JPROF.com celebrates 5th anniversary

JPROF celebrates its fifth anniversary today.

In the past five years the site has grown in size (more than 400), expanded in purpose and reached around the globe to people I never would have touched or heard from.

JPROF was originally conceived (in my small study in Emory, VA, where we were living at the time) as a large, personal filing cabinet for material that I had accumulated during more than 25 years of teaching journalism. The amount of material on the web was expanding exponentially (as it still is), and I also wanted a place to store the things I had found that I might be able to use.

And, because I had several textbooks in print at the time, I wanted a web site that would give users more expanded and up-to-date material.

Since that time, JPROF has also become a forum (particularly through the companion blog http://jprof.blogspot.com for my impressions of what is happpening in the world of journalism and a site for all of the courses that I teach.

Because of JPROF, I have taken on some interesting and exciting projects, particularly this year for Edgenics.com -- something you will hear a great deal about during 2010.

Much has changed in my life during the last five years. I am now on the faculty of the University of Tennesse, having moved from Emory and Henry College in 2006. I am the faculty adviser for the Tennessee Journalist, the students news web site of the School of Journalism and Electronic Media, and through it, we have been able to launch a national organization of campus news web sites, the Intercollegiate Online News Network (ICONN). At UT, we have been able to change our curriculum in an interesting and innovative way, and I have the privilege of being in the midst of those changes.

The field of journalism offers many excellent opportunities for our students, and I am happy to still be a part of it.

Personally, 2009 brought Sally and me a move to the farm where she grew up and a new daughter-in-law. Our video review of the year is now on YouTube.

As ever, I am profoundly grateful for the friends I have made through JPROF and for all of the people who have contacted me over the years because what they have found here.

Now, as is my usual custom on this date and because it is New Year's Eve, I bid you: Party on!

Have a great New Year.

(In case you're interested, you can read what we said about JPROF on each of the previous anniversaries on JPROF's About page.)

Niles: Murdoch thinks he can screw Google. Think again.

Bob Niles is taking Microsoft and News Corp. to task for trying to restrict access to content. Their agreement, he says, is oh so 20th century -- when you could get away with creating content and then parceling it out.

Not any more:

But, today, it (the deal) illustrates just the latest example of backward-thinking by legacy media executives who've been left lost and clueless by the Internet revolution.

Niles is more than a little gleeful about this wrong-headed move because he detests "the Fox News' cynical Republican-propaganda-masquerading-as-news" stuff that News Corp. produces.

But he also makes the point:

The Internet is killing one legacy media business model, however, and that's the supply-side model based on creating value by restricting access to content. That's the model upon which the News Corp.-Microsoft deal is based. While it might have worked in a pre-Web, channel-driven world, the public simply has spun too many ways around content-control deals to make this one worth Microsoft's time or investment.

Can't say as I disagree with much that Niles had to say.

The demise of newspapers - revisited

A few months ago, I wrote a piece about the demise of newspapers being a good thing for the future of journalism.

Today, I am using those ideas -- and a new more -- as a basis for a speech I am giving to the Knoxville Torch Club.

Here is the basic text of the talk:

---

A couple of weeks ago, my son got married in Washington, D.C., at the Willard Hotel . . . [STORY] (audio to come)

What’s this got to do with newspapers? Nothing. And that’s the point.

What’s this got to do with journalism? A lot, I think.

Our world of communication – and our way of delivering the news – has shifted dramatically over the last ten years, even over the last five years. Print is no long a viable option of telling ourselves about ourselves on a timely basis, which is what journalism is. Print is slow, cumbersome, limited and expensive.

The web, on the other hand, is fast, flexible, inexpensive and seems to offer the future of journalism a cafeteria of possibilities that make the future both bright and interesting.

That’s why I believe the quicker we can get over our adherence to print in journalism, the better journalism will be.

Now, notice the wording of this talk. I said the demise of newspapers, not the death of newspapers. I do not wish death upon newspapers.

I grew up, so to speak, with newspapers. Reading them and later working for them. I have worked for six different newspapers as a reporter and editor, and since I have been in academia I have consulted with many more. I have many friends and former students who are fulltime newspaper people. I do not wish them ill.

And, in fact, I do not believe that newspapers in general are going to die. Some have, and some will, certainly. But when you look at the newspaper industry as a whole, particularly smaller newspapers, you see an industry that is in pretty good shape.

Smaller newspapers are better able to weather the rough economic climate that we are experiencing today. And, I think, they have more time to figure out the new media environment that we are in. Plus, their structure makes them more flexible and adaptable, and I think there is a great chance that they will come through all of this – though I believe their days of monopolistic practices and fat profits are over.

So, if a journalism student still wants a career in newspapers, I think it’s still a viable option.

But if a student is interest in doing journalism, I no longer think that newspapers are the best option. In fact, I’m not convinced that they are a very good option – for the reasons I mentioned earlier. They are slow, cumbersome, and expensive.

And they are limited.

Newspapers, by their very nature, can give you the news in only one way – print. The web can use a variety of forms and formats – text, pictures, audio, video and combinations of these platforms. Newspapers are geared to production deadlines. The web has significantly less production time involved in the process, and that production is significantly cheaper.

The quicker that newspapers transform themselves into news organizations – ones where print is only a small portion of what they do – the better off they will be. And the better off we, as news consumers, will be. To do that, newspapers will not only have to change what they do but also the way they think.

And here, I think, the evidence is discouraging.

Newspapers should be hiring reporters and editors rather than firing them.

Newspapers should be investing in journalism and in innovative ways to inform their readers rather than cutting back on page numbers and page sizes.

Newspapers should be looking for new ways to serve their readers. They should be trying to find new services based on the fact that they are the chief information gatherers in their communities.

Newspapers should be more attuned to what their audiences want and need. And they should be more responsive.

Several months ago, I was trying to sell a house. I visited the web site of the local newspaper to find out information about buying a classified ad. That began a rather torturous journey that wasted an hour of my time . . .[STORY](audio to come)

If newspapers are going to have paid subscribers – and I think that is a BIG IF – they should stop whining about the Internet and charge those subscribers something much closer to the cost of production than what they do now.

Finally, newspapers have to accept two irrefutable facts:

• Their economic environment has changed. They are no longer the monopolies that can command 20, 30, or even 40 percent profit margins.

• News and information is no longer what they thought it was.

In the good old days – about 10 years ago – news was a product. Newspapers produced it and sold it.

But the world is shifting so that news is now conversation. Economically, how does that work? The answer is we don’t know. But there it is.

Let me give you a non-newspaper example of this:

I coordinate all of the sections of our beginning news writing course. We offer about 11 sections, and once a week, all of those sections come together for a lecture that I give. There are between 150 and 200 students there. Most of you have probably heard of Twitter. [EXPLAIN] Well, Twitter is not all that popular with students . . .[STORY] (audio to come)

Unfortunately, I do not see a lot of evidence that newspaper are accepting their new environment or changing their thinking. There is very little innovation going on with newspapers now. It’s most retrenchment and hoping that all of this will go away.

The innovation is being done by Google and Yahoo and the small entrepreneurs who will shape the new media world. They are the ones that are creating a very bright future for today’s journalism students.

And that is why I believe that the demise of newspapers, ultimately, will be a good thing for journalism.

Writing for the web: making a (bulleted) list

The list is one of the most important aspects of writing for the web that the writer must master. A well-formed list not only adds visual variety to the writing but aids in comprehension. The list invited the reader to scan the text, but it can offer the visual cues to arrest the eye.

Lists do not form themselves. The writer must make them happen. Here are some considerations and guidelines:

• Appropriateness and significance. Lists are fairly easy to form, but they must be appropriate to the subject matter and significant to the subject. They must help introduce new information and concepts to the reader that are due some consideration on the part of the reader.
  
  
• Number of items. A list must contain at least two items. In web journalism, the best lists are three to five items, but there is no hard rule about the number of items in a list.
  
  
• Use of boldface. A list is best used when one or two of the most important words can be boldfaced. Doing this aids the reader in finding the words with the most informational value in the list. But boldfacing should be used sparingly. If you boldface an entire item in a list, you dilute the effect of the bold type.
  
  
• Numbered and unnumbered lists. Two of the most common types of lists in HTML are the numbered and the unnumbered list. The numbered list uses numbers to introduce each item in the list. Use the numbered list when the numbers are important either for sequence or importance. When numbers are not important to the list, use the bulleted, or unnumbered, list. Numbers can be distracting if they do not carry any informational weight.
  
  
• Parallelism. Ideally, lists should be constructed so that they are parallel. That has two meanings. One, grammar constructions of all items of the list should be the same. If one is a complete sentence, all of them should be. If one is a fragment beginning with a participle, all should be.
  
  The second meaning of parallelism is that the items in a list should be of the same type or alike in a discernible way. Another way of saying this that no one item in a list should seem out of place with the other items
  
  (Parallelism is an important tool of the writer -- one that should be understood thoroughly so it can be put to good use. The concept goes beyond the explanation presented here. To learn more about parallelism, start here at the Online Writing Lab at Purdue University.)

What good is all this?

Jakob Nielsen's research group has confirmed that readers of text on a web page are likely to do so in an F-shaped pattern. The research produced the "heatmaps" shown here that indicated the hot spots on a page of text where the eye of the reader tends to stop.

Nielsen says this about the implications of this pattern:

The F pattern's implications for Web design are clear and show the importance of following the guidelines for writing for the Web instead of repurposing print content:

• Users won't read your text thoroughly in a word-by-word manner. Exhaustive reading is rare, especially when prospective customers are conducting their initial research to compile a shortlist of vendors. Yes, some people will read more, but most won't.
• The first two paragraphs must state the most important information. There's some hope that users will actually read this material, though they'll probably read more of the first paragraph than the second.
• Start subheads, paragraphs, and bullet points with information-carrying words that users will notice when scanning down the left side of your content in the final stem of their F-behavior. They'll read the third word on a line much less often than the first two words.

A well-structured list thus plays into the tendencies of the reader and gives the producer of the web page a great chance to satisfy the reader.

Writing for the web: guidelines for an introductory writing class

The following are some notes I have made for a discussion I am having with the JEM 200 writing instructors about what we are teaching concerning writing for the web. I invite your comments.

As we move from writing in print mode to writing for the web, here are some general principles that we should keep in mind:

• The writing should be tighter – more concise.
  
  
• Writers should use words and phrases that are information rich.
  
  
• Writing should be shorter but with no loss of information.
  
  
• Writers must learn to write quickly and with confidence.

We need to explore in some depth what each of these principles mean with our students. I admit that we haven’t gotten them all figured out yet, but all of us have ideas about them that we should share.

For instance, what are words and phrases that are information rich? Well, I know one that isn’t: “There is.” We should avoid those kinds of constructions. Maybe you know of others.

Possibly one way to think of information rich is to think of the Ws: who, what, when and where. If the words we use don’t convey something about those, we probably shouldn’t be using them.

But I digress.

Here are some specific guidelines that I want us to discuss at our meeting on Friday:

-- No story should be more than 200 words unless there is a compelling reason for it.

-- Summaries should be a maximum of 35 words.

-- Headlines should be a maximum of eight words. They should be abstracted sentences. That is, they must contain a subject and a verb and be as specific as possible. No puns, no play-on-words. Use alliteration only when it makes sense. In the words of Jakob Nielsen, they should be “pearls of clarity.”

-- Use lists when appropriate. Teach your students how to create lists. Check out what I say about lists in the third lecture on writing for the web.

-- Paragraphs should be a maximum of two sentences and 50 words.

-- Only one direct quotation per story. Direct quotations generally do not pull their informational weight. They add a bit of color and character to the story, but that’s about it.

-- Every story should contain at least one in-line link to additional information. The link should be constructed in a way so that the reader will have a good idea as to where the link goes. Check out this article on linking on JPROF. Teach your students how to set up a link in HTML.

-- Teach the concept of key words. Students should identify key words and put the tag around them.

The goals of our writing should be to deliver as much information to the readers as quickly as possible. Send the readers on their way satisfied, and they will return.

Audio journalism III: Teaching j-students about recording, editing and distribution

• Beginning journalism students, in their first news writing classes, should be taught the basics of audio journalism and should put those basics into practice.

The concept of audio journalism takes us beyond the medium of radio and requires that we think about sound itself as an increasingly available and important tool of the journalist (as we argued in the first two essays in this series -- see Audio journalism I and Audio journalism II).

How then do we as journalism educators train our students to use this tool?

At the University of Tennessee, we are trying to turn our curriculum more toward the web and away from the traditional media forms of print and broadcasting. This is a systemic change that will not be accomplished by simply adding one or two courses on web journalism to the curriculum or even by creating a sequence of courses. Instead, it involves changing our approach in our most basic courses.

One of those basic courses is JEM 200 Introduction to news writing. This course is required of all journalism majors as the gateway course to the journalism curriculum, and it has traditionally introduced students to the concepts of good writing, AP style, attribution, the inverted pyramid and other skills necessary for a start in journalism. We are now putting more emphasis on developing skills for writing for the web -- conciseness, headlines, summaries, lists, linking, etc. -- and in the section that was once "writing for broadcast," we are now teaching the concepts of audio journalism.

Here's what we are including:

• Audio journalism
  The importance of sound. Sound can be an excellent way to go beyond the pictures and text a reporter produces in covering a story. Sound gives voice to sources in a way that text cannot.
  Formats. We reviewed some of the formats available to audio journalists in the second post of this series. Sound can be a complement to the other reporting or it can be the dominent form of the report. The web is allowing us to develop new formats, such as the audio slide show.
  
  
• Writing for audio
  Traditional radio formats. These forms of presentation of news and information including the drama unity broadcast story structure are still important for students to learn and use.
  New forms of writing for audio that web journalism offers. We have already referred to audio slide shows, but we also must give some attention to writing introductions that alert readers as to what they are about to hear and to describe links included with the sound stories.
  Writing scripts, questions and outlines. Most of what is broadcast in traditional media begins with and follows a script. Good scripts promote the efficient presentation of news and information, and they are likely to continue to be necessary on the web.
  
  
• Speaking clearly
  Enunciation and beyond. In previous times, training in this area could generally be ignored by most journalists, particularly those going into print. No longer. Journalists now need to use their own voices. Their accent, grammar and pronunciation skills must be developed beyond the normal level of speaking. Their speaking habits must exclude the use of the word "like" after every third word, and they must speak with the confidence that allows them to drop the hesitant pauses, the "uhs" and the "you knows."
  Developing habits and practices that enhance the clarity of sound and the quality of reporting. We might jokingly call this our "radio voice," but it is no longer a joke. Journalists -- all journalists -- must be heard and understood.
  Acquiring the skill of the short, concise question. Asking well-formed, concise questions -- and then shutting up -- is a rare skill, but it is one that should be developed by all of our students.
  
  
• Recording
  Tools and equipment. Basic recording equipment is inexpensive and simple to use. Every journalism student must have some kind of ditigal recorder and must be aware of its capacity.
  The importance of sound quality. Sound quality does not have to be an obsession because of the good equipment that is available. Still, journalism students must learn to make their equipment produce clear, understandable sound on all occasions.
  Ambient sound and music. The qualities of ambient sound and music can enhance the reporting. They are special products of audio journalism that cannot be duplicated by any other medium.
  
  
• Editing
  Putting audio files together for presentation. Editing audio can be as simple or as complex as the reporter and editor choose to make it. Some audio reporters, such as NPR's science reporter Robert Krulwich, develop their stories through complex and highly sophisticated editing techniques (see Darwin's Very Bad Day, for example). Our goals for beginning journalism students are more modest. Simply producing a clear, coherent recording would be enough.
  Multiple tracks. Student should have some basic understanding of mixing sound tracks.
  Importance of beginning and ending. Writing good introductions and planning the sound story from beginning to end is basic to good audio journalism.
  Standard constructions and techniques. Students should learn the standard techniques of audio editing as the well as the terms, such as fades, cross-fading, establish music, segue, transition, voice out, music up, and voice wrap.
  

Covering these areas in just a few weeks of a writing course is ambitious. Not all of these subject will be areas in which the students can acquire any mastery, but their introduction and practice can show students their importance.

Note: I post the lecture notes for the lecture section of JEM 200, and at this writing I have posted the notes for the first of three lectures based on these essays about audio journalism. Two more sets of lecture notes are planned.

Audacity

The one piece of software that students should learn for audio journalism is Audacity.

While editing sound has a wide array of possibilities, it has been rendered simple and easy by Audacity, a free and downloadable piece of software from SourceForge.net. Audacity comes with a set of tutorials, the basics of Audacity can be grasped in just a few minutes by those who simply use the software. Audacity allows users to add and delete portions of a soundtrack and to place new soundtracks into a file. Its visual dashboard (below) includes all of the tools for basic sound editing, and it is likely that student will be able to learn the program to create audio files very quickly.



Podcasting

Podcasting is a term sometimes used for the general idea of audio journalism, but in reality it has a much more specific meaning. Podcasting is a means of distributing audio files through RSS (really simple syndication) feeds. Students should be taught the basics of using this system for distributing the audio files they produce, but we will refrain from going into details about it until a later post.

Read the two previous essays in this series on audio journalism:

Audio journalism I: Defining the field - the power and importance of sound

• A clarion call for journalism instructors to think beyond the strictures of radio and to teach audio journalism -- using sound as a reporting tool -- to all of their students.

Audio journalism II: Forms and formats

• Creative journalists can use the tool of sound as an effective in their reporting. They can start with traditional formats, but the web will allow them to develop their own.

New York Times coverage of Obama's speech - a different reporting form

• The New York Times used the tools of the web to bring the story of Barack Obama's speech to Congress last week in a different and innovative way.

The web offers journalists many opportunities to report on events in ways that we never could have done with another medium. Witness the New York Times coverage of President Barack Obama's speech to Congress last week.

The Times had a straight news story on it, certainly, with all of the accompanying reactions and standard forms that print news stories are supposed to take.

But reporters and editors put together information about the speech in an innovative way that shows what can be done when a bit of creativity and imaginable are combined with the tools that the web gives to good editors and reporters. The screen shot to the right shows how the Times combined:

• a video of the speech;
  
  
• a marked timeline of the video so users could select a particular part of the speech if they wanted to;
  
  
• a transcript of the speech so readers could follow along the video or simply read it without the video;
  
  
• commentary and information from the reporters and editors about each part of the speech.

This package undoubtedly took some fancy coding to set it up correctly and some testing to make sure that it worked. No news organization could invest this kind of time and effort in anything less than a major story.

But here is an alternative to the straight narrative, and it is impressive.

Reforming the J-curriculum: beginning at the beginning

• To really reform a journalism curriculum, you have to begin at the beginning.

The faculty of the School of Journalism and Electronic Media at the University of Tennessee decided at its first faculty meeting of the semester in January to make some definite moves toward revising our curriculum to recognize the realities of the changing media environment and to prepare our students for those realities.

During the past few years, the UT faculty had done what other faculties have done -- lay on a couple of extra courses about web journalism. Some faculty members had made some moves within existing courses (including changing the names of the courses) to include more about the web.

We had even taken a step beyond that in starting a student-operated news web site, the Tennessee Journalist (tnjn.com), that is a central part of the curriculum. The site operates independently from any single course and thus is open to being used by all courses.

All of these were steps in the right direction, but they have not achieved the fundamental changes within the curriculum that we have sought. At our January meeting, we resolved to take a big step (bigger, I think, than even most of our faculty realized) and change JEM 200, the introductory news writing course that is required of all majors and taken by many other students as well.

Because I am the coordinator of all JEM 200 sections, the task of rethinking and re-envisioning the course has fallen to me. We offer 11 sections of the course and enroll about 200 students each semester. The sections are taught by lecturers and graduate teaching assistant and occasionally (though not this semester) by full time professors.

In our new plan for the course, the beginning six weeks of the course have not changed substantially. During those weeks we introduce students to the following topics. (The links here take you to the weekly lecture notes for each of these topics that are posted on JPROF.com.)

• Introduction to media writing
• Basic tools: Grammar and style
• Writing in the media environment
• The inverted pyramid
• Basics of reporting and journalistic writing: sources and interviewing

What came next in the old syllabus was two weeks of writing for the web. That has been expanded to four weeks. My draft proposal for how these four weeks will go follows:

Week 7, Feb. 16-20
Writing sections: continue writing in the inverted pyramid form; emphasize efficiency and conciseness. Have the students learn HTML tags with this tutorial and this exercise.
Lecture: Writing for the web I Introduction to the web | The web as a word medium | How readers use the web | Important concepts | Headlines and summaries.

Week 8: Feb. 22-26
Writing sections: Write short (no more than 200 words) but information-packed stories; introduce and practice with writing headlines and summaries using the tutorials and exercises. Assign the preview story reporting/writing assignment that will be due for next week.
Lecture: Writing for the Web II The Tennessee Journalist | Important concepts (continued) | Technology | Writing for the web - the basics | Headlines.

Week 9: March 2-6
Writing sections: Reporting assignment (preview story) due on the first section meeting; upload that assignment to the TNJN server. Practice uploading pictures and writing cutlines as well as sidebar material if possible. Look for live stories on the Tennessee Journalist to show as examples for sidebar material. Pay particular attention to the "related links" function of TNJN and have students find appropriate links for their stories.
Lecture: Writing for the Web III Inverted pyramid | Visual variety | Lists | Summaries | Microcontent | Links


Week 10: March 9-13
Writing sections: Writing assignments should include writing headlines and summaries, creating links and lists, and taking pictures and writing cutlines. A second reporting assignment -- another preview story if you don't think they're ready to do anything else -- would be good.
Lecture: Writing for the Web IV Twitter | Photojournalism | Audio | What you need to do to get ready to work in the web environment.

That will take us up to spring break. During the week after spring break, you should continue doing whatever your lab needs. One idea is to assign them to do a photo story over spring break.

After spring break, we will devote three weeks to "writing for broadcast," but that will change from the broadcast writing section that we once had.

This draft plan has been written for the lecturers and lab instructors of JEM 200, but I am posting it here on the JPROF blog so that anyone who reads it can weigh in and help us with our deliberations. I am especially interested in hearing from anyone who can suggest additional resources -- readings, tutorials, exercises, examples, etc.

Resources:

Writing headlines for the web

Basic HTML tags

Finding links

The art of linking

Writing summaries

Guidelines for the student photojournalist

Audio slide shows

The demise of newspapers means better journalism

We who contemplate the importance of journalism look at the future with trepidation.

What happens to journalism, we ask, when newspapers continue on their inevitable decline? The question assumes that journalism itself will be diminished.

I am coming to a different conclusion:

Journalism will improve once newspapers die or decline to a minor medium.

Note that I said news-PAPER, not news organization. I have worked for newspapers in five cities (technically six because Bristol, Virginia, and Bristol, Tennessee, are two different cities). I loved the work and made my living at it for a while. I have many friends and former students who are newspaper people. They are facing difficult and uncertain times right now, and I wish them stability and good fortune.

But the medium they work so hard to produce -- the paper -- is holding back journalism from doing the best job that it can for society. The sooner the paper is gone, the better.

I have been thinking a lot about a piece that Steve Outing wrote for Editor and Publisher a couple of weeks ago. In it he envisioned the all-digital newsroom, and I teased out of that his list of qualifications that people who got jobs in that newsroom would have. Those qualifications are just the ones we need for journalism to thrive in this new technological age.

In addition, I was privileged to be in Nashville last week and hear Janet Coats describe how the Tampa Tribune (via TBO.com) is shifting its focus and operation from print to digital. (A short video of some of what she had to say is here on Jack Lail's Random Mumblings.) Her talk was fascinating -- a blend of practical and inspirational words that this beleaguered profession needs.

So, I began to think ahead to the day when won't be chained to the printing press. And my conclusion was that journalism will be better. Here's why:

• More reporting. I don't necessarily buy the argument that there will be fewer journalists in the new age of digital journalism. The numbers will drop if the current news organization managers (editors and publishers) are in charge. Fortunately, they won't be. Instead, we're likely to have managers who recognize that good reporting -- and lots of it -- is an asset to the organization, not a cost to be cut.
  
  
• More reporters. Students in my experience are wildly excited about this new age of journalism. I am honored to be the faculty adviser to the Tennessee Journalist , the student operated news web site of the School of Journalism and Electronic Media at the University of Tennessee. More than 35 people regularly show up at our weekly staff meeting (only the editors are required to come) and the numbers are growing. The number of our majors has grown from 350 to 450 in just one year.
  
  
• More, different and better ways of telling a story. Newspapers and the people who run them have stifled the development of digital journalism. Slavery to print -- as well as simple laziness and stump stupidity -- have sucked the energy out of efforts to creatively use this new medium.
  
  
• Recognition that journalism occurs outside the traditional news organization. Digital newsrooms will form in places that never thought of themselves as news organizations. All web sites that attract an audience are news web sites. Visitors demand new information. That why people return to a site. Journalism would do well to embrace this concept.
  
  
• More respect for the audience. The accusations of arrogance leveled against traditional journalism are unfortunately correct. The web -- with its interactivity and with the ability of the audience to leave in an instant -- does not tolerate the arrogance of the journalistic priesthood.
  
  
• Better writing. As Jakob Neilsen, usability guru, says, readers are "selfish, lazy and ruthless." They will not put up with the flabby, self-indulgent prose we produce.
  
  
• Better reporting. With the audience involved in the process, we will have more sources and more points of view. We won't be gatekeepers. On our best days, we'll be conversation starters and guides. But we won't be in control. And that is a good thing.

Despite the current financial woes of news organizations and the generally hard economic times, the future of journalism looks bright and exciting.

And it will improve when we are done with print. I say, speed the day.

Qualities of the digital journalist

Steve Outing, a well-known thinker and writer about online journalism, has envisioned the not-so-distant future digital newsroom in his January 28 column for Editor and Publisher. (The All-Digital Newsroom of the Not-So-Distant Future)

The whole thing is well worth reading and, journalism profs, recommending to your students.

Of particular interest is what Outing says will be the qualities of those who land jobs in this new space. They will be:

• people with understanding of and enthusiasm for new forms of media and storytelling
  
  
• multifunctional journalists who can use all the tools available, particularly audio and video recorders
  
  
• social networks users and people who know how to gather an audience
  
  
• people who can engage with audiences and are comfortable sharing personal information

Underlying all of these qualities is an affinity for practicing good journalism.

Someone asked me today what I thought the Knoxville News Sentinel (the local paper) would be in 10 years. I said I thought there would be a 24/7 web operation with a weekend print edition. That's based on what has happened in the last few weeks.

But who knows what innovations await us? We can only say with certainty that paper will no longer be surpreme.

Editing for the web: discussion notes for journalism instructors

These notes are designed for editing instructors who want to conduct a section on editing for the web or online journalism instructors who want to teach their students about the special considerations for editing for a news web site.

An example of taking a "for print" story and making it into a "for the web" can be found here at JPROF.

Begin with the basics

Any discussion of journalistic editing should begin with reminding students of the basics of copy editing that do not change no matter what the medium:

• Grammar, spelling, punctuation -- These are always considerations for the editor. It is just as important to be technically perfect in use of the language on the web as it is in any other medium. Two common mistakes in punctuation: direct quotations and forming possessives.
  


• AP style -- Style rules are not optional in any journalistic setting.
  
  
• Syntax, sense, repetition and redundancy -- All of these are problems that need to be dealt with in any writing, web included.
  
  
• Accuracy -- Always, accuracy. (See JPROF's notes on Achieving Accuracy.)
  
  
• Structure and emphasis -- The basic form for news on the web is still the inverted pyramid news story. (Checklist for inverted pyramid news stories.) Readers of the web want their information immediately; writers and editors need to give it to them.
  
  
• The five Ws and H. Editors should make sure that there is a clear statement of who, what, when, why and how in the story. (Where and when, too, certainly.) These things tend to get lost in all the verbiage that we are likely to produce.
  
  

So, what's different about the web? Well, here are a few things:

Conciseness

Wordiness is one of the chief editing problems that a web editor must attack. (See discussion notes for Attacking Wordiness.) The web demands -- and readers demand -- that information come packaged in the fewest words possible. They want detail, they want color, but they also want efficiency. Read the before and after stories in the editing for the web example (referred to above) and see how the editor has attacked the verbiage of the writer. Has anything been lost or left out? Was it that important to understanding the story?

(You may want to talk to your students about a broadcast writing approach if you have not done so already: simple words, simple sentences, telling the story quickly, getting out. We don't really have to go that far on the web, but we do need to emphasize conciseness.)

Visual aspects

On the web, one of the most important aspects of writing is how it looks. Computer screens are sometimes difficult to view, and text on a computer screen takes some extra effort. In addition, many readers are in the habit of "scanning" rather than "reading." As editors, we need to offer them visual cues that interrupt their scanning to concentrate on the words that are on the screen. An editor needs to ensure that the presentation of the words is as legible and easy to understand as possible. Here are some ways to do that:

• Paragraph separation -- A pretty standard presentation on the web is to have a line of white space between the paragraphs. Some programs do this automatically, but if they do not, the editor should see that this is one, as long as it is consistent with the visual style of the web site. Here is a good time to bring up the value of WHITE SPACE in design; white space is what allows us to see items on a page or on a computer screen. The web has unlimited space, so creating the appropriate amount of white space should not be a problem.
  
  
• Lists -- Creating lists, where they are appropriate, is one of the most valuable things a writer or editor can do for a web audience. Lists are easy to read because they are short and the white space is built in. But a good list should also be informative and should add value for the reader.
  


• Block quotes and indentations -- Block quotes, as long as they are not too extensive, are another device that makes reading easier. Like lists, they have white space built in.
  


• Pull quotes -- The pull quote is a graphic device used for many decades in print to create white space on a gray page. A pull quote can also be used to emphasize certain information. This is an important editorial decision that the editor should take seriously and give a good deal of thought to. A pull quote does not have to be an direct quotation, although that is often the way it is used. A pull quote can be anything that editor deems relevant and worth emphasis.
  


• Story box -- A story box is like a pull quote in a graphic sense: an insertion of larger type into the body of a story. The box doesn't pretend to be a quotation, however. It is an explanatory paragraph of list that adds something that is not in the story itself. It introduces both graphic variety and new information to the reader. An editor who creates a story box must spend some time and effort on it.
  


• Subheads -- Subheads serve the same purpose on the web that they do in print: to break long stretches of copy. Subheads should be consistent and logical in their placement, and they should be accurate in their description of the text below them. They should be general enough to cover what the text says in the next few paragraphs.
  

Links

Links represent one of the special powers of the web as a news medium -- the ability to put the reader in touch with additional information about a top. For more on linking, see The Art of Linking article on JPROF.

For the editor, two major questions about links arise:

Where can I insert inline links into the text? And from this question comes those of where will be link take the reader? And will the purpose of the link (that is, where it will take the reader) be apparent? The editor needs to construct inline links so that they fit into the copy flow but that they are also obvious about what the reader will get if he or she clicks on that link.

What links do I list separately (related links)? Why are they there? Sometimes the reason for their presence will be obvious. At other times, the editor will need to describe them succinctly but in a way that will inform the reader.

Chunking

Chunking is an inelegant term for breaking up information and presenting it to the reader. In print, we think in terms of a single "story" and possibly a few exras: pictures, graphs, sidebars, etc. On a web site, we should think in terms of a subject/event and the different pieces of information we have about it.

At this stage of the web's development, we still think of the central piece of information as a "story," albeit a shorter narrative that we might have in print. In the near future, we may see a reduction in the use of the "story" as the organizing center of a web package. It may instead be the video or the photo gallery.

Chunking means that we need to consider the pieces of our package. Many of these pieces may be put together in some kind of text/narrative, such as an inverted pyramid news story. Other pieces, however, may not fit into that genre, and as editors we should be intellectually nimble enough to handle them.

Jim Stovall (Originally posted on JPROF Feb. 7, 2007; updated Feb. 3, 2009)

ICONN: First take on the final day

The prevailing feeling I absorbed from the second day of the founders conference of the Intercollegiate Online News Network (ICONN) was this:

A good time was had by all.

We see a bright, innovative, exciting time for us (educators, professionals, students) and for our avocation (journalism). We look forward to an age of creativity and innovation. We see golden opportunities for our students to do good work, write and tell good stories, and make a difference for their readers and our society.

We are energized by meeting like-minded people who offer thoughts, ideas and plans on the things we are interested in.

During every session and every break, walk and van ride, there were dozens of lively conversations and exchanges. The tweets and blog posts flowed like a rushing stream (many of which you can find with an #ICONN search of Twitter or in some of the links below).

What a contrast from the dreary and dreaded staff conferences and faculty meetings where people struggle to defend their turf and fear the future. Economic realities and the threats of change are real, but the ICONN group in Knoxville (and many of their like-minded colleagues following the goings-on from afar) know that the future will be unlike much of what we have seen in the past.

And we're ready to take it on.

Below are some links where you can pick up a sense of what the conference was about.

During the weekend, I will be going through the audio that I recorded from various sessions and posting some clips from it. Participants should email me any reactions they have posted that I may have missed, and you are, of course, welcome to comment on any of this.


Links

ICONN and the future
UMass Journalism Professors Blog: Steve Fox: "It’s the second conference I’ve been to during the winter break — the other was at Western New England College where I was also asked to speak about the future of journalism. The mood at the two conferences could not be more different."

Live Blogging: Journalism conference as a participant observer
My Tennessee Home: Lisa Gary: "Collaborative connectivity was the theme behind the scenes, too. As panels discussed and students listened and took notes, participants from many universities used wireless connections to report from the scene."

Journalism Education Finds Its Iconn
instrumentlanding.com: Jay Baird: "The newsroom is broken. People on ferries taking pictures of airplanes in rivers are the new gatekeepers. How do we teach journalism students to collate, disseminate and guide media consumers through all of this? I think that the new model will be found on Rocky Top."

Photos

Photos by Ben Moser, TNJN.com. More of these at Flickr. From the top:

Photo 1: Jason Georges and Jeff Long (KPCC - Southern California) and the joys of the iPhone.

Photo 2: Tammi Marcoullier of Publish2 makes a point.

Photo 3: George Daniels of Alabama does the Twitter thing.

Photo 4: Bob Benz (Radiant Markets), Steve Klein (George Mason U.), and Steve Fox (UMass - Amherst) exchange some ideas.

Writing for Twitter - good journalism in 140 characters

When a dam that held millions of cubic yards of toxic coalash near Harriman, Tenn., broke a few days before Christmas 2008, no one paid much attention other than those immediately affected by it and the local media. The disaster was epic -- compared to the Exxon Valdez oil spill in Alaska in 1989.

But it was Christmas and the country was in the throes of an economic crisis and the transition of a new president. And no one was killed.

But a few people were paying attention, and that made a difference. Amy Gahran, an independent media consultant in Boulder, Colo., and editor of the group blog E-Media Tidbits for Poynter.org, wondered what was going on. She's also a member of the Society of Environmental Journalists. Two days after the disaster, she wrote this for Poynter:

When I first learned of this disaster from SEJ colleagues by e-mail this morning (, I immediately launched the Twitter hashtag #coalash. Off and on today I've been posting links to news, context, background, opinion, resources, maps, and multimedia related to this unfolding story. Even EPA's Web manager, Jeffrey Levine, was tweeting relevant EPA maps and facility info.

Other Twitter users, including several Tenn.-area news orgs, adopted the hashtag. This made it easier for people to find and follow their coverage. Using a hashtag provides a broader view that includes local news coverage and extends beyond it. At the same time, a hashtag can amplify the reach of local stories. Online, this reach becomes especially crucial in the absence of delayed or absent mainstream national news coverage.

Once the buzz started on Twitter -- and came together through Gahran's hashtag -- news media from outside the East Tennessee area began paying attention and the story began to garner the international attention it deserved.

This story, and many others like it, amply demonstrate the power of Twitter as a journalistic device.

Once thought to be nothing more than an interpersonal communications trivial pursuit, Twitter has become an important information tool that can help journalists gather information and can also provide a means of distributing journalism to an interested audience.


What is Twitter

Twitter is a way an individual can connect with people who share the same interests and inclinations. An individual registers for an account on Twitter.com and selects a username. The individual can provide other information for a profile, but this is optional. The key thing is that the individual begins to contribute what, in Twitterland, are called "tweets."

In addition to the tweets, the individual can also begin to "follow" other users of Twitter; that is, the person finds other persons and begins to get a list of their tweets on his or her Twitter page.

As an individual contributes more tweets, he or she will attract "followers." These can start with friends and family, but if the tweets are at all interesting, follwers will show up whom the individual does not know.

This is just the beginning. There are many other aspects to Twitter, many of them outlined in this excellent article by Ellyn Angelotti.

But the big factor in Twitter is brevity. You have only 140 characters (letters, punctuation and spaces) to say what you have to say. That's usually between 10 and 15 words.


Writing a Tweet

Once you are on Twitter and are following a few people, read a page or two of tweets. You will get a sense of what is there and how people use it. You will be attracted, repelled, fascinated, confused -- and possibly even appalled. Remember that when you write a tweet, the people following you may have those same reactions, so begin deciding right away what kind of personality you want to form.

As a journalist writing for Twitter, you are trying to inform the people who are following you. But, remember too that as one of twitters, you are part of an ongoing conversation, and you should feel free to react to what others have said as well as introducing original information into the conversation.

Here are some things to think about and some guidelines:

• What's the point? Why are you posting? Have a goal in mind. Understand how you want people to feel when they have read you post.
  
  
• Information is more important, and interesting, than opinion.
  
  
• One or two points (of information, opinion, whatever) max. Not three. You'll quickly use up your space.
  
  
• Think: subjects and verbs. Complete sentences are not always necessary, but complete thoughts are.
  
  
• Emphasize verbs. Active, descriptive verbs. It's one of the basic truths of good writing.
  
  
• As in headline writing, "to be" verbs can be understood rather than written.
  
  
• Drop articles (a, an and the) unless they are necessary for clarity.
  
  
• Punctuate for clarity, not necessarily just to follow the rules.
  
  
• Same thing goes for AP style. Often AP style rules will help with brevity, but sometimes they don't.
  
  
• Use abbreviations only if you are sure your audience will immediately understand them. Don't use them just to show that you're hip to techno lingo.
  
  
• Don't be afraid to direct your tweets to individual users. Done correctly, this can help build your audience.
  
  
• Maintain a sense of professionalism. Using profanity and scatological language may give you a sense of coolness about yourself, but it's also likely to lose you followers. (On the day I wrote this, I stopped following an acquaintance for just this reason.)
  
  
• Ask and ye shall receive. One of the great things about Twitter (and the web in general) is that there are people ready to respond, particularly if what you want is reasonable and interesting. A well-formed question will attract responses and followers.
  
  
• Respect. Respect the language, your audience and yourself. Honesty, courtesy, modesty and civility are values in the Twitter society. Strive for them.
  

These are guidelines, not rules. They are mean to help you get started, not to lock you into a certain style or convention. Once you are on Twitter and a participant in the conversation, you can decide who you want to be and how you can use Twitter to be effective.


Continue reading:

Amy Gahran: Twitter Basics for Journalists & Recovering Journos
Step-by-step -- getting onto Twitter and making the most of it, from a major league Twitterer.

Terrance Ward: Using Hashtags for Organization in Twitter: Options for Making Microblogging Posts Ready for Viral Retweeting | January 5, 2009 | A hashtag is a word or phrase preceded by the pound sign (#). Twitter, the pioneer microblogging service, saw its visitors quintuple in 2008. With so many more posts (or “tweets,” as they’re called on the site) being made, users are developing ways to organize and track the information meaningfully.

Craig Stoltz: How Twitter Finally Taught Me to be an Editor | Web2.0h...Really? | May 27, 2008 Fact is, it’s tough to convey any substance in 140 characters. You have to carefully weigh every word, letter and space. Even punctuation.

Margarent Mason: Writing My Twitter Etiquette Article: 14 Ways to Use Twitter Politely | The Morning News | August 15, 2008 Some good thoughts about how to use Twitter appropriately by Margaret Mason.

Ellyn Angelotti: JournoTweeting | Poynter Institute | This excellent article by Ellyn Angelotti takes you through Twitter step by step and then tells you how a journalist should be using it. Lots of links and good advice

Blogging the course - what's fair?

This one hits disturbingly close to home.

A New York University student has written a scathing report about her current course "Reporting Gen Y" and has included criticisms of the professor. The student said the prof was not up to speed on social media and podcasting and taught the course with an outdated mindset.

It didn't take long for the student's report to make its way out into the web.

Ouch!

Mark Glaser at MediaShift has an account of the controversy with some follow-up with the director of the school.

Is it fair for a student to write about a class and its prof and fellow students? Should the writer let everybody know that he or she is doing it or should it be done undercover?

Public Conversation on Web Journalism conference at UT

The University of Tennessee School of Journalism and Electronic Media is hosting a two-day conference titled "A Public Conversation on Web Journalism" on April 3-4. The conference is being funded by a grant from the Scripps Foundation. It will feature Rob Curley, vice president of WashingtonPost.Newsweek Interactive, as the dinner speaker on Thursday evening. Among the mix of academics and professionals at the conference are Steve Klein of George Mason University, Chip Scanlan of Poynter, Kenneth Knight of the Tampa Tribune, and Channing Dawson of Scripps Television. Find out more about the conference at the Tennessee Journalist.


Read more about journalism and issues facing the profession at JPROF.com.