Newsperson/Investigative Researcher

The Associated Press seeks an experienced Newsperson/Investigative Researcher for its Washington, D.C. location.

This Newsperson works as part of a dynamic team of investigative reporters and editors. Working in conjunction with the News Research Center Director in New York, the Investigative Researcher will also help execute the research needs of the DC bureau, identifying opportunities to pursue breaking news and projects.

The primary responsibility of the position is investigative research, and thus a combination of editorial judgment and strong research skills is required, including the ability to research, analyze and synthesize information into actionable information, both as background and publishable material.

The researcher will use expert knowledge of information sources, tools and contacts to piece together information that shapes our journalism at every phase of the reporting process. They'll formulate strategies for supporting both long-term research projects and daily breaking news events, and maintain awareness of emerging trends across a wide subject area.

Utilizing their strong communication skills, the Investigative Researcher will share their knowledge of current trends and best practices in information sources with colleagues across the AP, in collaboration with the News Research Center staff.

Qualifications:

-4-6 years news research or equivalent experience.

-Proven track record of informing high-quality, published journalism

-Demonstrates expert knowledge in the content and format of information resources, including the ability to critically evaluate, select and filter them.

-Demonstrated proficiency in online databases including but not limited to Nexis, Accurint, BackgroundChecks, Factiva, Merlin, PACER and Westlaw.

-Demonstrated knowledge of Excel and Access

-Expert ability searching the Internet, especially public records databases

-Awareness and knowledge of emerging web-based tools and social media sites

-Comfort learning new technologies and tools

-Strong journalistic skills.

-Excellent written and oral communication skills

-Excellent analytical and problem-solving skills.

-Ability to work effectively in a fast-moving, multi-project, team environment.

-Masters Degree in Library and Information Science or equivalent work experience.

Project connects donors to school teachers | TheLensNola.org ...

By Jessica Williams, The Lens staff writer |

Teachers in need of classroom supplies take heed: One national non-profit has stepped in to help fill the resource gap at area public schools – if you’re interested in exactly what they’re offering.

The Generation Project , an online education philanthropy that funnels resources to low-income kindergarten through 12 -grade students, has begun to dole out school goods in New Orleans. Both educators and community members play a part in this initiative: local and national donors choose the gifts, and school leaders select what gifts work for their classrooms.

The kickoff here includes such donated goods as holocaust-related material and Ayn Rand books.

The project is in six cities working with Title I schools, which are defined as having more than 40 percent of their students in the federal free-lunch program. They include Chicago, Detroit and New York. Aside from donors being able to choose their own gifts, another key aspect of the project is ability to track impact, a spokeswoman for the effort said.

“The teacher gives feedback through pictures, video, or stories, and the donors are able to see exactly where their charitable giving went,” project representative Charlotte Hellmuth said.

In a test to gauge area participation, the project held a sign-up event for New Orleans donors in November 2010, and opened the site for teachers and students to gain access in March 2011. After initial success, project coordinators decided to launch officially this fall. Two schools, New Orleans Charter Science and Math Academy and Samuel Green Charter School, have already benefited from gifts funneled by the initiative.

SciAcademy teacher James Lukens, who teaches world geography to his ninth-grade class, said the gifts increased the diversity of materials in his classroom.

“I received dry erase boards, and two other gifts, one being books on the holocaust and holocaust materials, and the other, a set of George Orwell and Ayn Rand books,” he said.

Both of Lukens’ donors were able to offer explanations for their gift selections. Amy Huang, a Teach for America alumna from Chicago, wrote as an explanation for her Orwell and Rand donation: “These authors’ works really helped to shape and clarify my thinking and my values.”

Rachel Perry, a New Orleans resident, said she donated the dry-erase boards “so that your students are better able to do independent and small-group work, and so that you are easily able to do knowledge checks throughout your lessons.

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