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The art of the IM interview

June 28, 2007 in CICM shop talk, Learn

A few weeks back, there was a raging debate among journalists and bloggers about the “death of the interview.” A number of pundits weighed in on the pros and cons of phoners, in-person interviews, and e-mail interviews. For reference, see Stepno, Jarvis, Gillmor, Winer, Rosen, and Glaser. I commented somewhere that I thought the IM interview was a good compromise for a number of reasons:

  • It’s synchronous – you are chatting “live” with the interview subject.
  • It allows for follow-up questions – if the subject says something you find interesting, you can ask a follow-up question without having to resort to another round of e-mails.
  • It allows people to respond extemporaneously, but also to think about their answers. I’m not aiming for the Mike Wallace confrontational school of journalism here. I want people to give their honest opinions as clearly and as meaningfully as they can. IM allows them to do so, and yet also requires some quick thinking, so that it’s not totally canned (like e-mail).
  • It’s transcribed – The software I use (Adium for Mac) provides a transcript of the interview so everyone knows what was said.
  • It’s readable – unlike a video or audio interview, web readers can “scan” the IM interview transcript to find what they want. Despite the great uses of video and audio, sometimes text is the best method.

IM interviews aren’t perfect. You lose a lot of the “inflection” of phone interviews, and certainly the body language of a live, in-person interview. And people can get sidetracked by phone calls or office interruptions. However, IM is far better than e-mail, IMHO.

Since we began working on this new media project (even back in the reinventing college media days), I made a conscious choice to use the IM interview and post the interviews in as “unfiltered” a format as possible. I think it provides a level of transparency and also gives the interview subjects a broader path to provide their insights. Sure, I could have written “stories” about what these people said, but what better way to get a sense of their view than to let their voices come out in response to the questions asked. While we’ve used video interviews and podcast interviews, I’ve never regretted the choice to focus mainly on the IM Q&A format.

So, with that as a backdrop, here are a few pointers about IM Q&A’s I’ve learned along the way:

  • Always lay out the ground rules before you begin the interview. IM is a funny beast. Sometimes, it can get pretty hectic when two people are chatting and “step on” each other while they’re chatting. In an IM interview, I always set it up so that I ask a question and then the interview subject answers, and only ask another question when they are finished answering. This is a version of what I type into the IM client any time I conduct an IM interview: “I ask a question, and you answer as much as you like. When you’re finished answering, just put this symbol ### at the end and I’ll ask another question. Anything in (parenthesis) is “off the record” side chat. okay?” I will also sometimes mention that if a subject wants to use several IM messages for a long response, they should end the first response with ellipses (…) to signal that they are continuing their thought.
  • Allow plenty of time for an interview. First, e-mail the subject and set up a time when you’ll both be available. People who are IM’ing often come up with great responses to questions (responses you might not get by phone), but it takes time to type those responses. Also, they are self-editing while they type. Keep that in mind and don’t schedule 30 minutes for an IM interview that’s going to hit on several topics
  • Prepare for glitches. Internet access can wax and wane. People can get cut-off from their IM client. If that happens, keep trying. Eventually, you might have to resort to a workaround. It’s the nature of the Internet.
  • Edit judiciously. I always leave out the instructional part of the IM chat (the stuff I mentioned above), and also any closing remarks like “thanks for taking the time.” I edit out any side chat (like when I mention that I have one or two questions left, or if the subject says they got a phone call). I also try to edit out any grammatical mistakes in the transcript (although that’s sometimes a challenge). Chat transcripts usually have time stamps and e-mail addresses, so those have to be cleaned up as well. And GTalk transcripts that are copied out of Gmail tend to have weird coding in them when pasted into WordPress. For the interview with Will Sullivan, I had to paste the copy into TextEdit so that it would appear as plain text before pasting it into the WordPress screen, and even then, I had some glitches.
  • Pick your subjects/topics – IM interviews aren’t good if you’re just looking to get information about one topic from the police chief, for instance. That’s my sense. They are good, however, for delving into complex topics in some detail with a notable person. As I mentioned above, we’ve used video and audio for interviews here, and in some instances, the results have been better than they would have in an IM format. But the Q&A IM should be considered as an option when you’re looking for depth and you have the space to ask deeper questions.
  • Aim high. I’ve been amazed at the people I’ve been able to interview with this format – people like Len Witt (site), Howard Owens (site), Mindy McAdams (site), Rob Curley (site), Will Sullivan (site), Ryan Sholin (site) and others. And they have always been willing to do so. If your beat allows it, find out who you can interview using the IM format. You might be surprised.

College Publisher’s Ingest video upload feature

June 19, 2007 in Learn, Tech Talk, Websites

upload

I’ve been meaning to write a post about the new College Publisher “Ingest” video upload tool that is the key to CP’s Roo-based video functionality.

Fortunately for me, the folks at CP have produced a screencast that walks through the process. Check it out. For those of you on the CP platform, this is definitely something you’ll want to point out to your editors and web workers. Be sure to also get your hands on the PDF version, which explains some of the encoding particulars that you’ll need to check to make sure your video doesn’t get spit back because it’s incompatible. When I did the walk-through of the Ingest tool, I got one video to work correctly, and another one didn’t work.

CP says the video tools will be available to their partners by the fall semester.

RIP Left Nav Bar: ? – 2007

June 18, 2007 in industry news, Learn, Websites

I don’t often delve into issues of web site design here, as there are a lot of variables that make such comments seem like picking on people. I see the role of this weblog to encourage, challenge and uplift.

However, today I’m going to take a few minutes to wish a swift and well-deserved death to a staple of news web sites: The left-side navigation bar.

For those of you who don’t know what I’m talking about, the left nav bar is the list of links to interior pages of a news site. It appears on the left side of the home page. You can see a living example of the left nav bar on the New York Times home page. (see image)

nytimes

As long as I’ve been viewing college media web sites, the left nav bar has been a constant companion. It’s time for this to change. I’m declaring war on the left nav bar.

Why? You ask. Here are some reasons (in handy web-friendly bullet points):

  • It takes up valuable news space: The front page of a news web page is even more crowded with information than the front page of your average daily newspaper. Editors grapple for space on this prime territory to get their stories in front of the readers who visit the site.
  • It takes up the prime real estate on a news web site. When you load a web page, what’s the first place you look? Chances are it’s top left – similar to the place people look on a printed page. If you’re loading that area of the screen with navigational aids, you’re taking away an important space for real content.
  • It’s often confusing – I’ve rarely seen left nav bars that are thought out so that there are only a few links to relevant content. Look at the Times’ left nav bar. How can you figure out where you need to go from that?

The good news is that some sites are moving away from the left nav bar. For instance, look at the USA Today redesign, or the Washington Post. Some of the finalists for the ACP online Pacemakers keep away from the left nav as well. Check out the sites for Flagler College, Daily Illini, Ithacan Online, Daily Kansan, Temple News, InsideVandy, GW Hatchet, Daily Tarheel, Daily Colonial, Daily Bruin, .

Here’s WaPo’s latest redesign:

WaPo

Notice that the navigation is at the top of the page – where it should be, IMHO.

Now, that’s not to say that there aren’t people doing interesting things with the left nav bar. For those, check out the Golden Gate XPress or the Cal State-Fresno site, where they link to multimedia from the left nav bar.

Don’t get me wrong – I think you need a navigation bar on the front page, but you should move it to the right side of the page, or put it at the top of the page – using some DHTML for drop-down menus.

Disagree? Feel free to drop a comment below.

Even big papers confuse with link habits

June 15, 2007 in industry news, Learn

I noticed this recently when I was reading a New York Times article online about Google’s new “Street View” map service. The article features at least three types of hyperlinks, and the way in which they are used confuses more than it helps.

Here’s the article: Google Photos Stirs a Debate Over Privacy. It’s helpful to have the article open while I’m walking through this, but I’m taking some screen shots to illustrate the points.

google link
The first link, shown in the second paragraph of the story, is on the name of Google. Reading this as a person who is familiar with how hyperlinking works on the Web, one would assume this link would take you to Google’s homepage, or a link from Google’s “about” page. But then, you’d be wrong. This is a link to an internal New York Times page that contains information about Google.

The next section of the story contains references to two different weblogs: Boing Boing – a pop-culture blog; and Wired magazine’s blog. no linksNotice that there are no links to these other sources within the story itself.

What makes this curious is that later in the story, the New York Times writer does provide a link to another Web site – LoudonTech.com.

Then, if you look in the left side of the story, you’ll see a box labeled “Related” which contains links to Google’s Street View, BoingBoing and the Wired weblog.

Now, I’m glad the Times decided to include those links in the side box, but the question is: why didn’t they include the links in the body of the story, especially since they seem content to link to some other web sites in the body of the story, and also link to “internal” information about Google?

(To be fair to the Times, the Washington Post does this, as well, and I’ve noticed where sometimes they’ll have a link in a story that isn’t even related to the topic at hand – I suspect this is some sort of automated link-inserting program. And I won’t even start with the use of IntelliText advertisements that masquerade as links, as used at the Atlanta Journal-Constitution and MSNBC.com – ed.) 

related

The lesson for college media online journalists is this: be consistent. If you’re going to provide “in-text” links, then provide them in a consistent manner – don’t link to internal documents and then to an external site and then neglect text links to other sites. If you’re going to provide links at the bottom of a story or in a sidebar, then provide them and don’t use in-text links. Or do both. But do so consistently. Another caveat – if you’ve been covering a story for a while, include links to previous coverage in any new story, and also go back to your older stories and add links to updated information. It might be  a bit of a pain, but the web is all about non-linear forms of navigation – jumping from here to there and back again. Adding links to previous coverage adds context. That’s valuable to readers.

ACP Online Pacemaker Finalists: the judges speak

June 12, 2007 in Learn, Websites

When I posted screenshots of the ACP Online Pacemaker finalists two weeks ago (ACP online finalists), I wrote that I’d like to hear what the judges had to say about the finalists. An e-mail exchange with Marc Wood at ACP has brought at least some information from the judges via an article by Sarah Rice at the ACP web site: Online Pacemaker finalists: feedback from the judges. Go read the comments from Ju-Don Roberts, managing editor of Washingtonpost.com.

A few do’s and don’ts gleaned from the article:

Do

  • include “web 2.0″ features like comments, ratings, multimedia.
  • try to make your site easy to navigate.
  • cover breaking news online and add in-depth features as well.
  • be inventive with design of the site, even within a templated College Publisher site.
  • maintain quality of reporting and editing.

Don’t

  • shovel content from the print edition online.
  • neglect thorough reporting and editing.
  • neglect navigation and ease-of-use in a flashy design.

Finally, while this feedback is helpful, I’d like to see more (I know, I’m asking for a lot, but feedback helps us all improve), even if just information about the winning sites when they are announced in October. Perhaps we could see some kind of commentary from the judges about each of the winning sites and what specific features made them stand out above the rest. If not this year, perhaps that could be part of the judging process next year.

Lessons, lessons, everywhere

June 11, 2007 in blogging, hope for the future, Learn

A few reasons why I love the Internets: making connections, seeing people succeed, and providing hope for the future.

It’s good to see Jim Killam get response to his post about spending time in a newsroom that takes the “web-first” mentality seriously – that’s success as a blogger.

It’s better seeing connections that can help college journalists. Meranda Watling, of MerandaWrites and a former Kent State student journalists, wrote that her newsroom expects online updates (please, read the whole comment), and provides some of the hope for the future of journalism:

Nobody told me to do this. It is what we’re expected to do. Yes it’s more work (I ended up writing three stories for print, plus the one that went online that morning, plus packaging the data for a graphic for print and another, more detailed one, for online), and yes it means you’re on constant deadline and your work is never done. But it’s totally worth it to know that your community is relying on you to get the news to them in a timely manner and to still put it in perspective and offer context to help them understand.

It’s not the CMS – it’s the journalism, period

May 17, 2007 in Learn, Websites

I’ll probably offend a lot of design geeks with this post, but hear me out. I don’t think it matters so much what content management system you are using for your online news site.

Design is important. I’ve taught design and I admire designers who do good work on the web. I’ve seen good web site design in College Publisher, WordPress, Joomla, and Expression Engine – just to name a few. But for a college news site, the design is secondary to getting students to think in a web-first mindset.

What does that mean?

Web-first means thinking about alternate ways to tell stories. To think about video, to think about audio, to think about maps, to think about alternate ways to illustrate information to grab people’s attention. It means to think about how to create a community around your web site. To eschew traditional journalistic “journalism as lecture” mindset and think about “news as conversation”.

If nothing else, get your students to check out this checklist of things they could be doing online (for free!). If they aren’t doing those things, what difference is a different content management system going to make?

Honestly, I don’t see a lot of students getting jobs in the private sector redesigning content management systems. Most of the jobs – as far as I can tell – will go to students who can tell stories in a variety of formats, students who are at ease gathering source material for a variety of formats. Try to help your students focus on this building block. It’s crucial.

The importance of vetting web sites for credibility

May 17, 2007 in blogging, industry news, Learn

As long as I’ve been teaching journalism students about the Internets, I’ve included at least one lesson on judging the credibility of online information. Part of that lesson included discussing how to gauge the credibility of information based on the top-level domain (.org, .gov, .edu, etc.). The method isn’t foolproof, but the top-level domain should at least be a first step in figuring out whether a web site is credible.

The last time I taught the class, I considered removing the credibility lesson, thinking to myself, “surely by now everyone knows how to judge the credibility of online information.”

Today, Joshua Marshall of Talkingpointsmemo illustrates why we still need such lessons. Here’s a video clip of MSNBC’s Contessa Brewer:

Whitehouse.org is a spoof site. A cursory glance over the front page would illustrate that point.

Lesson: Train your student journalists to evaluate online information just as carefully as they would information in the “real world.” Or they could be the next to end up in a YouTube moment.

Cameron: Getting community colleges online

May 1, 2007 in blogging, Learn, Websites

Things have been quiet for some time at the JACC Blog run by Rich Cameron. I figured it was due to the crunch of the semester. But today, he gets published in the Online Journalism Review. Read his story: How to put the community college press online. Innovation in College Media gets a couple of nice mentions in the writeup as well. Thanks, Rich.

Grant’s video advice: start now, figure it out along the way

May 1, 2007 in blogging, Learn, Multimedia views

Angela Grant, who taught the video workshops for us in March, has a great post that outlines some of the key concepts of starting to shoot video for a newspaper. I agree with most everything she mentions (I’ll mention the caveat in a moment). Go read her post: Start with video now, figure it out along the way.

What drew me to the post was the original query from a college media adviser at the State News at Michigan State.

So how would you recommend starting with video at a newspaper? What would you suggest for workflow or how would you structure the jobs of people who were going to produce video? What would be some trouble areas in a start-up operation? What would be the ideal assignment system.

Angela has some great suggestions. The biggest problem is going to be workflow – who shoots and who assigns and who edits. I’ll say this: if someone in your photo department isn’t already shooting video, they need to get with the program. Give those shooters some decent video cameras and editing software and turn them loose. Designate one or two as the “multimedia” shooters. Direct them to Angela’s blog and MultimediaShooter.com.

Beyond that, more reporters should be thinking about shooting video. As I mentioned last month at the Collegiate Times at Va. Tech, it would be ideal if you could give senior reporters a “mojo kit” with a digital audio recorder and consumer video/still digital camera and encourage them to use those items to gather source material. Empower your reporters to take their own photos and video. If your photo department has a monopoly on photos, now’s the time to start thinking about breaking that monopoly.

If you can get reporters to start shooting, you’re well on your way.

The real workflow pain is going to be in the editing process. This is where I disagree somewhat with Angela. She said:

But I think it’s asking for trouble if you expect them to edit their own video. They’re already loaded down with the responsibilities of making pictures, or reporting and writing. Video editing is a difficult skill to learn, and it’s a time-consuming task. I think it’s smart to find a video editor who can be responsible for editing all the reporter-shot video.

I don’t think video editing is that difficult to learn – at least the basics. If you’re on a Mac system, iMovie is absurdly easy to learn and to use. There’s also JumpCut, an online video editing software that will output files to Flash video. I’ve heard that Windows’ MovieMaker is easy to use as well, but I can’t say that from first-hand experience. If you’re talking about simple 30-second or so video to go along with a full story, editing isn’t that time consuming (assuming you haven’t shot 30 minutes of video to condense down to 30 seconds).

Time is the real concern. Video editing does take time that a reporter could be spending on something else. I also think it’s smart to find a video editor who can edit the reporter-shot video. But if you don’t have an extra person hanging around, train your student reporters to do the editing themselves. They may not find it that pleasant. If they really don’t want to be bothered, then don’t push it.

But remember, the student newspaper isn’t just the place to put out stories. It’s also the place to learn about the business of journalism and better your skills. Part of that mandate – the educational one – is to help people explore different possibilities. One of my biggest regrets in college was that I “only wanted to be a writer,” so I didn’t learn anything about photography (other than how to crop and layout photos on a page). Everything I’ve learned about multimedia has been OJT (on or off).

It may happen that a reporter finds a real knack for editing video, or shooting video. Lose a print reporter, gain a multimedia whiz. That might be a better tradeoff than you think.

And one final caveat: We’re all still trying to figure this out. As Angela says, figure it out along the way. Get started. Do something with video, even if it’s just buying a camera and learning the tools first. Shoot a few tapes and edit them. Produce a promotional video for your newspaper. That’ll give you a way to learn and serve the paper’s best interests at the same time.

This is advice you’ll hear a lot around here, and it applies to most every form of online storytelling: everything is in flux. Some are doing it better, but everyone’s trying to figure it out.

And if you figure out a good way to make video work, drop us an e-mail and share your experience.