UNIVERSITY OF KENT
Module Specification
2.
3.
1. The title of the module
JN810 Database Journalism
The Department which will be responsible for management of the module
Centre for Journalism
The Start Date of the Module
September 2010
4.
5.
The cohort of students (onwards) to which the module will be applicable.
September 2010
The number of students expected to take the module
7 to 20
6. Modules to be withdrawn on the introduction of this proposed module and consultation with other relevant Departments and Faculties regarding the withdrawal
None
7.
[M])
The level of the module (eg Certificate [C], Intermediate [I], Honours [H] or Postgraduate
M
8.
9.
The number of credits which the module represents
15
Which term(s) the module is to be taught in (or other teaching pattern)
Spring
10. Prerequisite and co-requisite modules for Journalism students.
Practical Multimedia Journalism co-requisite
11. The programmes of study to which the module contributes
MA Multimedia Journalism
MA in International Multimedia Journalism
12. The intended subject specific learning outcomes and, as appropriate, their relationship to programme learning outcomes
On successful completion of this module students will:
SLO1 Demonstrate a systematic understanding and a critical awareness of the use of databases in public life
SLO2 Develop a comprehensive understanding of the differences in the technologies used in the construction of databases
SLO3
SLO4
SLO5
SLO6
Have a comprehensive understanding of how structured data can be used to effectively illuminate issues of public concern
Demonstrate professional skills and originality in making use of the contents of databases to inform an audience
Develop the capability of producing properly structured multimedia journalism packages, using structured data for an international, national or regional audience
Develop a critical awareness of how the storage of data can aid the work of journalism teams

Relationship of subject learning outcomes to programme learning outcomes:
PLOA1
PLOA2
PLOA3
PLOA4
PLOC1
The legal, ethical and regulatory frameworks that govern journalism in the United Kingdom
The historical evolution of journalism.
Journalism’s functions and purposes in a representative democracy
Ability to work collaboratively in teams to commission and produce multimedia journalism
Ability to report to deadline in text, audio, video and online PLOC2
PLOC3 Take accurate shorthand notes at a speed of at least 100 words per minute for MA in Multimedia Journalism
PLOC4 Understand the commissioning and funding structures of
13. The intended generic learning outcomes and, as appropriate, their relationship to programme learning outcomes
On successful completion of this module students will acquire the ability to:
GLO1 the news industry and demonstrate a capacity to work creatively within the constraints imposed by them.
GLO2
GLO3
Work effectively as individuals and in a team environment, exercising initiative and personal responsibility
Make informed decisions about deployment of resources in planning, gathering, producing and disseminating information in complex and unpredictable situations
Use complex multimedia hardware and software in an original and professional way with a specific audience in mind
GLO4 Present systematic and creative analytical arguments based on a detailed understanding of economic, social and professional factors influencing media industry decision-makers.
Relationship of generic learning outcomes to programme learning outcomes:
PLOB1 Ability to gather, organise and deploy information, images and data from primary and secondary sources both systematically and creatively.
GLO1, GLO3
PLOB2
Key principles and practices in the production of multimedia journalism
PLOB3
PLOB4
PLOD1
PLOD2
PLOD3
PLOD4
PLOD5
Ability to create and deploy text and images for publication in print, for broadcast and online .
GLO2
Ability to carry out detailed research for essays, GLO4 presentations and dissertations involving sustained independent analysis and inquiry.
Develop substantive, detailed and critical understanding of GLO4 multimedia journalism and an appreciation of how it is developing .
Ability to work in flexible, disciplined and independent ways
GLO1
Communicate very effectively in writing and in a variety of media
GLO1
Put to use a range of information communication GLO3 technology skills using web-based technology and multimedia
Deliver work to a given length, format, brief and deadline GLO2
Deal with complex issues both systematically and GLO4 creatively and communicate their conclusions clearly to a range of different audiences

14. A synopsis of the curriculum a) The origins of computer assisted reporting b) Early examples, including CBS’s use of a computer to analyse 1952 election data and Detroit
Free Press’s riot coverage of 1967 c) Notable database journalism projects of the past 40 years: LA Times’s homicide map;
ChicagoCrime.org; Atlanta Journal-Constitution’s The Color of Money investigation into mortgage lending discrimination; Guardian’s MP expenses follow-up; d) Helpful organisations including National Institute for Computer Assisted Reporting e) Modern database journalism projects, including Mysociety and Everyblock f) Basic database structures: building simple databases using open-source technology g) Geolocation of news and the use of digital mapping h) Useful public databases in the UK and beyond, particularly focusing on data.gov.uk i) Ethics of database usage, including privacy considerations j) Crowdsourcing: generating data from your community k) Data visualisation: effective presentation of findings and story telling techniques
15. Indicative Reading List
 Precision Journalism by Philip Meyer (Rowman & Littlefield, 2002)
 The development of computer assisted reporting, Melisma Cox

The Investigative Reporter’s Handbook: A guide to documents data and techniques, by Brant
Houston (5 th Edition, 2009 Bedford/St Martins)
 Weaving the Web: the original design and the ultimate destiny of the World Wide Web, by Tim
Berners Lee, (Harper Collins, 2000)

We the Media, by Dan Gilmor

The Crowdsourcing Handbook by Dan Bell (Emereo, 2009)
 The Art of Community: Building the new age of participation by Jono Bacon (O’Reilly Media
2009)
16. Learning and Teaching Methods, including the nature and number of contact hours and the total study hours which will be expected of students, and how these relate to achievement of the intended learning outcomes
The module will be taught by a combination of lectures, seminars and practical newsroom exercises totalling two hours per week for 12 weeks. Lectures will teach fundamental principles, seminars will concentrate on professional and ethical contexts and key critical debates, newsroom sessions will focus on practical journalism exercises. Students will spend at least 50 hours in private study during which they will assimilate lecture material and at least 50 hours working on practical exercises. They will spend a further 26 hours or more in revision for examinations.
17. Assessment methods and how these relate to testing achievement of the intended learning outcomes
75% coursework project and 25% two-hour written exam. The coursework will test competence in newsgathering, identification and use of data, data visualisation and storytelling skills and original ideas. The examination will test understanding of the development, culture and ethics of database journalism and the key practical concepts behind its practise.

Relationship of teaching and assessment methods to learning outcomes:
Assessment Strategy Learning and Teaching Methods Subject- Specific
Learning
Outcome
SLO1
SLO2
SLO3
SLO4
SLO5
SLO6
Generic
Learning
Outcome
Coursework x x x x x
Assessment Strategy
Exam x
Lectures x x x x x
Seminars x x x x x x
Learning and Teaching Methods
GLO1
GLO2
GLO3
Coursework x x x
Exam x
Lectures x
Seminars x x x
GLO4 x x x x
18. Implications for learning resources, including staff, library, IT and space.
The module requires sufficient timetabled use of a dedicated newsroom with a PC workstation for each student capable of running advanced multimedia software.
19. A statement confirming that, as far as can be reasonably anticipated, the learning and teaching methods and forms of assessment do not present curriculum, any non-justifiable disadvantage to students with disabilities
It is confirmed that, as far as can be reasonably anticipated, the curriculum, learning and teaching methods and forms of assessment do not present any non-justifiable disadvantage to students with disabilities.
Statement by the Director of Learning and Teaching: "I confirm I have been consulted on the above module proposal and have given advice on the correct procedures and required content of module proposals"
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Director of Learning and Teaching
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Print Name
Date
Statement by the Head of Department: "I confirm that the Department has approved the introduction of the module and, where the module is proposed by Departmental staff, will be responsible for its resourcing"
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Head of Department
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Date

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Print Name