MURDOCH INSTITUTE OF TECHNOLOGY MCC104 Introduction to Journalism UNIT OUTLINE

Trimester 3, 2012

Lecturer: Email Address: Consultation Location: Consultation Times:

Mark Regan
reganm@murdochinstitute.wa.edu.au

ADMIN 512 MIT Monday 10.30 12.30 Tuesday 12.30 1.30

Unit Coordinator Mary-Anne Romano Media Communication & Culture m.romano@murdoch.edu.au

 Published by Murdoch University, Perth, Western Australia, 2012. This publication is copyright. Except as permitted by the Copyright Act no part of it may in any form or by any electronic, mechanical, photocopying, recording or any other means be reproduced, stored in a retrieval system or be broadcast or transmitted without the prior written permission of the publisher.

CONTENTS

UNIT INFORMATION
ONE TWO THREE Introduction Resources for the unit Assessment 2 7 9

LEARNING GUIDE
INTRODUCTION WEEK 1 2 3 4 6 7 8 10 11 12 13 14 Introduction defining and tracing journalism News Values What is a story? Sources of stories Interviewing Writing styles The newsroom, editing and the reporter Ethics The Law Broadcast journalism The future of journalism Test 16 17 19 21 23 27 29 31 33 35 37 39 40

ONE

Introduction
This information should be read in conjunction with the Unit Welcome Page at http://online.murdoch.edu.au/public/MCC104/ Unit overview
Welcome to MCC 104 (Introduction to Journalism). Congratulations on choosing to explore this topic at a very exciting time in the ongoing evolution of journalism. With the rise of web logs and demands from media consumers to have a say and contribute, it is fair to say that journalism is at a crossroad. How will mainstream journalism negotiate the new demands from its audiences? Is citizen journalism a force to be reckoned with? Where will journalism go? During this course you will look at the role of journalists and be given the opportunity to acquire basic journalism skills, including the ability to interpret a situation or event and then explain the key details clearly, concisely and accurately. Even if you have no intention of becoming a journalist, the skills you develop will be useful in a range of other disciplines. You will also learn and reflect critically about journalisms role in society and gain introductory knowledge of media law and ethics.

Prerequisites

Nil

Aims and objectives

Unit aims The broad aims of this unit are to: 1. Define and understand the basics of journalism 2. Master the basic tools of the trade 3. Reflect on what makes good journalism

Learning objectives On successful completion of the unit you should be able to: 1. Write a basic news story 2. Understand the difference between different styles of journalistic writing and write a feature story 3. Evaluate information and critically assess sources 4. Gather and present information in an accessible way 5. Have an acquaintance with the law and ethics facing editorial decision-making Graduate Attributes This unit will contribute to the development of the following Graduate Attributes: See http://www.murdoch.edu.au/teach/studyat/attributes.html 1 2 3 4 Communication Critical and creative thinking Independent and lifelong learning Ethics

Unit coordinator
Mary-Anne Romano is a Murdoch Alumni, having completed her undergraduate, post graduate and Honours in Journalism at the University. She previously worked for 6PR, as a journalist and Producer and continues to write as a freelancer for numerous publications, while completing her PhD.

Contact details

Tutor You will be notified of your tutor at the beginning of the unit. Please write your tutors name and contact details here:

Lecturer: Email Address:

Technical help

Mark Regan
reganm@murdochinstitute.wa.edu.au

For technical difficulties with LMS or Lectopia contact the IT Service Desk: ITservicedesk@murdoch.edu.au For difficulties with other online materials contact your Unit Coordinator.

Lectures and Tutorials

. One lecture and one tutorial per week Lecture: Tutorials:

NB: Tutorials start in Week 1.

Attendance Attendance in tutorials is not compulsory. However, you should be aware that 10 per cent of your assessment is based on tutorial participation. A weekly current affairs quiz will contribute to your participation mark.

Study schedule
This timetable will help you plan your study over the semester.

Week 1. 2. 3. 4. 5.

Topic Introduction: Defining and tracing journalism Whats news? Judging news values What is a story? Getting the 5Ws and the H Sources of stories. The life span of a story. Researching Interviewing Writing styles

Assignments

News story 1 Friday 4pm

6. 7. 8. The Law 9. Broadcast Journalism 10. 11. The future of journalism where is it going? Where are you going? TEST (in lecture) Feature story Friday 4pm Newsrooms, editing and the reporter Ethics News story 2 Friday 4pm

TEST

12.

TWO

Resources for the unit

Unit materials
To undertake study in this unit, you will need:

Essential Reading: Lamble, Stephen, 2011, News As It Happens, Oxford University Press, 1st edition Highly recommended: Lockwood, Kim, 2005, Style The Essential Guide for journalists and professional writers, 3rd edition Other References: You are expected to read a variety of newspapers and magazines and to consume radio, TV and online news and current affairs. You should be on top of local and world events, like any good journalist. Your current affairs knowledge level will be tested in tutorials. Pick a handful of news services across the media landscape and follow these. Also listen to the Media Report on ABC Radio National, watch Media Watch on ABC TV and read the Media supplement in The Australian. Further readings: Pearson, Mark, 2007, The Journalists Guide to Media Law, Allen and Unwin, Sydney. Phillips, Gail and Lindgren, Mia, 2006, Australian Broadcast Journalism, Oxford University Press, Sth Melbourne Sheridan Burns, Lynette, 2002, Understanding Journalism: Sage, London.

Tanner, Stephen, Phillips, Gail, Smyth, Chris, Tapsall, Suellen, 2005, Journalism Ethics at work, Pearson Longman Tanner, Stephen, ed, 2002 Journalism: Investigation and Research, Longman, Sydney. Tapsall, Suellen and Caroline Varley, eds, 2001, Journalism: Theory in Practice, OUP, Melbourne. White, Sally, 1991, Reporting in Australia, Macmillan, Sth Melbourne.

Online resources:

Unit Welcome Page http://online.murdoch.edu.au/public/MCC104/

LMS: Go to http://online.murdoch.edu.au and log on. Under unit information on the LMS MCC 104 homepage you will find a Discussion heading. Here I will post updates regarding the unit, such as supplementary readings. .

THREE

Assessment
Assessment components
You will be assessed on the basis of:
Assignment Description Value Due Date

News story 1

News story Feature story Test Tutorial participation

300 words + story process diary [The story process diary describes how your story developed. See ex. below] 300 words + story process diary 1000-1200 words + story process diary The test will cover all aspects of the unit with emphasis on the law and ethics component The mark includes results of your weekly news quiz

15%

Week 4 Friday 4pm Week 7 Friday 4pm Week 10 Friday 4pm Week 12 lecture Weekly

15% 30% 30% 10%

Assessment details
News Stories Students will be required to write two news stories (300 words max.) on given subjects. This will entail carrying out interviews and writing a news story that has an attractive intro, proper story structure, concise news language (in style), and is interesting to read. It must be accurate and fair. It must meet the given deadline. Deadlines are crucial in journalism. Another few hours may make your story more pleasurable to read, but it also will mean it does not get published. So, in keeping with journalistic tradition, we fail any late stories. If you need an extension, we listen but only if you apply BEFORE deadline.

Assessment will be according to the story marking sheet (see below). You will also complete a story process diary and hand that in with the stories (the example below provides an example, use that template for your diary). Feature Story To provide an opportunity for students to break out of the confines of short news story writing and go deeper into a topic and let their written expression loose, we have set a feature story assignment. This will require students to write a 1200-word (max.) feature on an issue, place, people or incident of their choice. It is a feature, not a column or opinion piece. It will demand students research broadly, including interviewing relevant people, and report fairly and engagingly. A story process diary should be handed in with this assignment.

Tutorial participation The tutorials will be a mix of practical journalism exercises and discussion about important issues of journalism and whats in the news. News literacy is an essential element of every reporters and journalism students tool kit. You are expected to read daily newspapers and major TV or radio news bulletins. Your current affairs knowledge will be tested in news quizzes during tutorials and calculated into your tutorial assessment. Test The final test will cover all the material covered in the semester, including the theory, law, ethics and practical writing. The best way to study for the test is to review your readings and your lecture notes. Each reading in Conley and Lamble ends with a number of discussion questions, answering these questions is a very good preparation for the test. The test will assess your understanding of the issues covered, rather than your ability to memorise specific details.

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STORY MARKING SHEET

LAYOUT (Story is double-spaced on one side only, 12 point type, pages stapled together, cover page supplied with students and tutors names and other submission information.) DEADLINE Pass/Fail (Story submitted by deadline.) STORY DIARY Pass/Fail (Story diary is complete, and includes source names, phone numbers and/or email addresses.) Provided story has passed above three categories, it will then be assessed. If a fail is recorded in any of the above, the work will not be assessed. INTRO 4 (Newsworthiness, choice of language, effectiveness) STRUCTURE 4 (Support for intro, relevance of info, story flow) LANGUAGE 4 (Choice of language, clarity of expression) STORY AS A WHOLE 3 (Does story work? Overall reading of story) INITIAL MARK 15 AUTOMATIC FAILURE: Misspelling of key names, places. Defamation, contempt of court, plagiarism. LESS two marks for major inaccuracies LESS one half mark for each error in style, spelling and grammar (punctuation, verb tenses, attribution etc). FINAL MARK General Comments:

Out of: Pass/Fail

Actual

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Example - Story process diary:

Original story idea: Melville City Council parking officer Frederika Bookum has been picked to represent Australia in the alpine luge. Story was to look at how a person living in a snow-free state like WA managed to get into the team and how she trains for the elite competition. Origin of the story idea: Told to me by a council staffer while we were waiting for the MCC monthly council meeting to start. Why is it of interest? Its unusual for a local person to be world class at a Winter Olympics event. How does she manage to train and compete in a flat, sandy, hot environment like Perth? Potential sources: Frederika Bookum (phone: 9246*4#19). John Grey, a colleague in the MCC parking section (phone: 9246*4#19). Helmut Yoused her coach (phone: 9246*4#19). Wolfgang Grosse the Executive Officer of the national Luge Association (phone: 02 9246*4#19).

Actual sources, interview and reporting techniques: 1 Frederika Bookum. (phone: 9246*4#19) I interviewed her in a coffee shop in the city and spent two hours with her as she did her rounds booking motorists. I also went on a training session with her down Garling Street hill on a skateboard) 2 John Grey. (phone: 9246*4#19) Telephone interview. 3 Helmut Yoused (phone: 9246*4#19) I interviewed him at the training session, too. 4 Wolfgang Grosse (phone: 02 9246*4#19) I eventually got him on his mobile in New Zealand where he was at a conference. But he didnt say much more than the coach. His secretary faxed me some details about the luge competitions. 5 Wally Mitchell (phone: 9246*4#19) is the ABC sports commentator who covers the Winter Olympics. Spoke to him at ABC studios in East Perth. Limitations: Grosse was short-tempered and not interested in talking to me especially at 10pm local time. Oops. It was a mistake to interview Frederika in the coffee shop. She was not at ease, and there was too much noise. The interview went badly. I think it would have been better to interview her in the parking officers office at City Hall, or maybe somewhere like a park bench in a quiet spot. Coach Helmut had plenty to say but it was hard taking notes as he ran up and down the hill with Frederika. Still, it was a good place to get a picture and see them in action. Wally was very helpful and really made the story because he knew so much about the sport and Australias place in it. I had to paraphrase him in the story a bit because his language was a little colourful at times.

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Story evolution: What started as a feature about Frederikas unusual sporting interest ended up having more to do with the funding crisis in womens sport, especially the less popular disciplines? We dwelt a bit on how women sports stars need to have a job and sometimes are pressured to pose for magazine shoots as a way of attracting interest and money to their sport. And Frederika turned out to be a real bonus, as I discovered she supplements her MCC income by gambling. Other comments: Given some of the comments from Frederika, Helmut and Wally, I think there is another story worth pursuing probably a feature about the corporate and government funding of womens sport.

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Assignment submission

Remember: assignments do go astray. It is your responsibility to always keep a copy of the assignment for your records.

Extensions
Should you need an extension, your tutor is your first port of call. To gain an extension you need a valid reason, such as a medical certificate if you are ill. We will always listen to a plea for an extension, but it must BEFORE the deadline.

Determination of the final grade

See Section 11 in the current Assessment Policy regarding grades. Notation HD D C P N DNS Grade High Distinction Distinction Credit Pass Fail Fail Percentage Range 80 100 70 79 60 69 50 59 Below 50 Fail, the student failed to participate in assessment components that had a combined weighting of 50% or more of the final mark. 45 49* 45 49*

SA SX

Supplementary Assignment Supplementary Exam

* The award of the grade of SA or SX shall be at the discretion of the Unit Coordinator except where clause 11.8 applies.

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Assessment roles and responsibilities Please refer to Section 8 in the current Assessment Policy. Academic Integrity Murdoch University encourages its students and staff to pursue the highest standards of integrity in all academic activity. Academic integrity involves behaving ethically and honestly in scholarship and relies on respect for others ideas through proper acknowledgement and referencing of publications. Lack of academic integrity, including the examples listed below, can lead to serious penalties. More information about academic integrity can be found at http://our.murdoch.edu.au/Educational-technologies/Academic-integrity/ Plagiarism Inappropriate or inadequate acknowledgement of original work including: Material copied word for word without any acknowledgement of its source Material paraphrased without appropriate acknowledgement of its source Images, designs, experimental results, computer code etc used or adapted without acknowledgement of the source.

Ghost writing

An assignment written by a third party and represented by a student as her or his own work. Material copied from another students assignment with her or his knowledge. Material copied from another students assignment or work without that persons knowledge.

Collusion

Purloining

Adapted from Section 9.3 of the Assessment Policy, Plagiarism and Collusion.

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Find out more about how to reference properly and avoid plagiarism at http://our.murdoch.edu.au/Student-life/Study-successfully/Referencing-andciting/ Plagiarism-checking software The University uses software called Turnitin which checks for plagiarism. The Coordinator may have added a link to Turnitin in your online unit. Please note that when you or your Unit Coordinator submit assignments electronically to Turnitin, a copy of your work is retained on the database to check collusion and future plagiarism. The University has a legal agreement with Turnitin that it will not share or reproduce student work in any form. Advice on using Turnitin can be found at http://our.murdoch.edu.au/Educational-technologies/Turnitin/ Non-discriminatory language Please refer to http://our.murdoch.edu.au/Student-life/Rights-and-responsibilities/Yourresponsibilities/Non-discriminatory-language-guidelines/ Student appeals Murdoch University encourages students to resolve issues initially through their Unit Coordinator and/or appropriate Faculty staff member. In cases where this is not possible, the University has in place a Student Appeals process. This process is a mechanism open to all Murdoch University students and there is no fee. The fundamental principles of this process include: 1. natural justice and procedural fairness; 2. transparency and accountability; 3. the provision of regular procedural review; and 4. the enhancement of the appeals process and outcomes. An appeal is not a merits based review, in other words, the committee will not reconsider a students performance to determine whether a different grade should be awarded. Rather, it is a procedural review and will investigate whether proper process has been followed. In cases where the appeal of a student is upheld by the Student Appeals Committee, the committee will consider what remedy, if any, is appropriate. Students seeking a review of a grade or mark are instead encouraged to follow the procedures set out in the

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Universitys complaint process at http://www.murdoch.edu.au/vco/secretariat/complaints/ Information on the Student Appeals process can be found at http://www.murdoch.edu.au/vco/secretariat/appeals/appeals.html Student complaints Please refer to http://www.murdoch.edu.au/vco/secretariat/complaints/ Conscientious objection in teaching and assessment (This relates to an objection based on an individuals deep moral conviction of what is right and wrong) For guidelines on conscientious objection, see https://policy.murdoch.edu.au/documents/index.php?docid=724&mode=view

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LEARNING GUIDE

Introduction
How to use this Learning Guide
The information in the learning guide is designed to help you move through the unit in a way which will lead to thorough, critical and reflective learning. Although the study questions/practice exercises are optional, they will help you consolidate your learning and assist you in becoming an independent learner.

The essential readings in this unit have deliberately been kept to a minimum to ensure the students do them BEFORE the lectures and tutorials. Doing the readings in advance enhances your learning experience considerably. Taking in different arguments on a topic is at the core of learning in the social and human sciences (it also good journalistic practice). Hence, you are encouraged to read as widely as possible.

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WEEK 1 Defining and tracing journalism

Introduction
What sets journalism apart from other forms of communication? Isnt journalism just another form of public relations? How old is journalism as a profession? Can you believe what you read in the paper? These questions and many others are addressed in this introductory lecture. You will get an overview of the evolution of journalism and a description of the unit. Remember: good journalism can change the world poor journalism is at best benign, at worst harmful. Learning objectives You will gain a basic understanding of the evolution of journalism and its defining properties. In tutorials you will be asked to discuss your own media habits and survey the current media landscape. And youll have a first go at journalistic writing.

Essential reading 1. Conley & Lamble: Introduction, including glossary (p. xi-xxv) 2. Conley & Lamble: Chapters 1 & 2 (p. 3-49) Recommended reading 1. Conley & Lamble: Chapter 3 (p. 50-73)

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Study questions/Practice exercises 1. Why is journalism an important part of the democratic system? 2. List two examples of good journalism and poor journalism, according to you.

Key concepts 1. The role of journalism in society 2. The evolution of journalism 3. Journalism as a product of the tension between the public and their elected (and historically non-elected) representatives

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WEEK 2 News values

Introduction News? I dont know how to answer that. Its odd that, having worked with news for 14 odd years I find it difficult to sort of say what news is. I never think about that. I dont think you can define news in one sentence or two. I think it is a pretty complicated thing. Funny, no one has ever asked me what news is before (Conley and Lamble, 2006, p. 81)
The pressure of deadlines does not invite reflection, as the above quote illustrates. In Week 2 we will ponder the following questions: What is news? Why do certain events and people end up in the news? We will explore the theory behind news values and look at examples in the media.

Learning objectives You will gain a basic understanding of the theory behind news values.

Essential reading 1. Conley & Lamble: Chapter 4 (p. 77-103)

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Recommended reading 1. White, Chapter 1

Study questions/Practice exercises 1. How do you define news? 2. Pick an article in a newspaper of your choice. See how many news values you can identify.

Key concepts 1. Definition of news 2. Standard news values

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WEEK 3 Writing fundamentals

Introduction
You may have the best story in the world in your notebook. But if you cannot capture and maintain the interest of your audience, all your research has been in vain. The readings are extra important this week. They are slightly more voluminous compared to other weeks, but it is essential that you complete them. The lecture will further explore the basics of introductions and the structure of a news story. Learning objectives Understanding the importance of the lead/introduction and overall structure. Understanding and using news language.

Essential reading 1. Conley & Lamble: Chapter 5 (p.104-123) 2. Conley & Lamble: Chapters 6 & 7 (p. 124-161) Recommended reading 1. Lockwood, Kim, Style, gain understanding of how the style guide can be used by looking through it

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Study questions/Practice exercises 1. Why is the lead important? 2. Define the concept of the inverted pyramid.

Key concepts 1. Plan before you write 2. The inverted pyramid 3. The strong intro 4. News English

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WEEK 4 Sources of stories

Introduction
What are the sources of news? How do you find news? In very broad terms there are two forms of news: events/tips (reactive) and researched news (active). In the ideal world all stories should contain elements of independent critical research, in reality this is not the case due to constraints on resources and deadline demands. This week we look at given events and try to identify the agenda of the main source. Sometimes there is no agenda, for instance in the case of natural disasters. But most often there is. Prime examples are the press release and the press conference. We will also look at how journalists investigate stories. What tools are available? What is the public record? What is Freedom of Information legislation? What happens with information off the record? Learning objectives You will start the process of always critically evaluating your sources. You will learn the ways journalist investigate stories.

Essential reading 1. Conley & Lamble: (p. 163-181)

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Study questions/Practice exercises 1. Where do the media get their stories? 2. How do you find the, sometimes hidden, agenda of your source/s? 3. What is investigative journalism?

Key concepts 1. Newsgathering and independent inquiry 2. Critical thinking

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Week 5

Interviewing
Introduction
Journalism is mostly about people. Interviewing is one of the most important skills needed to gather information for stories (some say the most important). Interviewing is a complex process that requires engagement from both the interviewer and interviewee, especially in the broadcast interview. To become a good interviewer you need to understand the psychology behind the interview and hone your social skills. Yet, it is often taken for granted that we all know how to interview. Nothing could be further from the truth. Interviewing is an acquired skill that needs to be treated with respect. During this week we will scratch the surface of the art of the media interview and provide you with basic knowledge and hopefully make you curious enough to want to learn more about interviewing.

Learning objectives You will understand the difference between the research interview and the broadcast interview. You will gain basic understanding of the psychology of the media interview.

Essential reading 1. Conley & Lamble: Chapter 9 (p. 182-207)

Recommended reading 1. Phillips and Lindgren, Chapter 6 (p.51-64)

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Study questions/Practice exercises 1. Define the differences between the research interview and the broadcast interview. 2. Why is it important to listen when you interview?

Key concepts 1. Preparation 2. Attribution and quoting

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WEEK 6 Writing styles

Introduction
Journalism is more than news (although some reporters would take argument with that statement). News reporting is a very potent practical journalism school. However, some issues are too complex, too grey to fit the narrow format of news. This is when you suggest to your editor that this story would work better as a feature piece. How does feature writing differ from news writing? How do I structure a feature? This week we will look at styles other than news in print and broadcast.

Learning objectives Understanding the differences between news and feature writing both in terms of preparation and actual writing style.

Essential reading 1. Conley & Lamble: Chapter 14 (p. 315-345)

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Study questions/Practice exercises 1. Summarise how feature writing differs from news writing. 2. How can Conleys instant story wheel-o-rama help your feature writing?

Key concepts 1. Complicating the topic (eg. bringing in more than just two opposing stake holders in the story). 2. The differences between the news lead and the feature lead. 3. Language and structure of feature-writing

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WEEK 7 The newsroom, editing and the reporter

Introduction
What happens after your story is done? Can you go home? Probably not. The chief sub-editor will tell you that some minor changes are needed. You do the changes; get your well-deserved sleep to find that the last two paragraphs of your story are missing in the morning paper. Why is this? This lecture will outline how a newsroom operates and who does what. We also look at the challenges awaiting a new reporter.

Learning objectives Understanding the basic structure and tasks in a newsroom. You will gain some understanding of the editing process.

Essential reading 1. Conley & Lamble: Chapters 10 & 11 (p. 211-260)

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Study questions/Practice exercises 1. How do the various roles in the newsroom contribute to the final product?

Key concepts 1. The structure of a newsroom influences journalistic content 2. Good editing can never rescue poor writing and content. But it can make a good story better.

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WEEK 8 Ethics
Introduction
Ethics and law are two closely connected concepts. Laws in society are often based on its ethical and moral frameworks. Hence, if your professional ethical standards are up to scratch you are much less likely to get in conflict with the law. Unlike for instance medical doctors and lawyers, journalists do not need professional accreditation or registration to practise their profession. Journalists are held to account by a mix of formal self-regulation via a number of industry codes, newsroom culture and personal conscience. Is this good enough? This lecture will situate the codes and regulations in the contemporary journalistic landscape.

Learning objectives You will be exposed to the argument that ethical journalistic practice serves both the media and the audience. It increases the credibility of journalists in the eyes of the audience and produces higher quality reporting creating a win-win situation.

Essential reading 1. Conley & Lamble: Chapter 16 (p. 373-407) (The AJA code of Ethics is available as appendix 2, p. 438)

Recommended reading 1. Tanner et al, Journalism Ethics at work, Chapter 1 (p.3-11)

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Study questions/Practice exercises 1. What are the four guiding principles cited by the AJA/MEAA Code of Ethics? 2. Why is ethical journalism good for the industry?

Key concepts 1. The AJA/MEAA Code of Ethics 2. Journalists describe society to itself (Preamble Code of Ethics)

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WEEK 9 The Law

Introduction
The laws regulating journalism in Australia are very potent. We will look at what journalists can and cannot do or say according to law. Reporters, editors and their advisers need to keep up with the laws, many of which change through case law every year. Well look at defamation law, the emerging protections courts are providing for peoples privacy and the new rigours of security laws introduced since September 11, 2001.

Learning objectives Gaining enough knowledge of the important laws that affect the media to know when you are on legally perilous ground.

Essential reading 1. Conley & Lamble: Chapter 17 (p. 408-432)

Study questions/Practice exercises 1. What are the sources of law in Commonwealth countries like Australia?

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2. Free speech is a human right, but its not absolute. Other rights and freedoms compete with free speech in a civil society and have gained legal protection from media intrusion and commentary. What are these sensitive issues that need the law to provide the balance?

Key concepts 1. Defamation; contempt, free speech; privacy;

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WEEK 10 Broadcast journalism

Introduction
Different media platforms have an impact on writing style and presentation. For instance, the broadcast interview demands a different approach to the print interview. The radio and TV interview contains an element of performance. Radio and TV broadcasting have their own terminology that at times can be very confusing. And then theres online, converged news, that blends text, aud io and vision! Learning objectives You will be able to identify the basic differences between writing for print and writing for broadcast. You will understand some of the demands on journalists working in a multimedia environment. You will deliver a radio news bulletin.

Essential reading 1. Conley & Lamble: Chapter 12 (p. 261-295) 2. Conley & Lamble: Chapter 13 (p. 296-314)

Recommended reading 1. Phillips & Lindgren: Introduction

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Study questions/Practice exercises 1. What are the two main differences between writing for print and writing for broadcast? 2. What is the main strength of on-line news? What is the main weakness?

Key concepts 1. Convergence 2. Layout, sentence length, complexity in writing, information selection

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WEEK 11 The future of journalism . . .

Introduction
In this unit you have been introduced to the basic concepts in journalism such as newsgathering, writing styles and different media outlets. The newest arrival in the media landscape is the citizen journalist. Their medium is on-line publishing, most commonly via web logs or blogs. How will this influence journalism, if at all? This is one of the most contentious topics in contemporary journalism. Some mainstream journalists have embraced this new development and are looking at ways of collaborating with the citizen contributors. Other journalists regard them as producers of inferior stories. Some journalists are outright worried about losing their privileged position as information gatekeepers. This lecture will discuss the latest developments on the frontier. With the pace of change there has probably been considerable movement between week 1 and 13. Learning objectives A challenge to make you reflect critically about the future of journalism

Essential reading Conley and Lamble, p. 433-436 Epilogue

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WEEK 12 Test
Introduction
The test will be given during lecture time. It will cover all aspects of this unit with particular emphasis on ethics and law. However, to do well you need to review all the essential readings. A good way to prepare is to reply to the study questions in this learning guide. An additional preparation is to review some of the discussion questions that follow at the end of each chapter in Conley and Lamble. The test will be a mix of short answer and scenario-type questions. Good luck! Learning objectives To test your understanding of the topics covered in this unit.

Essential reading Review all the essential readings.

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