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Session: 2022/23
Last modified: 28/04/2022 17:13:21
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Title of Module: Advanced Magazine Journalism |
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Code: JOUR09003 |
SCQF Level: 9
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Business & Creative Industries |
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| Module Co-ordinator: | Margaret
Hughes |
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| Summary of Module |
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Advanced Magazine Journalism will build on skills and knowledge developed in the production of magazine-based work earlier in the programme of study.
This module will explore in more depth the range and variety of the market for magazines in the UK. Students will undertake research into the challenges and opportunities to produce digital magazines aimed at mainstream consumer, targeted business and specialist magazines. Students will be encouraged to be entrepreneurial in their approach to producing magazines that target niche markets and focus on special interests.
As well as writing editorial to a high professional standard, students will also be required to design the magazines for a digital and/or print environment.
The module will also explore this dynamic sector of the media, with more than 5000 magazines produced in the UK, the market is replete with opportunities for students to focus on developing the skills that employers are seeking.
The module will also explore the business side of the magazine business, exploring areas such as the role of branded content, brand extension, circulation, advertising, marketing and distribution of magazines.
In this module students will explore:
- Writing content for mainstream & specialist magazines
- Produce digital consumer & business magazines
- Explore the business of publishing magazines
- Develop entrepreneurial skills suitable for the magazine sector
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Research, produce content and design digital and/or print magazines to a high professional standard.
L2.
Critically analyse the magazine sector and research the requirements for targeted and focussed products. |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 9.
Demonstrating an advanced knowledge of the magazine publishing sector, its audiences and issues related to it.
Knowledge of writing for specialist and consumer audiences and targeting work accordingly.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Using a range of journalistic techniques of gathering information in order to produce copy in a range of different styles of magazines.
Applying knowledge of a range of writing styles appropriate for different magazine sectors.
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| Generic Cognitive skills |
SCQF Level 9.
Evaluating the appropriateness of material for different styles of magazines aimed at different audiences and sectors. |
| Communication, ICT and Numeracy Skills |
SCQF Level 9.
Using a range of styles of advanced newsgathering, interviewing and writing techniques at an appropriate level to produce professional magazine content.
Using technology to convey complex material to a range of audiences and for a range of purposes.
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| Autonomy, Accountability and Working with others |
SCQF Level 9.
Exercising autonomy and initiative to gather and produce magazines at a professional level.
Taking the initiative for planning and producing a finished publication and meeting reasonable deadlines.
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| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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| Teaching will comprise a series of seminars and practical workshops. Students will explore the market in terms of specific magazine sectors, guest lecturers from the industry will help you to explore and learn about the opportunities to become more entrepreneurial and compete successfully in this dynamic sector. The focus of the module will be on practical writing and production workshops with the production of digital magazines for a range of audiences that you will publish online. |
Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Lecture/Core Content Delivery | 18 |
| Laboratory/Practical Demonstration/Workshop | 18 |
| Independent Study | 164 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Gough-Yates, A (2003), Understanding Women's Magazines, Routledge
McKay, J. (2012), The Magazines Handbook, Routledge
Morrish, J. (2003), Magazine Editing: How to develop and manage a successful publication, Routledge
www.ppa.org.uk
Whittaker, J. (2008), Magazine Production, Routledge
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure |
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Supplemental Information
| Programme Board | Arts & Media |
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| Assessment Results (Pass/Fail) |
Yes
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| Subject Panel | Arts & Media |
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| Moderator | Elizabeth McLaughlin |
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| External Examiner | Dr John Price |
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| Accreditation Details | |
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| Version Number | 1.03 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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Assessment 1 (LO 1&2) – Digital magazine project (50%) – students will produce a consumer magazine and a B2B magazine in line with professional standards and market requirements. Students will produce an analytical commentary (c.300 words) on the suitability of their magazines for the targeted markets.
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Assessment 2 (LO1&2) – Digital magazine project (50%) - students will produce a consumer magazine in line with professional standards and marketing requirements. Students will produce an analytical commentary (c. 300 words) on the suitability of their magazines for the targeted markets.
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(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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Aligned with the overall commitment to equality and diversity stated in the Programme Specifications, the module supports equality of opportunity for students from all backgrounds and with different learning needs. Using Moodle, learning materials will be presented electronically in formats that allow flexible access and manipulation of content. The module complies with University regulations and guidance on inclusive learning and teaching practice. Specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations. The University’s Equality, Diversity and Human Rights Policy can be accessed at the following link: http://www.uws.ac.uk/equality/
Our Partners are fully committed to the principles and practice of inclusiveness and our modules are designed to be accessible to all. Where this module is delivered overseas, local equivalent support for students and appropriate legislation applies.
UWS Equality and Diversity Policy
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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