Considering Writing a Book? Read “Explaining Research: the Aftermath”

7 05 2011

If you’re thinking of writing a book, this piece I wrote for ScienceWriters, the magazine of the National Association of Science Writers offers what I hope is a useful reality check.

Explaining Research: the Aftermath

by Dennis Meredith, reprinted from ScienceWriters, Spring 2011

Most authors have experienced that darkly hilarious moment when they open their royalty statements and discover their minuscule income for years of toil. Indeed, my latest royalty statements for Explaining Research show that my recompense for three years of interviewing and writing, and for an investment of thousands of dollars (see below for financial breakdown), were a whopping  $1,646.97—still not enough to offset my $2,000 advance, not to mention my own investment.

But the royalty statement doesn’t tell the whole story of the book, and it’s a story that I hope my fellow NASW authors and proto-authors will find useful. The lessons I learned about negotiating with publishers (discussed in the Winter 2010 ScienceWriters), marketing, self-publishing and ancillary income have made the project eminently worthwhile.

And the book itself might well ultimately turn a profit. The initial royalty statements reflect only very early sales of the book. Given indications that teachers are adopting it for academic courses, the income might be larger in the future . . . I hope.

I’m certainly pleased with the book’s publisher, Oxford University Press. Although commercial publishers give significantly larger advances and better royalty rates, Oxford was the right choice, given the book’s potential as a textbook. Also, an agent whose opinion I trust told me that the book would likely not be considered by a commercial publisher, given its academic audience. And while Oxford did all the promotion it promised—for example, sending the book widely to reviewers—the vast majority of marketing fell to my wife Joni and me. It’s a reality that faces even authors of high-profile commercial books, and one that all authors must embrace if their books are to be successful.

Marketing free (or at least cheap)!

The book taught me two major lessons about marketing. First, marketing is largely based on hunches. Investment in any marketing efforts almost never yields hard data on payback. The only measure we had of return on investment from our marketing initiatives was an increase in Web site hits, since the book is heavily integrated with its Web site.

The other marketing lesson is more comforting: that almost all the effective marketing efforts an author can undertake are either free or cheap. So, with those lessons in mind, here’s which marketing efforts seemed to work for me, and which ones didn’t:

The book’s Web site was a highly worthwhile investment in time and money. Of course, the Web site was necessary because I posted the book’s references and resources there. But beyond that, the site was the prime marketing “brochure” for the book. I think a key to the site’s usefulness was that it didn’t concentrate on highlighting me as the author, but rather the content and value of the book itself. I’ve been told that readers really don’t much care about the author—unless he/she is a brand like Stephen King—but the information the book offers.

Social media did not really work for me. I launched a blog, Research Explainer, a Twitter account (@explainresearch) and an Amazon author page. Perhaps I did not blog, tweet or cultivate contacts enough, but the traffic to none of them seemed to offer sufficient payback for the effort. A major issue—and one that faces any freelancer—is whether to spend time blogging, which doesn’t bring in a check, or freelancing, which does. So, I ultimately decided to continue to blog, but to post only when I have an idea really worth blogging about, and only when I don’t have a paying freelance assignment on deck.

The blog posts were more useful as updates for the book. When I wrote a blog post that contained new information or insights, I added a link to the post in the relevant chapter listing in the references & resources, so readers would readily discover it.

More productive, I believe, were the guest posts I did for the Oxford University Press blog. They reached the publisher’s huge audience, and seemed well worth the effort.

Another tip: I linked my blog with my Twitter and Facebook accounts and Amazon Author page, so my blog posts automatically appeared there. Also, I posted blog pieces on the relevant LinkedIn groups, of which I was a member. These groups can be quite large. For example, the Science & Technology Media Professionals group has 1,500 members, and the PRWise group has 7,310.

Also useful for marketing purposes were articles I wrote for the Chronicle of Higher Education and The Scientist. They reached large audiences that were prime targets for the book. Again, I synergized the effort by posting the articles on my blog and listing them in the press room of the book Web site.

E-mail seemed to be by far the most effective marketing tool, and it was free. Joni sent about 30,000 (yes, 30,000!) personalized e-mail messages to teachers, researchers, librarians and administrators involved in research communication. We decided that recipients would not consider the message spam since we sent only a single personalized message, and the information was useful. Indeed, we only received a few complaints, in contrast with the scores of thank-yous and requests for review copies from teachers. And, when Joni sent an e-mail blast to relevant lists, we saw a major increase in Web site traffic.

The one exception to “free or cheap” in our marketing was the $936 we spent on 500 packages of gourmet cookies imprinted with the book’s cover and reviews. We distributed those at the 2010 AAAS meeting as part of the book’s launch. They were quickly snapped up, and we did see a large jump in Web traffic at that time.

Skloot, the marketing champ

As extensive as our marketing efforts were, we don’t hold a candle to Rebecca Skloot, author of the bestselling The Immortal Life of Henrietta Lacks. Of course, central to her success is that she wrote an extraordinary book that has garnered deservedly rave reviews. But she is also highly adept at marketing. For example, over the decade spent writing her book, she managed her writing career to make contacts that would help secure reviews, published excerpts and media attention. And she is an adept user of Twitter. As of this writing, she has 10,988 followers and has sent out 6,608 tweets.

However, as important as Skloot’s book is, she and her father still had to organize her own book tour. Her publisher and others in the business declared the book tour “dead.” However, Skloot drew on her extensive social network to solicit expense-paid speaking engagements, and her father scheduled the four-month tour.

Lesson in self-publishing

The book also taught lessons in self-publishing, because I elected to publish a supplement Working with Public Information Officers myself. After Oxford asked for 10,000 words to be cut from the manuscript, I excised that section and used the print-on-demand company Lightning Source to produce the booklet. The advantage is that Lightning Source books automatically appear for sale on Amazon.com, Barnes & Noble and other outlets. The books are also listed in the database of distributors Baker & Taylor and Ingram, which owns Lightning Source.

The disadvantage is that Lightning Source demands that you act like a publisher, not an author. There is no handholding, and you are expected to supply the cover, layout and other data, as would a publisher. Fortunately, there are many design companies that can supply just such handholding, and I found one in 1106 Design.

Importantly, Lightning Source is not like the so-called POD publishers like Lulu, iUniverse, etc. These are vanity publishers that make their money from charging fees to authors, rather than book sales.

The print cost for the booklet was $2.52 per copy, and I set a cover price of $10. I found that I could give a “short discount” of only 20 percent, and the online booksellers would still list the book. And although bookstores will not stock a book at that discount, they weren’t an appropriate outlet for the booklet, anyway.

I’ve not made that investment back—probably in part because I purposefully “sabotaged” print sales by posting its content online as a service to researchers and public information officers. However, the experience taught me about the machinery of POD; and with the rapid rise of ebooks, self-publishing is becoming a more cost-effective route.

Platform key to making money

The key to making money from a book, I learned, is to use it as a “platform” for workshops and paid speaking engagements. After some research, I found that I should charge $2,500 for half-day communication workshops, and I charge $1,500 for one-hour talks on research communication topics. This latter fee is low. Speaking fees typically range from $2,500 to $10,000, according to professional speakers. And the fee schedule in Writer’s Market lists $5,000 as the average fee for a “national event.” The schedule also lists average fees for regional events ($615), local groups ($219) and class presentations ($183).

And while my topic of research communication is a natural for workshops and talks, just about any nonfiction book could provide fodder for an interesting fee-paid talk.

Beyond directly earning income, of course, a book also enhances a writer’s reputation and visibility, quite likely leading to freelance assignments—a phenomenon that is not quantifiable.

So, given this experience, should you write a book? The best advice I’ve heard is from veteran New York Times writer Cory Dean. In her book Am I Making Myself Clear? she declares “Don’t think about writing a book unless you really cannot help yourself.”

Well, I guess I can’t. I’ve already started on my next book.

The Accounting: Money Out, Money In

Explaining Research

Costs:
(Not counted: travel expenses for interviewing trips)
Lawyer fees: $2,950.00
Indexing: $1,245.00
Cartoon rights: $1,200.00
Cookies: $936.00
Books purchased for marketing: $967.86
Web site (two years)
$299 setup and $29.95/month: $658.40
Total Cost: $7.957.26

Income (as of December 2010):
Book advance: $2,000.00
Allowance for cartoons: $1,000.00
Total Income: $3,000
NET LOSS: [$4,957.26]

Working with Public Information Officers booklet

Costs:
Cover, layout and proofing: $650.00
Amazon Search Inside file: $25.00
Lightning Source setup: $100.00
ISBN: $28.00
Total Cost: $803.00

Income (as of February 2011):
Payments from Lightning Source: $262.00
NET LOSS: [$541.00]





Sharing Presentations on the Web

6 05 2011

So, you give that brilliant slide presentation, and there’s thundering applause, and the enthralled audience asks if they can get your slides. You can do much more than that. You can actually give them the whole presentation as an online, narrated presentation . . . and for free!

I’ve long been an advocate of using online services to post narrated “slidecasts” of presentations, because the result can be an enormous increase in the audiences for your presentations. For example, when I gave a talk at the 2010 annual meeting of the American Association for the Advancement of Science, the attending audiences was about 200. But when I posted that presentation on SlideShare, the online audience grew to about 3,500.

The value of online posting was emphasized for me when I gave a talk at the AAAS Science & Technology Policy Symposium. By posting the narrated slide show on Slideboom, I was able to offer AAAS a much more effective “handout” that if I’d given them text or my PowerPoint slides. And it’s easy for people to pass the presentation URL along to others.

The references and resources section of Explaining Research lists many sites for sharing not only slide presentations but other content. The sites include Slideboom, Slideserve, Slideshare, and myBrainshark.

Even though Slideshare is the largest such service, I’ve settled on Slideboom because it has a much easier uploading and audio synchronizing capability than Slideshare, which I used previously.  With Slideshare, you upload your slides and audio separately, and then go through a laborious process of synching your audio with your slides. In contrast, with Slideboom, you use the audio recording feature of PowerPoint to record your narration right in the slide show. So, when you upload the presentation, it’s set to go.

Also, Slideboom enables you to embed video and PowerPoint animations in your show, which Slideshare does not—although Slideshare does enable you to embed YouTube videos. To include video in a Slideboom presentation, you use the free add-on, iSpring, which converts your presentation to Flash—including narration and videos—and uploads it to Slideboom.The result is a much smaller file size. For example, my AAAS slideboom presentation was 240 megabytes.

However, if you don’t need Slideboom’s video embedding capabilities, one advantage of Slideshare, is that you can embed links in your presentations, so users can explore other Web sites that you reference.

I have by no means explored all the presentation-sharing sites, and all the features of Slideshare and Slideboom, so there may be features I’ve missed. But I’ll keep exploring. For example, the services enable you to embed presentations in your WordPress blog, but I’ve not figured out how to install the plugin yet.





Two Free Books Teach About Social Media and Virtual Events

4 03 2011

Two free books, Social Media: A Guide for Researchers and Virtual Events for Dummies offer to fill a gap in knowledge about new media for both Virtual Events for Dummies coverresearchers and communicators. Also importantly, they help to increase the comfort level with this unfamiliar realm, given that researchers may be reticent about plunging into blogging, tweeting, and virtual eventing.

Particularly germane for scientists is that Social Media: A Guide for Researchers emphasizes the practical uses of social media in aiding both research and career advancement. And, the book presents a realistic picture of social media. Thus, wrote the authors, “We are not trying to present social media as the answer to every problem a researcher might experience; rather, we want to give a ‘warts and all’ picture. Social media have downsides as well as upsides, but on balance we hope that you will agree with us that there is real value for researchers.”

The book is extensive, covering how to use the full gamut of social media, including blogging, microblogging (e.g. Twitter), social networking (Facebook, LinkedIn), wikis, social bookmarking (Delicious), social documents (Google Docs), project management (Bamboo), and multimedia (Flicker, YouTube, SlideShare, SecondLife). It draws on extensive interviews with researchers who use these tools, offering examples of their specific applications.

The book is refreshingly realistic about the time required to productively develop a social media network: “The process of building, curating and filtering useful networks is a skill which needs to be practised,” wrote the authors. “Most tools offer you ways to find people who might share your interests however, and once you have started building a network it becomes useful very quickly.”

And, the book emphasizes that swimming in the social media pool need not be a marathon, but perhaps only a comfortable dog paddle. Scientists could choose to be major bloggers or Facebookers, or merely comment on others’ blogs or “like” Facebook posts.

The book’s realistic assessment of social media includes a full account of criticisms, including the concerns about encroachment of technology, invasion of privacy, and information and workday overload.

And usefully, the book illustrates how social media can enhance the “academic research cycle” of knowledge identification, creation, peer review and dissemination.

Virtual Events for Dummies, while narrower in scope, is nevertheless a good introduction to the topic. While it is published by the commercial webcasting company On24—and while it emphasizes business events—the advice it offers is helpful to researchers and research communicators. For example, the section on using webcasts and webinars for “training” could be applied to using them for research seminars.

The book’s major point that virtual events are far cheaper than real events will resonate with university researchers whose budgets are tight. And the points that virtual events are global and can be archived for long-term access emphasize important advantages over a one-time live seminar.

The book explains the spectrum of virtual events, including audio streaming with slides, video streaming, text-based chat, and discussion forums. It also helps readers better understand the role of virtual events by comparing them with physical events, and by comparing types of virtual events—for example, webcasts versus web conferences.

The book’s chapter on best practices offers practical advice for attracting participants, targeting and engaging audiences, and interacting with them.

Besides these books, more extensive resources on social media are available on the references and resources page for the chapter on social media on the Explaining Research Web site.





Nifty Web Sites Offer Online Communication Training

29 01 2011

The Web boasts a wealth of good sites for training in communication skills—from writing, to creating PowerPoint presentations, to making videos. And for most of them, the price is right: free!

Here are some of my favorite sites for online tips and training, and you can find links to many more communication-related Web sites in the references and resources section on the Explaining Research site.

Of course, online training can’t  place of an astute editor or a formal course, but they are an excellent way to introduce yourself to new skills and to brush up on existing ones.

Writing and editing

The World Federation of Science Journalists offers an online course in science journalism that gives a good grounding in the basics of the craft, World Federation of Science Journalists online courseincluding finding and judging science stories, interviewing, writing the story and reporting on controversies. And remarkably, the course is offered not only in English, but in Arabic, French, Portugese, Turkish, Spanish, and Chinese.

To train scientists to write more clearly, NIH has developed its Plain Language Training course. Although aimed primarily at NIH employees enrolled for credit, the site also allows outsiders to explore the course.

Also aimed at scientists is Bob Grant’s article in The Scientist, “Right Your Writing: How to Sharpen Your Writing and Make Your Manuscripts More Engaging.” It’s not a training course, but constitutes a good collections of savvy writing tips.

Explaining statistics in a meaningful way is one of the thorniest problems faced by scientists, journalists, and public information officers. Fortunately, the UN Economic Commission for Europe has produced an excellent set of  Making Data Meaningful guides. The guides, in English, Croatian, Spanish, and Japanese are

Public speaking

Although MIT researcher Patrick Winston’s series of “How to Speak” videos is aimed primarily at teachers, any public speaker will benefit from his wisdom. Here’s the intro video, which leads you through the series:

Also, the Wired How-To Wiki “Deliver the Perfect Presentation” is a handy introduction to good speaking practices. Follow its advice, and your talks will be immediately better. For more extensive speaking tips and techniques, explore the public speaking blogs

PowerPoint

Just about every speaker on science depends heavily on PowerPoint for visuals, and here are my favorite sites for learning both the basics and some of the program’s neat tricks:

You can find scads of other PowerPoint tips, templates, backgrounds, and videos in the Explaining Research references and resources for the chapter on giving talks.

Beyond PowerPoint, there are also new Web sites that offer presentation capabilities well worth exploring. For example the presentation program Prezi enables speakers to create large “pages” containing their presentation, which the presenter can maneuver around during the talk.

ZohoOther new sites enable not only production of shareable Web-based presentations, but also foster online collaboration. These include Zoho, 280Slides, Google Presentations, and Google Wave. The last enables groups to share pictures, slides, graphs, and other interactive elements in one long chatlike discussion thread.

Video

If you’re planning to create your own videos—or you just want to better understand what the pros you hire are doing—here are some good sites:

Finally, two other communication training sites well worth exploring are the Adobe tutorials on creating multimedia projects and Nikon’s MicroscopyU tutorials on creating dramatic microscopy images.





Invaluable Lessons in Book Marketing

27 09 2010

(This post was originally published on the Oxford University Press blog on September 27, 2010)

Since Oxford University Press published my book Explaining Research in February, I’ve learned a great deal about book marketing. And since the success of a book depends so critically on adept marketing, I’d like to share those lessons.

First of all, authors should always consider themselves critically important marketers of their own books. After all, it’sExplaining Research your book, so who else would know the most about it and care most about its success? Begin by assiduously filling out your publisher’s author questionnaire, supplying comprehensive information on the book description, unique features, newsworthy topics, audience, promotional targets, and sources for advance comment. Many departments, from marketing to sales, will use this information as a guide to their marketing efforts.

While your publisher will manage such marketing efforts as sales and distribution, sending review copies, and advertising, there are many marketing efforts you can make as well. The good news is that most of these are free or very inexpensive. Here are some marketing tips that I found most effective:

- Work with your publisher to notify your institution’s news office and professional associations about your book. The news office will likely do a news release and promote you to the media, while your associations may review on its website and in its publications. Also, notify internal publications such as the alumni magazine. They’ll likely review it.

- Offer to be a “media expert” on your topic. Volunteer to be listed on your institution’s list of people willing to talk to media, as well as in national experts directories such as Profnet, Help a Reporter Out, PitchRate and the AAAS Science Talk Experts Director & Speakers Service.

- Promote your book and drive sales at your publisher’s website by including your book’s information in your email signature, in talks and articles, and on your institutional web page.

- Blog about your subject by creating your own blog and by “guest blogging” on others’ blogs about your topic. For example, I’ve created the blog Research Explainer, in which I offer tips on communicating research. I’ve also found the blog useful in updating and expanding on the information in my book.

- Write articles and op eds about your book topic for professional and popular publications and Web sites. Make sure the author identification mentions your book.
Market on Amazon. Ask readers who like your book to write a positive review. Create an author page. See Amazon’s Author Central for information. Have your blog posts automatically feed to your author page. Ask Amazon top reviewers to review your book. See this guide to getting your books reviewed on Amazon.

- Give public and professional talks about your book’s subject, in which you mention the book. Work with your publisher to organize book sales at public talks.

- Distribute your talk on the Web as a narrated “slidecast” via such services as SlideShare or Slideboom. For example, my slidecast talk “Using Multimedia to Advance Your Research” has received more than 2,000 views.

- Track Web mentions of your book using Google Alerts. Such alerts will notify you of reviews of your book and other mentions.

- Offer to make “virtual” appearances using Skype. Buy a quality webcam, set up a well-lit area with a nice backdrop, and advertise your availability for video talks to seminars, classes, book clubs, and other groups of potential customers.

Importantly, before you even begin these efforts, give your publisher’s marketing contact a complete copy of your marketing plan, so your efforts will be coordinated with theirs. Also, they are the experts at marketing, and may well have suggestions and contacts to make your efforts more effective.

Finally, keep your marketing contact in the loop, letting him/her know about talks you’re giving, reviews, articles on your book, and other developments. Your marketing contact knows how to use such information to your book’s best advantage.





Cool Tools for Communication

8 09 2010

The Web is bringing a constant cascade of tools for communicating. Here’s a roundup of new—or at least new to me—tools for designing  and sharing PowerPoint presentations, making snazzy charts and videos, collaborating over the Web, and creating interactive Web pages.

Links to these sites and many more are also listed in the Explaining Research References & Resources for the chapter on presentations.

In creating PowerPoint presentations, you can escape the stodgy world of standard templates by downloading more dynamic video backgrounds and animated and 3D templates from sites like a Luna Blue, 123PPT.comAnimation Factory, CrystalGraphics, and PoweredTemplates. While most of these wouldn’t be appropriate for professional or technical presentations, they could be very effective for grabbing lay audiences.

For sharing narrated “slidecasts” of PowerPoint presentations, I’ve previously been a fan of Slideshare. However, I’ve since switched to Slideboom because of its greater flexibility and capability. The problem in creating a slidecast with Slideshare is that it requires you to upload a separate audio file and go through a laborious synchronization process. In contrast, Slideboom uses PowerPoint’s built-in capability of adding narration to each slide. Thus, you can tweak your narration of each slide, without having to read through an entire script at once. And synchronization of audio and slides is automatic. Slideboom also allows integration of video and animation into slidecasts. Here’s an example of a Slideboom slidecast I produced that includes video and animation.

Another intriguing presentation tool is 280Slides, which enables creation and sharing of presentations online. Presentations can also be downloaded to PowerPoint to be delivered live.

For creating videos,the flashy music videos that the Animoto service can generate might not be appropriate for a scientific symposium. But they could prove compelling for exhibit displays and for lay audiences ranging from school groups to donors. Using one of Animoto’s many themes, you can create videos automatically from your photos, video clips, and music. Check out the Animoto showcase of education videos for examples.

Lovely Charts could prove a godsend for those who struggle with creating charts and diagrams. The Web-based application uses a simple drag-and-drop drawing mechanism to design and organize flowcharts, sitemaps, organization charts, wireframes, and other such visuals. Check out the Lovely Charts gallery for ideas.

I’ve long been a fan of Snagit for capturing and editing Web pages, images, and video. Now, Snagit has a new version that I also recommend. My favorite feature is the updated magnifier that makes captures more precise, but there are many other new features.

For sharing files across the Web, many people are fans of Google Docs, but it has limitations. For one thing, you’re limited to Google’s software. A more convenient file-sharing service is DropBox, which creates DropBox logovirtual folders on your computer that you can access anywhere and share with anyone you designate. These folders can hold any kind of file, and folders on each computer are automatically synched with one another. You can store 2 gigabytes of files for free, and pay a modest monthly fee for larger capacities.

For capturing, organizing, and sharing Web sites, video, audio, images, and documents, I have found Evernote to be a highly useful system. Such materials can be loaded onto Evernote, tagged with custom labels, and shared with others on the Web. Here’s a video demo of the system.

I’ve saved the most important new communication tool—the new hypertext markup language HTML5—for last. It’s a major revision of HTML, enabling creation of interactive Web pages that will offer important new communication capabilities. One simple example is this interactive YouTube advertisement for Tipp-Ex text eraser (warning: some rough language). It lets the viewer enter instructions for what a comical hunter does to a marauding bear. A more mind-blowing demonstration is this interactive film The Wilderness Downtown. To start the film, the viewer first enters his/her childhood address, and HTML5 enables the film to create a custom video showing Google Street View images from the neighborhood. The video creates a variety of popups during its run, and the viewer is even asked to write a letter to his/her childhood self. While HTML5 is certainly not amenable to programming by the novice, it’s interactive capabilities offer a powerful new Web communication tool.





Coping with a Hyperstory: Lessons from a Biologist’s Ordeal

19 07 2010

Being inundated by a “hyperstory” that attracts white-hot media attention can be disconcerting and even traumatizing for researchers used to the

Samantha Joye

Samantha Joye coped with a tidal wave of media

relative anonymity of the laboratory and the seminar room.  The best recent example is that of University of Georgia biologist Samantha Joye’s experience when her research revealed the presence of underwater oil plumes in the Gulf of Mexico during the BP oil spill. Her communication response, and that of the university’s news service, offers lessons in how scientists and their institutions should—and should not—handle a hyperstory.  Joye’s research and experience with the media were covered in a July 2, 2010, Science Magazine article by Erik Stokstad. I should emphasize that my critique of this case is in no way meant as a criticism of the competence or professionalism of Joye or the university’s news service. Nobody who has not found themselves inundated by a hyperstory could possibly get everything right the first time in terms of communications. Also, I could not know the politics, and organizational and resource limitations, that would affect the university’s communication response.

With those caveats in mind, first the apparent missteps:

  • According to the Science article when Joye first recognized the existence of the underwater plume, she tipped off New York Times reporter Justin Gillis, who wrote a story that was published on May 15. Giving such an exclusive might seem logical to a media-naive scientist, since a Times story would more likely be accurate. But it was a poor decision for two reasons: first it shut out the huge cadre of other media covering the story, which invariably generates ill feelings and legitimate charges of unfairness; and second such an exclusive means that the scientist is at the total mercy of what one reporter decides to write. Instead, Joye should have first notified the university news service, worked with its science PIO to come up with a comprehensive statement and press kit, and held a news conference. The news conference could have included audio and even video teleconference feeds to enable reporters worldwide to participate.
  • When the inevitable flood of media calls began, Joye simply unplugged her phone, according to the Science article—an unwise move in terms of communication. Far more effective would have been to simply change her voice message to refer reporters to the news service, where calls would be answered, background information provided, and her response organized. The message also could have included reference to a Web site which would have contained a comprehensive set of materials on her research, her findings, and her plans.
  • The university has created a page covering Joye’s work, but it is minimalist. The page does include such information as a notice of media briefings, a podcast of a June news conference, and Joye’s Congressional testimony. However, it does not include other useful content such as  a gallery of publication-quality photos of Joye and her work, and links to news stories in such publications as the  Christian Science MonitorScience’s ScienceInsider column, the Wall St. Journal, or Stokstad’s Science article. It does not even include a  link to Joye’s laboratory site or to a three-part background video produced by the university that as of this writing is available on the university’s home page. Ironically, the NSF’s release on its grant to Joye (which for some reason is provided as a pdf file on the university news service page, rather than as a link) does offer a set of images produced by Joye. Generally, the news service page does not reflect a new understanding of such institutional Web sites, which is that they no longer merely serve the media, but the public directly. This new mission influences their design to be more than simple link lists, but full-fledged news sites with a visual design quality rivaling commercial media sites.

However, there were also positive steps taken by Joye and the news service that should be emulated:

Although the researchers did include a videographer on their cruise, who produced the video series, they could also have embedded a public information officer, as discussed in this chapter of Working with Public Information Officers . Such an embedded PIO could produce blog posts, news releases, photos, and videos. At the least, Joye could designate one of her team members to act as an information officer, who with some training by communicators could produce such material.

Coping with a hyperstory is challenging enough with plenty of preparation, but the instant hyperstory—as was the case with Joye’s research—can be a nightmare. However, by developing a general communication plan for handling crises and hyperstories, and adopting an “all-hands-on-deck” approach to managing them, communicators can make such events reflect well on both the researcher and the institution.








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