But what is lateral reading? How does it differ from normal reading? How should journalists apply it to their work? And what are the benefits?

Lateral reading existed long before computers and the internet. In the days of notebooks, pens, typewriters, and paper documents, journalists would have access to a stack of reference books sitting on dusty shelves in the newsroom, which they would consult when a story broke.

These would include well-thumbed encyclopaedias, copies of Who’s Who, and various dictionaries, English language style books, and journalism guide books.

There would also be the newspaper’s own archive of previous editions, see our article on keeping records.

If a journalist didn’t have the book they needed they would put their coat on and nip down to the local library to research information. They would also call any of the newspaper’s contacts who were knowledgeable about the issue being covered.

Of course not all stories required lateral reading. A news editor would often throw a journalist a news (press) release about a forthcoming event or other non-contentious news item and order them to “knock out 250 words on that”.

The journalists might put a call in to any contact mentioned in the news release, but often they would do as they were told and rework the content to keep the news editor happy. After all, they were merely looking for material to fill vacant space on a page. That is not lateral reading.

However, if a news editor wanted a topic to be investigated then the journalist would have to do their research. The order from the news editor would probably be along the lines of “have a dig around this and see what you come up with”. At that point lateral reading kicked in.

Now, in the age of computers and the internet, lateral reading is understood to mean navigating a wide variety of online information simultaneously in order to check-facts and learn more about a topic.

It involves opening multiple tabs in your web browser to investigate the credibility of a source, rather than just reading the information on a single page (which is called “vertical reading”).

When you read ‘vertically’, you stay on the same webpage and assess its credibility based on what you can see. This can be misleading, as biased or unreliable sources often present themselves as trustworthy.

How to apply lateral reading

There are many organisations that have developed courses where journalists can learn about how to apply lateral reading such as Civic Online Reasoning (COR), the News Literacy Project and the Association of College & Research Libraries (ACRL).

But you don’t need to attend a course in order to start applying lateral reading effectively when working online. Try these steps:

1. Open multiple tabs
   • When coming across a claim, an article, or a source, open multiple tabs to:
     • Investigate the website or organisation publishing the information.
     • Research the author or source of the claim.
     • Find other reliable sources covering the same topic.
2. Investigate the source
   • Before trusting information, research the source’s credibility:
     • Search for the organisation on Wikipedia or in news articles.
     • Check their “About” page for affiliations and biases.
     • Look for past credibility issues (fact-checking sites might flag it).
3. Cross-check information
   • Find other reliable sources reporting on the same issue:
     • Use fact-checking websites such as Snopes, PolitiFact, or Reuters Fact Check.
     • Look for government reports, academic sources, or expert commentary.
     • Be cautious if only partisan or obscure sites are reporting a claim.
4. Manipulative framing
   • Compare how different outlets report the same facts:
     • Look at how different sources describe the same event.
     • Consider whether images, headlines, or quotes are used selectively.
     • Be aware of emotionally charged language designed to sway opinion.
5. Social media and user-generated content
   • To fact-check viral claims:
     • Reverse search images to check their origin, using tools such as Google Images and TinEye.
     • Look for verification badges on social media accounts.
     • Check timestamps – an old photo might be falsely used for a current event.

Conclusion

Lateral reading is a skill journalists need to develop in order to help them in their research, fact-checking, and context-building. This in turn helps them maintain their commitment to accuracy and credibility. In an era where misinformation and disinformation can easily mislead audiences, lateral reading remains a powerful tool in the pursuit of truth and responsible reporting.

Related articles

Fact-checking and adding context

Beyond basic fact-checking

News sources and the ‘so what’ factor

The post Lateral reading first appeared on Media Helping Media.

It’s based on the article ‘Proactive journalism‘ which we recommend trainers read before adapting this lesson outline for your own purposes.

Learning objective

Students will investigate and analyse stories of significant public interest by applying proactive journalism techniques. They will demonstrate the ability to anticipate and explore potential stories, moving beyond traditional reactive reporting.

• Student-facing objective: By the end of this lesson the student will be able to use proactive journalism skills to find and analyse important stories, going beyond just reacting to news events.
• Standards: This lesson plan teaches journalists how to take a proactive approach to newsgathering by investigating, anticipating, exploring, and exposing stories of significant public interest.

Learning activities

Warm-up

Present students with a recent news headline. Ask them to identify what they notice and wonder about the story. Encourage them to consider potential biases, missing perspectives, and underlying issues. Allow a few minutes for individual reflection, then have students share their thoughts with a partner. Conclude by discussing as a class, focusing on how proactive journalism could deepen understanding of the story.

Direct instruction

• Observing and questioning: Introduce the concept of proactive journalism by discussing its contrast with traditional journalism. Use a real-world example, such as a recent investigative report, to illustrate how proactive journalists identify potential stories. Highlight the importance of questioning assumptions and seeking diverse perspectives. Ask students to brainstorm questions they would ask to uncover hidden aspects of the story.
• Learning and investigating: Explain the process of in-depth research in proactive journalism. Use a case study where journalists uncovered a significant story through persistent investigation. Discuss strategies for validating information and identifying knowledge gaps. Have students outline a research plan for a hypothetical story, focusing on uncovering new angles and perspectives.
• Analysing and Deducting: Describe how proactive journalists organise and evaluate information to draw informed conclusions. Present a scenario where journalists connected disparate facts to reveal a larger narrative. Guide students in analysing a set of provided data or statements, encouraging them to identify patterns and potential impacts. Conclude with a discussion on the importance of evidence-based conclusions in shaping public understanding.

Guided practice

Think, Pair, Share: Guide students through a proactive journalism exercise.

• Think: Present a brief news article. Ask students to individually identify potential angles for deeper investigation, considering biases and missing perspectives.
• Pair: Have students pair up to discuss their identified angles. Encourage them to challenge each other’s assumptions and refine their ideas.
• Share: Facilitate a class discussion where pairs share their findings. Highlight diverse approaches and emphasise the importance of questioning and exploring in proactive journalism.
• Feedback: Provide constructive feedback on their investigative angles, focusing on clarity, depth, and potential impact.
• Reflection: Conclude with a reflection on how this exercise enhances their ability to set the agenda in journalism.

Independent practice

• Investigative exercise: Assign students a recent news topic. Instruct them to independently research and identify potential stories within the topic that have not been widely covered. Encourage them to apply proactive journalism techniques: observing, questioning, learning, investigating, analysing, and deducting.
• Research plan: Have students create a detailed research plan outlining their approach to uncovering hidden aspects of the story. They should include potential sources, questions to explore, and methods for validating information.
• Analysis and reflection: Ask students to write a brief analysis of their findings, focusing on the potential impact and significance of the story. Encourage them to reflect on how their proactive approach differs from traditional reporting.
• Peer review: Pair students to exchange their analyses. Instruct them to provide feedback on each other’s work, focusing on the depth of investigation and the clarity of conclusions.

Assignment

Ask students to answer these questions:

1. How does proactive journalism differ from traditional journalism?
2. What is one technique you used today to uncover a hidden aspect of a story?
3. What’s one question you still have from today’s lesson?

Suggested answers:

• Suggested answer to Question 1: Proactive journalism involves actively seeking out stories and setting the agenda, while traditional journalism often reacts to events.
• Suggested answer to Question 2: I used questioning assumptions to identify potential biases and missing perspectives.

Teacher resources

Differentiation guide

• Advanced learners: Encourage them to explore complex, multifaceted stories. Assign tasks that require collecting information from diverse sources and drawing connections to broader societal issues. Challenge them to propose innovative angles or investigative methods.
• Striving learners: Provide structured guidance and clear examples. Break down tasks into manageable steps. Use graphic organisers to help them visualise the investigative process. Offer additional support in formulating questions and identifying biases.
• General strategies: Use peer collaboration to foster diverse perspectives. Encourage students to share insights and strategies. Provide feedback that focuses on developing critical thinking and investigative skills.
• Background reading: This lesson plan is based on the article ‘Proactive journalism‘ which we recommend trainers read before adapting this lesson outline for your own purposes.

Notable definitions

• Proactive journalism: An approach to newsgathering where journalists actively seek out stories, anticipate events, and set the agenda rather than merely reacting to news as it happens.
• Investigative reporting: A form of journalism that involves in-depth research and analysis to uncover hidden truths, often focusing on issues of significant public interest.
• Bias: A tendency to present information in a way that reflects a particular perspective or agenda, which proactive journalists strive to identify and mitigate to ensure balanced reporting.

Required materials

• Recent news articles for analysis
• Case studies of investigative reports
• Access to computers or tablets for research
• Notebooks or digital tools for note-taking
• Whiteboard and markers for class discussions
• Handouts with data sets or statements for analysis
• Peer review forms for feedback exchange

Lesson summary

• Warm-up
• Direct instruction
• Guided practice
• Independent practice
• Assignment

The free teaching tools at the Khan Academy were used in the production of this lesson plan.

Related article

In-depth proactive journalism

The post Lesson: Proactive Journalism first appeared on Media Helping Media.

We recommend that trainers read two articles on this site before adapting this lesson outline for their own purposes. Those articles are ‘Fact-checking and adding context‘ and ‘Beyond the basics of fact-checking‘.

Learning objective

Students will critically evaluate information by applying advanced fact-checking techniques to identify misinformation and disinformation. They will analyse claims using contextual analysis, evidence-based reasoning, and ethical awareness.

• Student-facing objective: By the end of this lesson, I’ll be able to use advanced fact-checking skills to spot and analyse misinformation and disinformation.
• Standards: Students will learn how to build on their fact-checking skills in order to create a rigorous system for combating misinformation and disinformation and all forms of fake news.

Learning activities

Warm-up

Display a series of brief statements related to current events or common knowledge. Ask students to decide if each statement is true or false. Encourage them to consider the source, context, and potential biases. After each statement, prompt students to share their reasoning and discuss different perspectives. This will activate their critical thinking and prepare them for deeper fact-checking analysis.

Direct instruction

Conceptual understanding: Introduce the concept of misinformation and disinformation. Use real examples, such as a recent viral social media post, to illustrate the difference. Discuss the motivations behind spreading false information. Ask students to identify potential impacts on society. Facilitate a brief discussion on the importance of critical thinking in evaluating information.

• Procedural skills and fluency: Demonstrate the fact-checking process using a step-by-step approach. Select a claim from a reputable news source. Walk through the steps:
• Selection and prioritisation: Explain why this claim is significant.
• Research and verification: Show how to use tools like reverse image search and keyword search.
• Analysis and interpretation: Evaluate the credibility of sources and evidence.
• Publication and dissemination: Discuss how to present findings clearly.
• Application: Present a scenario where students must apply their fact-checking skills. Use a hypothetical news article with embedded claims. Instruct students to work in pairs to:
  • Identify claims to fact-check.
  • Use research tools to verify information.
  • Analyse the context and potential biases.
  • Prepare a brief report on their findings.
  • Encourage students to consider ethical implications and the importance of transparency in their reports.

Guided practice

Think, Pair, Share: Guide students through a structured activity to reinforce fact-checking skills.

• Think: Present a new claim related to a current event. Ask students to individually analyse the claim, considering source credibility, context, and potential biases.
• Pair: Have students pair up to discuss their analyses. Encourage them to compare their findings and reasoning.
• Share: Facilitate a class discussion where pairs share their insights. Highlight diverse perspectives and correct any misconceptions. Use this opportunity to reinforce ethical considerations and transparency in fact-checking.
• Clarify: Address any questions or uncertainties that arise during the discussion. Provide additional examples or resources if needed.
• Reflect: Ask students to reflect on how their understanding of fact-checking has evolved. Encourage them to consider how they can apply these skills in real-world scenarios.

Independent practice

Assign students an exercise where they independently fact-check a short article containing multiple claims. Provide a placeholder for the article link. Instruct students to:

• Select one claim to verify.
• Use online tools to research and gather evidence.
• Analyse the context and identify any biases.
• Document their process and findings in a concise report.
• Encourage students to reflect on the ethical implications of their findings and the importance of transparency.

Assignment

Ask students these questions:

1. How does contextual analysis enhance the fact-checking process?
2. Why is ethical awareness important in fact-checking?
3. What’s one question you still have from today’s lesson?

Suggested answers:

• Suggested answer to Question 1: Contextual analysis helps identify the source, audience, and motivations, providing a deeper understanding of the claim.
• Suggested answer to Question 2: Ethical awareness ensures fairness, transparency, and consideration of the impact on individuals and society.

Teacher resources

Differentiation guide

• Advanced learners: Encourage deeper exploration by having students fact-check more complex claims involving nuanced language or ambiguous evidence. Suggest they explore the ethical implications of fact-checking in different cultural contexts. Challenge them to create a presentation on the future of fact-checking, incorporating emerging technologies.
• Striving learners: Simplify tasks by providing structured templates for the fact-checking process. Use more straightforward claims for analysis. Pair them with peers for collaborative work to build confidence. Offer additional examples and guided practice to reinforce understanding.
• Recommended reading: As mentioned earlier we recommend that trainers read two articles on this site before adapting this lesson outline for their own purposes. Those articles are ‘Fact-checking and adding context‘ and ‘Beyond the basics of fact-checking‘.

Notable definitions

• Misinformation: False or misleading information spread without harmful intent. It often arises from misunderstanding or lack of knowledge.
• Disinformation: Deliberately false information spread with the intent to deceive or mislead. It is often used to manipulate public opinion or obscure the truth.
• Contextual analysis: The process of examining the circumstances surrounding a claim, including the source, audience, and potential motivations, to better understand its validity and implications.

Required materials

• Computers or tablets with internet access
• Access to fact-checking tools (e.g., reverse image search, keyword search)
• Printed or digital copies of a hypothetical news article for analysis
• Notebooks or digital devices for note-taking and report writing
• Projector or screen for displaying statements and examples

Lesson summary

• Warm-up
• Direct instruction
• Guided practice
• Independent practice
• Assignment

The free teaching tools at the Khan Academy were used in the production of this lesson plan.

Related articles

Fact-checking and adding context

Beyond basic fact-checking

The post Lesson: Beyond basic fact-checking first appeared on Media Helping Media.

It’s the job of the journalist to try to find and present the truth, but fact-checking isn’t easy. It requires a methodological approach to verification.

Many find it difficult to distinguish between credible and misleading content in today’s digital age. With the rise of social media, false and misleading information has become more prevalent, making it even more difficult for people to tell the difference between fact and fiction.

Because many media outlets are profit-driven, sensationalist and clickbait content frequently takes precedence over fact-based journalism. As a result, trust in journalism as a whole has declined, while, at the same time, skepticism about the reliability of information published and shared has grown.

The preference of social media platforms for engagement and amplification has contributed to the information disorder. Indeed, credible and evidence-based information is in short supply, while false and misleading content continues to spread on social media.

Because of this it is critical to have a strong fact-checking system in place to combat the spread of false and misleading information.

A fact-checker must be skilled at digital investigation and willing to go the extra mile to uncover a kernel of truth. To assess the veracity of information accurately, fact-checkers must be trained in and have access to digital tools, techniques, and resources.

Fact-checking in action

At Nepal Check, we use both human intelligence and digital tools to verify information spreading online. Over the past six months, we have fact-checked a wide range of false claims, from political statements to health misinformation.

On the eve of the November 20 2022 elections in Nepal, we fact-checked screenshots purported to be from a secret circular issued by the ruling Nepali Congress urging its supporters not to vote for Maoist candidates.

Not only was the so-called “secret circular” made up. Election misinformation spreaders created screenshots of ‘news’ that claimed to have been published by reputable digital outlets and a newspaper in Nepal.

We dug deep into the misinformation spreaders to find out what party they were affiliated with. We found that the majority were affiliated with an opposition party that competed with the ruling alliance.

One of the fake news reports had a reporter’s byline. The claim was refuted by the reporter himself. In the fact-check, Nepal Check cited him. We also cited news outlets that claimed the screenshots were fake. In addition to relying on their statement, we checked the claims on news websites.

Finally, our investigation revealed that the Nepali Congress party’s Central Working Committee had not met in nearly three months when the meeting was claimed. We also used the occasion to explain how morphed screenshots are created. In doing so, we hoped to raise awareness about the technique so that people would think twice before spreading false information.

We fact-checked videos with false claims that Gagan Thapa, the general secretary of the Nepali Congress, promised freebies if elected prime minister. Thapa is a popular politician and is often the target of misinformation. The video claiming Thapa promised free smartphones, free petrol and a monthly stipend for the elderly had circulated on social media for several months.

To debunk the claim, we needed to find the original, full version of the video. So we started by looking up the video on YouTube. We discovered a video of the political function, but it lacked the section where Thapa was quoted. However, the video provided an important clue that a fact-checker can use to conduct additional research. It displayed the event’s date and location.

With this vital information, we were able to locate the event organizer’s Facebook page. A further Google search led us to the full version of the video, which had been published by a local television station. We found that Thapa’s statement had been taken out of context in order to spread misinformation.

Thapa had argued that while populist programs receive widespread support, they are difficult to fund. To disseminate misinformation, the video, which was more than an hour long, was edited down to a 22-second clip. We could verify this by following the claim back to its source, which is an important aspect of combating misinformation.

Human intelligence and engaging the audience

While the digital age creates opportunities for the spread of fake news, misinformation and disinformation, it also creates opportunities for fact checkers to follow digital trails in order to try to find the source and the veracity of the information being shared.

The fundamental journalistic skills of fact-checking are not new, they just need applying to the digital age. Our duty, as always, is to publish accurate, fair, objective, impartial and well-sourced information, backed by well-researched context and analysis. That has not changed. And digital tools are a massive help in the pursuit of robust and critical journalism. We just need to make sure we are using those tools as well as those who propagate falsehoods do.

All newsrooms must have a fact-checking team made up of dedicated journalists who are skilled in thorough research and diligent scrutiny in order to ensure that all information shared is a true representation of news events.

Below is a list of some of the tools Nepal Check uses, and how we use them.

Human intelligence

• Research who is behind the information being spread, try to find a trail of similar information to lead you to the source.
• Does the fake news item carry a byline? Does that person exist? If they do contact them. By doing so you might find a new lead in your search for the truth.
• Does what is being said stand up to historical scrutiny? Research and establish the sequence of events leading up to the claims.

Digital tools

• Is the evidence real or manipulated or used out of context?
• Are screenshots real or fake, can you find any evidence of the original material online or in print? If not, why not? Who could have created the screenshots and why?
• Is video being used? Has a clip been taken out of context? As a journalist you have a duty to search for the original, watch it in its entirety, and offer a more complete picture including the situation and circumstances in which it was shot in order to add context and relevance.
• When you find the original you will also discover the date and, possibly, the location of the original material. Do these match the details in the clip?
• Check all social media links back to the original source to find out what other material has been shared.

Engaging your audience

• Be totally transparent in your myth-busting research.
• Let those who read your journalism know the steps you took and the evidence you uncovered.
• By doing so you will help them understand more about fake news and empower them with the tools to do their own fact-checking.

The post Creating a strong fact-checking system first appeared on Media Helping Media.

Seeking out new angles on a breaking, developing or running news story is an important part of the editorial process.Journalists have a responsibility to think through and explain how news developments affect the lives of their audience.

This process often takes place in news meetings where editorial staff discuss the implications of events in order to decide which deserve further investigation.

However, a journalist working alone will often have to work out the most important angles for themselves.

How a story develops

News stories break in many ways. Sometimes the first we hear of a story is on the news wires or via a news (press) release.

At other times a journalist will have been digging around a topic and will have come up with information that deserves further investigation.

At this stage, we often have just one or two facts. Our job is to find out more. As we do, the story develops.

Eventually, we would hope to publish a comprehensive and informative report with all angles covered. So, let’s see how this works.

Digging deeper

This is important for unearthing and following up on important news angles.

In today’s fast-paced news cycle, journalists face the constant challenge of not just reporting the news, but also digging deeper to uncover the stories behind the headlines.

Finding and following up on important news angles is crucial for impactful journalism that informs the public and holds power accountable.

1. Cultivate curiosity and a nose for news

• The foundation of finding compelling angles lies in genuine curiosity. Journalists should constantly ask “why?” and “what if?“
• Develop a habit of reading widely, not just mainstream news, but also academic journals, local blogs, and community forums.
• Pay attention to whispers and rumours – sometimes they point to bigger stories. A keen observation of your community and its dynamics is essential.

2. Go beyond the news release

Too often, journalists rely solely on news (press) releases and official statements. These are starting points, but they are not the whole story. Treat them with healthy skepticism. Ask:

• Who is benefiting from this narrative?
• What information is missing?

Always seek independent verification and diverse perspectives.

3. Develop sources and cultivate relationships

• Reliable sources are an important part of all journalism. Build relationships with people in positions of power, as well as those affected by their decisions. This takes time and effort.
• Attend community events, network, and demonstrate genuine interest in their stories.
• Always protect your sources’ anonymity when necessary. A well-placed source can provide invaluable insights and tip you off to hidden stories.

4. Follow the money

• “Follow the money” is a classic journalistic adage for a reason.
• Financial trails often lead to corruption, hidden agendas, and systemic problems.
• Learn how to access and analyse public records, campaign finance disclosures, and corporate filings. Understanding financial flows can illuminate the motivations behind events and decisions.

5. Embrace data journalism

• Data is a powerful tool for uncovering trends and patterns.
• Learn basic data analysis skills and explore publicly available datasets.
• Visualising data can make complex issues more accessible to the public and reveal compelling stories that might otherwise remain hidden.

6. Don’t be afraid to ask difficult questions

• Holding power accountable requires courage.
• Don’t shy away from asking tough questions, even to powerful individuals or institutions.
• Be persistent, but also respectful.
• Prepare thoroughly for interviews and anticipate potential pushback.
• The public deserves to know the truth, and it’s your job to seek it out.

7. Collaborate and share information

• Journalism is not a solitary pursuit. Collaborate with other journalists, both within your organisation and beyond.
• Sharing information and expertise can lead to bigger and more impactful stories.
• Consider joining investigative journalism networks and attending workshops to learn new skills and connect with colleagues.

8. Stay persistent and patient

• Investigative journalism takes time and dedication. Don’t get discouraged if your initial leads don’t pan out.
• Be prepared to spend weeks, months, or even years pursuing a story. Persistence and patience are vital if you are to uncover important news angles.

9. Think long-term and consider the bigger picture

• Don’t just focus on the immediate news. Think about the long-term implications of events and decisions.
  • How will they affect the community?
  • What are the systemic issues at play?
• By considering the bigger picture, you can uncover stories that have lasting significance.

10. Be ethical and transparent

• Integrity is paramount. Adhere to the highest ethical standards in your reporting.
• Be transparent about your methods and sources.
• Correct any errors promptly and acknowledge any conflicts of interest.
• Building trust with the public is essential for the credibility of your work.

Finding and following up on important news angles is challenging but rewarding. By cultivating curiosity, developing sources, embracing data, and asking difficult questions, journalists can play a vital role in informing the public and holding power accountable.

Questions

• What is the primary responsibility of journalists when reporting on news developments
• How do news stories typically break, and what role do news wires and news (press) releases play in this process?
• Why is cultivating curiosity important for journalists seeking compelling news angles?
• What are some strategies journalists can use to go beyond the information provided in news releases?
• How can developing sources and cultivating relationships benefit journalists in their reporting?
• Explain the significance of the phrase “follow the money” in journalism.
• What role does data journalism play in uncovering news stories, and what skills are essential for it?
• Why is it important for journalists to ask difficult questions, and how should they prepare for potential pushback?
• How can collaboration among journalists lead to more impactful stories?
• Discuss the importance of ethics and transparency in journalism and how they contribute to building public trust.

Answers

• Journalists are responsible for explaining how news developments affect the lives of their audience.
• News stories often break through news wires or press releases, serving as initial sources of information.
• Curiosity drives journalists to ask questions and explore deeper stories beyond surface-level information.
• Journalists should treat news releases with skepticism, seek independent verification, and explore diverse perspectives.
• Building relationships with sources can provide journalists with valuable insights and access to hidden stories.
• “Follow the money” suggests that financial investigations can reveal corruption and hidden agendas.
• Data journalism uses data analysis to uncover trends and patterns, requiring skills in data analysis and visualisation.
• Asking difficult questions holds power accountable; journalists should prepare thoroughly and anticipate resistance.
• Collaboration allows journalists to share information and expertise, leading to more comprehensive and impactful stories.
• Ethics and transparency ensure credibility and trust, as they involve adhering to standards and being open about methods.

Lesson plan for trainers

If you are a trainer of journalists we have a free lesson plan: News angles which you are welcome to download and adapt for your own purposes.

The post Developing important news angles first appeared on Media Helping Media.

Journalists who want to inform the audience need to keep records so that they can add context to breaking news stories without having to rely on others for background information.

In the past these records were in the form of newspaper cuttings and notes. Now, in the digital age, tools exist to make the task easier. But the basic principles of keeping records has not changed.

Keeping records has always been an integral part of our newsgathering. Technological advances have merely simplified the task of finding, storing, enhancing, publishing, and sharing valuable news assets.

Before computers

When I started as a newspaper journalist, in the days before the internet, I was always looking for information that might prove to be useful in the future.

I had folders of news cuttings which were stored in boxes in my flat. The boxes were filled with articles which I had come across while reading other newspapers and magazines.

I also kept notes, scribbled down while I’d been listening to radio and watching TV bulletins.

Each item was a reminder of something I had found interesting, and which I felt might come in useful in the future.

I had my stack of my reporter notebooks with every fact, note, interview and observation safely stored.

There were carbon copies of every typed story I had written for the newspaper. They were bound in elastic bands and dated.

Keeping copies and records was a newspaper house rule which was put in place for legal and follow-up reasons.

I also had stacks of scrapbooks containing newspaper cuttings of my own work. That was my version of the modern-day online archive; my related stories, if you like.

My newspaper had its own ‘diary-and-file’ cabinet. An office junior would spend all day cutting up articles and filing them away for future use. Each would be labelled and indexed.

If an article covered more than one issue, another copy of the newspaper would have to be cut up so that the content could be filed in more than one category.

If there were important articles printed back-to-back, two more newspapers had to be clipped, and so on.

Cutting up newspapers with scissors and then sticking them to paper with glue was time consuming but it was important because the records we were keeping ended up in a reference library of files available for all staff to use.

Knowing what to keep

It’s important to know who is going to benefit from your the material you are gathering.  This will help you decide what to save, what to invest time and effort in developing, and how to present the resulting material.

A journalist covering a specialism (also known as a beat or a patch) will probably find it easier to decide what records to collect. A general reporter may find it more difficult.

However, all journalists should have areas they are interested in and all should understand the needs of their audience.

So gathering material based on your interests and the needs of your audience is a good starting point.

Knowing why we keep it

We keep records because it’s part of our job to inform the public debate. To do that we need to add context to the information we produce with sourced, verified and attributed material.

In a breaking news situation we will probably be dealing with the latest facts only.

But as the story develops, or if we are carrying out an in-depth investigation, we will need to dig deep in order to reference material that will enrich our coverage and enhance the understanding of those consuming it. That is why we need to keep records.

The content we keep must have the potential to add value to our work or to help those we are working with better understand an issue.

Ideally we will know something about the topic. We will add information and then share. By doing so, those who had not seen the original item, and who may have not thought about the line you have developed or expanded upon, might benefit.

There may be a sentence buried deep in an article that is particularly relevant to something you are working on. You can then point to that element and share just that point.

Keeping records helps you unearth gems, polish them and display them for all to see

When I started in journalism I was encouraged by my news editor to have my own storage system which started off as the bottom draw in my desk in the newsroom. There cuttings would relate to ongoing stories that would need following up.

Once a story was no longer current I would move the cuttings to the box in my flat.

I would also contribute to the joint record-keeping effort of my newsroom colleagues by suggesting material to be stored in the filing cabinet in the office.

Later, when I moved to the BBC, there was a department called ‘News Information’ which you could ring up to ask for cuttings. The department had staff whose job it was to store copies of every story for future reference.

Now, there are many great tools, most free to use, that offer different storage and collaboration benefits.

When I worked in newspapers, keeping records was a part of everyday life. However, apart from the material we shared in the office filing system, our own systems were very much a personal thing based on the topics were had invested time and effort covering.

Choosing what to keep

You need editorial focus, audience awareness, and time.

When I worked on my first newspaper I wouldn’t clip every article. A clipping had to have value. It had to be about an issue I was investigating, a developing story in which I would invest more time researching, and, more importantly, information that would help me produce better journalism for those who read the newspaper I worked for.

So my early cuttings had a clear editorial and audience focus. I needed to know who my readers were and what issues kept them awake at night worrying.

Working on a small town newspaper in the north of England made that fairly easy; we rubbed shoulders with the people who read our journalism every day, and so we understood the issues that concerned them most.

So my advice is to draw up a list of the the topics that interest you. Set these categories in whatever online storage tools you are using. Don’t take on too much. Start off by selecting only that content you think you are likely to return to, or which you think may be of use to those in your social network.

If you find something of interest, consider sharing it and inviting others to contribute. Many of the online storage sites will enable others to make suggestions about what you have collected.

If others join in, you could end up with a rich repository of the most valuable information on a topic.

However you don’t want to get swamped. It’s no use storing material if you can’t find it when you need it. Tag items carefully so that you can retrieve any information when you need it.

Today, we have the luxury of tools that enable us to grab anything we see online, store it, tag it, add notes to it and file it. It’s the same end result as keeping records in the days before computers, but it’s faster, neater, and more useful.

What we didn’t have in my old newspaper office was the ability to share cuttings in an instant, and, in doing so, invite others to add their perspectives and share it with their friends.

We would have to work on the material, make phone calls, knock on doors, sit on doorsteps and follow people round to get the quotes and angles needed to be able to create a professional piece of journalism.

That could take days. Then the piece would be submitted to the news editor, the sub-editor, and the editor, printed, distributed, and then read.

And, presumably, once our newspaper was out on the street, someone was probably starting the whole cycle again with our material, cutting it up, referring to the pieces, reusing the material, expanding on it, etc – an early form of viral news dissemination.

Questions

1. What are the primary reasons journalists keep records?
2. How did technological advances change the way journalists keep records?
3. Describe the process of record-keeping in a newspaper office before the digital age.
4. What role does audience awareness play in a journalist’s decision on what records to keep?
5. Explain the importance of having a personal storage system for journalists.
6. How should decide what content to keep?
7. Discuss the benefits of using online storage tools for record-keeping in journalism.
8. What is the risk of not keeping accurate records?
9. Evaluate the impact of digital tools on the speed and efficiency of journalistic record-keeping.
10. Synthesise the key elements that contribute to effective record-keeping for journalists in the digital age.

Answers

1. Journalists keep records to add context to breaking news stories, inform public debate, and enrich coverage with sourced, verified, and attributed material.
2. Technological advances have simplified finding, storing, enhancing, publishing, and sharing news assets, making the task of record-keeping easier.
3. Before the digital age, record-keeping involved cutting up newspapers, storing articles in files, and maintaining personal notebooks and scrapbooks.
4. Audience awareness helps journalists decide what records to keep by focusing on topics that interest their readers and address their concerns.
5. A personal storage system allows journalists to organise and access information relevant to ongoing stories and personal interests.
6. Journalists should focus on editorial priorities, audience needs, and the potential value of content when deciding what to keep.
7. Online storage tools offer benefits like easy access, collaboration, tagging, and sharing, enhancing the efficiency of record-keeping.
8. If a journalist fails to keep records they could be lacking essential information needed to add context and meaning to a breaking news story.
9. Digital tools have increased the speed and efficiency of record-keeping by allowing instant storage, retrieval, and sharing of information.
10. Effective record-keeping involves editorial focus, audience awareness, use of digital tools, and collaboration to create a valuable information repository.

Lesson plan for trainers

If you are a trainer of journalists we have a free lesson plan: ‘Keeping records‘ which you are welcome to download and adapt for your own purposes.

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