Resources for Teaching Digital Journalism

A lot of resources on teaching interactive journalism have been circulating around the Web recently. Here are some I found valuable:

Multimedia Standards, a University of Miami class project on multimedia journalism standards

John Temple blogs the MediaStorm Methodology Workshop (Part 1, Part 2, Part 3, Part 4, Part 5) and post-workshop reflection Ten steps news organizations should take to embrace a multimedia future.

Archived Chat: How Do You Involve Students in Multimedia Rather Than Just Teach It? (Poynter)

How to Use Digital Story Telling in the Classroom (Edutopia)

Video Tutorials from University of Oklahoma’s Journalism School
-Tutorials for Adobe products (Photoshop, InDesign, Flash, Illustrator, etc)
-Tutorials for Multimedia Journalism course
-Tutorials for Interactive Multimedia Design course

Handout on Multimedia Storytelling from Steve Buttry, Gazette Communications

Also Mark Luckie of 10000words.net has a book called “The Digital Journalist’s Handbook” due out in September.

Tracking the “Slow Journalism” Movement

The Slow Food movement began in the 1980s when a group of Italians protested the opening of a McDonald’s near the Spanish Steps. Today, the official Slow Food organization boasts more than 100,000 members in 132 countries.

The Slow Food mantra is “good, clean and fair.” Proponents believe food should taste good, production should minimize harm to the environment and health, and that workers should be paid fairly for their labor. They also hold that we are all co-producers of food, not merely consumers, based on the choices we make.

So why am I writing about Slow Food on a journalism blog? Recently I’ve stumbled across numerous references to the phrase “Slow Journalism” and people who are calling for a similar movement in the news industry.

In a 2007 article in Prospect magazine, Susan Greenberg defined Slow Journalism as:

“…essays, reportage and other non-fiction writing that takes its time to find things out, notices stories that others miss, and communicates it all to the highest standards.”

In a 2007 lecture at the City University in London, David Leigh of The Guardian said:

“Slow Journalism would show greater respect for the craft of the reporter – a patient assembler of facts. A skilled tradesman who is independent and professionally reputable. And who can get paid the rate for the job. A disentangler of lies and weasel words.”

Last fall, the University of Southern California’s Getty Arts Journalism program held a forum on the topic (watch a video here), which it defined as:

“…a growing practice of journalists sharing resources and caring less about beating their competition to the big story than about practicing social justice.”

In June, Paul Bradshaw, publisher of the Online Journalism Blog, used the term Slow Journalism to describe his crowd sourcing reporting project called Help Me Investigate:

“Investigative journalism is about more than just ‘telling a story’; it is about enlightening, empowering and making a positive difference. And the web offers enormous potential here – but users must be involved in the process and have ownership of the agenda.”

I’ve read articles by those who think that the decline in the newspaper and magazine industries is  killing any hope of a Slow Journalism movement, and articles by those who believe the Web is the ideal place for a media revolution to take place.

Still, it hasn’t reached anything approaching a movement. At a forum on the topic, one proponent joked that it was the first time he’d been sober when talking about Slow Journalism in public.

What is Slow Journalism?

I haven’t found a coherent definition of Slow Journalism. If you have, let me know. People seem to be using the term in various ways as they struggle to figure out what the future of journalism might look like and what they imagine it could be.

Here is a run at a working definition given what I’ve read and heard.

Slow Journalism…

  • Gives up the fetish of beating the competition.
  • Values accuracy, quality, and context, not just being fast and first.
  • Avoids celebrity, sensation, and events covered by a herd of reporters.
  • Takes time to find things out.
  • Seeks out untold stories.
  • Relies on the power of narrative.
  • Sees the audience as collaborators.

What Does Slow Journalism Look Like?

Naka Nathaniel, a former New York Times reporter, has talked about his work with Nick Kristof as one example for the future journalism. For several years, Nathaniel and Kristof traveled the globe covering stories of famine, conflict, war, and environmental destruction. Nathaniel shot photos and video to accompany Kristof’s columns, but they didn’t see their work as the end product.

After a 2006 reporting trip to Chad to cover the genocide in Darfur, Nathaniel and Kristof posted their reporting –  articles, columns, photographs, video, blog posts, reports, background material, and links to Human Rights organizations  — on NYTimes.com. Then they invited readers to use their reporting to continue to tell the story in new ways. They received essays, poems, letters and works of fiction from readers. In addition, Winter Miller, an assistant to Kristof, wrote a play based on her travels in Sudan.

In other words, the reporters picked a story that mattered, covered it in depth, and then turned it over to readers and others to make it better.

But using the definition and example above, I don’t think Slow Journalism is only for the New York Times or large news organizations.

There are many wonderful examples of smaller projects with similar approaches; things like the Common Language Project, StoryCorp and 6 Billion Others are ones that quickly come to mind.

Can It Happen?

Despite the funny name, none of this seems particularly radical. The values of Slow Journalism sound a lot like the advice I received from my journalism teachers and editors. It is the kind of work many of my students aspire to, but fear they might never get a chance to do.

For me, the question isn’t if we need Slow Journalism, but how — given the realities of the news industry — we can make it happen.

Producing journalism that is “good, clean, and fair” takes time and effort. Seeing the audience as co-producers requires a new mindset and a willingness to experiment. And perhaps it requires a rethinking of the definition of news.

Brian Storm, founder of the multimedia company MediaStorm, (who hasn’t used the term Slow Journalism as far as I know) has argued that if news organizations gave up on producing “day-to-day, perishable content” then  it could open up the possibility of doing “more in-depth, more investigative, and more robust” journalism.

“People are asked to do less with more and not given the time,” Storm said in an interview. “Time is the greatest luxury in journalism.”

Tips on Telling an Untold Story

YouTube recently launched a project called The Reporters’ Center, a series of how-to interviews with reporters, editors, and media professionals. There are plenty of big names like Bob Woodward, Nicholas Kristof, and Arianna Huffington. And there are some helpful technical tutorials like how to capture breaking news on a cell phone, how to shoot a basic video interview, and how to promote a YouTube video.

But I suggest scrolling past the celebrity journalists and the most viewed videos to interviews with people from organizations like the Pulitzer Center and Witness.

In an segment called Telling an Untold Story, Jon Sawyer of the Pulitzer Center on Crisis Reporting talks about a group of young journalists who went to Ethiopia and Kenya to report on the lack of clean water, which accounts for more deaths than HIV, malaria and tuberculosis combined. They produced a series of print stories, photo essays, audio interviews, and video segments that appeared in a variety of news outlets and a Web site called Water Wars. It’s a great example of how to report and produce a story for a variety of platforms.

Helpful Online Journalism Tutorials for Beginners

NOTE: I have updated the list below and put it in a permanent spot on my Tutorials Page.

I read through my course evaluations from last semester and in addition to comments like “he’s long-winded, but nice enough,” a number of students gave high marks to the free Web tutorials I assigned in my online journalism classes. I was pleasantly surprised because I wasn’t sure how to measure their usefulness, and I had to create graded assignments to make the student actually do them.

But overall, students said they found the tutorials helpful, liked that they could learn at their own pace, and returned to them over and over again.

I found out about many of these tutorials from Mindy McAdams, who has written a great series of posts called a Reporter’s Guide to Multimedia Proficiency on her blog. NewsU and the Knight Digital Media Center are also great resources.

So below is a list of tutorials I’ve used in my courses. They are all free and all aimed at beginners.

Any you would suggest?

Also this fall, I plan to create a series of video tutorials for my students and will post them here.

STORYTELLING
Five Steps of Multimedia Storytelling (NewsU)
Ira Glass of This American Life on the building blocks of good storytelling (25 minutes of YouTube videos)
Part 1: On the basics
Part 2: On finding a great story
Part 3: On taste
Part 4: On common pitfalls

DIPITY TIMELINE
How to Make a Timeline Using Dipity (Berkey-Gerard)

GOOGLE MAPS
11 Exercises to Learn How to Make a Google Map (Berkey-Gerard)

Google Map Video Tours:
Getting Started
Add a Place
Google Street View
Create a Map
Add Third Party Content
Create a Google Map profile

HTML and CSS
Beginner HTML Tutorial (HTML Dog)
Beginner CSS Tutorial (HTML Dog)

PHOTOGRAPHY
Language of the Image (NewsU)
Photoshop How-To for Online Photos (Mindy McAdams)

AUDIO
Telling Stories with Sound (NewsU)
Gathering Audio by Brian Storm (MediaStorm)
How to convert .wma, .wmv, or .mp3 files using Switch (Berkey-Gerard)
How to Use Garage Band (Knight Digital Media Center)
How to Use Audacity (Knight Digital Media Center)

SOUND SLIDES
Photoshop How To for Sound Slides (Mindy McAdams)
How to Use the Sound Slides (Knight Digital Media Center)

VIDEO
How to Use iMovie (Knight Digital Media Center)

MULTIMEDIA COLLAGE
How to Make a Multimedia Collage Using VuVox (VuVox)

Brian Storm on Storytelling and the Future of News

mediastormjpg1

Today, I stumbled upon a worthwhile  interview with Brian Storm, the president of MediaStorm, in Nieman Reports.

MediaStorm creates multimedia documentaries for news organizations like National Geographic, MSNBC, Slate and Reuters. They take on serious social issues like the war in the Democratic Republic of Congo,  families facing economic hardship in the rural Midwest, and posttraumatic stress of American soliders in Iraq.

Here are few unique things about MediaStorm’s approach:

  • The Web site doesn’t have an editorial focus other than to do quality social documentary storytelling.
  • Although the company’s roots are in traditional journalism, its focus is on “advocacy, not just information.”
  • It’s clients also include NGOs (Council on Foreign Relations) and for-profit companies (Starbucks).
  • The stories aren’t published on a set schedule or deadline, but when “a project is ready.”
  • The features are long for the Web (20 minutes or more), but most people who start watching a segment finish it.
  • They do not advertise  in traditional ways, but rely on word of mouth and social networking.

Here are a couple of sections of Melissa Ludtke’s interview with Brian Storm that I found especially compelling.

Brian Storm on the state of the news industry:

For years I’ve been saying it’s time for us to take journalism back. To take it out of the business development role and back into the world of why we got into journalism in the first place. We have to remember back to the time when we decided, “I want to be a journalist.” Why did we want to be a journalist? Did we wake up one day and say, “I want to make a pile of money?” I don’t think any of us did that. That’s not what drives us. We’re curious and want to learn about the world. It’s an incredible gift to enter into someone’s life and tell their story.

On digital access:

The crowd has access to these great digital cameras, to this incredible powerful publishing tool called the Web, and they have expanded the conversation. They have access to distribution that we, as professional journalists, have. This doesn’t make me fearful; it makes me excited. That’s democracy—to have more people, more input, and more access to different perspectives.

On the stories journalists should be doing:

Why are we, as professional journalists, allocating our resources for such daily, perishable stories? We should be allocating them for things that are in-depth, investigative and require the kind of expertise and professionalism that we have. We need to take a deep breath and remember all the things that we used to do, then reconsider given the new landscape and decide what is going to give us the most value over time. What is the role that we need to play? I don’t believe that is day-to-day, perishable content. I think we need to be more in-depth, more investigative, and more robust in what we do. I know that over time, that will actually pay off.

A Few Good Reads… And a Long Listen

Here are a few of the more substantive parts of my media diet this week:

Joy of Less by Pico Iyer (NYTimes.com “Happy Days” blog)
Iyer says that “the crazily accelerating roller-coaster of the 24/7 news cycle has propelled people up and down and down and up and then left them pretty much where they started.”
Many of the  reader responses to Iyer’s article are worth reading as well; better than the average message board.

How Google Trained Your Brain by Douglas Rushkoff (Daily Beast)
In this review of the new search engine Bing, Rushkoff argues that “while Microsoft engages with us as consumers, Google treats us as producers.”

Should Creative Writing Be Taught? by Louis Menand (New Yorker Magazine)
“The University of Iowa Writers’ Workshop is the most renowned creative-writing program in the world. Sixteen Pulitzer Prize winners and three recent Poet Laureates are graduates of the program. But the school’s official position is that the school had nothing to do with it.”

The Watchmen (This American Life)
The radio show puts two reporters on the task of finding the regulators who were supposed to be overseeing the finance industry. Great reporting performed by asking a lot of people one obvious question, “Aren’t you responsible?”

Using “One in 8 Million” in the Classroom

This past semester, I integrated the NYTimes.com multimedia series One in 8 Million: New York Characters in Sound and Images into the regular routine of my Online Journalism II course.

When we started the semester, most of the students had limited experience recording and editing audio. Most had not taken a photojournalism course. And it was my first time trying to teach students each step of creating an audio slide show: how to record an interview, gather natural and ambient sound, take photographs, and then edit it all into a coherent story.dixonimg

I found One in 8 Million to be a great learning tool for all of us. It is a series of personal profiles presented as two-minute audio slide shows with photographs by Todd Heisler.

The subjects are characters, often with quirky jobs, backgrounds, and stories to tell. There is a profile of an urban taxidermist, a bus-depot barber, a mozzarella cheese maker, a singing waitress, and a maid who has cleaned up after four different mayors at Gracie Mansion.

The story index even gives the visual sense that the viewer is standing on a subway platform and the faces of the people appear in the subway car windows as it pulls into the station.

I did not plan out how I would use the material before the semester began. I stumbled upon a routine as we went along.

I often began class by shutting off the lights and showing the latest profile on a big projector screen. We would watch the profile and then discuss it for several minutes. Then we would watch it again and discuss it a bit more.

Then I would turn off the projector and we would just listen to the sound. We talked about why the producer might have put the sound of the cash register at that exact spot or why a specific anecdote had been included.

grajalesimgjpgThen I muted the sound and we watched it again. I asked students to pay attention to the composition, as well as the content of the photographs. “Why did the photographer focus on a person’s hand or a religious icon?” we wondered. “Why were the images arranged in that specific order?”

This process usually took about 20 minutes.

Basically, we broke down the audio slide show into its smallest parts – and we tried to figure out how the producers put it all together to make a unified whole.

We spent a lot of class time learning the technical aspects of audio and photography — and how to convert the files into the proper format. One in 8 Million helped us the focus on the storytelling.

I also stuck with the series because I like how the stories are presented.

  • The profiles are often of “everyday” people – a store owner, a guy with the cool sneakers, a teenage mom – that we routinely pass by on the way to cover a “real” news story.
  • The subject herself tells the story. The audience doesn’t hear the reporter’s voice, narration, or questions. There is no moral or kicker at the end saying what it means.
  • The person’s story is the story. There isn’t a news peg, just an interesting person with something to say.

The highlight of the experiment came near the end of the semester as the students scrambled to complete their audio slide shows. I arranged a live video chat (using Google chats, nothing fancy) with Joshua Brustein, an interactive producer at NYTimes.com. Josh answered student questions about the profiles he produced, how he found a specific person, and how he approached the interviews.

Here are two examples of Josh’s work: Paul Bockwaldt, who joined a predominantly gay rugby team to bond with his brother and Ra Ruiz, a former Christopher Street pier kid.

When Josh said he usually spent 10 hours collecting and editing audio for a two minute piece, the students were stunned. But they also seemed inspired that they were attempting to do similar work.

Do We Need a New Journalism Vocabulary?

Recently, I’ve encountered some convincing arguments that we may need an entirely new language for understanding and practicing journalism.

A friend recommended I read a book called  The Little Book of Contemplative Photography by  Howard Zehr, a professor and documentary photographer who contends that the words and metaphors of photography – “taking a picture,” “shooting,” “aiming” – are predominately aggressive and predatory, but also inaccurate.

Zehr writes:

This metaphor of taking an image does not accurately reflect the photographic process itself. When we photograph, we do not actually reach out and take anything. A camera is basically a dark box with a receptor (film or digital sensor) on one side and a small opening on the other… When we do photography, we receive an image that is reflected from the subject. Instead of photography as taking, then we can envision it as receiving. Instead of a trophy that is hunted, an image is a gift.

Zehr goes on to suggest new ways of talking about photography. He sees:

  • Image as received vs. image taken
  • Image as ours vs. image as mine
  • Subject as co-creator, collaborator vs. subject as an object
  • Photography as revelation vs. photography as expose.

I found the idea compelling, but wondered if it could be translated to other forms of journalism.

For one, Zehr’s photography is deeply connected to his religious, philosophical, and personal beliefs. He is an advocate for restorative justice, a way of approaching crime that emphasizes repairing the harm done to the whole community, not just punishing the offender. This is evident in his portraits of  victims of crimes, as well as photographs of men and women serving life sentences in prison.

Many journalists, I thought, might be suspicious of such a value-laden approach and suspicious of the language shift as well.

A few days later I stumbled upon a Web site called Journalism That Matters founded by group of news editors who hope to save the industry by rethinking traditional newsroom culture, approaches, and metaphors.

Journalism That Matters argues that the news process should be defined as:

  • Conversation rather than a lecture
  • Many-to-many rather than one-to-many
  • Community connector rather than a central authority
  • Relationship-centric rather than knowledge-centric.

I find both of these vocab-lessons valuable in thinking about how journalism might be re-imagined.

In both of these paradigms, journalism education might be less about teaching students how to gather and distribute information and more about helping students engage with the people and communities they are covering.