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Search for native advertising on the Guardian and you'll likely find this article.
The irony is almost unbearable. As Doug Kessler pointed out at FODM 2014 (all credit goes to Doug), he didn't find the Guardian's point of view on native advertising. He found this article in a paid-for position.
What does this mean for publishing and advertising? Keep reading and you'll find my rules for succeeding with native advertising.
Well, what it means in Doug's eyes is that the reader will eventually revolt.
This one of Doug's key trends in content marketing at the moment. The blurring of ads and content, the blurring of motivation behind a celebrity tweet, and the blurring of brand posts with your friends' in the Facebook newsfeed.
Are publishers selling trust and selling it too cheaply?
Is there a solution?
Publishers could of course take the radical approach of increasing the price of native inventory and its visibility, whilst decreasing its frequency. The bottom line is that readers have to be absolutely clear this is content that should not be judged by the same standards as the rest of the publication. That's not to say it shouldn't hit that standard.
The BuzzFeed model of effectively creating an agency in-house to produce native advertising with the same values as BuzzFeed content has to be the approach taken. In effect, this means that the content is no longer advertising (if advertising is defined as content with no artistic merit).
This Purina video we've featured before is the perfect BuzzFeed example.
The Telegraph has been doing similar stuff with video advertising.
See the excellent example below about the making of a Steinway Piano that was created in-house.
This video was hosted in the Telegraph's luxury design section. I've copied the whole page at the bottom of this post, so you can see how it's done (click through). The design of this part of the Telegraph differs from the other sections and this is something publishers should take on board when considering native. If you make the site feel different enough in sections where native advertising is accepted, the reader may be less confused or disappointed. Perhaps the Guardian doesn't quite achieve this?
The point here is also that the Telegraph Steinway article that accompanies this video is fairly factual, though also with a certain style. When it comes to fashion and design, native is easier than, for example, giving opinions on the future of business (traditionally a beat for senior journos and an area that shouldn't be merely dabbled in).
The answer lies in defining native advertising for your publication
This is what it comes down to. What is acceptable for you and your readers? Be stringent, protect your journalists, look for other revenue streams. It's hard to turn down ad bucks, but more and more will start to do it.
If we look at the fashion industry and a magazine like Vogue, its adverts aren't what we would call native, but we should do. They are as much content to readers as the other parts of the magazine. Vogue is comfortable with this relationship, and so it should be.
Some rules I've made up
- Stick with specific formats e.g. the subheaded short article, as below in the Telegraph.
- Steer clear of opinions.
- Manage it in-house.
- Use your own writers and editors, with raw material and research from the brand.
- Collaboration is key.
- Don't think of it as an easy buck, more good money for good work.
- Sell native advertising to brands that 'get' publishing.
And if you're a brand, Doug suggests, you may as well get on board now to make the most of this very valuable inventory before reader scepticism overrides.
Look out for Econsultancy's Native Advertising Best Practice Guide, due for publication soon.
Comments (1)
Hi Ben,
As we (idio) wrote in the Econsultancy back in May - the problems with native advertising go well beyond mere concerns about ethics or aesthetics.
See: https://econsultancy.com/blog/64791-five-uncomfortable-truths-about-native-advertising#i.1m17bd2d4fewjs
Fundamentally, brands have no idea what effect native advertising on their bottom line. It's (in most cases) untrackable, the metrics of success are unstandardised, focus is on 'engagement' not 'conversions', ROI models are (as yet) nowhere to be seen.
Publishers are making money. Ad-tech companies are making money. Content agencies are making money. Brands....not so much?
Everyone knows this. No-one wants to fix it.
Jonny Rose
Head of Content, idio


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Born in New York City to Elizabeth, a film producer and screenwriter and Sobieskis manager, and Jean, a French painter and actor, Liliane Rudabet Gloria Elsveta Sobieski aka Leelee Sobieski is an actress.
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See More: 50 Hottest Women from Florida
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I'm taking a break from post-election thoughts to write about something much less upsetting: The Bluebook. I recently wrote a 27-page book review of the 20th Edition. Seriously. You should check it out.
In the review, I argue that many critiques of The Bluebook don't critique the actual book. Rather, they seem to be upset about something altogether different, with The Bluebook just providing an easy target for their scorn.
An instant classic of the genre appeared today in Above The Law. An in-house lawyer offers a recommendation to future in-house lawyers: "Burn Your Bluebook." Yikes! Look, I admit I've never worked as in-house counsel. And I wouldn't be surprised if in-house lawyers rarely used The Bluebook. But the complaints in the article have almost nothing to do with The Bluebook. You could burn (or not burn) pretty much anything and you'd have just as much of an effect on the problems outlined in the article, since the author's dispute is not with The Bluebook as a citation guide. Rather, the author seems to dislike providing any legal authority whatsoever in his memoranda. That's fine! But that has nothing to do with The Bluebook, which contains rules to follow for when you do want to cite to legal authority in your memoranda. Continue reading


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A Louisiana charter school that came under fire for a policy of kicking out girls that are pregnant or suspected of being pregnant has reversed its policy.
"Blaming the victim is never the appropriate response to misconduct," said Marjorie Esman, executive director of the ACLU of Louisiana said in a press release. "If students at Delhi are being harassed, the school's responsibility is to protect them while ensuring their education. The problem lies with the harasser, not the victim, and it's wrong for schools to kick students out for reasons that have nothing to do with their education."
The Dehli Charter School in Dehli, Louisiana came under threat of lawsuit from the American Civil Liberties Union on Monday after the organization learned of a policy that forced girls to take a pregnancy test and go to a physician of the school's choosing to determine if she is pregnant. A positive test result or failure to take a test could result in the school banning the student from class.
"The policy's complete disregard for Title IX of the Education Amendments of 1972, the federal law that prohibits sex discrimination in federally funded education programs and activities, is astonishing," Tiseme Zegeye wrote on the ACLU Women's Rights Project blog.


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When word got out that Apple had sent out invitations to its September media event (3am AEST, 2 September in Australia), I expected the usual speculation about new iPods, new versions of iTunes, and 'Äì just maybe, after years of unfulfilled hopes and dreams 'Äì a new, usable Apple TV. What I didn't expect was much prognosticating about the venerable iPod classic.
Yet much prognostication have I seen. For example, our own Christopher Breen thinks the iPod classic has reached the end of the road, especially if Apple announces some sort of streaming audio service. And Business Insider thinks Apple may offer a 128GB iPod touch that could spell the end of the classic's tenure.
I addressed this very possibility a couple of years back, just a few days after Apple's September 2008 music event. I confidently proclaimed that the iPod classic was "just keeping the seat warm" until flash memory was cheap enough for Apple to offer a 128GB iPod touch. At the time, flash-memory prices were nosediving, and I predicted we'd see such a product sometime in 2009.
I was wrong, of course. For various reasons, flash-memory prices didn't keep going down. In fact, they eventually reversed direction. And instead of releasing a 128GB iPod touch for the high-capacity crowd, Apple in 2009 simply bumped the classic's storage back up to 160GB. (The September 2007 iPod classic was available in 80GB and 160GB models; Apple replaced those models in September 2008 with a single 120GB model.)
But while Chris is right that a streaming audio service would reduce demand for a high-capacity iPod, I believe there would still be enough demand that Apple will continue to offer a player with lots of storage. For example, the classic is popular among those who rip their music to high-bit rate, lossless, or uncompressed files 'Äì 64GB, the memory in the current highest-capacity iPod touch, just isn't enough for these folks. Until there's an iPod touch with at least 128GB, I expect Apple to quietly keep the classic in the lineup.
So, for me, the big question is whether or not we'll see a 128GB iPod touch this week. I'd love to see one, but given current prices for flash memory, I think it's a long shot. Consider that you can currently buy a 160GB, 1.8-inch hard drive 'Äì similar to the one used in the current iPod classic 'Äì including a USB enclosure for less than US$100. Apple surely pays a fraction of that for bare drives. Meanwhile, 128GB versions of the flash modules used in the iPod touch aren't even officially available yet and will cost a pretty penny when that time comes.
Of course, Apple's purchasing power might allow the company to get those 128GB chips before anyone else, but there's still the price issue. In fact, I suspect that even using two 64GB modules 'Äì the current iPod touch uses two chips 'Äì would cost Apple considerably more than the aforementioned 160GB hard drive. So I'll go out on a limb and say that if Apple is able to produce a 128GB iPod touch this fall, the price will be higher than that of the current 64GB iPod touch… which would make it just a virtual stone's throw from the price of an iPad.
So here's betting that the iPod classic will live to see another holiday season. But I'd love to be proven wrong. A retina-display, camera-sporting iPod touch with 128GB of memory… drool.


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Explore simulated remote sensing techniques to observe a clay model of a planet. Observations are done from the perspective of a telescope at Earth's surface, a telescope above Earth's atmosphere, and from closer proximity to the planet in a... (View More) fly-by, an orbit and a landing. This activity illustrates the integration between science, engineering, technology and teamwork. The lesson is part of the Mars Education Program series; it models scientific inquiry using the 5E instructional model and includes teacher notes and vocabulary. Next Generation Science Standards are listed. (View Less)
In this activity, teams of learners will model how scientists and engineers design and build spacecraft to collect, store, and transmit data to Earth. Teams will design a system to store and transmit topographic data of the Moon and then analyze... (View More) that data and compare it to data collected by the Lunar Reconnaissance Orbiter. (View Less)
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This activity is designed to introduce students to planetary geologic features and processes. First, students will use NASA satellite images to identify geologic surface features on the "Blue Marble" (Earth), and will explore the connection between... (View More) those features and the geologic processes that created them. Using that information, students will then compare and discuss similar features on images from other planets. Included are the following materials: teacher's guide (with reference and resource information), student's guide (with activity sheets), and multiple cards of planetary images. Note that the range of targeted grade levels is quite broad; however, explicit adaptations for younger students are highlighted throughout the teacher's guide. (View Less)
Materials Cost: $1 - $5 per group of students
This resource complements a planetarium experience. However, the accompanying educator's guide and companion guides - with lessons on observing and investigating the Moon - are available to download for independent classroom use. The hands-on... (View More) activities, which take up where the show leaves off, motivate students to use their cooperative learning skills to design a self-sufficient lunar station. Working in teams, students develop critical thinking skills, problem-solving techniques, and an understanding of complex systems as they discuss solutions to the essential questions they are presented. (View Less)
This is a design challenge about heat transfer and insulation. Learners will apply the scientific method to design and build a container that will keep items cool when placed in boiling water. They will practice collaboration in team-building and in... (View More) teamwork. This is lesson 4 of 4 at the Grade 9-12 range of the module, Staying Cool. (View Less)
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This is a lesson about the search for life on Mars. Learners will participate in three activities. In the first activity (Imaginary Martians) learners will compare a fictional organism with what they know about life on Mars today. In the second... (View More) activity (Looking for Life), learners will define important features of a living organism and use them to analyze three different soil samples. In the third activity (Mars Critters), learners will design a plant or animal life form that might survive on Mars. This is lesson 6 of 24 in a collection, titled Mars Activities. Note: Find the latest information and updates on Mars missions at the NASA Mars Exploration website (see Related & Supplemental Resources to the right). (View Less)
Searching the six satellite images of Mars provided in this investigation, students identify and locate areas that possibly sustained life in the past, might now sustain life, or could in the future. The URL opens to the investigation directory,... (View More) with links to teacher and student materials, lesson extensions, resources, teaching tips, and assessment strategies. Note that this is the last of four investigations found in the Grades 5-8 Module 2 of Mission Geography. The Mission Geography curriculum integrates data and images from NASA missions with the National Geography Standards. Each of the four investigations in Module 2, while related, can be done independently. (View Less)
Satellite images of Mercury and Mars are used to illustrate craters and generate a discussion about their cause. After comparing those images with one of Earth, students explore the reason for the lack of visible craters on our planet. The abundance... (View More) or lack of water becomes the focal point of this investigation. The role that water plays in obliterating craters is investigated through an activity using sand, marbles and water. The crater discovered beneath Chesapeake Bay is used to illustrate the fact that Earth's oceans conceal impact craters. The URL opens to the investigation directory, with links to teacher and student materials, lesson extensions, resources, teaching tips, and assessment strategies. This is Investigation 2 of four found in the Grades K-4 Module 2 of Mission Geography. The Mission Geography curriculum integrates data and images from NASA missions with the National Geography Standards. Each of the four investigations in Module 2, while related, can be done independently. Please see Investigation 1 of this module for a two-page module overview and list of all standards addressed. (View Less)
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Learners will use simple sports balls as scale models of Earth and the Moon. Given the astronomical distance between Earth and the Moon, students will determine the scale of the model system and the distance that must separate the two models. This... (View More) activity is in Unit 1 of the Exploring the Moon teachers guide, which is designed for use especially, but not exclusively, with the Lunar Sample Disk program. (View Less)
Learners will design a spacecraft, choose a suitable lunar landing site, and present their ideas before the entire class using visual aides such as maps, diagrams, and 3-dimensional models. This activity is in Unit 2 of the Exploring the Moon... (View More) teachers guide, which is designed for use especially, but not exclusively, with the Lunar Sample Disk program. (View Less)