Category Archives: blogs

“All that is required is an issue about which others are passionate and feel unheard”

Here’s a must-read for anyone interested in sports journalism that goes beyond the weekend’s player ratings. As one of the biggest names in European football goes into administration, The Guardian carries a piece by the author of Rangerstaxcase.com, a blogger who “pulled down the facade at Rangers”, including a scathing commentary on the Scottish press’s complicity in the club’s downfall:

“The Triangle of Trade to which I have referred is essentially an arrangement where Rangers FC and their owner provide each journalist who is “inside the tent” with a sufficient supply of transfer “exclusives” and player trivia to ensure that the hack does not have to work hard. Any Scottish journalist wishing to have a long career learns quickly not to bite the hands that feed. The rule that “demographics dictate editorial” applied regardless of original footballing sympathies.

“[…] Super-casino developments worth £700m complete with hover-pitches were still being touted to Rangers fans even after the first news of the tax case broke. Along with “Ronaldo To Sign For Rangers” nonsense, it is little wonder that the majority of the club’s fans were in a state of stupefaction in recent years. They were misled by those who ran their club. They were deceived by a media pack that had to know that the stories it peddled were false.”

Over at Rangerstaxcase.com, the site expands on this in its criticism of STV for uncritical reporting: Continue reading

The New Journalists #13: Rosie Taylor

Rosie Taylor

As part of an ongoing series of profiles of young journalists, I interviewed Rosie Taylor about her work as founding editor of student media showcase site Ones To Watch which she balances with a role as trainee reporter at the Daily Mail.

What led you to your current roles?

I got the bug for journalism writing for my student newspaper at the University of Sheffield and was news editor in my final year. My involvement in student media gave me the idea for Ones to Watch.

I did work experience everywhere I could find a sofa to sleep on for a week, got a minimum wage job covering reporters on leave at my local paper and managed to get a Scott Trust Bursary to do a postgraduate course in Print Journalism at Sheffield.

This ultimately led to a job at the Mail, where I spent five months on secondment at the Manchester Evening News before moving to the Mail offices in London this year.

What do your jobs involve?

I run Ones to Watch in my spare time, which mainly involves looking through hundreds of articles produced by students around the UK every day and putting a selection of the best ones on the site. I’m also constantly on the look out for new start-ups, student media news and ways to expand the site.

In my day job I’m a general news reporter, covering anything that gets thrown at me!

How do you see things developing in the future?

I’m still clinging to the hope that journalism, in one form or another, will survive throughout my lifetime. I want to keep writing stories and breaking news and I’m fascinated by how the platform for doing so is changing all the time.

I hope that Ones To Watch will continue to expand and that my mission to raise the profile of student media as a vital part of our press will continue to gain momentum.

Podcasting and principles of narrative – a case study

I’ve been thinking a lot recently about how narrative techniques are used within journalism to engage users and then keep them reading/listening/watching/clicking. By way of illustrating this, specifically with relation to audio, I wanted to blog in some detail about how narrative is used in a very good example I came across last month: a Freakonomics podcast.

Before you read any further, listen to that Freakonomics podcast and pretty much any Guardian Media Talk podcast

… OK, done?

Right. These are great case studies for how podcasting uses three core principles of narrative:

  • Characters,
  • Setting, and
  • Movement

The two also illustrate different editorial demands: the Freakonomics podcast is a good example of exploring one issue in depth; while the Guardian podcast is about breadth: reacting to a number of current events and reporting across them.

I’m going to focus on the Freakonomics podcast because it uses the same basic techniques which are employed by Media Talk, but also some others beside. It’s also technically pretty straightforward.

That’s good because their approach also makes for good journalism, moving beyond the superficial to a deeper exploration and understanding – which is key when we talk about narrative.

Here’s how the Freakonomics podcast uses character, setting and movement particularly well to attract the listener and keep them listening:

The hook: a great introductory story

After an initial introduction by the presenters that gives us a feel for the show and their personalities (the first ‘setting’ and ‘characters’, if you like) we start with a story. It’s a story of people dying unnecessarily. It’s a good story – and it has characters, settings, and movement: a problem, a journey, and a resolution.

Why start with this story? Because it grabs the listener from the start, and it provides an immediate reward.

But it also sets up a tension, at around 5.40: why are we being told the story? What does it mean?

This is the first hook of the podcast.

Movement and relevance: bringing things up to date

We then change setting, moving to a recent story about modern medical hygiene.

The characters in this story are weaker (that’s probably why we started with the stronger story). But it has something the first doesn’t: a problem that affects us directly.

This is the central tension of the whole podcast – our second hook (at around 7’20, when the show theme and introduction is finally played). And we will have to wait until the end of the podcast for its resolution.

From the end of the beginning we move into the beginning of the middle. That central tension hanging in the air gives us a reason to listen to the end, but we also need continual movement within the middle period to keep us interested.

And so we move to a new story: the subplot, if you like (in this case, about financial literacy), which will, eventually come together with the initial story.

We hold on to find out how this tension between the two stories will be resolved.

Style and structure

Having looked at the over-arching structure of the podcast, I want to look more closely at how style is used to add extra interest to that.

Because there is a lot more to note about the telling of these stories.

A useful technique when looking at media production is to think about the choices that have been made by its producers. For example, you could tell these stories in any number of ways – handing over the narrative to an expert; narrating it yourself; reconstructing events dramatically.

But the producers make a choice in the first story which is worth analysing: they switch relatively frequently between interviews and narration.

The effect of this is to reinforce the listener’s sensation of movement: the narrative moves along quickly, and the contrast between voices creates a tension that helps maintain our interest.

Once the first interviewee’s story is established, we move to a second. Again, this adds to the sensation of movement, with a new character, and a change of setting.

Note that the speaker is introduced after they speak, introducing a brief period of tension as the listener wonders who this new voice is.

Also: under the sound of speakers, we sometimes hear music or other sounds. This helps establish the setting of the story they’re recounting. Something as simple as classical music (out of copyright, which is handy) can establish a period or a place. Generic comedic sounds can turn tragedy into comedy.

As the story moves into its middle phase, interviews become less narrated. At 9’20 we have a telephone interview. And instead of ‘cutting’ through narration, the style is more conversational, and the interviewee has more space to talk.

Interviewees are sometimes arranged in sequence so that their views are at odds. We have conflict. Put another way: having established the problem in the beginning, we are now introducing characters onto the stage to fight that problem out.

This helps solve one of the hardest problems in storytelling: the fat middle; how to get from the beginning to the end without losing interest.

Mini-stories

In the Freakonomics example interest is also maintained in a number of ways other than conflict. One is the way the podcast introduces mini stories within the larger story (how the research was done; how a character discovered flawed claims – complete with ‘detective’ soundtrack); and a third is a mini-quiz (with a comedic/’countdown’/’game’ soundtrack to make it less dry).

The peak of the conflict comes with a hosted debate between two characters who hold different positions on the problem (flagged up as a “puzzle” in the lead-up, which again uses ‘debate’ music to establish the setting).

It’s worth listening to how the host prompts the debate and summarises positions, and when the characters get to speak directly to each other.

Even within the debate there is structure: we start with consensus before moving onto disrupting that, and a final consensus.

To host a debate like this you need to know people’s positions first and plan the debate around those.

The end phase

Having resolved that conflict, then, we move onto the beginning of the end.

And to signal that change, we have a change of setting too: we have an interviewee walking us through a hospital. The sounds are key to this, often recorded separately so they can be heard more clearly in the edit.

The end of the podcast uses a common technique in storytelling: returning to the start. The problem established in the beginning – hospital hygiene – and the problem established in the sub-plot – financial literacy – are both resolved with both final lessons and consensus, and at the same time, the question hanging in the air of “What do these stories have to do with each other?” is also resolved.

What’s more, the resolution has meaning beyond just a story: we have learned something.

Just to reinforce this, after that resolution comes a fade-out, rising title music, and credits. Small things that tell us definitively: The End.

Principles of narrative in a news podcast

But how do these techniques translate to a more traditional news podcast? The Guardian’s Media Talk podcast is, as I say, more about breadth than depth: a collection of short stories rather than a novel.

But it uses many of the same techniques at a smaller level. We begin with a table of contents, which serves to establish a little bit of tension, including teasing clips of tasty quotes.

We again have two voices (often both journalists) to tell a story instead of one, to introduce contrast and a little tension, and some structure of questioning that sets the scene before exploring more problematic issues, and ends by looking forward.

Each change of story is accompanied by an audio sting to signal that change of setting – and sometimes that change of setting occurs within the story – as when, for example, we move from an interview or report to the reaction to it.

The peak – two-thirds into the podcast – is the discussion where we move from hearing 2 voices to hearing 3.

So you can see the same techniques used, but in a much shorter space of time, and in a more routine manner. The format is more restrictive, but also allows for more effective production. It’s the right tool for the job.

Rounding it all up

That’s a lot to learn, so let me try to summarise these techniques that are used again and again:

  • Firstly, think about establishing tension:
    • through problems and questions;
    • and through conflict and contrast.
  • Secondly, think about movement:
    • This is done through regularly resolving those tensions and establishing new ones (while keeping the main tension hanging until the end).
    • And secondly, through moving from setting to setting.
    • And thirdly, by having stories within your overarching story or stories (which is really the same as using tensions, but is worth identifying separately). Notice how narration is used frequently to move the story forward – mainly because there’s a lot of material to get through. Don’t add narration for the sake of it if your characters can move things along themselves just fine.
  • Thirdly, note how audio is employed beyond the core content.
    • Music is used to increase tension, describe character, establish setting, and even the genre of mini-stories.
    • Silence and volume are equally important: a moment’s silence can indicate a change of pace or setting. A sudden rise in volume can indicate the end of a section.
  • Finally, remember that all the above relies on those characters. It is the actions of characters that creates the movement; it is characters who introduce us to new settings. We need to hear those characters – and you need to find them.

Suggestions on building narrative into a podcast

Listening to those podcasts again with those points in mind, here are some suggestions on how you might plan to organise a podcast of your own on a single issue story:

  • What’s the central tension you are going to introduce at the start and resolve at the end?
  • Is there a secondary and related tension you can run alongside it and resolve simultaneously?
  • What’s the best mini-story to begin with? End with?
  • Who are your main characters? And when do they need to enter and leave the stage?
  • What are your settings? And how might we move through them as the story develops?
  • How can you maintain movement in your middle section? Do you have more mini-stories?
  • What extra audio might you need to signal setting, character, genre or movement?

Any other examples or suggestions welcome.

Moving away from ‘the story’: 5 roles of an online investigations team

In almost a decade of teaching online journalism I repeatedly come up against the same two problems:

  • people who are so wedded to the idea of the self-contained ‘story’ that they struggle to create journalism outside of that (e.g. the journalism of linking, liveblogging, updating, explaining, or saying what they don’t know);
  • and people stuck in the habit of churning out easy-win articles rather than investing a longer-term effort in something of depth.

Until now I’ve addressed these problems largely through teaching and individual feedback. But for the next 3 months I’ll be trying a new way of organising students that hopes to address those two problems. As always, I thought I’d share it here to see what you think.

Roles in a team: moving from churnalism to depth

Here’s what I’m trying (for context: this is on an undergraduate module at Birmingham City University):

Students are allocated one of 5 roles within a group, investigating a particular public interest question. They investigate that for 6 weeks, at which point they are rotated to a different role and a new investigation (I’m weighing up whether to have some sort of job interview at that point).

The group format allows – I hope – for something interesting to happen: students are not under pressure to deliver ‘stories’, but instead blog about their investigation, as explained below. They are still learning newsgathering techniques, and production techniques, but the team structure makes these explicitly different to those that they would learn elsewhere.

The hope is that it will be much more difficult for them to just transfer print-style stories online, or to reach for he-said/she-said sources to fill the space between ads. With only one story to focus on, students should be forced to engage more, to do deeper and deeper into an issue, and to be more creative in how they communicate what they find out.

(It’s interesting to note that at least one news organisation is attempting something similar with a restructuring late last year)

Only one member of the team is primarily concerned with the story, and that is the editor:

The Editor (ED)

It is the editor’s role to identify what exactly the story is that the team is pursuing, and plan how the resources of the team should be best employed in pursuing that. It will help if they form the story as a hypothesis to be tested by the team gathering evidence – following Mark Lee Hunter’s story based inquiry method (PDF).

Qualities needed and developed by the editor include:

  • A nose for a story
  • Project management skills
  • Newswriting – the ability to communicate a story effectively
This post on Poynter is a good introduction to the personal skills needed for the role.

The Community Manager (CM)

The community manager’s focus is on the communities affected by the story being pursued. They should be engaging regularly with those communities – contributing to forums, having conversations with members on Twitter; following updates on Facebook; attending real world events; commenting on blogs or photo/video sharing sites, and so on.

They are the two-way channel between that community and the news team: feeding leads from the community to the editor, and taking a lead from the editor in finding contacts from the community (experts, case studies, witnesses).

Qualities needed and developed by the community manager include:

  • Interpersonal skills – the ability to listen to and communicate with different people
  • A nose for a story
  • Contacts in the community
  • Social network research skills – the ability to find sources and communities online

6 steps to get started in community management can be found in this follow-up post.

The Data Journalist (DJ)

While the community manager is focused on people, the data journalist is focused on documentation: datasets, reports, documents, regulations, and anything that frames the story being pursued.

It is their role to find that documentation – and to make sense of it. This is a key role because stories often come from signs being ignored (data) or regulations being ignored (documents).

Qualities needed and developed by the data journalist include:

  • Research skills – advanced online search and use of libraries
  • Analysis skills – such as using spreadsheets
  • Ability to decipher jargon – often by accessing experts (the CM can help)

Here’s a step by step on how to get started as a data journalist.

The Multimedia Journalist (MMJ)

The multimedia journalist is focused on the sights, sounds and people that bring a story to life. In an investigation, these will typically be the ‘victims’ and the ‘targets’.

They will film interviews with case studies; organise podcasts where various parties play the story out; collect galleries of images to illustrate the reality behind the words.

They will work closely with the CM as their roles can overlap, especially when accessing sources. The difference is that the CM is concerned with a larger quantity of interactions and information; the MM is concerned with quality: much fewer interactions and richer detail.

Qualities needed and developed by the MMJ include:

  • Ability to find sources: experts, witnesses, case studies
  • Technical skills: composition; filming or recording; editing
  • Planning: pre-interviewing, research, booking kit 

The Curation Journalist (CJ)

(This was called Network Aggregator in an earlier version of this post) The CJ is the person who keeps the site ticking over while the rest of the team is working on the bigger story.

They publish regular links to related stories around the country. They are also the person who provides the wider context of that story: what else is happening in that field or around that issue; are similar issues arising in other places around the country. Typical content includes backgrounders, explainers, and updates from around the world.

This is the least demanding of the roles, so they should also be available to support other members of the team when required, following up minor leads on related stories. They should not be ‘just linking’, but getting original stories too, particularly by ‘joining the dots’ on information coming in.

Qualities needed and developed by the CJ include:

  • Information management – following as many feeds, newsletters and other relevant soures of information
  • Wide range of contacts – speaking to the usual suspects regularly to get a feel for the pulse of the issue/sector
  • Ability to turn around copy quickly

There’s a post on 7 ways to follow a field as a network aggregator (or any other journalist) on Help Me Investigate.

And here’s a post on ‘How to be a network journalist‘.

Examples of network aggregation in action:

  • Blogs like Created In Birmingham regularly round up the latest links to events and other reports in their field. See also The Guardian’s PDA Newsbucket.
  • John Grayson’s post on G4S uses a topical issue as the angle into a detailed backgrounder on the company with copious links to charity reports, politicians’ statements, articles in the media, research projects, and more.
  • This post by Diary of a Benefit Scrounger is the most creative and powerful example I’ve yet seen. It combines dozens of links to stories of treatment of benefit claimants and protestors, and to detail on various welfare schemes, to compile a first-person ‘story’.

Publish regular pieces that come together in a larger story

If this works, I’m hoping students will produce different types of content on their way to that ‘big story’, as follows:

  • Linkblogging – simple posts that link to related articles elsewhere with a key quote (rather than wasting resources rewriting them)
  • Profiles of key community members
  • Backgrounders and explainers on key issues
  • Interviews with experts, case studies and witnesses, published individually first, then edited together later
  • Aggregation and curation – pulling together a gallery of images, for example; or key tweets on an issue; or key facts on a particular area (who, what, where, when, how); or rounding up an event or discussion
  • Datablogging – finding and publishing key datasets and documents and translating them/pulling out key points for a wider audience.
  • The story so far – taking users on a journey of what facts have been discovered, and what remains to be done.

You can read more on the expectations of each role in this document. And there’s a diagram indicating how group members might interact below:

Investigations team flowchart

Investigations team flowchart

What will make the difference is how disciplined the editor is in ensuring that their team keeps moving towards the ultimate aim, and that they can combine the different parts into a significant whole.

UPDATE: A commenter has asked about the end result. Here’s how it’s explained to students:

“At an identified point, the Editor will need to organise his or her team to bring those ingredients into that bigger story – and it may be told in different ways, for example:

  • A longform text narrative with links to the source material and embedded multimedia
  • An edited multimedia package with links to source material in the accompanying description
  • A map made with Google Maps, Fusion Tables or another tool, where pins include images or video, and links to each story”

If you’ve any suggestions or experiences on how this might work better, I’d very much welcome them.

Report: Social Media and News

Report: Social Media and NewsLast year I was commissioned to write a report on ‘Social Media and News’ for the Open Society Media Program, as part of the ‘Mapping Digital Media’ series. The report is now available here (PDF).

As I say in the introduction, I focused on “the areas that are most strongly contested and hold the most importance for the development of news reporting”, namely:

  • competition over copyright between individuals, news organisations, and social media platforms;
  • the move to hyperlocal and international-scope publishing;
  • the tensions between privacy and freedom of speech; and
  • attempts by governments and corporations to control what happens online.

These and other developments (such as the growth of APIs which “connect the information that we consume with the information we increasingly embody”) are then explored with specific reference to issues of editorial independence, public interest and public service, pluralism and diversity, accountability, and freedom of expression.

That’s quite a lot to cover in 4,000 words. So for those who want to explore some of the issues or cases in more detail – or follow recent updates (and a lot has happened even since finishing the report) – I’ve been collecting related links at this Delicious ‘stack’, and on an ongoing basis at this tag.

The problem with defining ‘a journalist’

Cleland Thom writes in Press Gazette today about the list of requirements specified by an Oregon judge before a person could claim protection as a journalist in his court.

  1. Journalism education.
  2. Credentials or proof of any affiliation with any recognized news entity.
  3. Proof of adherence to journalistic standards such as editing, fact-checking, or disclosures of conflicts of interest.
  4. Keeping notes of conversations and interviews conducted.
  5. Mutual understanding or agreement of confidentiality between the defendant and his/her sources.
  6. Creation of an independent product rather than assembling writings and postings of others.
  7. Contacting “the other side” to get both sides of a story.

This seems a reasonable enough list of criteria – I’m interpreting the phrasing of the judge’s opinion as indicating that any single of these criteria would suit, rather than all 7 (as is the case in the Reynolds defence mentioned by Thom).

But I think there’s a broader problem (unrelated to the specific case in Oregon, which was about a protection from being sued for libel only afforded to journalists) with trying to certify individuals as journalists when more  journalism is done collaboratively. If, for example, one person researches the regulations relating to an issue, another FOIs key documents; a third speaks to a victim; a fourth speaks to an expert; a fifth to the person resposible; and a sixth writes it all up into a coherent narrative – which one is the journalist?

2011: the UK hyper-local year in review

In this guest post, Damian Radcliffe highlights some topline developments in the hyper-local space during 2011. He also asks for your suggestions of great hyper-local content from 2011. His more detailed slides looking at the previous year are cross-posted at the bottom of this article.

2011 was a busy year across the hyper-local sphere, with a flurry of activity online as well as more traditional platforms such as TV, Radio and newspapers.

The Government’s plans for Local TV have been considerably developed, following the Shott Review just over a year ago. We now have a clearer indication of the areas which will be first on the list for these new services and how Ofcom might award these licences. What we don’t know is who will apply for these licences, or what their business models will be. But, this should become clear in the second half of the year.

Whilst the Leveson Inquiry hasn’t directly been looking at local media, it has been a part of the debate. Claire Enders outlined some of the challenges facing the regional and local press in a presentation showing declining revenue, jobs and advertising over the past five years. Her research suggests that the impact of “the move to digital” has been greater at a local level than at the nationals.

Across the board, funding remains a challenge for many. But new models are emerging, with Daily Deals starting to form part of the revenue mix alongside money from foundations and franchising.

And on the content front, we saw Jeremy Hunt cite a number of hyper-local examples at the Oxford Media Convention, as well as record coverage for regional press and many hyper-local outlets as a result of the summer riots.

I’ve included more on all of these stories in my personal retrospective for the past year.

One area where I’d really welcome feedback is examples of hyper-local content you produced – or read – in 2011. I’m conscious that a lot of great material may not necessarily reach a wider audience, so do post your suggestions below and hopefully we can begin to redress that.

VIDEO from the Global Investigative Journalism Conference

Global Investigative Journalism Conference logo

At the Global Investigative Journalism Conference in Kiev earlier this year I interviewed four individuals whose work I admire: Stephen Grey (talking about internet security for journalists), Luuk Sengers and Mark Lee Hunter (on organising your investigation), and Bo Elkjaer (on investigating networks).

I’ve been publishing these videos individually on the Help Me Investigate blog, but thought I would cross-publish them as a group here.

Here’s Mark Lee Hunter with his tips on gathering information before speaking to sources:

Stephen Grey on internet security considerations for journalists:

Luuk Sengers on organising your investigation:

And Bo Elkjaer on how he used computer technology to follow the money through network analysis:

Going ‘web-first’ – extract from Magazine Editing (3rd ed.)

In the final of three extracts from the 3rd edition of Magazine Editingpublished by Routledge, I talk about the tension between publishing first online, or holding material back for print. 

Magazine editors worry about topicality. Stories they send to press on Monday may be out of date by the time the magazine appears on Wednesday or Friday. It is no consolation to know that similar doubts affect the editors of daily newspapers, fated to follow in the wake of television. The print media must play to their strengths. Even a weekly magazine cannot stay on top of a breaking story of national significance. By the time it has appeared, things will have moved on and its readers will have seen more recent material online, on television and radio, or in their daily newspapers.

The internet, however, levels the playing field. TV, radio and newspapers all increasingly begin their reporting online. This is called a ‘Web first’ strategy and has its advantages and disadvantages. Clearly the major advantage is ‘owning’ the story. If you are the first to report it online then you are likely to dominate the search engine results when people look for that story. This in turn is likely to drive readers – and potential subscribers – to your main product (whether that is print or online).

The major fear that publishers have with ‘Web first’ strategies is losing their exclusives to rivals. This, however, is to misunderstand the complexities of multi-platform publishing which should involve playing to the strengths of each medium you publish in. Some publishers, for example, will supply video interviews to broadcasters (and online) just ahead of the publication of the print version of their story. This helps attract interest from people who might not normally buy your publication, without ‘giving away’ the print version of the story itself.

A good example of how not to do this comes from Rolling Stone magazine’s profile of top US commander Gen. Stanley McChrystal. The general was quoted making negative remarks about the vice president and key members of the US cabinet and the publication of these remarks in print led to his dismissal.

The dismissal, of course, increased interest in – and awareness of – the profile piece substantially – but the magazine failed to react to this interest on its website. As the website Talking Points Memo reported in a piece entitled ‘How Rolling Stone Won The News Cycle And Lost The Story’:

“Rolling Stone didn’t even bother putting [the story] online before they rolled it out [in print]. In fact, despite the fact that everyone else’s website led the profile, Rolling Stone’s site led with Lady Gaga … all day and didn’t even put the story online until 11:00.”

Nieman Journalism Lab explained why this cost them:

“The story made its way across the web anyway. Politico posted a PDF of the story and the Associated Press ran a thorough summary. Rolling Stone didn’t get much in the way of traffic out of it … After the piece ran [on Rolling Stone’s website], it started picking up incoming links, presumably driving tremendous traffic to the site. I checked in on the story today, exactly 24 hours later, to find that, despite the story completely dominating the news cycle — TV, blogosphere, Twitter, newspapers — only 16 comments had been posted to the story.

“Why? Of course the late posting was a factor. National security reporter Spencer Ackerman’s first [blog] post on the general’s apology, which went up several hours before Rolling Stone published, attracted 47 comments on his personal blog. Politico’s defense reporter Laura Rozen’s blog post on the AP’s summary of the story, which went up at 10:46 p.m. the night before the story appeared, has about twice as many comments as the Rolling Stone story itself. Twitter was buzzing with comments all day. There was nowhere to discuss at Rolling Stone, so the conversation naturally happened elsewhere.”

Another approach is to play to the community-based strengths of online publishing, by seeding an online debate with the main points of your exclusive, and using the best parts of that online discussion to flesh out the publication in print of your full exclusive.

In other words, do not fall into the trap of overvaluing the ‘exclusive’ at the expense of actual readers. If your objective is to attract the largest number of readers – online and in print – then be strategic in how you publish different parts of your story across different platforms. Can you involve online users at an early stage? Can you produce video or audio that bloggers and broadcasters might want to distribute? How can you give it the richest treatment in print that could not be duplicated in a broadcast or web treatment? And, once published, how can you ensure that discussion of the exclusive takes place on – or directs traffic to – your site (or indeed, where your revenue is coming from, which may include adverts embedded in media on other sites)? All of these elements require thought at the outset of any newsgathering operation.

A magazine has its own strengths it should play to. Instead of trailing behind newspapers and television – whose space and time is more limited, and news cycle more tempestuous – it can provide analytical coverage, based on its trusted relationships within the industry and in-house expertise. It can also focus its treatment more specifically than the mass media will – as a newspaper with a broader audience will not be able to assume much prior knowledge on their part.

Some editors, usually of weekly magazines, take the view that monthlies shouldn’t try to compete in the news area. They should simply use the space for something else. This is defeatist, and overlooks the role of the website in providing news updates as they occur. The slower pace of a monthly should mean that it can unearth and research genuinely exclusive stories. That way it will lead everybody else, which is good for morale and sales. It can certainly go deeper, using the sources it has had time to cultivate.

If you are going to do news in a monthly, you must consider the issue of the exclusivity of your stories and whether you wish to lead with the story in print or online. Given the increasing ability of sources to publish themselves (via a company or individual blog, for example – or even Facebook), or the likelihood that someone else might do the same, obtaining cooperation and silence while you wait for the next monthly print run to roll around is becoming increasingly difficult.

Ultimately you must ask yourself where the value lies: in the exclusivity, or in the treatment and distribution of that information? Do people buy your magazine purely for the exclusive news – or largely for other content? Is it better to publish part of the exclusive online, establishing ‘ownership’ of it and promoting further revelations or analysis in print? (While also attracting new readers who come across your publication when a link is sent to them)

Publishing a part of an exclusive online – and holding the remainder back for print publication – is a strategy often adopted by publishers. Your own decision will depend in large part upon where your funding comes from, where you are trying to attract it, what sort of people read your publication, and how.

More and more publishers are going for this ‘web-first’ strategy, playing to the strengths of each medium: speed, findability and social distribution online; and analysis and depth in print. It can also increase the life of a story from a single issue to a couple of weeks online, through printing, and back online with further reaction.

Building a relationship with sources often rests on the authority of your magazine and yourself, and the serious treatment you can give to their story. They will have to balance that against the control that they will have if they publish the story themselves, online. One factor that may be worth raising is that ‘exclusivity’ often attracts more interest from those who missed the exclusive, than a source-published story which all journalists can see at the same time. The founder of Wikileaks understood this when breaking the various ‘Warlogs’ stories – instead of publishing the logs online as they had with previous leaks, the organisation partnered with individual news organisations in three different countries, attracting wider coverage of the documents not just in those newspapers but also in jealous rivals.

The bulk of your coverage will not be exclusive. Use the focusing power of news design to achieve the right balance. You can give great prominence and projection to your exclusive stories, while covering the stuff most readers may have seen in a round-up box or column of news ‘briefs’.

Aside from the news that makes the printed magazine, a monthly news team tends to produce a continuously updated news page as part of the website. This may include one or more individual, team, or subject-based blogs, and a daily or weekly e-mail update.

Your own news feeds may be syndicated to other news sites and blogs, adding to your publication’s reach. Typically a magazine website’s news section will have an RSS feed of its latest stories; increasingly, they will have a number of RSS feeds for news about different parts of their field.

RSS feeds have enormous flexibility and potential for various uses. If someone uses an RSS reader on their computer or phone, they can read your feeds there; if they publish a blog they can ‘pull’ your feed to show your latest headlines (when clicked, the user will be taken to your site). You can also use RSS feeds to cross-publish your latest headlines to a Twitter account, a Facebook page, and various other places.

RSS feeds can be full (showing the entire story) or partial (showing only a first paragraph – the user then has to click through to the full story on your site – although this introduces an extra step that can reduce readership and create a frustrating user experience), and they can include advertising and multimedia. They are, in effect, one of the delivery vans of internet distribution.

Why we shouldn’t be discouraging students from writing about students

I have a confession: I have never liked student projects aimed at students. They tend to betray a lazy approach to creativity: after all, what can be less imaginative than a project aimed at ‘people like me’?

They also don’t generally develop the skills that journalism degrees aim for: original research, for example; flexibility in style; or an exploration of professional context.

And I’m not alone: most journalism tutors, when looking for an assignment to give or weighing up a student’s proposal, will run a mile from anything aimed at students. “Go write for the student newspaper if you want to do that.”

Lazy

But I think my instinctive aversion has been wrong. I think it’s as lazy as the ideas I’ve criticised. And I think it means missing an enormous opportunity.

Traditionally, one of the biggest strengths of the regional journalist was their connection to the communities they reported on. They knew the issues; they knew who to speak to in those communities (and not just who published the press releases); they knew their readers; and they saw the impact of their work.

University students, in contrast, are perhaps at a stage in their life when they are least connected to any community. They are often living in a town or city they have no history in; they are unlikely to run businesses, or belong to any industrial or professional culture; few have children in the local education and health systems. They are inbetweeners.

It is possibly the worst time in somebody’s life to expect them to do journalism.

And the one thing that they are connected to – student life – we steer them away from.

A New Year’s resolution

So I have a New Year’s resolution for 2012: I’m going to change the habit that I’ve acquired from a decade in teaching journalism.

For the first time I am going to assign my students – just one group – a project focused on students.

It will still build those essential skills: original research; flexibility of style; professional context. But those skills will be built upon a knowledge that what they will be doing will have a large audience, and can make a real difference to them.

That means that I will be expecting more. Because they already know the community they are writing about, I will be expecting them to hit the ground running with original leads and story ideas – not trying to hit a story quota with press releases or superficial he-said-she-said conflicts.

Because the project will be online-only, I will be expecting them to be exploring new ways of engaging – and collaborating – with the most connected audiences in the country.

And because they are personally affected by the systems they are reporting on – from employment law and tenants’ rights to student councils and representation – I will be expecting them to research the system itself: where power and accountability lies; where the money goes, and why.

As a result, I’m hoping that students will develop an understanding of how to investigate systems in any field – transferring their experiences of investigating education into investigating the health system, welfare system, local government, or anything else.

I’ll be using Help Me Investigate Education as a space to help them build that knowledge, and those connections, and to collaborate with journalism students and others across the UK. If you have a class that you want to get involved, I’d be happy to help.

And there are plenty of stories to be told. Like any transient population, students are subject to many abuses of power. In 2012 I want to see if, given the opportunity, student journalists can hold that power to account.