Syllabus MCOM 220 Convergence Fall 2010 MWF 1:00 1:50 am GTK 229 Department of Mass Communications Claflin

n University

Instructor Gloria D. Brogdon Office: Trustee Hall #3 Office Hours M-F 3:00-5:00 - & By Appointment E-mail - gbrogdon@claflin.edu E-mail - gdbrogdon@gmail.com "Not long ago, the typical beginning reporter faced a simple choice: print or broadcast. Those options remain. But todays growth area is in multimedia jobs that blur and often obliterate the old boundaries. Its a proving ground forging not just new kinds of journalism but a new species of journalist, as well." (Carl Sessions Stepp, senior editor, American Journalism Review)

Required Texts: Principles of Convergent Journalism by Wilkinson, Grant, & Fisher Supplemental Text -Convergent Journalism: An Introduction by Stephen Quinn and Vincent Filak (Other readings as assigned during the course.) You should also read the Times & Democrat on a daily basis. Course Information & Objectives

Course Description

This course is an examination of convergence in mass media and how that convergence impacts design. Through theory, application and practice, students will learn about media convergence and its place in the new media landscape. Emphasis will be placed on proper design and evaluation of websites & web based communication applications

Course Objectives: 1. Students will participate in lectures and critique sessions that examine their work and the work of professionals. 2. Students will report journalistically with visuals - both single and multiple images Evidence of this outcome will be assessed through weekly writing and peer critique, and course Rubric. 3. Students will write broadcast style news stories and meaningful captions for photographs. Evidence of this outcome will be assessed through weekly writing and peer critique. and course Rubric. 4. Students will examine some of the ethical challenges unique to digital media, Evidence of this outcome will be assessed through weekly writing and peer critique. and course Rubric. 5. Students will be able to successfully record and edit digital audio and operate a professional quality digital still, and video cameras, Evidence of this outcome will be assessed 6. Students will be able to prepare images for use in a broadcast, web or print outlet. Evidence of this outcome will be assessed through weekly writing and peer critique. and course Rubric. Methods of Assessment Assessment is based on Multimedia/ Convergent Media Rubric. (See attachment #1) University Grading Scale Grade A B+ B C+ C D+ D Significance Excellent (90-100) Very Good (85-89) Good (80-84) Above Average (75-79) Average (70-74) Below Average (65-69) Poor (60-64) Quality Points 4.0 per sem. hr. 3.5 per sem. hr. 3.0 per sem. hr. 2.5 per sem. hr. 2.0 per sem. hr. 1.5 per sem. hr. 1.0 per sem. hr.

F
VI.

Failure

(0-59)

0.0

STUDENT RESPONSIBILITIES Class Participation: Each student is expected to participate in class discussions as a function of interest, a degree of being informed on current events and having completed reading assignments prior to class. Students will be given 2 points for each day that they attend class. No points will be given for absences. Students must sign-in on the sign-in sheet provided by the instructor to receive credit for attendance. 1. Assignment Policy: Students are responsible for all course materials, including but not limited to class lectures, handouts, online resources, and textbook reading assignments. All assignments must be typed as per instructions. Assignments are due at the beginning of the class period on the date specified. Late assignments will be docked 10 points per day that the assignment is late. After ten days, the assignment will be scored as zero. Assignments and due dates may be changed at the instructor's discretion with written notice to students.

No food or drink allowed in the classrooms and/or labs. 2. Attendance Policy: From the University Catalog: Students are expected to attend all classes for which they are registered for the duration of each class session. Students may be allowed as many unexcused absences as hours a course meets weekly. The maximum of excused absences is at the discretion of each instructor. Unexcused absences on the days immediately preceding or following a holiday are counted as double absences. Excessive absences are reported during each grade reporting period by instructors in the database provided through Campus Web. Students may obtain official university excuses for absences from the Office of Student Development and Services or other designated campus officials. After obtaining signatures from the appropriate course instructors, all excuses must be returned to the Office of Student Development and Services. Students who may miss classes while representing the university in an official capacity are exempt from regulations governing absences only to the extent that their excessive absences result from the performance of such university business or affairs. Absence from class for any reason does not relieve the student from responsibility for any class assignments that may be missed during the period of absence. 3. Academic Integrity Policy:

From The University Catalog: Statement of Policy Concerning Academic Dishonesty Academic dishonesty in school work shall encompass misconduct during testing periods (unauthorized use of eyes, voices, textbooks, papers or any other aids created for use in cheating on an examination, test or classroom exercise) and inadequate acknowledgment of source material used in term papers, reports and other academic projects.* When an instructor is convinced that a student has engaged in dishonest practices in academic work assigned to him/her, that instructor shall make a written report of this violation to the Vice President for Academic Affairs, the Vice President for Student Development and Services, and the student(s) involved. The report of the instructor shall include a recommendation of one of the following penalties: 1. failing grade on the work relating to the dishonest act; 2. permanent dismissal from the class in which the dishonest act took place; or suspension from Claflin. Upon receipt of this report, the Vice President for Academic Affairs shall hold a conference which shall be attended by him/her (or his/her representative), the accused student and the involved instructor. All parties will be bound by the ruling handed down by the Vice President for Academic Affairs. However, if the instructor recommends the second or third penalty from those listed above, the case shall be heard by the Discipline Committee through the Vice President for Student Development and Services, instead of the Vice President for Academic Affairs. The forging or alteration of official documents shall be treated as academic dishonesty and shall include the recommendation of the third penalty from those listed above. After a case has been heard and appealed, it may not be heard again unless significant new evidence has been produced by either side. Cases in which the first penalty from those listed above is handed down may not be appealed. Only students shall have the right of appeal. Plagiarism - the use of written and oral words, ideas and/or images created by another person, including another student, without the expressed acknowledgment of the speakers or writers indebtedness to that person - will not be tolerated. This includes the use of papers or other materials previously submitted to other professors, as well as video and audio recordings, internet resources and copyrighted materials and images.

a. Electronic Devices: Cell phone use and texting is prohibited in class, unless they are part of a class project. Please turn off cell phones and pagers during class time. Laptops are permitted in class for note taking and classroom related activities only. Students found using laptops for other purposes will be asked to shut-down the computer and will lose the privilege of using it in class. Laptops and cell phones may not be used during exams. b. Email Notification: The instructor will frequently send information to students through the campus computer system. Therefore, students MUST check their campus email on a regular basis. If a student wishes to receive emails at a different account, then it is up to the student to go into his/her campus account and forward emails to the other account. Claflin email accounts can also be accessed through the Internet. Claflin has provided every student with an email account; therefore, the instructor will NOT be responsible for keeping track of different student email accounts. VII. CAMPUS SUPPORT
a. Office of Disability Services:

Claflin University is committed to providing equal access to University programs and services for all students. If any member of the class has a documented disability requiring academic accommodations, he or she should report to the Office of Disability Services, located in Carson Hall, Suite 106 Office 111, as soon as possible. A student seeking reasonable accommodations originating from a documented disability must register with the Office of Disability Services so that said accommodations may be provided. Contact the Office of Academic Affairs or the professor if any assistance is needed in this process.
b. Computer Assisted Writing Center

In keeping with the University's emphasis on writing proficiency, all student produced writing will be expected to reflect clear content, coherent and organized structure, and adherence to the stylistic and mechanical standards articulated by the professor. The Computer Assisted Writing Center is located on the second floor of the Grace Thomas Kennedy Building, Room 228.

METHODS OF ASSESSMENT/COURSE ASSIGNMENTS & INFORMATION

Class Attendance/Participation/Quizzes First Paper - (Wikies, Blogs & Podcasts) Video/Audio Photography Mid-Term Examination 2nd Paper - Wiki Writing Final Examination Project

10% 20% 10% 10% 10% 20% 20%

(of overall grade) (of overall grade) (of overall Grade (of overall grade) (of overall grade) (of overall grade) (of overall grade)

Assignments
Print journalism has always required a team effort, but digital/converged journalism carries the need for teamwork to a new level and introduces new roles and functions. The class will be divided into news teams at the second class meeting. I will assign team members based on an analysis of skill and experience factors to ensure that each team has an appropriate range of skills and expertise. This course is an examination of convergence in mass media and how that convergence impacts design. Through theory, application and practice, students will learn about media convergence and its place in the new media landscape. Emphasis will be placed on proper design and evaluation of websites. The first part of the class will focus strongly on skill/concept development. Assignments during this period will involve analysis and critical thinking. The second portion of the class will be strongly focused on applying those skills to creating converged news products. Those assignments will stress the application of the skills and concepts from the first portion of the course in a team-oriented environment.

Individual Assignments:
Discussion Leader: On the second day of class, each individual will be asked to

sign up to lead class discussion on an article of particular relevance to the class. All articles are available online and everyone in the class will be expected to read the article before class so they can participate effectively in the discussion. The discussion leader, however, will be responsible for reviewing the key material and developing discussion questions and points. Discussion leaders may use visual aids if they wish, but are not required to do so. The discussion of each article should last about 10 minutes. Due dates will vary by person and the assignment chosen. This will account for ten percent of your final grade.

News Project Site Evaluations:

News project sites differ from general news sites in that they are focused on a particular story or subject, may or may not be updated regularly, and dont necessarily report breaking news. Examples include: o Toxic Legacy (http://www.toxiclegacy.com/loader.html) o Bird Flu: Fears, Facts and Fiction (http://www.abcnews.go.com/Health/AvianFlu) o FEMA: A Legacy of Waste (http://www.sun-sentinel.com/news/local/ southflorida/sfl-femareport,0,7651043.storygallery?coll=sfla-homeheadlines) o Toxic Treats (http://www.ocregister.com/investigations /2004/ lead/index.php) o Minnesotas Climate Change (http://www.kare11.com/news/specials/ climate/) Choose a project siteyou may use one of the above or choose your own.

Critique the site in three pages or less. Consider the following: How well does the site use navigation? How effectively is it designed? How effectively does it use photos, graphics, broadcast and interactive elements? How much (if any) of the reporting appears to have been done by the online staff as opposed to other journalists? How well are the stories written/presented /packaged? What did you love about it? Hate about it? Why? This assignment will represent five percent of your final . Be prepared to discuss your site and evaluation in class if called upon to do so. Ten percent of final grade.

General News Site Evaluation:

Pick a general news site maintained by a major media organization CNN, Fox, The New York Times, The Orlando Sentinel, etc. Analyze that site considering the following: How well does the site use navigation? How effectively is it designed? How effectively does it use photos, graphics, broadcast and interactive elements? How effectively does the site provide choice, context and optional background material for news consumers? How effectively is the site updated to handle breaking news? How well are the stories written/presented /packaged?

 What did you love about it? Hate about it? Why?

Blog Site Evaluations:

The Cyberjournalist List contains a comprehensive listing of journalistic blogs. Go to the site (http://www.cyberjournalist.net/ cyberjournalists.php) and select one from the J Blogs list Published by news sites-ongoing. Give a brief description of the blog and evaluate its contents. Does it appear to be timely and authoritative? What is the quality of commentary from readers? What is the quality of writing? To what degree is opinion intertwined with factual reporting? How difficult is it to distinguish the two? What do you like about the blog? What did you hate? Why?

This assignment will represent five percent of your final grade and will be due TBA. Be prepared to discuss your site and evaluation in class if called upon to do so. 10% of final grade

Your Blog.
You will set up and maintain an individual Weblog, or blog, (Well establish your blog account in class.) Your blog must have a specific focus (e.g., politics, education, environment, technology, sports, movies, etc) that will be maintained throughout the course. One post is required each week. Each blog post must link to and comment on at least one pertinent and recent Web page, Web site or specific blog post by another author. Your posts need not be too long (think about 100 words per post), but they do need to say something. Each post will be graded on content Is it interesting? Relevant to your blogs focus?

Timely, current? 50%, Mechanics (grammar, spelling, punctuation and AP style) 25% Quality and relevance of the link(s) 25%. Your blog posts should meet professional journalistic standards. This assignment will represent 10 percent of your final grade.

Spelling and grammar are a journalists (converged or not) most basic tools. ANY text content (including site critiques) will receive a reduced grade for spelling, typographical and grammatical errors. Remember, failure to turn in a deliverable on time reduces the grade by one letter grade for each day past the deadline. Failure to turn in an assignment within one week of the due date results in an F for that assignment.

Weekly Schedule
Week 1. Introduction, Syllabus Review What is Convergence? How does it affect traditional newsroom roles? Week 2. Production team formation and teambuilding. Quinn & Filak, Chapters 1 and 2 Article Assignments Week 3. Introduction to Digital Storytelling The Elements of Digital Storytelling http://www.inms.umn.edu/elements/index.php Week 4. How audiences affect news delivery. NewsU on Multimedia Reporting. Week 5. Blogging and Blog Account Registration ** Bloggers vs. Journalists is Over http://journalism.nyuedu/pubzone/webblogs/pressthink/2005/0

1/21/berk_essay.html What Bloggers Can Learn From Journalists http://poynter.org/content/content_view.a sp? id=75665 What Journalists Can Learn From Bloggers http://poynter.org/content/content_view.asp?id=75383 Week 6. Blogging as a Form of Journalism http://www.ojr.org/ojr/workplace/1017958873.php http://www.inms.umn.edu/elements/i.php WEEK 7. Writing for Online Quinn & Filak, Chapter 5 General News Site Evaluation & Blog Evaluations How Google News is changing the way newspaper headlines are written. http://www.collisiondetection.net/mt/archives/2006/04/how_g oogle_news.html Week 8. Concise, SCANNABLE, and Objective: How to Write for the Web http://olj.hh-pub.com/topics.php?c=7&t=628 Online storytelling and story planning. How to use storyboards. Quinn & Filak, Chapter 6 Establish web site accounts. Blog Evaluations Week 9. Backpack Journalism Is Here to Stay http://www.ojr.org/oj r/workplace/1017771 575.php Online storytelling: Seeking new forms, presentation http://olj.hh-pub.com/topics.php? c=7&t=629 Breaking Coverage Practice 1 Quinn & Filak, Chapters 7 and 8

Week 10. In-Class Site Building for Coverage Practice 1 Quinn & Filak, Chapter 10 A new media tells different stories http://firstmonday.org/issues/issue2_4/giussani/index.html

Week 11 In-Class Site Building for Coverage Practice 1 Quinn & Filak, Chapter 6 When, How to Tell Stories with Text, Multimedia http://www.poynterextra.org/eyetrack2004/jeffglick.htm Week 12 Critique of Coverage Practice 1 On the Wild, Woolly Internet, Old Ethics Rules Do Apply http://www.ojr.org/oj r/ethics/1092186782.php Breaking Coverage Practice 2 Begin Building Site for Coverage Practice 2

"We Media In-Class Site Building for Coverage Practice 2.

Fair Use- http://www.nolo.com/legalencyclopedia/article-30100.html We Media: How Audiences Are Shaping the Future of News and Information http://www.hypergene.net/wemedia/weblog.php Week 13 Graded Coverage Exercise 1 In-Class Site Building for Graded Coverage 1 A Dozen Online Writing Tips http://www.cyberjou rnalist.net/news/000118.php In-Class Site Building for Graded Coverage 1 & Critique of Graded Coverage 1 In-Class Site Building for Graded Coverage 2 Editing the Future http://www.editteachorg/special/editingthefuture/04Castro/story.htm In-Class Site Building for Graded Critique of Graded Coverage 2 10 Big Myths about copyright explained http://www.templetons.com/brad/copymyths.html Week 14 & 15 In-Class Work on Final Project In-Class Work on Final Project

Final Project Critique Final Project Due Quinn & Filak, Chapter 13 New News Retrospective: Is Online News Reaching Its Potential? http://www.ojr.org/oj r/stories/050324paul Final Exam - TBA Presentation of Final Projects Final Project Due (To Be Announced)

Rubric

Multimedia Project : Convergent Media

CATEGORY Presentation

4 Well-rehearsed with smooth delivery that holds audience attention.

3 Rehearsed with fairly smooth delivery that holds audience attention most of the time.

Delivery not smooth, Delivery not smooth and but able to maintain audience attention often interest of the audience lost. most of the time.

Attractiveness

Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation.

Makes good use of font, color, graphics, effects, etc. to enhance to presentation.

Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content.

Use of font, color, graphics, effects etc. but these often distract from the presentaion content.

Content

Covers topic in-depth with details and examples. Subject knowledge is excellent.

Includes essential knowledge about the topic. Subject knowledge appears to be good.

Includes essential information about the topic but there are 1-2 factual errors.

Content is minimal OR there are several factual errors.

Originality

Product shows a large amount of original thought. Ideas are creative and inventive.

Product shows some original thought. Work shows new ideas and insights.

Uses other people's ideas (giving them credit), but there is little evidence of original thinking.

Uses other people's ideas, but does not give them credit.

Mechanics

No misspellings or grammatical errors.

Three or fewer misspellings and/or mechanical errors.

Four misspellings and/or grammatical errors.

More than 4 errors in spelling or grammar.

Organization

Content is well organized using headings or bulleted lists to group related material.

Uses headings or Content is logically bulleted lists to organized for the most organize, but the part. overall organization of topics appears flawed.

There was no clear or logical organizational structure, just lots of facts.

Permissions

All permissions to use graphics "borrowed" from web pages or scanned from books have been requested, received, printed and saved for future reference.

All permissions to use graphics "borrowed" from web pages or scanned from books have been requested and received.

Most permissions to use graphics "borrowed" from web pages or scanned from books have been requested and received.

Permissions were not requested for several graphics "borrowed" from web pages or scanned from books.

Teacher Name: G Brogdon Student Name: ________________________________________

Date Created: Nov 18, 2010 09:29 pm (UTC)