module specification

Students will work in teams in the multimedia newsroom to research, write and present multi-platform journalism, specifically in video and audio formats.   Working to specified job descriptions they will take on responsibility for the editorial and production processing and use knowledge to spot and prepare stories for forward planning diaries, with due regard to ethical and professional considerations.

Student will work to tight deadlines and adhere to professional codes and standards during editorial cycles, which will periodically be explored in four newsdays and in two newsweeks.  These will develop employability and focus around industry practices, including news conferences, bulletins and multimedia links.

Students will be given the opportunity to work in specific professional genres (news, features, sport etc) or specific media (audio, video, newspaper, online).  They will write, subedit and re-version copy for different platforms and purposes. They will use mobile technology and social media to enhance news values.

Students will be encouraged to develop a contacts book and to publish work in professional publications, as well as on the course website.  Language, writing and presentation styles will be developed to match or improve on contemporary industry practice. 

Through tutor coaching they will improve skills such as video, audio and copy editing, writing and editing copy and scripts, headlines and picture captions and learn how to use words, images, graphics, audio and social media, including tweeting, to construct narratives appropriate to stories and platforms.  

Students will work in teams in the multimedia newsroom to research, write and present multi-platform journalism, specifically in video and audio formats.   Working to specified job descriptions they will take on responsibility for the editorial and production processing and use knowledge to spot and prepare stories for forward planning diaries, with due regard to ethical and professional considerations.

Student will work to tight deadlines and adhere to professional codes and standards during editorial cycles, which will periodically be explored in four newsdays and in two newsweeks.  These will develop employability and focus around industry practices, including news conferences, bulletins and multimedia links.

Students will be given the opportunity to work in specific professional genres (news, features, sport etc) or specific media (audio, video, newspaper, online).  They will write, subedit and re-version copy for different platforms and purposes. They will use mobile technology and social media to enhance news values.

Students will be encouraged to develop a contacts book and to publish work in professional publications, as well as on the course website.  Language, writing and presentation styles will be developed to match or improve on contemporary industry practice. 

Through tutor coaching they will improve skills such as video, audio and copy editing, writing and editing copy and scripts, headlines and picture captions and learn how to use words, images, graphics, audio and social media, including tweeting, to construct narratives appropriate to stories and platforms.  

Student development will be informed by sessions led by guest speakers from the industry and field trips to working news environments. 
   
Assessment will involve three portfolios of journalism.  Engagement with class will be self-assessed and moderated by tutors.

Voice training will be incorporated in news days.

This module aimes to enable students to develop their professional practice to industry standards.  Specifically:
a) Interviewing, listening, note-taking, writing, language and presentation skills (including  training the voice);  
b) Understanding of ethical, legal and regulatory guidelines and financial constraints;
c) Technical and production competencies both individually and as a member of a team;
d) News sense, story ideas and development of links, sequels and spin-offs appropriate to multi-platform journalism.

Teaching sessions will take place in the multimedia newsroom and TV and radio studios where students will be required to produce clear, vigorous and balanced reports in a form that will attract and interest the reader, viewer or listener.  Coaching in class will focus on recognising, substantiating, verifying and telling a good story, and then compiling these stories into an edited media product. 

Students will be taught how to recognise, obtain and select important, relevant and newsworthy content using appropriate skills and techniques. 
Students will need to use social media, reader polls, message boards, forums and reader comments to develop stories and a dialogue with readers, viewers and listeners. 

They will write, subedit and re-version copy for different platforms and purposes.

Through tutor coaching they will improve skills such as video, audio and copy-editing, writing and editing copy and scripts, layout, headlines and picture captions.  Social media will form a constant backdrop. They will learn basic budgetary and costing techniques.
In teams, they will unify words, images, graphics, audio and social media to construct distinctive journalistic products for print, online and broadcast. Newsdays and news weeks will consolidate this learning.

The course will include voice training for individuals, during news days and news weeks.
Tutors will help students produce work that is legally safe and adherent to industry codes of practice and/or guidelines.  It will form part of a portfolio, which they can use in seeking employment.

Students will work on a self-directed basis in the multimedia newsroom supervised by professional journalists.   Learning and teaching strategy will be based on an interactive model using a combination of supervised three-hour workshop sessions and self-directed writing and research, with summative newsdays.

Tutors will coach students in formulating and developing story ideas, researching and gathering material and writing and presenting work to colleagues. By examining their own work they will be encouraged to develop reflective practice. Voice training for individuals and in small groups will facilitate employability.

Newsweeks and newsdays will allow a virtual professional environment to foster team-building and employability.

Electronic resources, including the university’s Virtual Learning Environment, will be used by students and staff.

Feedback will be given one-to-one in class and electronically.   Students will be required to reflect on their own performance in the commentary and in self-assessment of their engagement with the class, via journals.

Work created will support pdp.

If students read all the required texts, participate in all the class activities and complete the required assessments and assignments, they should be able to:

1. Research, write and present news items and features to industry standard, including vocally;
2. Work in teams producing journalism which fits ethical and market criteria and is substantiated;
3. Appreciate and apply legal, professional and budgetary professional guidelines and regulation to their journalistic work;
4. Display competencies in developing, commissioning, costing, editing, writing, producing and publicising multi-platform stories which will make them employable in a professional publishing environment.

Summative assessment will involve three portfolios of journalism, and a reflective commentary in the online journal, in which students will be required to provide evidence of how they have fulfilled designated roles and developed their professional practice. 

Tutorials on portfolios will focus on drafting and formative assessment.

Engagement with class will be assessed by an online journal, moderated by tutor feedback

All work will be marked individually, including group projects.
All assessments test all learning outcomes.
 

Banks, D and Hanna, M. 2016.  McNae’s Essential Law for Journalists.  Oxford: OUP.
Bradshaw. P.  (2017)
The Online Journalism Handbook: Skills to survive and thrive in the digital age. Routledge: London. [CORE]
Bull, A., 2016 (2nd ed). Multimedia Journalism: A Practical Guide. Abingdon: Routledge. [CORE]
Hernandez, R and Rue, J. (2015). The Principles of Multimedia Journalism: Packaging Digital News. Routledge: London
Brabazon, T, 2006, The Google Effect available as pdf online for free http://www.academia.edu/303269/The_Google_Effect
Frost, C., 2003. Designing for Newspapers and Magazines.  Abingdon: Routledge
Smith, J., 2007. Essential Reporting, the NCTJ Guide for Trainee Journalists. London: Sage.

Useful podcasts:
The Lapse  http://www.thelapse.org
Outlook  http://www.bbc.co.uk/programmes/p02s5rx7/episodes/downloads
SBS True Stories http://www.sbs.com.au/programs/true-stories
Book Slam http://bookslam.com
The Listening Project (BBC & British Library)  http://www.bbc.co.uk/programmes/b01cqx3b
Serial (US had lots of press)  https://serialpodcast.org
What happened to Vishal (LBC)  http://www.lbc.co.uk/what-happened-to-vishal-lbcs-new-podcast-109202
Spark London  http://stories.co.uk
Witness  http://www.bbc.co.uk/programmes/p004t1hd