Module Descriptors
SPORTS PRODUCTION JOURNALISM
JOUR50323
Key Facts
Faculty of Arts and Creative Technologies
Level 5
30 credits
Contact
Leader: Jacqueline Gregory
Email: J.R.Gregory@staffs.ac.uk
Hours of Study
Scheduled Learning and Teaching Activities: 48
Independent Study Hours: 252
Total Learning Hours: 300
Assessment
- PORTFOLIO weighted at 100%
Module Details
Module Resources
Digital cameras and camcorders via New Media Centre
Library
Visual aids via data projector/power point
Computer-aided research via Macintosh (News Room) and Library resources
Macintoch G5s (Newsroom)
Software:Browser-based software packages (eg Wordpress), Microsoft Word, Dreamweaver, Photoshop, Fireworks, Flash.
Online software teaching guides, blog resources.
The Blackboard virtual learning environment will be available (where relevant) to support this module. Details will be supplied in the module handbook.
Library
Visual aids via data projector/power point
Computer-aided research via Macintosh (News Room) and Library resources
Macintoch G5s (Newsroom)
Software:Browser-based software packages (eg Wordpress), Microsoft Word, Dreamweaver, Photoshop, Fireworks, Flash.
Online software teaching guides, blog resources.
The Blackboard virtual learning environment will be available (where relevant) to support this module. Details will be supplied in the module handbook.
Module Learning Strategies
24 x workshops (2 hours) 48 hours.
Demonstrating and investigating the key concepts and technological systems employed in the design and production of print journalism.
Independent learning 252 hours.
Developing knowledge and understanding of the techniques to produce trade-standard work.
Key Information Set Data:
16% Scheduled Learning & Teaching Activities
84% Guided Independent Learning
Demonstrating and investigating the key concepts and technological systems employed in the design and production of print journalism.
Independent learning 252 hours.
Developing knowledge and understanding of the techniques to produce trade-standard work.
Key Information Set Data:
16% Scheduled Learning & Teaching Activities
84% Guided Independent Learning
Module Texts
Allan Stuart (2006) Online News Open University Press
Evans H, (1978) Editing and design, Heineman
Hodgson FW (1998) News subediting: Apple Mac, QuarkXpress and after, Focal Press
Kolodzy Janet (2006) Convergence Journalism: Writing and Reporting Across News Media Rowman & Littlefield
Morrish J (1996) Magazine editing
Quark incorporated - QuarkXpress reference manual, Quark Incorporated
http://www.buzzmachine.com
http://www.poynter.org/subject.asp?id=11
http://www.ojr.org
Evans H, (1978) Editing and design, Heineman
Hodgson FW (1998) News subediting: Apple Mac, QuarkXpress and after, Focal Press
Kolodzy Janet (2006) Convergence Journalism: Writing and Reporting Across News Media Rowman & Littlefield
Morrish J (1996) Magazine editing
Quark incorporated - QuarkXpress reference manual, Quark Incorporated
http://www.buzzmachine.com
http://www.poynter.org/subject.asp?id=11
http://www.ojr.org
Module Indicative Content
Technological change has driven changes in news delivery. From the invention of linotype print and mass newspaper production, to cable/satellite delivering 24/7 news, the business of gathering and disseminating news has become fiercely competitive and subject to rapid changes in style and delivery in a bid to attract - or just maintain - audiences.
Since 1991, and the invention of the world wide web, news stories have been repurposed, shared, linked to or written especially for the web. Increasingly, journalists working in print or broadcast are expected to know how to deliver the same story to a global web audience. Journalists will also find themselves using the web as a tool for generating or researching new stories, and for delivering information or canvassing reader/audience opinions or knowledge.
This module introduces Level 5 students to the techniques employed by journalists working across web and mobile media outlets. Including: understanding and building audiences for websites and blogs, news/sports site/blog construction and development, user interaction, legal and license issues.
This is a cross media module offered to students on print or broadcasting pathways. Students will undertake a common period of study and research leading to the presentation of a portfolio of web-based journalism.
This module provides basic knowledge, understanding and experience of processing words and pictures for newspaper and magazine use through an introduction to production methods constraints and needs, while also improving reporting and writing skills. It introduces computer-based editing and design using industry-standard software, typography, layout, the use of headlines, and the analysis of how news values and reader needs and expectations are addressed through the editing process.
Since 1991, and the invention of the world wide web, news stories have been repurposed, shared, linked to or written especially for the web. Increasingly, journalists working in print or broadcast are expected to know how to deliver the same story to a global web audience. Journalists will also find themselves using the web as a tool for generating or researching new stories, and for delivering information or canvassing reader/audience opinions or knowledge.
This module introduces Level 5 students to the techniques employed by journalists working across web and mobile media outlets. Including: understanding and building audiences for websites and blogs, news/sports site/blog construction and development, user interaction, legal and license issues.
This is a cross media module offered to students on print or broadcasting pathways. Students will undertake a common period of study and research leading to the presentation of a portfolio of web-based journalism.
This module provides basic knowledge, understanding and experience of processing words and pictures for newspaper and magazine use through an introduction to production methods constraints and needs, while also improving reporting and writing skills. It introduces computer-based editing and design using industry-standard software, typography, layout, the use of headlines, and the analysis of how news values and reader needs and expectations are addressed through the editing process.
Module Additional Assessment Details
To include:
-The design, building and creating of original content for a new blog reflecting their field of interest. The blog will have a clearly-defined target audience, with design, presentation, writing style and content to reflect audience expectations and needs. Content should include a mix of news/feature writing, information, photography, video, audio and interactive elements, appropriate to subject and audience.
[Learning Outcomes 1- 6]
-The design and layout of an inside tabloid news page and the design and layout of a magazine front cover. (Learning outcomes 1, 2 and 3)
-An in-class assessment of correcting a newspaper page, spotting design errors, grammatical mistakes and re-writing headlines. (Learning outcomes 1, 2 and 3)
-A project evaluation of 1,000 words which includes an evaluation of the role and duties of the sub-editor and a discussion of student's favourite and least favourite newspapers. (Learning outcomes 1, 2 and 3)
Key Information Set Data:
100% Coursework
-The design, building and creating of original content for a new blog reflecting their field of interest. The blog will have a clearly-defined target audience, with design, presentation, writing style and content to reflect audience expectations and needs. Content should include a mix of news/feature writing, information, photography, video, audio and interactive elements, appropriate to subject and audience.
[Learning Outcomes 1- 6]
-The design and layout of an inside tabloid news page and the design and layout of a magazine front cover. (Learning outcomes 1, 2 and 3)
-An in-class assessment of correcting a newspaper page, spotting design errors, grammatical mistakes and re-writing headlines. (Learning outcomes 1, 2 and 3)
-A project evaluation of 1,000 words which includes an evaluation of the role and duties of the sub-editor and a discussion of student's favourite and least favourite newspapers. (Learning outcomes 1, 2 and 3)
Key Information Set Data:
100% Coursework