so this is mass communication?

When I talk to someone not as invested in the social media world as I, the question typically comes up:

what social media tools are you using right now?

The question is sometimes asked with a slight tilt of the head & a look like that person is expecting the equivalent of a stock tip from a big city stock broker. No, I’m not kidding.

So since my obsessions with a few tools keeps me away from blogging, I thought I’d share what I’m getting into these days.

Twitter! Who would have thought that the person who signed up for the microblogging tool & kept her status as “napping” for nearly 9 months would be obsessed with Twitter? Well it is true! I can’t get enough. For me, this is my one personal social media indulgence - the only thing I do without care or concern to my professional life (and that is why I locked my tweets & will now only approve people that I actually do know). My tweets are not fun nor interesting, but they are true to the tool in that I’m always answering that magic question of “what are you doing?”

Video! I used to talk a big game about the importance of multimedia in social media and a general Web space. But I never really thought I could get into it. It seemed too time intensive, too complicated, etc. Then Robert French gave a demo of his little flip cam at the Edelman Digital Bootcamp & talked about how he had his students use them (they buy the $100 video camera instead of a text book). The tipping point was a week later when Phil Gomes gave me a flip camera as a speaker’s gift. I seriously was so excited I tore through the hard plastic packaging with my keys while on the flight home. After making a few one-shot videos (no editing, as it happens video), I finally made an edited video in iMovie for my YouTube channel this weekend. It only took about 3 hours (most of that time was spent trying to find a song that I could use without going to jail for copyright violations). So with the magic of a $100 USB video camera, standard movie making software on my Mac & podsafe music search site I actually became a movie maker!

PR Open Mic! I was totally one to groan ‘another social network?’ thinking this world does not need more — but I love PR Open Mic! Started a few weeks ago by Auburn’s Robert French, this network brings together PR students, professionals & educators in one place to discuss the issues of our professional lives. For students it’s about finding internships, jobs, networking etc. For professionals it lets you connect with young talent & ideas, while opening up your network for also receiving advice on the work projects that keep you up at night. My favorite part, which will not come as a surprise, are actually the videos that go up. Phil Gomes started ‘A Minute with Phil,’ which he admits has gone over a minute each time. His concept is that he gets questions from students & educators all the time so he’ll take the time to create a few short little videos each week to answer that question. It’s great!

So those are the tools that have my attention. Here’s my latest little video just in case you haven’t had enough.



Now it’s your turn - what tools are you using these days?

At the Edelman Digital Bootcamp, I presented a number of social media assignments and teaching tools that I have worked into my traditional PR classes. This assignment is one of those assignments.

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Wikis are Web sites where users can all collaborate on a document. Some wikis are password protected and some are public (like the wiki of all wiks: Wikipedia). Google has similar technology in their Google Doc and a more power place, in Google Groups, where users can also upload files & thread discussion reactions to pages (which are, essentially, wikis).

While most talk in the PR practice about wikis deals with an organization’s Wikipedia entry and the ethics of editing Wikipedia, there is a great internal use for wikis and similar technology like Google Doc/Groups. Collaboration! Think of how frustrating it is to be working on a document (press release, research paper, etc.) only to find that someone else on your team already updated it and you are now working off an older version? Wiki and the Google equivalent (a Google Doc that can be shared among users or made public) is a great solution!

In the classroom, encourage students who are working in teams with one another to write their papers using wikis or make a Google Group. My students use Google Groups (they are the ones who told me about it in the first place) and said that it was one of the best things they could do to not only keep track of all the documents associated with the project in one place, but all work together on the final writing of the project without making time-costing mistakes of double-editing.

For your own research, consider making different Google Groups or wikis for the various team research projects you work on. I am working with colleagues from New York, to Tennessee to Hawaii and I use either a wiki or Google Group with all and it has really streamlined collaborative research writing.

At the Edelman Digital Bootcamp, I presented a number of social media assignments and teaching tools that I have worked into my traditional PR classes. This teaching tool is one.

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Social bookmark sites, like del.icio.us, allow users to post their Web site “bookmarks” online (so you can access from any computer, anywhere) and with others. When you bookmark a site that others have bookmarked, it will show you not only how many others but who. Why is this so interesting? Well, if you bookmark something that I bookmark then chances are we are interested in the same things … so you may find some really interesting Web sites over on my del.icio.us page and vice versa.

Social bookmarking can be used in the industry as a way to distribute daily clips to management. Additionally, you can check social bookmark sites to see how many people might have bookmarked a recent news article, press release or white paper.

In the classroom, social bookmarking can become a repository of extra online resources for your students. For examples, see my pages for my Public Relations Research Method (ADPR3510) course: http://del.icio.us/kaye.sweetser/adpr3510

Tips

• For each bookmark you add, you will want to create a “tag” for it. Think of these tags like keywords; they are just general organizational items. Each bookmark can get several tags. I often use content labels (like SPSS or IRB for my research class) as well as the class name (ADPR3510) when I bookmark something for a class.
• Post the del.icio.us URL for your class on the syllabus
• Tell the class to subscribe to your class del.icio.us RSS
• When you see that others have bookmarked the same thing you have, click on that link then start exploring their del.icio.us links to see you have other interests in common (this is how I found a lot of really great online tutorials for my classes)
• To create a “class del.icio.us page,” simply give all items you want your class to see a common tag (e.g., ADPR3510) then type in the URL to see just that tag on your del.icio.us account (http://del.icio.us/username/classtag can become http://del.icio.us/kaye.sweetser/adpr3510)
• Subscribe to others’ del.icio.us RSS feeds as a way to keep up with your own interests, in PR practice and education I suggest:
  • http://del.icio.us/kamichat
  • http://del.icio.us/cbasturea
  • http://del.icio.us/Tiffany_Derville
  • http://del.icio.us/kellimatthews
  • http://del.icio.us/KarenRussell
  • http://del.icio.us/kaye.sweetser
  • http://del.icio.us/geoffliving

At the Edelman Digital Bootcamp, I presented a number of social media assignments that I have worked into my traditional PR classes. This assignment is one of those assignments.

Related note: I previously posted on the topic of teaching through Twitter, Dr. Karen Miller Russell posted a write-up of 48 hours of Twitter & Dr. Mihaela Vorvorneau outlined her method for using it as a teaching tool.

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This assignment is ideal for PR Writing, Administration or capstone Campaigns courses.

In this assignment, students experiment how a presence application/microblogging tool such as Twitter could be used by an organization as a means to communicate with publics. Twitter, which limits all postings to 140 characters or less, seem to be fun solutions for providing a more human image of an organization, provide unique marketing opportunities if “coupon codes” or Twitter-only specials are announce on it and might be most appropriately used during a crisis to quickly move information from the scene of a crisis to headquarters, media outlets and citizens simultaneously (see Red Cross use of Twitter during 2007 California Wildfires as an example).

If this assignment is used in a writing class, professors could ask students to write 10 tweets as a part of the assignment (not actually posting on Twitter but simply writing the content). If this assignment is used in a capstone campaigns class, students could be encouraged to use Twitter as a campaign tactic aimed to building communities and informing publics on the campaign or a particular event.

Directions to students: Twitter is a microblogging site that requires each update to be 140 characters or less. It begins by asking, “what are you doing?” which is why some call it a presence application as well. Twitter is fun, addictive and represents an excellent opportunity for companies to build communities and inform their publics. The best tweets will display a human voice, include others in the conversation and offer unique information that couldn’t be found elsewhere. Don’t use Twitter as a way to reiterate a standard press release – use it to engage your publics and share urgent information with them (if in a crisis).

> Learning objectives

• Apply Web-writing composition techniques
• Practice properly targeting and engaging publics

> Layout and content recommendations

• Indicate the organization’s name at the top of the page
• Compose tweets, indicating time and date items would be posted on Twitter
• Keep tweets to 140 characters or less

> Tips and resources

• Keep it real: be honest and forthcoming in your tweets
• Don’t simply shill releases or products – tell stories instead
• Be transparent – don’t lie about who you are or why you’re writing about a particular topic
• Write it from a first-person perspective and make it conversational
• Try to humanize the organization
• Use the “tinyURL” site to take long URLs and turn them into small ones (it redirects you to page)
• Make the company logo the profile icon to continue branding (make sure it looks good at that size!)
• Involve others on Twitter by replying to their tweets and following others
• Consider using during a crisis to simultaneously release information from the scene of a crisis back to headquarters, media and publics simultaneously
• See these resources for additional tips
  • http://www.pr-squared.com/2007/09/prsquareds_social_media_tactic_2.html
  • http://blog.wired.com/27bstroke6/2007/10/in-disasters-ev.html
  • http://overtonecomm.blogspot.com/2007/10/red-cross-uses-social-media-tools-to.html
  • http://stephensonstrategies.com/2007/10/01/new-on-youtube-use-twitter-in-emergencies
  • http://teaching.mrbelshaw.co.uk/index.php/2007/09/27/3-scenarios-for-using-twitter-with-your-students/
  • http://chronicle.com/wiredcampus/article/2699/a-professors-tips-for-using-twitter-in-the-classroom
  • http://onlinejournalismblog.com/2008/02/15/teaching-students-to-twitter-the-good-the-bad-and-the-ugly/

> Grading rubric

When grading the Twitter, consider how well it fits into the nuanced community of Twittering. Notice the CNN breaking news account – while we know CNN is reporting news 24-7, they only tweet “breaking news” once every 2 or so days so. Think of it as the boy who cried wolf; don’t over saturate your audience and only put engaging and meaningful information up. If it is overly promotional, only containing links to press releases or product related material then it is very bad Twitter content (e.g., D or C for a letter grade). However, if it begins/responds to/continues a conversation, offers information/resources related to the company’s industry (but isn’t promoting a specific company or affiliate product) or tells a “behind the scenes” type story then it is likely excellent (e.g., A or B for a letter grade). Promotional material (e.g., “Registration now online for event!” or “Next five people to walk into Smoothie King and say ‘ssooooo smoooth’ get a free smoothie”) from time-to-time is acceptable, but the Twitter account should be much more than that.

> Example

The Red Cross Twitter account is a good example of an organization, who has used Twitter to communicate during crises (fires, tornadoes, etc).

Other good organizational Twitter accounts:

• http://twitter.com/UGAprssa
• http://twitter.com/Poynter
• http://twitter.com/franklinpolice
• http://twitter.com/CICM
• http://twitter.com/converseon
• http://twitter.com/technorati
• http://twitter.com/socialmediaclub
• http://twitter.com/cnnbrk
• http://twitter.com/EDB_Lindsey
• http://twitter.com/EDB_erin

At the Edelman Digital Bootcamp, I presented a number of social media assignments that I have worked into my traditional PR classes. This assignment is one of those assignments.

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This assignment is ideal for PR Writing and to be used in publicity for capstone Campaigns courses.

In this assignment, students write a social media press release. In February 2006, Tom Foremski wrote a blog post titled “Die! Press Release! Die!” where he asked public relations professionals to move beyond the traditional press release and provide content in a better format for journalists. He suggested leaving behind the already-written content and instead simply providing bulleted facts, quotes and multimedia. This call led to the re-vamp of the press release into what is now known as the social media press release or new media release; SHIFT Communications released a template (pdf) for the SMPR in May 2006. In early 2008, IABC took a leadership role in devloping the new type of release. Essentially, the release is comprised of short bulleted facts, multimedia (images, video, audio), quotes and suggested tags. The movement behind the SMPR cites that the format allows those who receive the release the opportunity to “re-mix” the content to report the story without PR influence. In this assignment, students are asked to create their own social media press release for an assigned client. If desired, you can have them actually lay out the SMPR in the free online SMPR tool (just don’t release it to the wire!) and have the students e-mail the SMPR directly to you in order to turn in. While students may not completely abandon the traditional press release in their practice, the SMPR is the first major evolution to the press release format in more than 100 years and is being adopted by Fortune 500 companies. Additionally, SMPR can be used for blogger relations and the use of it can assist in providing real metrics on the success of a release.

Directions to students: Compose quotes and content for a social media press release that might be released by your client. Write acceptable quotes, use bulleted facts and link to multimedia to attract press coverage and interest.

> Learning objectives

• Use journalistic news values to determine best news facts and angle to include
• Understand how multimedia linking multimedia to a release can make content more attractive
• Understand the proper composition of a social media press release

> Layout and content recommendations

• Use PRX Builder [http://www.prxbuilder.com/] to format the text of your SMPR (create username)
• Create a new social media release through PRX Builder, save the page/file by your lastname.xml (smith.xml)
• List yourself as the point of contact (you can be a spokesperson)
• Indicate your organization’s name and other relevant contact info
• Provide contact information, making you the PR point of contact (equivalent of writing your name on paper)
• Have a headline and subhead for the release
• Provide dateline information to include both location and date of release
• Write several core news facts as bulleted items
• Link to multimedia (images, video, games, quizzes) to go along with the release (make these URLs up)
• Write several bulleted quotes from various people in your organization about the issue, 3^rd party quotes also acceptable
• Provide company information (such as a boilerplate) that is concisely written and avoid PR fluff
• Suggest keywords for tags
• Optional: Link to other relevant coverage to date or blogger coverage of the issue, so the media knows that this has already generated interest (will increase your chances of getting published)
• Optional: Link to RSS feed (just make up link or just place the standard RSS graphic there)

> Tips

• Save everything in MS Word – the Web site or program might crash and you can’t retrieve it
• Remember journalists will have to write a story from this – so make sure you include a lot of facts and solid quotes
• Consider quoting someone from outside the client’s organization (reputable source whose opinion is valuable)
• Compose well-written Web text appropriate for blogs
• See these resources for additional tips
  • http://www.prnewswire.com/mnr/shift/24521
  • http://www.pr-squared.com/2008/02/prsquareds_social_media_tactic_6.html
  • http://www.briansolis.com/2008/02/definitive-guide-to-social-media.html
  • http://www.socialmediarelease.org/2006/11/02/elements-of-the-social-media-release
  • http://www.socialmediarelease.org/2006/11/03/how-to-write-a-social-media-release-for-everyone-involved-in-pr-marketing-and-communications
  • http://www.toprankblog.com/2006/10/why-use-social-media-with-your-press-release
  • http://www.socialmediarelease.org/2008/02/15/social-media-releases-a-report-from-the-field
  • http://newpersuasion.typepad.com/new_persuasion/2006/09/using_the_socia.html

> Grading rubric

When grading an SMPR, treat it much like you would a traditional release. Did the student accurately communicate facts in a concise and well-written manner? Did the student adhere to AP Style? The difference, of course, with SMPRs is the inclusion of multimedia and offering a variety of extra resources for the recipient of the release (podcast, YouTube video, white paper reports, etc.). Additionally, did the student select quality facts for the news bullets? A good SMPR will have excellent news facts, solid quotes (typically no more than 2 per source), quotes from sources outside the organization and lots of multimedia by way of logos, head shots, videos, photos, etc. Additionally, the good SMPR will have well thought out tags suggested for those who may want to re-mix the content. A poorly written SMPR does not include any multimedia, includes meaningless facts, does not use Web writing techniques and does not have quality tags.

At the Edelman Digital Bootcamp, I presented a number of social media assignments that I have worked into my traditional PR classes. This assignment is one of those assignments.

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This assignment is ideal for PR Research, PR Cases Studies, Administration and to use for the research function of capstone Campaigns courses.

In this assignment, students monitor the online conversation occurring about an organization on posted by that organization’s publics (i.e., environmental scanning of blogs for discussion of company issues). Adoption trends show that the number of people reading blogs jumps each six months and more than half of journalists turn to blogs for sources, story ideas and to “break scandals.” Academic research finds that people who read blogs cite them as credible sources of information and there are several notable anecdotes about stories jumping from blogs to the mainstream media. As such, it is important for public relations students to learn how to monitor blog and other social media content in a systematic way that provides the same insight that more traditional environmental scanning methods do. Remember though, these scans are good only if they include the entire online world — don’t just look at blogs but include microblogging sites like Twitter, and multimedia sites like YouTube or Flickr.

Directions to students: Many people will discuss your organization and its products/services on their own Web sites, outside of traditional media. Just as it is important for you to know what the media and your community are saying about your issues and organization, it is important to know what is being said in social media sites like blogs and message boards. In this assignment you will listen to the “cyberchatter” about an assigned client for one week. During this time you will (1) monitor social media sites, (2) assess the importance/impact of each site that discusses your organization and (3) write a short analysis of the week’s conversation. Additionally, you may make suggestions for action or engagement based on this analysis.

> Learning objectives

• Apply environmental scanning and issues management approaches to non-traditional information sources
• Practice research skills in diverse information environments
• Connect environmental scanning practices with emergent technology
• Familiarize yourself with potentially powerful, persuasive and relevant conversations occurring about your organization outside the mainstream media

> Layout and content recommendations

• Assign a client to students or allow them to pick their own clients (suggest large Fortune 500 companies)
• Identify key search terms with students for their client. Don’t just rely on the organization’s name. Include CEO, product names, issues and common misspellings for associated organizational terms.
• Demonstrate key word searches on various blog search engines like IceRocket, Technorati, blogsearch.google.com
• Show students how to set up Google alerts on key words
• Explain RSS feeds, how to identify them, subscriptions & readers such as BlogLines or Google Reader (note: you can do an initial search on the blog search engines & then subscribe to that search to make life a little easier)
• Explain tags (often used on blogs, Flickr, YouTube, etc)
• Explain that blog site importance/impact can sometimes be determined through reading the “about” page of the blogger and reading the comments on posts

> Tips

• Monitor inbound links to the company’s Web site through Technorati or IceRocket and by typing link:url (with url being your company’s URL) into Google
• Do Web searches on the company name (including common misspellings) and products/services
• Start with quality search terms
• Follow key words on Twitter
• Always follow links in a blog post – the link may contain all of the meaning
• Always read all of the comments on a blog post – the post may appear neutral then the comments might contain a heated discussion
• See these resources for additional tips
  • http://redcouch.typepad.com/weblog/2006/01/blog_monitoring.html
  • http://www.globalprblogweek.com/2005/09/21/wyman-reputation-management/
  • http://hyku.com/blog/archives/001728.html
  • http://hyku.com/blog/archives/000189.html
  • http://technorati.com/weblog/2007/05/354.html
  • http://radiofreeblogistan.com/2005/04/29/assessing_blog_authority.html

> Grading rubric

When grading the online conversation monitoring report, treat it much like you would any traditional environmental scanning report. The only difference here is that the net for area to be monitored is cast much wider. The best thing a student can come away from this assignment understanding is that one is always monitoring one’s organization – and it is important to add social media sites to this list of sites monitored. Once systems are in place (e-mail alerts, etc.) the work is streamlined and much easier.

At the Edelman Digital Bootcamp, I presented a number of social media assignments that I have worked into my traditional PR classes. This assignment is one of those assignments.

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This assignment is ideal for PR Writing, PR Cases Studies or Administration courses.

In this assignment, students write a blog post that might appear on their company’s official organizational blog. Client can be picked by student or assigned

Directions to students: Compose a message that might appear on an organization’s official blog. The voice of this blog post should be informal but the content should be informative. Blog posts should contain hyperlinks and not appear too over-the-top regarding company promotion/advertising or overt public relations. Use this as a personal platform to begin an unmediated, direct conversation with your publics.

> Learning objectives

• Use blog platform to communicate with and engage publics professionally in a human voice
• Apply Web-writing composition techniques
• Reflect on ethical public relations tactics in nuanced social media communities

> Layout and content recommendations

• Indicate the organization’s name at the top of the page
• Before starting the blog post, provide a 1-2 sentence introduction to instructor explaining what the purpose of the blog post is or the scenario that is being addressed in the post (this is not part of the post but provides context). For example, if this post is written during the middle of a crisis for the organization, describe that scenario.
• Title the blog post
• Write a post of 350 words or less (this excludes intro statement, title and URLs – this limit is ONLY on blog post text)
• Include at least two hyperlinks with properly composed hypertext. The hypertext should be underlined. The actual URL should follow the hypertext & be in brackets. See GM blog post for example. Remember, “Click Here” is not properly composed hypertext.

> Tips and resources

• Keep it real: be honest and forthcoming in your post
• Be transparent – don’t lie about who you are or why you’re writing about a particular topic
• Write it from a first-person perspective and make it conversational
• Try to humanize the organization
• Encourage feedback
• Compose well-written Web text appropriate for blogs
• See these resources for additional tips
  • http://www.edelman.com/image/insights/content/ISwp_TrustMEdia_FINAL.pdf
  • http://pkellypr.com/blog/2005/0913/tips-on-writing-content-for-your-blog/
  • http://www.problogger.net/archives/2005/12/30/tens-tips-for-writing-a-blog-post/
  • http://www.prblogger.com/2005/09/tips-on-writing-content-for-your-blog-cont/
  • http://write-better.blogspot.com/2007/12/writing-effective-copy-for-your.html
  • http://hyku.com/blog/archives/001309.html

> Grading rubric

When grading the blog post, consider how well it fits into the nuanced community of blogging. If it is overly promotional or mere cut and paste of a press release then it is a very bad blog post (e.g., D or C for a letter grade). However, if it begins/continues a conversation, offers information/resources related to the company’s industry (but isn’t promoting a specific company or affiliate product) or tells a “behind the scenes” type story then it is likely an excellent blog post (e.g., A or B for a letter grade). All writing and writing-for-the-Web principles should be followed so that students practice professional communication on a medium they are used to being less formal on.

> Example

The following post is a good example and is taken from GM’s “Fast Lane” blog and was edited to meet the requirements of this assignment. The original post is at http://fastlane.gmblogs.com/archives/2005/04/clearing_the_ai_1.html

Scenario: The Los Angeles Times published content that GM felt was inaccurate and misrepresented their company and products. GM filed a complaint with the Times, and withdrew advertising to the publication. This itself became a news story, with GM receiving criticism for its response.

Clearing the Air

By Gary Grates

Vice President, Communications, GM North America

There is a lot of criticism regarding our dispute with the Los Angeles Times [http://www.latimes.com]. And there is praise from those who agree with us that the newspaper’s coverage is not always fair [http://www.hedgehogreport.com/index.php/3848].

By far, the most frequently asked question has been: “Why doesn’t GM publicly detail the Times’ errors and misrepresentations?”

Since this became a news story last week, we declined to participate in a public airing of our complaint out of respect to the Times. To its credit, the Times has an ombudsman investigating these issues. We want to let the Times consider our complaint and announce its conclusions before we comment.

This has not been a popular decision with those who would prefer to portray this as a “battle” or “war.”

This is far from reality.

We were frank in our criticism, and the Times editors so far have taken our complaint seriously.

We knew going into this that our action would be portrayed negatively. GM was attacked relentlessly in as being “thin skinned.” But think about that for a moment: GM has been particularly “newsworthy” in the last month. Many weighed in on our challenges and our products. If ceasing our advertising in the Times were simply a symptom of our alleged “thin skin,” then why focus solely on the Times, a newspaper that covers GM minimally?

In fact, GM is not averse to fair criticism, and we appreciate the role journalists play in our society.

We expect critics to point out where we have done well with our products and where, in their opinion, we could do better.

When we disagree, we take it up privately. We are not so naïve to expect that the media should only write positive things about us, as some have opined.

We anticipate saying more once the Times reaches its own conclusions, and we’ll share that with you here when the time comes. Until then, acting in good faith and out of respect for the Times’ process for dealing with such issues, we will opt to not add fuel to the media fire.

Other good organizational blog posts:

• Facebook encourages users to interact: http://blog.facebook.com/blog.php?post=8183627130 .
• Renowned English tailor provides advice for high-dollar dressing on low budget: http://www.englishcut.com/archives/000101.html

Yesterday’s Edelman Digital Bootcamp at the University of Georgia that I mentioned last month went off without a hitch! It was a great experience where 60 students from schools all around the Southeast (from Florida to Tennessee & many points between!) traveled to Athens to get hands-on tactical experience for integrating social media into a PR strategy.

The educators gathered for a separate track where we, among other things, talked about specific assignments one could use in traditional PR classes. I plan to post the assignments I shared with the group over the next few weeks.

This was just the first bootcamp, but Edelman will get a plan from my 13-member PR Campaigns team (ADPR 5950) who planned the event so they can take this show on the road to many universities across the United States. Considering the event sold out days before Saturday & there was a “waiting list” of students trying to get in the doors, I think it is safe to say Edelman will do this again.

The talk on Twitter was that the next stop for EDB should be Hawaii. I told them University of Hawaii associate professor Dr. Tom Kelleher would be more than happy to host! I think he might have to invite me to be a part of the educator panel though …

Catch up on what happened:

• Edelman Digital Bootcamp blog (including podcasts & videos)
• Flickr and other tagged photos
• Twitter tweets about #edb

Everyone knows that YouTube is a great way to try your chances at becoming an Internet superstar. But what about using YouTube locally to engage your publics in your own community for your PR campaign?

I really started to think about this last semester when studentLizzie Azzolino wrote a proposal for a YouTube contest, using the Georgia drought as her client topic. While Lizzie’s proposal was just for a class assignment, I imagine that had the State of Georgia actually employed it as a part of their water conservation campaign they might have gotten some really good gems like this home-made PSA.

When I saw that UGA’s Bateman PR campaign team had a similar YouTube “show down” locally as a part of their campaign to get adolescences to wear seat belts, I was again struck by how you can use YouTube locally. The campaign team went to local schools, turned over cameras to two classes then let them film their own PSA. The campaign team edited them together and the “show down” was born. The 6th graders PSA was pitted against the 7th graders PSA. Locally, this video channel has become quite a hit and computers across Athens are going to the site to watch their favorite video to try to get the most hits so their team will win a party. The newspaper article alone generated more than 150 click-throughs to one of the videos.

If you haven’t seen the videos yet, take a look. The first one is here.

And the other here.

To me, this is what social media is all about. It’s social. It’s about engaging your public (no better way to get your publics to really invest in your message than a video contest). And really, what most people fail to think about, is that it can be quite successful when it’s done locally. Mixing these social media tactics with good old fashioned PR techniques of media relations & relationship building can help you get the message resonance you want.

I’ve always tried to infuse social media into all of my classes — especially the traditional core curriculum classes. This interest became more formal quest since I became a Research Fellow for the Society of New Communications Research, where I sit on the educational committee.

So you can only imagine how pleased I was to see this blog post on the “official AEJMC blog”, and a more in-depth piece by David Parry at the University of Texas at Dallas. There is even an article in the Chronicle of Higher Education!

Teaching twitter and teaching through tweets is legit!

David does the same assignment both Karen Miller Russell & I (and many others!) have done: Twitter tweets for 2 days. My experience is that when you throw students into Twitter together as a group, where as a part of the assignment they are required to follow one another, it is an instant community for them that really helps show what the tool is all about.

He makes some other great suggestions for how to use Twitter in teaching to expand the classroom experience, so do check out his longer blog post on the topic.

Lest you think I’ve lost sight of what is really important in education, let me be clear:

The point is that it shouldn’t be about teaching a specific technology — it should be about showcasing creative professional uses through emergent technology. Today Twitter, tomorrow …. what ??? As Karen said when I popped by her office last week, we’re here today to show them how to use the killer app now, but we won’t be there for the next big thing — so we have to teach the skills to them so they can teach themselves. In doing so, we lay the groundwork for creative but ethical practice using tools as they emerge.

Other resources:

• Social Media class twitter tweets for 2 days assignment
• Karen Miller Russell’s 48 hours of Twitter
• Karen’s suggestions for PR student tweets
  
• Web 2.0 teaching tools: Twitter tweets for higher education
• Collaborative writing, 140 characters at a time