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Demystifying
Media
School
of
Journalism
and
Communication,
University
of
Oregon
2
credit
workshop,
Winter
2018
Key
information
Instructor:
Damian
Radcliffe,
Carolyn
S.
Chambers
Professor
in
Journalism
Office
201
Allen
Hall
Email:
damianr@uoregon.edu
-‐
you
can
also
DM
me
on
Twitter,
or
text
me
on
541-‐972-‐5531.
Office
Hours:
1pm-‐2pm
Monday,
3pm-‐4pm
on
Wednesday.
CRN:
27537
Time:
16.00
–
17.50,
Thursday,
141
Allen
Hall
Prereqs:
J
205,
206,
&
207
w/mid-‐C
or
better
Credits:
2
Website:
http://journalism.uoregon.edu/demystifyingmedia/
Course
Background
The
way
we
consume
and
create
media
and
content
continue
to
evolve
at
a
rapid
pace.
The
Demystifying
Media
seminar
series,
which
the
SOJC
launched
in
January
2016,
explores
the
impact
of
these
changes
across
the
communications
landscape
and
finds
new
ways
to
move
forward.
Each
term,
leading
media
practitioners,
academics,
and
researchers—working
on
the
cutting
edge
of
these
global
changes
–
come
to
campus
to
discuss
the
impact
of
the
21st-‐century
media
revolution
with
students,
faculty,
and
staff.
See
the
archive
of
lectures,
podcasts,
interviews
and
more:
http://journalism.uoregon.edu/demystifyingmedia/
What’s
new
for
Winter
2017-‐18?
The
Demystifying
Media
speaker
series
has
been
expanded
to
include
an
associated
2-‐credit
workshop,
allowing
for
further
exploration
of
the
themes
and
ideas
to
emerge
from
these
guest
lectures,
as
well
as
other
important
industry
issues.
Talks
remain
open
to
all,
but
more
detailed
discussions
–
and
additional
networking
opportunities
with
our
guest
speakers
–
are
only
available
to
workshop
participants.
Guest
Speakers
for
Winter
2017
These
are
always
subject
to
change,
but
in-‐person
speakers
(with
one
more
to
be
scheduled)
are:
• James
T.
Hamilton,
Hearst
Professor
of
Communication
and
the
Director
of
the
Journalism
Program
at
Stanford
University,
will
talk
about
his
new
book:
Democracy’s
Detectives:
The
Economics
of
Investigative
Journalism.
1
• Jason
Wambsgans,
of
the
Chicago
Tribune,
who
won
the
2017
Pulitzer
Prize
for
Feature
Photography,
will
discuss
his
work
covering
gun
violence
in
Chicago.
• John
Capouya,
Associate
Professor,
Journalism
at
the
University
of
Tampa
will
discuss
how
journalists
cover
race/racial
issues,
through
the
lens
of
his
new
book:
Florida
Soul:
From
Ray
Charles
to
KC
and
the
Sunshine
Band.
Other
topics
for
Winter
2017
Alongside
prepping
–
and
reflecting
on
these
talks
-‐
other
subjects
we
are
likely
to
explore
include:
• Digital
Disruption
(Week
One)
• Social
Video
• Changing
dialogue
about
the
impact
of
tech
(Uber,
Google,
Facebook
et
al),
and;
• Emerging
platforms
such
as
Augmented
Reality,
Virtual
Reality
and
global
platforms
–
which
are
popular
in
SE
Asia
-‐
like
WeChat
and
Line.
You
can
find
out
more
about
this
in
the
detailed
class
schedule
outlined
on
the
following
pages.
Learning
outcomes
The
class
will
look
at
the
rapidly
changing
media
landscape,
exploring
market
trends,
strategies
and
changes
in
both
content
consumption
and
content
creation.
In
doing
this,
the
class
will
equip
students
with
a
rich
understanding
of
the
journalistic,
media
and
business
job
market
they
are
about
to
join.
These
trends
are
applicable
to
students
across
the
SOJC
and
beyond.
Whatever
your
major
(Journalism,
Advertising,
Public
Relations
or
Media
Studies)
you’ll
learn
up
to
date
market
knowledge
which
will
inform
your
wider
studies
and
career
goals.
By
the
end
of
term,
you
will
be
able
to:
1. Understand
and
describe
some
of
the
major
strategic
challenges
being
faced
by
news
and
other
media
outlets,
particularly
related
to:
business
models,
audience
behaviours,
distribution
and
content
Innovation,
and
the
changing
media
industry.
2. Demonstrate
examples
of
your
own
written
research
and
analysis
in
this
space.
3. Have
a
working
knowledge
of
current
industry
“hot”
topics
that
will
allow
you
to
sound
smart
at
interviews
for
job
and
internships.
4. Know
where
to
look
for
relevant
industry
information/data/analysis.
5. Have
networked,
in-‐person,
with
leading
industry
thinkers.
2
Learning
Methods
These
will
include:
• Class
lectures
and
guest
speakers
• Listening
to
–
and
critically
evaluating
–
the
content
of
these
guest
lectures
• In-‐class
assignments
and
tasks
(writing,
reading,
listening,
discussions,
pitching
etc.)
• Out
of
class
assignments
(reading/listening,
content
creation,
content
review
and
analysis)
• Writing-‐up
key
lessons
learnt
from
our
classes
on
your
personal
blog.
Estimated
student
workload
The
2-‐credit
workshop
includes
one
class
a
week
+
assignments
to
be
completed
outside
of
class.
Assignments
to
be
completed
outside
of
class
will
include:
reading,
identification
of
questions
for
guest
speakers,
preparation
of
in-‐class
presentation
materials
and
papers,
keep
a
blog
to
track
your
learning
and
analysis
from
the
workshop,
as
well
as
an
end
of
term
assignment;
reflecting
on
a
big
industry
issue
of
particular
interest
to
you.
Some
of
this
work
will
run
concurrent
with
other
tasks,
so
you
will
need
to
manage
your
time
accordingly
to
balance
competing
workloads
from
this
class
and
others.
Undergraduate
Courses
Under
the
UO
quarter
system,
each
undergraduate
credit
reflects
approximately
thirty
hours
of
student
engagement.
Therefore,
this
2-‐credit
course
is
akin
to
approximately
60
hours
total
of
student
time.
With
20
hours
of
class
time
(10
weeks
at
2
hours
per
week),
readings
and
assignments
will
account
for
another
c.
40
hours
of
your
time
this
term.
Graduate
Courses
Graduate
students
are
expected
to
perform
work
of
higher
quality
and
quantity,
typically
with
forty
hours
of
student
engagement
for
each
student
credit
hour.
Therefore,
a
2-‐credit
graduate
course
would
typically
engage
students
approximately
80
hours.
For
graduate
students,
with
20
hours
of
class
time
(10
weeks
at
2
hours
per
week),
readings
and
assignments
will
account
for
another
c.60
hours
of
your
time
this
term.
How
this
class
works
Attendance
This
workshop
is
designed
to
give
you
a
foundation
in
some
of
the
key
developments
impacting
on
the
media
and
communications
landscape
today.
Attendance
of
classes,
and
completion
of
assignments
-‐
on
time
-‐
is
essential.
Miss
the
first
and/or
second
class
of
the
term,
and
you
will
be
asked
to
withdraw.
3
Non-‐attendance
and/or
failure
to
complete
work
on
time,
will
result
in
an
F
for
that
task.
Please
notify
me,
in
writing
and
with
as
much
prior
notice
as
possible,
if
you
must
miss
a
class
or
if
work
will
be
delivered
late.
If
you
miss
a
class
and
you
haven’t
notified
me
beforehand,
then
I
expect
you
to
get
in
contact
with
me
ASAP
to
explain
your
absence
and
to
agree
the
best
way
to
catch-‐up
on
what
you
missed.
You
should
treat
attendance
in
class
like
you
would
a
job
–
you
wouldn’t
miss
a
shift
without
telling
your
supervisor.
Please
treat
this
class
–
and
your
classmates
–
with
the
same
level
of
respect.
Office
Hours
My
office
hours
each
week
are
1pm-‐2pm
Monday,
3pm-‐4pm
on
Wednesday.
We
can
always
meet
at
other
times
by
appointment.
Do
use
those
times
to
drop
by
to
talk
to
me
about
assignments,
ideas
for
improving
the
class,
feedback
on
the
things
you
like,
or
anything
else
you
want
to
discuss.
The
workshop
may
well
challenge
some
of
your
assumptions
and
ideas
about
your
future
career,
so
by
all
means
come
and
talk
these
through
with
me.
Outside
of
my
regular
office
hours,
I’m
always
happy
to
schedule
additional
meetings
with
students.
Email
me,
or
pop
by
my
office,
so
that
we
can
arrange
a
time
to
talk.
Participation
Class
meetings
will
focus
on
introductions
to
topics,
sharing
lessons
and
learning
from
your
own
reading,
collective
feedback
on
assignments,
reflections
on
previous
talks
and
more.
We
are
a
small
group
(15)
which
is
a
perfect
size
for
meaningful,
valuable,
discussion
with
your
peers.
As
a
result,
active
participation
is
vital
and
expected.
Our
classroom
is
an
active
learning
space.
It
is
an
arena
for
the
exchange
of
ideas
and
knowledge.
This
means
that
you
need
to
be
comfortable
pitching
ideas,
sharing
your
growing
expertise,
receiving
–
and
giving
–
feedback,
and
treating
everyone
in
the
room
with
due
respect.
There
are
no
wrong
answers
or
bad
ideas,
only
answers
and
ideas
which
collectively
everyone
will
work
towards
improving
and
refining.
A
key
feature
of
the
class
will
be
our
regular
“Info-‐share”
sessions,
where
each
student
will
share
two
key
stories/developments
with
the
group
that
they
have
come
across
through
their
own
reading.
Each
student
will
be
assigned
a
different
industry
source
to
track
and
follow,
so
through
this
exercise
you
will
be
responsible
for
helping
your
peers
to
improve
their
knowledge
of
the
latest
industry
developments.
Assignments
These
will
require
original
research,
analysis,
reporting
and
writing.
This
may
involve
additional
reading,
conversations/interviews,
and
information-‐gathering
that
takes
place
off
campus
and
a
different
days
and
times.
4
Like
all
media
professionals,
you’ll
find
some
tasks
easier
–
and
more
enjoyable
–
than
others.
This
will
ebb
and
flow
throughout
the
term.
That’s
normal!
Sometimes,
ideas
and
concepts
might
take
some
getting
used
to.
Other
times,
they
won’t.
Plan
your
time,
energies
and
resources
accordingly.
Assignments
You’ll
be
given
a
brief
for
each
assignment
with
clear
directions
of
what’s
expected
and
by
when.
However,
an
overview
of
the
key
tasks
can
be
found
below:
Personal
Blog:
Each
week
you
will
write
a
reflection
on
what
you
have
learned
that
week.
To
do
this,
you
will
need
to
set
up
a
blog
on
WordPress,
Tumblr,
Medium
or
another
publishing
platform
of
your
choosing.
Entries
will
be
submitted
by
11.59PM
on
Wednesday
each
week,
via
Canvas
(you
just
need
to
provide
the
URL.
Reflections
should
be
400-‐800
words
(undergrads)
or
500
-‐
1,000
words
(grads).
You
are,
of
course,
welcome
to
write
more
J
Your
reflections
should
include:
§ Your
takeaways
from
conversations
in
class
that
week.
§ What
you’ve
learned
that
week
from
your
own
reading
(with
links).
End
reflection:
At
the
end
of
term,
you
will
publish
an
extended
reflection
(800-‐1,200
words)
expanding
on
a
topic,
theme
or
idea
that
we
discussed
during
term.
This
may
be
an
idea
you’ve
not
previously
written
about,
or
one
that
you
have
–
but
which
you
add
to
-‐
showing
how
your
thinking
and
reading
has
developed.
You
will
also
publish
this
to
your
blog.
Graduate
students
will
be
expected
to
include
a
new
interview/s
(with
subject
matter
experts)
as
part
of
this
submission.
Note:
although
I’m
using
the
term
“blog”
here,
you
should
write
your
reflections
on
the
assumption
that
they’re
pieces
which
will
be
published.
(Indeed,
I’ll
try
and
get
the
best
pieces
featured
on
sites
like
MediaShift,
journalism.co.uk,
the
BBC
Academy
etc.)
Examples
of
previously
published
reflections
by
my
former
students
can
be
found
here:
o Stop
and
listen:
A
beginner’s
guide
to
planning
and
recording
an
audio
story,
Kenzie
White,
journalism.co.uk,
March
2017.
o How
Twitter,
Facebook,
and
Instagram
Measure
Engagement,
Kira
Hoffelmeyer,
MediaShift,
June
2016
o A
global
tragedy
on
a
journalist’s
doorstep,
Ruben
Garcia
Jr,
BBC
Online,
January
2016.
5
“Info-‐Share”
Each
student
will
be
allocated
an
industry
source
to
review
and
monitor
throughout
the
term.
These
websites
–
and
newsletters
-‐
will
be
assigned
during
Week
One
(either
at
random,
or
by
area
of
subject
matter
expertise/interest,
we’ll
agree
which
approach
we
will
take
together).
Each
week
you’ll
include
three
takeaways
from
your
reading
as
part
of
your
Personal
blog
reflections.
This
might
be
a
key
part
of
your
entry
for
that
week,
or
a
“here’s
what
else
you
need
to
know”
type
entry.
I’ll
be
tweeting
out
your
recommendations
during
the
week,
so
make
them
good!
In
addition
to
sharing
these
on
your
blog,
and
–
via
me
on
Twitter
-‐
(you’re
welcome
to
share
them
yourselves
too
if
you’re
active
on
social)
we
will
also
have
time
factored
into
the
schedule
for
each
student
to
share
two
stories
/
developments
with
the
group;
which
we
will
then
discuss
accordingly.
NB:
in
weeks
with
guest
speakers,
we
may
not
have
time
to
do
this,
but
you
should
come
prepared
anyway.
In
weeks
without
speakers
(which
will
be
6-‐7
of
the
10
classes)
this
is
how
we
will
typically
kick
off
each
week.
Hot
Topic:
Based
on
your
reading,
and
our
conversations
in
class,
you
will
write
an
extended
analysis
piece
(800-‐1,200
words
for
undergrads,
1,000
–
1,500
words
for
grads)
exploring
a
single
issue
in
detail.
You
will
pitch
two
ideas
in
Week
7;
and
the
group
will
commission
you
to
write
one
of
these.
(This
replicates
the
way
that
research
in
an
agency,
or
stories
in
a
newsroom
would
typically
work.
You
should
never
go
to
a
creative
meeting
with
just
one
idea,
and
you
should
expect
to
have
your
idea
challenged
and
questioned
by
your
peers
+
boss!)
Your
analysis
should
include
at
least
two
of
the
following:
§ Relevant
market
information
(sourced
from
credible
authorities
e.g.
IAB,
comScore,
Nielsen,
Pew
Research
Center
etc.).
§ Insights
derived
from
your
own
interviews
with
an
expert
/
experts.
§ Analysis
–
in
the
form
of
quotes
and
potential
critiques
–
from
other
analysts
(i.e.
people
writing
in
the
publications
you
and
the
class
are
monitoring).
Also
acceptable
would
be
a
TL;DR
(Too
Long,
Didn’t
Read)
version
of
a
major
report
/
study
where
you
are
providing
additional
analysis
–
and
not
just
simply
a
synthesis
–
to
help
readers
make
sense
of
complex
data
and
issues.
Your
analysis
is
the
value
added.
Pro
Tip
In
the
digital
era,
formatting
matters
more
than
ever!
6
Because
you’re
writing
–
and
submitting
-‐
your
content
(for
both
this
assignment
and
all
others
in
this
class)
digitally
you
should
also
consider
how
to
use
this
format
to
best
tell
your
story.
Therefore,
you
should
look
to
include
relevant
images,
charts,
sub-‐headings
and
other
tools,
which
enable
readers
to
understand
your
story.
Some
recent
examples
of
my
own
work
producing
this
type
of
extended
analysis:
o TheMediaBriefing:
Study:
Why
publishers
need
to
approach
native
advertising
with
caution,
24
April
2017
o MediaShift:
Digital
News
Report:
U.S.
Audiences
More
Willing
to
Pay
for
News;
Voice-‐Activated
Services
the
Next
Frontier,
22
June
2017
o Digital
Content
Next:
Five
things
you
need
to
know
about
millennial
media
habits,
22
September
2017
o IJNet
(International
Journalists’
Network):
Understanding
social
media
in
China
(with
Kristin
Peixotto),
29
November
2017
Participation:
This
includes
a
number
of
components:
§ Questions,
comments
and
observations
during
in-‐class
discussions.
§ Ideas
–
based
on
your
industry
reading
–
that
you
share
with
the
class.
§ Content
shared
on
social
media
during
guest
lectures.
Grading
Tasks/Weighting
(subject
to
revision/changes)
Activity
Tasks
%
of
Points
Grade
Writing,
1. Personal
blog
reflections
(Weekly
x9,
submitted
Weeks
2-‐10)
45%
4500
Analysis
(Worth
5%
each,
lose
5%
for
any
missing
entries)
and
Critical
2. Extended
end
of
term
reflection
(Submitted
by
end
Week
11)
15%
150
Thinking
60%
600
7
How
Grades
Will
Be
Determined
Category
A
B
C
D
F
Essential
Who,
what,
5
Ws
covered
Essential
Essential
Does
not
tell
a
information
where,
when
and
but
story
not
information
information
story.
covered.
why
organized
provided
but
missing
and/or
answered.
clearly
with
disorganized.
disorganized.
Story
/
most
Analysis
important
logically
information
organized.
at
the
top.
Appropriate
Strong
use
of
Appropriate
Quotes
and
Quotes
or
Quotes
and
use
of
quotes
quotes,
with
best
use
of
quotes
attribution
attribution
attribution
and
quote
high
in
and
provided.
missing
missing
attribution.
story.
Attribution
attribution.
provided
when
needed.
Clear
and
Clear
and
concise
Basically
clear
Thorough
Writing
style
is
Unintelligible.
concise
writing.
and
concise.
editing
inappropriate
writing.
Appropriate
needed
to
for
a
news
writing
style
(i.e.,
meet
story.
Appropriate
short
paragraphs,
standards.
writing
and/or
descriptive
detail,
analytical
active
verbs,
no
style.
first-‐person).
Factually
Mechanically
1-‐2
minor
1
major
error
2
major
errors
Fatal
flaws:
accurate.
sound,
no
errors.
errors.
Style
such
as
a
and
multiple
Factual
errors,
Correct
inconsistent.
fragment,
minor
issues.
misspelling
of
grammar,
run-‐on,
proper
names,
spelling
and
comma
splice,
multiple
punctuation.
or
more
than
grammar,
two
minor
spelling
errors.
errors.
Other
factors
which
also
come
into
the
mix:
• Layout,
formatting,
for
digital
submissions.
Have
you
used
this
to
your
advantage?
• Are
you
telling
a
story
I’ve
not
heard
before?
• Does
your
story
have
the
X-‐Factor
(it
can
be
solid,
but
does
it
zing?)
8
Course
Schedule
and
Assignments
This
schedule
remains
subject
to
amendment.
Week
Date
Activities
5. Columbia
Journalism
Review:
Book
aims
to
pin
down
economic
return
on
investigative
reporting
(Grads,
optional
for
undergrads)
Submit
3
Q’s,
based
on
your
pre-‐reading,
to
Canvas
by
11.59PM
next
Weds.
Questions
may
be
selected
at
random
for
Professor
Hamilton
on
Thursday.
Thursday
James
T.
Hamilton,
Hearst
Professor
of
Communication
and
the
Director
of
the
2
18
Jan
Journalism
Program
at
Stanford
University,
will
talk
about
his
new
book:
Democracy’s
Detectives:
The
Economics
of
Investigative
Journalism.
Follow
on
discussion
with
Professor
Hamilton
(class
only
from
5pm-‐5.45pm).
Homework:
Industry
Reading
+
feature
3
key
takeaways
from
this
on
your
weekly
blog
entry.
Blog
entry/class
reflection
(400-‐1,000
words)
submitted
by
11.59PM
next
Weds.
3
Thursday
In-‐class
reflection
on
discussions
with
Professor
Hamilton
(Week
2).
25
Jan
Takeaways
from
Industry
Reading
(Weeks
1-‐3).
2
examples
per
student.
Look
ahead
to
Week
3
speaker.
Homework:
Industry
Reading
+
feature
3
key
takeaways
from
this
on
your
weekly
blog
entry.
9
Blog
entry/class
reflection
(400-‐1,000
words)
submitted
by
11.59PM
next
Weds.
Plus
Reading
and
prep
for
Jason
Wambsgans
talk
in
Week
4:
1. Pulitzer
Prize
Winning
Portfolio:
http://www.pulitzer.org/winners/e-‐
jason-‐wambsgans
4. 'We
got
a
beautiful
city,
but
it
has
some
evil
people'
Other
(grads
only,
optional
for
undergrads)
4. Article
by
John
for
Nieman
Storyboard
(grads,
optional
for
undergrads):
http://niemanstoryboard.org/stories/want-‐to-‐write-‐great-‐narrative-‐
study-‐screenwritin/
Submit
3
Q’s,
based
on
your
pre-‐reading,
to
Canvas
by
11.59PM
next
Weds.
Questions
may
be
selected
at
random
for
Professor
Capouya
on
Thursday.
10
5
Thursday
John
Capouya,
Associate
Professor,
Journalism
at
the
University
of
Tampa
will
8
Feb
discuss
how
journalists
cover
race/racial
issues,
through
the
lens
of
his
new
book:
Florida
Soul:
From
Ray
Charles
to
KC
and
the
Sunshine
Band.
Follow
on
discussion
with
Professor
Capouya
(class
only
from
5pm-‐5.45pm).
Homework:
Industry
Reading+
feature
3
key
takeaways
from
this
on
your
weekly
blog
entry.
Blog
entry/class
reflection
(400-‐1,000
words)
submitted
by
11.59PM
next
Weds.
6
Thursday
In-‐class
reflection
on
discussions
with
Jason
Wambsgans
(Week
4)
and
15
Feb
Professor
John
Capouya
(Week
5).
Takeaways
from
Industry
Reading
(Weeks
4-‐6).
2
examples
per
student.
In-‐class
discussion
about
social
video.
Homework
Industry
Reading
+
feature
3
key
takeaways
from
this
on
your
weekly
blog
entry.
Blog
entry/class
reflection
(400-‐1,000
words)
submitted
by
11.59PM
next
Weds.
Plus
3. Group
prep
(5
x
groups
of
3)
on
Social
Video.
Identification
of
case
studies
to
share
with
class
next
week.
7
Thursday
“Hot
Topic”
pitches.
(2
ideas
in
2
minutes)
22
Feb
Social
Video
case
studies
–
showcase
by
each
group
(2
videos
each).
Discussion
of
case
studies.
Homework
Industry
Reading
+
feature
3
key
takeaways
from
this
on
your
weekly
blog
entry.
Short
group
write-‐up
of
your
Social
Video
case
studies
and
lessons
learned,
in
lieu
of
usual
blog
entry/class
reflection.
Same
length
(400-‐1,000
words)
and
still
to
be
submitted
by
11.59PM
next
Weds.
NB:
This
week,
submit
your
takeaways
as
a
separate
blog
entry.
Begin
work
on
“Hot
Topic”
assignments.
Prep
for
Week
8
class,
TBD
depending
on
topic
covered.
11
8
Thursday
Guest
Speaker
1
Mar
or
Discussion
about
the
changing
conversation
related
to
the
impact
/
benefits
of
the
tech
industry
(Uber,
Google,
Facebook
et
al.).
Takeaways
from
Industry
Reading
(Weeks
7-‐8).
2
examples
per
student.
Homework
Industry
Reading+
feature
3
key
takeaways
from
this
on
your
weekly
blog
entry.
Blog
entry/class
reflection
(400-‐1,000
words)
submitted
by
11.59PM
next
Weds.
Continue
work
on
“Hot
Topic”
assignment.
Prep
for
Week
9
class,
TBD
depending
on
topic
covered.
9
Thursday
Guest
Speaker
8
Mar
or
Discussion
about
emerging
platforms
such
as
Augmented
Reality,
Virtual
Reality
and
global
networks
like
WeChat,
WhatsApp
and
Line;
which
have
a
huge
reach
outside
of
the
US,
but
are
relatively
unknown
within
it.
Takeaways
from
Industry
Reading
(Weeks
7-‐8).
2
examples
per
student.
Homework
Industry
Reading
+
feature
3
key
takeaways
from
this
on
your
weekly
blog
entry.
Blog
entry/class
reflection
(400-‐1,000
words)
submitted
by
11.59PM
next
Weds.
Continue
work
on
“Hot
Topic”
assignment.
Due
11.59pm
on
Sunday
11
March.
10
Thursday
Student
presentations
+
feedback:
“Hot
Topic”
key
findings
(3-‐4
mins
each)
15
Mar
Wash-‐up:
lessons
learned
from
J408
Demystifying
Media.
End
of
term
evaluation.
Next
Steps.
Homework
End
of
term
reflection.
Due
11.59pm
on
Friday
23
March
2018.
12
Course
policies
Attendance
All
journalism
courses
are
covered
by
the
university’s
mandatory
attendance
policy:
“Academic
departments
may
require
students
to
attend
the
first
and/or
second
meetings
of
designated
classes.
…
Students
who
do
not
attend
the
first
two
sessions
of
these
classes
may
be
directed
by
the
academic
department
to
drop
the
course
so
that
the
seat
may
be
given
to
another
student.
Students
are
responsible
for
dropping
the
class;
there
is
no
automatic
drop.
The
university
refund
schedule
applies.”
As
outlined
above,
this
is
mandatory
for
this
class.
I
don’t
expect
to
have
to
chase
you
up
about
any
absences.
Be
proactive.
Treat
me,
and
this
class,
as
you
would
do
a
job.
Accessibility
The
University
of
Oregon
is
working
to
create
inclusive
learning
environments.
For
more
information
or
assistance,
you
are
also
encouraged
to
contact
the
Accessible
Education
Center,
346-‐1155;
website:
http://aec.uoregon.edu/
Crisis
Center
The
University
of
Oregon
Counseling
Center
provides
students
with
confidential
telephone
crisis
intervention
24/7.
The
number
is
541-‐346-‐3227.
Diversity
and
Inclusion
Diversity
is
supported
and
valued
at
the
University
of
Oregon.
We
respect
the
dignity
and
essential
worth
of
all
individuals;
reject
bigotry,
discrimination,
violence,
and
intimidation;
practice
personal
and
academic
integrity
and
expect
it
of
others;
and
promote
a
diversity
of
ideas,
opinions,
and
backgrounds.
Open
inquiry,
freedom
of
expression,
and
respect
for
differences
are
fundamental
to
a
comprehensive
and
dynamic
education.
SOJC
is
committed
to
upholding
these
ideals
by
encouraging
the
exploration,
engagement,
and
expression
of
divergent
perspectives
and
diverse
identities.
Discrimination
of
any
kind,
disrespect
for
others,
and
inequity
in
educational
opportunity
are
not
acceptable.
Students,
faculty,
and
staff
are
expected
at
all
times
to
maintain
the
School
of
Journalism
and
Communication’s
high
standards
of
ethical
and
compassionate
conduct.
Please
see
me
if
you
need
help
or
have
any
questions.
Academic
integrity
The
University
Student
Conduct
Code
(available
at
conduct.uoregon.edu)
defines
academic
misconduct.
Students
are
prohibited
from
committing
or
attempting
to
commit
any
act
that
constitutes
academic
misconduct.
By
way
of
example,
students
should
not
give
or
receive
(or
attempt
to
give
or
receive)
unauthorized
help
on
assignments
or
examinations
without
express
permission
from
the
instructor.
Students
should
properly
acknowledge
and
document
all
sources
of
information
(e.g.
quotations,
paraphrases,
ideas)
and
use
only
the
sources
and
resources
authorized
by
the
instructor.
If
there
is
any
question
about
whether
an
act
constitutes
academic
misconduct,
it
is
the
students’
obligation
to
clarify
the
question
with
the
instructor
before
committing
or
attempting
to
commit
the
act.
13
The
U
of
O
policy
on
academic
dishonesty
will
be
observed
throughout
this
course.
Plagiarizing
and/or
cheating
will
result
in
an
automatic
failure
of
the
course.
To
avoid
this,
you
should
read:
http://researchguides.uoregon.edu/citing-‐plagiarism
We
will
also
talk
about
the
importance
of
proper
attribution
of
your
sources
and
providing
credit
where
it
is
due.
In
the
digital
arena,
this
is
more
important
than
ever,
as
the
lifting
of
quotes
or
the
creation
of
false
content,
nevermind
plagiarism
can
all
be
easily
identified.
Careers
can
–
and
have
been
–
destroyed
as
a
result
of
breaking
these
rules.
Don’t
be
foolish
and
make
the
same
mistakes!
Technology
–
submission
of
papers
and
use
of
phones.
All
weekly
reflections
should
be
uploaded
to
your
blog
with
the
URL
for
this
inserted
into
Canvas.
For
the
two
extended
papers,
your
“Hot
Topic”
feature
and
Extended
End
of
Term
Reflection”
papers
should
be
emailed
so
that
they
can
be
reviewed
and
graded
through
the
“Track
Changes”
function
in
Microsoft
Word.
They
should
also
be
posted
to
your
personal
blog.
Mobile
phones
should
be
turned
off
in
class.
Laptops
are
allowed,
but
there
will
be
“lids
down”
moments
throughout
the
course.
Some
weeks
(Week
8,
9
possibly
both)
we
will
be
researching
some
content
in
class,
which
can
be
done
on
laptops
or
phones.
I’ll
advise
nearer
the
time.
Writing
Central
I
encourage
you
take
advantage
of
of
the
opportunities
provided
by
Writing
Central:
http://journalism.uoregon.edu/sojc-‐writing-‐central/
Writing
coaches
can
help
you
to
think
through
your
blog
entries/reflections,
as
well
as
your
two
major
written
assignments
for
the
term.
Questions
If
you
want
to
know
more
about
anything
mentioned
here,
or
anything
which
you
think
is
missing,
then
please
do
not
hesitate
to
email
me!
damianr@uoregon.edu
(or
pop
by
Allen
Hall
201)
at
any
time.
14
Instructor
bio
http://journalism.uoregon.edu/member/radcliffe-‐damian/
Damian
Radcliffe
is
the
Carolyn
S.
Chambers
Professor
in
Journalism
at
the
University
of
Oregon,
a
fellow
of
the
Tow
Center
for
Digital
Journalism
at
Columbia
University,
an
honorary
research
fellow
at
Cardiff
University’s
School
of
Journalism,
Media
and
Culture
Studies,
and
a
fellow
of
the
Royal
Society
for
the
Encouragement
of
Arts,
Manufactures
and
Commerce
(RSA).
He
is
an
experienced
digital
analyst,
consultant,
journalist,
and
researcher
who
has
worked
in
editorial,
research,
teaching,
and
policy
positions
for
the
past
two
decades
in
the
UK,
Middle
East,
and
USA.
Damian
is
a
regular
contributor
to
the
BBC
Academy,
CBS
Interactive
(ZDNet),
Huffington
Post,
MediaShift,
and
IJNet,
where
he
writes
about
digital
trends,
social
media,
technology,
the
business
of
media,
and
the
evolution
of
journalism.
His
experience
encompasses
roles
at
the
BBC,
the
NGO
Volunteering
Matters,
Ofcom
(the
UK
communications
regulator),
and
Qatar’s
Ministry
of
Information
and
Communications
Technology
(ictQATAR).
He
works
across
all
media
sectors
(commercial,
public,
government,
regulatory,
academic,
and
nonprofit/civil
society)
and
platforms,
from
print
and
digital
to
TV
and
radio
broadcasting.
Radcliffe
has
written,
spoken
to,
or
provided
consulting
services
for
a
wide
range
of
industry
and
academic
organizations,
including
Abramis
Academic
Publishing,
ASDA’A
Burson-‐Marsteller,
BBC
Academy,
BBC
Media
Action,
BBC
Monitoring,
BBC
World
Service,
Carnegie
UK
Trust,
Cass
Business
School,
Centre
for
Research
on
Communities
and
Culture,
City
University
London,
Cognizant,
Columbia
Journalism
Review
(CJR),
The
Conversation,
Digital
Content
Next,
Eyewitness
Media
Hub,
FJUM
(forum
journalism
and
media,
Vienna),
The
Guardian,
The
Huffington
Post,
IBC
Content
Everywhere,
IJNET,
journalism.co.uk,
JustHere,
Media
Development
Investment
Fund,
MediaShift,
Middle
East
Broadcast
Network,
NESTA,
Nieman
Lab,
Northwestern
University
in
Qatar,
nuviun,
Online
Journalism
Blog,
Qatar
Today,
Street
Fight,
TEDx
Reset
(Turkey),
TheMediaBriefing,
The
Reuters
Institute
for
the
Study
of
Journalism
at
Oxford
University,
Routledge
and
Your
Middle
East.
He
has
chaired
sessions,
provided
training
and
spoken,
at
events
around
the
world
including:
in
the
USA
(New
York,
Portland,
Philadelphia,
Colorado
Springs,
Chicago
and
Washington
D.C.),
the
UK
(London,
Edinburgh,
Oxford,
Cardiff,
Belfast,
Bristol),
Europe
(Paris,
Strasbourg,
Vienna,
Barcelona,
Istanbul,
Amsterdam,
multiple
cities
in
Germany)
and
the
Middle
East
(Doha
and
Dubai).
Find
out
more
about
him
on
his
website.
Follow
him
on
Twitter
@damianradcliffe
15