Bradshaw, P. (2011) The Online Journalism Handbook. London: Pearson
Frost, C. (2002) Reporting for Journalists. London: Routledge
Frost, C. (2007) Journalism Ethics and Regulation (2nd edit). 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., and Featherstone, S. (2005) Newspaper Journalism: A Practical Introduction. London: Sage.
Pape, S., Featherstone, S. (2006) Feature Writing: A Practical Introduction. London: Sage.
Phillips, A. (2007) Good Writing for Journalists. London: Sage
Quinn, F. (2011) Law for Journalists, 3rd ed. London: Pearson
Sissons, H. (2007) Practical Journalism: How to Write News. London: Sage.
Staffordshire University Journalism Dept. (2007) Journalism Style Guide. Stoke-on-Trent: Staffordshire University.

This module is largely self-directed by the student, supported by timetabled weekly group feedback sessions on completion and/or at the start 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 issued with written guidelines, including an updated Staffslive, and regular communication will be encouraged on through online forums via the use of platforms such as Blackboard. Students will also have regular face-to-face and online tutorials to assess progress.

Key Information Set Data:
10% scheduled learning activities
90% guided independent study

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.

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 700-word reflective evaluation outlining the student's experiences and self-development throughout the module (weighting 100%, word count 7,000 words, learning outcomes 1-6).

Key Information Set Data:
100% coursework

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.