A portfolio (100% of module assessment) of live music media content produced throughout the module for a music-focused website, music-focused websites dedicated to particular genres or localities and the main StaffsLive news site. Each student's portfolio of content should exhibit a variety of subjects, topics and styles and a mix of media formats - text, still images, audio and video, produced to professional standards. Portfolios must also include a 400-word reflective evaluation outlining the student's experiences and self-development throughout the module (weighting 100%, word count 4,000 words, learning outcomes 1-5).

Key Information Set Data:
100% coursework

Students will work in teams to devise, source and produce original content and present it to professional standards to deadlines determined by the nature of each item. The underpinning goals are to feed and maintain a dedicated music-focused website and also generate applicable content for StaffsLive and other publications - print or online, or for direct TV or radio transmission - focused on particular genres or localities, to professional standards on a weekly schedule. Students will run all aspects of the operation - research, gathering, interviewing, sourcing, producing and presenting original content. Weekly feedback sessions at the end and/or at the beginning of a newsweek will be held with tutors. These will provide a format to reflect on the week's content and issues faced in sourcing and producing content and to plan for content to be covered, obstacles likely to be encountered etc.
Content should be suitable for submission to an assessed NCTJ multi-media portfolio as well as the module assessment.

This module is largely self-directed by the student, supported by timetabled weekly group planning and feedback sessions at the start of and on completion of each live newsweek throughout the 24 teaching weeks of the academic year.
There will be an introductory session at the start to offer guidance and to refresh awareness of elements of the working behaviours, skills and techniques from previous modules. Students will be issued with written guidelines, including an updated on StaffsLive, and regular communication will be encouraged through online forums via the use of platforms such as Blackboard. Students will also have regular face-to-face tutorials to assess progress.

Key Information Set Data:
40% scheduled learning activities
60% guided independent study

Bradshaw, P. (2011) The Online Journalism Handbook. London: Pearson
Frost, C. (2002) Reporting for Journalists. London: Routledge
Frost, C. (2007) Journalism Ethics and Regulation (2rd ed) London: Pearson
Harcup,T. (2007) The Ethical Journalist London: Sage.
Hicks, W. (1999) Writing for Journalists London: Routledge.
Hicks, W. (1998) English for Journalists London: Routledge.
Hudson, G. & Rowlands, S. (2007) The Broadcast Journalism Handbook London: Pearson
McKane, A. (2007) Newswriting London: Sage.
Pape, S., Featherstone, S. (2006) Feature Writing: A Practical Introduction London: Sage.
Quinn, F. (2011) Law for Journalists (3rd ed) London: Pearson

Print and broadcast newsrooms/post production facilities.
Blackboard will be available (where relevant) to support this module. Details will be supplied in the module handbook.
StaffsLive online service to provide appropriate platform for publication
Handycams, flashmics, video cameras and stills cameras from media stores.