MODULE DESCRIPTOR

TITLE Applied Project/Dissertation for Journalism SI MODULE CODE 55-6841 CREDITS 20 LEVEL 6 JACS CODE P500 SUBJECT GROUP Communication DEPARTMENT Media Arts and Communication MODULE LEADER Julie Gillin

MODULE STUDY HOURS (based on 10 hours per credit)* Scheduled Learning and Teaching Activities

Placement (if applicable)

Independent Guided Study

Total Number of Study Hours

6 194 200 *to be used for Key Information Sets - see Module Descriptor guidance notes MODULE AIM To enable students to produce individual pieces of work in an area of their choice resulting either in an academic dissertation or an applied project demonstrating professional competencies and skills. MODULE LEARNING OUTCOMES (up to 4 LOs max) By engaging successfully with this module a student will be able to: • Identify, explain and implement appropriate professional, theoretical or methodological approaches to

their work • Take responsibility for identifying goals, setting targets, initiating and implementing plans and

activities in order to produce a self-directed piece of work • Select and use an appropriate format and style to communicate ideas, information, arguments or

results according to purpose, topic, situation or audience/market (APPLIED PROJECT STUDENTS) • Devise and sustain an argument, supported by valid/significant evidence (DISSERTATION

STUDENTS) INDICATIVE CONTENT Students can develop an area of their choice and undertake a piece of individual practical, theoretical or vocational work in their chosen specialism. LEARNING, TEACHING AND ASSESSMENT - STRATEGY AND METHODS Students will be supported in their learning, to achieve the above outcomes, in the following ways: Students will be assigned a supervisor who will work with them either individually or in small groups via tutorials, email and Blackboard to support the development of their ideas and strategy. Students will be expected to devise their own topic and approach for the project work with staff acting as support and advisors. Module leaders and teaching staff will provide a small amount of group tutoring/lectures where appropriate. Applied Project students are expected to produce a practical or vocational piece of work with an output equivalent to 6,000 words. The nature of the work will vary from student to student but students are expected to demonstrate professional skills in their chosen area.

Dissertation students are expected to produce a 6,000 word academic dissertation showing the use of relevant academic literature in their field, developing a coherent argument and adopting a suitable methodology/approach. ASSESSMENT TASK INFORMATION Task No.*

Short Description of Task

SI Code EX/CW/PR

Task Weighting %

Word Count or Exam Duration**

In-module retrieval available

1 Applied Project/Dissertation

CW 100

6000 words or equivalent

N

*Assessment task limit of a max of two tasks per 20 credits, and a max of three tasks for a module larger than 20 credits ** Timetabled examinations - duration must be whole numbers of one, two or three hours and ten minutes of reading time will be added on to this as standard. FEEDBACK Students will receive feedback on their performance in the following ways: Summative feedback will be provided via feedback sheets and pro-formas. Students and supervisors should be in contact throughout the module for informal formative feedback and advice on progress and strategy. LEARNING RESOURCES FOR THIS MODULE (INCLUDING READING LISTS) The module VLE site will be used to supplement learning through hosting learning materials, module guides, assessment information and other relevant materials as well as for making module-related announcements. Other learning material will be available via the Learning Centre including Key Texts. Allan, S. (2010). The Routledge companion to news and journalism. Abingdon, Routledge. Andrews, P. (2013) Sports Journalism: An Introduction. 2nd ed. London, Sage.

Arksey, H. and Knight, P. (1999). Interviewing for Social Scientists: An Introductory Resource With Examples, London, Sage. ASA (1999) ‘Ethical Guidelines for Good Research Practice’, Association of Social Anthropologists of the UK and Commonwealth, http://www.theasa.org/ethics/guidelines.shtml Association of Internet Researchers (2002), ‘Ethical Decision-Making And Internet Research: Recommendations From The AOIR Ethics Working Committee’, AOIR, http://aoir.org/documents/ethics-guide/ Banks, D. and Hanna, M. (2009). McNae's Essential Law for Journalists (20th edition). Oxford: OUP Barbour, R.S., and Flick, U. (2007). Doing Focus Groups. London, Sage. Berger, A.A. (2011), Media Analysis Techniques, 4th ed., London: Sage. Bertrand, I. and Hughes, P. (2005), Media Research Methods: Audiences, Institutions, Texts, Basingstoke: Palgrave Macmillan. Blaxter L., C. Hughes and M. Tight (1996) How to Research, Open University Press Brooke, Heather (2007) Your Right to Know: a citizen’s guide to the freedom of information act London: Pluto Press (2nd ed)

Clough, P. and Nutbrown, C. (2002) A student's guide to methodology: Justifying enquiry, London: Sage. Cottrell, S. (2013), The Study Skills Handbook, 4th ed, Basingstoke: Palgrave Macmillan Cottrell, S (2011), Critical Thinking Skills, Basingstoke: Palgrave Macmillan Cottrell, S. (2010), Skills for Success, 2nd Ed, Basingstoke: Palgrave Macmillan Deacon, D., Pickering, M., Golding, P. and Murdock, G. (2007) Researching Communications: A Practical Guide to Methods in Media and Cultural Analysis, 2nd Ed. London: Hodder. Dolowitz , D.P., Buckler , S. and Sweeney , F . (2008) Researching Online, Palgrave Macmillan. Flick, U. (2009), An Introduction to Qualitative Research, 4th ed., London: Sage Harcup, T. (2009). Journalism: Principles and Practice. 2nd edition, London, Sage Hart C. (1998) Doing a literature review: releasing the social science research imagination, Sage Hicks, W.(2013). English for Journalists. 4th edition. London, Routledge Hudson, G. and Rowlands, S.(2012). The Broadcast Journalism Handbook. 2nd ed. Harlow, Pearson. Knight, M. and Cook, C. (2013). Social Media for Journalists: principles and practices. London, Sage. Lashley, C. and Best, W. (2001) 12 Steps to Study Success. London Continuum Levin, P. (2005) Excellent dissertations, Student friendly guide series Munger, D., Campbell, S. (2007) What Every Student Should Know About Researching Online, Longman. Savin-Baden, M. & Howell Major, C (2013) Qualitative Research: The essential guide to theory and practice, Routledge also available as eBook Smith, J.(2007) Essential Reporting: The NCTJ Guide for Trainee Journalists, London, Sage. Spark, D., and Harris, G. (2011) Practical Newspaper Reporting. 4th ed. London, Sage. Swetnam, D&R. (2009) Writing your dissertation: How to series Williams, N. (2004) How to get a 2.1 in Media, Communications and Cultural Studies, Sage REVISIONS Date Reason May 2014 Confirmed in UG Communications Re/approval

SECTION 2 MODULE INFORMATION FOR STAFF ONLY MODULE DELIVERY AND ASSESSMENT MANAGEMENT INFORMATION MODULE STATUS - INDICATE IF ANY CHANGES BEING MADE NEW MODULE N EXISTING MODULE - NO CHANGE N Title Change Y Level Change N Credit Change N Assessment Pattern Change Y Change to Delivery Pattern Y Date the changes (or new module) will be implemented 01/2017

MODULE DELIVERY PATTERN - Give details of the start and end dates for each module. If the course has more than one intake, for example, September and January, please give details of the module start and end dates for each intake.

Module Begins Module Ends Course Intake 1 01/01/2017 01/06/2017 Course Intake 2 01/01/2018 01/06/2018 Course Intake 3 01/01/2019 01/06/2019

Is timetabled contact time required for this module? Y

Are any staff teaching on this module non-SHU employees? N If yes, please give details of the employer institution(s) below What proportion of the module is taught by these non-SHU staff, expressed as a percentage?

MODULE ASSESSMENT INFORMATION Indicate how the module will be marked *Overall PERCENTAGE Mark of 40% Y *Overall PASS / FAIL Grade N

*Choose one only – module cannot include both percentage mark and pass/fail graded tasks SUB-TASKS Will any sub-tasks (activities) be used as part of the assessment strategy for this module?

N

If sub-tasks / activities are to be used this must be approved within the Faculty prior to approval. Sub-task / activity marks will be recorded locally and extenuating circumstances, extensions, referrals and deferrals will not apply to sub-tasks / activities. FINAL TASK According to the Assessment Information shown in the Module Descriptor, which task will be the LAST TASK to be taken or handed-in? (Give task number as shown in the Assessment Information Grid in Section 1 of the Descriptor)

Task No. 1

NON-STANDARD ASSESSMENT PATTERNS MARK 'X' IN BOX IF MODULE ASSESSMENT PATTERN IS NON STANDARD, eg MODEL B, ALL TASKS MUST BE PASSED AT 40%. NB: Non-standard assessment patterns are subject to faculty agreement and approval by Registry Services - see guidance. notes.