ABSTRACT

Research on longform multimedia storytelling has mainly focused on the practices of large-scale media outlets which have the necessary means to produce resource-intensive multimodal stories. This paper investigates how digital storytelling production can be managed with limited resources in smaller, more inexperienced teams in order to be applicable beyond flagship projects. It thereby explores the (new) skills future journalists need to acquire within their education in order to become proficient in multimedia work routines. Following the team-based learning approach (TBL), 41 early-career journalists produced multimedia stories in higher education practical training in a simulated low-budget editorial office. By conducting a quantitative survey among all participants and a qualitative content analysis of one guided interview per team (n = 7), results show that working according to individual skills, maintaining a strong group accountability and staying flexible were important success factors under these circumstances. The largest obstacles were the conceptualization of complex projects under timed conditions as well as the disproportionately high communication efforts. In order for the production of multimedia stories to become more efficient and have greater applicability to smaller media outlets, the implementation of both project management and communication skills in higher education practical and editorial training are recommended.

摘要

长篇多媒体叙事的研究主要集中在大型媒体的实践，这些媒体拥有制作资源密集型多模态故事的必要手段。本文研究了如何在更小、更缺乏经验的团队中以有限的资源管理数字叙事制作，以便适用于旗舰项目之外。因此，它探讨了未来记者需要在其教育中获得的（新）技能，以便精通多媒体工作程序。遵循基于团队的学习方法 (TBL)，41 名早期职业记者在模拟的低预算编辑办公室制作了高等教育实践培训中的多媒体故事。通过对所有参与者进行定量调查，并对每个团队进行一次引导式访谈进行定性内容分析（n  = 7)，结果表明，在这些情况下，根据个人技能工作、保持强大的团队责任感和保持灵活性是重要的成功因素。最大的障碍是在时间条件下复杂项目的概念化以及不成比例的高沟通努力。为了使多媒体故事的制作更加高效，并在较小的媒体渠道中具有更大的适用性，建议在高等教育实践和编辑培训中同时实施项目管理和沟通技巧。