New Media- the challenge for traditional media,
advertisers and communicators -
Erasmus Course Syllabus
Lecturer: Ana ADIContact: [email protected]
Session 2009/2010
Semester 1
An electronic version of this Syllabus is available on http://anaadi.wordpress.com
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Contents
1. Course summary 2. Aims of course 3. Learning outcomes 4. Employability skills 5. Modes of delivery
a. Day by day lesson plan i. Day 1
ii. Day 2 iii. Day 3 iv. Day 4 v. Day 5
vi. Day 6 vii. Day 7
viii. Day 8 6. Assessment criteria
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1. Course Summary
The changes in the media landscape, the evolution of convergence, the explosion of web 2.0 including social media as well as their implications for business and communication environments are important elements, which any aspiring journalist, marketer or communicator should be aware of, understand and, most of all, be able to keep up with. This course is designed to meet such needs and addresses an international audience. It is a 2 credit, 2 weeks long, 3 hours/day course aiming to offer a balanced mixture of theoretical presentations and readings (made available online in a PDF format), applied assignments and in class exercises.
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2. Aims of Course
This course aims to: Illustrate a historical development of media Introduce and explain the notion of new media Define the concepts of convergence, web 2.0, journalism 2.0 and PR 2.0 Illustrate advertising techniques, online and offline Present the advantages of online advertising Briefly describe the current online advertising methods Present the challenges that the emergence of new media pose to traditional
media and the way they raised to such challenges Describe the uses of new media for marketing and communication oriented
businesses Present and explore with students platforms, research methods and tools
that could enhance a communicator’s work Expose students to new media by enabling them to engage with it Increase the students’ awareness of the risks and opportunities that the new
media offer them in their career development Increase students adaptability to working in teams Prepare students to interact adequately in both an academic and
professional setting through the variety of assignments given Expose students to the market expectations and requirements Put students in direct contact with industry leaders and top academics, their
problems and way of working in a new media world for example, by emphasizing aspects of blogging and micro-blogging, social and professional networking or identity and privacy security online
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3. Intended Learning Outcomes
By the end of this course students will be able to:
L1 Describe the historical development of media and the relationship between established and emergent media in their home countries;L2 Demonstrate how the new media concepts relate to journalism and communication industry;L3 Compare the challenges that new media pose to traditional media outlets, to traditional and general journalism practice as well as to the communication industries in the students’ home countries;L4 Appraise the diversity (cultural and technological) of the new media landscape;L5 Summarize newest developments in terms of new media and their impact (influence, opportunities and risks) on the communication, marketing and journalistic practices;L6 Generate, by working in teams, content fit for new media using new media applications and toolsL7 Develop communication campaigns - from SWOT analysis to specific research and up to creative solution and delivery - that fully integrate the new media (paid/unpaid) options available online
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4. Employability Skills
Through participation in this course students will have the opportunity to develop knowledge, understanding, skills and attributes which, as well as being specific to their chosen area of study, will be transferable and enhance the students’ employability.
These include, in relation to:
a) Knowledge and understanding An understanding of the roles of communication systems, an awareness of
the economic forces which frame the media, cultural and creative industries, and the role of such industries in specific areas of contemporary political and cultural life;
An understanding of particular media forms and genres and the way in which they organise understandings, meanings and affects;
An understanding of the role of technology in terms of media production, access and use;
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b) General cognitive skills Critically evaluate the contested nature of some objects of study within the
fields of communication and media, and the social and political implications of the judgements which are made;
Critically appraise some of the widespread common sense understandings and misunderstandings of communications, media and culture, and the debates and disagreements to which these give rise;
Have an understanding of how media, cultural and creative organisations operate and are managed;
Retrieve and generate information, and evaluate sources, in carrying out independent research
c) Autonomy, accountability and working with others Work productively in a group or team, showing abilities at different times to
listen, contribute and lead effectively; Deliver work to a given length, format, brief and deadline, properly
referencing sources and ideas and making use, as appropriate, of a problem-solving approach;
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5. Modes of delivery
Classes are delivered in thee-hour blocks on a daily basis (please consult schedule), lectures and seminars taking place the same day. Lecturers will introduce and exemplify key theoretical and critical concepts that can be applied in analysis to a wide range of texts in the fields of media, advertising, marketing and communication. The approach is learner-centred with students actively engaged in a range of tasks to promote engagement with and analyses of different kinds of text and activities.
Preliminary requirements Students are asked to bring to class their laptops, cameras, mobile phones, mp3 players. Students will be required to use them for educational purposes.
LecturesStudents are expected to prepare for lectures by reading the required reading and preparing the required assignments for that day. Details about this are given below. An academic writing assignment is linked to the lectures. For this, students will have to choose 3 readings from the assigned list, irrespective of topic and day, and produce a one page long paper per reading consisting of a half-page summary of the reading and a half-page commentary of the reading. Three readings therefore three papers to submit at the end of Day 7 of the course. (Arial 12, single spaced)
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Seminars For every seminar, students must complete the required reading before the seminar takes place. Unlike for lectures, readings for seminars will consist of news, professional articles and blogs.
On-line materials will also be uploaded either on http://anaadi.wordpress.com or on http://slideshare.net/ana_adi. The virtual learning environment is integral to the work of the module. Students should make sure that they have access to the Internet and visit the two sites indicated above on a regular basis. Key information about the running of the module will be posted there. If students have any difficulties with access, please contact the Lecturer.
Practical activity During the lecture and seminar time students will be asked to photograph, video, blog or tweet about the lectures. With the material gathered during the first days of the course and in conjunction with the information received in class, they will be required to work in teams and create a short presentation that they will deliver in Day 7 of the lecture. More details will be given in class.
Day by day lesson plan
The following pages provide a guide to the topics for each day. For each day, there are more detailed explanations of what the course will cover, including details of required reading. Please note that this is a required minimum of reading. From readings are indicated within this document students will have to choose three for their summary and commentary assignment due on Day 7 of the course.
NOTE: Out of all the readings assigned students have to choose, read, summarize and comment on 3 of them dedicating no more than one page to each reading.
REMINDER: Students will also be asked to bring their recording devices to class – photo cameras, video or audio recorders, mobile phones and will be asked to use them in order to record the teaching and learning process.
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Day 1 - Introduction
Readings: BRIGGS, A., & BURKE, PETER (2005) Introduction; The Print Revolution in Context. IN
BRIGGS, A., & BURKE, PETER (Ed.) A Social History of the Media. From Gutenberg to the Internet. Polity.
DEUZE, M. (2005) What is Journalism? Professional identity and ideology of journalists reconsidered. Journalism, 6, 442-464.
DIKEN-GARCIA, H. (1998) The Internet and Continuing Historical Discourse. J&MC Quarterly, 75, 19-27.
LEHMAN-WILZIG, S., & COHEN-AVIGDOR, NAVA (2004) The natural life cycle of new media evolution. New Media & Society, 6, 707-730.
PAVLIK, J. V. (2004) A Sea-Change in Journalism: Convergence, Journalists, their Audiences and Sources.
SCOTT, B. (2005) A Contemporary History of Digital Journalism. Television & New Media, 6, 89-126.
Screening: History of media; Future of the Web
Key issues: An overview of the media development through history. What is media? What is journalism? What are the latest statistics regarding the worldwide Internet penetration? Discussions about convergence and web 2.0.
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Day 2 - Media challenges in a new media world?
Readings:DEUZE, M. (2007) Convergence culture in the creative industries. International
Journal of Cultural Studies, 10, 243-263.JO, S. (2003) The Portrayal of Public Relations in the News Media. Mass
Communication & Society, 6, 397-411.LIPINSKI, D., & NEDDENRIEP, GREGORY (2004) Using "New" Media to Get "Old"
Media Coverage: How Members of Congress Utilize Their Web Sites to Court Journalists. The Harvard International Journal of Press/Politics, 9, 7-21.
QUINN, S. (2004) An Intersection of Ideals: Journalism, Profits, Technology and Convergence. Convergence: The International Journal of Research into New Media Technologies, 10.
COTTLE, S. (Ed.) (2009) Citizen Journalism. Global Perspectives, accessed on May 17, 2009: http://citizenjournalism.me/the-book/
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Screening: EPIC; Wikis in Plain English
Key issues: What is the relationship between traditional and new media? What is the role of journalism and journalists? What does citizen journalism mean and how does it fit into the current media landscape? What are the convergent and web 2.0 features that traditional media are displaying?
Form of delivery – online using one or more of the tools, applications and platforms available online
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Day 3: Practice
Readings: LUNN, B. (2009) Journalism 2.0: Don’t Throw Out the Baby, accessed on October 15, 2009: http://www.readwriteweb.com/archives/journalism_20_dont_throw_out_the_baby.php BRIGGS, M. (2009) Journalism 2.0: How to survive and thrive, accessed Oct 14, 2009: http://www.kcnn.org/resources/journalism_20/
Screening: Did You Know 4.0; How Live Blogging is Changing Journalism
In class activity: Projects will be assigned at the beginning of the class and results need to be presented by the end of it.
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Day 4: Advertisers and communicators’ challenges and advantages in a new media world
Readings:CARL, W. J. (2006) To Tell or Not To Tell? Assessing the Practical Effect of Disclosure
for Word-of-Mouth Marketing Agents and Their Conversational Partners. Northeastern University.
FERGUSON, T. D., DEEPHOUSE, DAVID L., & FERGUSON, WILLIAM L. (2000) Do Strategic Groups Differ in Reputation? Strategic Management Journal, 21, 1195-1214.
NIEDERQUELL, M. O. (2001) Integrating the Strategic Benefits of Public Relations into the Marketing Mix. Public Relations Quarterly, 23-24.
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RINDOVA, V. P., & KOTHA, SURESH (1998) Building Reputation on the Internet: Lessons From Amazon.com and its Competitors. Washington DC.
CHAPMAN, T. (2008) Social network marketing, engagement marketing and brands; accessed on September 30, 2008: www.socialnetworkmarketinguk.com
INTERNATIONAL BUREAU OF ADVERTISING (2009) Social Advertising Best Practices, accessed on May 19, 2009: http://www.iab.net/media/file/Social-Advertising-Best-Practices-0509.pdf
Screening: awarded commercials and campaigns
Key issues: What is the impact of new media on the communication industries? The power of many, viral campaigns, celebrity “me” and crisis communication online. Communication industries, convergence and the use of social media.
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Day 5: Pratice – Research Tools for PR2.0
Readings: Brian Solis’ blog: http://www.briansolis.com/Blending the Mix: http://blendingthemix.com/ PR101: http://pr101.org/ Social Media by Anders Sporring: http://sporringsocialmedia.com/
In class activity: Projects will be assigned at the beginning of the class to randomly assigned teams. Students will explore research tools such as Google Insights for Search and Twitter analytics tools. Results need to be presented by the end of it. Presentations of team work will be done during the same class.
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Day 6: On a mission: how to use social media
Screening: Impossible is nothing
Key issues: How to prepare for a job. Online versus offline resumes. Video CVs versus portfolios. Creating a personal brand.
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Day 7: Team project presentations
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Teams randomly assigned at the beginning of week 2 of the course will be presenting their final product according to specifications communicated in class.
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Day 8: Revision
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6. Assessment criteria
The final grade of this course will represent a cumulated grade for all the assignments:
Assignment Points3 readings – commentary and summary (this includes points for meeting the formatting requirements, writing in an academic style, indicated the sources correctly and providing a summary and a commentary to EACH of the three readings chosen)
36
Team project (this includes points for the product created and for the team presentation)
34
In class participation 30
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Contact
For more details and information please contact: Ana ADIDoctoral Researcher – University of the West of Scotland, UKPR Consultant [email protected] http://anaadi.wordpress.comTwitter: ana_adi
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