commercial printer or print the documents on a high-resolution printer

Desktop publishers use publishing software to create page layouts for print or web publication. Some desktop publishers may help to create web pages using Hypertext Markup Language (HTML), although this is usually the job of web designers. For more information on workers who design, create, and modify websites, see the profile on information security analysts, web developers, and computer network architects. Desktop publishers work with other design and media professionals, such as writers, editors and graphic designers. For example, desktop publishers work with graphic designers to come up with images that complement the text and fit the available space. In addition to designing pages, desktop publishers may edit or write text. Some desktop publishers might be responsible for correcting spelling, punctuation, and grammar or for writing original content themselves. Desktop publishers’ responsibilities may vary widely from project to project and employer to employer. Smaller firms typically use desktop publishers to perform a wide range of tasks, while desktop publishers at larger firms may specialize in one part of the publishing process. Work Environment: About half of all desktop publishers work for the publishing and printing industries. Most of the rest work for companies in other industries that produce their own printed materials. Part-time work schedules are common. How to Become a Desktop Publisher: Desktop publishers have a variety of educational backgrounds, but most complete some form of postsecondary education, such as an associate’s degree. They also usually learn some of their skills on the job. Computer skills, including knowledge of desktop publishing software, are important. Pay: The median hourly wage of desktop publishers was $17.60 in May 2010. Job Outlook: Employment of desktop publishers is projected to decline by 15 percent from 2010 to 2020. Employment will decline rapidly as other types of workers increasingly do desktop publishing tasks and as fewer print publications are developed.

http://www.bls.gov/ooh/office-and-administrative-support/desktop-publishers.htm#tab-2

http://www.bls.gov/ooh/computer-and-information-technology/information-security-analysts-web-developers-and-computer-network-architects.htm

http://www.bls.gov/ooh/computer-and-information-technology/information-security-analysts-web-developers-and-computer-network-architects.htm






Reporters What Reporters, Correspondents, and Broadcast News Analysts Do: Reporters, correspondents, and broadcast news analysts inform the public about news and events happening internationally, nationally, and locally. They report the news for newspapers, magazines, websites, television, and radio. Reporters, correspondents, and broadcast news analysts typically do the following:

Research topics and stories that an editor or news director has assigned to them

Interview people who have information, analysis, or opinions relating to a story or article

Write articles for newspapers, blogs, and magazines and write scripts to be read on television or radio

Review articles to ensure their accuracy and their use of proper style and grammar

Develop relationships with experts and contacts who provide tips and leads on stories

Analyze and interpret information to increase their audiences’ understanding of the news

Update stories as new information becomes available

Reporters and correspondents, also called journalists, often work for a particular type of media organization, such as a television or radio station, or a newspaper. Those who work in television and radio set up and conduct interviews, which can be broadcast live or recorded for future broadcasts.

These workers are often responsible for editing interviews and other recordings into a cohesive story and for writing and recording voiceovers that provide the audience with the facts of the story. They may create multiple versions of the same story for different broadcasts.

Most television and radio shows have hosts, also called anchors, who report the news and introduce stories from reporters.

Journalists for print media write articles to be used in newspapers, magazines, and online publications. Most newspapers and magazines have both print and online versions, so reporters must produce content for both versions. Often, doing so requires staying up to date on new developments of a story so that the online editions can be updated with the most current information.

Some journalists convey stories through both broadcast and print media. For example, television stations often also have a website, and a reporter may produce a blog post or article for the website. In addition, those working for newspapers or magazines may create videos or podcasts that people access online.

Some journalists cover a particular topic, such as sports, medicine, or politics. Others cover a wide range of issues. Journalists in large cities or working for large news organizations are more likely to specialize. Journalists who work in small cities, towns, or organizations may need to cover a wider range of subjects.

Some reporters live in other countries and cover international news. Some journalists, called commentators or columnists, interpret the news or offer opinions to readers, viewers, or listeners.

Some reporters—particularly those who work for print news—are self-employed and take freelance assignments from news organizations. Freelance assignments are given to writers on an as-needed basis. Because these reporters are paid for the individual story, they work with many organizations and often spend some of their time marketing their stories and looking for their next assignment.

Work Environment: Reporters and correspondents spend a lot of time in the field, conducting interviews and investigating stories. The work is often fast paced, with constant demands to meet deadlines and to be the first reporter to publish a news story on a subject.

How to Become a Reporter, Correspondent, or Broadcast News Analyst: Employers generally prefer workers who have a bachelor’s degree in journalism or communications and have experience from an internship or from working on a college newspaper.

Pay: The median annual wage of broadcast news analysts was $54,140 in May 2010. The median annual wage of reporters and correspondents was $34,530 in May 2010.

Job Outlook: Employment of broadcast news analysts is expected to grow by 10 percent from 2010 to 2020, about as fast as the average for all occupations. Employment of reporters and correspondents is expected to decline moderately by 8 percent from 2010 to 2020. Declines are expected because of the consolidation of news organizations, a decrease in readership of newspapers, and a decline in viewership for many news television shows.

http://www.bls.gov/ooh/media-and-communication/reporters-correspondents-and-broadcast-news-analysts.htm#tab-2






Writers

What Writers and Authors Do: Writers and authors develop original written content for advertisements, books, magazines, movie and television scripts, songs, and online publications. Writers and authors typically do the following:

Choose subject matter that interests readers

Write fiction or nonfiction through scripts, novels, and biographies

Conduct research to get factual information and authentic detail

Write advertising copy for use by newspapers, magazines, broadcasts, and the Internet

Present drafts to editors and clients for feedback

Work with editors and clients to shape the material so it can be published

Writers and authors develop original written material, namely, stories and advertisements, for books, magazines, and online publications. Writers must establish their credibility with editors and readers through strong research and the use of appropriate sources and citations. Writers and authors select the material they want to use and then convey the information to readers. With help from editors, they may revise or rewrite sections, searching for the best organization and the most appropriate phrasing. For more information, see the profile on editors.

An increasing number of writers are freelance writers—that is, they are self-employed and make their living by selling their written content to book and magazine publishers; news organizations; advertising agencies; and movie, theater, and television producers. Many freelance writers are hired to complete specific short-term or recurring assignments, such as writing a newspaper column, contributing to a series of articles in a magazine, or producing an organization’s newsletter. An increasing number of writers are producing material that is published directly online in videos and on blogs. The following are types of writers and authors:

Copywriters prepare advertisements to promote the sale of a good or service. They often work with a client to produce advertising themes, jingles, and slogans.

Biographers write a thorough account of a person’s life. They gather information from interviews and research about the person to accurately portray important events in that person's life.

Novelists write books of fiction, creating characters and plots that may be imaginary or may be based on real events. Songwriters compose music and lyrics for songs. They may write and perform their own songs or sell their work to a music

publisher. They sometimes work with a client to produce advertising themes, jingles, and slogans and may be involved in marketing the product or service.

Playwrights write scripts for theatrical productions. They produce lines for actors to say, stage direction for actors to follow, and ideas for theatrical set design.

Screenwriters create scripts for movies and television. They may produce original stories, characters, and dialogue or turn a book into a movie or television script. Some may produce content for radio broadcasts and other types of performance.

Work Environment: Writers and authors work in an office, at home, or wherever else they have access to a computer. Most writers and authors work full time. However, self-employed and freelance writers usually work part time or have variable schedules. How to Become a Writer or Author: A college degree is generally required for a salaried position as a writer or an author. Proficiency with computers and communications equipment also is necessary to stay in touch with sources, editors, and other writers while working on assignments. Excellent writing skills are essential. Pay: The median annual wage of writers and authors was $55,420 in May 2010. Job Outlook: Employment of writers and authors is projected to grow 6 percent from 2010 to 2020, slower than the average for all occupations. Strong competition is expected for salaried writing jobs because many people are attracted to this occupation.

http://www.bls.gov/ooh/media-and-communication/writers-and-authors.htm#tab-2

http://www.bls.gov/ooh/media-and-communication/editors.htm






Editors

What Editors Do: Editors plan, review, and revise content for publication. An editor’s responsibilities vary with the employer and the type and level of editorial position. Editors typically do the following:

Read content and correct for errors in spelling, punctuation, and grammar

Rewrite copy to make it easier for people to understand

Verify facts, using standard reference sources

Evaluate submissions from writers to decide what to publish

Work with writers to help their ideas and stories succeed

Plan the content of publications according to the publication's style and editorial policy

Develop story and content ideas while being mindful of the audience

Allocate space for the text, photos, and illustrations that make up a story

Approve final versions submitted by staff

Editors plan, coordinate, and revise material for publication in books, newspapers, magazines, or websites. Editors review story ideas and decide what material will appeal most to readers. They also review and edit drafts of books and articles, offer comments to improve the product, and suggest titles and headlines. In smaller organizations, a single editor may perform all of the editorial duties or share them with only a few other people.

The following are examples of types of editors:

Copy editors review copy for errors in grammar, punctuation, and spelling and check the copy for readability, style, and agreement with editorial policy. They suggest revisions, such as changing words and rearranging sentences and paragraphs to improve clarity or accuracy. They also may carry out research, confirm sources for writers, and verify facts, dates, and statistics. In addition, they may arrange page layouts of articles, photographs, and advertising.

Publication assistants who work for book-publishing houses may read and evaluate manuscripts submitted by freelance writers,

proofread uncorrected proofs, and answer questions about published material. Assistants on small newspapers or in smaller media markets may compile articles available from wire services or the Internet, answer phones, and proofread articles.

Executive editors oversee assistant editors and generally have the final say about what stories are published and how they are

covered. Executive editors typically hire writers, reporters, and other employees. They also plan budgets and negotiate contracts with freelance writers, sometimes called “stringers” in the news industry. Although many executive editors work for newspaper publishers, some work for television broadcasters, magazines, or advertising and public relations firms.

Assistant editors have responsibility for a particular subject, such as local news, international news, feature stories, or sports.

Most assistant editors work for newspaper publishers, television broadcasters, magazines, book publishers, or advertising and public relations firms.

Managing editors typically work for magazines, newspaper publishers, and television broadcasters, and are responsible for the

daily operation of a news department. Work Environment: Editors usually work in offices, but advances in technology now allow some editors to work wherever they have a computer. Because most editors have strict production deadlines, the work can be stressful and sometimes tiring. More than half of all editors work in the publishing industry. Most work full time. How to Become an Editor: A college degree is generally required for someone to be an editor. Proficiency with computers and communications equipment also is necessary. Pay: The median annual wage of editors was $51,470 in May 2010. Job Outlook: Employment of editors is expected to experience little or no change from 2010 to 2020 as print media continue to face strong pressure from online publications. Strong competition is expected for salaried editing jobs because many people want to work in the media industry.

http://www.bls.gov/ooh/media-and-communication/editors.htm#tab-2






Librarians What Librarians Do: Librarians help people find information from many sources. They maintain library collections and do other work as needed to keep the library running. Librarians typically do the following:

Help library patrons find the information they need

Organize library materials so they are easy to find

Plan programs for different groups, such as storytelling for young children

Develop and index databases of library materials

Read book reviews, publishers' announcements, and catalogs to see what is available

Choose new books, audio books, videos, and other materials for the library

Research and buy new computers and other equipment as needed for the library

Train and direct library technicians, assistants, and other support staff

Prepare library budgets In small libraries, librarians are often responsible for many or all aspects of library operations. They may manage a staff of library assistants and technicians. In larger libraries, librarians usually focus on a specific area, such as user services, technical services, or administrative services.

Librarians working in user services help patrons find the information they need. They listen to what patrons are looking for and help them research the subject using both electronic and print resources. User services librarians also teach patrons how to use library resources to find information on their own. This may include familiarizing patrons with catalogs of print materials, helping them access and search digital libraries, or educating them on Internet search techniques. Technical services librarians get, prepare, and classify library materials. They organize materials to make it easy for patrons to find information. These librarians are less likely to work directly with the public. Librarians in administrative services manage libraries. They hire and supervise staff, prepare budgets, and negotiate contracts for library materials and equipment. Some conduct public relations or fundraising for the library. Librarians who work in different settings sometimes have different job duties. The following are examples of types of librarians: School librarians, sometimes called school media specialists, work in elementary, middle, and high school libraries and teach students how to use library resources. They also help teachers develop lesson plans and find materials for classroom instruction. Special librarians work in settings other than school or public libraries. They are sometimes called information professionals. Law firms, hospitals, businesses, museums, government agencies, and many other groups have their own libraries with special librarians. The main purpose of these libraries and information centers is to serve the information needs of the organization that houses the library. Therefore, special librarians collect and organize materials focused on those subjects. The following are examples of special librarians:

Government librarians provide research services and access to information for government staff and the public. Law librarians help lawyers, law students, judges, and law clerks locate and organize legal resources. Medical librarians help health professionals, patients, and researchers find health and science information. They may provide

information about new clinical trials and medical treatments and procedures, teach medical students how to locate medical information, or answer consumers' health questions.

Work Environment: Most librarians work in schools, colleges, or public libraries. Most work full time. How to Become a Librarian: Most librarians need a master’s degree in library science. Some positions have additional requirements, such as a teaching certificate or a degree in another field. Pay: The median annual wage of librarians was $54,500 in May 2010. Job Outlook: Employment of librarians is expected to grow by 7 percent from 2010 to 2020, which is slower than average for all occupations. There may be competition for librarian positions, but those with library science training may be able to use those skills in other settings.

http://www.bls.gov/ooh/education-training-and-library/librarians.htm#tab-3




Documents

Webelos Program - Skill 4 Communicator Badge Camp Program Plan, revised Jan 2014 311 Webelos Day Camp Program (Even Years) Communicator Badge (even years) Webelos Program - Skill 4