A substantial portfolio of content submitted throughout the module to the main StaffsLive news site and its various associated sister hyperlocal sites (to which students may choose or be assigned at the start of the module). Content should demonstrate a variety of subjects, topics, styles and demonstrate a professional standard, mixed media (text, images, audio, video) approach to producing a wide range of content for a specified local/regional online audience. Portfolios MUST also include a 1,000 word reflective evaluation outlining the student's experiences and self-development throughout the module (weighting 100%, word count 10,000 words or equivalent, learning outcomes 1-7)

Key Information Set:
Assessment hours
100% Coursework

Students will work in teams to devise, source and produce original stories across a broad range of areas (news, sports, entertainments, features etc.) and present suitable articles of a professional standard for publication to deadlines determined by nature of each story's need for immediacy. Students will research, gather, interview for and source original story ideas for a range of subject areas (eg. council, crime, sport, ents) which will be suitable for publication on Staffslive and/or its child hyperlocal sites. Weekly feedback sessions at the end and/or at the beginning of a newsweek will be held with tutors to reflect on the week's content and issues faced in sourcing and producing stories, and to forward plan for content to be covered, obstacles likely to be encountered etc.
All 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 1-hour group feedback sessions on completion and/or at the start of each live newsweek throughout the 24 weeks.
There will be an introductory session (2 hours) at the start to offer guidance and to refresh elements of the workings of the StaffsLive site and the induction process they went through in previous Journalism in Practice modules. They will also be issued with updated Staffslive guides, and regular communication will be encouraged on Staffslive online forums via the use of platforms such as Blackboard, Coveritlive or similar. Students will also benefit from regular face-to-face and online tutorials to assess progress

Key Information Set:
Learning & Teaching hours
10% scheduled learning activities
90% guided independent study

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

Bradshaw, Paul (2011), The Online Journalism Handbook, London, Pearson
Frost, Chris (2002) Reporting for Journalists, London, Routledge
Frost, Chris (2007) Journalism Ethics and Regulation (2nd edit.) London, Pearson
Harcup,Tony (2007) The Ethical Journalist, London, Sage.
Hicks, Wynford (1999) Writing for Journalists, London, Routledge.
Hicks, Wynford (1998) English for Journalists, London, Routledge.
Hudson, G. & Rowlands, S (2007). The Broadcast Journalism Handbook, Pearson
McKane, Anna (2007) Newswriting, London, Sage.
Pape, Susan and Featherstone, Sue (2005) Newspaper Journalism: A Practical Introduction, London, Sage.
Pape, Susan, Featherstone, Sue (2006) Feature Writing: A Practical Introduction London, Sage.
Phillips, Angela (2007) Good Writing for Journalists, London, Sage
Quinn, Frances (2011) Law for Journalists, 3rd ed, London, Pearson
Sissons, Helen (2007) Practical Journalism: How to Write News, London, Sage.
Staffordshire University Journalism Dept (2007), Journalism Style Guide, Staffs University.