module specification

 
This module looks at the professional skills of the journalist in politics, public affairs and society.  It is both theoretical and practical, offering an introduction to the world of advocacy for anyone interested in acquiring these skills.
Students will examine the historical  and political contexts of journalism, the role of charities and special interest groups such as environmental and rights campaigners and how to cover lobbying and direct action. They will analyse the ethics of committed journalism and debate how to justify bias.
They will explore, through discussion, presentation and professional practice, links with PR and internal comms professionals, viral and social media, humour and satire, human interest stories and running appeals.
They will produce original work for a campaign of their choice, which they must pitch to their classmates and tutor.
Formative assessment will be an essay on how campaigning has changed events and whether such campaigning is justified
An overview of media law and ethical considerations will underpin a summative project of campaigning journalism which will combine original research, in either a series of three short articles or one long article and a log of events and contacts.

 The focus in this module is on political, social and historical understanding as a forcing ground for professional skills.
In creating a campaign, be it consumer, scandal, environmental or niche-market led, students will develop skills in identifying subject matter and potential readerships, research, interviewing and editing techniques, on-the-spot reportage, and finding original angles and relevant sources for their stories.  Originality of form, advertising techniques, user-generated content, social media and the interface with PR will be explored. LO1, LO2, LO6
They will consider the constraints on the media, from proprietorship to readership, from ethics to the law. They will learn to integrate their understanding of what makes news with a growing capacity to understand how they can make the news. LO1, LO2
Key campaigns of the past, such as white slavery to the Congo rubber scandals, Cathy Comes Home, Ralph Nader's seat belts, the NSPCC and the Brexit campaigns, will be examined as will online and viral techniques. LO6
A variety of approaches and writing styles will be explored, including jokes, satire, humour, blogging, viral marketing and twitter. The disciplines of writing to precise word-length will be addressed in these contexts. A sensitivity to images and online formats will also be important. LO3, LO4
Formative assessment will consist of an essay displaying evidence of critical awareness of a key ethical dilemma, while summative assessment will involve crafting a campaign based on original research, which must be pitched to the class and tutor and backed up by a log book detailing contacts and events. Contribution to class will be assessed through contributions to online journal. LO4, LO5, LO6

Teaching methods include lectures, workshops, guest speakers, seminar discussion, screenings and tutorials.  Workshops will focus on producing the professional skills of journalism within class and outside it. Students are expected to attend and must participate.  In seminars, workshops and tutorials they are expected to raise issues, ask questions and seek feedback to enable them to reflect on their practice.
In addition to guided reading, students are expected to read and use new media critically. They should readily use a variety of sources (primary and secondary).
Enhancement and news weeks will involve guest speakers, field trips and participation in newsdays.
Blended learning will be facilitated through the virtual learning environment, twitter and photo sites.
Opportunities for pdp and e-portolio will be supported.

   On successful completion of this module, having completed all the tasks set, students should be able to:
1. Identify the main difficulties facing journalistic investigations;
2. Situate journalism within an understanding of British society;
3. Identify appropriate sources for their stories;
4. Interview sources effectively for their stories;
5. Use different formats to compose a campaign;
6. Understand what makes a successful journalistic campaign and write one.     

 Formative and summative assessment will consist of an essay displaying evidence of critical awareness of a key ethical dilemma (2,000 words); while summative assessment will involve crafting a campaign based on original research (three pieces of 750 words each or one of 2,000, or mixed media equivalent). [Multi-media and social media elements are encouraged – 2 minutes of media equates to 750 words] Drafts of the campaign must be pitched to the class and tutor and backed up by a log book detailing contacts and events.
Formative assessment from tutor and class members will be given through oral assessments in class and formalised on the VLE.
The ethical essay will be formatively and summatively assessed, through feedback in class and one-to-one sessions as well as electronic feedback.
The final campaign will be summatively assessed, with drafts discussed one-to-one and feedback sent electronically.
Class contribution will be assessed through presentations with immediate feedback and entries in an online journal, moderated by tutor.

 Bryant, B. (1995). Twyford Down: Roads, Campaigning and Environmental Law: Taylor & Francis [CORE]
Evans, H. (2009). My Paper Chase: True Stories of Vanished Times: Little, Brown {CORE]
Davis, N. (2008). Flat Earth News: Chatto & Windus
Freedman, L (2013). Strategy: A History: Oxford
Hunter, D. (2013). Strategy and Soul: A Campaigner’s Tale of Fighting Billionaires, Corrupt Officials and Philadelphia Casinos: ebook
Issenberg, S. (2012). The Victory Lab: Crown
Langley, A. (2013). Saving the Environment (Charities in Action): Heinemann
Mannhein, J. (2010) Strategy in Information and Influence Campaign: How Policy Advocates, Social Movements, Insurgent Groups, Corporations, Governments and Others Get What They Want: Routledge
Moenks, M & Goldfarb, B. (2013). I Am Eco-Warrior: iamecowarrior
Palmer, J. (2000). Spinning into control: news values and source strategies: Leicester University Press

Peston, R. (2017). WTF: What have we done? Why did it happen? How do we take back control?: Hodder & Stoughton

Pilger, J. (2005). Tell Me No Lies: Thunder’s Mouth Press [CORE]

Rose, C. (2010). How to Win Campaigns: Routledge

Scarce, R. (2007) Eco-warriors: Understanding the Radical Environmental Movement: Left Coast Press

Vroman, A. (2017). Digital Citizenship and Political Engagement: The Challenge from Online Campaigning and Advocacy Organisations: Palgrave Macmillan

Whelan, J. & Macleod, J. (2016) The People Power Manual: Community Organising: The Change Agency

Williams, K. (2009). Get me a Murder a Day, a history of media and communication in Britain: Hodder

Zetter, L. (2007). The Political Campaigning Handbook: Harriman House

USEFUL WEBSITES
https://www.theguardian.com/media/campaigning-journalism
http://www.nytimes.com/2013/09/02/business/media/campaign-journalism-in-the-age-of-twitter.html
http://www.private-eye.co.uk/paul_foot.php
http://bbktheses.da.ulcc.ac.uk/128/1/cp_Fullversion-2015ScoreMJphdBBK.pdf
http://www.campaignstrategy.org/resources.php
https://www.ncvo.org.uk/images/documents/practical_support/campaigning/campaigning_for_change_learning_from_the_US.pdf
http://www.iamecowarrior.com/