Digital Journalism - JRNL 379

379 Syllabus

Course Syllabus: "Digital Journalism" 379-001
Dr. Christine Tracy
Tuesday and Thursday 2 p.m. Pray Harrold 314
Office Hours: Tuesday 10:45 a.m.-1:45 p.m. , Wednesday 4:15-6:15 p.m. and by appointment
Office: Pray-Harrold 603E, Office Phone: 487-0148
E-mail: ctracy1@emich.edu
Course web site: www.ninthmuse.org/teaching/379.html

Course Texts
Course pack consisting of three articles from Dr. Tracy's scholarship: "Newspapers and Technological Innovation," " Implementation of a Web-first strategy: The Albany Times Union's Coverage of the Amado Diallo Trail," and "News as an Ecosystem: Shifting Perspectives for Citizen Journalists."
Meyer, Eric. A. CSS: Pocket Reference. O'Reilly 2004
Meyer, Eric A. HTML & XHMTL: Pocket Reference. O'Reilly 2006
Ross-Larson, Bruce. Writing for the Information Age. W.W. Norton & Co. 2002.

Course Goals
This course is designed to develop an awareness of journalistic practices and conventions as publication and distribution of news shifts to digital environments, such as the Internet's World Wide Web. In addition to a theoretical framework, which consists of the recent history of digital journalism, the development of "Web-first" news strategies, and the development of citizen journalism, students will also learn to recognize, identify and manipulate traditional journalistic conventions to effectively meet specific rhetorical objectives. Finally, students will develop an evolving understanding and fluency with the rhetorical, technical, and aesthetic conventions of digital journalism and to recognize, analyze, and invent new conventions.

Course Objectives

To read and become familiar with the relevant literature and credible sources of information in the emergent field of digital journalism.
To create a personal portfolio page and practice Web publishing skills as well as an overall ability and fluency in acquiring new technological skills and tools.
To recognize current digital journalism conventions and apply them to news stories published on the Web.
To analyze current digital Journalism practices and convention and use this analysis to invent new conventions.
To recognize and appreciate current trends and issues in the emerging field of digital journalism.

Major Assignments

Examination
You will take one examination on the course readings, lectures, and class discussions. This examination will count toward 20 percent of your total grade.

Digital Portfolio Project
Each student will produce and publish a personal portfolio page to host original news stories and to experiment and learn Web publishing skills and tools. This page will include: original news story written, researched, and reported using conventions and practices learned in the course; the student's evolving list of rhetorical, technical, and aesthetic criteria for practicing digital journalists, and the student's digital journalism invention project. The project will contribute 30 points toward your final grade.

Digital Writing Assignments
In addition to in-class writing assignments and exercises, students will write three graded news stories throughout the semester. These stories will cover a variety of file formats and rhetorical objectives. These stories will contribute 30 points toward your final grade.

Demonstration of Technical Competencies and Understanding
Students will work together in teams of two to complete regular graded assignments that demonstrate course skills and competencies including: coding Web pages in HTML and XHMTL; creating Cascading Style Sheets (CSS); and designing, editing, and manipulating visual elements including photographs and graphics. These four assignments (worth five points each) will contribute 20 points toward your final grade.

Grading, Attendance and other Policies
Attendance and participation in this class are very important. Both are mandatory. The primary way to do well in this course is to attend class regularly and to do all the assignments. Excused absences are limited to three. Beyond three, absences are unexcused regardless of cause and will affect your grade. EMU policy states that if you miss a total of two weeks or more of class, you should drop the course.

The most important factors leading to a good grade in this course are consistent attendance and intellectual effort. If at any time during the semester you are concerned about your grade in the course or on a specific project, please set up a meeting with me early in the semester to discuss your concerns. Do not wait until the end of the term to raise questions or issues about previously graded work. All students are required to contribute to the productive classroom environment. Being a respectful and contributing member of the class means arriving on time prepared to work and to engage meaningfully in class work and discussion.

Disrespectful conduct, on the other hand, consists of using cell phones in class, using the computers for other work (besides class work), arriving late, participating in private conversations, inattention, and coming to class unprepared.

If you miss class or are late, please contact your classmates or see Professor Tracy during office hours (only) to discuss the work you missed.

Late Work and Submission Guidelines You should submit your work on the due date and in the proper format. Ten points will be deducted for each class meeting that the work is overdue. No assignments should be sent to me electronically without my prior permission. Late work will only be accepted if you consult with me prior to the class period in which the work is due.

Academic Integrity The EMU Student Handbook defines various forms of academic dishonesty and procedures for responding to them. You are responsible for familiarizing yourself with these policies. All forms are violations of trust between students and teachers. In a course on communication, failing to acknowledge accurately the work of another person whose writing you use (whether published author or a student) raises serious ethical concerns. Student-teacher relationships are built on trust. For example, students must trust that teachers have made good decisions about the content and structure of the course, and the teacher should assume that the assignments you hand in are yours (that you are the one who produced them). Acts that violate this trust undermine the educational process.

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