Data visualization examples and slides for a class

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):

• The Advocate’s map of New Orleans Police Department response times (using Google Fusion tables)
• The Advocate’s analysis of Bobby Jindal campaign contributions
• NOLA’s crowdsourcing effort to map New Orleans neighborhood boundaries
• NOLA’s Hurricane Katrina flooding map
• WBRZ’s Baton Rouge crime map
• The Marshall Project’s Next to Die
• The Star Tribune’s project on segregated schools in the Twin Cities
• The Tampa Bay Times’ animated graphic on Florida’s worst schools
• Bloomberg’s What’s Warming the World
• Bloomberg’s How Fast America Changes Its Mind
• Wall Street Journal’s Job Market Tracker
• Washington Post’s calendar of 2015 mass shootings
• Prison Policy Initiative’s States of Incarceration
• Los Angeles News Group’s Los Angeles Earthquakes
• Los Angeles News Group’s shark attacks map
• Redding Searchlight’s eagle map
• Washington Post’s smartest states map

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):

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:

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:

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.

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.

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:
https://public.tableau.com/javascripts/api/viz_v1.js

Here are my slides from the class:

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What’s the best way to view Twitter’s users? 16 percent or 30 million

Perspective and context can entirely change how people view numbers. Which number seems larger: 16 percent or 30 million? Without perspective and context, it’s hard to say. In this case, they actually are the same number.

A study by the Pew Internet & American Life Project found that 16 percent of adult Internet users use Twitter (that works out to 13 percent of all adults, doing the math from the survey’s sample of all adults). If that strikes you as a small number, then consider 30 million instead. That’s the number you get if you apply that 13 percent to the nation’s adult population. For comparison, daily newspaper circulation in the United States is 44 million. (Readership is higher.)

Why should journalists or newsrooms care about a service that six out of seven adults don’t even use? That’s where perspective and context come in.

The Pew study also found that 20 percent of the adult Internet users use LinkedIn, substantially more than use Twitter. But what the study didn’t show is how much the people use each service. The question asked was:

Please answer these next questions by thinking about all the ways you use the internet with computers, laptops, mobile phones, and other devices. Please tell me if you ever use the internet or an app with any of those devices to use (Facebook, LinkedIn, Twitter, etc.)

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Use digital tools to showcase your career and your work

Journalists have lots of tools for showcasing our work.

If you’re a college student or recent graduate looking for work or a veteran journalist out of work or looking for a better job, you need an online showcase where prospective bosses can find your best work quickly and study your work at length if they’re interested.

The job-hunter faces a dual challenge: You need to catch a prospective boss’s attention quickly and you want to hold the attention, getting him or her to keep perusing your work, wanting to read or view more. You want to provide a quick overview and you want to help the interested person browse your work at length.

We’re way past the days of deciding which half-dozen hard-copy clips to stuff into an envelope with your résumé. Unless an employer specifically asks for a hard-copy application, you should apply by email with a hyperlinked résumé. Even if the employer asks for hard-copy (and if you want to work for someone who needs hard copy), you need a URL (or a few) at the top, guiding your future boss to a place to study your work at length.

Trust me: As someone who’s received hundreds of résumés from wannabe employees, you shouldn’t send a résumé longer than one page to a prospective employer. If I can tell the story of my 40-year career in a page, you can keep yours to a page; a few years ago when I was job-hunting, I thought my long career justified multiple pages. But then I got my job and started getting résumés from people who wanted to work for me. I then resolved to keep it to a single page if I ever was job-hunting again. You have a few seconds to stand out from the others. Make your case in a single page, but use links to make that page a table of contents for the prospective boss who wants to know more.  At the top of the page, include a link — or a few links — to a place or places where they can learn about your career in depth and see your digital and social skills at work.

Even if, like me, you’re enjoying your job and feeling secure, with no interest in leaving, a strong digital profile is a good idea. Sadly, many journalists have lost their jobs with little warning. And even while you’re working, a strong online profile can help build credibility with sources and colleagues (who are Googling you, whether you know it or not).

Partly because I’m constantly checking out new tools and partly because people looking for jobs contact me frequently, I’ve dabbled with a variety of tools to showcase your résumé and your portfolio or help you tell your career story (founders invited me to try out a couple of new tools). In most cases, I have not fleshed these profiles out as fully as I would if I were looking for a job. I would need to upload more photos and clips from my pre-digital years if I wanted to use these tools to their fullest effect.

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How do I embed a YouTube video in a Google map? Quick answers on Twitter

I have to share a Twitter crowdsourcing success story from today. I was leading a workshop in digital storytelling for CBCnews.ca. A journalist asked how to embed a YouTube video in a Google map. I had to confess that I didn’t know. Then I asked my tweeps:

Anyone know whether (and how) you can embed a YouTube video in a Google map? #CBCstory

— Steve Buttry (@stevebuttry) December 2, 2011

They answered quickly:

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Entrepreneurial journalists need to master social media

Our entrepreneurial journalism class at Georgetown will be discussing social media the next two weeks. Of course, you could do a whole course on social media, which offer some of the most important tools an entrepreneurial journalist will use, so this will be an overview more than a deep dive.

Social media can be part of the solution for all three of the key challenges an entrepreneurial journalist faces: content, distribution and monetization.

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A decade’s experience in news, training, innovation

This decade is ending with much less fanfare than the past one, which was the turn of both a century and a millennium.

This decade passed without really getting a name — the Oughts didn’t quite stick, like I guess they did a century earlier (they so didn’t stick that I don’t even know or care whether Oughts or Aughts would be the preferred spelling).

If you don’t have much patience for self-indulgent reflections, this might be a good time to go read something else, because I’m going to look back on the past decade of my career.

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How news organizations need to change to pursue a mobile-first strategy

To read all three of my “mobile-first strategy” posts as a pdf with a table of contents, scroll to the end of this post.

I used to watch the crowds in airport lounges when I traveled, studying how people read newspapers. Even with circulation declining, you could see people reading newspapers intently. Especially after 2001, people would have plenty of time to read while waiting for flights, and newsstands stocked a variety of papers to choose from.

Look around an airport lounge now. You’ll see more people looking into their phones than holding newspapers.

I get disgusted as people in news media companies fret over trying to squeeze some money out of Google or trying to charge for the privilege of reading our content. Whatever the merits of those arguments, they are essentially pleas to slow time down. But when I see people in the airport lounge, I know time is only accelerating with each tap of their thumbs.

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Curriculum advice for journalism schools

I haven’t spent this much time talking to journalism professors and students since I graduated from Texas Christian University (let’s just say some time ago).

I visited TCU last week to present seminars on the Complete Community Connection and journalism ethics in the digital age. And since I was sticking around for some memory-lane time, the curriculum committee at TCU’s Schieffer School of Journalism asked me to meet with them and tell them what I think journalism schools should be teaching about our swiftly changing field.

I shared my views with them and will share them with you here shortly. The TCU meetings continued a heavy fall schedule of consultations with journalism faculty and students on a variety of related topics:

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American media need innovation, not subsidy

Update: Michael Schudson has responded to this post.

Whatever else it is, The Reconstruction of American Journalism is not comprehensive.

Leonard Downie Jr., former executive editor of the Washington Post, and Michael Schudson, authors of the Columbia University report, described their work in the Post today as a “comprehensive report.” They recommend federal subsidies for news organizations and changes in federal law to allow more philanthropic support for journalism. More on those topics later.

Here’s what the report does not address in any meaningful way:

• The role of social media in the future of journalism.
• The failure of media companies to develop new business models.
• The possibility of developing new business models that rely on the free market, rather than charity or taxpayers.

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Journalism ethics in social networks

This is a handout I use in Upholding and Updating Ethical Standards, an American Press Institute seminar underwritten by the Ethics and Excellence in Journalism Foundation. It doesn’t attempt to provide all the answers, but to ask a lot of questions for journalists and news organizations to consider as they use social networks for valid journalistic pursuits. I offer these questions for my staff and other journalists to consider. We will be discussing these issues in greater depth among our staff.

Social networks are a rapidly growing part of society and communication and journalists and news organizations need to connect with them as we gather content and build audience for our products. We also need to keep ethics in mind as we operate in this swiftly changing world. If you are an editor, you need to discuss with your staff members how they are using social networks and what standards and issues you think are important in dealing with networks. If you are a staff member, you need to tell your editors how you are using social networks and discuss any questions you might have about policies and boundaries. Some questions and guidelines to consider:

Consider everything public. Even though social-networking sites generally allow you some control over who sees your contributions, you should regard everything you post online as public. Some of your “friends” could pass along what you have posted. Once you post anything even to a closed network, you lose control of it.

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