DOCSLIB.ORG

Social & Mobile Media Journalism | Midterm Exam | Answers

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Social & Mobile Media Journalism | Midterm Exam | Answers Social & Mobile Media Journalism | Midterm Exam | Answers True / False: Indicate whether the statements below are true or false. If the statement is true, circle True; if it is false, circle False. (1 point each) 1. True / False: China has more internet users than any other country. 2. True / False: Blogs were the first news format unique to the internet. 3. True / False: The Chinese blogger Han Han was sent to prison for two years because of his outspoken views. 4. Yes / No: Adam has 500 songs in MP3 format; each song is about 5 minutes long. Will all of those songs fit on his 2 GB flash drive? Multiple-choice: Circle the letter that indicates the correct answer. (1 point each) 5. According to The New York Times article that you read, who is the target audience for The Paper and its new international sister publication, Sixth Tone? a) Older citizens who enjoy newspapers, TV and traditional media b) Millennials, also known as the “post-90s” generation c) Female readers interested in fashion and celebrities d) Government officials and business leaders 6. Our textbook says news organizations must change or die. This is a reflection of _______________. a) open-source reporting b) XML c) live-streaming d) Digital Darwinism 7. What did Paul Bradshaw call the “ultimate liberator in modern journalism”? a) Mobile technology b) Computer coding c) Pro-am reporting d) Storify 8. A lot of Americans for the first time turned to blogs for news and to offer thoughts and prayers after __________. a) the Arab Spring b) Barack Obama was elected president c) the 9/11/2001 terrorist attacks d) the Olympics were held in Beijing 9. Citizen journalists used social media to spread news about protests in __________. a) Ukraine b) Iran c) Egypt d) All of the choices 10. Luo Changping wrote that “the Chinese people themselves are increasingly wielding the pen.” What did he mean? a) Chinese people are using Weibo and WeChat to discuss politically sensitive topics. b) More young people in China are studying journalism. c) There has been an increase in production at Chinese factories that make pens. d) Censorship is getting worse in China. 11. Why would you use FTP? a) To send an email b) To post headlines from other news sources on your own website c) To transfer large files on the internet d) To be a digital native 12. What was the first blogging software? a) Pyra’s Blogger b) Google Chrome c) Really Simple Syndication d) Sina Weibo 13. The 1-10-100 rule applies to _______________. a) citizen participation on news and information websites b) government regulation of internet cafés c) how much advertising should be placed on a web page d) All of the choices 14. What coding contains the set of rules for how your web page will look? a) HTML b) CSS c) CMS d) RSS 15. Which of the following news stories would not be a good idea for live-blogging? (In other words, you would not want to live-blog this story.) a) The finals of a football tournament at your university b) A speech by a controversial activist/journalist at your university c) A protest march by sign-carrying students who say the food in the canteen is bad d) A press release announcing that the university has established a Cold War and Modern International Relations Research Center 16. What is the fifth estate? a) The news media b) The government c) The public (citizens) d) Bloggers 17. According to Burt Herman of Storify, the Web is the new printing press. But instead of running on ink, it runs on __________. a) innovation b) code c) journalism d) micro-blogging 18. If a newspaper lets readers publish news, photos and videos on the paper’s website, this is called _________. a) digital migration b) an incidental experience c) an information monopoly d) pro-am journalism 19. In tweeting, the 80-20 rule means __________. a) You should tweet 20 times every 80 minutes. b) 80 percent of your tweets should be informative and helpful; 20 percent should ask readers for help or promote your work. c) For every 80 people who follow you, you should follow 20 people. d) You should spend 80 percent of your time writing and posting tweets and 20 percent of your time reading tweets. 20. Matching: Draw a line to connect each social media platform with one fact about it. Follow my example; I did the one for Twitter. (1 point) Twitter This photo-sharing platform is banned in China. QQ You can “shake” this app to find friends nearby. Weibo Its symbol is a blue bird. Instagram It changed its name because of pressure from AOL WeChat The “queen” of this platform has almost 80 million followers. Zhihu Similar to the English-language platform called Quora Short answer: Answer the following questions in about 50 words. (5 points each) 21. Our textbook includes a conversation with Lila King, the former participation director for CNN iReport. How many contributors does iReport have? Why has it been successful? What kind of technology does iReport take advantage of? 1 million contributors worldwide Cellphone technology Why successful? People want to be citizen journalists. They want to tell stories about what is happening in their communities, and other people want to see those stories. CNN’s professional reporters can’t be everywhere. Pro-am journalism; participatory journalism; crowdsourcing. 22. Recently in the United States, two men were shot and killed by police – and then somebody shot and killed five police officers. What role did social media play in these news events? In all of the incidents, citizens reported the news by posting videos on social media. That is how the professional news media learned of the police shootings in Louisiana and Minnesota. The shooting in Minnesota was streamed live on Facebook Live. The videos went viral, getting a lot of comments. Protests were organized by people commenting on the videos. When the police officers were killed in Dallas, that prompted a lot of discussion on social media, too. People prayed for the officers and urged everyone not to be violent. Also, police use social media to gain the support of citizens. 23. How are some of the best practices for journalists using microblogging platforms like Twitter or Weibo? What can journalists do to get a tweet to go viral – so other people will spread it? Post regularly. Say something interesting, funny or clever. Start a discussion (perhaps by raising a question). Engage with the audience; have a conversation. Use hashtags and @usernames. Include photos, videos and links. (But keep tweets short.) 24. What is a “MoJo”? What does a MoJo do? What kind of equipment or skills should a MoJo have? Mobile journalist; a one-person news team. A MoJo travels throughout the community, shoots photos and videos and writes stories, and distributes this content via social media and on the news organization’s website. A MoJo might spend most of the time in the car and not have an office. A MoJo who is a lightpacker needs a cellphone and a Bluetooth keyboard; a “gearhead” would take a laptop, regular camera and other equipment as well. MoJos must have social media skills, as well as reporting and writing skills and the ability to capture and edit photos, videos and other multimedia. Essays On the following blank pages, answer any three of the following essay questions. Each of your answers should be 200-300 words. (20 points each) Crowdsourcing: What is crowdsourcing? Give the definition from our textbook or from Jeff Howe. What are the different forms of crowdsourcing? Asking people to collaborate, contribute information or photos, or provide ideas, or provide donations (crowd-funding) Is crowdsourcing good for journalism or bad for journalism (or both)? Address negative impact – when the ‘crowd’ gives bad information. Give at least one example of a news story that used crowd-sourcing. Rimsky: Shanghai radio program invites traffic photos. Also, citizen journalists covered the floods in China last month. Also, raising money for flood victims (Nianci Lyu). Also called distributed reporting. “Many hands make light work.” Crowdsourcing can mean collaborating online (like Wikipedia); having people provide information or photos for a story; and crowdfunding (Kickstarter, Through the Cracks, Beacon). Journalists must be concerned about whether the information they get from the crowd is true or not. Social media: What are some of the negative effects of social media? See list below. Also, texting while driving, or biking, or walking! What bad effects can social media have on our society? What, if anything, can be done about these problems? Range of solutions – not just one (such as censorship or government laws). Cheng Yuen Ying: Spread of terrorism messages. “Terrorist organizations such as ISIS have huge followings on social media.” Kurtis: Cyberbullying; invasion of privacy (people give away too much information on social media); and people being cheated out of money Julianne: Fake news; mass distribution of false information. Nianci Lyu: False report about the queen’s death; also, plagiarism. Charlie: Decline in real-life communication. Journalists pursue stories that will get a lot of “likes” or “shares” (stories about celebrities or horrible crimes) instead of stories about serious public issues. Summer: Set rules, and require people to use their real names Julianne: Teach people not to believe everything they see on social media. Monitor online comments. Encourage people to be responsible and polite online. Social media platforms like Facebook should help screen out offensive or wrong information. Have other social media users report and discourage offensive behavior.
Load more

Recommended publications
  • SXSW: INSEAD @ South by Southwest
    SXSW: INSEAD @ South by Southwest The 2012 edition of the South by Southwest conference (SWSX) wrapped up in Austin last week. Over the last years, this has become one of hottest stops on the startup circuit, earning a reputation as the biggest breeding ground for new ideas and creative technologies– notably, both foursquare and twitter catapulted to the big leagues after they presented early versions at SWSX. To coincide with all the buzz around SXSW, I consumer allowing for an unprecedented level of decided to spend a better part of this week’s interaction. The revenue enhancing possibilities sessions of Identifying New Business Opportunities, enabled by such a platform are endless– in the same an MBA class I am currently teaching, discussing way as Google search revolutionized internet some of the hottest trends from the conference. A display advertising, getglue could do the same for small contingent from the class had attended SXSW TV advertising. and they got us started by sharing what caught their attention at the conference (Thanks Nicole, Charlotte Next consider, Storify, a service that enables users and Joanna!). As is typical in the INSEAD classroom, to curate social networks to build social stories, our very creative group of MBA participants bringing together media scattered across the Web couldn’t stop imagining the possibilities enabled by into a coherent narrative. Essentially, the idea is to some of the newest media platforms debuted at the use the community to attack the last holdout parts of conference — hopefully, some of the ideas will internet publishing– content curation. While most become real products, that I can blog about one content creation has already been delegated to the day! More pertinent for the readers of this blog, as a crowds, this platform essentially does the same for group we identified a few clear trends and content curation and organization.
    [Show full text]
  • Hacking the Renaissance (MLA15) (With Tweets) · Robincamille · Storify Browse Log in Hacking the Renaissance (MLA15)
    1/19/2018 Hacking the Renaissance (MLA15) (with tweets) · robincamille · Storify Browse Log In Hacking the Renaissance (MLA15) MLA 2015 panel #s420 (tweets in oldest → newest order) byRobin Camille27 Views storify.com 27 views Embed 1. ACL @ACriticismLab The Augmented Criticism Lab presents at #MLA15 first thing tomorrow! (8:30 PST) #s420 j.mp/1tUIz6f #restup 12:28 AM - Jan 10, 2015 2 1 2. Christopher Warren @ChrisVVarren Pre-tweeting #mla15 #s420: Here's a quick 4-minute video intro to Six Degrees of Francis Bacon @6Bacon dropbox.com/s/kda5xxiq02x3… 1:30 AM - Jan 10, 2015 3 4 3. Christopher Warren @ChrisVVarren Pre-tweeting #mla15 #s420: Here's a quick 4-minute video intro to Six Degrees of Francis Bacon @6Bacon dropbox.com/s/kda5xxiq02x3… 1:30 AM - Jan 10, 2015 3 4 https://storify.com/robincamille/hacking-the-renaissance-mla15 1/8 1/19/2018 Hacking the Renaissance (MLA15) (with tweets) · robincamille · Storify 4. Sarah Werner @wynkenhimself On my way to the Shakespeare committee meeting, so sadly missing Hacking the Renaissance #mla15 #s420 mla15.org/420 10:49 AM - Jan 10, 2015 5. Jacqueline Wernimont @profwernimont have to choose between #MLA15 #s420 and #s448 this a.m. - boo divided attentions #toomanygoodthings 11:26 AM - Jan 10, 2015 1 2 6. Mattie Burkert @Mattie_Burkert Very excited to be at #s420, "Hacking the Renaissance" featuring @ullyot @douglasduhaime @ajamesbradley @ChrisVVarren & @robincamille #mla15 11:33 AM - Jan 10, 2015 3 7. Daniel Powell @djp2025 At #mla15 #s420 , hearing @ullyot & Adam Bradley talk abt hacking the Renaissance. 11:34 AM - Jan 10, 2015 1 8.
    [Show full text]
  • Guide Tweeting As a Cultural Organisation Taras Young Digital Content Manager
    Version 1 – November 2013 Guide Tweeting as a cultural organisation Taras Young Digital Content Manager Arts Marketing Association This work is licensed under a Creative Commons Attribution- ShareAlike 2.0 UK: England & Wales License Published 2013 Supported by Created and managed by In partnership with 2 Introduction There are about 200m active Twitter users worldwide, 15m of whom are in the UK. Of these, 9m participate in discussion, while 6m are ‘lurkers’ – watching without participating1. With a quarter of the population using Twitter, then, it’s not difficult to make the case for cultural organisations to have a presence. This guide will introduce you to the basics of Twitter, give guidance on day-to-day use, and finally provide some more advanced tips and tools. This guide is being continuously updated – if you have any suggestions, or spot any errors or omissions, please get in touch with the author at [email protected]. Contents 1. Twitter basics ...................................................................................................... 3 Tweeting to other people ............................................................................ 3 Retweeting .................................................................................................. 4 Direct messages .......................................................................................... 4 2. What to tweet ..................................................................................................... 5 3. Building followers and increasing engagement
    [Show full text]
  • A Framework for Teaching with Twitter and Storify
    Teaching with Twitter and Storify 487 A Framework for Teaching with Twitter and Storify Rosemary M. Caron, PhD, MPH Abstract The education of baccalaureate health administration students needs to be adaptable in this age of healthcare reformation and the use of social media can be an educational tool that not only presents a familiar communication environment, but also encourages the learner to adapt this tool to their disci- pline of study. To examine the utility and effectiveness of implementing social media to teach basic epidemiology concepts, the use of Twitter and Storify in the laboratory component of the course is presented. The purpose of this article is to describe three learning exercises that are part of the application course modules developed to increase student knowledge and skills with respect to how epidemiological principles are evident in the community in which the student lives. Specifically, the exercises were designed to: (1) demonstrate how social media is useful to research discipline-specific content; (2) curate relative course material from numerous social media sources; and (3) communicate to one’s broader community the significance of specific epidemiologic-oriented issues that affect our everyday life. At the conclusion of the labs, students reported that they had not previously considered the use of social technology for learning; were likely to include Twitter and Storify as part of their online research tools for future assignments; and were more apt to communicate with peers and the instructor via these mediums. The benefits of this applied learning approach for students and the faculty instructor are discussed. Please address correspondence to: Rosemary M.
    [Show full text]
  • CORINNE WEISGERBER Ph.D
    Educational History THE PENNSYLVANIA STATE UNIVERSITY, UNIVERSITY PARK, PA — PH.D., 2002 Communication Arts & Sciences Dissertation: Turning to the Internet for help on sensitive topics: The online sleep paralysis community THE PENNSYLVANIA STATE UNIVERSITY, UNIVERSITY PARK, PA — M.A., 1999 Speech Communication Thesis: : Studying initial interaction in computer-mediated and face-to-face communication Ph.D. MIAMI UNIVERSITY, OXFORD, OH — B.A., 1997 Speech Communication UNIVERSITÉ LIBRE DE BRUXELLES, BELGIUM — PREMIÈRE CANDIDATURE, 1995 Journalisme et Communication Professional Appointments ASSOCIATE PROFESSOR OF COMMUNICATION, ST. EDWARD’S UNIVERSITY, AUSTIN, TX, 2012-PRESENT ASSISTANT PROFESSOR OF COMMUNICATION, ST. EDWARD’S UNIVERSITY, AUSTIN, TX, 2006-2012 RESEARCHER/INSTRUCTOR, CAIN PROJECT, RICE UNIVERSITY, HOUSTON TX, 2005-2006 [email protected] ASSISTANT PROFESSOR OF COMMUNICATION, TEXAS A&M UNIVERSITY AT PRAIRIE VIEW, TX, 2002-2005 Teaching Experience ST. EDWARD’S UNIVERSITY COMM 1317: Presentational Speaking COMM 2312: Interpersonal Communication COMM 2326: Persuasion COMM 2337: Principles of Public Relations (formerly COMM 3337) COMM 2399/JOUR 2314: Interactive Media Production & Design COMM 3301: Research Methods COMM 3309: Social Media for PR (formerly COMM 4352) COMM 4326: PR for Nonprofits (our PR campaigns class) COMM 4350: Internship for the Communication Major RICE UNIVERSITY Researcher/Instructor, Cain Project in Engineering & Professional Communication (08/2005 - 07/2006) WEISGERBER Instructional Responsibilities: Engaged in a wide variety of curriculum development and teaching activities in collaboration with faculty in the natural sciences and engineering. Collaborations involved syllabus and assignment design, communication instruction, and assessment of oral student performance. Research Responsibilities: Studied and investigated communication processes, pedagogy, and industry best practices. Pursued independent research projects and participated in a research collective.
    [Show full text]
  • Media Writing JRSM 2121-003 Fall 2017 Mondays and Wednesdays: 12:40 – 2:55 P.M
    Media Writing JRSM 2121-003 Fall 2017 Mondays and Wednesdays: 12:40 – 2:55 p.m. Meeman Journalism Building Room 202 Dr. Roxane Coche Office: MJ 324 Office Hours: Tuesdays from 1:30 to 3 p.m. and Wednesdays from 9 a.m. to noon, or by appointment. Contact Information: [email protected] / @r_coche / Skype: roxcoche COURSE REQUIREMENTS CATALOG DESCRIPTION: Basic instruction in journalistic forms and AP style; information gathering and composition of news stories; media literacy. One lecture hour, four laboratory hours per week. PREREQUISITE: JRSM 1750 TEXTBOOKS: Required • Tim Harrower, “Inside Reporting” 3rd ed. (McGraw Hill, 2010) ISBN 978-0-07- 337891-6 • “The Associated Press Stylebook 2017” ISBN 046 509 3043 Recommended • Lauren Kessler and Duncan McDonald, “When Words Collide: A Media Writer’s Guide to Grammar and Style” (Thomson and Wadsworth, 2004) ISBN 0-534- 56206-X CLASSROOM FORMAT: This is a writing course. Consequently, students will write every week and receive regular feedback and coaching on their work. The class will consist of both lecture and laboratory time to be determined by the instructor. COURSE REQUIREMENTS: • Writing assignments will be completed both inside and outside the classroom. During the semester, each student will complete three writing assignments written outside of class: an advance story with at least two interviews; (2) a campus event with at least three interviews; and (3) a meeting or lecture story with at least three interviews and a data source. All outside stories also will be rewritten. Rewrites must include the additional reporting discussed in story editing notes. If students do not complete additional reporting, they will receive lower grades than they did for the original stories.
    [Show full text]
  • Characteristics of Social Media Stories
    Old Dominion University ODU Digital Commons Computer Science Faculty Publications Computer Science 2015 Characteristics of Social Media Stories Yasmin AINoamany Old Dominion University Michele C. Weigle Old Dominion University Michael L. Nelson Old Dominion University Follow this and additional works at: https://digitalcommons.odu.edu/computerscience_fac_pubs Part of the Computer Sciences Commons, and the Social Media Commons Original Publication Citation Al Noamany, Y., Weigle, M. C., & Nelson, M. L. (2015). Characteristics of social media stories. In S. Kapidakis, C. Mazurek, & M. Werla (Eds.), Research and Advanced Technology for Digital Libraries (Vol. 9316, pp. 267-279). New York, NY: Springer International Publishing. This Conference Paper is brought to you for free and open access by the Computer Science at ODU Digital Commons. It has been accepted for inclusion in Computer Science Faculty Publications by an authorized administrator of ODU Digital Commons. For more information, please contact [email protected]. Characteristics of Social Media Stories B Yasmin AlNoamany( ), Michele C. Weigle, and Michael L. Nelson Department of Computer Science, Old Dominion University, Norfolk, VA 23529, USA {yasmin,mweigle,mln}@cs.odu.edu Abstract. An emerging trend in social media is for users to create and publish “stories”, or curated lists of web resources with the purpose of creating a particular narrative of interest to the user. While some stories on the web are automatically generated, such as Facebook’s “Year in Review”, one of the most popular storytelling services is “Storify”, which provides users with curation tools to select, arrange, and annotate stories with content from social media and the web at large.
    [Show full text]
  • Social Networking: a Guide to Strengthening Civil Society Through Social Media
    Social Networking: A Guide to Strengthening Civil Society Through Social Media DISCLAIMER: The author’s views expressed in this publication do not necessarily reflect the views of the United States Agency for International Development or the United States Government. Counterpart International would like to acknowledge and thank all who were involved in the creation of Social Networking: A Guide to Strengthening Civil Society through Social Media. This guide is a result of collaboration and input from a great team and group of advisors. Our deepest appreciation to Tina Yesayan, primary author of the guide; and Kulsoom Rizvi, who created a dynamic visual layout. Alex Sardar and Ray Short provided guidance and sound technical expertise, for which we’re grateful. The Civil Society and Media Team at the U.S. Agency for International Development (USAID) was the ideal partner in the process of co-creating this guide, which benefited immensely from that team’s insights and thoughtful contributions. The case studies in the annexes of this guide speak to the capacity and vision of the featured civil society organizations and their leaders, whose work and commitment is inspiring. This guide was produced with funding under the Global Civil Society Leader with Associates Award, a Cooperative Agreement funded by USAID for the implementation of civil society, media development and program design and learning activities around the world. Counterpart International’s mission is to partner with local organizations - formal and informal - to build inclusive, sustainable communities in which their people thrive. We hope this manual will be an essential tool for civil society organizations to more effectively and purposefully pursue their missions in service of their communities.
    [Show full text]
  • 2014 Pakistan-US Journalists Exchange
    2014 Pakistan-US Journalists Exchange News coverage about the journalists and the Study Tour program: “American Journalists talk to Bilawal Bhutto Zardari about media issues.” Jamal Dawoodpoto, Media Freedom Pakistan, 15 April 2014. http://mediafreedompakistan.blogspot.com/2014/04/american- journalists-talk-to-bilawal.html “U.S supports brave Pakistani journalists: Richard Olson.” Associated Press of Pakistan, 8 April 2014. http://www.app.com.pk/en_/index.php?option=com_content&task=view&id=275411&Itemid=2 “Olson calls for greater protection of journalists.” Pakistan Observer, 9 April 2014. http://pakobserver.net/detailnews.asp?id=239005 “Meeting with American journalists: Pakistan deserves better treatment in US media.” The Express Tribune, 7 April 7 2014. http://tribune.com.pk/story/692327/meeting-with-american-journalists-pakistan- deserves-better-treatment-in-us-media/ "Pakistan deserves better treatment in US media: Mushahid." The Nation, 7 April 2014. http://nation.com.pk/national/07-Apr-2014/pakistan-deserves-better-treatment-in-us-media- mushahid “Being Muslim in Post-9/11 New York.” Antonia Massa, Voices of NY, 11 April 2014. http://www.voicesofny.org/2014/04/being-muslim-in-post-911-new-york/ “Photo essay: Visiting journalists attend Palm Sunday service.” Kari Paul and Stephanie Halovanic, Global Journalist, 16 Apr 2014. http://globaljournalist.jour.missouri.edu/stories/2014/04/16/photo-essay- visiting-journalists-attend-palm-sunday-service/ “Pakistani Journalists look for Intercultural Understanding.” Joey Fening, The Missourian, 14 April 2014. http://pusje.files.wordpress.com/2014/05/pakistan-journalists-look-for-intercultural- understanding.jpg “Pakistani women journalists face challenges.” Cristina Sánchez, Global Journalist, 17 Apr 2014.
    [Show full text]
  • Writing in the Flow: Assembling Tactical Rhetorics in an Age of Viral Circulation
    MIAMI UNIVERSITY The Graduate School Certificate for Approving the Dissertation We hereby approve the Dissertation of Dustin Wayne Edwards Candidate for the Degree Doctor of Philosophy ______________________________________ James Porter, Director ______________________________________ Heidi McKee, Reader ______________________________________ Jason Palmeri, Reader ______________________________________ Michele Simmons, Reader ______________________________________ James Coyle, Graduate School Representative ABSTRACT WRITING IN THE FLOW: ASSEMBLING TACTICAL RHETORICS IN AN AGE OF VIRAL CIRCULATION by Dustin W. Edwards From prompts to share, update, and retweet, social media platforms increasingly insist that creating widespread circulation is the operative goal for networked writing. In response, researchers from multiple disciplines have investigated digital circulation through a number of lenses (e.g., affect theory, transnational feminism, political economy, public sphere theory, and more). In rhetoric and writing studies, scholars have argued that writing for circulation—i.e., envisioning how one’s writing may gain speed, distance, and momentum—should be a prime concern for teachers and researchers of writing (e.g., Gries, 2015; Ridolfo & DeVoss, 2009; Porter, 2009; Sheridan, Ridolfo, & Michel, 2012). Such work has suggested that circulation is a consequence of rhetorical delivery and, as such, is distinctly about futurity. While a focus on writing for circulation has been productive, I argue that that writing in circulation can be equally productive. Challenging the tendency to position circulation as an exclusive concern for delivery, this project argues that circulation is not just as an end goal for rhetorical activity but also as a viable inventional resource for writers with diverse rhetorical goals. To make this case, I construct a methodology of assemblage to retell stories of tactical rhetorics.
    [Show full text]
  • Storify (2011) Kelly Fincham Dept
    Available online at www.jmle.org The National Association for Media Literacy Education’s Journal of Media Literacy Education 3:1 (2011) 56 - 60 Professional Resource: Storify (2011) Kelly Fincham Dept. of Journalism, Media Studies and Public Relations, Hofstra University, Hempstead, NY, USA Storify The Twitterverse was quick to react with http://storify.com/ CUNY journalism professor Jeff Jarvis one of the most trenchant critics. Likening Keller to Erasumus, Jarvis heaped scorn on Keller via his Twitter account (which reaches some 68,214 followers). Social media is a huge distraction to students. That much we know. If they’re not Facebooking they’re consuming billions of bytes of data via TV, web and But Keller makes a valid point. The tidal wave of mobile screens.The sheer quantity of content being information can and does drown out context because of streamed via the web is mind-numbing. In April 2011, the sheer volume. CNN’s TechFortune reported that more than 30 billion This is where a tool like Storify comes in. If social pieces of information travel across Facebook each media is killing context, Storify can help journalists and month along with 4 billion tweets on Twitter. As the students put it back together again. Storify was initially reporter JP Mangalindan sagely noted, with these kind aimed at journalists but it is increasingly applicable of numbers it feels less like a stream and more like a in the classroom as it helps teach students how to deluge. contextualize the streams of social media information. A 2009 study by the Pew Research Center Co-founder Burt Herman is a former reporter for the found that 73 percent of teenagers, and 72 percent of Associated Press and he describes Storify as a modern under-30s, were active on social networks.
    [Show full text]
  • 2013Ifa Using Social Media at the Ifa Conference 2013
    #2013ifa Using social media at the IfA conference 2013 The aim of this brief guide is to help delegates to use social media to interact whilst at the conference and get more out of their attendance as a result. The Information Management Special Interest Group (IMSIG) wants to encourage greater use of social media before, during and after the conference to help promote both the IfA and the Conference as well as create a record that can be referred back to afterwards. We hope you will join with us to make 2013 the most social media savvy IfA conference yet. This is just a guide with a few ideas to help so don’t feel obliged to use all of the platforms mentioned below. If you are generally confused by social media, IMSIG will be running a drop in workshop where we aim to answer all your questions. Advice for Delegates Twitter Flickr At registration ask for one of the twitter Tag photos with 2013ifa and where stickers, write your twitter name on it and appropriate a session tag, no need to attach it to your conference badge. It’s include # always good to put a face to the name of Include a description e.g. which session someone whose tweets you’ve been and whose speaking. reading. Add to the IfA group pool. Use the hash tag #2013ifa for general tweets and use this together with the Instagram hash tag for the individual sessions you Tag photos with #2013ifa and where are tweeting from. appropriate a session tag When discussing a presentation include Add a brief description.
    [Show full text]