As journalism educators, we can’t ignore the emergence of Snapchat as a storytelling platform. With news outlets and Snapchat itself hiring reporters to cover major news like the presidential elections using the app, I feel compelled to talk with students about Snapchat’s potential to tell stories and connect with the audience. During a 300-level multimedia journalism class this semester, I tried an assignment where students worked on deadline to create a short story on campus.
When I mentioned the assignment at the start of the semester, students immediately were interested in how it might work in a news context. About half of them said they use the app on a regular basis.
I wouldn’t describe myself as a frequent user, although I do spend more and more time looking at how news organizations use the platform. So to prepare, I focused on the My Story function, where journalists can create stories of an event that can be shared for 24 hours (unlike Snap photos or video, which are shared with friends for up to 10 seconds and then disappear.)
I didn’t focus as much on the other features of Snapchat, including filters that are added to people’s faces. When I showed filters that put your city name on a photo based on your geolocation, a few students excitedly piped in and said I should try the “face filters.” Sure enough, you can take a photo and then add a filter that looks as if you are breathing fire. Or swimming underwater. Or have purple eyes. I wouldn’t use those in a news context of course, but that’s the interesting intersection we’re at with social platforms that can be used as journalism tools but that largely are used for more lighthearted topics. I made everyone laugh as I projected my fire-breathing selfie onto the large screen in the front of the room — a moment captured in a video Snap by a student. I am a little bummed that the student sent the video to her friends instead of saving it to her My Story, as that moment is gone forever. Of course, that’s part of what Snapchat is.
Students seemed well versed in the how tos of using the app to communicate with friends, so we also talked about the Discover section of Snapchat, where news organizations like CNN and the Wall Street Journal are presenting news. A quick survey in the room showed that students were equally interested in news topics as much as content from outlets like Cosmo and people like DJ Khaled.
My goal was for students to think about using a tool they already understand and enjoy as a platform for journalism. I wanted them to practice their interviewing skills using the video Snap option, and I wanted them to practice producing something on deadline. So I gave them about 30 minutes to do five interviews and five photos with at least two titles.
I tied their interviews into a project we have on campus where journalism students ask the public what they are curious about and then report on those questions. For this assignment, students were to ask people what they want to know about Albuquerque or New Mexico.
The results were pretty good. In their work, I saw my more shy students open up on camera. I saw my more visual students show their talents. And I saw the students who were newer to the app take an interest in how they could use it for reporting. Along the way, they produced a story that could be used to complement other reporting. They also seemed excited, and many of you know that getting students excited in the classroom can be a challenge.
One student tweeted:
I’ve been using Snapchat for years, but never in a journalistic context. Excited for our assignment in class today! #CJ375
— Arianna Sena (@AriannaSena) February 11, 2016
I would try this assignment again for sure, maybe as a component to larger story that students are producing using more traditional multi-media approaches.
Here are my takeaways for other journalism educators considering a Snapchat assignment:
Assign groups and team captains.
Chances are, one-fourth of your students are experts in Snapchat and can show others. They also can help you during your demonstration if you aren’t a Snapchat pro.
Explain the limitations of the app.
For video, there’s a 10-second limit in Snapchat, so students had to prep their sources that their answers had to be succinct.
Have a specific content focus for the assignment.
Newer students will be focused on learning how to use the app, so directing them on the content side lets them focus on learning the tool.
Explain that there might be a disconnect between the tone of Snapchat and the subject of the story.
For example, students don’t want to be lighthearted and using all kinds of emoji if they are covering something serious.
Remind students that accuracy and good cutlines still matter.
I asked students to get the same kind of cutline information they would get if they were publishing a photo online or in a news outlet.
Remember to have students save their My Stories so you can see them later on for grading and class critique.
If they don’t, you have nothing to see.
Many of my students this semester are in the middle of learning the technical aspects of professional video cameras and audio recorders, which are unfamiliar and can be complicated. Allowing them to try storytelling with something a little more familiar allowed them to relax a bit — which is what Snapchat is all about.