This is an early animation by Terry Gilliam, from Christmas 1968. Laughing Squid posted it to Tumblr this morning.

Every since my brother introduced me to Monty Python when I was about eight, I’ve been enamored with highly visual absurdist humor. And I especially adore Terry Gilliam’s ability to upend our assumptions of space, time, place, scale, and intention.

This was also why I loved the original Pink Panther cartoons, Ren & Stimpy, and Ralph Bakshi’s Mighty Mouse. And, of course, my all-time favorite film, Brazil (by Terry Gilliam, of course).

We live in an unpredictable world, where meaning shifts drastically as context changes. We’re forever falling into a new picture frame, and parts of other pictures intrude rudely upon ours. Laughter is the best way to stay afloat amidst chaos. And there is always, always chaos.

And with that, happy holidays, all!

Kwan Booth sent me this, since I’ve been awfully short on inspiration lately. Thanks!

See how much fun collaboration can be? Play with it!

I really used to hate stereograms.

When they became popular in the early 1990s, they often reduced me to serious frustration and headaches. I would stare at them — glare at them, really — trying to will their embedded 3D images to leap out. Everyone else seemed to enjoy these hidden illusions with ease. But my eyes and brain stubbornly refused to do the trick.

Then one day, I realized that I was looking at a dolphin. I just glanced at the cover of a book of stereogram art, and there it was. I was delighted to discover that the image wasn’t “leaping out” at me — rather, I was “seeing into” it. I wasn’t even sure how I’d started to see the hidden picture. All of the sudden, and quietly, it just worked.

Years later, I’ve come to realize that whenever I’ve identified a key mission or purpose I should pursue, it’s emerged (very much like that dolphin) from the background of the world around me. I get a sense that some vision is waiting to be seen, and I prepare my mind to be open to it. Then eventually I see it, and it feels like I always should have seen it.

In contrast, whenever I’ve tried the top-down, primarily rational (rather than intuitive) approach to choosing a course in life, I usually end up not really wanting what I’ve been working for, or liking what I’ve done — which is frustrating and demoralizing on many levels.

I’ve been quiet on this blog lately, mostly because I’ve been spending more time conversing, research, reading, and journaling. To be honest, I’ve been searching for purpose. For a couple of years now — although I’ve been doing a lot of interesting work, meeting a lot of interesting people, and learning a lot of interesting things — privately I’ve been feeling like I’ve been flailing around, seeking direction and purpose.

Finally, I feel like the picture is starting to emerge. Here is the outline so far…

• Relevance: I think I can help foster a greater practical understanding of relevance — connecting the dots between information and people. This could, in turn, help people create automated tools that can spot and convey relevance. Imagine a “relevance engine” that could scan a seemingly random group of news stories or datasets and indicate not just which ones are probably most relevant to you, but explain how each is relevant.
• Helping people discover and share useful information. On this front, I think I could be most immediately useful by helping to free professional and amateur journalists from the constraints of traditional news organizations (most of which probably won’t be around much longer, and which have also succumbed to a toxic culture that directly undermines journalism and communities). Journalists have developed very useful skills, and I don’t want that value to be lost as this particular corporate house of cards collapses.
• Energy. My work and interests keep bringing me back to energy (electricity and fuel). It truly makes almost every other good in the world possible. Plus, the fragility, unevenness, and difficulties of how energy is produced, transported, and used around the world lie at the root of many thorny problems (war, poverty, drinking water, medical care, climate change, etc.). I want to directly support the development of more diverse, less destructive, and less centralized energy sources around the world — as well as more efficient ways to use that energy.

…That’s what I’ve gleaned so far from the patterns in the world around me and how they’re resonating in me. I have a sense that there’s a deeper purpose that unifies these three missions — but I can’t quite articulate that yet. Still, I do believe it’s important to keep my personal focus on practicality, not theory — on helping people in the real world. And I am passionate about all these missions.

I’m curious what Contentious.com readers think of this emerging outline for the next big phase of my life and career — as well as my intuitive process for choosing direction.

How do you figure out what you should be doing in life? Are you rational about it, intuitive, or both? I’d love to hear how other people wrestle with this kind of quest — or if it’s even a conscious effort you make.

Thanks to Tom Vilot for the tip.

Picking up on my post yesterday, Univ. of Florida journalism professor Mindy McAdams challenged me (and her other readers) to translate my quick list of what j-schools should be teaching into a something more testable and measurable that could be translated into a curriculum.

Here’s my first shot at that:

• Content management systems (including blogging tools): First, I’d have the students run a group blog on a topic of their choosing for a year to get comfortable with the content and commenting apects of blogging. (A group blog is likely to get more activity and discussion than individual blogs.) This blog should be based on an expandable, customizable tool like WordPress. Then the students should be taught the basics of information architecture, and from that figure out how to expand or customize their blogs to deliver or integrate new kinds of content or services. This could be as simple as finding and installing WordPress plugins to add features, or integrating content from other places (such as Flickr or del.icio.us). The goal would be to get them to not just understand, but demonstrate that on their own they can envision, research, evaluate, and act upon options to do more with their content online. There’s a lot you can do without getting too geeky. They need to gain the confidence that many options are within their personal grasp — they don’t always need to get permission or beg someone else to do things for them.

There’s a lot more on my list, of course…

• Mobile tools and mobile media strategies. These students all have cell phones anyway. Require them to subscribe to mobile news and information services, and critique the quality of the service and user experience. Also, require them to create whatever kind of content their phones support (photos, video, audio, GPS data, even just SMS to Twitter, etc.) and post or stream it from their cell phones. Include participatory exercises based on SMS or MMS to include students who don’t have data plans on their phones. Free services like NowPublic, Flickr, Qik and CNN’s iReport could be especially helpful and even fun for your exercises.

• Social media. The point here is to help students learn a key tool for engaging communities, while also gaining experience with how influence works and information travels through social media. I suggest starting with whatever social media services most of the students are already using (like Facebook, MySpace, Ning, LinkedIn, YouTube, or Twitter) and explore both the one-to-one and group interaction options through exercises. For groups, it’s probably better to get them involved with existing, active groups on these services — rather than try to start a new group from scratch. Where possible, use both web-based and mobile options for these services. They should learn to use these tools for community outreach, story/issue research, and promotion of their work.

• Economics and business theory/models. Journalism students should be taking courses in the media business that offer the fundamentals of historical, current, and emerging media business models. They should learn what budgets and balance sheets look like, how grant funding and investment works, and how to evaluate the economic environment they’re operating in — including how it’s changing. Get them used to seeing the big picture and looking ahead. Practical skills could include analyzing the economic environment of the local community, spotting emerging trends that could offer journalistic or other media opportunities, and writing a basic business plan to capitalize on those opportunities.

• Business skills. This could involve evaluating and estimating revenue options from grants to investors to advertising to subscriptions to partnerships and more, as well as knowing what steps to take to pursue that funding. Example exercise: Develop a strategy and action plan for increasing online revenues for the campus or local daily paper — including calculation of expenses and revenues, and a timeline for implementation. In addition, they should be aware of what it takes to start and run a business — requirements for taxes, healthcare, getting SMS shortcodes, working with advertisers, etc. No part of the business that supports their journalism should be alien to them.

• Management skills. I’m envisioning this both from an entrepreneurial and organizational perspective. In all exercises, put the students in a decisionmaking role and guide them through learning how to manage time, resources, and people — whether employees, collaborators, or community members. For instance, if a class project is increasing online revenues for the campus paper, divide that mission into sub-tasks, assign someone to manage each part of that project, and require them to make decisions and delegate. Teach them how to use tools like Basecamp to coordinate team efforts. In fact, it might be a good idea to coordinate projects with other j-schools around the country or world, since increasingly in the media business project teams are widely distributed. The point is to encourage them to take charge of the process, not just to pigeonhole themselves as content creators.

• Marketing, advertising, and SEO. In addition to taking a marketing basics class oriented toward media products and services, j-students should learn the basics of search engine optimization — since findability generally translates into traffic, engagement, and revenue for most media ventures. Exercises can include learning to use Wordtracker to optimize headlines, stories, and metadata to increase both traffic and relevance; using Google Analytics to analyze traffic patterns to a news/info site (such as for the campus paper) and suggest strategies to boost traffic and engagement; developing and running Adwords campaigns (with a modest budget) to promote a class project; researching niche ad networks that might help support various types of coverage or beats, etc.

• Community engagement and management. This is perhaps one of the most marketable skills any journalist can have for the next several years or decades. The point is to get them used to creating news as part of a conversation, rather than simply as a one-way product for publication. It’s about promoting constructive public discourse through active engagement. Exercises could include participating in an active community forum; working as a volunteer moderator for an active forum where contentious topics arise; taking and active role in editing and discussing a Wikipedia page of interest; helping to coordinate (not just cover) local events like town hall meetings, conferences, or festivals; participating in or running local meetup groups, etc. These experiences tech how to handle conflict, foster consensus and diversity, produce events, and demonstrate respect and understanding for communities in order to build credibility. In this respect, working through local government, advocacy groups, social service agencies, neighborhood associations, and ethnic or religious groups could be as valuable (maybe more valuable) than working through journalistic or media organizations.

…I realize that my list sounds like a hell of a lot of stuff, but I feel like I’ve only scratched the surface in terms of what today’s journalists really need in order to take advantage of current opportunities, spot emerging opportunities, and take charge of their own destinies (rather than relying on a paternalistic news org to shelter them while they write, write, write).

I realize also that there may be resistance in journalism schools to much of what I propose, for reasons ranging from “we’re not a vocational school,” to IT staff resisting implementing the kinds of tools I’ve mentioned, to the need to integrate curricula more closely with business schools, to the tenured faculty who must teach at least some of these topics not knowing or caring much about them.

I’m not saying this would be easy. But I do think what I’ve outlined, in addition to teaching core journalism skills and values, is what today’s j-students really need to prepare for the kinds of careers they are most likely to have — and the kinds of media they can play a key role in inventing or developing.

Thoughts?

(And thanks, Mindy, for making me think this through more.)

I just found in my WordPress moderation queue this comment, submitted in response to my post about my blog being hacked by a spammer hawking Viagra:

…With (of course) a link to a site that sells Viagra. ROFL! Nice try, but no dice!

Recently, my Poynter colleague Roy Peter Clark caused a stir with his article Your Duty To Read the Paper. There, he wrote:

“I pose this challenge to you: It is your duty as a journalist and a citizen to read the newspaper — emphasis on paper, not pixels.

“…And here’s why: There is one overriding question about the future of journalism that no one can yet answer: How will we pay for it? …Until we create some new business models in support of the journalism profession, we’ve got to support what we have.

“…I have no proof, but a strong feeling, that even journalists, especially young ones working at newspapers, don’t read the paper. That feels wrong to me — and self-defeating. So join me, even you young whipper-snappers. Read the paper. Hold it in your hand. Take it to the john. Just read it.”

Oh yeah, that piece drew a lot of criticism. It’s also generated useful discussion, in the 83 (and counting) comments to that post and elsewhere.

This may surprise my regular readers, but I don’t think Clark is entirely wrong. Part of what he’s saying is that if you’re in the media business, eating your own dog food is crucial context. I’d add that you should not just eat one flavor, but the whole damn menu.

Here’s my take: If you work for a media organization that publishes a print product, you should indeed read the print edition regularly. You should also read the online edition regularly — including the comments and forums (if any), and explore the multimedia and interactive offerings.

But don’t stop there…

Subscribe to your company’s podcasts, vidcasts, and feeds. (If you don’t yet have an MP3 player or use a feed reader, get one and start now.) Check out the mobile offerings — not just the mobile version of your company’s site, but also mobile services (including SMS alerts) and tools for posting content from camera phones like photos, video, or audio. Participate in public conversations hosted by your employer by making public comments on its stories, blogs, and forums.

Do these things even if — perhaps especially if — certain aspects of your operations aren’t making much money yet.

Here’s why: If your online operations aren’t making much money, and if you want your company to stay in business so you can keep your paycheck, then it’s YOUR BUSINESS (not a moral imperative, just smart business) to figure out what your company is missing or doing wrong. Then offer constructive solutions or new options to try, backed up with first-hand experience about your range of current offerings.

In any field, but especially media, it’s important to have some skin in the game. Normally people say that to refer to making a personal financial investment in your company (from buying shares to buying and using products. But we’re also in an attention economy, so we all “invest” in media ventures by deciding where we put our attention.

I would challenge Clark on this point: Most journalists already know how to read a newspaper. They already have that context, they know how that works and what to expect. If you have limited time AND limited experience with your company’s full range of offerings, it’s probably more useful to invest your attention in gaining new experience. So don’t make a special effort to read the print paper. Instead, invest in learning something new about what your company offers.

The fact is, I know many media pros who still don’t use a feed reader, subscribe and listen to podcasts, or use mobile content and services. Also, many journalists simply don’t bother to explore interactive or database-centric features, participate in public conversations via comments or forums, use social media or online collaborative tools like wikis, or even check out how their content is getting picked up and positioned by Google, Yahoo, and Technorati. The sad part is, some of these media pros actually seem proud of their limited online experience and interest; or they believe that mere theoretical knowledge about online options will suffice.

There is damn little chance that any news orgs’ online or mobile operations will start making serious money until most of the staff has a rich, ongoing, first-hand experience of everything on offer. That, I think, will provide the culture shift that can steer the business safely into the future.

So put some skin in the game. Really. You, personally. Step outside your media comfort zone, and go where your market is going. (Not where they are today, but where they’re heading — which includes spending more time with 20-somethings, teens, and tweens and actually learning from them.)

Also, learn from media ventures that are already making money online — especially niche content operations. There are profitable lessons and models that can apply, and journalists and ad sales staff alike should learn them.

Clark isn’t entirely wrong: Having skin in the game really does count, and it is a crucial job skill for media pros. His specific advice for practicing that skill is maybe only 90% wrong. (And I say that with all due respect, Roy; I really like your work.)