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Joan Van TasselRelated papers
DEPARTMENT OF MEDIA, CULTURE, AND COMMUNICATION DOCTORAL HANDBOOK Please note that the Department of Media, Culture, and Communication and the Steinhardt School routinely review and revise their policies and procedures. You can access Steinhardt's Handbook for MCC Doctoral Handbook 6 Affiliated F...
2016
Welcome Our department is committed to fostering a theoretically and methodologically multidisciplinary academic environment. We understand that your study of media, culture, and communication spans the contemporary and the historical, the national and the global matters that make these diverse areas of study intrinsically related phenomena. The diversity, interdisciplinarity, and complexity of your academic work make clear and helpful guidance all the more important. Please use this handbook as your first resource for all departmental principles, policies and procedures. You can refer to it online at: http://steinhardt.nyu.edu/mcc/doctoral/forms. We also encourage you to contribute on an ongoing basis to our new MCC Wiki at https://wikis.nyu.edu/display/mccPhD, accessible through the departmental website under the Resources tab. The Wiki incorporates the information contained in this handbook, and much more, and is a project of the whole doctoral student community. We welcome you t...
Transmissions: Critical Tactics for Making and Communicating Research, edited by Kat Jungnickel (MIT Press, 2020)
Catalyst: Feminism, Theory, Technoscience
John Bourhis (PhD, University of Minnesota) is a Professor in the Department of Communication at the Missouri State University where he is also Director of …
Handbook of Communication Competence
Cutting the Gordian Knot of Communication Research (pre-peer review version)
This article argues that the perceived deficiencies of Communication Research are not due to derivative research, but result from the inappropriate application of paradigmatic thinking to the field. Instead, I advance the view that paradigmatic incommensurability should not be thought of as disciplinary ships passing in the night, but rather a bustling port where disparate ideas and theories meet and propagate. Beginning with a brief discussion of Kuhn and paradigms, I use the sub-field of Framing as a synecdoche for Communication Research to exemplify the utility that stems from theoretical cross-pollination. In conclusion, embracing perspectives from competing communicative traditions is an invaluable basis for solving real world problems, and a legitimate praxis through which Communication Research can return something of value to society.
Rita Watson & Menahem Blondheim (Eds.): The Toronto School of Communication Theory: Interpretations, Extensions, Applications
International Journal of Communication, 2008
The SAGE Encyclopedia of Communication Research Methods | Research, Inspirations for
Although scientists and scholars adopt many different methods for conducting research, one common thread that can be found in each of their philosophies and practices is that the genesis of science lies in an observation: some observed, hypothesized, or archived acknowledgement that (a) something has happened in the environment and (b) that happening can be understood by a curious observer. Notably, while a protracted discussion as to the nature of “knowing” is beyond the scope of this entry, one can understand the process of observing as the fundamental aspect of how one is inspired to conduct research.
Materialities of Independent Publishing: A Conversation with Aaaaarg, Chto Delat?, I Cite, Mute, and Neural
New Formations, 2013
Editorial: Data, archives, and tools: Introducing new publication formats on infrastructures and resources for communication and media research
Publizistik, 2023
In recent years, a growing number of initiatives in communication and media research have advocated for a “cultural shift” in our discipline toward more open, reproducible, and replicable research practices and better access to infrastructures and shared research resources (cf. Bowman and Spence 2020; Dienlin et al. 2021; Haim and Puschmann 2023; Shaw et al. 2021; Strippel 2021). This special issue aims to contribute to these initiatives by introducing new article formats for publications dedicated to such resources and related infrastructures, including research software, reusable datasets, databases, and archives. Looking at the main forums in our field, we see a lack of opportunities to share experiences with such infrastructures and resources. Usually, this information is limited to brief references in articles, documentation scattered across the Internet, and informal exchanges among colleagues. Only a few journals already provide dedicated spaces for in-depth presentations or discussions of tools or datasets, including Computational Communication Research (cf. Araujo et al. 2022), Mobile Media & Communication (cf. Schoch and Chan 2023; Wedel 2023), and Medien & Kommunikationswissenschaft (cf. Haim et al. 2023). However, our field still has little experience in writing, reviewing, assessing, and editing such contributions. As a prominent journal in the field of communication and media studies in German-speaking countries, Publizistik has decided to respond to this lack and to the growing calls for the sustainable development and use of research resources (cf. Peter et al. 2020; Hepp et al. 2021) with a new article section. The aim of this section is to encourage and consolidate the exchange about resources and infrastructures within our field (and beyond) through new publication formats, to increase the visibility of both these resources and the work that goes into developing and maintaining them, and, finally, to provide additional incentives for this work by offering a way of crediting scholarly output that is not a publication in the classical sense. This special issue serves as a kickoff for this new section. Collecting the first examples of articles that are suitable for publication in this section provides an opportunity for testing the new publication formats and discussing the challenges we have faced in organizing this special issue. In the first part of this introduction we, hence, elaborate on these challenges and our discussions about them before presenting the articles collected in this issue in more detail. In doing so, we hope to provide some interesting “behind-the-scenes” insights into the making of this issue and, at the same time, answer some questions for colleagues who are planning to establish similar formats in other scientific journals or want to write articles for the new section at Publizistik.
Society for Conceptual Logistics in Communication Research [Webpage] Media Review
" is a dirty word soiled through its over emphasis in higher edueation, and in partieular, textbooks. They explain the problem of textbooks through two metaphors. The first likens textbooks to poison administered to deaden students' minds. The second portrays textbooks as viruses, which infect students with 'right answers' to memorize but not necessarily to understand them (Garlson & Sosnoski, 2013). Both metaphors indict dominant knowledge regimes that purport "correct" ways of knowing. To liberate our and our students' minds, SGLGR advances the idea of changing the way we teach and research through conceptual logistics and provides a number of tools and resourees for seholars and students on its website (http://seler.eom). This review foeuses on SGLGR' s philosophieal position on researeh and learning and how it is translated into praetieal tools on the SGLGR website. This is done by first introdueing the eoneept of eonceptual logisties. Then, the learning and researeh resourees on the SGLGR website are explained before a eritique of their utility is presented. I conceptualize eoneeptual logisties as the traeking and understanding of eoneeptual ehange. SGLGR prefers the term "eonceptualization" over "definition" in order to negate an assumption that eoneepts have fixed boundaries of meaning. Garlson and Sosnoski (2013) conceptualize eoneeptual logisties as "primarily eoneerned with changes in conceptions, matching problematics to descriptions of problems across fields" and as "the relationship between eognition (eonceptualization) and the situated use of language in the conduct of research" (p. 168). The SGLGR project is interdisciplinary and intentionally does not align with a particular communication perspective. It is, however, eomplementary to feminist, eritieal, and postmodern perspeetives, whieh are eoneerned with power, knowledge produetion, and multiplieity of meanings. Goneeptual logisties acknowledges and eneourages the exploration of a multitude of eontextuahzed conceptualizations of ideas and theories. In addition, this method of discourse analysis embraees ambiguity and ehallenges dominant ways of thinking. SGLGR does this by faeilitating the eoUeetion of eoneeptuahzations that demonstrate the evolution of and debates over theoretieal Volume 36.2 129
THE NEW NEWS
The New News offers an approachable, practical guide to the 21st-century newsroom,
equipping journalists with the skills needed to work expertly, accurately, and efficiently
across multiple media platforms.
Emphasizing the importance of verification and authentication, the book shows how
journalists adapt traditional practices of information-gathering, observation, interviewing, and newswriting for online publications. The text includes comprehensive coverage
of key digital and multimedia competencies – capturing multimedia content, “doing” data
journalism, reporting with mobile equipment, working in teams, participating with global
audiences, and building a personal brand.
Features developed exclusively for this book include innovative visuals showing the multimedia news structures and workflows used in modern newsrooms; interviews with
prominent journalists about their experiences in contemporary journalism; a glossary of
up-to-date terms relevant to online journalism; and practical exercises and activities for
classroom use, as well as additional downloadable online instructor materials.
The New News provides excellent resources to help journalism students and early-career
professionals succeed in today’s digital networked news industry.
The authors are donating all royalties to nonprofit LION’s programs to support local
online news publications.
Joan Van Tassel, Ph.D. (Annenberg School for Communications/USC, 1988) is an educator, author, and journalist. She’s written seven research-based books about the information, telecommunication, and entertainment industries, including Managing Media:
Making, Marketing, & Moving Digital Content.
Dr. Van Tassel taught journalism at National University, Pepperdine University, and UCLA
Extension School. She produced news, documentaries, and TV movies for CBS, NBC,
ABC, and PBS. Her work won numerous awards, including the Cable Industry Book
Award, an Emmy nomination, the Kenny Rogers/UN Prize, Los Angeles and San Diego
Press Club Awards, and New Media Institute Standard of Excellence.
Mary Murphy is an Associate Professor at the USC Annenberg School for Communication
and Journalism. A Press Club award-winning journalist in print, TV, and online, she
was on the staff of Esquire, New York, New West, and TV Guide magazines, and the
St. Louis Post-Dispatch and the Los Angeles Times. She was an on-air correspondent for
Entertainment Tonight.
Currently, she writes a blog for TheWrap.com and other digital publications. She coauthored Blood Cold, an investigation of the Robert Blake case, and is working on
another book about Hollywood.
Murphy sits on the Boards of Directors of the Broadcast Television Critics Association
and Fordham/Marymount University.
Joseph Schmitz, Ph.D. (Annenberg School for Communications/USC, 1990) is an educator, researcher, and author. Joe developed and tested the Social Influence Model of
Communication Technology. He chaired the International Communication Association’s
Communication and Technology Division. Schmitz was the co-principal investigator and primary research methodologist for National Science Foundation, Technology
Opportunity, and US-EU Trans-Atlantic grants. He helped develop the City of Santa
Monica’s innovative Public Electronic Network.
Schmitz taught research methods and organizational communication at Pepperdine
University, The University of Southern California, Tulsa University, and Western Illinois
University. Joe collaborated with students to frame important questions and guide their
discoveries toward logical, fact-based empirical answers.
THE NEW NEWS
THE JOURNALIST’S GUIDE TO
PRODUCING DIGITAL CONTENT
FOR ONLINE & MOBILE NEWS
Joan Van Tassel, Mary Murphy &
Joseph Schmitz
First published 2020
by Routledge
52 Vanderbilt Avenue, New York, NY 10017
and by Routledge
2 Park Square, Milton Park, Abingdon, Oxon, OX14 4RN
Routledge is an imprint of the Taylor & Francis Group, an informa business
© 2020 Joan Van Tassel, Mary Murphy, & Joseph Schmitz
The right of Joan Van Tassel, Mary Murphy, & Joseph Schmitz to be identified as authors of
this work has been asserted by them in accordance with sections 77 and 78 of the Copyright,
Designs and Patents Act 1988.
All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form
or by any electronic, mechanical, or other means, now known or hereafter invented, including
photocopying and recording, or in any information storage or retrieval system, without
permission in writing from the publishers.
Trademark notice: Product or corporate names may be trademarks or registered trademarks,
and are used only for identification and explanation without intent to infringe.
Library of Congress Cataloging-in-Publication Data
Names: Van Tassel, Joan M., author. | Murphy, Mary, 1944- author. |
Schmitz, Joseph, 1942- author.
Title: The new news : the journalist’s guide to producing digital content
for online & mobile news / Joan Van Tassel, Mary Murphy, Joseph Schmitz.
Description: New York : Routledge, 2020. | Includes bibliographical
references and index.
Identifiers: LCCN 2020008455 | ISBN 9780240824185 (paperback) |
ISBN 9780367508692 (hardcover) | ISBN 9781003051596 (ebook)
Subjects: LCSH: Online journalism. | Journalism–Technological innovations.
Classification: LCC PN4784.O62 V46 2020 | DDC 070.4–dc23
LC record available at https://lccn.loc.gov/2020008455
ISBN: 978-0-367-50869-2 (hbk)
ISBN: 978-0-240-82418-5 (pbk)
ISBN: 978-1-003-05159-6 (ebk)
Typeset in Sabon
by Swales & Willis, Exeter, Devon, UK
Visit the eResources: www.routledge.com/9780240824185
Dedication
Joan Van Tassel
To Gordon, Karen, Bailey, and Emmy Van Tassell,
Sisters Nancy Van Tassel and Elaine Baer
and Walter H. Annenberg for providing for my graduate education
Mary Murphy
To my family, Nick, Meg and Brett, Sean and Caroline,
the students at the USC Annenberg School for Communication and Journalism,
and Clancy Imislund
Joseph Schmitz
To my parents, Joe and Betty Schmitz – fierce doers and readers
To my two sons, Joseph and Karl, and their families
To the USC Annenberg School for Communication faculty – teachers and mentors par
excellence
To my research methods students – who taught me how to coach others’ discoveries
CONTENTS
Acknowledgments
ix
List of Figures
xi
List of Tables
xv
Preface
xvii
Introduction: The Gist
PART I: NEWS NOW
1
5
1
Be Here Now: The View From 30,000 Feet
2
News by the Numbers
3
Journalists @Work: Remix & Reboot
7
31
53
PART II: REPORTING: PARTNERING WITH PROCESSORS
4
Wwword Slinging: Online Story Structures & Strategies
81
5
News Gathering and Reporting: New Tech, New Tricks
117
6
News Gathering and Reporting: Time-Honored Techniques & Tools
7
In Verification Veritas
8
Acquiring Story Assets
79
151
187
227
PART III: THE DIGITAL ASSEMBLY LINE: NEWSROOMS TO NEWS
PAGES
261
9
Processing Workflows: Transforming Assets Into Content
10
Packaging Assets & Publishing Articles
11
Mobile Journalism: News on the Move
12
Journalism: “It’s A Grand, Grand Caper.”
Glossary
375
Works Cited
403
Index
431
301
331
355
263
ACKNOWLEDGMENTS
It gives us great pleasure to write this section of the textbook because it means so much to
authors and the people who help them – and there were many. Let us begin by thanking
Margaret Farrelly, Editor of Media and Journalism Studies at Taylor & Francis, for
leading this project to the finish line. At USC, we acknowledge the wonderful work of
Christina Campodonico. So: To all of you, thank you!
Focal Press commissioned this textbook due to the efforts of Acquisitions Editor,
Megan Ball, Associate Acquisitions Editors Michele Cronin, Katy Morrissey, and Deirdre
Byrne. Brianna Bemel devoted many hours to making suggestions for its early development. After Focal Press became an imprint of Taylor & Francis, Ross Wagenhofer, Editor
of Broadcasting and Communication, graciously helmed the effort. Nicole Salazar was
wonderfully supportive, bringing efficiency and attention to detail throughout a long
process. Carlin Reagan and Matthew Scott provided able assistance.
Special thanks go to Editorial Assistant Priscille Biehlmann for all she did to bring
this project to print. And we’re grateful to Copy Editor Martin Pettitt, whose sensibilities,
eagle eyes, and patience were invaluable. The exceptional work of Jess Bithrey and Swales
& Willis helped immeasurably with the production of the text. We also want to acknowledge the contributions of the anonymous reader who provided such excellent feedback.
The helpful comments improved every chapter in the book, and for that we extend our
grateful appreciation.
Thank you to all the journalists who took the time to give us interviews for this book.
They are a busy lot and we are grateful. In the writing of the book, Dr. Neal Krawetz, an
expert on forensic methods of authenticating pictures, examined an early draft about this
topic. He kindly sent us a careful and complete response, teaching us quite a bit about the
metadata accompanying photographs and correcting our errors.
Finally, we thank those companies and organizations, especially Wikimedia Commons
and the Creative Commons License that let us reprint the graphic content. Many of the
points we addressed might have remained trapped in text, without these permissions given
that let us put pictures to print.
Joan Van Tassel: I am grateful to all those people who gave me knowledge and inspiration. At the beginning of my work as an author at Focal Press, I must give a tip of the
hat to then-Editor Marie Lee, now Executive Editor at MIT Press, for giving me a chance.
Thank you! And I am deeply indebted to Tim Vos for allowing me to participate in the
University of Missouri, Columbia Conference on Digital Disruption to Journalism and
Mass Communication. I learned a great deal from the wonderful researchers and papers I
heard there.
I could not have devoted so much time to this text without considerable support
from so many people at National University, where I taught strategic communications
and journalism. Chancellor Michael Cunningham, then-Provost Debra Bean, Deans
x
ACKNOWLEDGMENTS
Carol Richardson and Karla Berry, and Chair Janet Baker gave generously of release time
and financial support. I fondly recall all the encouragement and understanding of Louis
Rumpf, Sara Ellen Amster, Sara Kelly, Laine Goldman, Federica Fornaciari, and Peter
Serdyukov. And I received so much help from Karen Goldman.
Finally, I acknowledge the privilege of studying at the Annenberg School for
Communications at the University of Southern California. I am forever grateful to my
mentors and teachers there: Peter Clarke, Susan Evans, Peter Monge, Janet Fulk, Joseph
Schmitz, Everett Rogers, Elihu Katz, and Daniel Dayan. The opportunity to study there
for five years changed my life.
Mary Murphy: I want to acknowledge Christina Campodonico and all my fellow
journalists who are riding with the technological changes to our reporting way of life.
Joseph Schmitz: I’m grateful to Joan Van Tassel and Mary Murphy for bringing me
into their important project. Sharing ideas and writing the book has been deeply informative, satisfying, and fun.
Like Joan, my teachers and mentors from the Annenberg School for Communications
at the University of Southern California transformed me and my views of the world in
unexpected ways. Janet Fulk, Everett Rogers, Peter Monge, Elihu Katz, Tom Cummings,
and Ron Rice at USC literally changed my life’s trajectory, as did Ken Phillips in the City
of Santa Monica. Their gift of agency – to share interesting and impactful ideas with
others – lets us empower people far beyond our own limited horizons of time and space.
Thank you.
It’s also been a huge privilege to work with so many eager, thoughtful undergraduate
students – especially “my” research methods crews.
FIGURES
1.1
1.2
1.3
1.4
1.5
2.1
2.2
2.3
3.1
3.2
3.3
3.4
3.5
4.1
4.2
4.3
4.4
4.5
4.6
4.7
4.8
4.9
5.1
5.2
5.3
5.4
6.1
6.2
6.3
6.4
7.1
7.2
7.3
7.4
On the job, on the scene
12
Student protesters in Tehran, Iran, 2009
13
News now
15
M2M and verification meet head-on
18
Bots gain followers quickly
26
Growth of number of internet users, 2011–2016
34
Secretary of State Michael R. Pompeo conducts a press gaggle
40
Forces influencing the competitiveness of a market
43
Legacy newspaper newsroom and early digital newsroom, before IT
integration
65
The BBC Newsroom
66
Oh, wow! So that’s virtual reality!
69
Augmented reality that you can share with your friends
69
Journalist and newsroom adaptation to emotional events
72
Immersed in content on their mobile phones
83
The inverted pyramid
89
Comparing structures of reports and narratives
90
Tools of the trade: peg, hook, and angle
93
Take Bessie to the bank
98
Contexts of a school board meeting
99
The news feature structure
102
Cave painting from Lascaux, France
103
Narrative structure
107
Don’t let this be you
119
Screenshot: Wikipedia homepage on the day it went dark
126
Online record of bankruptcy filings in Davidson County, Middle Tennessee
District
126
How validity and reliability affect gathered data
135
Strong south-westerly winds ripple the water
157
Hi, I’m a dog
159
Buzz Bissinger makes a point
162
User interface, Tails Operating System
180
Created, 1894: Charges of fake news and sensationalism are not new
189
Triangulation in navigation
195
Protess method information source categories
199
Screenshot: Whois domain lookup page
207
xii
7.5
7.6
7.7
7.8
7.9
7.10
7.11
7.12
8.1
8.2
8.3
8.4
8.5
8.6
8.7
8.8
8.9
8.10
9.1
9.2
9.3
9.4
9.5
9.6
9.7
9.8
9.9
9.10
9.11
9.12
9.13
9.14
9.15
9.16
10.1
10.2
10.3
10.4
10.5
10.6
10.7
10.8
10.9
10.10
FIGURES
Analog and digital: Two ways to measure and present the same underlying
reality
208
Making continuous information into discrete digital data
209
Metadata makes life easier
209
Screenshot: Home page with input fields for www.fotoforensics.com
211
Screenshots: Metadata structural file, IPTC, and EXIF
212
Blue eye
215
Recreation of opening shot of film, “The Blair Witch Project”
217
Where is he? A green screen lets editors substitute any image behind the
person
217
The difference between design of a newspaper front page and
the Daily Breeze online homepage
230
Preparing to acquire multimedia story assets
234
Controlling lens settings
237
Rule of thirds, vertical and horizontal
238
Example of shallow depth of field and bokeh
239
Microphone pickup patterns
248
Handheld microphone
248
Lavalier microphones
249
Shotgun microphones
249
Clipping in audio is worse than in football
250
Transforming information to news
265
Pre-processing workflow: Getting ready to get rolling
267
Story structuring apps: Mindmap and timeline software
268
Copy processing workflow
273
Watch those hyphens: This headline went viral on the Net
273
Mind-map or workflow process diagram of annotated story outline
275
Photo processing workflow
276
Cropping to the story
277
Histograms of cropped grayscale image, before and after adjustment
278
Original photo and photo corrected for exposure and detail
278
Video asset processing workflow
281
Editing workflow for video and audio
283
Details of sweetening workflow
284
Audio-only processing workflow
286
Effect of polio vaccine on incidence of polio worldwide
287
Data processing work flow
288
Structure of Alciato’s “Emblems”
303
End-to-end online news content editorial workflow
304
From story to narrative
306
Storyboarding the multimedia story
307
The linear-embedded article structure
308
Hierarchical narrative article structure
309
Nonlinear narrative article structure
310
Workflow to assemble the online news package
310
Technology in online publishing, distribution, and consumption
315
Web home page wireframe and article page mockup
317
FIGURES
10.11
10.12
10.13
11.1
11.2
11.3
11.4
11.5
11.6
11.7
11.8
11.9
11.10
12.1
12.2
12.3
12.4
12.5
12.6
12.7
Chartbeat dashboard mockup
322
Eye-tracking user scanning: The F-pattern
323
Eye-tracking user scanning: The Z-pattern
323
Diffusion of Innovations: How new ideas and products spread
333
Smartphones give users a gazillion ways to share content
337
Users just say no!
337
Workflow for mojos in the field
339
Newsrooms can reach mobile users who are in a GPS-defined area
340
Welcome to 5G wireless infrastructure!
342
Mobile users like short and long-form stories
345
How mobile users check out content
346
New techs, new models – new screen sizes
346
A general systems model of newsroom workflow
350
Russia invades Ukraine, May 24, 2018
357
News: Breaking it or faking it?
360
Artificial intelligence model: Based on brain neural networks
363
Open up the inverted pyramid to add a “methods” graf
368
Journalists build a personal brand on social media
368
Protests in Ferguson, Missouri
370
Two tweets from journalists (both women)
372
xiii
TABLES
1.1
2.1
3.1
3.2
4.1
5.1
5.2
6.1
6.2
7.1
7.2
7.3
9.1
10.1
10.2
10.3
10.4
Digital changes everything
15
Percentage of U.S. adults reached each week and size of audience/user base, by
consumer device category
35
Ten roles of the press
55
Differences in news production between traditional and digital, online
organizations
60
Ten stories journalists can tell with data
110
Information-gathering method, reporting strategy, and article type
119
The Guardian game buttons: Reader assessment of expense claim
137
Interview preparations
163
Interviewing with Tech: Cues, pros and cons
164
Metadata types and sources
210
An informal translation of technical jargon
212
Finding fakery
215
Fictitious aircraft flights at the Santa Monica Airport (SMO)
290
Story and structure
304
Comparison of communication affordances between non-interactive media and
networked digital media
312
Affordances play well together
314
Parsing the micro-promotion
320
PREFACE
The authors honor the dedication of journalists who struggle to deliver accurate, timely
information about the novel coronavirus pandemic to the people they serve. Their commitment to informing the public about this global catastrophe and its consequences, even
as reporting itself carried risks for them and their families, is truly heroic.
DAVID FALLIS, APRIL 5, 2020, DEPUTY EDITOR FOR
INVESTIGATIONS, WASHINGTON POST
The novel coronavirus pandemic brings into sharp relief the critical need for what we do
as journalists. We are the eyes and ears of the public, gathering information and distilling
it into stories so readers can make informed decisions. I believe our mission, especially in
the investigative field, is to serve the public interest, writing stories that reveal otherwise
hidden, obscure, or unrecognized information. The pandemic only reinforces this.
When the pandemic struck with its full force, our entire investigative unit – 21 writers and 4 editors spread across the quick-strike and long-term teams – shifted to virusrelated reporting. The challenge for us is that the pandemic is a moving target. As soon
as we publish, the framing has changed. We realize that pandemic stories, about topics such as the lack of widespread virus testing, will likely be revisited again and again at
successively deeper levels in the months and years to come. Our strategy is to investigate
and write the most authoritative account possible in the moment and then move on to the
next story target.
The pandemic reminds me in some ways of The Washington Post newsroom response
after 9/11 – all hands on deck for months after that day of the attacks. The key difference,
however, is that the pandemic is a breaking news event that repeats and redefines itself
day after day. The number of people the virus has infected and killed continues to grow.
We have no idea when we will reach the turning point.
Physically, all of us within The Washington Post are working remotely from our
homes, which complicates everything. We only see one another virtually, and we only do
so in scheduled conversations by videoconferencing. All of us have loved ones that we
care about and we have our own safety and health to look after. Some of us have young
children in school, shaky internet connections or cramped workspaces. Yet for weeks we
have continued the mission exactly as before. This may continue for months. All of us are
committed to the journalism and feel a deep sense of responsibility to our readers, who
need the most up-to-date, authoritative information possible. Lives depend on it.
INTRODUCTION: THE GIST
Here we are, well into the 21st century, replete with digital communications technology in
our pockets, purses, and briefcases, on our desktops, and perhaps on our wrists or in front
of our eyes. Our users, publics, and audiences? They’re similarly outfitted: Hello world!
These tumultuous times burst with stories that need telling and events that need
explaining, analyzing, and clarifying. The long arc of digital development, still in its
infancy, already opens up new directions for all the content-creation industries. Notably,
the entire news biz morphs as journalists work in a field teeming with innovation and
experimentation. And these transformations promise to continue into the foreseeable
future.
Where will you fit into all this? How can you plan your career in journalism in the
face of such a rapidly changing environment? One good formula: Explore, prepare, and
adapt! While you can’t (exactly) plan your future, you can equip yourself with the knowledge, skills, and your inquisitive temperament to make the most of whatever future you
encounter.
The whirlwind of digital technologies brings new opportunities – along with new
practices, restraints, and ethical considerations. Continuous innovation demands constant learning to stay current with ongoing change. As generations of emerging journalists
before you, you will need to understand the core principles and traditions of this profession. These fundamental precepts provide needed guidance to meet widely shared expectations for gathering and reporting news. This book also advocates close adherence to the
large body of received wisdom (often garnered from painful experience) that guides working journalists and enables them to responsibly serve their audience, publication, public,
and history.
When we first decided to create this text, we soon realized that each of us wanted to
help journalists succeed, whether they were novices or seasoned journalists. We believe
that we can help students most by:
●
●
●
●
●
Adhering to the revered truisms of journalism – truth, accuracy, fairness, independence, and public service.
Acquainting you with those skills that you can acquire now.
Suggesting how you can shape and hone needed skills.
Imparting a journalism-oriented digital vocabulary.
Preparing you to anticipate and embrace the near future with its myriad opportunities and challenges.
2
INTRODUCTION
We’ve strived to create a text that isn’t boring or hidebound. Many chapters include sections called Vox Verbatim, quotes from one-on-one interviews for the book, featuring
Mary Murphy asking working journalists and news content creators about their work.
You may already know many of them: David Fallis, Deputy Investigations Editor at the
Washington Post; CNN digital producer and correspondent Ashley Codianni; Guardian
reporter Les Carpenter; Gabriel Dance, Deputy Investigations Editor at The New York
Times; and Brandi Buchman, reporter for Courthouse News; and other notable practicing
journalists.
We organized chapters to give students a beginning-to-end understanding of how
journalists work online:
●
Part I: News Now
● Chapter 1 gives you the view from 30,000 feet, explaining how digitization and
global networks changed the overall environment for news and information.
● Chapter 2 summarizes how the news industry adapted (and continues to adapt) to
the technological changes sweeping the globe.
● Chapter 3 examines how journalists work now and what you can expect in the
workplace, from pay and hours to story promotion and personal branding.
● Chapter 4 covers how to think like a digital journalist, creating digital news stories:
Participative and interactive, with embedded multimedia content.
●
Part II: Reporting: Partnering with Processors
● Chapter 5 delves into how online information helps trained journalists discover
secrets and uncover stories.
● Chapter 6 considers the valuable lessons of traditional shoe-leather reporting and
suggests when you should rely on reporting in-person in the real world.
● Chapter 7 specifies the truth-in-news requirements that you need to understand to
publish accurate stories. And it shows how digital tools offer remarkable ways to
verify online media, confirm sources, content, and reports.
● Chapter 8 gives you a practical guide to capturing multimedia assets – photographs,
videos, audio podcasts and clips, data visualizations, and interactive opportunities.
●
Part III: The Digital Assembly Line: Newsrooms to News Pages
● Chapter 9 describes how you can transform story assets, including all the multimedia content, into content that works in online articles and publications.
● Chapter 10 outlines how journalists put all the pieces together so that multimedia stories travel over networks to platforms, sites, and users. It’s a packaging job
that demonstrates how digital distribution differs from traditional paper-based
circulation.
● Chapter 11 analyzes what it means for news organizations and journalists that
users access news primarily from their mobile phones. It shows how to write and
package news stories and how newsrooms adapt to publishing for mobile devices.
● Chapter 12 stands by itself, summarizing the main points of the book: The importance of journalism, the primacy of user choice, the pervasiveness of ongoing
change, the professional skills required to “do” digital journalism, and how new
journalists entering the news industry can handle the demands of such an important job and seize the opportunities journalism offers.
INTRODUCTION
3
We tried to bring innovative presentation modes into the text. We broke up each chapter
into readable chunks; sections labeled Chapter Learning Objectives, The Gist (a summary
of what to look for in the chapter), and Takeaways and Key Concepts and Terms (what
you should know after reading the chapter). We end each chapter with an Advancer to
prepare you for the next one. These chunks help focus your attention on the most important ideas and topics and let you know what to expect. We carefully designed Exercises
and Activities to encourage experimental, practical activities that bring the most important concepts, resources, and skillsets into the realm of your personal experience.
Throughout the book, we show how digital journalists adhere to (but sometimes
adapt) long-standing journalistic standards in the real-time reporting environment of now.
We sprinkled Pro Tips in the chapters to inform you about common practices. There’s a
more informal side to this book, too. We wrote section headings that will remind you of
internet phraseology, and livened things up with some fun puns, alliterations, and jokes.
(And we shared some tall tales and clever tricks of our trade.)
You’ll find other resources on the website: www.routledge.com/9780240824185. We
hope that you will share some of the resources you discover with your present and future
colleagues.
And we wish you all the best as you claim your future!
Warm regards,
Joan Van Tassel, Mary Murphy, and Joseph Schmitz
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