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Better Student Journalism

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We pushed out the first version of the Open Journalism site 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.

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Topics like mapping, security, command - line tools, and open source 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.

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Circa 2011

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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.

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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.

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topleftpixel.com
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I started discovering beautiful things the web could do with images: - 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 In our newsroom - the expectations were built from an outdated information world.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.

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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 big 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.

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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.”

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We don’t know what we don’t know

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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.

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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.

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There was a lot we didn’t know. We didn’t know how to build a mobile app. - We didn’t know if we should build a mobile app. - We didn’t know how to run a server. - We didn’t know where to go to find a server. - We didn’t know how the web worked. - We didn’t know how people used the web to read news. - We didn’t know what news should be on the web. - If news is just information, what does that even look like?

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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”.

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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.

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Common problems in student newsrooms (2011)

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Our questioning of other student journalists in 15 student newsrooms brought - up a few repeating issues.

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From our 2011 research
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Common problems in student newsrooms (2013)

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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.

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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. “Hey, what has the New York Times R&D lab been up to this week?”

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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.

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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.

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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.

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We are building a shoe machine, not a shoe. -

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A train or light at the end of the tunnel: are student newsrooms changing for the better?

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In our 2013 research we found that almost 50% of student newsrooms had - created roles specifically for the web. This sounds great, but is still problematic in its current state. -

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We designed many of these slides to help explain to ourselves what we were doing -
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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. However… -

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  1. The handoff -
    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?”
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  2. Not just social media
    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.
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  3. Web (interactive) editor
    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.
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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.

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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.

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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.

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The current Open Journalism site was a few years in the making. This was - an original launch page we use in 2012
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What we know

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What we don’t know

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What we’re trying to share with others

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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.

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A note to professional news orgs

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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.

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This is a start

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We going to continue slowly growing the content on Open Journalism. 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.

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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 Queen’s Journal and - The Ubysseynext 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.

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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.

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Let’s talk. Let’s listen. -

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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. -

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pippin@pippinlee.com -

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This isn’t supposed to be a - manifesto™© - 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. -

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