Posts Tagged ‘Snapchat’

My keynote address last night at the Future of Student Media Summit included group discussions at tables around the room. A companion post has a blog version of my opening and closing remarks at the conference, hosted by the Post, Ohio University’s independent student digital and print newsroom.

In between, the students and faculty discussed the questions below. Each table would choose a question and discuss it for about eight minutes. Then we debriefed most of the groups.

Here were my instructions:

Choose a question to discuss in your group. The person whose last name is the closest to the end of the alphabet will take notes and speak for your group. For the purposes of this discussion, cost and technology are not obstacles. Discuss the ideal solution and presume you can get it done. Don’t feel the need to answer all the questions. If one of the questions launches a good discussion, roll with it and don’t cut it off to move on to the next question.

Here are the questions, interspersed with tweets as the groups were debriefing after their discussions: (more…)


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I taught a class Monday in data visualization for Josh Grimm’s In-Depth Reporting class at LSU.

I’m no expert in data visualization, but I studied the use of interactive databases for the American Press Institute in 2008 and my students experimented with a variety of data viz tools last spring in my course on learning interactive storytelling tools. (I’ll add some links to the students’ posts on data-viz tools later, but I want to get this published now and I won’t have time to add links until later.)

My point in this class is that you can tell stories lots of different ways using data, and that you can teach yourself pretty easily how to use some effective data viz tools. I admire the skills of some data specialists I know, and hope some of our students will follow them into that specialty. But I hope every student (and professional) journalist develops data skills to find and tell stories routinely.

Examples I used in the class (and a few I didn’t have time to use):

Thanks to Kyle Whitfield, Mark Lorando, Tom Meagher, Maryjo Webster, Daniel Tedford, Kevin Dupuy and Michelle Rogers for providing these examples.

I collected information from the students using a Google Form and used it to create some data visualizations about the class using Infogr.am and Google Maps. I was running out of time and rushed through these pretty quickly, but you can make pretty simple graphics quickly using these tools. I elaborate a bit more here on some of them.

I wasn’t able to embed the resulting Infogr.am graphics in my free WordPress blog (they should embed on most websites). Here are some screen grabs of the graphics (with links below to the interactive versions):

Infogram devices

You can see the interactive version of the graphic on devices here.

This pie chart, I noted, would be more effective with graduated shades (perhaps yellow to red) than the random colors assigned to each number:

number of devices

In a graphic about the students’ use of social media, I tried different data viz tools offered by Infogr.am. This line chart didn’t work for me (though it might work for other detail). An effective graphic makes a point quickly and this one requires some study:

infogram line graph

This horizontal bar graph also took a bit of work to understand, but quickly shows that the most popular social tools with the students are Snapchat, Instagram, Facebook and Twitter, and that the students aren’t using Foursquare at all. The graphic on devices was filled out later, when I had 26 responses instead of 24.

I deliberately didn’t update this because it actually illustrates some points you need to check in doing data visualization: The data need to be accurate. My first take of this didn’t have fully accurate data: You can see that I only have 23 responses, instead of 24, on Snapchat and Instagram. Actually, I had 24 responses at the time, but failed to double-check my data before uploading it for the graphic. These are the kinds of errors you need to avoid and double-checking you need to do both before uploading data and after finishing a visualization project.

infogram bar chart

The most effective graphic on social networks, I thought, was this layered pie chart, where you can (in the interactive version, not the screengrab below) see how differently students use the social tools. It would have been more effective, though, with a gradual color scale, perhaps with yellow for 1, orange for 3 and red for 5, with shades in between at 2 and 4. But I was trying to show how quickly you can make a simple graphic. That’s the first step in data visualization. I’d expect such improvements in subsequent projects.

infogram pie chart

Moving to Google Maps, I quickly imported information from the spreadsheet of student responses to create a map showing where the students were from (that embed works here):

During the class, Deanna Narveson did a quick data viz project on social media engagement by Louisiana gubernatorial candidates:

Dashboard 1

Here are my slides from the class:

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Six times last week, I taught a class that I first presented last spring when I was interviewing for my current job at LSU: writing for social media.

In the context of a beginning “Media Writing” class that we require of all Manship School of Mass Communication students, I teach the techniques of good writing in the context of social media. While my background is strongest in journalism, I apply the points of the class to other specialties within the Manship School: political communication, public relations and digital advertising.

This is going to be a long post, probably helpful only to mass-comm teachers (or last week’s students who would like a review). But that’s who I’m writing it for, and it’s long because I want to invite you to use some of my slides and points in your classes and/or to invite me to cover these or similar points in your own classes or in a workshop at your university or a conference. Of course, I could adapt the presentation to a professional audience, too.

I will tell about the class mostly through the students’ tweets. At the opening of the class, I assigned students to tweet about my points, ask questions on Twitter, make observations, etc. during the class, so they would be applying the lessons as they were learning them.

Many of my slides from the class will show in the students’ tweets. I will supplement with some of the actual slides that didn’t make it into their tweets. If you want the full slideshow (which I’ve already updated since the last of this week’s classes), I’ve posted it at the end of the post. I welcome and encourage teachers to use the materials here however they are helpful, or to contact me to discuss how to teach this topic in your class.

I’ll add context here and there, but mostly the students will tell the story:

Platform shapes the writing

I start with a discussion of how the nature of a social platform and your audience there shape the writing on the platform: the privacy of Snapchat, the professional nature of LinkedIn, the heavily female user base of Pinterest, the 140-character limit of Twitter, etc.

Social media writing basics

Part of my introduction covered some principles of social-media writing that apply in all situations.

I admit it: I did shout “Squirrel!” in one of the classes to illustrate the many distractions people face as they multi-task social media use into their days.

How to handle opinions

We also discussed how importance context (and your bosses’ expectations are) in learning whether opinions are encouraged, allowed or forbidden in your job.

Writing for memes

Before discussing specific social platforms, I discussed writing for memes, which appear on a variety of social media (and teach writing lessons for a variety of professions).

I always plan to update slides before a class where appropriate, and last week’s World Series win by the Kansas City Royals gave me some great memes to share along with the class (I wore my 2014 World Series t-shirt to Monday’s classes).

A note on updating old examples or visuals for a class or workshop: When I did this class last spring, I used some Rand Paul memes. Ben Carson and Donald Trump hadn’t yet risen to prominence in the Republican presidential race. I updated my slides for last week with memes about both. I’ll use the Carson memes in a later post about how he’s playing on social media and in professional media.

Error pages

I used error pages as another example of social-media-style writing in other contexts than social networks. For instance, the error pages of Clinton‘s and Marco Rubio‘s campaigns use humor in attempts to turn the error-page experience into an opportunity to volunteer or hear the candidate’s message:



Writing for Snapchat

Now we’re into the actual social tools, starting with Snapchat (which the students know much better than I do).

Gathering material to write about

Though the course is about writing, I point out how closely writing and reporting are entwined. Making some points about using social media to gather material for writing, I use some examples from earlier blog posts about how the Denver Post used social media to get a great story and photos about a mountain lion staring a cat down through a glass sliding door in Boulder and a hard-news story about rape and victim-blaming in Torrington, Conn.

I shared Andy Carvin‘s search tip for breaking news stories:

Visuals are important in social-media writing

In social media, I noted, words and your creative use of them can have a visual effect with or without photos:

The tweets above refer to some creative use of returns and a screengrab from a court docket by the Boston Globe’s Hilary Sargent in her coverage of the Dzhokar Tsarnaev trial last spring. Here are two of my slides from Sargent’s tweets:



I show some examples of strong breaking news coverage in tweets:

I talk about how Twitter can help tell an unfolding story:

I tell how Brian Stelter used text messages to tweet the story of the Joplin tornado when he didn’t have enough cell signal to make a phone call or access the Internet.

Twitter helps your writing

I tell how Twitter’s 140-character limit can help your writing:

Even in long writing, a succinct point is important

Toward the end of the class, I make the point that even in longer writing, such as books or political speeches, they should use social-media writing skills to make a memorable, brief point. I use those slides separately in an accompanying post.

‘Be your best self’

In the questions at the end of one class, I passed on this advice from a friend (though I couldn’t remember who). If this is your line, please identify yourself and I will credit accordingly:

Other students’ tweets

We wrap up the course reviewing the students’ tweets and praising them for some that illustrated the very points I had been teaching. You’ve already seen some of the best, but here are some others that I liked:

I don’t actually plan to boast/complain of being blocked, then later whitelisted, by Twitter for tweeting too much. But someone asked whether there was a limit on how much you could tweets, so I confessed to hitting the limit back in 2012:

Unrelated advice on posting photos in social media

If  you look at most of the photos posted above, they could use some tighter cropping. I’ll confess that I don’t edit all photos that I post to social media. The swift posting of live-tweeting in particular doesn’t allow much time for editing photos and keeping up with the story. But editing doesn’t take long. I’d say a quick crop and adjusting the brightness of a dark photo are usually worth the time.

Slides from the workshop:

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I can’t remember the last time I posted a photo to Flickr or checked in on Foursquare.

I have no idea whether either or both social platforms will thrive just fine without me or whether others are moving away from them, too, and they’ll fade away soon.

Flickr was the first social network I used actively. I joined in June 2006, about six months before joining LinkedIn. Back when sending huge emails with lots of attachments was a big deal, Flickr was convenient for sharing photos. I’d just send out a link to photos of Mimi and me visiting Bryce Canyon or a shot of the family gathered for a wedding. I’d email links to family and friends along with an account of the trip or the gathering, and they would email back with encouraging or funny or sympathetic remarks, depending on the nature of my photo or message.

It was actually quite like posting a photo to Facebook, Instagram or Twitter today. Except that the conversation all happened on email, rather than on Flickr. Most of my family and friends never joined Flickr. But since my photos were public, they could see them and I shared photos more regularly than most of them.  (more…)

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