J801 (J880) Integrated Media Storytelling
J880 (801) Integrated Multimedia Storytelling
Fall 2012
W: 1-4 Vilas 2111
Prof. Sue Robinson
Vilas 5148
Office Hours: By Appointment
608-287-6746 (no calls after 8 pm)
This class explores storytelling across multiple media platforms. Students will work on projects that incorporate contemporary features of reporting, writing and publishing in alternative and nontraditional low-production media formats. This is not a technology class, but a skills-related concepts class that executes journalistic projects according to the content’s needs. This is essentially a digital storytelling class. Students shall gather information using fundamental reporting and information-gathering practices, such as in-person interviews, and learn to use various technologies to produce journalism and other kinds of non-fiction stories for online and other digital platforms. No prior experience with the tools is necessary.
Objectives
Upon successful completion of this course, students will:
* Be able to gather information and assets for use in online formats.
* Be familiar with blogging, twittering, and social mediating (both conceptually and pragmatically).
* Be able to edit audio and photographs on a basic level.
* Understand best practices for producing digital journalism and other kinds of non-fiction stories.
* Understand basic principles of visual and aural communication.
* Be able to use appropriate multimedia reporting and production tools.
* Produce publishable multimedia and interactive journalistic products.
* Be able to explain and critique current multimedia, interactive and database storytelling practices in journalism.
IMPORTANT URLS FOR THE COURSE
Server: afp://journalism.ad.wisc.edu/journalism
Robinson Website: mediatrope.wordpress.com
Technical Troubleshooting WIKI: http://202training.pbwiki.com
Learn@UW: J880 Site
Sue on Twitter: suerobinsonUW
Sue’s delicious: http://www.delicious.com/sjrobinson4
REQUIRED EQUIPMENT
In lieu of a textbook, I ask that you somehow get access to a camera and/or smart phone as well as an audio recorder. Although I am not requiring you to BUY these, I highly recommend you purchase them. If this is too much financially, we do have digital cameras, some video cameras and audio recorders available in the Journalism Reading Room. There are seriously limitations to these: 1) you can only take them out for 24 hours; 2) we share these resources with five other classes, including the 150-student J202, and 3) you never know what kind of shape they are going to be in. Please note that not having access to the technology is not going to be a valid excuse for failure to meet deadlines in this class.
n Digital Camera (with video)***
n Audio Recorder
n SoundSlides ($35)
***If you have a smart phone such as an iPhone or Android, you may be able to use the camera and video attached to these devices, providing you have enough memory. The newer models tend to give a web-quality picture. However, older generation phones or non-smart phones will not be adequate for publication. Quality of image WILL be a criterion for evaluation.
NOTE:
This is not a class about technology or software. I am not a techie. If you begin this class thinking I am, you will quickly become frustrated with me. You will witness me troubleshooting, and sometimes I will express anger at the computer in unprofessional ways. This is normal behavior. Please disregard. Indeed, only the basics of some programs will be taught, and many I will ask you to learn on your own via online tutorials (as you will be required to do on the job). If you already have fluency in these programs, you may skip these sessions to work on your projects or use this time to learn other platforms. Please note that the emphasis in this class will be on storytelling in different media formats, and also on experimenting with all these forms in this safe place – our classroom. Part of the point of this class is for students to become comfortable wielding audio recorders and cameras along with their pen and notebook, and then produce that content. It is about the process of building multimodal and socially mediated story. The free software Audacity helps us edit audio pieces. Photoshop will allow us to do basic photograph editing. We will combine sound and visuals by using SoundSlides, used at most online news sites in the United States to create audio slideshows. iMovie is a terrible program, but it is easy and quick to teach and will provide you with the basics of video-editing concepts (compared to Final Cut or Premier, which are the more professional programs used in newsrooms but which require a full semester to teach; if you are interested in more professional instruction, please look into Pat Hastings video class or join us on Oct. 19-20 for a free Final Cut training session). We will be using Katy Culver’s J202Wiki because there is an incredible database already in there related directly to our system and servers, and all the software that you will be using. BEFORE stressing out about some Audacity glitch, CHECK THE WIKI; chances are, your troubleshooting question has been answered. All members of this wiki are also expected to provide answers as well, as you come across them.
Finally, because of the constantly evolving nature of multimedia, this class is forever an experimentation of sorts. I encourage you to give me feedback about assignments and teaching styles throughout the course. I also ask you to bring to class new websites, software, updates, technologies, social media, and other stuff that you hear of so we can discuss and be incredibly hip. Free stuff is especially useful.
GRADES:
Please note that all of these assignments will take you a long time to do. It will take you 5-6 hours, for example, to edit down to one minute of audio or video. Give yourself plenty of time, for I guarantee you that technical glitches will emerge. If there is software that you feel more comfortable using, please do use it.
I. INTERACTIVITY (25 percent)
1) YOUR BLOG OR WEBSITE (10 percent)
Option 1: Employers will want to see your professional blog or web site. Your website or blog in this course is not only a showcase for your finished work, but also the process of that work and/or your thoughts and comments on journalism-related news and industry happenings. For this assignment, you may either create a website that you update and maintain throughout the semester, using Dreamweaver, or a blog, using WordPress.
Option 2: Don’t like the first option? Have you wanted to start a blog on a specific topic? Ok! Instead of the first option, please plan and execute a blog on a specific topic, such as a Madison food blog or a local science blog. You must choose to do something that a potential employer would be interested in (i.e. your ideal specialty topic). In this blog, you could put stuff you come across that would not really warrant a full story. Be careful of sharing opinion in this blog that might indicate controversial bias; instead, stick to analysis.
Option 3: If you already have a blog you are working on, you may use this requirement to enhance that blog significantly. I would like you to send me the link in the first week of class, and use this segment of the grade to improve that blog by adding features, building new audiences, or tackling new forms or issues. *** You may not choose this option if you get paid to do that blog. This must be a blog that YOU conceive, organize, and operate, not a J-blog for the Wisconsin State Journal. It may, however, be the continuation of a blog you began for another class.
The key here is that you write something interesting and witty. It must be a professionally oriented blog. Your blog needs to be passionate and subjective and have feeling. There should be some primary source reporting. For examples of what I am looking for, check out: http://unknowncity.wordpress.com/. You are expected to publish in your blog at least once a week. If I see that you have dumped a lot of blog entries in the days before the semester ends, I will mark you down significantly. I will grade you on a minimum of 10 entries during the semester (note that this is a minimum; if you want an A, work it!!) We will use WordPress, a free blogging software, or whatever platform you already have your blog on. I suggest you buy the 5G of extra upload space so you can embed video and movies for $20. (For this class, you may link to your projects on our server, but the server is notoriously problematic and people outside the system will have limited access.) I may be giving you specific blog topics to write on as we go along (it will obviously be something that you can adapt for whatever specialty you are writing on).
*** I get to approve the blog topic.
*** Remember that everything on this blog is public, available to all – including potential employers – to see. This is meant to be something you show your potential employer, so prove to them that you are informed and astute and not reactionary.
2) TWITTER, COMMENT, CURATE (10 percent)
During the course of this semester, you should become active in the world that you want to be successful in. Use this class to become familiar with all those science-journalism blogs, for example, or all the key information-rich websites about agriculture or international relations. You must begin to develop your own self brand via contributing to the conversation happening via twitter, comments on other people’s blogs or producing a curation of some topic on your beat. You must have at least TWO curated lists in Storify. I should see at least 20 entries, minimum.
Social Media Report (Due. Dec. 12): Please keep track of your activities in these realms by logging into a spreadsheet or table with the time and what you do as well as a list of your tweets/comments/curated thread with URLS. In the table I should see 30 entries in all (10 for your blog (10%) as well as 18 for your tweets and comments and two storify curations (20%)). Beneath the table, please spend 1-2 paragraphs discussing your blog and other social-media work this semester, including a discussion of your strategy in this realm, as well as 1-2 paragraphs planning what you would like to do in these areas going forward. This report is due at the end of the semester. See the “Sample Social Media Report” online at Learn@UW under Assignments or on my website, mediatrope.wordpress.com.
III. THREE MULTIMEDIA PACKAGES (70 percent)
*** I will give extra credit to people who get their pieces published.
1) STORYTELLING FEATURE OR EVENT — Project I (20 percent)
Review an event coming up in your specialty or just as a general assignment. You will NOT want to choose a lecture or speech!! It should be something that will be visually interesting!! Choose wisely. Then, report and produce a short multimedia project:
n Audio: At least 30 seconds of audio (with some ambient sound and one interview) (5%) Due Sept. 26!!
n Photo: At least 10 publishable photos with cutlines (5%); seven (or 75% of these must be original. Due Sept. 26!!!
n The two together into a SoundSlides Project (5%)
n An idea for marketing the piece OR allowing your audiences to interact with it (5%)
Project 1 due October 10 (A formal assignment will be given)
The next two projects should be done based on a specialty you are particularly interested in, perhaps a beat you would like to have once you get your first job. You should be thinking about each of these as a cohesive project, where the multimedia and interactivity complement the text and vice versa. Remember “write for the ear, shoot for the eye” principles.
2) PROFILE, TREND or ISSUE — Project II (25 percent):
n Text (300-500 words)
n SoundSlides Project (20 photos with cutlines and 1-2.5 minutes of audio including ambient sound, voice over and interview) OR Video (30 sec – 2.5 minutes)
n An expanded Interactivity Proposal
Project II due November 7 (A formal assignment will be given)
3) PROFILE, TREND or ISSUE — Final Project (25 percent)
This can be any kind of enterprise you would like, but it must include:
n Text (300-500 words)
n SoundSlides project (20-25 photos, 1-3 minutes of audio including ambient sound, voice over and interview OR Video (30 sec (3-5 multiple) – 2.5 minutes (single)) OR some other platform such as Dipity or Google Maps/Fusion
n A corresponding marketing plan for your piece that involves interactivity (1-2 pages)
Project III due December 5-12 (A formal assignment will be given)
** You may work in teams of TWO for any of these projects, but I will expect more from team projects. Please contact me if you are interested in doing this!! For example, for Project I, I would like to see a project about twice as long, and for the other two projects, I’d want additional features.
V. YOUR CLASS PRESENTATION (5 percent)
Working in teams of two (or 3), students will find 2-3 examples of the multimedia topic of that day’s class, and lead a discussion critiquing the contemporary samples and tying their features into the day’s readings. This is not simply about finding a photo gallery online and talking about the cool idea for a project. This is about finding innovative and creative digital projects and discussing the journalistic merits, ethical implications, and/or practicalities of the project. I do not want a discussion about the topic; the discussion must be about the journalism, including audio/visual/database components that work (or do not work). Your presentation should incorporate the concepts drawn from both internal and external reading. How does the piece illustrate (or kill?) what might be ideal in this format? How is the story told for this medium? Why does this work or does not work, from a narrative journalism perspective? Each discussion will last about 20 minutes. In the syllabus, I have called this “We are Critics.” Here are the topics/dates for sign-up:
Sept. 19 (Telling story with great picture)
Sept. 19 (Telling story with great sound)
Oct. 17 (Telling story in video, two presentations)
October 31 (Interactive Features)
November 14 (Alternative Story Forms)
November 28 (Database Storytelling)
VI. CLASS PROFESSIONALISM, ATTENDENCE, PARTICIPATION (5 percent)
This would include in-class work and group work (including tweeting, group critiquing and discussions), attendance (including tardiness), and general enthusiasm and professionalism. For example, I expect that you will NOT be on Facebook or email during class lectures or presentations. If I catch you on one of these during a presentation or lecture, this is the grade that I will dock. The first time I catch you, your (otherwise automatic) A, goes to a C. The second time I catch you, you get an F for this part of the class. Any workshop time we may have is time for you to work on projects. However if you do not desire to work on the project at this time, you may work on other projects, conduct interviews during this time or even leave. This also goes for those in-class training sessions we have on programs you already know.
*** Note any finished work in this class should go into your program portfolio. Make sure you make a hard copy of all digital material where you can access it. Remember that once you leave UW, you will lose access to the server.
The SJMC Server
If you decide to host your multimedia on the server, you will need the following information:
From a Mac: https://support.journalism.wisc.edu/kb/accessing-the-file-server-on-a-macintosh-computer/
From a Windows machine: https://support.journalism.wisc.edu/kb/accessing-the-file-server-on-a-windows-computer/
Grading scale and standards
An “A” represents outstanding or exceptional work that fulfills the assignment with excellence in content and execution. A “B” indicates competent work that nevertheless is not a full or well-executed completion of the assignment. A “C” means that the work is within the parameters of the assignment but is significantly lacking in content and execution. A D or a failing grade of “F” means that assignments were not turned in or were extraordinarily poorly executed, or that the student has been academically dishonest (see below). A dual grade such as AB or BC may be used when the quality of an assignment falls between the definitions of two letter grades.
The first two projects can be redone and resubmitted for a new grade, as long as they meet the minimum requirements of the assignment. I accept only one redo per week per student. If you elect not to redo, the original grade stands. The one exception: your final piece. In your first drafts that I grade, I follow these general guidelines: An A represents a publishable piece; a B represents a solid piece from a reporting and production standpoint but needs some work; a C represents a piece with good reporting, perhaps, but needs significant reworking of production; a D represents a piece that contains significant issues with both reporting and production, a lack of point or news value, etc. An F means you did not meet one of the minimum requirements stated in the assignment.
All students are expected to demonstrate a good command of English grammar and spelling, and writing quality will be a factor in grades, as will AP Style. As explained above, the quality and quantity of your participation in this semester also is a significant factor in your grade, as is your attendance (please see below). If you are an international student with English difficulty, I expect that you will find someone to proof your assignments or work actively with the university’s Writing Center.
Academic honesty and dishonesty: Plagiarism and other forms of cheating
The following statement is from the online University of Wisconsin-Madison policy on academic dishonesty:
Academic honesty requires that the course work (drafts, reports, examinations, papers) a student presents to an instructor honestly and accurately indicates the student’s own academic efforts. UWS 14 is the chapter of the University of Wisconsin System Administrative code that regulates academic misconduct. UW-Madison implements the rules defined in UWS 14 through our own “Student Academic Misconduct Campus Procedures.” UWS 14.03 defines academic misconduct as follows:
Academic misconduct is an act in which a student:
* seeks to claim credit for the work or efforts of another without authorization or citation;
* uses unauthorized materials or fabricated data in any academic exercise;
* forges or falsifies academic documents or records;
* intentionally impedes or damages the academic work of others;
* engages in conduct aimed at making false representation of a student’s academic performance;
* assists other students in any of these acts.
Examples include but are not limited to: cutting and pasting text from the web without quotation marks or proper citation; paraphrasing from the web without crediting the source; using notes or a programmable calculator in an exam when such use is not allowed; using another person’s ideas, words, or research and presenting it as one’s own by not properly crediting the originator; stealing examinations or course materials; changing or creating data in a lab experiment; altering a transcript; signing another person’s name to an attendance sheet; hiding a book knowing that another student needs it to prepare an assignment; collaboration that is contrary to the stated rules of the course, or tampering with a lab experiment or computer program of another student.
In this class, the penalty for academic dishonesty is failure of the class—not just the assignment, but the entire course. Any incident may also seriously jeopardize your standing in this program.
Attendance and missed work
A significant amount of material will be covered every week. I realize that sometimes absences are unpredictable and unavoidable. That’s why you may be absent from one class (in the entire semester) without penalty. For each additional unexcused absence, your participation grade will drop by half a letter grade (A goes down to AB etc.). Regarding the material covered during the class(es) you miss, you must get notes from another student, and you are responsible for knowing that material. If I start noticing a pattern of tardiness, I will give you a warning and then begin docking you.
Special needs
Any student who has a need for accommodation based on the impact of a disability should contact me privately to discuss the specific situation as soon as possible.
Access to the instructor
I am available to see students by appointment, and you may reach me by phone or e-mail, listed above. Please consider me your editor for this class, and call me accordingly. Please, please do not be shy about calling me.
Other Policies and Tips:
n Every interview you do, every story you produce could serve as a building block for the next one. You may use any interview you have done from any story in this class in your new stories as long as you have not already used that information/quote.
n Don’t be careless with facts, names or dates. A story with misspellings or other inaccuracies will never get above a C in this class and may result in a failing grade for the piece.
n I have left time in some of our sessions for workshopping. Always be prepared to work on one of your stories in these sessions. Bring a memory stick with your work to every class.
n There is some technology training in this class. If you already know the program, please feel free to bring your project (with earbuds please!) to work on independently.
n Leave your cell phoning, text messaging and snoozing for outside this classroom pretty please. Along these same lines, I ask that you avoid checking your email/Facebook or surfing the web while I or one of your classmates is lecturing.
n Late projects get docked one letter grade for every day that passes, until I no longer accept the project after five days. The clock starts ticking at the beginning of the class in which the paper is due. In other words, if class starts at 9 am, and you get me your project at 10:30, the highest grade you will attain is a B. Please please remember that technology glitches will arise, and plan enough time to get these done on time.
n You are responsible for getting the material of any class you missed. Please do not email asking if you missed “anything important.”
n Make sure you have a back-up of everything you hand in to me. This includes in-class work. Note that the desktops of the lab computers get purged regularly.
n Copyright: Some of you will want to use photographs or audio that you did not take yourself in these projects. This is appropriate only on a case-by-case basis. Please check with me. Work that is not yours must be clearly and properly credited and comply with copyright rules. (In other words, you cannot use more than 30 seconds of a song, for example, or photos taken by another commercial publication like a newspaper). A solid majority (75 percent) of your projects must be your own work. No exceptions.
n The main subjects of photos and audio must be identified in cutlines. Photos of groups only need to be contextualized.
n Technological Difficulties: You will experience technological difficulties in this class. Be prepared for it and try not to get frustrated. Nevertheless, deadlines count in here, so please start your projects in enough time to deal with the inevitable problems. BACK UP EVERYTHING. If you are having significant issues, you must keep me informed along the way. Do not wait until the day the piece is due to tell me you are having problems. I will determine whether to drop your grade for late work because of technology based only on a case-by-case basis.
n Do feel free to come to me if you are having problems or you want to discuss stories. Do not spend hours trying to get software to do something. The very first step in troubleshooting is to refer to the Culver wiki; most likely your problem has already been addressed in that space.
Schedule
(Subject to change)
Week 1
WED, Sept. 5: Introduction to Course; Digital Storytelling Concepts; How to teach yourself technology
HW due 9/12: Online Journalism Ethics, chp. 4 and 5 (SKIM); The Internet is killing storytelling (The Times) on Learn@UW
Also:
n Learning how to blog – the Right Way (McAdams): http://mindymcadams.com/tojou/2012/learning-how-to-blog-the-right-way/
n Here’s why we must teach all students how to blog (Bamaproducer): http://bamaproducer.wordpress.com/2012/02/12/heres-why-we-must-teach-all-students-how-to-blog/
n The blog as narrative form (mediajunk): http://www.mediajunk.com/proposal/proposal.html
n From blog to narrative: Josh Benton throws us a curve (Poynter): http://www.poynter.org/how-tos/newsgathering-storytelling/writing-tools/87714/from-blog-to-narrative-josh-benton-throws-us-a-curve/
n 20 Tumbler tips for news organizations (journalism): http://www.journalism.co.uk/news/tumblr-tips-for-journalists/s2/a550078/
n Why Twitter is Important: http://talentegg.ca/incubator/2011/02/10/why-every-student-and-new-grad-should-be-using-twitter/
n Getting Started on Twitter: http://mindymcadams.com/tojou/2011/journalists-how-to-get-started-with-twitter/
n User’s Guide: http://asne.org/article_view/articleid/1823/a-user-s-guide-to-twitter-for-asne-members.aspx
n Seven Effective Twitter Tips: http://smedio.com/2010/03/22/seven-habits-of-highly-effective-tweets/
n The News article is Breaking up: http://www.businessinsider.com/the-news-article-is-breaking-up-2011-6
n The Twitter Story?: http://www.niemanlab.org/2011/06/is-twitter-writing-or-is-it-speech-why-we-need-a-new-paradigm-for-our-social-media-platforms/
n What journalists need to know about libelous tweets (Poynter): http://www.poynter.org/latest-news/top-stories/141987/what-journalists-need-to-know-about-libelous-tweets/
n The Twitter Trap (NYT): http://www.nytimes.com/2011/05/22/magazine/the-twitter-trap.html?_r=1
n NYT Stelter: http://thedeadline.tumblr.com/post/5904630983/what-i-learned-in-joplin
n The Article as Luxury or Byproduct (Buzzmachine): http://buzzmachine.com/2011/05/28/the-article-as-luxury-or-byproduct/
n The Genuine Article (CJR): http://www.cjr.org/cover_story/the_genuine_article.php?page=all
n The Lego Approach to Storytelling (Knight Digital Media Center): http://www.knightdigitalmediacenter.org/leadership_blog/comments/20110602_the_lego_approach_to_storytelling/
Week 2
WED, Sept. 12: Part I: Storytelling in a Digital Age (Integrated Media); Part II: Your Digital Life as a Storyteller
HW due 9/19: Blog, Aim for the Heart, chp 1 and 7 (SKIM chp 7) and VideoJournalism: Multimedia Storytelling, chp.1-3, 9-11 (SKIM) on Learn@UW; Also:
n Poynter’s How AP photographer captured Gabby Douglas Olympics photo: Practice, practice, practice:http://www.poynter.org/latest-news/mediawire/184017/how-ap-photographer-captured-gabby-douglas-olympics-photo-practice-gold-medal-all-around-2012-london/
n Digital Photography School’s 10 Ways to Take Stunning Portraits: http://digital-photography-school.com/10-ways-to-take-stunning-portraits
Week 3
WED, Sept. 19: Telling Stories Through Pictures and Sound (Aim for the Heart Discussion); We Are Critics (Presentations 1-2); Skype Speaker: Kathy Kieliszwski, emmy-award winner Deputy Director of Photo and Video at the Detroit Free Press to discuss multimedia storytelling
HW due 9/26: Your photos and audio for Project One
Week 4
WED, Sept. 26: PhotoShop (STS) *** Must have photos to work on!
HW due 10/3: Photos and Sound for Project One Due; Train for audio editing (Audacity) and SoundSlides on your own. See tutorials for both here:
n Audacity: http://multimedia.journalism.berkeley.edu/tutorials/audacity/
n SoundSlides: http://multimedia.journalism.berkeley.edu/tutorials/using-soundslides/
Week 5
WED, Oct. 3: Regina McCombs of Poynter to discuss mobile platforms; Workshop Projects ** Must have audio and photos ready to work
PHOTOS AND SOUND FOR PROJECT ONE DUE
Week 6
WED, Oct. 10: Project One: We Are Critiqued
PROJECT ONE DUE (Completed; Please upload to server)
HW due 10/17: Plan Project Two (start getting permissions, thinking about story)
Read:
n 10 Golden Rules for Journalists (Wu): http://www.chryswu.com/blog/2009/01/10/10-golden-rules-for-video-journalists/
n 10 Tips for Dramatically Improving your Videojournalism Stories (TheDigitalJournalist): http://digitaljournalist.org/issue0904/10-tips-for-dramatically-improving-your-videojournalism-stories.html
n Poynter’s How journalists can improve video stories with shot sequences: http://www.poynter.org/how-tos/digital-strategies/183861/how-journalists-can-improve-video-stories-with-shot-sequences/
n OPTIONAL — Narrative Journalism in the Age of the Internet (Berning): https://mail-attachment.googleusercontent.com/attachment/?ui=2&ik=39421f75c1&view=att&th=139222c20004f89d&attid=0.1&disp=inline&realattid=f_h5u4q12y0&safe=1&zw&saduie=AG9B_P9qLu6Wn84nHbXtNGY_MLlc&sadet=1344900071594&sads=m9MmhlE4PKli3xa-RNGJ0B432IU
Week 7
WED, Oct. 17: Video Narratives; We Are Critics (Presentations 3-4)
HW due 10/24: Go out and take some video
**** As a supplement to this course, I have arranged to have two four-hour sessions of Final Cut Pro on Friday, Oct. 19 and Saturday, Oct. 20 from 8:30 a.m. to noon, to be taught by DoIt’s STS. These are optional, FREE training sessions. Please let me know if you would like to attend.
Week 8
WED, Oct. 24: iMovie (STS) training for those who want it; Workshop Project
HW due 10/31: Read up on Gottlieb; Learn@UW readings; Work on Project Two
n Google Circles: http://blogs.journalism.co.uk/editors/2011/07/13/how-journalists-can-use-google-circles/
n Building Audiences: http://www.poynter.org/how-tos/digital-strategies/133987/5-small-steps-journalists-can-take-to-build-a-bigger-more-engaged-audience/
n Facebook and Journalism: http://www.huffingtonpost.com/2011/07/13/facebook-journalist-engagement_n_897120.html
n ** Facebook as narrative: The Washington Post tries it out online and in print (Nieman Storyboard): http://www.niemanstoryboard.org/2010/12/10/facebook-as-narrative-the-washington-post-tries-it-out-online-and-in-print/
n In real-time, journalists’ tweets contribute to a ‘raw draft’ of history (Poynter): http://www.poynter.org/latest-news/top-stories/147294/in-real-time-journalists-tweets-contribute-to-a-raw-draft-of-history/
n Online Journalism Ethics, chp. 6 (See Learn @ UW for pdf)
n Five ways the NYT is getting personal on social media: http://www.journalism.co.uk/news/five-ways-the-new-york-times-is-using-social-media/s2/a550035/
n Pause & Effect Chp. 1:4: Interaction and 1:5: Interactive and Narrative: http://www.peachpit.com/articles/article.aspx?p=29598&seqNum=5
n Interactivity and Narrative (MIT Thesis Intro): http://alumni.media.mit.edu/~murtaugh/thesis/Introduction/Introduction.html
n As we may read (Brad King academic paper): http://www.thedudeman.net/wp-content/uploads/docs/presentations/AsWeMayRead.pdf
Week 9
WED, Oct. 31: The Interactive Story (Story Curation via Twitter and Storify, The Facebook Group, The Live Blog, Google Plus; Foursquare/Facebook); We are Critics (Presentation 5)
HW due 11/7: Finish Project Two
Week 10
WED, Nov. 7: Project Two: We Are Critiqued
PROJECT TWO DUE
HW due 11/14: Learn@UW Readings:
n Linking: http://www.buzzmachine.com/2011/06/23/studying-the-link-economy/#comment-452717
n Covering the Riots: http://blogs.journalism.co.uk/editors/2011/08/09/london-riots-five-ways-journalists-used-online-tools/
n Online Journalism Ethics, chp. 7 (see Learn@UW for pdf)
n EXAMPLE: NYT’s annotated Romney speech: http://www.nytimes.com/interactive/2012/08/29/us/politics/annotated-republican-convention-speeches.html
n Video Game Journalism: http://www.edge-online.com/opinion/its-time-game-journalism-grew
n EXAMPLE: NYT DNC converage, both video speech annotations and word mapping: http://www.nytimes.com/politics/
n More to come probably
Week 11
WED, Nov. 14: Alternative Story Forms (Linking, The Animated Graphic. Timelines, Google Maps; Dipity); We are Critics (Presentation 6)
HW due 12/5: Work on Project Three
Read:
n Database Journalism – a different definition of news and reader (Levin): http://www.alevin.com/?p=1391
n A fundamental way that newspaper sites need to change (Holvolty): http://www.holovaty.com/writing/fundamental-change/
n Database as a Genre of New Media (Manovich): http://vv.arts.ucla.edu/AI_Society/manovich.html
n How to get started using Google Fusion tables (SKIM): http://www.journalism.co.uk/skills/how-to-get-started-using-google-fusion-tables/s7/a544215/
n Google Fusion tutorials (SKIM): http://tinyurl.com/8hcz7ya
n More to come probably
Week 12
WED, Nov. 21: NO CLASS (THANKSGIVING BREAK)
Week 13
WED, Nov. 28: The Database Story; We are Critics (Presentation 7); Training in Google Fusion (Kate Golden from WisconsinWatch)
HW due 12/5: Project Three Due!!!
Week 14
WED, Dec. 5: Project Three: We Are Critiqued
PROJECT THREE DUE
HW due 12/12: Social Media Report Due, Readings:
n Journalism Jobs: http://sustainablejournalism.org/future-of-journalism/journalism-jobs-may-hold-future
n Social Media Metrics: http://oneforty.com/blog/5-social-media-metrics-tools-worth-exploring/?utm_campaign=blog&utm_source=twitter
n Building Audiences (An example): http://www.niemanlab.org/2011/08/traffic-report-why-pageviews-and-engagement-are-up-at-latimes-com/
n Building Audience: http://en.support.wordpress.com/getting-more-views-and-traffic/
Week 15
WED, Dec. 12: Project Three: We Are Critiqued; Building Audiences; Freelancing your projects; Class Wrap-Up
SOCIAL MEDIA REPORT DUE
