Sacramento journalists tackle multimedia to bring statistics to life

Amy Pyle, projects and investigations editor at The Sacramento Bee here in California, tipped me to her paper’s new multimedia project. I took a look, then asked Pyle a few questions about the project and what they’ve learned from it:

Q. Give us an overview of the project and tell us what’s fresh about what you did with multimedia here — which perhaps folks haven’t seen much before?

A. In Tackling Life, The Sacramento Bee set out to tell the story behind the drumbeat of dire statistics related to young African American males. It did so through the lens of a youth football team formed in 1992, tracing the lives of five key players in the ensuing 15 years. With multimedia, we attempted to do two things: let the men and their families and friends tell the story themselves, through mini-documentaries on each of them and on the team as a whole, and offer readers a nonlinear story through a sort-of scattered scrapbook of photos, documents and mementoes related to the team and 31 of the 35 former teammates. Dan Nguyen, the multimedia reporter who designed and coded the site, credits photographer Matthew Mahon and his site, matthewmahon.com, as well as Matthew’s designer, WEFAIL, with inspiration for the site. Mahon has received much Internet buzz for his site and graciously allowed us to copy it, saying “Everyone else has!”

Q. What staff resources/training are needed to pull off this project, relative to what would be needed for a traditional print-only report?

A. Pulling off the multimedia aspects of this project was a month-long undertaking, which began with the reporter, Jocelyn Wiener, going back to her sources with videographer Andy Alfaro and intern Aaron Vogel. She and photographer Anne Chadwick Williams had collected family photos and other documents and memorabilia along the way, but once we settled on the simulated scrapbook, we went looking for more. At one point the reporter, Jocelyn, found herself digging through boxes and bags of rosters, playbooks, etc., in the former head coach’s garage. We also had some historical video footage in hand and sought more through the families and the former coaches. And we held off on running this series in the paper until the new PeeWee season had opened on July 31, so that we could capture the weigh-in and the early coaches’ speeches to the incoming teammates on video. In all, this required two videographers, the multimedia editor, Manny Crisostomo (who provided quality control and designed the intro to all the videos), the multimedia reporter who designed the site and, of course, an uploading staffer, Dorian Francel, to make sure everything on our regular site pointed people to these extras.

Q. How are the staff and the paper promoting the multimedia aspect of this project?

A. For four days before the series ran, we published an in-paper promo designed by our marketing department as well as a promo on the Web, both of which pointed readers to an online video promo created by Manny. That promo was replaced by the actual project on the first day of the series (i.e. Sunday, Aug. 12). After the three-day series ran, we continued to run a promotional link to Tackling Life on the Top Stories tab on our website, which is basically our homepage (our site is set up a little differently than most, allowing readers to adjust their tabs, but Top Stories is always the first tab).

Q. What have you and the rest of the staff who worked on the project learned from it? What advice would you give to journalists who want to attempt a similar project?

A. We learned to start far earlier in a project, which we actually knew already but for various staffing reasons were unable to accomplish this time. We also learned that it helps to have a designer willing to stay up all hours to make sure things work right (thanks Dan!). The scrapbook aspect was not simple to accomplish, but it is one that – now that we have it coded – we hope to use for other suitable projects. The other advice, which we did follow, is collect stuff all along the way – online links, documents, historical photos and, video, video, video. It opens up amazing options when you start to put it altogether, even if you opt for a simpler display.

Please use the comments to add your thoughts about the Bee’s project, as well as your experience with similar projects. – Ed.

Journalism students use sports to learn how to manage reader comments online

Kristian Strøbech is an Associate Professor at the Danish School of Journalism and the instructor of “Online Journalism & Multimedia Storytelling.”

25,000 user visits in just seven days,
400 reader comments
…these were some of the results when 22 Danish online journalism students set up a website dedicated to covering the home town soccer team.

The class spend a week preparing for the project and setting up the site, http://www.agfokus.dk (Danish language). Technology costs were kept at 75 dollars, and for this modest investment of time and money they created and instant succes with fans – and a very worthwhile educational experience, both as an online journalism exercise and an experiment with dialogue-based journalism.

First some background on who we are:

The Danish School of Journalism is one of the larger journalism faculties in Europe with approximately 1100 full time journalism and photojournalism students enrolled and a staff of 110. DSJ is exchanging students with more than 40 educational partners in all parts of the world.

The course “Online Journalism & Multimedia Storytelling” has existed since 1999, and is one of five advanced practical media studies that journalism and photojournalism students at DSJ can choose during their final year. The course takes up a good part of a full semester. Focus is both hands-on and theoretical, with emphasis on acquiring the relevant skills in digital technology (photo, audio, video, Flash, basic HTML and CMS). Over the years students from the course have won national and international awards in multimedia journalism with their graduating projects. Projects are online at http://afdelinger.djh.dk/semesterprojekter.

We usually have one or more “live” online projects, always of shorter duration, during the course, and over the years we have tried many variations. Last fall I wanted to focus extensively (for the first time), on dialogue-based journalism, and for that I needed to be sure of a fairly big attentative online audience, which of course is not easy to ensure for a student project. I was guessing that some kind of spots focus could deliver an audience to an online project, but I was reluctant to go in that direction, because I feared that a large part of my students would have motivational problems with a sports-related subject.

But then I spotted an interesting “dramatic” situation: Our campus is situated in Aarhus, a city of 300.000, where the local soccer club, AGF (one of the main Danish clubs), had sensationally dropped out of the main league the previous season. As the fall season drew to an end last November, it became apparent that the team was not going to have an easy time making it back to the top league. In the last week of the fall season the team faced three “make or break” games during six days, and that November week fitted perfectly into my course programme in terms of carrying out a live online project.

So soccer it was, and predictably, at least a third of the class couldn’t believe their bad luck when I revealed the subject for the exercise. We were to focus exclusively and extensively on the team with every skill the class had acquired: Round-the-clock online coverage, still photos, audio, video, multimedia interactives — and every story element would be open for comments/dialogue.

Preparations / Information Architecture

Out of initial story idea-developing sessions came suggestions like: “Doesn’t it hurt when a player falls over during a match?” and “To date a soccer player.” It was obviously going to need some heavy-handed editing from my side to produce content that the club’s fans would actually read.

Luckily the problem of focusing on the right kind of stories solved itself, when the students as part of the preparations were asked to put together a profile of the four most likely audience “archetypes.” The students conducted interviews with fans in all layers of society, started threads in online fan communities presenting their project, and one group even spent an evening at home with a family whose entire lives seemed to evolve around the club. That particular experience revealed that the father, a blue-collar worker of about 50, literally spent hours daily scouring sports sites and online communities for any club-related piece of information and apparently his friends did the same. A surprise for most of us, who in our minds had stereotyped his age group and educational background into not being part of the online crowd.

Thus, a couple of days into the project it became self-evident for the students, that story ideas like “Doesn’t it hurt to fall over during a ball game?” had to be shelved. We were dealing with an audience of hard-core fans who would follow any URL to news and information about their team, and it was a starved audience; after the league relegation, their team was for the first time performing under the radar of national sports news and television coverage.

This led to a very clear and focused understanding among the students: We were about to engage a critical audience, experts really, who knew much more than we did about the subject at hand. Not an unusual situation for any journalist, but the process of analyzing the situation and getting to know the potential site-audience became a very meaningful educational experience transcending the sports-subject. As an added bonus, everyone became engaged in the challenge lying ahead.

Also surprisingly (for us at least), the fan base turned out to be more diverse in terms of age, geography and social status than we initially assumed, and we were able to accommodate this information into the formation of the site. An early idea that became very popular with readers was an invitation to “exiled” fans to send us their story and a photo of themselves in team colors. This led to really nice (and popular) stories from all over the globe.

For information architecture tools, I used John Shiple’s dated but still excellent basic tutorial and some additional Danish texts.

The audience is commenting

One of my big doubts and unknowns was whether we would be able to enter into a professionally and educationally meaningful dialogue with soccer fans, or if comments and debate on the site would be confined to esoteric fan discussions and banter. But I need not have worried. As it turned out, comments were for the most part positive, helpful and educating.

A few words about the set up: The site was built as a WordPress blog with every story open for comments. Commenting was not moderated, except that a user’s first comment on the site required active approvement from an editor. This worked really well, and allowed us to stop one or two comments not relating to either site or subject.

Out of 400 comments delivered on the site during the course of the week, only one thread needed a few cooling remarks from the editor. This was after the second game of the week (which the local team lost), where fans of the visiting team left some gloating remarks on the site, which in turn provoked AGF fans. Other than that, the overwhelming number of comments were positive in nature. The comments largely divide into a few groups:

  • Quick comments on editorial content, no reply needed. Often just a positive exclamation or side remark.
  • Comments on articles supplying additional information.
  • Comments pointing out reporting errors.
  • Suggestions, tips, requests.
  • Participation in discussions developing around certain articles or comments.

    It is hard to exaggerate the impact these lively and engaging reader comments had on us. Everyone in class became hooked and the effort put into the project was unlike anything I have seen before.

    Story development by dialogue

    Surely, it is nothing new in any newsroom to tap into ideas and suggestions from the audience, but it was a valuable exercise to use the site-based dialogue as an integrated part of the daily editorial process. To encourage our readers, my students came up with the idea to create a roaming video team that would take on a daily mission, chosen from incoming user requests. It quickly became one of the most popular features on the site, and the resulting stories were were both lightweight and more serious in nature. One user wanted us check a rumor that the team always had beef for lunch the day after a victory, but were served something more ordinary after lost games. Another user asked to hear what a former top player thought of the team’s present predicament. We tracked him down and met him in the kitchen of the restaurant where he now works as an accomplished chef – a nice feature story, one that we certainly wouldn’t have found otherwise.

    After the first couple of days we started getting a handful remarks a day from users thanking us for our effort and pleading with us to keep the site active longer than our planned week-long run.

    Video, above all

    Visitor tracking confirmed without a doubt that video was what our particular online audience really wanted. Every video we put on the site consistantly scored high in views (for statistics we used Google Analytics, which is free, useful and very easy to set up with a WordPress site).

    During games we had several cameras rolling and a runner who would pick up tapes and bring them to the press room, where we could edit clips (with iMovie) and upload them to YouTube during the game. It doesn’t beat a live TV transmission, but the highlight game clips were very popular with our audience, and it all was formidable training for the mostly print-trained students.

    On the technical side we opted for embedding YouTube videos in our site, since the workflow is easy and simple. The average waiting time was 20 minutes from upload till we had a working embedded video in our WordPress-site. We created a project account and used tagging to sort all the project videos. This allowed the really eager user to subscribe to our channel at YouTube, as well as following the site.

    Live blogging killed the site

    Live blogging during games was very popular and drew a large number of comments. It is also in itself an exellent training excercise for anyone who tries it for the first time. The popularity had a drawback though, because the constant browser refreshing among users caused our site to crash momentarily during all three games that week. One of the tech-savvy students came up with an interesting backup solution when this happened: We opened a Google document for our live-blogging team (all Google documents also have URLs) and before the game we prepared a simple white html page, ready to substitute our site. This stripped down webpage had contained just a headline and a link to the live-blogging Google document, and links to our YouTube and Flickr accounts. Basically this allowed our audience to stay tuned even though our site had crashed.

    Struggling photographers

    All our photos during the project week were uploaded to a pro account at Flickr. I had four photojournalism students in the class as well, and as always they provided the project with photography of a quality that all the “snap shooting” journalists never came near achieving. But an interesting learning experience was the clash between the Web’s demand for instant publishing and the professional print photographers’ dependence on the slow process of sorting and choosing and cropping and Photoshopping. This drove the student-site editors mad, because during the first two games of the week we had to wait a full 30-40 minutes for the first still photos to be uploaded from the photographers during the match. The live-bloggers were of course live and online from kick off, and it was hard for them to grasp why a few still photos could not be uploaded more or less instantly, never mind the quality but just to show our users that the game was on and we were covering it.

    I am not in any way blaming the photojournalists, as this is really just a predictable clash between two publishing traditions. The solution is of course dialogue and planning, and for the last game of the week the photographers had organized themselves with extra memory cards and a wireless laptop for uploading directly from the pitch.

    Multimedia elements

    Learning basic Flash is an integrated part of our course and it is usually technically challenging for most of the students. Even more challenging perhaps, is the successful integration of bandwidth heavy multimedia elements within the fast paced online storytelling environment. Again, this project turned out to be the near perfect publishing vehicle for relevant, userfriendly (and very popular) multimedia elements. A couple of examples:

  • Training ground interactive
  • Game high light interactive
  • Young players interactive
  • Frontpage fixed “eight picture-gallery”

    Our next project

    All in all, I think this project revealed how a live audience dialogue can be a great motivator in a training excercise as well as a useful source of inspiration and knowledge. The dialogue aspect is not something to be left just to the textbooks. Also, the educational value of the combined efforts needed to set up a dedicated website to a target audience cannot be overstated. There are hard lessons in this for any journalist, and I don’t mean of the technical sort. Regarding the technical challenge, it is amazing how tools such as WordPress, iMovie, YouTube, Flickr, Google Analytics and so on, keep getting easier to set up and use. In an educational context this is a great relief (I say this after countless hours of trying to teach HTML, CSS and their like to journalism students), whereas in a publishing context, it is almost scary to see how easy it is technically to create a moderate Web success with 25,000 user visits and 200,000 page views in just five days. I cannot help feeling sorry for our local newspaper here in Aarhus, caught in the steepest of declines and struggling so hard to find an audience for their scaled-down, text-based, subscriber-only website.

    In our next project, we will take the same tools and travel to Iceland this coming October where we will try to turn an interesting conference (Play The Game 2007, Reykjavik) into an opportunity for five days of global Web dialogue on subjects such as corruption in sports, doping, and Olympic copyright.

    Comments and questions are of course very welcome.