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<div id="readability-page-1" class="page">
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<div>
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<h4 name="425a" id="425a" data-align="center" class="graf--h4"><em class="markup--em markup--h4-em">Better Student Journalism</em></h4>
|
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<h4 name="08db" id="08db" class="graf--h4 graf--empty"><br></h4>
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<p name="d178" id="d178" class="graf--p">We pushed out the first version of the <a href="http://pippinlee.github.io/open-journalism-project/"
|
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|
data-href="http://pippinlee.github.io/open-journalism-project/" class="markup--anchor markup--p-anchor"
|
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|
rel="nofollow">Open Journalism site</a> in January. Our goal is for the
|
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|
site to be a place to teach students what they should know about journalism
|
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|
on the web. It should be fun too.</p>
|
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|
<p name="01ed" id="01ed" class="graf--p">Topics like <a href="http://pippinlee.github.io/open-journalism-project/Mapping/"
|
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|
data-href="http://pippinlee.github.io/open-journalism-project/Mapping/"
|
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|
class="markup--anchor markup--p-anchor" rel="nofollow">mapping</a>, <a href="http://pippinlee.github.io/open-journalism-project/Security/"
|
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|
data-href="http://pippinlee.github.io/open-journalism-project/Security/"
|
|
|
class="markup--anchor markup--p-anchor" rel="nofollow">security</a>, command
|
|
|
line tools, and <a href="http://pippinlee.github.io/open-journalism-project/Open-source/"
|
|
|
data-href="http://pippinlee.github.io/open-journalism-project/Open-source/"
|
|
|
class="markup--anchor markup--p-anchor" rel="nofollow">open source</a> are
|
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|
all concepts that should be made more accessible, and should be easily
|
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|
understood at a basic level by all journalists. We’re focusing on students
|
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|
because we know student journalism well, and we believe that teaching maturing
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|
journalists about the web will provide them with an important lens to view
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|
the world with. This is how we got to where we are now.</p>
|
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|
<h3 name="0348"
|
|
|
id="0348" class="graf--h3">Circa 2011</h3>
|
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|
<p name="f923" id="f923" class="graf--p">In late 2011 I sat in the design room of our university’s student newsroom
|
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|
with some of the other editors: Kate Hudson, Brent Rose, and Nicholas Maronese.
|
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|
I was working as the photo editor then—something I loved doing. I was very
|
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|
happy travelling and photographing people while listening to their stories.</p>
|
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|
<p
|
|
|
name="c9d4" id="c9d4" class="graf--p">Photography was my lucky way of experiencing the many types of people
|
|
|
my generation seemed to avoid, as well as many the public spends too much
|
|
|
time discussing. One of my habits as a photographer was scouring sites
|
|
|
like Flickr to see how others could frame the world in ways I hadn’t previously
|
|
|
considered.</p>
|
|
|
<figure name="06e8" id="06e8" class="graf--figure">
|
|
|
<div class="aspectRatioPlaceholder is-locked">
|
|
|
<img class="graf-image" data-image-id="1*AzYWbe4cZkMMEUbfRjysLQ.png" data-width="1000"
|
|
|
data-height="500" data-action="zoom" data-action-value="1*AzYWbe4cZkMMEUbfRjysLQ.png"
|
|
|
src="https://d262ilb51hltx0.cloudfront.net/max/800/1*AzYWbe4cZkMMEUbfRjysLQ.png">
|
|
|
</div>
|
|
|
<figcaption class="imageCaption">topleftpixel.com</figcaption>
|
|
|
</figure>
|
|
|
<p name="930f" id="930f" class="graf--p">I started discovering beautiful things the <a href="http://wvs.topleftpixel.com/13/02/06/timelapse-strips-homewood.htm"
|
|
|
data-href="http://wvs.topleftpixel.com/13/02/06/timelapse-strips-homewood.htm"
|
|
|
class="markup--anchor markup--p-anchor" rel="nofollow">web could do with images</a>:
|
|
|
things not possible with print. Just as every generation revolts against
|
|
|
walking in the previous generations shoes, I found myself questioning the
|
|
|
expectations that I came up against as a photo editor. In our newsroom
|
|
|
the expectations were built from an outdated information world. We were
|
|
|
expected to fill old shoes.</p>
|
|
|
<p name="2674" id="2674" class="graf--p">So we sat in our student newsroom—not very happy with what we were doing.
|
|
|
Our weekly newspaper had remained essentially unchanged for 40+ years.
|
|
|
Each editorial position had the same requirement every year. The <em class="markup--em markup--p-em">big</em> change
|
|
|
happened in the 80s when the paper started using colour. We’d also stumbled
|
|
|
into having a website, but it was updated just once a week with the release
|
|
|
of the newspaper.</p>
|
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|
<p name="e498" id="e498" class="graf--p">Information had changed form, but the student newsroom hadn’t, and it
|
|
|
was becoming harder to romanticize the dusty newsprint smell coming from
|
|
|
the shoes we were handed down from previous generations of editors. It
|
|
|
was, we were told, all part of “becoming a journalist.”</p>
|
|
|
<figure name="12da"
|
|
|
id="12da" class="graf--figure">
|
|
|
<div class="aspectRatioPlaceholder is-locked">
|
|
|
<img class="graf-image" data-image-id="1*d0Hp6KlzyIcGHcL6to1sYQ.png" data-width="868"
|
|
|
data-height="451" data-action="zoom" data-action-value="1*d0Hp6KlzyIcGHcL6to1sYQ.png"
|
|
|
src="https://d262ilb51hltx0.cloudfront.net/max/800/1*d0Hp6KlzyIcGHcL6to1sYQ.png">
|
|
|
</div>
|
|
|
</figure>
|
|
|
<h3 name="e2f0" id="e2f0" class="graf--h3">We don’t know what we don’t know</h3>
|
|
|
<p name="8263" id="8263" class="graf--p">We spent much of the rest of the school year asking “what should we be
|
|
|
doing in the newsroom?”, which mainly led us to ask “how do we use the
|
|
|
web to tell stories?” It was a straightforward question that led to many
|
|
|
more questions about the web: something we knew little about. Out in the
|
|
|
real world, traditional journalists were struggling to keep their jobs
|
|
|
in a dying print world. They wore the same design of shoes that we were
|
|
|
supposed to fill. Being pushed to repeat old, failing strategies and blocked
|
|
|
from trying something new scared us.</p>
|
|
|
<p name="231e" id="231e" class="graf--p">We had questions, so we started doing some research. We talked with student
|
|
|
newsrooms in Canada and the United States, and filled too many Google Doc
|
|
|
files with notes. Looking at the notes now, they scream of fear. We annotated
|
|
|
our notes with naive solutions, often involving scrambled and immature
|
|
|
odysseys into the future of online journalism.</p>
|
|
|
<p name="6ec3" id="6ec3"
|
|
|
class="graf--p">There was a lot we didn’t know. We didn’t know <strong class="markup--strong markup--p-strong">how to build a mobile app</strong>.
|
|
|
We didn’t know <strong class="markup--strong markup--p-strong">if we should build a mobile app</strong>.
|
|
|
We didn’t know <strong class="markup--strong markup--p-strong">how to run a server</strong>.
|
|
|
We didn’t know <strong class="markup--strong markup--p-strong">where to go to find a server</strong>.
|
|
|
We didn’t know <strong class="markup--strong markup--p-strong">how the web worked</strong>.
|
|
|
We didn’t know <strong class="markup--strong markup--p-strong">how people used the web to read news</strong>.
|
|
|
We didn’t know <strong class="markup--strong markup--p-strong">what news should be on the web</strong>.
|
|
|
If news is just information, what does that even look like?</p>
|
|
|
<p name="f373"
|
|
|
id="f373" class="graf--p">We asked these questions to many students at other papers to get a consensus
|
|
|
of what had worked and what hadn’t. They reported similar questions and
|
|
|
fears about the web but followed with “print advertising is keeping us
|
|
|
afloat so we can’t abandon it”.</p>
|
|
|
<p name="034b" id="034b" class="graf--p">In other words, we knew that we should be building a newer pair of shoes,
|
|
|
but we didn’t know what the function of the shoes should be.</p>
|
|
|
<h3 name="ea15"
|
|
|
id="ea15" class="graf--h3">Common problems in student newsrooms (2011)</h3>
|
|
|
<p name="a90b" id="a90b" class="graf--p">Our questioning of other student journalists in 15 student newsrooms brought
|
|
|
up a few repeating issues.</p>
|
|
|
<ul class="postList">
|
|
|
<li name="a586" id="a586" class="graf--li">Lack of mentorship</li>
|
|
|
<li name="a953" id="a953" class="graf--li">A news process that lacked consideration of the web</li>
|
|
|
<li name="6286"
|
|
|
id="6286" class="graf--li">No editor/position specific to the web</li>
|
|
|
<li name="04c1" id="04c1" class="graf--li">Little exposure to many of the cool projects being put together by professional
|
|
|
newsrooms</li>
|
|
|
<li name="a1fb" id="a1fb" class="graf--li">Lack of diverse skills within the newsroom. Writers made up 95% of the
|
|
|
personnel. Students with other skills were not sought because journalism
|
|
|
was seen as “a career with words.” The other 5% were designers, designing
|
|
|
words on computers, for print.</li>
|
|
|
<li name="0be9" id="0be9" class="graf--li">Not enough discussion between the business side and web efforts</li>
|
|
|
</ul>
|
|
|
<figure name="79ed" id="79ed" class="graf--figure">
|
|
|
<div class="aspectRatioPlaceholder is-locked">
|
|
|
<img class="graf-image" data-image-id="1*_9KYIFrk_PqWFgptsMDeww.png" data-width="1086"
|
|
|
data-height="500" data-action="zoom" data-action-value="1*_9KYIFrk_PqWFgptsMDeww.png"
|
|
|
src="https://d262ilb51hltx0.cloudfront.net/max/800/1*_9KYIFrk_PqWFgptsMDeww.png">
|
|
|
</div>
|
|
|
<figcaption class="imageCaption">From our 2011 research</figcaption>
|
|
|
</figure>
|
|
|
<h3 name="8d0c" id="8d0c" class="graf--h3">Common problems in student newsrooms (2013)</h3>
|
|
|
<p name="3ef6" id="3ef6" class="graf--p">Two years later, we went back and looked at what had changed. We talked
|
|
|
to a dozen more newsrooms and weren’t surprised by our findings.</p>
|
|
|
<ul
|
|
|
class="postList">
|
|
|
<li name="abb1" id="abb1" class="graf--li">Still no mentorship or link to professional newsrooms building stories
|
|
|
for the web</li>
|
|
|
<li name="9250" id="9250" class="graf--li">Very little control of website and technology</li>
|
|
|
<li name="d822" id="d822"
|
|
|
class="graf--li">The lack of exposure that student journalists have to interactive storytelling.
|
|
|
While some newsrooms are in touch with what’s happening with the web and
|
|
|
journalism, there still exists a huge gap between the student newsroom
|
|
|
and its professional counterpart</li>
|
|
|
<li name="6bf2" id="6bf2" class="graf--li">No time in the current news development cycle for student newsrooms to
|
|
|
experiment with the web</li>
|
|
|
<li name="e62f" id="e62f" class="graf--li">Lack of skill diversity (specifically coding, interaction design, and
|
|
|
statistics)</li>
|
|
|
<li name="f4f0" id="f4f0" class="graf--li">Overly restricted access to student website technology. Changes are primarily
|
|
|
visual rather than functional.</li>
|
|
|
<li name="8b8d" id="8b8d" class="graf--li">Significantly reduced print production of many papers</li>
|
|
|
<li name="dfe0"
|
|
|
id="dfe0" class="graf--li">Computers aren’t set up for experimenting with software and code, and
|
|
|
often locked down</li>
|
|
|
</ul>
|
|
|
<p name="52cd" id="52cd" class="graf--p">Newsrooms have traditionally been covered in copies of The New York Times
|
|
|
or Globe and Mail. Instead newsrooms should try spend at 20 minutes each
|
|
|
week going over the coolest/weirdest online storytelling in an effort to
|
|
|
expose each other to what is possible. “<a href="http://nytlabs.com/" data-href="http://nytlabs.com/"
|
|
|
class="markup--anchor markup--p-anchor" rel="nofollow">Hey, what has the New York Times R&D lab been up to this week?</a>”</p>
|
|
|
<p
|
|
|
name="0142" id="0142" class="graf--p">Instead of having computers that are locked down, try setting aside a
|
|
|
few office computers that allow students to play and “break”, or encourage
|
|
|
editors to buy their own Macbooks so they’re always able to practice with
|
|
|
code and new tools on their own.</p>
|
|
|
<p name="5d29" id="5d29" class="graf--p">From all this we realized that changing a student newsroom is difficult.
|
|
|
It takes patience. It requires that the business and editorial departments
|
|
|
of the student newsroom be on the same (web)page. The shoes of the future
|
|
|
must be different from the shoes we were given.</p>
|
|
|
<p name="1ffc" id="1ffc"
|
|
|
class="graf--p">We need to rethink how long the new shoe design will be valid. It’s more
|
|
|
important that we focus on the process behind making footwear than on actually
|
|
|
creating a specific shoe. We shouldn’t be building a shoe to last 40 years.
|
|
|
Our footwear design process will allow us to change and adapt as technology
|
|
|
evolves. The media landscape will change, so having a newsroom that can
|
|
|
change with it will be critical.</p>
|
|
|
<p name="2888" id="2888" class="graf--p"><strong class="markup--strong markup--p-strong">We are building a shoe machine, not a shoe.</strong>
|
|
|
|
|
|
</p>
|
|
|
<h3 name="9c30" id="9c30" class="graf--h3">A train or light at the end of the tunnel: are student newsrooms changing for the better?</h3>
|
|
|
<p name="4634" id="4634" class="graf--p">In our 2013 research we found that almost 50% of student newsrooms had
|
|
|
created roles specifically for the web. <strong class="markup--strong markup--p-strong">This sounds great, but is still problematic in its current state.</strong>
|
|
|
|
|
|
</p>
|
|
|
<figure name="416f" id="416f" class="graf--figure">
|
|
|
<div class="aspectRatioPlaceholder is-locked">
|
|
|
<img class="graf-image" data-image-id="1*Vh2MpQjqjPkzYJaaWExoVg.png" data-width="624"
|
|
|
data-height="560" src="https://d262ilb51hltx0.cloudfront.net/max/800/1*Vh2MpQjqjPkzYJaaWExoVg.png">
|
|
|
</div>
|
|
|
<figcaption class="imageCaption"><strong class="markup--strong markup--figure-strong">We designed many of these slides to help explain to ourselves what we were doing</strong>
|
|
|
|
|
|
</figcaption>
|
|
|
</figure>
|
|
|
<p name="39e6" id="39e6" class="graf--p">When a newsroom decides to create a position for the web, it’s often with
|
|
|
the intent of having content flow steadily from writers onto the web. This
|
|
|
is a big improvement from just uploading stories to the web whenever there
|
|
|
is a print issue. <em class="markup--em markup--p-em">However…</em>
|
|
|
|
|
|
</p>
|
|
|
<ol class="postList">
|
|
|
<li name="91b5" id="91b5" class="graf--li"><strong class="markup--strong markup--li-strong">The handoff</strong>
|
|
|
|
|
|
<br>Problems arise because web editors are given roles that absolve the rest
|
|
|
of the editors from thinking about the web. All editors should be involved
|
|
|
in the process of story development for the web. While it’s a good idea
|
|
|
to have one specific editor manage the website, contributors and editors
|
|
|
should all play with and learn about the web. Instead of “can you make
|
|
|
a computer do XYZ for me?”, we should be saying “can you show me how to
|
|
|
make a computer do XYZ?”</li>
|
|
|
<li name="6448" id="6448" class="graf--li"><strong class="markup--strong markup--li-strong">Not just social media<br></strong>A
|
|
|
web editor could do much more than simply being in charge of the social
|
|
|
media accounts for the student paper. Their responsibility could include
|
|
|
teaching all other editors to be listening to what’s happening online.
|
|
|
The web editor can take advantage of live information to change how the
|
|
|
student newsroom reports news in real time.</li>
|
|
|
<li name="ab30" id="ab30"
|
|
|
class="graf--li"><strong class="markup--strong markup--li-strong">Web (interactive) editor<br></strong>The
|
|
|
goal of having a web editor should be for someone to build and tell stories
|
|
|
that take full advantage of the web as their medium. Too often the web’s
|
|
|
interactivity is not considered when developing the story. The web then
|
|
|
ends up as a resting place for print words.</li>
|
|
|
</ol>
|
|
|
<p name="e983" id="e983" class="graf--p">Editors at newsrooms are still figuring out how to convince writers of
|
|
|
the benefit to having their content online. There’s still a stronger draw
|
|
|
to writers seeing their name in print than on the web. Showing writers
|
|
|
that their stories can be told in new ways to larger audiences is a convincing
|
|
|
argument that the web is a starting point for telling a story, not its
|
|
|
graveyard.</p>
|
|
|
<p name="5c11" id="5c11" class="graf--p">When everyone in the newsroom approaches their website with the intention
|
|
|
of using it to explore the web as a medium, they all start to ask “what
|
|
|
is possible?” and “what can be done?” You can’t expect students to think
|
|
|
in terms of the web if it’s treated as a place for print words to hang
|
|
|
out on a web page.</p>
|
|
|
<p name="4eb1" id="4eb1" class="graf--p">We’re OK with this problem, if we see newsrooms continue to take small
|
|
|
steps towards having all their editors involved in the stories for the
|
|
|
web.</p>
|
|
|
<figure name="7aab" id="7aab" class="graf--figure">
|
|
|
<div class="aspectRatioPlaceholder is-locked">
|
|
|
<img class="graf-image" data-image-id="1*2Ln_DmC95Xpz6LzgywkcFQ.png" data-width="1315"
|
|
|
data-height="718" data-action="zoom" data-action-value="1*2Ln_DmC95Xpz6LzgywkcFQ.png"
|
|
|
src="https://d262ilb51hltx0.cloudfront.net/max/800/1*2Ln_DmC95Xpz6LzgywkcFQ.png">
|
|
|
</div>
|
|
|
<figcaption class="imageCaption">The current Open Journalism site was a few years in the making. This was
|
|
|
an original launch page we use in 2012</figcaption>
|
|
|
</figure>
|
|
|
<h3 name="08f5" id="08f5" class="graf--h3">What we know</h3>
|
|
|
<ul class="postList">
|
|
|
<li name="f7fe" id="f7fe" class="graf--li"><strong class="markup--strong markup--li-strong">New process</strong>
|
|
|
|
|
|
<br>Our rough research has told us newsrooms need to be reorganized. This
|
|
|
includes every part of the newsroom’s workflow: from where a story and
|
|
|
its information comes from, to thinking of every word, pixel, and interaction
|
|
|
the reader will have with your stories. If I was a photo editor that wanted
|
|
|
to re-think my process with digital tools in mind, I’d start by asking
|
|
|
“how are photo assignments processed and sent out?”, “how do we receive
|
|
|
images?”, “what formats do images need to be exported in?”, “what type
|
|
|
of screens will the images be viewed on?”, and “how are the designers getting
|
|
|
these images?” Making a student newsroom digital isn’t about producing
|
|
|
“digital manifestos”, it’s about being curious enough that you’ll want
|
|
|
to to continue experimenting with your process until you’ve found one that
|
|
|
fits your newsroom’s needs.</li>
|
|
|
<li name="d757" id="d757" class="graf--li"><strong class="markup--strong markup--li-strong">More (remote) mentorship</strong>
|
|
|
|
|
|
<br>Lack of mentorship is still a big problem. <a href="http://www.google.com/get/journalismfellowship/"
|
|
|
data-href="http://www.google.com/get/journalismfellowship/" class="markup--anchor markup--li-anchor"
|
|
|
rel="nofollow">Google’s fellowship program</a> is great. The fact that it
|
|
|
only caters to United States students isn’t. There are only a handful of
|
|
|
internships in Canada where students interested in journalism can get experience
|
|
|
writing code and building interactive stories. We’re OK with this for now,
|
|
|
as we expect internships and mentorship over the next 5 years between professional
|
|
|
newsrooms and student newsrooms will only increase. It’s worth noting that
|
|
|
some of that mentorship will likely be done remotely.</li>
|
|
|
<li name="a9b8"
|
|
|
id="a9b8" class="graf--li"><strong class="markup--strong markup--li-strong">Changing a newsroom culture</strong>
|
|
|
|
|
|
<br>Skill diversity needs to change. We encourage every student newsroom we
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talk to, to start building a partnership with their school’s Computer Science
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department. It will take some work, but you’ll find there are many CS undergrads
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that love playing with web technologies, and using data to tell stories.
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Changing who is in the newsroom should be one of the first steps newsrooms
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take to changing how they tell stories. The same goes with getting designers
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who understand the wonderful interactive elements of the web and students
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who love statistics and exploring data. Getting students who are amazing
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at design, data, code, words, and images into one room is one of the coolest
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experience I’ve had. Everyone benefits from a more diverse newsroom.</li>
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</ul>
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<h3 name="a67e" id="a67e" class="graf--h3">What we don’t know</h3>
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<ul class="postList">
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<li name="7320" id="7320" class="graf--li"><strong class="markup--strong markup--li-strong">Sharing curiosity for the web</strong>
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<br>We don’t know how to best teach students about the web. It’s not efficient
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for us to teach coding classes. We do go into newsrooms and get them running
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their first code exercises, but if someone wants to learn to program, we
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can only provide the initial push and curiosity. We will be trying out
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“labs” with a few schools next school year to hopefully get a better idea
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of how to teach students about the web.</li>
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<li name="8b23" id="8b23" class="graf--li"><strong class="markup--strong markup--li-strong">Business</strong>
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<br>We don’t know how to convince the business side of student papers that
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they should invest in the web. At the very least we’re able to explain
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that having students graduate with their current skill set is painful in
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the current job market.</li>
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<li name="191e" id="191e" class="graf--li"><strong class="markup--strong markup--li-strong">The future</strong>
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<br>We don’t know what journalism or the web will be like in 10 years, but
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we can start encouraging students to keep an open mind about the skills
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they’ll need. We’re less interested in preparing students for the current
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newsroom climate, than we are in teaching students to have the ability
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to learn new tools quickly as they come and go.</li>
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</ul>
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</div>
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<div>
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<h3 name="009a" id="009a" class="graf--h3">What we’re trying to share with others</h3>
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<ul class="postList">
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<li name="8bfa" id="8bfa" class="graf--li"><strong class="markup--strong markup--li-strong">A concise guide to building stories for the web</strong>
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<br>There are too many options to get started. We hope to provide an opinionated
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guide that follows both our experiences, research, and observations from
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trying to teach our peers.</li>
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</ul>
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<p name="8196" id="8196" class="graf--p">Student newsrooms don’t have investors to please. Student newsrooms can
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change their website every week if they want to try a new design or interaction.
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As long as students start treating the web as a different medium, and start
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building stories around that idea, then we’ll know we’re moving forward.</p>
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|
<h3
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name="f6c6" id="f6c6" class="graf--h3">A note to professional news orgs</h3>
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<p name="d8f5" id="d8f5" class="graf--p">We’re also asking professional newsrooms to be more open about their process
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of developing stories for the web. You play a big part in this. This means
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writing about it, and sharing code. We need to start building a bridge
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between student journalism and professional newsrooms.</p>
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|
<figure name="7ed3"
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|
id="7ed3" class="graf--figure">
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|
<div class="aspectRatioPlaceholder is-locked">
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|
<img class="graf-image" data-image-id="1*bXaR_NBJdoHpRc8lUWSsow.png" data-width="686"
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|
data-height="400" src="https://d262ilb51hltx0.cloudfront.net/max/800/1*bXaR_NBJdoHpRc8lUWSsow.png">
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|
</div>
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|
<figcaption class="imageCaption">2012</figcaption>
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|
</figure>
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|
<h3 name="ee1b" id="ee1b" class="graf--h3">This is a start</h3>
|
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|
<p name="ebf9" id="ebf9" class="graf--p">We going to continue slowly growing the content on <a href="http://pippinlee.github.io/open-journalism-project/"
|
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|
data-href="http://pippinlee.github.io/open-journalism-project/" class="markup--anchor markup--p-anchor"
|
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|
rel="nofollow">Open Journalism</a>. We still consider this the beta version,
|
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|
but expect to polish it, and beef up the content for a real launch at the
|
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|
beginning of the summer.</p>
|
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|
<p name="bd44" id="bd44" class="graf--p">We expect to have more original tutorials as well as the beginnings of
|
|
|
what a curriculum may look like that a student newsroom can adopt to start
|
|
|
guiding their transition to become a web first newsroom. We’re also going
|
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|
to be working with the <a href="http://queensjournal.ca/" data-href="http://queensjournal.ca/"
|
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|
class="markup--anchor markup--p-anchor" rel="nofollow">Queen’s Journal</a> and
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|
<a
|
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|
href="http://ubyssey.ca/" data-href="http://ubyssey.ca/" class="markup--anchor markup--p-anchor"
|
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|
rel="nofollow">The Ubyssey</a>next school year to better understand how to make the student
|
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|
newsroom a place for experimenting with telling stories on the web. If
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|
this sound like a good idea in your newsroom, we’re still looking to add
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|
1 more school.</p>
|
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|
<p name="abd5" id="abd5" class="graf--p">We’re trying out some new shoes. And while they’re not self-lacing, and
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|
smell a bit different, we feel lacing up a new pair of kicks can change
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|
a lot.</p>
|
|
|
<figure name="4c68" id="4c68" class="graf--figure">
|
|
|
<div class="aspectRatioPlaceholder is-locked">
|
|
|
<img class="graf-image" data-image-id="1*lulfisQxgSQ209vPHMAifg.png" data-width="950"
|
|
|
data-height="534" data-action="zoom" data-action-value="1*lulfisQxgSQ209vPHMAifg.png"
|
|
|
src="https://d262ilb51hltx0.cloudfront.net/max/800/1*lulfisQxgSQ209vPHMAifg.png">
|
|
|
</div>
|
|
|
</figure>
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|
<p name="2c5c" id="2c5c" class="graf--p"><strong class="markup--strong markup--p-strong">Let’s talk. Let’s listen.</strong>
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|
|
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|
</p>
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|
<p name="63ec" id="63ec" class="graf--p"><strong class="markup--strong markup--p-strong">We’re still in the early stages of what this project will look like, so if you want to help or have thoughts, let’s talk.</strong>
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|
</p>
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|
<p name="9376" id="9376" class="graf--p"><a href="mailto:pippinblee@gmail.com" data-href="mailto:pippinblee@gmail.com"
|
|
|
class="markup--anchor markup--p-anchor" rel="nofollow"><strong class="markup--strong markup--p-strong">pippin@pippinlee.com</strong></a>
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|
</p>
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|
<p name="ea00" id="ea00" class="graf--p graf--last"><em class="markup--em markup--p-em">This isn’t supposed to be a </em>
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|
|
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|
<strong
|
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|
class="markup--strong markup--p-strong"><em class="markup--em markup--p-em">manifesto™©</em>
|
|
|
|
|
|
</strong><em class="markup--em markup--p-em"> we just think it’s pretty cool to share what we’ve learned so far, and hope you’ll do the same. We’re all in this together.</em>
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|
</p>
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</div>
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</div>
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