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December 19 2011

07:37

Magazine editing: managing information overload

In the second of three extracts from the 3rd edition of Magazine Editing, published by Routledge, I talk about dealing with the large amount of information that magazine editors receive. 

Managing information overload

A magazine editor now has little problem finding information on a range of topics. It is likely that you will have subscribed to email newsletters, RSS feeds, Facebook groups and pages, YouTube channels and various other sources of news and information both in your field and on journalistic or management topics.

There tend to be two fears driving journalists’ information consumption: the fear that you will miss out on something because you’re not following the right sources; and the fear that you’ll miss out on something because you’re following too many sources. This leads to two broad approaches: people who follow everything of any interest (‘follow, then filter’); and people who are very strict about the number of sources of information they follow (‘filter, then follow’).

A good analogy to use here is of streams versus ponds. A pond is manageable, but predictable. A stream is different every time you step in it, but you can miss things.

As an editor you are in the business of variety: you need to be exposed to a range of different pieces of information, and cannot afford to be caught out. A good strategy for managing your information feeds then, is to follow a wide variety of sources, but to add filters to ensure you don’t miss all the best stuff.

If you are using an RSS reader one way to do this is to have specific folders for your ‘must-read’ feeds. Andrew Dubber, a music industries academic and author of the New Music Strategies blog, recommends choosing 10 subjects in your area, and choosing five ‘must-read’ feeds for each, for example.

For email newsletters and other email updates you can adopt a similar strategy: must-reads go into your Inbox; others are filtered into subfolders to be read if you have time.

To create a folder in Google Reader, add a new feed (or select an existing one) and under the heading click on Feed Settings… – then scroll to the bottom and click on New Folder… – this will also add the feed to that folder.

If you are following hundreds or thousands of people on Twitter, use Twitter lists to split them into manageable channels: ‘People I know’; ‘journalism’; ‘industry’; and so on. To add someone to a list on Twitter, visit their profile page and click on the list button, which will be around the same area as the ‘Follow’ button.

You can also use websites such as Paper.li to send you a daily email ‘newspaper’ of the most popular links shared by a particular list of friends every day, so you don’t miss out on the most interesting stories.

Social bookmarking: creating an archive and publishing at the same time

Social bookmarking tools like Delicious, Digg and Diigo can also be useful in managing web-based resources that you don’t have time to read or think might come in useful later. Bookmarking them essentially ‘files’ each webpage so you can access them quickly when you need them (you do this by giving each page a series of relevant tags, e.g. ‘dieting’, ‘research’, ‘UK’, ‘Jane Jones’).

They also include a raft of other useful features, such as RSS feeds (allowing you to automatically publish selected items to a website, blog, or Twitter or Facebook account), and the ability to see who else has bookmarked the same pages (and what else they have bookmarked, which is likely to be relevant to your interests).

Check the site’s Help or FAQ pages to find out how to use them effectively. Typically this will involve adding a button to your browser’s Links bar (under the web address box) by dragging a link (called ‘Bookmark on Delicious’ or similar) from the relevant page of the site (look for ‘bookmarklets’).

Then, whenever you come across a page you want to bookmark, click on that button. A new window will appear with the name and address of the webpage, and space for you to add comments (a typical tactic is to paste a key quote from the page here), and tags.

Useful things to add as tags include anything that will help you find this later, such as any organisations, locations or people that are mentioned, the author or publisher, and what sort of information is included, such as ‘report’, ‘statistics’, ‘research’, ‘casestudy’ and so on.

If installing a button on your browser is too complicated or impractical many of these services also allow you to bookmark a page by sending the URL to a specific email address. Alternatively, you can just copy the URL and log on to the bookmarking site to bookmark it.

Some bookmarking services double up as blogging sites: Tumblr and Stumbleupon are just two. The process is the same as described above, but these services are more intuitively connected with other services such as Twitter and Facebook, so that bookmarked pages are also automatically published on those services too. With one click your research not only forms a useful archive but also becomes an act of publishing and distribution.

Every so often you might want to have a clear out: try diverting mailings and feeds to a folder for a week without looking at them. After seven days, ask which ones, if any, you have missed. You might benefit from unsubscribing and cutting down some information clutter. In general, it may be useful to have background information, but it all occupies your time. Treat such things as you would anything sent to you on paper. If you need it, and it is likely to be difficult to find again, file it or bookmark it. If not, bin it. After a while, you’ll find it gets easier.

Do you have any other techniques for dealing with information overload?

 

August 19 2010

15:00

The kids are alright, part 2: What news organizations can do to attract, and keep, young consumers

[Christopher Sopher is a senior at the University of North Carolina, where he is a Morehead-Cain Scholar and a Truman Scholar. He has been a multimedia editor of the Daily Tar Heel and has worked for the Knight Foundation. His studies have focused on young people's consumption of news and participation in civic lifewhich have resulted in both a formal report and an ongoing blog, Younger Thinking.

We asked Chris to adapt some of his most relevant findings for the Lab, which he kindly agreed to do. We posted Part 1 yesterday; below is Part 2. Ed.]

Now that I have exhorted all of you to care about young people and their relationship with the news media, it’s worth examining a few of the most pertinent ideas about getting more of my peers engaged: the gap between young people’s reported interested in issues and their interest in news, the need for tools to help organize the information flow, and the crucial role of news in schools and news literacy.

A gap between interest and news consumption

The data seem to suggest that young people are simultaneously interested and uninterested in the world around them. For example, a 2007 Pew survey [pdf] found that 85 percent of 18-to-29-year-olds reported being interested in “keeping up with national affairs” — a significant increase from 1999. Yet in a 2008 study [pdf], just 33 percent of 18-to-24-year-olds (and 47 percent of people aged 25 to 34) said they enjoyed keeping up with news “a lot.” Young people also tend to score lower on surveys of political knowledge — all of which suggests that their information habits are not matching their reported interests.

There are a few compelling explanations for this apparent contradiction (beyond people’s general desire to provide socially agreeable responses). The first is that many young people may not see a consistent connection between regularly “getting the news” and staying informed about the issues that interest them. If we accept that most young people get their news at random intervals (and the overwhelming body of evidence suggests that this is the case), it’s easy to see how reading a particular day’s New York Times story about health care reform, for example, might be rather confusing if you haven’t been following the coverage regularly.

Many young people also report feelings of monotony with day-to-day issue coverage and a distaste for the process focus of most politics coverage. Some share the sentiments (about which Gina Chen has written here at the Lab) of the now-famous, if anonymous, college student who said, “If the news is that important, it will find me.” The cumulative effect of these trends is that young people go elsewhere to “keep up”: to Wikipedia articles, to friends and family, to individual pieces of particularly helpful content shared through social networks.

The “too much information” problem

Several studies have highlighted the fact that many young people feel overwhelmed by the deluge of information presented on news sites. (My two favorite pieces on this are both from the Media Management Center, found here and here here [pdf].)

This sentiment is understandable: On one day I counted, the New York Times’ homepage offered 28 stories across four columns above the scroll cutoff and another 95 below it — for a total of 123 stories, along with 66 navigation links on the lefthand bar. CNN.com also had 28 stories on top and 127 total, along with 15 navigation links. Imagine a newspaper with that many choices.

The point is that news sites need to be designed to help users manage and restrict the wealth of information, rather than presenting them with all of it at once. People can and are doing the work of “curation” on their own, of course, through iGoogle, Twitter, RSS, and social networks both online and off — but those efforts leave behind the vast majority of news outlets. Better design allows news organizations to include the kind of context and background and explanation — not to mention personalization features — that younger audiences find helpful. That idea isn’t new, but its importance for young people cannot be overstated.

Schools, news, and news literacy

News organizations need to learn from soda and snack producers and systematically infiltrate schools across the country with their products. There’s strong evidence that news-based, experiential, and interactive course design [pdf] — as well as the use of news in classrooms and the presence of strong student-produced publications — can both increase the likelihood that students will continue to seek news regularly in the future.

Many teachers are already using news [pdf] in their classrooms, but face the pressures of standardization and an apparent lack of support from administrations. A 2007 Carnegie-Knight Task Force study [pdf] also found that most teachers who do use news content in their curricula direct their students to online national outlets (such as CNN or NYTimes.com) rather than local sites, which suggests that local news organizations need to focus on building a web-based presence in schools. The Times Learning Network is an excellent model.

And when news media finally fill school halls like so much Pepsi (or, now, fruit juice), young people themselves will also need help to navigate content and become savvy consumers, which is where news literacy programs become important. The Lab’s own Megan Garber has explained their value eloquently in a piece for the Columbia Journalism Review: “The bottom line: news organizations need to make a point of seeking out young people — and of explaining to them what they do and, perhaps even more importantly, why they do it. News literacy offers news organizations the opportunity to essentially re-brand themselves.” The News Literacy Project, started by a Pulitzer-winning former Los Angeles Times reporter, is a leading example.

The point of these ideas is that there are significant but entirely surmountable obstacles to getting more young people engaged with news media — a goal with nearly universal benefits that has received far too little attention from news organizations.

I’ll conclude with a quote from NYU professor Jay Rosen, buried inside the 2005 book Tuned Out: “Student’s don’t grow up with the religion of journalism, they don’t imbibe it in the same way that students used to. Some do, but a lot don’t.” Changing that is the difficult but urgent challenge. I don’t want to be that guy who says “_____ will save journalism,” so I’ll just say this: It’s really, really, really important.

And I should probably mention that there are hundreds of recent journalism school graduates who would be more than willing to help.

Image by Paul Mayne, used under a Creative Commons license.

May 24 2010

14:00

David Weinberger: How information became the “dominant metaphor” of contemporary intellectual life

Every week, our friends at the Berkman Center for Internet and Society invite academics and other thinkers to discuss their work over lunch. Thankfully for us, they record the sessions. Over the next week or so, we’ll be passing along some of the talks over the past few months that are most relevant to the future of news.

First up: David Weinberger. The Cluetrain Manifesto author and Internet philosopher discusses information — as a paradigm, as an irony, as a way of comprehending ourselves and the world. Given the fact that we don’t understand, in any meaningful way, what information actually is, Weinberger says, it’s worth considering how it became the “dominant metaphor” of our intellectual life — and how the metaphor is changing as we enter the digital age.

If you don’t have time to watch, Ethan Zuckerman liveblogged the talk, and David posted an early draft outline of it.

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