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diff --git a/plugins/af_readability/vendor/fivefilters/readability.php/test/test-pages/medium-1/expected.html b/plugins/af_readability/vendor/fivefilters/readability.php/test/test-pages/medium-1/expected.html deleted file mode 100644 index eb623275e..000000000 --- a/plugins/af_readability/vendor/fivefilters/readability.php/test/test-pages/medium-1/expected.html +++ /dev/null @@ -1,324 +0,0 @@ -<div> - - - <h4 name="425a" id="425a" data-align="center"><em>Better Student Journalism</em></h4> - - - - <p name="d178" id="d178">We pushed out the first version of the <a href="http://pippinlee.github.io/open-journalism-project/" data-href="http://pippinlee.github.io/open-journalism-project/" rel="nofollow">Open Journalism site</a> in January. Our goal is for the - site to be a place to teach students what they should know about journalism - on the web. It should be fun too.</p> - <p name="01ed" id="01ed">Topics like <a href="http://pippinlee.github.io/open-journalism-project/Mapping/" data-href="http://pippinlee.github.io/open-journalism-project/Mapping/" rel="nofollow">mapping</a>, <a href="http://pippinlee.github.io/open-journalism-project/Security/" data-href="http://pippinlee.github.io/open-journalism-project/Security/" rel="nofollow">security</a>, command - line tools, and <a href="http://pippinlee.github.io/open-journalism-project/Open-source/" data-href="http://pippinlee.github.io/open-journalism-project/Open-source/" rel="nofollow">open source</a> are - all concepts that should be made more accessible, and should be easily - understood at a basic level by all journalists. We’re focusing on students - because we know student journalism well, and we believe that teaching maturing - journalists about the web will provide them with an important lens to view - the world with. This is how we got to where we are now.</p> - <h3 name="0348" id="0348">Circa 2011</h3> - <p name="f923" id="f923">In late 2011 I sat in the design room of our university’s student newsroom - with some of the other editors: Kate Hudson, Brent Rose, and Nicholas Maronese. - I was working as the photo editor then—something I loved doing. I was very - happy travelling and photographing people while listening to their stories.</p> - <p name="c9d4" id="c9d4">Photography was my lucky way of experiencing the many types of people - my generation seemed to avoid, as well as many the public spends too much - time discussing. One of my habits as a photographer was scouring sites - like Flickr to see how others could frame the world in ways I hadn’t previously - considered.</p> - <figure name="06e8" id="06e8"> - <div> - - <p><img data-image-id="1*AzYWbe4cZkMMEUbfRjysLQ.png" data-width="1000" data-height="500" data-action="zoom" data-action-value="1*AzYWbe4cZkMMEUbfRjysLQ.png" src="https://d262ilb51hltx0.cloudfront.net/max/800/1*AzYWbe4cZkMMEUbfRjysLQ.png"> - </p></div> - <figcaption>topleftpixel.com</figcaption> - </figure> - <p name="930f" id="930f">I started discovering beautiful things the <a href="http://wvs.topleftpixel.com/13/02/06/timelapse-strips-homewood.htm" data-href="http://wvs.topleftpixel.com/13/02/06/timelapse-strips-homewood.htm" rel="nofollow">web could do with images</a>: - things not possible with print. Just as every generation revolts against - walking in the previous generations shoes, I found myself questioning the - expectations that I came up against as a photo editor. In our newsroom - the expectations were built from an outdated information world. We were - expected to fill old shoes.</p> - <p name="2674" id="2674">So we sat in our student newsroom—not very happy with what we were doing. - Our weekly newspaper had remained essentially unchanged for 40+ years. - Each editorial position had the same requirement every year. The <em>big</em> change - happened in the 80s when the paper started using colour. We’d also stumbled - into having a website, but it was updated just once a week with the release - of the newspaper.</p> - <p name="e498" id="e498">Information had changed form, but the student newsroom hadn’t, and it - was becoming harder to romanticize the dusty newsprint smell coming from - the shoes we were handed down from previous generations of editors. It - was, we were told, all part of “becoming a journalist.”</p> - <figure name="12da" id="12da"> - <div> - - <p><img data-image-id="1*d0Hp6KlzyIcGHcL6to1sYQ.png" data-width="868" data-height="451" data-action="zoom" data-action-value="1*d0Hp6KlzyIcGHcL6to1sYQ.png" src="https://d262ilb51hltx0.cloudfront.net/max/800/1*d0Hp6KlzyIcGHcL6to1sYQ.png"> - </p></div> - </figure> - <h3 name="e2f0" id="e2f0">We don’t know what we don’t know</h3> - <p name="8263" id="8263">We spent much of the rest of the school year asking “what should we be - doing in the newsroom?”, which mainly led us to ask “how do we use the - web to tell stories?” It was a straightforward question that led to many - more questions about the web: something we knew little about. Out in the - real world, traditional journalists were struggling to keep their jobs - in a dying print world. They wore the same design of shoes that we were - supposed to fill. Being pushed to repeat old, failing strategies and blocked - from trying something new scared us.</p> - <p name="231e" id="231e">We had questions, so we started doing some research. We talked with student - newsrooms in Canada and the United States, and filled too many Google Doc - files with notes. Looking at the notes now, they scream of fear. We annotated - our notes with naive solutions, often involving scrambled and immature - odysseys into the future of online journalism.</p> - <p name="6ec3" id="6ec3">There was a lot we didn’t know. We didn’t know <strong>how to build a mobile app</strong>. - We didn’t know <strong>if we should build a mobile app</strong>. - We didn’t know <strong>how to run a server</strong>. - We didn’t know <strong>where to go to find a server</strong>. - We didn’t know <strong>how the web worked</strong>. - We didn’t know <strong>how people used the web to read news</strong>. - We didn’t know <strong>what news should be on the web</strong>. - If news is just information, what does that even look like?</p> - <p name="f373" id="f373">We asked these questions to many students at other papers to get a consensus - of what had worked and what hadn’t. They reported similar questions and - fears about the web but followed with “print advertising is keeping us - afloat so we can’t abandon it”.</p> - <p name="034b" id="034b">In other words, we knew that we should be building a newer pair of shoes, - but we didn’t know what the function of the shoes should be.</p> - <h3 name="ea15" id="ea15">Common problems in student newsrooms (2011)</h3> - <p name="a90b" id="a90b">Our questioning of other student journalists in 15 student newsrooms brought - up a few repeating issues.</p> - <ul> - <li name="a586" id="a586">Lack of mentorship</li> - <li name="a953" id="a953">A news process that lacked consideration of the web</li> - <li name="6286" id="6286">No editor/position specific to the web</li> - <li name="04c1" id="04c1">Little exposure to many of the cool projects being put together by professional - newsrooms</li> - <li name="a1fb" id="a1fb">Lack of diverse skills within the newsroom. Writers made up 95% of the - personnel. Students with other skills were not sought because journalism - was seen as “a career with words.” The other 5% were designers, designing - words on computers, for print.</li> - <li name="0be9" id="0be9">Not enough discussion between the business side and web efforts</li> - </ul> - <figure name="79ed" id="79ed"> - <div> - - <p><img data-image-id="1*_9KYIFrk_PqWFgptsMDeww.png" data-width="1086" data-height="500" data-action="zoom" data-action-value="1*_9KYIFrk_PqWFgptsMDeww.png" src="https://d262ilb51hltx0.cloudfront.net/max/800/1*_9KYIFrk_PqWFgptsMDeww.png"> - </p></div> - <figcaption>From our 2011 research</figcaption> - </figure> - <h3 name="8d0c" id="8d0c">Common problems in student newsrooms (2013)</h3> - <p name="3ef6" id="3ef6">Two years later, we went back and looked at what had changed. We talked - to a dozen more newsrooms and weren’t surprised by our findings.</p> - <ul> - <li name="abb1" id="abb1">Still no mentorship or link to professional newsrooms building stories - for the web</li> - <li name="9250" id="9250">Very little control of website and technology</li> - <li name="d822" id="d822">The lack of exposure that student journalists have to interactive storytelling. - While some newsrooms are in touch with what’s happening with the web and - journalism, there still exists a huge gap between the student newsroom - and its professional counterpart</li> - <li name="6bf2" id="6bf2">No time in the current news development cycle for student newsrooms to - experiment with the web</li> - <li name="e62f" id="e62f">Lack of skill diversity (specifically coding, interaction design, and - statistics)</li> - <li name="f4f0" id="f4f0">Overly restricted access to student website technology. Changes are primarily - visual rather than functional.</li> - <li name="8b8d" id="8b8d">Significantly reduced print production of many papers</li> - <li name="dfe0" id="dfe0">Computers aren’t set up for experimenting with software and code, and - often locked down</li> - </ul> - <p name="52cd" id="52cd">Newsrooms have traditionally been covered in copies of The New York Times - or Globe and Mail. Instead newsrooms should try spend at 20 minutes each - week going over the coolest/weirdest online storytelling in an effort to - expose each other to what is possible. “<a href="http://nytlabs.com/" data-href="http://nytlabs.com/" rel="nofollow">Hey, what has the New York Times R&D lab been up to this week?</a>”</p> - <p name="0142" id="0142">Instead of having computers that are locked down, try setting aside a - few office computers that allow students to play and “break”, or encourage - editors to buy their own Macbooks so they’re always able to practice with - code and new tools on their own.</p> - <p name="5d29" id="5d29">From all this we realized that changing a student newsroom is difficult. - It takes patience. It requires that the business and editorial departments - of the student newsroom be on the same (web)page. The shoes of the future - must be different from the shoes we were given.</p> - <p name="1ffc" id="1ffc">We need to rethink how long the new shoe design will be valid. It’s more - important that we focus on the process behind making footwear than on actually - creating a specific shoe. We shouldn’t be building a shoe to last 40 years. - Our footwear design process will allow us to change and adapt as technology - evolves. The media landscape will change, so having a newsroom that can - change with it will be critical.</p> - <p name="2888" id="2888"><strong>We are building a shoe machine, not a shoe.</strong> - </p> - - <h3 name="9c30" id="9c30">A train or light at the end of the tunnel: are student newsrooms changing for the better?</h3> - - <p name="4634" id="4634">In our 2013 research we found that almost 50% of student newsrooms had - created roles specifically for the web. <strong>This sounds great, but is still problematic in its current state.</strong> - </p> - <figure name="416f" id="416f"> - <div> - - <p><img data-image-id="1*Vh2MpQjqjPkzYJaaWExoVg.png" data-width="624" data-height="560" src="https://d262ilb51hltx0.cloudfront.net/max/800/1*Vh2MpQjqjPkzYJaaWExoVg.png"> - </p></div> - <figcaption><strong>We designed many of these slides to help explain to ourselves what we were doing</strong> - </figcaption> - </figure> - <p name="39e6" id="39e6">When a newsroom decides to create a position for the web, it’s often with - the intent of having content flow steadily from writers onto the web. This - is a big improvement from just uploading stories to the web whenever there - is a print issue. <em>However…</em> - </p> - <ol> - <li name="91b5" id="91b5"><strong>The handoff</strong> - <br>Problems arise because web editors are given roles that absolve the rest - of the editors from thinking about the web. All editors should be involved - in the process of story development for the web. While it’s a good idea - to have one specific editor manage the website, contributors and editors - should all play with and learn about the web. Instead of “can you make - a computer do XYZ for me?”, we should be saying “can you show me how to - make a computer do XYZ?”</li> - <li name="6448" id="6448"><strong>Not just social media<br></strong>A - web editor could do much more than simply being in charge of the social - media accounts for the student paper. Their responsibility could include - teaching all other editors to be listening to what’s happening online. - The web editor can take advantage of live information to change how the - student newsroom reports news in real time.</li> - <li name="ab30" id="ab30"><strong>Web (interactive) editor<br></strong>The - goal of having a web editor should be for someone to build and tell stories - that take full advantage of the web as their medium. Too often the web’s - interactivity is not considered when developing the story. The web then - ends up as a resting place for print words.</li> - </ol> - <p name="e983" id="e983">Editors at newsrooms are still figuring out how to convince writers of - the benefit to having their content online. There’s still a stronger draw - to writers seeing their name in print than on the web. Showing writers - that their stories can be told in new ways to larger audiences is a convincing - argument that the web is a starting point for telling a story, not its - graveyard.</p> - <p name="5c11" id="5c11">When everyone in the newsroom approaches their website with the intention - of using it to explore the web as a medium, they all start to ask “what - is possible?” and “what can be done?” You can’t expect students to think - in terms of the web if it’s treated as a place for print words to hang - out on a web page.</p> - <p name="4eb1" id="4eb1">We’re OK with this problem, if we see newsrooms continue to take small - steps towards having all their editors involved in the stories for the - web.</p> - <figure name="7aab" id="7aab"> - <div> - - <p><img data-image-id="1*2Ln_DmC95Xpz6LzgywkcFQ.png" data-width="1315" data-height="718" data-action="zoom" data-action-value="1*2Ln_DmC95Xpz6LzgywkcFQ.png" src="https://d262ilb51hltx0.cloudfront.net/max/800/1*2Ln_DmC95Xpz6LzgywkcFQ.png"> - </p></div> - <figcaption>The current Open Journalism site was a few years in the making. This was - an original launch page we use in 2012</figcaption> - </figure> - <h3 name="08f5" id="08f5">What we know</h3> - <ul> - <li name="f7fe" id="f7fe"><strong>New process</strong> - <br>Our rough research has told us newsrooms need to be reorganized. This - includes every part of the newsroom’s workflow: from where a story and - its information comes from, to thinking of every word, pixel, and interaction - the reader will have with your stories. If I was a photo editor that wanted - to re-think my process with digital tools in mind, I’d start by asking - “how are photo assignments processed and sent out?”, “how do we receive - images?”, “what formats do images need to be exported in?”, “what type - of screens will the images be viewed on?”, and “how are the designers getting - these images?” Making a student newsroom digital isn’t about producing - “digital manifestos”, it’s about being curious enough that you’ll want - to to continue experimenting with your process until you’ve found one that - fits your newsroom’s needs.</li> - <li name="d757" id="d757"><strong>More (remote) mentorship</strong> - <br>Lack of mentorship is still a big problem. <a href="http://www.google.com/get/journalismfellowship/" data-href="http://www.google.com/get/journalismfellowship/" rel="nofollow">Google’s fellowship program</a> is great. The fact that it - only caters to United States students isn’t. There are only a handful of - internships in Canada where students interested in journalism can get experience - writing code and building interactive stories. We’re OK with this for now, - as we expect internships and mentorship over the next 5 years between professional - newsrooms and student newsrooms will only increase. It’s worth noting that - some of that mentorship will likely be done remotely.</li> - <li name="a9b8" id="a9b8"><strong>Changing a newsroom culture</strong> - <br>Skill diversity needs to change. We encourage every student newsroom we - talk to, to start building a partnership with their school’s Computer Science - department. It will take some work, but you’ll find there are many CS undergrads - that love playing with web technologies, and using data to tell stories. - Changing who is in the newsroom should be one of the first steps newsrooms - take to changing how they tell stories. The same goes with getting designers - who understand the wonderful interactive elements of the web and students - who love statistics and exploring data. Getting students who are amazing - at design, data, code, words, and images into one room is one of the coolest - experience I’ve had. Everyone benefits from a more diverse newsroom.</li> - </ul> - <h3 name="a67e" id="a67e">What we don’t know</h3> - <ul> - <li name="7320" id="7320"><strong>Sharing curiosity for the web</strong> - <br>We don’t know how to best teach students about the web. It’s not efficient - for us to teach coding classes. We do go into newsrooms and get them running - their first code exercises, but if someone wants to learn to program, we - can only provide the initial push and curiosity. We will be trying out - “labs” with a few schools next school year to hopefully get a better idea - of how to teach students about the web.</li> - <li name="8b23" id="8b23"><strong>Business</strong> - <br>We don’t know how to convince the business side of student papers that - they should invest in the web. At the very least we’re able to explain - that having students graduate with their current skill set is painful in - the current job market.</li> - <li name="191e" id="191e"><strong>The future</strong> - <br>We don’t know what journalism or the web will be like in 10 years, but - we can start encouraging students to keep an open mind about the skills - they’ll need. We’re less interested in preparing students for the current - newsroom climate, than we are in teaching students to have the ability - to learn new tools quickly as they come and go.</li> - </ul> - </div><div> - <h3 name="009a" id="009a">What we’re trying to share with others</h3> - <ul> - <li name="8bfa" id="8bfa"><strong>A concise guide to building stories for the web</strong> - <br>There are too many options to get started. We hope to provide an opinionated - guide that follows both our experiences, research, and observations from - trying to teach our peers.</li> - </ul> - <p name="8196" id="8196">Student newsrooms don’t have investors to please. Student newsrooms can - change their website every week if they want to try a new design or interaction. - As long as students start treating the web as a different medium, and start - building stories around that idea, then we’ll know we’re moving forward.</p> - <h3 name="f6c6" id="f6c6">A note to professional news orgs</h3> - <p name="d8f5" id="d8f5">We’re also asking professional newsrooms to be more open about their process - of developing stories for the web. You play a big part in this. This means - writing about it, and sharing code. We need to start building a bridge - between student journalism and professional newsrooms.</p> - <figure name="7ed3" id="7ed3"> - <div> - - <p><img data-image-id="1*bXaR_NBJdoHpRc8lUWSsow.png" data-width="686" data-height="400" src="https://d262ilb51hltx0.cloudfront.net/max/800/1*bXaR_NBJdoHpRc8lUWSsow.png"> - </p></div> - <figcaption>2012</figcaption> - </figure> - <h3 name="ee1b" id="ee1b">This is a start</h3> - <p name="ebf9" id="ebf9">We going to continue slowly growing the content on <a href="http://pippinlee.github.io/open-journalism-project/" data-href="http://pippinlee.github.io/open-journalism-project/" rel="nofollow">Open Journalism</a>. We still consider this the beta version, - but expect to polish it, and beef up the content for a real launch at the - beginning of the summer.</p> - <p name="bd44" id="bd44">We expect to have more original tutorials as well as the beginnings of - what a curriculum may look like that a student newsroom can adopt to start - guiding their transition to become a web first newsroom. We’re also going - to be working with the <a href="http://queensjournal.ca/" data-href="http://queensjournal.ca/" rel="nofollow">Queen’s Journal</a> and - <a href="http://ubyssey.ca/" data-href="http://ubyssey.ca/" rel="nofollow">The Ubyssey</a>next school year to better understand how to make the student - newsroom a place for experimenting with telling stories on the web. If - this sound like a good idea in your newsroom, we’re still looking to add - 1 more school.</p> - <p name="abd5" id="abd5">We’re trying out some new shoes. And while they’re not self-lacing, and - smell a bit different, we feel lacing up a new pair of kicks can change - a lot.</p> - <figure name="4c68" id="4c68"> - <div> - - <p><img data-image-id="1*lulfisQxgSQ209vPHMAifg.png" data-width="950" data-height="534" data-action="zoom" data-action-value="1*lulfisQxgSQ209vPHMAifg.png" src="https://d262ilb51hltx0.cloudfront.net/max/800/1*lulfisQxgSQ209vPHMAifg.png"> - </p></div> - </figure> - - <p name="2c5c" id="2c5c"><strong>Let’s talk. Let’s listen.</strong> - </p> - <p name="63ec" id="63ec"><strong>We’re still in the early stages of what this project will look like, so if you want to help or have thoughts, let’s talk.</strong> - </p> - <p name="9376" id="9376"><a href="mailto:[email protected]" data-href="mailto:[email protected]" rel="nofollow"><strong>[email protected]</strong></a> - </p> - - - <p name="ea00" id="ea00"><em>This isn’t supposed to be a </em> - <strong><em>manifesto™©</em> - </strong><em> we just think it’s pretty cool to share what we’ve learned so far, and hope you’ll do the same. We’re all in this together.</em> - </p> - </div>
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