1. Talking to the Media
A primer on developing a clear messages
for the news media….
(especially those pesky risky messages)
Helen Chickering, Health & Science Journalist
Superfund Research Program Annual Meeting
October 24, 2012

2. News Reporters…..
a bit about
Education/training/beat
 BS in Journalism or related field
 First job in a small news market
 Cover a general assignment beat (little bit
of everything - planes, hurricanes and the latest
BPA study)
 Work on more than 1 story a day
 Wear a lot of hats (photographer, editor)
 Must become “instant experts”
 Speak a lot of jargon! ”mos,sot, broll”

3. Talking to the Media
Agenda Goals
 Glimpse inside the newsroom  Develop a better
and a learn a bit about understanding of the people
reporters. (general who cover your research.
assignment not specialty) (they really aren’t out to get
you!)
 Overview of the story  Develop a basic
reporting process. How understanding of the story
reporters choose, prepare reporting process and how
you can maximize your “news
for and produce stories experience”
 Head into the situation  How to handle….“Is this
room… Brainstorming safe?”…and other frustrating
and group discussion.. interview questions… Media
communication tips and tools

4. A bit about News Reporters….
The career: General assignment TV news
reporter Jeff Rossen
 Education: 1996
Communications Degree
(Syracuse)
 First Job: Radio station in
Utica, NY
 Moved to local TV
Note: Most news
reporters spend their
career here, in local
news.
 2008 – landed network
reporting job at NBC
News (general
assignment)
 Currently investigative
reporter for the network

5. A bit about News Reporters
(Most are generalists not specialists)
The General Assignment Beat
Michael Jackson’s Death
Arsenic & Rice
Consumer Reports

6. News Reporters
A bit about
A day in the life of a reporter
 8am – Editorial meeting – get assignment
 9am - Story research/interview set-up
 11am Interviews (video/sound-TV/Radio)
 1pm – Stop to cover nearby apartment fire
 2pm – Review interviews (video), write
story (edit script for TV/radio)
 3pm Script review by editor/producer
 4pm – Rewrite/submit story (or head into
editing session-TV/Radio)
 5pm - Live shot to intro piece (TV/Radio)
 6pm - Rewrite for 11 o’clock news (TV/Radio)

7. a bit about News Reporters
The Take Home Message
 Work on tight deadlines. Do you have time for
an interview? – often means in the next hour..
 Know a little about a lot.
(generalists not specialists)
 Aren't out to make you look bad.
 Don't want to get the story wrong, but often
don’t know what they don’t know…
 Have little time to prepare for a story
 May have only read the press release, not the
study. (May not understand the study)

8. A bit about News Reporters
How to use this information to improve your next
media encounter
o Tight deadlines - Return calls promptly Within the hour if
possible. (even if the answer is no) Delays mean your side of the
story may not be told.
 Generalists not Specialists - Know who you are talking to
Ask reporters who they work for and the nature of the story.
Prepare background material based on the level of reporter
expertise/experience with your area of research. (reporter may
 not understand your field, much less the focus of your research)
 Little time to prepare for a story - Tell me what you know
about this research A good way to get a feel for how much the
reporter knows. Or doesn’t. Are you a science reporter? Have
you read the study? are good questions to ask…
o May be working off a press release - Hand out “the
handout”….your insurance policy – Ask, “Have you read the
study?" and have one on hand. Doesn’t mean they will ready it,
so follow up with, “This is a complicated topic with a long
history… I’ve got a one sheet backgrounder that might be
helpful.”

9. Petri dish to publication
The story reporting process…

10. The story reporting process
Story ideas – Where do they come from?
 Breaking news - disease outbreak, plane
crash
 Wire services: Associated Press/Reuters
 Research news websites
EurekAlert! & Newswise
 Press Releases and pitches
 Independent Sources (Reporter contacts)
 Tips & ideas

11. The story reporting process
One Study….So many releases…

12. The story reporting process
A bit about EMBARGOES
 Many journals impose
embargoes on their
papers—requiring
media to hold stories
The story reporting process research paper
on a
until a specific date
and time.
 Embargoes affect your
collaboration with
PIOs and media
coverage of your
work.

13. The story reporting process
Your role in the research news release
 Meet with your research team first. Think
about the important messages you want
conveyed. (and concerns)
 Why is this story important?
 Discuss (with your research team) and
create unified speaking points. Think
about who will give interviews.
 Tip PIOs early to a publication, even when
a paper has just been accepted.
 Be clear about your communication needs
and expectations.

14. The story reporting process
Your role in the research news release
(working with your PIO)
 Give quick feedback on release drafts, requests
for interviews, and media requests.
 Prepare background on your work and your field
for the press release.
 Think/talk about visuals. How will you show the
story? (b-roll)
 Respect the lay-level news release style. Do not
rewrite the release into a technical paper.
 If multiple institutions are involved, make sure
everybody is on the same page about study
points and messages.
 Find out where the press release is going!

15. The story reporting process
What makes a story newsworthy in the newsroom?
Factors that influence the decision include:
 Timing – Did it happen today?
 Discovery – Is it new?
 Impact – (or potential impact)
Plane crash kills hundreds vs. a dozen
 Prominence – actor vs. average joe
 Proximity – happening close to home
 Conflict – and controversy
 Human Interest – babies & children,
puppies, pregnant women

16. The story reporting process
Researching the story…
(Sources used in a typical local newsroom)
 Press release/(abstract/study)
 Internet search for background and
other information
The story reporting process
 Newsroom archives/reporter files
 Experts and other contacts

17. The story reporting process
Interviews
Factors that affect who reporters choose to interview
 Prominence in the story – The
scientist who made the discovery
 Puts a face on the story – The
cancer patient who is benefitting from the
research
 Viewpoints – Outside source who can
provide context, balance
 Availability/Proximity – Are you
available? Are you close?
 Media friendly – Can you
communicate to the reporter’s audience?

18. The story reporting process
Preparing for the Interview
o Work with your research team and PIO to
produce a summary/new release on your findings.
o Understand your right to know: who the
reporter is, the story’s focus, etc.
o Decide on the spokesperson for your research
group. (have more than one)
o Develop/practice key messages : a simple and
brief summary of your findings, practical
implications and limitations,
o Think about what may be misunderstood.

19. The story reporting process
Interview prep
Jargon and Complicated Concepts
 Develop, test, and practice quotes,
anecdotes, and analogies (on a
neighbor – not just a fellow
researcher!)
 Develop an “elevator speech” that
explains your research.
 Quantify your concepts at a lay-
level. How small an object is compared to
the tip of a pencil.

20. The story reporting process
Interviews – communicating risk
-- Many reporters use relative risk reduction or benefit
estimates without providing the absolute data --
 Drug XYZ is said to reduce the risk of
heart attack by 50% (relative risk
reduction),
 A reduction from 2 cases in 100
untreated patients down to 1 heart attack
in 100 treated patients. (Yes, that’s 50%)
 In order to understand the true scope of
the potential benefit, people need to know
that it’s only a 1% absolute risk reduction

21. The story reporting process: Interviews
Communicating risks
Always express risk/benefit in a
meaningful context that people can
understand.
Never talk of relative risk without
clearly stating the absolute risk in
simple terms.

22. The story reporting process: Interviews
Communicating risks – Is it safe?
 Instead of avoiding the question – Explain
what is currently known and precisely
where areas of uncertainty still exist.
 Make sure the reporter understands the
implications of your work.
 Be aware that even the most careful
presentation of risks and benefits will not
necessarily be read by others in the way
that you intended.

23. The story reporting process
Broadcast Interview dos & don’ts
 Do ask if interview will be live/taped
 Do not use notes
 Do feel free to “say that again” if
you mumbled or got too wordy
 Don’t be afraid to pause
 Do feel free to add elements a
reporter may not ask about
 Don’t ask to see a copy of the story
before it is aired/printed!

24. The story reporting process….
Interviews - If not you….then who?
Others who may be interviewed in your place…
Reporter working on study about pollution & asthma in
children might interview:
 A researcher not involved in the study/field
 Clinicians who treat children with asthma
 Other voices – Parent of child with asthma
Who is qualified to comment on your research?
(Think about this now…Come up with sources to
offer reporter/PIO)

25. The story reporting process
Video/photos – Images should support
narration/text


26. The story reporting process
Video/photos
Images can also overpower – sending the
wrong message!


27. The story reporting process
Video/photos
Doesn’t hurt to ask….
 How are you going
to show this story?

28. The story reporting process
The final product (TV/radio news story) may look a lot like
the orange “public” pyramid…..
Source: Communicating the Science of Climate Change,
Somerville and Hassol, 2011
Emerging science—Contaminants in food—need to
consider Risks and Benefits = GRAY area.

29. Etc…
 Take home messages…
 Being human without taking sides
 Working with Public Information
Officers
 When the story doesn’t turn out
like you hoped

30. Keep the conversation going…
 For more information, tips &
resources check out:
http://scienceontape.blogspot.com/
Thank you!
Helen Chickering