This page displays the selected Module Descriptor.
Printer friendly version
Session: 2022/23
Last modified: 15/04/2021 10:56:28
|
Title of Module: News Journalism |
|---|
|
Code: JOUR11002 |
SCQF Level: 11
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
|---|
| School: | School of Business & Creative Industries |
|---|
| Module Co-ordinator: | James
Mahon |
|---|
| Summary of Module |
|---|
In this module students are introduced to, and then practice, the range of specialised skills and techniques necessary for radio and online news journalism.
Students will be given instruction on writing copy; interview techniques; news gathering; presentation; recording using portable and studio based equipment; studio techniques.
Students will be expected to carry out appropriate research into complex current affairs issues and to convey complex information in an accessible style and to a professional standard.
Analysis of news styles suitable for various broadcasters and delivery platforms will be carried out. The module will be delivered using a simulated radio/multimedia newsroom scenario by lecturers and broadcast professionals from a variety of disciplines to stimulate thought, analysis and discussion.
The work place scenario will introduce students to the necessary tasks involved in news production.
Topics covered include:
- Writing for radio and online news to produce content for bulletins and news websites.
- Interviewing to generate clips for news bulletins
- Live broadcasting of radio bulletins using appropriate onscreen news production systems.
- Voice-training
|
| Module Delivery Method |
|---|
| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
|  | | | | |
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.
|
| Term(s) for Module Delivery |
|---|
|
(Provided viable student numbers permit).
|
| Term 1 | | Term 2 | | Term 3 | |
[Top of Page]
| Learning Outcomes: (maximum of 5 statements) |
|---|
On successful completion of this module the student will be able to:
L1.
Use the principal skills, techniques and practices of broadcast journalism to research, contribute to, compile and deliver, radio news bulletin content
L2.
Make informed judgments about news bulletin running orders, based on analysis of professional level decisions in both a commercial and BBC environment, and by doing so exercise substantial autonomy and initiative in a relevant professional activity.
L3.
Research, write and compile online/mobile journalism in such a way that originality and creativity are demonstrated
L4.
Apply professional voice techniques to communicate effectively to a range of audiences. |
| Employability Skills and Personal Development Planning (PDP) Skills |
|---|
| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
|
|---|
| Knowledge and Understanding (K and U) |
SCQF Level 11.
extensive and detailed knowledge and understanding of radio and online journalism, much of which is informed by developments at the forefront.
knowledge that covers and integrates most of the main areas of radio journalism, including its features, terminology and conventions
|
| Practice: Applied Knowledge and Understanding |
SCQF Level 11.
Use a significant range of the principal skills, techniques, practices and/or materials that are associated with radio and online journalism.
: Use a range of specialised skills, techniques, practices and/or materials which are at the forefront or informed by forefront developments in radio and online journalism.
Demonstrate originality or creativity in the application of knowledge, understanding and/or practices.
|
| Generic Cognitive skills |
SCQF Level 11.
Develop original and creative journalistic responses to problems and issues
Deal with complex issues and make informed judgements in appropriate journalistic situations.
|
| Communication, ICT and Numeracy Skills |
SCQF Level 11.
communicate using appropriate methods to a range of audiences with different levels of knowledge/expertise.
SCQF Level 11: Use a wide range of software (such as digital editing packages) to support and enhance work at this level.
|
| Autonomy, Accountability and Working with others |
SCQF Level 11.
Exercises substantial autonomy and initiative in a professional activity
Take responsibility for own work and/or significant responsibility for the work of others (by acting as news and web editor.
Demonstrate leadership
Deal with complex ethical and professional issues and make informed judgements on issues.
|
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
|
|---|
Module Code:
| Module Title:
|
| Other: | |
| Co-requisites | Module Code:
| Module Title:
|
|---|
* Indicates that module descriptor is not published.
[Top of Page]
| Learning and Teaching |
|---|
|
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) |
| Tutorial/Synchronous Support Activity | 40 |
| Independent Study | 160 |
| 200
Hours Total
|
|
**Indicative Resources: (eg. Core text, journals, internet
access)
|
|---|
The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Chantler, P. and Stewart, P. (2013), Basic Radio Journalism, Oxford, Focal Press.
Hudson, G. and Rowlands, S. (2012), The Broadcast Journalism Handbook,
2nd edition Harlow, Pearson
The BBC’s College of Journalism website is a goldmine of great information: spend some time looking around it and accessing material of radio news reporting and writing:
http://www.bbc.co.uk/academy/journalism
Knight, M, and Cook, C (2020) Social Media for Journalists Principles and Practice, Sage Publishing
|
|
(**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)
|
| Engagement Requirements |
|---|
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 |
[Top of Page]
Supplemental Information
| Programme Board | Arts & Media |
|---|
| Assessment Results (Pass/Fail) |
No
|
|---|
| Subject Panel | Arts & Media |
|---|
| Moderator | Elizabeth McLaughlin |
|---|
| External Examiner | Deborah David Wilson |
|---|
| Accreditation Details | BJTC |
|---|
| Version Number | 2.05 |
|---|
[Top of Page]
| Assessment: (also refer to Assessment Outcomes Grids below) |
|---|
| Final Portfolio - 100% |
(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.)
|
Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
[Top of Page]
Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
-
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.
|
| Equality and Diversity |
|---|
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 |
|
(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
|