When information continues to blink and wink by it is important to catch the attention of your watchers and readers. Selling important news sometimes reduces you to a pimp, but if that is your job..to sell really important news you had better know about headlines and sell lines just like the business guys do: Check it out: >http://www.smashingmagazine.com/2009/06/25/10-common-mistakes-in-logo-design/

Logo designe= HEADLINES!

And more....
| Print Subscribers Cry Foul Over WP's Online-Only Story |
| from the wonder-how-they-feel-about-online-coupons dept. |
| posted by timothy on Monday June 22, @17:24 (The Media) |
| http://news.slashdot.org/article.pl?sid=09/06/22/2119228 |
+--------------------------------------------------------------------+

[0]Hugh Pickens writes "The decision by the Washington Post to publish an
article exclusively online has [1]angered many readers who still pay for
the print edition of the newspaper and highlighted the thorny issues
newspaper editors still face in serving both print and online audiences.
[2]The 7,000 word story about the slaying in 2006 of Robert Wone, a young
lawyer who was found stabbed to death in a luxurious townhouse in the
Dupont Circle neighborhood of Washington where a 'polyamorous family' of
three men lived, is the sort of long-form reporting that newspaper
editors say still justifies print in the digital age and many editors
agree that print is still the place to publish deep investigative
reporting, in part to give certain readers a reason to keep paying for
news. 'If you're doing long form, you should do it in print,' said
newspaper consultant Mark Potts. 'This just felt like a nice two-part
series that they didn't have the room to put in the paper, so they just
threw it on the Web.' Editors at The Post say they considered publishing
the article in print, but they concluded it was too long at a time when
the paper, like most others, was in dire financial straits and trying to
scale back newsprint costs. 'Newspapers are going broke in part because
news can be read, free of charge, on the Internet,' wrote one reader in a
letter to the editor. 'As a nearly lifelong reader of The Post, I could
not read this article in the paper I pay for and subscribe to; instead I
came on it accidentally while scrolling online for business reasons.'"

Discuss this story at:
http://news.slashdot.org/comments.pl?sid=09/06/22/2119228

Links:
0. http://hughpickens.com/
1. http://www.nytimes.com/2009/06/22/business/media/22post.html
2. http://www.washingtonpost.com/wp-dyn/content/article/2009/05/31/AR2009053102510.html

GETTING THE FACTS RIGHT IS NOT EASY: (and if you don't, don't do it)
Home taping didn’t kill music

June 5th, 2009 by Ben Goldacre in bad science | 94 Comments »

Ben Goldacreimage
The Guardian
Saturday 6th June 2009

You are killing our creative industries. “Downloading costs billions” said the Sun. “MORE than seven million Brits use illegal downloading sites that cost the economy billions of pounds, Government advisors said today. Researchers found more than a million people using a download site in ONE day and estimated that in a year they would use £120bn worth of material.”

That’s about a tenth of our GDP. No wonder the Daily Mail were worried too: “The network had 1.3 million users sharing files online at midday on a weekday. If each of those downloaded just one file per day, this would amount to 4.73 billion items being consumed for free every year.”

Now I am always suspicious of this industry, because they have produced a lot of dodgy figures over the years. I also doubt that every download is lost revenue since, for example, people who download more also buy more music. I’d like more details.

So where do these notions of so many billions in lost revenue come from? I found the original report. It was written by some academics you can hire in a unit at UCL called CIBER, the Centre for Information Behaviour and the Evaluation of Research (which “seeks to inform by countering idle speculation and uninformed opinion with the facts”). The report was commissioned by a government body called SABIP, the Strategic Advisory Board for Intellectual Property Policy.

On the billions lost it says: “Estimates as to the overall lost revenues if we include all creative industries whose products can be copied digitally, or counterfeited, reach £10 billion (IP Rights, 2004), conservatively, as our figure is from 2004, and a loss of 4,000 jobs.”

What is the origin of this conservative figure? I hunted down the full CIBER documents, found the references section, and followed the web link, which led to a 2004 press release from a private legal firm called Rouse who specialise in intellectual property law. This press release was not about the £10bn figure. It was, in fact, a one page document, which simply welcomed the government setting up an intellectual property theft strategy. In a short section headed “background”, among five other points, it says: “Rights owners have estimated that last year alone counterfeiting and piracy cost the UK economy £10 billion and 4,000 jobs.” An industry estimate, as an aside, in a press release. Genius.

But what about all these other figures in the media coverage? Lots of it revolved around the figure of 4.73 billion items downloaded each year, worth £120 billion. This means each downloaded item, software, movie, mp3, ebook, is worth about £25. Now before we go anywhere, this already seems rather high. I am not an economist, and I don’t know about their methods, but to me, for example, an appropriate comparator for someone who downloads a film to watch it once might be the rental value, not the sale value. And someone downloading a £1,000 professional 3D animation software package to fiddle about with at home may not use it more than three times. I’m just saying.

In any case, that’s £175 a week or £8,750 a year potentially not being spent by millions of people. Is this really lost revenue for the economy, as reported in the press? Plenty will have been schoolkids, or students, and even if not, that’s still about a third of the average UK wage. Before tax. Oh but the figures were wrong: it was actually 473 million items and £12 billion (so the item value was still £25) but the wrong figures were in the original executive summary, and the press release. They changed them quietly, after the errors were pointed out by a BBC journalist. I can find no public correction.

I asked what steps they took to notify journalists of their error, which exaggerated their findings by a factor of ten and were widely reported in news outlets around the world. SABIP refused to answer my questions in emails, insisted on a phone call (always a warning sign), told me that they had taken steps but wouldn’t say what, explained something about how they couldn’t be held responsible for lazy journalism, then, bizarrely, after ten minutes, tried to tell me retrospectively that the whole call was actually off the record, that I wasn’t allowed to use the information in my piece, but that they had answered my questions, and so they didn’t need to answer on the record, but I wasn’t allowed to use the answers, and I couldn’t say they hadn’t answered, I just couldn’t say what the answers were. Then the PR man from SABIP demanded that I acknowledge, in our phone call, formally, for reasons I still don’t fully understand, that he had been helpful.

I think it’s okay to be confused and disappointed by this. Like I said: as far as I’m concerned, everything from this industry is false, until proven otherwise.

10 Ways Journalism Schools Are Teaching Social Media
June 19th, 2009 | by Vadim Lavrusik

Vadim Lavrusik is a new media student at the Columbia University Graduate School of Journalism. He is @lavrusik on Twitter and blogs at lavrusik.com.

With news organizations beginning to create special positions to manage the use of social media tools, such as the recently appointed social editor at The New York Times, journalism schools are starting to recognize the need to integrate social media into their curricula. That doesn’t mean having a class on Facebook or Twitter, which many college students already know inside and out, but instead means that professors are delving into how these tools can be applied to enrich the craft of reporting and producing the news and ultimately telling the story in the best possible way.

And though many professors are still experimenting and learning how these tools can be used, below are the 10 ways journalism schools are currently teaching students to use social media. Please share in the comments others that you have found to be important and effective as well.


1. Promoting Content
Social media tools are bringing readers to news sites and in many cases are increasing their Web-traffic. This isn’t just through the news organizations’ own social media accounts, but those of their writers that tweet, post, share and send links to their organization’s content. Each writer has a social network, and using social media tools to promote and distribute content increases the potential readership of the article being shared.

Sree Sreenivasan, dean of student affairs at Columbia Graduate School of Journalism, said this is one of the most basic and yet very important social media uses for journalists. Sreenivasan, who is teaching a social media skills course in the fall, said it is a way for journalists to engage their audience and point them to the information that you are gathering.


2. Interviewing
Though they are often frowned upon, email interviews have become regularly used by news reporters. But the same concept can be achieved through a Facebook message or chat, Google Talk, a short exchange via Seesmic, or one of the most useful apps in a journalist’s arsenal: Skype.

Paul Jones, a clinical associate professor at the University of North Carolina at Chapel Hill, teaches journalism students how to use technologies like Skype for conducting interviews. “The thing you use for play is also the thing you use for work,” Jones said of the tool. A student can conduct and record the interview on Skype and later embed it within an online post.

Jones said that using services like Skype allows journalists to interview international sources quite easily – and affordably, not to mention that it adds a visual element to the text of the story.

3. News Gathering and Research
The power of real-time search is providing journalists with up-to-the-second information on the latest developments of any news, trends and happenings, worldwide.

Jeff Jarvis, a professor and director of interactive media at the City University of New York’s Graduate School of Journalism, said it’s important for students to know how to use real-time searches to gather information and keep up on what is breaking. This includes, but is not limited to, using search on Twitter, FriendFeed, OneRiot, Tweetmeme, Scoopler, and SearchMerge.


Sreenivasan said searches on social media sites can point journalists to supplementary information for their reporting. These sites can also help in the process of crowdsourced news gathering.

4. Crowdsourcing and Building a Source List
It’s amazing how many websites don’t include their staff’s contact information, and the WhitePages really no longer cut it. Luckily, because of the nature of social media in networking, most people post their contact info on their profiles. Social media tools are becoming vital in building source lists. One can track now fairly easily down a source on Facebook or Twitter and send them a message. (Of course, picking up the phone too still can’t hurt.)

Students are also being taught the power crowdsourcing using social media. A journalist can tweet a question involving their reporting or announce that they are looking for a source via their FriendFeed and get some remarkable responses. Jay Rosen, a journalism professor at New York University, earlier this month posted a FriendFeed request to his more than 2,000 subscribers to help him determine why he was receiving conflicting traffic figures for different URL shorteners, for example. He received dozens of responses to his question.


Jones from the University of North Carolina teaches his students the importance of not only finding sources using Twitter and Facebook, but keeping them. One of the important factors in getting responses is doing the same when others ask questions — you have to be an active member of the social network if you expect your peers to help you ask for help.

5. Publishing with Social Tools
There are many social media tools that journalists can use to publish information, and this variety is something that journalism professors are encouraging students to explore. Publishing via social media tools can be as simple as updating readers or “followers” on Twitter during a breaking news event or building an entire news site focused around Facebook connectivity and conversations about local news – something Northwestern University students created with “NewsMixer” as a project at the Medill School of Journalism last year.


Paul Bradshaw, senior lecturer of online journalism and magazines at Birmingham City University, said the most basic tools that students should know how to use are Wordpress for blogging and site building, Twitter for live updates, Facebook for posting articles or videos, Delicious for bookmarking, Flickr for photos or videos, and YouTube for video. All of these can be used from the field with a smart phone or laptop.

Jarvis also noted the importance of using these mediums to meet the audience where they exist: social networks. “We used to always have the audience come to us, but that’s not the cast anymore,” Jarvis told me.

According to Jones, it is important for students to practice publishing information on these networks to learn how social media works and how it can be applied. He’s teaching a class on vernacular video and virtual communities in the fall, in which all of the course material come from videos, as well as student assignments and responses.

6. Blog and Website Integration
Because so many news sites are incorporating live blogging into their daily dose of content and conversation with readers, Katy Culver, a faculty member in the journalism school at University of Wisconsin at Madison, had her students learn how to use CoveritLive, which can be embedded within a site.

Culver had her students use CoveritLive to cover a lecture on journalism ethics that had limited seating. She said the conversation on the live blog was quite fascinating and informative with students linking to content that the lecturers were discussing. She said using live blogging is a great tool for readers to get a chance to ask questions of an expert, reporter, or editor at a news organization. Tools like CoveritLive also include integration with Twitter, Qik for live video, or YouTube pre-recorded videos.


Jarvis from CUNY, who had his students use BlogTalkRadio to host live audio broadcasts, said it’s about hosting a conversation with the readers and using it within content creates an interactive experience.

This is also why it is important for students to learn how to integrate social media tools into websites. Jones had his students build a Ning social network that integrated various social tools, for example.

7. Building Community and Rich Content
Sure a journalist can use social media tools to have a conversation with their audience, but what’s the point? The greater goal is to build a community through engagement. Crowdsourcing, live blogging, tweeting — it’s about building a network around issues that matter to the community. In a way, social networks are the new editorial page, rich with opinions and ideas.

Jarvis said building community can be done by joining groups on social networks (though always be careful that you’re not somehow taking sides). Ultimately, he said, social media should help journalists do their job and be integrated into their reporting, but not take it over. Content is still king.

Jones emphasized the importance of creating rich content. “A tweet shouldn’t just be ‘I am eating a sandwich,’” he said. It should include a link with details that are useful to someone reading it. And retweets, he said makes the original tweet more rich and gives it credibility because someone else thought it was useful to share with their network. In a way, it is like the Associated Press wire picking up your story, Jones said.

8. Personal Brand
Students can’t stay in school forever — eventually they need to get jobs. Social networks can be used to build a personal brand that can help students land a reporting gig after college. But Jones emphasized this applies to students only, which is what he teaches.

He believes that a journalist is representing their organization and not their name, and that applies to their use of social media. Often times, he said, a journalists’ followers are following them because the news organization they represent has credibility, not necessarily them.

9. Ethics: Remember, You’re Still a Journalist
Sreenivasan from Columbia said there are no hard and fast rules for ethics and social media yet. But told me that what a person posts or shares or produces on social media reflects on the person’s judgment and students should be cautious. He used the example of broadcasting your affiliations on Facebook through notifications on your wall.


In some cases, a journalist may actually be joining an advocacy group as a way to gain sources, but their social network could interpret that they support the group or are involved in some way, he said. Keep in mind the horror stories of people not getting jobs because of their social media profiles and the things they put on them — remember that employers no longer just look at your resume. Also, take a look a Leah Betancourt’s post on How Social Media is Radically Changing the Newsroom.

10. Experiment, Experiment, Experiment
Sreenivasan, Culver, Jarvis and Jones all pointed to the importance of students experimenting with social media tools. For example, if Flickr isn’t meeting your needs, try another tool that suits your use better. Sreenivasan pointed out that we are all still learning the best practices of social media. Journalism students experimenting with these tools can learn how to apply them once they join the workforce.

Here are a few tips from Bradshaw for how teachers can encourage social media experimentation:

- Use the tools themselves to teach the class. Use them in any setting possible.
- Do it publicly and socially. For example, Bradshaw paired students up with “Twentors” to help students that were new to Twitter.
- Less talk, more action. Put the students out there and get them using the tools one by one.