Some good journal entries

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Above: Screenshot from Snapchat’s website promoting advertising on the app.

Michaela followed Arndt’s tips and saw a big increase in engagement on her Instagram posts! (Notice how I constructed that sentence so I could make links without using the word “here.”)

Other above-average posts this week:

Nina shared an article titled The Pros and Cons of Scheduling Your Social Media Posts and another related link.

Ray included a link to statistics about use of Snapchat by age group. (Too bad he did not also embed a screenshot of the graph in his post!)

Sara summarized useful points from Arndt’s post and added a link to a list of other Instagram tips. She paraphrased a couple of those tips that struck her as valuable.

Keep up the good work! Remember that you CAN include images in your posts if you follow the guidelines.

Updates for 2017

This course is being updated for the Spring 2017 semester. In the past, a different version of this course required students to work a shift in the INC newsroom — that is NOT part of the new course.

The new course is very much focused on journalism and how journalists and their organizations use social media to advance their stories and their own personal brands. Social media is a vital part of the journalism ecosystem, and everyone who desires to become a part of the journalism field needs to understand social media.

For this course, you will be required to use various social media apps on your phone. These include Twitter, Facebook, Instagram and Snapchat.

When the Course Schedule for 2017 is complete, a new post will be added here. In the meantime, you can read About This Course.

Skills that employers want you to have

Media job recruiters were asked (fall 2014) what they’re looking for on your resume. What was No. 1?

“The aptitude to use social media to dig up killer stories.”

Hiring managers said they want journalists who can intelligently dig up news from social media and other online posts, smartly interpreting and verifying for their readers the significance of what users are posting across the web.

Read the rest here.

Items from Thursday, Sept. 18

I promised to share the brief presentation I showed on Thursday — it includes two good checklists for verification (links to sources are in the comments box under each slide):

Presentation from class

Also, you might be interested in a Storify I made from tweets sent during Mark Little’s interview appearance on Thursday night, in Gannett Auditorium. You missed a good talk with a lot of interesting ideas!

Some resources for verification, validation

Steve Myers, of The Lens, sent these along after he spoke to our class on Tuesday:

Atlantic post by Alexis Madrigal, about Hurricane Sandy images, “which provides a ton of mini case studies. It was viewed 900,000 times in the first couple of days, showing the enormous public appetite for journalists to sort out what’s true and not,” Steve said.

Here’s a short Google presentation with a few images (7 slides), including that one of the Lone Star College stabbing suspect. Note the issues here:

  • The person sharing the photo doesn’t have a public account.
  • The image she shared is a screen image from a phone.
  • But @janeskay also had a Twitter account, and she was tweeting from campus during the stabbing.
  • @cheesin365 did have public Instagram account, and he had photos around campus before. Later he posted a photo of himself in the cop car.

Here’s how that story played out on BuzzFeed (they were right, lucky for them).

The presentation also has an example of Photoshop forensics gone wrong. The first image of the Boston Marathon bombing aftermath was widely shared and discussed. Some time later, a Facebook user posted a photo that corroborated the first one, contradicting the (faulty) Photoshop forensics.

Using Google reverse image search

Here’s a how-to from Google about that.

Here’s a video how-to, also from Google.

Another site for reverse image searches: TinEye