Edited By Hana S. Noor Al-Deen
Chapter Ten: Storytelling 2.0: Using Social Media Tools to Craft Multimedia Stories
Using Social Media Tools to Craft Multimedia Stories
LEIGH LANDINI WRIGHT
Journalism instructors of the past handed out story notes compiled from their own journalistic endeavors or from the pages of a workbook to teach students how to write a news story. The exercises became predictable and did not truly simulate the professional world experience of writing and reporting. With the advent of social media in the past decade, though, instructors had new and accessible tools available to enhance the traditional news writing exercises. Students were already engaged with tweeting, as evidenced by the Pew Internet Research Project’s Social Media Update (Duggan & Smith, 2013) that found 31% of people ages 18–29 used Twitter and accounted for the age group with the highest usage. Moreover, 78% of Twitter’s monthly users made their tweets via mobile devices (Bennett, 2014).
Students utilized a variety of social media tools such as Twitter, Vine, or Instagram to communicate with their peers. Instructors saw students tapping furiously into their phones or tablets during lectures and wondered what was so important that the students must type on small keypads instead of taking notes. Rather than banning mobile devices and computers as well as social media in the classroom, instructors used these tools to enhance instruction and provided examples of how professional media organizations used social media to report stories, engage with their audience, and create new methods of digital and social media storytelling.
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