Editing in a multimedia environment What research shows about how news consumers use the Web Laura Ruel Assistant Professor, UNC-Chapel Hill

Editing is editing Are there significant differences in how a story should be edited for online consumption? Are there significant differences in how a story should be edited for online consumption?

First, your thoughts…

Today’s plan Survey Survey Your thoughts about online editingYour thoughts about online editing Overview of research in online editing Overview of research in online editing EyetrackingEyetracking Recall/comprehensionRecall/comprehension Group discussion Group discussion Survey resultsSurvey results

Research exists about Writing style and comprehension Writing style and comprehension What types of editing changes make a difference in what readers remember? How/should content be broken up?What types of editing changes make a difference in what readers remember? How/should content be broken up? Headlines Headlines How are they read online?How are they read online? Photo editing Photo editing Should images be edited/selected differently for online?Should images be edited/selected differently for online? How to users view slideshows? What does that mean for photo editing?How to users view slideshows? What does that mean for photo editing? Font choices and readability Font choices and readability Which ones work best online?Which ones work best online? Form and reader satisfaction/comprehension Form and reader satisfaction/comprehension When should an editor recommend an HTML vs. a Flash presentation of information?When should an editor recommend an HTML vs. a Flash presentation of information?

What is eyetracking? Why use it?

Research methods Eyetracking Eyetracking

Research Watch videoWatch videoWatch videoWatch video

Research Eyetracking Eyetracking

Research

Hotspot: Number of Fixations Hotspot data

Hotspot: Length of Fixations Hotspot data

Research Eyetracking Eyetracking

Research methods Usability and effects Usability and effects

Editing content for online  Recent eyetracking research from the Nielsen/Norman group

Editing content for online  Recent eyetracking research from the Nielsen/Norman group

Editing content for online  Recent eyetracking research from the Nielsen/Norman group

Editing content for online  Recent eyetracking research from the Nielsen/Norman group

Editing content for online  Recent eyetracking research from the Nielsen/Norman group

Editing content for online  Recent eyetracking research from the Nielsen/Norman group

Editing content for online  Recent eyetracking research from the Nielsen/Norman group

Editing content for online  Recent eyetracking research from the Nielsen/Norman group

Editing content for online  Recent eyetracking research from the Nielsen/Norman group

Editing content for online  Eyetrack III results:  Eyetrack III results: Stories with shorter paragraphs got more than twice as many overall eye fixations than those with longer paragraphs.

Editing content for online  Eyetrack III results

Editing content for online  Eyetrack III results

Editing content for online  Eyetrack III results

Editing content for online  Eyetrack III results

Editing content for online Eyetrack III: What’s best for a home page: Headlines + blurbs? …

Editing content for online … or just headlines?

Editing content for online Eyetrack III: Test pages

Editing content for online Eyetrack III: Heatmaps of test pages 0 50

Editing content for online Heatmaps of test pages Headlines only ^ Headlines + blurbs >

Editing content for online Eyetrack III: Home page viewing sequence

Viewing photos online  Poynter Eyetrack III results: Faces in photos on home pages and in multimedia generated the most eye fixations. Size matters!

Viewing photos online  Poynter Eyetrack III results and DiSEL results: Text on photos received little attention.

Viewing photos online  Online images get fixations if they:  Relate to surrounding content  Are clear  Feature “approachable” people  Faces are clear  People are smiling / looking at the camera  Feature “real people”  Models denote ads, and are avoided  Feature areas of private anatomy Nielsen/Norman Study

Viewing photos online  Nielsen/Norman results

Viewing photos online  Nielsen/Norman results

Viewing photos online  Nielsen/Norman results

Slide shows: How do users’ navigate them?

Viewing photo slide shows  DiSEL research: Navigation possibility: thumbnail view

Viewing photo slide shows  DiSEL research: Navigation possibility: arrows and next

Viewing photo slide shows  DiSEL research: Navigation possibility: autoplay

Viewing photo slide shows  DiSEL research: Navigation possibility: numbers and thumbnails

Viewing photo slide shows Number of Slides Viewed (out of 40) Next 28 (70%) Arrow 25 (62%) Numbers 12 (30%) Time Spent Next 2:34 Arrow 3:31 Numbers 2:16 *aver. 2:49 Navigation Style Used Next 56% Numbers 23% Arrows 15% Autoplay 6% View Thumbs 0%

Linearity  Two “non-linear” navigation methods available  Click randomly in the numbers  Thumbnails  Eight used “numbers”  Four clicked in order (viewed 20 slides)  Four clicked randomly (viewed 6 slides ) What does this tell us?

Editing content for online From: Software Usability Research Laboratory Department of Psychology,Wichita State UniversitySoftware Usability Research Laboratory Department of Psychology,Wichita State University

Editing content for online From: Software Usability Research Laboratory Department of Psychology,Wichita State UniversitySoftware Usability Research Laboratory Department of Psychology,Wichita State University

Editing content for online From: Software Usability Research Laboratory Department of Psychology,Wichita State UniversitySoftware Usability Research Laboratory Department of Psychology,Wichita State University

Editing content for online DiSEL: Form (HTML vs. Flash and motivation)

Editing content for online DiSEL: Form (HTML vs. Flash and motivation) Link to article

Editing content for online DiSEL: Form (HTML vs. Flash and motivation) Link to presentation

Editing content for online DiSEL: Form (HTML vs. Flash and motivation) Link to DiSEL

Editing content for online DiSEL: Form (HTML vs. Flash and motivation) Link to DiSEL

Discussion…differences exist  Some rules are different  Some AP and print style rules don’t work online. Sentences and paragraphs have to be kept a lot shorter.  There are some style variances from print to account for worldwide readership (we have to be sensitive to datelines, time zones, etc.)  Headlines have different rules online than in print  Style is different  Our standards for grammar, punctuation and syntax are generally the same but the process is not. We do believe in creating a different style and have been working on delineating what that should be.  Information from Nora Paul, Institute for New Media Studies Information from Nora Paul, Institute for New Media Studies Information from Nora Paul, Institute for New Media Studies

Discussion…differences exist  How is the process is different?  Style is the same, but the editing process is not.. On the print side, a story gets written, looked at by a desk editor, then worked over in minute detail by a copy editor. Then it is checked by the managing copy editor, and gets final approval by the chief copy editor. Once laid out, it gets printed off and re- checked on hard copy by another copy editor for errors in headlines, breakers, etc. On the print side, a story gets written, looked at by a desk editor, then worked over in minute detail by a copy editor. Then it is checked by the managing copy editor, and gets final approval by the chief copy editor. Once laid out, it gets printed off and re- checked on hard copy by another copy editor for errors in headlines, breakers, etc. Online there is no formal copy editing staff whatsoever. In most cases an assignment / site editor will look at the story quickly either just before it is posted or, if it is a quick-breaking piece, immediately after it goes up online. But in some cases where nobody is available to check the copy, the person writing the story posts it directly once it is ready to go. If there is nobody available to look at it (due to chronic under-staffing), nobody in editorial buy the writer sees the story before it is posted. Online there is no formal copy editing staff whatsoever. In most cases an assignment / site editor will look at the story quickly either just before it is posted or, if it is a quick-breaking piece, immediately after it goes up online. But in some cases where nobody is available to check the copy, the person writing the story posts it directly once it is ready to go. If there is nobody available to look at it (due to chronic under-staffing), nobody in editorial buy the writer sees the story before it is posted.  Information from Nora Paul, Institute for New Media Studies Information from Nora Paul, Institute for New Media Studies Information from Nora Paul, Institute for New Media Studies

Discussion…differences exist  Experience level is different  We use the same editing guidelines, but we aren’t nearly as familiar with them.  Volume is different  Because the online site has more copy and additional resources, there is more editing to do with online material  Information from Nora Paul, Institute for New Media Studies Information from Nora Paul, Institute for New Media Studies Information from Nora Paul, Institute for New Media Studies

Discussion…differences exist  BIGGEST ISSUES  Lack of time and staff  Scheduling: Most original copy is made during the day, but copy editors work at night. Trying to staff around the clock to match the continuous online news cycle is a challenge.  Deadline pressure is double  Writing promos  Forgetting the adage: “Get it first, but first get it right.”  Information from Nora Paul, Institute for New Media Studies Information from Nora Paul, Institute for New Media Studies Information from Nora Paul, Institute for New Media Studies

Discussion…differences exist  COMMUNICATION BETWEEN PRINT AND ONLINE:  They don’t understand how online works  Getting them to flag final version for online  Changes made to print text but online is not told  Culture clash – online is urgent, copyeditors are methodical  Set in their workflow, not available to online  Getting print editors to give it to online now, not just when they get a chance

Discussion…differences exist  WHAT THE NEXT GENERATION NEEDS TO KNOW:  How to work like a wire service  How to work online and in print  How to balance speed and accuracy  How online writing differs from print and broadcast  How to edit different Web presentation forms