Syllabus GSC

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ADDIS ABABA UNIVERSITY SCHOOL OF JOURNALISM AND COMMUNICATION

Title of Program: Master of Arts in Journalism and Communication 1. Background Journalism and Communication have a vital role to play in the efforts to bring about rapid development. In fact, media have the prominent objectives of informing, educating and entertaining. However, such potential have not been exploited in Ethiopia because of various factors, mainly, the paucity of adequate resources and well trained journalists and communication specialists. With a population of nearly 80 million, Ethiopia ranks the second most populous country in Africa. However, it ranks very low (158 out of 162 countries) on the UNDP‘s 2001 Human Development Index. In order to meet demands for trained journalists that would play a significant role in the democratisation process in the country and in the creation and running of vibrant mass media, the Graduate School of Journalism and Communication was established in 2004. The Graduate School grew into a full-fledged faculty when it was decided the old Ethiopian Mass Media Training Institute should merge with it in 2006. Currently, the School of Journalism and Communication has both the undergraduate and postgraduate programs with more than one thousand students. Initially, the Graduate Program was heavily dependent on the full support of NORAD funds, which ran for four years, in the lining up expatriate professors and teaching-learning resource input essential for the program. In fact, internal capacity to run the program was almost nil and the program remained highly dependent on external support of manpower and resources. On December 31 2007 NORAD decided to stop its support when the 4th batch of students was in the pipeline. This decision brought about almost the closure of the program and had it not been for the generous support of the University management and, specially, Professor Andreas Eshetie, the University President, and other concerned individuals and the positive support from the US embassy. The graduate program survived this and now it has 116 MA graduates working as journalists in the industry, teaching in higher education institutions and in NGOs as communication officers. 2. Rationale In the past, the training of journalists and communication specialists was not a priority for the Ministry of Education and the Addis Ababa University. The few number of journalists working in the state media were trained abroad and the majority of the workforce had no formal training in journalism and communication. But now, there is the recognition that nurturing journalists with adequate skills and sound understanding of political and social processes, science and technology, and the like is vital to bring about a robust media industry and realize rapid development through mass media. The School of Journalism and Communication, as per the vision and mission of Addis Ababa University, aims to become the leading institution in the education of journalists and journalism educators and it wants to become the focal point of Ethiopian communication research and media study and criticism.

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The MA program, therefore, aims to equip students with academic knowledge of communication theory, as well as the practical skills of journalism. The program particularly emphasizes the integration of critical journalism with democratic theory underpinning media journalism education. The graduate program is normally organized around three curricular lines of development. Following a model suggested by UNESCO, these include:

A line comprising the norms, values, tools, standards, ethics, laws and practices of journalism;

A line emphasizing the social, cultural, political, economic, scientific and technological understanding of the profession inside and outside national borders; and

A line comprising knowledge of the world‘s and journalism‘s intellectual challenges. The curricula thus help students to practice journalism, as distinct from preparing students to study how people and organizations communicate through the mass media. Coursework also helps students to understand the context for the practice of journalism, including its history and ways in which the news media function in a society. The immediate rationale behind the MA program in journalism and communication education is thus to overcome, at the undergraduate and graduate levels, the severe shortage of qualified human resource in journalism education and in the media industry. The other rationality is that qualified journalism/communication teachers are needed at all levels of education in the country. Particularly, the newly-established regional colleges and universities have started opening departments of journalism and communication. For example, regional universities like Mekelle University, Bahirdar University, Arba Minch University, Dilla University, Jimma University, etc, have adapted SJC journalism education syllabi. Other emerging universities (private and state) are in the process of opening journalism and communication programs at a degree level. Thus, the School of Journalism and Communication takes the training of journalism educators as one of its primary functions. Consequently, the MA program in Journalism and Communication aims to promote excellence and innovation in journalism teaching and learning, research and public service. 3. Objectives Guided by the AAU mission and vision, the School of Journalism and Communication has designed its MA program with the following goals:

Develop within AAU self-reliant capacity in terms of man power and infrastructure and make itself the centre of excellence in journalism and communication over a 5-year period of time.

Strengthen quality teaching and research in journalism and communication and produce media leadership and journalism – communication education.

Improve staff competence and capacity through training and launching a PhD program as a development of the Masters program.

The MA program in Journalism and Communication at AAU aims to equip students with knowledge of media and mass communication theory as well as the skills of journalism. The initial emphasis is on journalism, with students choosing between a Print and Web journalism and Radio/TV

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journalism concentrations1. The program also emphasizes the integration of critical journalism with media theory, democracy theory and development theory. In other words, the program aims to equip learners with the knowledge of development communication, health communication and the like. Moreover, the program gives learners an opportunity to practice academic writing, thus providing a foundation for later PhD studies. The program‘s long-term general objective is to develop AAU‘s capacity in both journalism and communication. The specific objectives are to develop academic programs in journalism and communication with extensive use of Information and Communication Technology, so that SJC may contribute to the country‘s development by providing professional development in the field. To achieve this, the SJC endeavors to forge partnership with reputable international centres of excellence in journalism and communication programs, offering bachelors, masters and doctoral degrees in these and related fields. Initial discussions are planned with, among others, the University of Missouri‘s School of Journalism, and other universities in the United States, and the University of KwaZulu Natal, in South Africa. The short-term goal, over the next two to three years, is to develop key Ethiopian staff and comprehensive technical assistance for Journalism and Communication and related Information and Communication Technology components. The long-term goal, over three to five years, is to develop AAU‘s local capacity in manpower and infrastructure. Admittedly, managing a partnership could burden AAU at a time of rapid development. So partnering with universities with more experience in international academic programs could be helpful. Inevitably, extra support services such as temporary staff and short-term specialists may be necessary. With these, the SJC‘s MA program will be able to produce professional communicators and educators who can teach relevant journalism content at an appropriately-deep level, conduct research in journalism, communication and media studies and apply findings to improve teaching/ learning activities. 4. Graduate Profiles The graduate program aims to train professional journalists/communicators and journalism education teachers. Academic and practical components will provide an overview of the professional journalism and communication landscape. Career opportunities after the training includes mainly teaching and print journalism, new media work, radio and television journalism; academic research, and development communication. The graduate profile objectives are to:

teach journalism-communication courses in colleges and universities

conduct research on issues in journalism and media studies

serve as agents of change and development in the media industry by transforming from traditional media approaches to research-based initiatives

design journalism education and communication curriculum based on research findings to ensure that curricula meet national and international standards

develop partnerships with local news media via seminars, work with respected journalists,

1 In this modular syllabus, an attempt has been made to merge the concentration areas. Thus, all students will be

exposed to all journalistic skills that would enable them to operate in any form of media house or become competent journalism educators.

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faculty exchanges to news media outlets, and joint projects

5. Admission Requirements Admission requirements for the MA program in Journalism and Communication are:

A bachelor‘s degree (journalism and communication, social science, liberal arts, science, technology, agriculture, etc.) from an accredited college or university.

A cumulative GPA of 2.0 or above in most recent studies.

A minimum score of 50% on the written Graduate Entrance Examination administered by the SJC.

A minimum score of 50% on the interview Graduate Entrance Examination administered by the SJC.

A minimum of two years‘ service as teachers, journalists, public relation officers or other related professions.

Letters of recommendation from employers and instructors testifying to applicant‘s academic ability for graduate work.

A sponsorship letter from the employer or a statement of self-sponsorship; and

A one- or two-page statement of the applicant‘s goals and proposed specialization. 6. Modules: (course schedule) In the last 5 years, the School of Journalism and Communication has been granting an MA in journalism and communication with concentration in Print/Web and Broadcast (Radio/TV) media. These categories were mandatory and candidates came from state and private media houses and teachers and from higher institutions of learning. The program lasted two years, with three semesters of course work and one semester devoted to thesis writing. In the 2009/2010 A.Y, a major shift has been proposed in all the graduate programmes in Addis Ababa University. This shift is to the modular syllabus and block teaching focusing on capacity building - mainly training higher education institution teachers. Under the guide lines of the AAU management and the BPR initiatives, therefore, the SJC graduate program is revised to be offered in modular approaches with a series of block teaching units. It is believed that journalism-communication teachers have to know the language and technology of the vocation and therefore the new journalism and communication graduate program takes an integrative approach to the learning of the skills needed in the industry reflecting current professional practice. The practical activities provide the underpinning hands-on experience for candidates and the exam and reflection papers based assessment tests candidates‘ knowledge. Accordingly, there are 8 modules (including Pedagogy and MA Thesis/ Ph D proposal work) consisting of skill hands-on experience and the study of pertinent theoretical theses. These are planned to be done within two semesters. The third semester will be devoted to MA thesis writing or Ph D proposal work. This gives a total of 2545 students working loads in hours. To enrich the practical side, an internship (or placement) at a news media outlet or other media organizations and communication institutes will be set at the end of the second semester or during the summer session. Alternatively, it can also be arranged for an intensive internship during the semester break, that is, after the end of Semester 1. Also to enrich the teaching skills, candidates

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will practice a practicum-peer group teaching and actual teaching at the undergraduate division whilst taking the pedagogy module. Considering students‘ future academic pursuit, it is recommended that MA thesis writing will be a stringent requirement of the program. An option for this will be writing a PhD proposal and this will apply to those who are teachers. Students drawn from media organizations will be required to submit a project/reflection on newsroom management and leadership or other issues such as the practice of quality journalism, development journalism, and other related topics of interest to the learners. The instructor will supervise the students while teaching and the journalism instructor will facilitate the teaching inputs - relevant software/hardware training and like In Design, Adobe Photoshop and Basics of Digital Photography, digital audio-video editing. The SJC may arrange for seminars on site, at the media organization, with the aim of giving students access to technology and information services not available on campus. Such partnerships may narrow the gap between academic journalism programs and the industry. Students will take part in seminars and workshops on: educational use of audio-visual media/educational broadcasting, communications in groups and organizations, global media impacts, information age of journalism and the new media. Below is the module schedule to be offered in the 9 months period of time. Module Codes, Nomenclature and Schedule…

Semester Course No. Course Title Value/Credit hrs

1st semester 5

Modules

Jour 601 Fundamentals of Journalism 10% (3)

Jour 614 News Writing and Reporting 15% (4)

Jour 607 Communication Theory 10% (3)

2nd Semester

5 Modules

Jour 608 Media Management and Media and

Democracy

15% (4)

Jour 615 Production and Editing 15% (4)

Jour 618 Research Methods for media 10% (3)

CCPD Pedagogy 10% (3)

Break time* Internship (no credit but essential )

3rd Semester

Semester 3

JOUR 620 Master Thesis or Ph D Proposal 15%

Total Credit hours

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Categories of the above modules GENERAL SUBJECT AREA 2 MODULES

25% No of ECTS

No of hrs: 1 ECTS=25hrs

No of hrs: 1 ECTS= 30

Communication Theory 10% 7 175

Media Management & Media and Democracy 15% 10.5 315

SPECIALISED AREA 40%

Fundamentals of Journalism 10% 7 175

News Writing and Reporting 15% 10.5 315

Production and Editing 15% 10.5 315

OTHERS 35%

Research Methods for Media 10% 7 175 210

Pedagogy 10% 7 175

MA Thesis/ Ph D proposal 15% 30 750

TOTAL 89.5

Course Offerings FIRST SEMESTER

Course Code

Course Name % No of ECTs

No of hrs

JOUR 601 Fundamentals of Journalism 10 7 175

JOUR 614 News Writing and Reporting 15 10.5 315

JOUR 607 Communication Theory 10 7 175

Total 24.5 665

SECOND SEMESTER

JOUR 608 Media Management & Media and Democracy 15 10.5 315

JOUR 615 Production and Editing 15 10.5 315

JOUR 618 Research Methods for Media 10 7 175

CCPD 601 Pedagogy 10 7 175

Total 35 980

SUMMER BREAK

Internship

FIRST SEMESTER

JOUR 620 MA Thesis/ Ph D proposal 30 900

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MODULE TITLE: FUNDAMENTALS OF JOURNALISM MODULE CODE: JOUR 601 CREDIT VALUE OF MODULE: 10% 7 ECTs (175 hrs) I DESCRIPTION OF MODULE This module will lay the foundation for all theoretical and practical courses in the program. It will install in the student a basic understanding of the craft and skills of journalism. The course will briefly examine media‘s role in society, including the role of media in Africa and Ethiopia and is aimed at creating a basic understanding of the role of a free press in a democratic society. One week will focus on critical thinking a skill crucial to journalistic practice and education. Two weeks will focus on key principles defining the role of journalists. The closing week will examine the role of mass media in international politics through Ethiopia‘s diplomacy, foreign policy, and international relations. II LEARNING OUTCOMES After the completion of the module, learners would be able to:

Define journalism

Identify contemporary journalism paradigms

State trends in journalism in the local, regional and global context

Research and produce journalism verifications in the local context

Produce code of conduct for journalism and media stations newsroom

Produce critic in development journalism: South-North journalist‘s experience

Demonstrate the ability to think clearly and critically

Assimilate unfamiliar information quickly and scrutinize and evaluate information

Plan research and produce background and context to stimulate interest in issues of importance to journalism

III CONTENT AREAS Unit 1: General Issues in journalism 1.1. The meaning of journalism - Western and non-western philosophies and global media culture 1.2. Journalism verification, freedom and responsibility, press and democracy 1.3. The idea of south-north journalists - Is there a special journalism for Africa? 1.4. The information age of journalism/ Gate keeping theory, use of self-regulatory mechanisms

(codes of conduct, commissions, ombudsman, etc) Unit 2: Issues of Importance to Journalism - the Ethiopian geopolitics 2.1 Diplomacy and its role in international relations/ Ethiopia‘s diplomacy in brief: the historical development of foreign policy, foreign policy distinguished from diplomacy 2.2 The role of mass media in international politics: media as gatekeeper, media as watchdog, media as political institution Unit 3: Critical thinking for journalists 3.1. What is critical thinking?

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3.2 The elements of thought 3.3 Checklists of reasoning IV SCHEDULE OF DELIVERY

Two weeks each 5 days with a 2 hours block teaching; that is a total of 70 hrs block teaching conducted in intervals of three parts as indicated in the contents. Each part could be taken as an independent part handled by a particular professor; however, care is taken not to mislead learners that this has three totally independent parts. It is recommended to make this clear at the start.. So it could be assumed that each unit will have its own set of block teaching, independent/self learning and collaborative learning sessions. [This pattern applies to all the modules offered; that is, each module has related parts that are handled by different professors. So presentations would be flexible: either block teaching – individual learning activities – collaborative or group learning activities for each part (which is what is familiar here) or entire block teaching followed by individual learning and ultimately collaborative learning.

Independent/self learning for 40% of the remaining time of module session – students complete individual and group projects

Collaborative learning (20% of the remaining time of the module session) –students undertake group discussion based on the assignments

V TEACHING STRATEGY/ METHODS The course will be taught by means of lectures, demonstrations, class discussions, assignments, a term paper and an exam or a set of tests administered at different times. In other words, much of this module will be a guided conversation among students in class and out, within text and handouts, observing films about journalism and interpreting all in the African and Ethiopian contexts. This course may also involve some traditional lectures, class discussions, in-class exercises, and out-of-class assignments. Throughout, the course will provide the experience with simple recorders, analogy and digital, required of print, online and radio journalists. It is important to note that the parts of the module, although all will contribute to the module, will be handled by different professors – one acting as a head teacher – as follows:

- first part to be handled by one or two professors; the second part one professor and the third part by another

- Presentations will be characterised by sessions including brainstorming, question and answer, individuals and group contributions, debates and discussions

- Presentations by students VI INSTRUCTOR’S AND STUDENTS’ ROLES The following are the general and specific roles of instructors:

Instructor‘s roles - Conduct block teaching - Facilitate students‘ individual and group activities - Organize students‘ field work, workshop practices, project work, presentations,

discussions - Assess students‘ performances - Provide timely feedback

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- Undertake follow up on students‘ progress in learning - Keep students‘ portfolios of evidence - Plan and implement students‘ consultation program

Students‘ roles - Regularly attend sessions - Carry out individual and group tasks - Present and discuss individual and group tasks - Compile personal portfolio and submit to the instructor(s) - Reflect on feedback - Carry out reading assignments - Actively participate in collaborative learning

As a matter of principle, it is essential that the instructor is responsible for editing students‘ papers, and should consult and assist students, make available the teaching inputs, inspire students to read and debate as per the demands of the module. The students on the other hand should complete the course work of the module and do the assignments. Moreover, the student should participate in designing the practical tasks for which he/she is assessed. The student will be involved in

Selecting a topic and writing a paper of about 1.200 - 1.500 words (This is optional as it is to be decided by the concerned instructor). The paper must be submitted to the instructor on set time

Selecting the activities to be incorporated in the practical tasks i.e.; the tasks may involve one or a combination of learning activities that address the cognitive, affective and psychomotor domains.

Deciding the items to be presented

Understanding the performance criteria required. This will involve the instructor and candidates discussing the items to be presented and agreeing the addition of further specific performance criteria on the standard assessment checklist in the record of the in-course achievement.

Where elements of creativity are involved, students with the help of their instructor may identify criteria for certain tasks against which their final performance will be assessed. The candidate should be allowed to carry out each practical task when he/she feels confident to do so. The coursework assessments are to be devised and carried out in a way they encourage repeated practice of successfully completed tasks representing learning domains. VII TEACHING SUPPORT AND INPUTS

- Handouts - ICT and internet pools - Journals, magazines, newspapers, CD ROMS - Audio-visual units and facilities - LCD and laptops

VIII MODULE REQUIREMENTS The learners are required to meet the following:

Attend the block teaching classes for at least 80% of the time.

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Submit projects/assignments as scheduled

Participate fully in class discussions, seminars and workshops

Attend all modular sessions and discussions, participate in group activities-completion of the requirements of the module

Do all reading assignments as required. IX ASSESSMENT AND EVALUATION MODALITIES The theoretical and practical tasks undertaken are intended to provide the opportunity for ―taught or instructed experience.‖ Instructing/tutoring should be provided in practical applications from which a general mastery of practical skills, cognitive skills, the necessary technology and, where appropriate, background, is derived together with the communication, planning and checking lists associated with problem-solving and efficient production. The entire engagement should focus on the development of identified competences; that is, the combination of skills, knowledge, attitude and experience required for successful performance in real life pertaining to the field of journalism and communication. Assessment is to be continuous and it is designed to encourage learners to participate in this process. In general, the following assumptions are taken into consideration to label student total performances in forms of letter grades as an option. However, this can also be applied in grades submitted in the forms of numbers. The ability bands can apply in both situations; Final grade: The candidate‘s final result for this module component will be determined by his/her performance in each of the practical tasks and assignments. As much as possible, the criteria for grading are submitted below. The letter grades can be designed to correspond to the one that is currently in use in Addis Ababa University graduate studies. Grading criteria Fail (D less than 45%) Candidate is unable to demonstrate a basic skill and understanding of the competence required for the successful completion of the required outcomes Pass (C … 45%---59%) Candidate is able to demonstrate a basic skill and understanding of the competence required.

research, plan and produce work to a competent standard fulfilling all requirements within the record of in-course achievement booklets/references

participate in group work

show an awareness and understanding of the techniques of media production and underpinning knowledge

Pass (B ….60% to 70%) Candidate is able to fulfil all the requirements for a pass grade but in addition:

Produce work of an accomplished standard which shows individuality, versatility and an in-depth understanding of the techniques involved and underpinning knowledge

Demonstrate a wider range of techniques within their context

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Contribute fully to group work by taking an active and positive role whilst showing an adaptability and good interpersonal skills

Evaluate the production process in group discussion and in written form Distinction (A…75% and above)

Demonstrate excellent ability in exploring and using appropriate techniques to produce work which shows individuality, technical excellence, awareness of media forms appropriate content and contextuality and which is acceptable to outside professional organizations and to professors in academics

Demonstrate excellent inter-personal and management skill by leading group work , understanding group dynamics, communication and appropriate levels within the group and with outside the organization and producing and fulfilling action plans pursuit of excellence

Demonstrate excellent ability to analyze and evaluate the completed work in terms of sustainability of purpose, target audience, content and style whilst exhibiting a broad knowledge of media and contexts both in verbal and written form.

The student‘s final result for this module will be determined by his or her performance in each of the practical tasks and assignments. Candidate should demonstrate excellent ability in exploring and using appropriate techniques to produce work which shows individuality, technical excellence, awareness of media forms, appropriate content and contextualise and which is acceptable to outside professional organizations. In other words, students‘ assessments will be carried out on a continuous basis focussing on individual projects, group projects and presentations, the portfolio of evidence and lastly the written test. There will also be sessions of peer assessment and self assessment of project presentations for improvement of work and for individual work evaluation that will go into the learner‘s portfolio respectively. X MODULE CALENDAR WEEK ONE: General Issues in Journalism Day one In class: (1) Introducing the course and course content.

(2) Truth: The First, Most Confusing Principle Reading: Syllabus In class: (1) Who Journalists Work For (2) Independence from Faction Reading: (Basic press freedom issues) Media and Democracy, by Leo Bogart Opinion— the New Authority, by Boutros Boutros-Ghali (In class: The Paper Assignment: One essay connecting any theme of lecture, readings, discussion, and movie). In class: (1) Journalism of Verification (2) News Comprehensive Yet Proportional

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Reading: Day Two In class: (1) Monitor Power (2) Offer Voice to the Voiceless Reading: The ‗Hundred Flowers‘ of Tiananmen, by Donald R. Shanor They Don‘t Teach Survival Skills: Journalism Education in Africa, by Folo Ogundimu In class: (1) Public Forum (2) Engagement and Relevance Reading: The Electronic Republic, by Lawrence K. Grossman Creating Public Knowledge, by Michael Schudson Day Three In class: (1) Censorship (2) Self-censorship Russian Reporters – Between a Hammer and an Anvil, by Iosif M. Dzyaloshinsky Bribes and Bullets, by Adlai J. Amor Indonesia – Cracks in the Wall, by Vikram A. Parekh (In class: Broadcast News Out of class: One essay connecting any theme of lecture, readings, discussion, movie) In class: (1) Responsibility to Conscience (2) And Beyond? Reading: Who Has Guts? by James Boylan Day Four In class: (1) North-South Journalists. (2) Is there a special journalism for Africa? Reading: Singlethink: Thoughts on the Havel Episode, by Janos Horvat and Jay Rosen Songbirds of the System, by Vitaly Korotich Third World Press, by George Krimsky Day Five The age of journalism/Gate keeping theory; The use of Self-regulatory Mechanisms (codes of conduct, press commissions, ombudsman … The use of Self-regulatory Mechanisms (cont.) the use of Self-regulatory Mechanisms (cont) Assignments/ project; presentation Week 2: Issues of Importance to Journalism Day 1 The foreign policy of a state/ Foreign policy of Ethiopia in brief: Nature, pattern determinants of foreign policy; diplomacy and its role in international relations / Ethiopia‘s diplomacy in brief: the historical development of foreign policy, foreign policy distinguished from diplomacy; International law in international relations, international law and conflict resolutions Day 2 The role of mass media in international politics: media as gatekeeper, media as watchdog, media as political institution Assignments / reflections /term papers Week 2: Critical Thinking for Journalists

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Day 3 Introductory remarks about critical thinking The elements of thought Check lists of reasoning Day 4 Critical thinking and journalism Day 5 Designing a project for critical thinking for journalist Assignments/ reflections/term paper XI READING MATERIALS/ REFERENCES Boyd, B and Terki (ed) The Globalization Of News, London, Sage (1998) Briggs, A and Burke, P A Social History of the Media, Cambridge: Polity Press, (2002) Chomsky, N Media Control, Canada: Seven studies, Press (2002) Curran, J and Gurevitch, M Mass Media And Society, London: Arnold (2000) Curran, J and Myung-Jin Park Dewesternizing Media Studies, London: Rutledge (2000) Curran, J Media And Power, London: Rutledge (2002) Handouts, Essays About ‗Elements of Journalism,‘ Nieman Reports, The Nieman Foundation for Journalism at Harvard University, Vol. 55, No. 2 Summer 2001 (Abridged Special Edition) Herbert, J Practising Global Journalism Oxford: Reed Educational Publishing (2002) Kovach, Bill and Tom Rosenstiel, The Elements of Journalism Tumber, H News, A News Reader Oxford: Oxford University Press (1999) Note: There will be given out some handouts throughout the course that the students are expected to read. It is important to note that each professor should contribute to the development of the course work by adding to the collection of materials in the form of reading lists and handouts. The assessments of instructors and learners should also be included in the compiled materials for the course.

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Module Title: News Writing and Reporting Module Code: Jour 614 Credit Value of Module: 15% (270hrs)

I. DESCRIPTION OF THE MODULE

This module has two parts: Part one focuses on the journalistic discipline of reporting and writing for print and online publishing. In this part students will explore the nature of news and how to gather, analyze, organize and illustrate news. Practical exercises will address formats for newspapers and online publishing. Students will learn basic shooting tactics for digital photography and practice photojournalism and print/online thinking and writing. Part two focuses on broadcast news, introducing students to planning and writing formats for radio and television. Learners will first learn by recording with equipment, reporting and scripting news, and then by editing with software. Learners will acquire the skills for producing formats for all types of media – print, broadcast and online. Learners will master researching as a basis for writing and reporting news for all types of media. II. LEARNING OUTCOMES After the completion of the module, learners would be able to:

i) Cognitive and affective skills

report, write, evaluate and illustrate basic news stories in the media

write clear and interesting leads to all stories

apply accuracy and consistency to journalistic format and style

revise and edit one‘s own work and help to polish the work of others

make stories free of factual and stylistic errors

display the nature and dynamics of online publishing

display the basic techniques of broadcast writing

execute and practice convergence as is the practice in several media organizations ii) Practical activities

make basic journalistic images with a digital camera

acquire the basic skills of capturing sound with digital voice recorder

publishing basic news stories online (specifically on the SJC Web site)

record and edit basic news stories for radio or television

acquire basic skills of capturing sound with microphone/digital voice recorder and/or of recording images with a video camera

acquire basic skills of digital editing for radio or for television III) CONTENT AREAS Part one Unit 1: Print /web news writing and reporting (5 days 4 hrs per day) 1.1. News writing basics, news reporting basics 1.2. Photojournalism 1.3. Covering the news 1.4. Online reporting 1.4.1. From print to web

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1.4.2. Media convergence 1.4.3. Online story telling options 1.4.2. Writing for online media 1.4.3. The future of News Unit 2: Broadcast journalism: (5 days 4 hrs per day) 2.1. Broadcast news 2.2. Writing for broadcast 2.3. Radio news reporting 2.4. Television news reporting Unit 3: Technology Workshops ;( 6 days with 4 hrs per day)

workshop for digital photography

Worksop for digital radio recording and editing

Workshop for digital video camera recording, sound, light and editing

IV SCHEDULE DELIVERY 1 Sixteen days (40%) (64 hours, 4 hrs a day intensive block teaching) 2. Independent/ self learning for 40%of the module session: students complete individual and group projects 3. Collaborative learning 20% - students undertake group discussion based on the assignments. This will take place the last few days of the allotted time for the module V. TEACHING METHODS

- Team teaching approach (both general and subject area methods instructors will be engaged)

- Instructor(s) presentation using interactive methods (brainstorming, questions and answer, mind mapping, small group discussion, etc )

- Independent learning methods (reading, project presentation) - Group project(s) method (display, discussion, debates, etc)

This course lasts for 5-6 weeks in a block teaching system. This combines lectures, discussion, in-class exercises, out-of-class assignments, and workshops to develop technical skills. Most reporting, writing and shooting will take place outside of class, with the AAU campus serving as a ―lab.‖ Workshops will focus on the technology essential to successful reporting. The course will be taught by means of lectures, class discussions, assignments, a term paper and an open book exam. Students will be in group while doing practical activities. VI INSTRUCTOR’S AND STUDENTS’ROLE 6.1 Instructors’ roles - Conduct block teaching - Facilitate students‘ individual and group activities - Organise students‘ field work, laboratory work, workshop practices (if any) and project work

presentations) and discussion sessions - Assess students‘ performances (written and oral presentations) - Provide timely feedback orally and in writing - Make follow up on developments made

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- Keep students‘ portfolios of evidences - Plan and implement students‘ consultation program 6.2 Students’ roles - Attend sessions - Carry out individual and group tasks - Present and discuss individual and group tasks - Compile personal portfolio and submit to the instructor(s) - Reflect on feedback and like actions Because all media jobs require flexibility, because stories and story assignments change, because even deadlines change, this will mirror media reality! The instructor is responsible to assign project, edit students‘ papers, consult and assist students, make available the teaching inputs, inspire students to read and debate over controversial paradigms as per to the demand of the syllabus. The students on the other hand should complete the course work of the module, do the assignments and class participants. Moreover, the candidate should participate in designing the practical tasks for which for which he/she is assessed.

Selecting the competences to be incorporated in the practical tasks i.e the tasks may involve one competence or a combination of competence.



Where elements of creativity are involved, students in conjunction with their instructor may be required to device their own criteria for certain tasks against which their final performance will be assessed. The students should be allowed to carry out each practical task when he/she feels confident to do so. VII TEACHING SUPPORT AND INPUTS The infrastructure of the program is well equipped with the necessary inputs and ICT facilities, and modern library with various references in the field of study.

Photo digital cameras

Video digital cameras

Audio-recorder digital

Internet lab

Audio and video editing consoles

Library references - Overhead projectors and transparencies - LCDs and laptops - TV and decks - Photocopier and photocopy papers - Projection screens - Flip charts

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- Stationery (flashcards, markers, scotch tape, push pin, scissors, staples, stapler, etc) VIII: MODULAR REQUIREMENTS - Every student registered for the module is required to attend the block sessions for not less than 80% of the time given - Read the assigned materials and accomplish the given tasks - Work both individual and group assignments and submit on due dates - Submit the portfolio on time - Assess the personal and program achievements The learners are required to fully meet the following:

Submit projects/assignments in time scheduled


Attend all lectures and discussions, participate in group IX ASSESSMENT AND EVALUATION 1 Students’ Assessment Students‘ assessment shall be done on continuous assessment basis with the following scheme of work:

- Individual project (15%) - Group project and presentation (30%) - Portfolio of evidence (15%) - Written test (40%) Peer assessment shall be employed at the end of project presentation for improvement of work. Reflections will be done by each student as self-assessment after the presentation, which will go to his/her portfolio

2 Module Assessments Each student will give his/her module assessment report to the instructors in writing as feedback for the improvement of the module and delivery mechanisms The outcomes for this (unit) will be assessed using evidence from: Practical activities: they are listed for each outcome. The assessment will be by means of a set of assignment for each unit. Written examination: The underpinning knowledge requirements are listed for each of outcome. They will be assessed by written examination/writing reflection paper covering the three outcomes. To succeed as a journalist in any medium, you'll need experience in interviewing, sourcing information, doing research online, drafting, self-editing, working with editors, and shaping story ideas, story forms and story content. You‘ll also need some experience with the particular tools of your preferred medium. All assignments will be evaluated for the quality of the reporting, writing and form appropriate to your preferred medium. At minimum, each assignment requires diligent attention to sourcing, news judgment, objectivity, originality, completeness. The essentials include accuracy and truthful expression. Improvement in writing and reporting is possible; indeed, it is expected and will be weighed for borderline grades.

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In other words, learners‘ performances will be assessed on the following: 1. Attendance and class participation (10%). This means attend and speak in all classes. And

contribute resources such as media samples, etc. 2. A portfolio of reporting/writing exercises in class and out of class (40%). This portfolio will

contain some of your reporting and writing, according to your medium. Your final grade for the portfolio will take into account voluntary revisions based on feedback. So please include all versions and all feedback. Please include, in order completed:

In-class exercises with out-of-class writing to follow, including

Capturing audio and isolating five quotes you‘d like to use. Why?

Drafting/revising leads for in-class interview of media professional

Covering a sports event, and recapping in 500 word

Covering a photo conference, and recapping in 500 words Out-of-class exercises, including:

Observing/sensing a campus locale. Five-sentence paragraph

Preparing 20 questions/doing research for an in-class interview

Profiling a media professional, from group interview (500 words) 3. Capturing still images. For print/online: Two journalistic digital photos, with accompanying

captions (10%). 4. Plan, report, edit. For broadcast: one radio story or one TV news story (30%). For

print/online: One online news story, 1000 words (20%). 5. A final exam (20%). Cover letters to prospective employer, with resume, references, work

samples (due at start of exam). Writing on deadline for online or broadcast. (Due by end of exam period).

Note: This class will move quickly, and so missing or arriving late for any sessions may affect performance and grade. No make-ups are allowed for missed in-class work. And there‘s no extra credit to bolster a low grade. The learner‘s credibility as a journalist depends upon his/her integrity and truthfulness, starting in this academic setting. Academic misconduct includes, but is not limited to, extensive use of materials from another source without citation, attribution or prior permission; extensive use of materials from past assignments; extensive use of materials from assignments in other or current classes; copying someone else‘s work during in-class exams or exercises when the assignment is not collaborative. If one does this in class, one will fail the course. If one practices such misconduct on the job, one may be fired. Final grade: The candidate‘s final result for this module component will be determined by his/her performance in each of the practical tasks and assignments ie pass in all practical tasks required. The final grade must be agreed with the instructor before being submitted to the registrar‘s office. Final grades will reflect how well one understands and applies course material. Competence will get one a B. For an A, one must go beyond that baseline. When possible, each assignment will be judged according to whether it can be published on paper, online or on air. Grading criteria Fail (D=1 less than 45%)

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Candidate is unable to demonstrate a basic skill and understanding of the competence required for the successful completion of the required outcomes

(D) Seriously flawed work. Not publishable or broadcast without major revision and reporting. Major factual, structural, writing or usage flaws

(F): Un-publishable/Unacceptable work. Fails to meet even minimum standards for the assignment Incoherent organization and/or filled with style errors and/or factual errors and/or misspelled proper names and/or missed deadlines.

Pass (C+, 45%---59%) Candidate is able to demonstrate a basic skill and understanding of the competence required.

to research, plan and produce work to a competent standard fulfilling all requirements within the record of in-course achievement booklets/references

to participate in group work

to show an awareness and understanding of the techniques of media production and underpinning knowledge

Passable work. Not publishable or broadcast without considerable revision and additional reporting. Flawed with several errors in more than one category

Pass (B+ ….60% to 70%) Candidate is able to full fill all the requirements for a pass grade but in addition:

produce work of an accomplished standard which shows individuality, versatility and an in-depth understanding of the techniques involved and underpinning knowledge



is able to evaluate the production process in group discussion and in written form

Good work. Published or broadcast with more reporting and/or minor editing and revision. Easily correctable errors

Distinction (A…75% and above)

Demonstrate excellent ability in exploring and using appropriate techniques to produce work which shows individuality, technical excellence, awareness of media forms appropriate content and contextuality and which is acceptable to outside professional organizations and to professors in academics.



Outstanding work. Published or broadcast with little or no editing. Few errors in grammar, spelling or (for print) punctuation.

The student‘s final result for this module will be determined by his or her performance in each of the practical tasks and assignments.

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Candidates should demonstrate excellent ability in exploring and using appropriate techniques to produce work which shows individuality, technical excellence, awareness, of media forms, appropriate content and contextualise and which is acceptable to outside professional organize X MODULAR CALENDER - Block teaching (the first six working days of the month) - Independent/ group tasks (2-4 weeks after block teaching) - Submissions of individual and/ or group assignments (On the fourth week) - Presentations and discussions on the projects – 3 days of the fourth week - Final test and assessment of the module - Submission of the portfolio for assessment 4-6 weeks involving both theoretical and practical activities, intensive lectures and consultancy works. All topics will be covered, but we may adjust order and time allotted. Because all media jobs require flexibility, because stories and story assignments change, because even deadlines change, this will mirror media reality!

XI: REQUIRED READING

For everyone: Harrower, Tim, Inside Reporting: A Practical Guide to the Craft of Journalism (New York City: McGraw-Hill, 2007) For print and online specialists: Kelly, Scott, The Digital Photography Handbook, (USA: Peachpit Press, 2007) For broadcast specialists: Tuggle, C.A.; Carr, Forrest; Huffman, Suzanne, Broadcast News Handbook: Writing, Reporting and Producing in a Converging Media World, 3rd edition (New York City: McGraw-Hill, 2006 American author Joseph Heller: "Success and failure are both difficult to endure. Along with success come drugs, divorce, fornication, bullying, travel, meditation, medication, depression, neurosis and suicide. With failure comes failure." In class: Exam. Writing a story on deadline for your medium Due: Job application letter, resume. Reading: Broadcast Handbook, Chap. 15. Afternoon: Playback and commentary on all online and broadcast stories. WEEK 1: NEWSGATHERING Day one: Reporting and writing across media platforms In class: (1) Introducing the course‘s people, paper, place. Converging news for print, online and broadcast (2) Different media strengths and weaknesses Reading: Syllabus. Out of class: Choose a location on or near campus. Observe carefully. Takes lots of relevant notes

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in two formats (print/online OR radio/TV broadcast), describe the place in words only. Rely on each of five senses. Identify the place last. Five sentences or 50 seconds Due: Start of class xxx Day two: Looking for news in all the right places In class: (1) What‘s new(s)? Who says so? Hard/ soft news Leads: Five (2) Profiling a person for print and broadcast. Reading: Harrower, p. 16-30, 120-122. Handout: John Krieger‘s business card. It Takes A Town (published AP story) Out of class: Start back grounding media professional to be profiled, Prepare 20 questions. Due: Start of class xxxx Include ―what went right‖ and ―what went wrong. Due today: Five-sense description of campus locale. Include‖ what went right,‖ ‖what went wrong?‖ Day three: Finding news through questions In class: (1) Knowing what to ask, and how. (2) Taking useful notes. Sorting it all out Reading: Harrower, p. 66-82, Broadcast Handbook, p 63-83. Screening: It Takes a Village. (CNN broadcast) Out of class: Technology workshop on digital voice recording and radio minidisk recording Attend 2 p.m., 2:45 p.m, 3:30 p.m., 4:15 p.m. (eight per session). Sign up before. Due today: Twenty interview questions for media professional. ‖What went right,‖ ‖what went wrong‖ Day four: Focusing and starting stories for print In class: (1) Group interview of media professional. (2) Finding focus. Crafting a lead Five Ws-1H Reading: Harrower, p. 34-50. Broadcast Handbook, p. 31-51. More back grounding of media professional. Out of class: Select five best quotes from digital voice recording, minidisk recording, and why. Short review of print and broadcast stories about John Krieger which did you prefer, and why? Both due xxxxx Day five: Proposing ideas across media platforms In class: (1) Brainstorming beyond obvious ideas. Your story ideas for photos, online stories, radio stories, TV stories due xxx (2) Shaping text for print: Inverted pyramid and other techniques. Formatting text for radio and TV broadcast. Reading: Harrower, p. 164-172. Handout: Hank Stuever ideas. Due today: Profile of media professional. Outside reporting helpful For print portfolio: 500 words. For broadcast portfolio: script 1.5 minutes. Also for all: short review of print and broadcast stories about John Krieger. Five best quotes from digital voice recording, minidisk recording, and why. Always note‖ right,‖ ‖wrong‖

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WEEK 2: NEWSWRITING American author Ernest Hemingway: "The most essential gift for a good writer is a built-in shock-proof shit-detector.‖ Day one: Shaping ideas for broadcast, online publishing In class for print /online publishing 9–11 a.m.: Discussing ideas. Introducing SPJ Web site. In class for broadcast, 2 – 4 p.m.: Discussing ideas. Viewing examples, and more. Due today: For print/online: Your ideas for twp online news stories. For radio broadcast: your idea for one radio news story. For TV broadcast, your idea for one TV news story. Day two: Crucial ABCs: accuracy, balance, clarity In class: (1) Covering a sports event. (2) Choosing, checking facts. Pursuing clarity Reading: Harrower, p. 90-110. Out of class: Verify information by comparing/sharing with colleagues. Due today: Five leads for in-class sports event, depending on medium and audience. Day three: Shaping story structure beyond the lead In class: (1) Inverted pyramid and other traditional print techniques. (2) Highlighting differences between print and broadcast. Reading: Broadcast handbook, p. 1-14. Out of class: Afternoon editing sessions regarding story structure, Due today: Outline sports event story. Day four: Writing simply, clearly In class: (1) Basic writing tactics: S-V-O short sentences, active voice for verbs; concrete, specific language. Other tactics based on student patterns. (2) More complex patterns. Reading: Harrower, p. 50-52, 58-59, 112-133. Out of class: Final story on sports event. Day five: Moving stories online In class: (1) Writing for online. Shaping layers, navigation.(2) Introducing SJC online publishing/technology. Reading: Handouts. Harrower, p. 154-162, Handouts Out of class: Revise portfolios. Open door coaching sessions. WEEK 3: PHOTOJOURNALISM/ BROADCAST STORIES Day one: Photojournalism: Practice

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In class: Story assignment TBA. Reading: Digital Photography Handbook, p. Out of class: Writing news story Due today: Portfolios. Day two: Photojournalism: Theory In class: (1) Introducing news photography. (2) Ethical challenges. Reading: Digital, Photography Handbook, p, Out of class: Technology workshop on digital cameras. For online/print: Shooting two images, with captions, due Due: Photo news story. 600 words. What went right, wrong? Day three: Photojournalism: Tasks In class: (1) What‘s the story? (2) Writing captions. Reading: Digital Photography Handbook, p. Out of class: Technology workshop on digital cameras. See above: Shooting two images, with captions, Day four: Planning stories for radio In class: (1) Introducing/analyzing radio news. Writing. (2) Shaping radio scripts. Reading: Broadcast Handbook, p.83-98. Out of class: Technology workshop. Due today: From print/online: Two photojournalistic images, with captions. Day five: Planning stories for television In class: (1) Introducing/analyzing TV news. writing. (2) Shaping TV scripts. Reading: Broadcast Handbook, p. 99- 150, 221-236. Out of class: Technology workshop. Due today: From print/online: Two photojournalistic images, with captions. WEEK 4: PRODUCING/PUBLISHING/AIRING STORIES Day 1-5 This week will be devoted to reporting, writing, scripting, taping, capturing, editing, etc. For broadcast students, we‘ll arrange a time for audio/recording OR shooting, plus time for capturing and editing computer. For online students, we‘ll arrange a time for editing ad going online. American author Joseph Heller: "Success and failure are both difficult to endure. Along with success comes drugs, divorce, fornication, bullying, travel, meditation, medication, depression, neurosis and suicide. With failure comes failure." In class: Exam. Writing a story on deadline for your medium. Due: Job application letter, resume. Reading: Broadcast Handbook, Chap. 15. Playback and commentary on all online and broadcast stories.

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MODULE TITLE: COMMUNICATION THEORY MODULE CODE: JOUR 607 CREDIT VALUE OF MODULE: 10% 175 hrs I DESCRIPTION OF MODULE Explores contemporary discussions within general communication theory and mass communication theory; critique of communication models; an introduction to rhetoric, semantics; and semiotics; and the role of the media in society from a communication theory point of view II LEARNING OUTCOMES In general, the following learning outcomes are anticipated after the completion of the module:

Identify and appreciate the various human communication theories specially those pertaining to interpersonal communication

Explain and assess the various mass communication theories

Show the contrasts between the ‗effect‘ theories and the normative theories of mass communication

Explain culture as context for mass communication

Demonstrate the implications of various communication theories III CONTENT AREAS Unit 1: Communication theories and models Unit 2: Mass communication theory Unit 3: Interpersonal communication theory, group/public communication theory and critical communication theory Unit 4: Cross-cultural communication theory IV SCHEDULE OF DELIVERY Ten days of 4 hours each block teaching (that is 40 hours of block teaching) = 40% Individual and group work 40% of the remaining module session Collaborative learning 20% of the remaining module session V TEACHING STRATEGY/ METHODS In general, the course will be delivered using lectures, class discussion, critical short papers and a series of tests. The strategy will include block teaching, self study and collaborative learning. VI INSTRUCTOR’S AND STUDENTS’ ROLES The instructor is responsible for

Conducting the block teaching sessions

Assign individual and group work

Making clear the course and task requirements and criteria for evaluations in collaboration with the learners

Setting deadline for turning in assignments

Helping in identifying topics for individual and collaborative work

Providing feedback, and assist learners

Making available learning inputs

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Encouraging students to read and debate controversial paradigms as stipulated in the syllabus.

The students are responsible for

Regularly attending the block sessions

Completing the course work of the module

Doing the assignments

Actively participating in the collaborative learning and in class discussions

Helping in defining the performance criteria required. This will involve the instructor and candidates discussing the items to be presented and agreeing the addition of further specific performance criteria on the standard assessment checklist in the record of the in-course achievement. Where elements of creativity are involved, candidates in conjunction with their instructor may be required to device their own criteria for certain tasks against which their final performance will be assessed.

VII TEACHING SUPPORT AND INPUTS The infrastructure of the program is well equipped with the necessary inputs such as ICT facilities, and modern library with various references in the field of the study.

Internet Access

Audio and video clips/films

Library references materials VIII MODULE REQUIREMENTS The learner, in order to successfully complete the module, should

Submit projects/assignments as per the set deadlines


Attend all lectures and discussions, participate in group activities IX ASSESSMENT AND EVALUATION MODALITIES Student Assessment There will be continuous assessment of students‘ performances. The performances will focus on individual learning as demonstrated in individual work; group assignments and various tests including the final exam. Module and its delivery evaluation will be conducted at the end of the session. X MODULE CALENDAR Week 1 Day one

Introduction to the module

Introduction to communication theories and models Readings:

o Griffin ch. ? (Talk about communication) – Chapter sent on e-mail to the students o McQuail ch. 1 (Introduction)

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o Communication in History

Focal points in mass communication: o A Scientific approach to the study of media effects (Glen Sparks) o A Brief History of Media Effects Research (Glen Sparks) o Theory and research in Mass communication (Glen Sparks)

Readings: Griffin ch. 27 (Cultivation theory) Griffin ch. 28 (Agenda-setting theory) Griffin ch. 29 (Spiral of Silence) McQuail ch.17 (The Effect research tradition)

Day Two and Three Mass communication theories

Spiral of silence (Griffin Media Imperialism thesis/cultural imperialism)

Social learning theory: Albert Bandura (Griffin)

Use and gratification theory and Audience reception theory

The impact of New media technologies (Sparks)/reading journal/

The media Equation ( Griffin)

Reinforcement theory

Agenda setting, theory (Griffin)

Cultivation theory (Griffin) Day Four and Five

Media theories

Tony Schwartz media theories

McLuhan‘s ideas about the media Normative Media Theories McQuail Ch. 7 (Normative theories of media and society)

Authoritative media theory: state or govt media VS public media VS commercial media

Free press theory

Social responsibility theory

Marxist Media Theory

Development Media theory Week 2: Communication Theories Day One

Interpersonal communication Group and public communication Group decision-making (small group exercise):

Day Two Critical theory of communication approach to organization (Griffin)

―Public Rhetoric‖ introduction in Griffin - The art of persuasion: discussion and partner exercise

Day Three and Four

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Mass communication: culture as a context to mass communication - Semiotics & Cultural Studies: Discussion/expansion of assigned readings - Lesson on Citations: Harvard Style HANDOUT - Cultural conflict style questionnaire (HANDOUT) Day Five Cross cultural communication (continued) Reflections Submission of Assignments XI READING MATERIALS/ REFERENCES 1. Em Griffin: A first look at communication theory, 6th edition (New York: McGraw-Hill, 2005). 2. Denis McQuail: Mass communication theory, 5th edition (London: Sage, 2005). 3. Fred E. Jandt: An introduction to intercultural communication: Identities in a global community,

4th edition (London: Sage, 2003). 4. Various photocopied material

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Module Title: Media Management and Media and Democracy Module Code: Jour 608 Credit Value of Module: 15% (270 hrs) I Description of Module This module consists of the processes of media management and the relationships between media and democracy. It explores the use of management theories in managing different media activities. Major topics include management issues in the newsroom and media regulation (media law and media ethics). Media law covers the freedom of the press in light of its constitutional guarantees and limitations; history, principles and provisions of laws in libel, privacy, confidentiality, slander and statutory restrictions on freedom of speech and expression; copyright laws and the nature or literary property, contracts and other rights; and the relationship between state regulation and self-regulation in the media with particular attention to the press law in Ethiopia. Media ethics deals with ethical considerations pertaining to media practices, with a particular view to professional journalism ethics. Topics like integrity, behaviour of the journalist, use of anonymous sources, representation of different groups and the question of objectivity are discussed. The second major part explores the relationships between media and democracy. II Learning Outcomes This module covers the following major issues: Part 1 deals with managing the media with emphasis on the application of management theories to the newsroom in particular and the media in general. This part will also include media regulation: media law and media ethics. It includes the exploration of characteristics of media companies/corporations, manufacturing of messages, structure and ownership of media industries throughout the world, media responsibilities, media audience and public perception of the media. Accordingly it is anticipated that the following will be achieved by the end of the course work. Learners would be able to: 01. Management processes in the newsroom in particular and the media in general: After covering this part, the learner would be able to:

Discern the management processes within the media

Apply management theories to media management

Identify and appreciate common issues that challenge the newsroom in particular and the media in general

02. Media Ethics This unit covers two learning outcomes: The candidate will be able to:

apply the media ethics principle in all his journalistic works

plan and research an produce a reflection paper on the current media ethics exercises of the local media organizations

Understand the basic principles of journalistic ethics;

Understand systems of accountability used in various countries;

Be familiar with some of the major ethical debates in current journalism;

Be able to consider, argue and decide ethical problems that may arise in day-to-day journalism

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Reflect critically on ethical issues related to the practice of the journalist and the media as a whole

03: Media Law The candidate will be able to:

Examine, compare and contrast International and Ethiopian practices of media law

Acquire a critical understanding of media law processes in both an international and local perspective

04 Media and Democracy This unit covers issues of media and democracy. The relationship between the media and the government in different political contexts is discussed. The classic fourth estate model is discussed, as are alternative models, such as communitarianism. The course also covers development communication and theoretical perspectives of human rights reporting. The main emphasis of the course is on political issues, but the subject matter is also approached from a technological, economic and cultural perspective. After completing this part, the learner will be able to:

Identify the meaning and importance of press freedom and its link to other fundamental human rights

Recognize the place and role of civic bodies in a democratic society

Identify the institutional and political bias of media and the role played by propaganda and distortion, and the impact of content on media‘s credibility, survival and democracy, and

Articulate informed opinions in seminar-style debates, presentations and assignments on issues outlined above and how they inter-relate to media and democracy.

III Content Areas This module consists of

1. General processes in media management (decision making, organizational structures, leadership and the workforce, motivation, planning and budgeting, marketing and market analysis

2. Media regulation (media law, media ethics) 3. Media and democracy

Part One Management and the Media Day 1 Introduction to the course Day 2 Media organizational structures Newsroom functions Day 3 Newsroom Management Day 4 Leadership Day 5 Motivation Day 6 Planning, Budgeting and Decision Making Day 7 Planning, Budgeting and Decision Making Day 8 Marketing Research and Market Analysis Day 9 Marketing Research and Market Analysis

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Day 10 Media Management Processes Part Two Media Law and Media Ethics Day 1 1. Introducing Ethiopia‘s Post-1991 Press Law

Art. 29 of the 1995 Constitution of Ethiopia; and, proclamations 6/1991, 34/1992, 113/1995 and 178/1999

2. The Elements of Expression under the Constitution

―The Elements of Expression under the Constitution‖ unpublished, Andargachew Tiruneh, 2006.

3 Interference under the Constitution (the Claw-back Clause)

―Interference under the Constitution‖, unpublished, Andargachew Tiruneh, 2006. Day 2 1 The Claw-back Clause under International Law

―The Claw-back Clause under International Law‖, unpublished, Andargachew Tiruneh, 2006.

Day 3 4. Interference under Proclamations 34/1992 and 178/1999 4.1 Interference in the Details of Media Activities 4.2 Political and Administrative Interference 4.3 Interference by the Public Prosecutor 4.4 Judicial Interference 4.5 Civil and/or Criminal Sanctions for Media Activities ―Interference under Procs. 34/1992 and 178/1999‖, unpublished, Day 4

Why bother with ethics?

Approaches to decision making (Reading: Franz Krüger: Black, white and grey: ethics in South African journalism (Double Storey, Cape Town, 2004), Ch 1) Basic principles Four principles: truth telling, independence, minimise harm, accountability Ethics universal or not? African ethics?

Problem of objectivity

Day 5 Accountability and practical decision making Media councils, codes in different countries Admitting errors

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The ethics roadmap (Reading: Krüger (2004), Ch 3, appendix 1)

Issues in truth telling Accuracy as basic rule, methods of ensuring it:

Fairness – ―the other side‖, limits to fairness: ―closing out‖ groups Context Manipulation of images, fabrication, Plagiarism The source with a motive Reading: Krüger (2004), Ch 5 Day 6: Issues in independence

Conflicts of interest: money, personal, politics

Marketing pressures: what’s OK, what not

Co-operating with authorities Paying sources Reading: Krüger (2004), Ch 6 Day 7: Issues in minimising harm Social harm Racism, gender issues Causing offence Harm to subject and source Dealing with trauma: death, rape, children Privacy Deception Protecting the source Reading: Krüger (2004), Ch 7,8, 10 & 11 Day 8: Ethics in new democracies Relationship to a new democracy Covering elections Day 9 1 Introductory notes in journalism professional ethics Where we begin and how we define media ethics within the greater context of media and democracy, media and globalization, journalism practice, working in the field. Censorship, normative theories of communication, publics, institutions like WFJ, IPI, Media Watch and others UNESCO Outline of the literature. Basic group assignments, and expected outcome. Examples and issues, Africa and elsewhere 2 Journalism as a social institution of information flow and expressive freedom What makes a journalist a journalist? And why are Plato and Aristotle ancient relatives? Why has journalism come to represent a cornerstone in thought concerning political freedom? A brief review of literature concerning free flow of information An overview of current critical issues in contemporary African journalism - linking to previous

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lectures Day 10 Critical issue 1: Censorship Censorship comes in many forms, while journalist institutions are mostly concerned with abject political censorship. How ought we to think about self-imposed censorship in this context -- from economic, cultural, and economic motivations - to everyday routines in the office? State vs the market: Internal vs external impositions on media freedoms? Psychologies of silence Critical issue 2: Human rights Journalism is all about making the invisible visible, giving the unheard a voice: In your dreams, the realists say? How do we descend from the clouds of idealism to an active journalism critique and practice in the area of human rights reporting, journalist safety and collegial support? Overview of cases concerning journalism and media coverage of human rights atrocities Critical issue 3: New technologies of communication New communication technologies enhance the outreach of the media, but also represent a threat to the domain of journalism. Today, journalism is practiced in other institutions than the traditional media while the traditional media also are looking for new ways to practice journalism. Here is where the study of media law and ethics will have to work out an new, alternative future - is it not? Part Three Media and Democracy Day 1 Democratization theory Democratization theory – introduction Journalism as a social institution Theories and origins of contemporary democracy Media, society and democracy

Media, democracy and development UNESCO and NWICO: Past, present and future prospects

Day 2: Media, democracy and human rights

New Trends in Political Communication in the West Barrie Axford and Richard Huggins (ed.): New Media and Politics, SAGE Publications Ltd,

2001

New Trends in Ethiopia‘s Political Communication Andargachew Tiruneh: “New Trends in Ethiopia’s Political Communication”, unpublished,

2006

The Problems of Ethiopia‘s Post-1991 Journalism Andargachew Tiruneh: “The Problems of Ethiopia’s post-1991 Journalism”, unpublished,

2006

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Media and Human Rights Chapter 3 (Arts. 13-44) of the 1995 Constitution of Ethiopia

Day 3: Media, democracy and development

Press Freedom and Democracy Civic Society, Journalism and Democracy Institutional and political bias Propaganda and distortion Media Content, Credibility and Democracy Relations between national and international media

Day 4: Development Communication Day 5: Development Communication IV Schedule of Delivery 1 21 days of four hrs each day of block teaching 2. Independent/ self learning for 40% of the module session: students complete individual and group projects 3. Collaborative learning (20%) students undertake group discussion based on the assignments. This will take place the last few days of the allotted time for the module V Teaching Strategy/ Methods This module features lectures, field research, case studies, class discussion, in-class exercises, out-of-class assignments, and films addressing ethical dilemmas. Attendance is mandatory. Academic misconduct includes, but is not limited to, extensive use of materials from another source without citation, attribution or prior permission; extensive use of materials from past assignments; extensive use of materials from assignments in other or current classes; copying someone else‘s work during in-class exams or exercises when the assignment is not collaborative. The course will be carried out as a mixture of lectures, assignments and discussions in plenary sessions. Instructor presentations will be characterised by various types of interactive activities and demonstrations. Active participation by the students is expected. Further, students will be given assignments to reflect on and take notes from on their own. These may include reading, mini-research work presentation and the like. Besides the individual assignments, students will be encouraged to work in groups in displays, discussion, debates, etc.

VI Instructor’s and Students’ Roles 6.1 Instructors’ roles

- Conduct block teaching - Facilitate students‘ individual and group activities - Organise students‘ field work, studio work, workshop practices (if any) and project work

presentations) and discussion sessions - Assess students‘ performances (written and oral presentations) - Provide timely feedback orally and in writing - Make follow up on developments made

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- Keep students‘ portfolios of evidences - Plan and implement students‘ consultation program

6.2 Students’ roles - Attend sessions - Carry out individual and group tasks - Present and discuss individual and group tasks - Compile personal portfolio and submit to the instructor(s) - Reflect on feedback and like actions - Carry out reading assignments - Engage in mini research work and report results

VII Teaching Support and Inputs

- Overhead projectors and transparencies - LCDs and laptops - TV and decks - Photocopier and photocopy papers - Projection screens - Flip charts - Stationery (flashcards, markers, scotch tape, push pin, scissors, staples, stapler, etc)

In fact, the infrastructure of the program is well equipped with the necessary inputs and ICT facilities, and modern library with various references in the field of study.




Internet lab


Library references So these resources could be used by the instructor and the students as needed. VIII Module Requirements Every student registered for the module is required to 8.1 Attend the block sessions for not less than 80% of the time given 8.2 Read the assigned materials and accomplish the given tasks 8.3 Work both individual and group assignments and submit on due dates 8.4 Submit the portfolio on time 8.5 Assess the personal and program achievements IX Assessment and Evaluation Modalities 9.1 Students’ Assessment Students‘ assessment will be conducted on continuous assessment basis with the following possible scheme of work2:

- Individual project (25%)

2 Since it is assumed that the course is going to be handled by different professors, depending on their choices and the

nature of their parts, the assigned percentages may vary; however, the hear professor is supposed to monitor the process.

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- Group project and presentation (30%) - Portfolio of evidence (15%) - Written test (30%)

Peer assessment shall be employed at the end of project presentation for improvement of work. Reflections will be done by each student as self-assessment after the presentation, which will go to his/her portfolio Final grade: The candidate‘s final result for this module component will be determined by his/her performance in each of the practical tasks and assignments and written tests. The grades for the different tasks will be accumulated in a transparent way and learners should have the same record on their performances. The grading system will follow the guidelines of the University. The following is assumed to follow those guidelines: Fail (D 1 less than 45%) Candidate is unable to demonstrate a basic skill and understanding of the competence required for the successful completion of the required outcomes Pass (C 45% - 59%) Candidate is able to demonstrate a basic skill and understanding of the competence required.




Pass (B 60% - 70%) Candidate is able to fulfil all the requirements for a pass grade but in addition:




is able to evaluate the production process in group discussion and in written form Distinction (A 75% and above)

Demonstrate excellent ability in exploring and using appropriate techniques to produce work which shows individuality, technical excellence, awareness of media forms appropriate content and contextuality and which is acceptable to outside professional organizations and to professors in academics



The student‘s final result for this module will be determined by his or her performance in each of the practical tasks and assignments. Candidate should demonstrate excellent ability in exploring

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and using appropriate techniques to produce work which shows individuality, technical excellence, awareness of media forms and appropriate content 9.2 Module Assessment Each student will give his/her module assessment report to the instructors in writing as feedback for the improvement of the module and delivery mechanisms X Module Calendar 10.1 Block teaching 10.2 Independent/ group tasks 10.3 Submissions of individual and/ or group assignments 10.4 Presentations and discussions on the projects 10.5 Final test and assessment of the module 10.6 Submission of the portfolio for assessment Week One: Management processes Lectures, demonstrations, speeches, activities, field work, etc Week Two: Management Processes Lectures, demonstrations, speeches, activities, field work, etc Week Three: Media Law and Media Ethics Lectures, demonstrations, speeches, activities, field work, etc Week Four: Media Law and Media Ethics Lectures, demonstrations, speeches, field work, etc Week Five: Media and Democracy Lectures, demonstrations, speeches, field work, etc XI Reading Materials/ References 3.1 Media Management Core Book Jan Le Blanc Wicks, et al. 2004 Media Management: A Casebook Approach. Lawrence Erlbaum Associates, Inc. Publishers Others Robert H. Giles. 1991. Newsroom Management: A Guide to Theory and Practice. Media Management Books, Inc. 3.2 Media law Art. 29 of the 1995 Constitution of Ethiopia; and, proclamations 6/1991, 34/1992, 113/1995 and 178/1999. ―The Elements of Expression under the Constitution‖ unpublished, Andargachew Tiruneh, 2006. ―Interference under the Constitution‖, unpublished, Andargachew Tiruneh, 2006. ―Interference under Procs. 34/1992 and 178/1999‖, unpublished, Andargachew Tiruneh, 2006 3.3 Media Ethics

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Core text book Franz Krüger: Black, white and grey: ethics in South African journalism (Cape Town: Double Storey, 2004) Copies of the book available in library for every 2 students. Must be returned after the course is over. Others Christians, Clifford, etal. Media Ethics: Cases and Moral Reasoning, 3rd ed. New York: Longman, 1991. Kruger, Franz, Black, White and Grey: Ethics in South African Journalism, Cape Town: Double Storey, 2004. Patterson, Philip, and Lee Wilkins, Media Ethics: Issues and Cases, 5th ed. New York: McGraw-Hill, 2005. Various authors/organizations, Nieman Reports: Essays About ―The Elements of Journalism,‖ Boston: Nieman Foundation for Journalism at Harvard University, Summer 2001. Various authors, Nieman Reports: ‗to promote and elevate the standards of journalism,‘ Boston: Nieman Foundation for Journalism at Harvard University, Winter 1999-Spring 2000. Various authors, Ethic codes. 3.4 Media and Democracy - Core references to parts of the course Democratization theory:

Robert A. Dahl: On Democracy (Yale University Press, 2000)

John Keane: The media and democracy (Polity Press, 1991) Media, democracy and human rights:

Andargachew Tiruneh: The legal protection of human rights in Ethiopia. With particular reference to freedom of expression (unpublished paper, 2005/06)

Barrie Axford and Richard Huggins (eds): New media and politics (Sage Publications Ltd, 2001)

Media, democracy and development:

Jan Servaes: Communication for development (Gresskill, New Jersey: Hampton Press, 1999)

Göran Hydén, Michael Leslie and FoIu F. Ogundimu (eds.): Media and democracy in Africa (Uppsala: Nordiska Afrikainstitutet, 2002)

Michael Bruun Andersen (ed.): Media and democracy (Oslo University Press: Department of Media and Communication)

Britha Mikkelsen: Methods for development work and research: A new guide for practitioners (London: Sage, 2005)

- Readings and references

Dahl, Robert A. On Democracy (Yale University Press, 2000)

Hyden, Göran, Michael Leslie and FoIu F. Ogundimu (eds.): Media and democracy in Africa (Uppsala: Nordiska Afrikainstitutet, 2002).

Keane, John: The media and democracy (Polity Press, 1991)

Nyamnjoh, F., (2006) Africa‘s Media: Democracy and the Politics of Belonging. London: Zed Books

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Ronning, Helge: ―African Journalism and the Struggle for Democratic Media‖ in H.de Burgh (ed.) Making Journalists (diverse models, global issues. (London, Routledge, 2005).

Servaes, Jan: Communication for development (Gresskill, New Jersey: Hampton Press, 1999) – Book available for students in groups of two.

Zelizer, Allan & Barbie Zelizer (eds): Reporting war. Journalism in wartime (2004). - Journal articles:

Tetty, W., (2001) ‗The media and democratization in Africa: contributions, constraints and concerns of the private press`. In Media, Culture & Society, Vol 23: 5-31

Berger, G., (1998) ‗Media and Democracy in Southern Africa‘ In Review of African Political Economy, No. 78: 599-610

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Module Title: Production and Editing Module Code: Jour 615 Credit Value of Module: 15% (270 hrs) I. COURSE DESCRIPTION This module consists two major parts: Feature and editorial writing and radio/TV documentary production. Feature and Editorial Writing offers the student the opportunity to practice newspaper writing and production, mostly through self-study. For this module In-depth reporting techniques will be used, and each student will develop and produce a solid newspaper reportage consisting of up to four tabloid pages with text and pictures. The same story should also be prepared for web publishing. Personal advisory is provided.‖ In the second part, students will complete a Radio/TV television documentary working primarily on their own as if they were making a report for a professional broadcasting organisation. They will be responsible for coming up with their own idea and seeing it through the various production stages to completion. II: LEARNING OUTCOMES At the end of this course, students should be able to:

Produce full newspaper reportage of high quality, including research, writing and presentation.

Know the fundamentals of editorial writing.

Produce a Radio/TV documentary of high quality; including research and editing. III. CONTENT AREAS Part 1: Feature and editorial writing

1.1. In-design news paper production 1.2 Feature production 1.3 Editorial writing In-design workshop

Part 2: Radio/TV documentary production 2.1. What is TV documentary? 2.3 Styles of documentary/ Analysis of documentary formats– radio and TV. 2.4 Radio /TV documentary Production process or stages and the skills 2.5 Camera work, sound, light, editing and scripting /workshops IV SCHEDULE OF DELIVERY 1. Ten days (4 hrs daily intensive block teaching) 2. Independent/ self learning for 50% of the module session: students complete individual and group projects 3. Collaborative learning (50%) students undertake group discussion based on the assignments. This will take place the last few days of the allotted time for the module

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V. TEACHING METHODS The teaching in the course is mainly through individual learning and personal supervision. Students will work on extensive newspaper reportage and are responsible for the process from the initial stages through to the final product. Editorial writing will be taught through conventional lectures and assignments. And in the second part, the teaching in the course takes place mainly through group learning and personal supervision. During this course you will learn a lot about the principles and procedures about how to make a documentary. It is also very practical and hands on. There will be plenty of opportunity to learn from one another‘s practical work in group discussions and reviews. You will also have to provide a number of key documents during the documentary-making process. VI INSTRUCTOR’S AND STUDENTS’ROLE Instructors’ roles - Conduct block teaching - Facilitate students‘ individual and group activities - Organise students‘ field work, laboratory work, workshop practices (if any) and project work

presentations) and discussion sessions - Assess students‘ performances (written and oral presentations) - Plan and implement students‘ consultation program The instructor is responsible to assign edit students‘ papers, consult and assist students, make available the teaching inputs, inspire students to read and debate over controversial paradigms as per to the demand of the syllabus. The students on the other hand should complete the course work of the module, do the assignments and class participants. Students’ role: - Attend sessions - Carry out individual and group tasks - Present and discuss individual and group tasks - Reflect on feedback and like actions Moreover, the student should participate in designing the practical tasks for which for which he/she is assessed.

Selecting the competences to be incorporated in the practical tasks ie the tasks may involve one competence or a combination of competence.



Where elements of creativity are involved, candidates in conjunction with their instructor may be required to device their own criteria for certain tasks against which their final performance will be assessed. The candidate should be allowed to carry out each practical task when he/she feels confident to do so..

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I. Project one: feature and editorial writing

Feature and Editorial Writing, every student produces reportage for print and web. This is the final journalistic product done by the student in the programme, and there are high expectations to the professional standard. The reportage shall represent a solid piece of journalistic work both in terms of research, writing and presentation. There are also high expectations regarding the use of sources and the application of journalism ethics. Projects using only one or two sources will not be considered. INDIVIDUAL WORK: The production is done on an individual basis, and the student is responsible for the research, writing and presentation (using InDesign and the SJC web paper). SCOPE OF WORK: The total amount of work put into the project is expected to be 5-6 weeks full-time work. Details and Requirements The student chooses a topic for the reportage and makes one version for print and one for the web. The genre of the production should be within either:

a) News genres (for instance investigative journalism), or b) Feature genres

Commentary genres may not be used for this production. The reportage should be suitable for an Ethiopian newspaper. The following requirements apply to the different media: Print:

3 or 4 tabloid pages produced in InDesign

both text and pictures/illustrations to be produced by the student

no specific requirement as regards the number of words, but the length of the articles and the size of the pictures should be appropriate for the number of pages

the production may be black/white or colour Web:

reportage to be published on SJC web paper (www.aau.ac.et/webnews)

no specific requirement as regards the number of words, but there should be at least 5 different pages linked together

pictures and illustrations should be used, and video or sound clips may also be used (keep video clips short; usually less than 1 minute)

the text for the web may be the same as for the print version, but should preferably be edited to fit the internet medium (shorter articles, clever use of pictures etc.)

PICTURES AND ILLUSTRATIONS: The student is expected to take the pictures himself/herself, but there are cases where the candidate has to use pictures from other photographers (for instance when using historic material). The student must however have shot at least one picture himself/herself. Illustrations (such as diagrams, info graphics) may also be used.

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Proposal and Supervision The student writes a project proposal at the commencement of the course (due the first week of the project). The project proposal must be approved by the supervisor before the student starts the work. The project proposal must include the following:

Reason for choosing the project

Short description of how the project will be carried out

List of potential sources

Explanation of how the reportage will be organized in the printed version

Explanation of how the reportage will differ in the web version The project proposal is expected to be 1-2 pages. SUPERVISION: The student meets the instructor for 1/2 hour consultancy after having submitted the project proposal. The student works individually outside of class, but is free to contact the supervisor on e-mail Submission and Assessment The newspaper pages shall be submitted as a pdf document (exported in InDesign). One hard copy of the newspaper pages shall also be submitted to the SJC administration. The web project shall be submitted as an online publication on the SJC web paper. REPORT: The student shall write a self-evaluation report which accompanies the reportage. The report must include the following items:

Why did the student choose the particular topic

Short description of the work process

Reflection on obstacles underway, including ethical considerations

Self-evaluation of the final product (what is satisfactory, what is not)

List of references if the student has used books or written documents as background material

The length of the report is expected to be about 4-6 pages (Times New Roman, 1,5 space). The report shall be put on Class Fronter, and shall also be handed in to the SJC administration together with the newspaper pages. PENALTY FOR LATE SUBMISSION: The penalty for late submission will be one partial step on the grade directory each day (for instance, 0-24 hours late means decreased grade from B+ to B; 24-48 hours late means penalty from B+ to C+ and so forth). Both weekdays and holidays count. PUBLICATION: The student is encouraged to get the project published in a local newspaper. The student must contact the lead instructor if he/she wishes to publish the project before the grade judgment has been made.

II. Project Two: Radio/ TV documentary production

For the first part of the course all students will be together in one class to go through some important theory. It is vital that you attend all these classes otherwise you will be at a big

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disadvantage when it comes to working on your own. You will also be expected to work on your own outside class to research and develop your idea. PRODUCTION PERIOD Group research work and Consultation Discussion of treatment template Viewing of TV documentaries and discussion Discussion of recording schedules and editing structure Reminder of shooting techniques Decide filming groups. Scripting for television Discussion of treatment documents continued Setting up filming schedule Finalising filming schedule MAIN RECORDING PERIODS FOR MAIN TV DOCUMENTARIES Production shall students in groups (7 students in one group: writer/producer, camera person, editor, director, light, sound recorder, presenter) Students will have to share cameras and should liaise throughout this period with others in their group. POST PRODUCTION PERIOD The television editing will detail the timetable for achieving a rough-cut, fine-cut and adding the voice track. The learner should produce an edit structure to discuss with supervisor. After the supervisor has approved it the learner can start editing. One should aim to produce a rough-cut for the supervisor first to view the television documentaries should be finished. IMPORTANT When all programs are finished there will be a playback. VII TEACHING SUPPORT AND INPUTS The infrastructure of the program is well equipped with the necessary inputs and ICT facilities, and modern library with various references in the field of study.




Internet lab


Library references - Overhead projectors and transparencies - LCDs and laptops - TV monitors and decks - Photocopier and photocopy papers - Projection screens - Flip charts - Stationery (flashcards, markers, scotch tape, push pin, scissors, staples, stapler, etc)

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VIII: MODULE REQUIRMENTS - Every student registered for the module is required to attend the block sessions for not less than 80% of the time given - Read the assigned materials and accomplish the given tasks - Work both individual and group assignments and submit on due dates - Submit the portfolio on time - Assess the personal and program achievements The learners are required to fully meet the following.

Submit projects/assignments in time scheduled

Participate fully in class discussions, seminars and workshops Attend all lectures and discussions, participate in group IX ASSESSMENTS AND EVALUATIONS Student Assessment: Evaluating Students’ project The grade in the module is based on the final feature product and radio/TV program handed. For part one the product will be assessed by one internal and one external examiner. The examiners will look at the following:

The project idea and the quality of the research

Ethical reflection and journalistic maturity

Quality of writing

Quality of pictures and presentation Part two: Below are the questions the examiners will be asking about your documentary when marking it. More weight will be given to assessing the overall impact of the final documentary rather than the production processes leading up to it. 1. What is the quality of the story idea? How clear is the storyline? How original is it? 2. How well was the story researched? 3. What was the quality of the treatment document? How appropriate was it for the story? 4. How effectively planned was the schedule? 5. How imaginative were the filming sequences? 6. How well is the story structured? How convincing is the opening and how logical is the visual Narrative? 7. How well is the script written? Is the script written in simple, clear, conversational language? Do the scripts match the pictures? 8. What is the quality of the interviewees? How appropriate are they to tell the story? Are the chosen sound bites clear and informative? How well-chosen is the visual background? 9. How well thought out are the edited sequences? Are there enough pictures? Is there a variety of pictures? Are there any outstanding shots? 10. What is the technical quality of the editing? How well are the pictures edited together? 11. How well is the final script delivered? Is the reporter confident? How good is the diction and pronunciation?

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12. How much insight does the production reflection note give? How well are any ethical dilemmas explored? How much evidence is there of an intelligent editorial brain at work? 13. How much care was taken in the post-production phase? Did the student give enough attention to detail in polishing the final piece? 14. What is the overall impression of the piece? Does it hang together? How memorable is it? A total grade will be given for the print and the web version together and documentary. The grade will be accompanied with a written comment.

- Individual project and presentation: part one (40%) - Group project and presentation: part two (40%) - Portfolio of evidence (20%)

Final grade: The student‘s final result for this module component will be determined by his/her performance in each of the practical tasks and assignments ie pass in all practical tasks required. The final grade must be agreed with the instructor before being transmitted to the assistant dean‘s office and the registrar office. It is letter grading as stipulated in the legislation of the university. The learner‘s final grade will reflect how well one understands and applies course material competence will get one a B. For an A, one must go beyond that baseline. When possible, each assignment will be judged according to whether it can be published on paper, online or on air. Grading criteria Fail (D=1 less than 45%)

Candidate is unable to demonstrate a basic skill and understanding of the competence required for the successful completion of the required outcomes

(D) Seriously flawed work. Not publishable or broadcast without major revision and reporting. Major factual, structural, writing or usage flaws

(F): Un-publishable/Unacceptable work. Fails to meet even minimum standards for the assignment Incoherent organization and/or filled with style errors and/or factual errors and/or misspelled proper names and/or missed deadlines.

Pass ( C+, 45%---59%) Candidate is able to demonstrate a basic skill and understanding of the competence required.




Passable work. Not publishable or broadcast without considerable revision and additional reporting. Flawed with several errors in more than one category

Pass (B+ ….60% to 70%) Candidate is able to full fill all the requirements for a pass grade but in addition:




is able to evaluate the production process in group discussion and in written form

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Good work. Published or broadcast with more reporting and/or minor editing and revision. Easily correctable errors

Distinction (A…75% and above)

Demonstrate excellent ability in exploring and using appropriate techniques to produce work which shows individuality, technical excellence, awareness of media forms appropriate content and contextuality and which is acceptable to outside professional organizations and to professors in academics.



Outstanding work. Published or broadcast with little or no editing. Few errors in grammar, spelling or (for print) punctuation.

The student‘s final result for this module will be determined by his or her performance in each of the practical tasks and assignments. Students should demonstrate excellent ability in exploring and using appropriate techniques to produce work which shows individuality, technical excellence, awareness, of media forms, appropriate content and contextualise and which is acceptable to outside professional organize. X: MODULAR CALENDER - Block teaching (the first six working days of the month) - Independent/ group tasks (3-5 weeks after block teaching) - Submissions of individual and/ or group assignments (On the fifth week) - Presentations and discussions on the projects – 3 days of the fourth week – Tuesday through Thursday) - Final test and assessment of the module - Submission of the portfolio for assessment - weeks involving both theoretical and practical activities, intensive lectures and consultancy works. All topics will be covered, but we may adjust order and time allotted. Because all media jobs require flexibility, because stories and story assignments change, because even deadlines change, this will mirror media reality

XI: REQUIRED READING

Rosenthal, A. (2002), Writing, Directing and Producing Documentary Films and Videos, USA: Southern Illinois University Press The emphasis in this book is on what to say and what to show. It gives a lot of space to scripting/writing. Other books Buckland, W.(2003) teach yourself film studies, London: Hodder Education

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Focuses mainly on film criticism and studies but has an excellent chapter on non-fiction films or documentaries pp 130-150 Hampe, B.(1997), Making Documentary Films and Reality Videos, New York: Heny Holt Very practical book with a large emphasis on using visual techniques Holden, T.(2005), teach yourself film making, London: Hodder Arnold Focuses mainly on practical film-making but many of the principles can be applied to TV documentaries Millerson, G.(2001), Video Production Handbook, Oxford: Focal Press Big focus on techniques of camerawork and editing. (2 copies in library) But Chapter 10 has a useful summary – how to organise your production Nichols, B.(2001), Introduction to Documentary, Bloomington: Indiana University Press More analytical and poses abstract questions about the documentary Rabiger, M. (2004), Directing the Documentary, Oxford: Elsevier This book is an intelligent mixture of the theoretical and the practical. Rabiger talks movingly about role of documentary-maker. OTHER BOOKS WITH GOOD SECTIONS ON DOCUMENTARIES

1. Casey, B, Casey, N, Calvert, B, French, L, Lewis, J.(2002) Television Studies, The Key Concepts, London: Routledge pp 67-70

2. Herbert, J. (2000), Journalism in the Digital Age: Focal Press pp 268-280 3. Gripsrud, J.(Ed) (1999), Television and Common Knowledge, London: Routledge pp71-

90 4. Kilborn, R. and Izod, J. (1997), An Introduction to Television Documentary: Manchester

University Press pp 57-87 5. Macdonald, K. and Cousins, M. (1996), Imagining Reality: The Faber Book of

Documentary, London: Faber and Faber pp364-381 Holland, P. (1997), The Television Handbook, Lo

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Module Title: Research Methods for Media Module Code: Jour 618 Credit Value of Module: 10% (180 hrs) I Description of Module The course gives an introduction to research methodology in communication and media studies focusing on historical, survey, field, and experimental research methods. The first part of the course is general, while the second part is media specific. The first part of the course covers fundamental philosophical issues related to science and research, in particular epistemology – different views of the foundation of knowledge. It also discusses the value-basis of research and the relationship between different strands of research with a particular emphasis on social science research and humanities. The second part of the course covers theoretical approaches within media research; dominating paradigms, taxonomies and models; various methodological approaches including functionalism, existentialism, semiology, phenomenology and symbolic interactionism; various research methods including audience research, reception studies, content analysis, discourse analysis and textual analysis. During the second part of the course, the student will formulate a topic for his or her master thesis and suggest a research design for the project. In addition to foundations of research and media research, the course covers practical research topics like formulation and organisation of a thesis. II Learning Outcomes After the module is completed, the students would be able to:

- investigate philosophical issues related to science and research - identify the value basis of research in media studies - identify and apply various methodological approaches - prepare preliminary research design for a selected topic in media studies and

communication

III Content Areas Part 1a: Foundations of Research (Weeks 1-2) Week One Day 1

introduction

a brief history of science and research Day 2

demarcation issues: differences between research within the natural sciences, social sciences and human sciences ( humanities)

fundamental philosophical issues: ontology an epistemology Day 3

basic approaches to research: positivism, realism, and idealism Day 4

existentialism, functionalism, phenomenology, critical theory

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Week Two Day 1

the position of the researcher ( issues to do with objectivity and subjectivity) Day 2

values in science and research Day 3

quantitative and qualitative research, in depth Day 4

student assignments, presentations Part 1b: Research tools and research organisation (week 3) Week Three Day 1

formulating a master‘s thesis

structuring the thesis Day 2

retrieving and processing information

critical assessment of sources (Internet, etc) Day 3

critical assessment of sources (Internet etc) Day 4

Introduction to media research Part 2a: research (Weeks 4 -6) Week Four Day 1

Student presentations: project on philosophy of science Day 2

Student presentations: project on philosophy of science Day 3

AAU rules and regulations Day 4

formal procedures and planning Part 2b: Media research (Weeks 5-6) Week Five Day 1

history of media research Day 2

functionalist media research vs. media studies Day 3

dominating paradigms of media research, including taxonomies and models Day 4

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qualitative research methods (field observations, focus groups, intensive interviews, discourse analysis, ethnographic methods)

content analysis

survey research

longitudinal research (in brief)

experimental research (in brief) Week Six Day 1

methods cont‘d Day 2

writing a master‘s thesis

proposal formulation Day 3

individual guidance on proposal Day 4

exercise and exam

IV Schedule of Delivery 1 Two weeks of four days four hrs at the beginning and the fourth week of four days four hours of block teaching. 2. Independent/ self learning for 40% of the module session: students complete individual and group projects 3. Collaborative learning (20%) students undertake group discussion based on the assignments. This will take place the last few days of the allotted time for the module V Teaching Strategy/ Methods The course will be carried out as a mixture of lectures, assignments and discussions in plenary sessions. Instructor presentations will be characterised by various types of interactive activities and demonstrations. Active participation by the students is expected. Further, students will be given assignments to reflect on and take notes from on their own. These may include reading, mini-research work presentation and the like. Besides the individual assignments, students will be encouraged to work in groups in displays, discussion, debates, etc.


- Conduct block teaching - Facilitate students‘ individual and group activities - Organise students‘ field work, studio work, workshop practices (if any) and project work

presentations) and discussion sessions - Assess students‘ performances (written and oral presentations) - Provide timely feedback orally and in writing - Make follow up on developments made - Keep students‘ portfolios of evidences - Plan and implement students‘ consultation program

6.2 Students’ roles - Attend sessions

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- Carry out individual and group tasks - Present and discuss individual and group tasks - Compile personal portfolio and submit to the instructor(s) - Reflect on feedback and like actions - Carry out reading assignments - Engage in mini research work and report results



VIII Module Requirements 8.1 Every student registered for the module is required to attend the block sessions for not less than 80% of the time given 8.2 Read the assigned materials and accomplish the given tasks 8.3 Work both individual and group assignments and submit on due dates 8.4 Submit the portfolio on time 8.5 Assess the personal and program achievements IX Assessment and Evaluation Modalities 9.1 Students’ Assessment Students‘ assessment will be conducted on continuous assessment basis with the following scheme of work:

- Individual project (25%) - Group project and presentation (30%) - Portfolio of evidence (15%) - Written test (30%)

Peer assessment shall be employed at the end of project presentation for improvement of work. Reflections will be done by each student as self-assessment after the presentation, which will go to his/her portfolio 9.2 Module Assessment Each student will give his/her module assessment report to the instructors in writing as feedback for the improvement of the module and delivery mechanisms X Module Calendar 10.1 Block teaching (the first six working days of the month) 10.2 Independent/ group tasks (two weeks after block teaching) 10.3 Submissions of individual and/ or group assignments (On Monday of the fourth week) 10.4 Presentations and discussions on the projects – 3 days of the fourth week – Tuesday through Thursday) 10.5 Final test and assessment of the module 10.6 Submission of the portfolio for assessment

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XI Reading Materials/ References Core text book Deacon, David, et al. Researching Communications: A practical guide to Methods in Media and Cultural analysis Other sources Hansen, Anders et al Mass Communication Research Jansen, Nerina 1996. Philosophy of Mass Communication Research Wimmer, Roger D. and Joseph R. Dominick 1997

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Module Title: Pedagogy Module Code: CTPD 601 Credit Value of Module: 10% (175 hrs) I Description of Module This module provides the opportunity to acquire basic theoretical knowledge related to the teaching and learning processes in higher education institutions, and develop skills of planning, organising, directing (teaching) using appropriate instructional methods, techniques, supervising students‘ activities, managing the processes. It also treats issues related to preparing and making use of instructional media and different assessment methods for higher education institutions and subject areas. II Learning Outcomes After the module is completed, the trainees would be able to:

- understand the nature and process of teaching learning in higher education - identify the nature and interactions between and among teachers, students and the

curriculum - know the missions and goals of higher education in Ethiopia - distinguish the major qualities and responsibilities of higher education staff - recognize the basic principles of teaching in higher education - apply varieties of methods and techniques of teaching in the subjects they teach - prepare and utilize appropriate instruction materials - organise and manage instruction activities in their respective subjects - construct and apply varieties of assessment techniques - design and implement instructional projects in their field of specialization - evaluate the current practices in relation to other fields, methods of teaching, materials and

assessment techniques - appreciate that teaching is a profession

III Content Areas Part I: General Pedagogy Unit 1: Learning and Teaching in Higher Education

1.1 Teaching 1.1.1 Understanding Higher Education 1.1.2 Missions and goals of higher education in Ethiopia 1.1.3 The higher education instructors, students and the curriculum 1.1.4 Theories of Teaching in higher education 1.1.5 Working in higher education

1.1.5.1 Designing (courses and lessons …) 1.1.5.2 Teaching 1.1.5.3 Supervising (Project, thesis, dissertation) 1.1.5.4 Innovating (teaching with new technology) 1.1.5.5 Assessing and evaluating (students, teaching and courses) 1.1.5.6 Conducting research and community service

1.2 Learning and related issues 1.2.1 Strategies and styles to learning 1.2.2 Learning from students‘ perspective

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1.2.3 Learning tasks 1.2.4 Common learning theories

1.3 Teaching as a profession 1.3.1 Profession and its requirements 1.3.2 Teachers‘ professional codes of ethics

Unit 2: Expected qualities of instructors 2.1 Professional qualities 2.2 Preparation 2.3 Presentation skills Unit 3 Principles, Methods and Techniques of Teaching in Higher Education 3.1 Principles of Teaching: the concept and the common principles 3.2 Methods and Techniques of Teaching: concepts, classification, the methods and their applications Unit 4 Preparation, Utilization and Preservation of Instructional Materials 4.1 Production of instructional materials 4.2 Utilization and preservation techniques 4.3 Searching instructional resources from technological sources Unit 5 Classroom organisation and management of the instructional activities in higher education 5.1 Organisation of activities, materials and students 5.2 Management of the instructional activities (contents, methods and materials, space, time, students‘ behaviour) Unit 6 Assessment techniques and the current practices 6.1 Meaning, types and benefits 6.2 Planning, constructing, administering, scoring, grading and item analysis 6.3 Students‘ assessment practices in higher education in Ethiopia 6.4 Continuous assessment, instruments and its application 6.5 What should be done to improve the practice?

Part II Subject Area Methods in teaching Specialised Disciplines (related Areas) 1 Introduction to subject area methods of teaching

2 The nature, stages of development, place of the subject area in relation to other fields (curriculum), its actual practices and trends in the teaching and learning activity of the subject area in higher education 3 methods of teaching, materials and assessment techniques applicable in the subject area 4 Requirements in teaching the subject area and possible project areas

IV Schedule of Delivery 1 Six days (24 hours block teaching /four days for general pedagogy and two days for subject area methods with project arrangement) at the beginning of the module session 2. Independent/ self learning for 40% of the module session: students complete individual and group projects 3. Collaborative learning (20%) students undertake group discussion based on the assignments. This will take place the last few days of the allotted time for the module V Teaching Strategy/ Methods

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- Team teaching approach (both general and subject area methods instructors) will be employed

- Instructor(s) presentation using interactive methods (brainstorming, questions and answer, mind mapping, small group discussion, etc )

- Independent learning methods (reading, project presentation) - Group project(s) method (display, discussion, debates, etc)


- Conduct block teaching - Facilitate students‘ individual and group activities - Organise students‘ field work, laboratory work, workshop practices (if any) and project

work presentations) and discussion sessions - Assess students‘ performances (written and oral presentations) - Provide timely feedback orally and in writing - Make follow up on developments made - Keep students‘ portfolios of evidences - Plan and implement students‘ consultation program

6.2 Students’ roles - Attend sessions - Carry out individual and group tasks - Present and discuss individual and group tasks - Compile personal portfolio and submit to the instructor(s) - Reflect on feedback and like actions - Carry out reading assignments



VIII Module Requirements 8.1 Every student registered for the module is required to attend the block sessions for not less than 80% of the time given 8.2 Read the assigned materials and accomplish the given tasks 8.3 Work both individual and group assignments and submit on due dates 8.4 Submit the portfolio on time 8.5 Assess the personal and program achievements IX Assessment and Evaluation Modalities 9.1 Students’ Assessment Students‘ assessment shall be done on continuous assessment basis with the following scheme of work:

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- Individual project (15%) - Group project and presentation (30%) - Portfolio of evidence (15%) - Written test (40%) Peer assessment shall be employed at the end of project presentation for improvement of work. Reflections will be done by each student as self-assessment after the presentation, which will go to his/her portfolio

9.2 Module Assessment Each student will give his/her module assessment report to the instructors in writing as feedback for the improvement of the module and delivery mechanisms X Module Calendar 10.1 Block teaching (the first six working days of the month) 10.2 Independent/ group tasks (two weeks after block teaching) 10.3 Submissions of individual and/ or group assignments (On Monday of the fourth week) 10.4 Presentations and discussions on the projects – 3 days of the fourth week – Tuesday through Thursday) 10.5 Final test and assessment of the module 10.6 Submission of the portfolio for assessment XI Reading Materials/ References Aggarwal, J.C. (1996) Principles, Methods and Techniques of Teaching. New Delhi: Vikas. Aggarwal, J.C. (1996) Teaching of Social Studies. New Delhi: Vikas Barbara, J., Susan E.G. and Deborah, EA (2001)The Power of Problem-based Learning: Virginia: Stylus Barnett, R. (1997) Higher Education: A Critical Business. Buckingham: The Society for Research into Higher Education and Open University Press Borich, G (1988) Effective Teaching Methods. New York: Macmillan Publishing Company Carin, A.A., Bass, J.E. and Contant, T.L. (2005) Methods for Teaching Science as Inquiry (9th ed) Darge Wole (2001) Notes on Teaching and Learning: Perspectives and Strategies. A.A. (IER unpublished material) Dhand, H (2004) Techniques of Teaching. New Delhi: Ashish Publishing House Ellington, H. et al (1993) Handbook of Educational Technology. London: Kegan Page Ltd. Heinich R et al (1991) Instructional Media and Technologies for Learning. New Jersey: Prentice Hall Knight, Peter T. (2002) Being a Teacher in Higher Education. Buckingham: The Society for Research in to Higher Education and Open University Press Kochhar, S.K. (1992) Methods and Techniques of Teaching. New Delhi: Sterling Publisher. Light, G. and Cox, R. (2002). Learning and Teaching in Higher Education: The Reflective Professional. London: Paul Chapmen Publishing. MOE (2008/09) HDP Handbook. Addis Ababa (unpublished) Monk, M. and Jonathan, O. (2000) Good Practice in Science Teaching.What Research Has to Say. Buckingham: Open University Press Obanya, P., Shebang, J. and Okebakola (1996). Guide to Teaching and Learning in Higher Education: Towards Improved Delivery of Higher Education in Africa. Paris: UNESCO Ramsden, P (2003) Learning To Teach in Higher Education. 2nd ed). London: Rutledge Flamer

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UNESCO (1996) UNESCO Guide to Teaching and Learning in Higher Education. AAU (unpublished material)

Wellington, J (2000) Teaching and Learning Secondary Science: Contemporary Issues and Practical Approaches. Oxon: Rutledge

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Module Title: MA Thesis / Ph D Proposal Module Code: Jour 620 Credit Value of Module: 15% (180 hrs) I Description

Documents

Syllabus GSC