1 Digital Journalism Fall 2012 Course Syllabus JOUR / J. Richard Stevens, Ph.D. Office Hours: 11 12:15 p.m. TR Armory #201 Office: Armory 106 Phone: TR 2-4 p.m. Or by appt. Course Description: The evolution of media from analog to digital forms profoundly changed American society in ways most Americans have yet to comprehend. Early stages of this revolution created quakes in the way music was commoditized, marketed and sold. Since that time, the film industry, cable television, information services, book and magazine publishing and nearly all other forms of media have been forced to adapt to new methods of information transfer. In each medium, the practice of journalism has faced incredible threats to the status quo. Many news organizations have lost revenue, some have folded, and nearly all that have survived have radically changed the way their content is produced. In addition, the introductions of social networking platforms and communication technologies have blurred the boundaries between mass and interpersonal communication. The impact of the digital language on journalism (both the industry and the social function) cannot be overstated. The mission of this course is to prepare students to work for news enterprises by helping them understand how digital technology has changed the field of journalism. This course is designed to instruct students in practical skill sets like Web site construction and design, but also to instruct students in the emerging philosophies and values of digital content production. Our main emphasis will be the search for a new style of narrative one that could take advantage of the simultaneous use of text, hypertext, photos, images in motion, audio, databases, and new technologies. The mission of this course is to emphasize not just the skills associated with individual programs, but the integration of several programs into designing effective and attractive digital journalism products. In addition to working on the production of digital projects, students will analyze and discuss the origins of digital journalism and its current trends. Themes will include the history of online/digital journalism, the structure and evolution of the Internet, the adaptation process from traditional media to the online environment, the search for an industry business model, the emergence of Web 2.0 news experiments, new relationships with media audiences, new legal and ethical concerns, and several other topics of industry and cultural interest.
2 Course Objectives: 1. Students will increase their understanding of the structure of news and the historical and cultural location of the news industry; 2. Students will increase their understanding of the structure and history of the Internet; 3. Students will acquire the basic skill sets needed for digital authoring; 4. Students will learn to use software packages and design principles appropriate to digital forms of journalism; 5. Students will learn to plan for the development integrated technology products and will learn to work in groups to implement these plans; 6. Students will learn how to frame and tell stories in a digital environment using a variety of media forms; and 7. Students will learn how to capture and present the diverse voices of those routinely excluded from the democratic process. Course Requirements: Grades will be determined based on a variety of criteria, including: Reading assignments, blogs, and quizzes: Students will be expected to keep up with the reading materials assigned in class. Each week, an in-class quiz or out-of-class writing assignment (or applied project) on the week s materials will be administered. A student s performance on these quizzes will account for 20% of his or her overall course grade. Attendance and participation: Students will be evaluated in terms of their class attendance (10%) and participation (10%) in class activities. Participation includes classroom discussions and assigned postings to personal blogs. This evaluation will make up 20% of each student s overall course grade. Digital Journalism Projects: Students will be divided into project teams to create digital news projects. These projects will serve as an outlet for the students new skill sets. The grades assigned to these projects will account for 25% of the final average. Exams: There are two examinations in this class: one midterm and one final exam. The midterm will count as 15% of a student s overall grade and the final will count for 20%. Combined, the exam scores account for 35% of a student s overall grade for the course.
3 Grading: The overall course score will be assigned based on the following criteria: Class attendance and participation Weekly quizzes and assignments Digital news projects Exams FINAL SCORE 20 percent 20 percent 25 percent 35 percent 100 percent When it comes to the grade reports, students should understand that an A is considered outstanding. Students who earn an A are students who have gone well beyond the class requirements and who have outperformed their fellow students. By contrast, a B is an above average performance. A B indicates that a student have displayed due diligence and standards of excellence while completing their requirements. A C represents an average performance. A C indicates that the class requirements have been adequately completed. A D indicates a below average performance by a student who completes the class requirements. An F indicates a student has not met the course requirements and so will not receive credit for having done so. The overall course grade will be generally assigned in accordance with the following criteria: A A B B B C C C D F (NOTE: Students are warned that a D in any journalism class will not deliver credit to their program of study).
4 Text Books: There are four required textbooks assigned for this class, but several texts will used as readings sources, including: James C. Foust, Online Journalism: Principles and Practices of News for the Web, 3 (Scottsdale, AZ: Holcomb Hathaway, 2011). Elizabeth Castro, HTML, XHTML, and CSS, Sixth Edition (Visual Quickstart Guide), (Berkeley, CA: Peachpit Press, 2006). Tom Negrino and Dori Smith, Dreamweaver CS6: Visual QuickStart Guide, (Berkeley, CA: Peachpit Press, 2012). Smith, Gene. Tagging: People-powered Metadata for the Social Web, (Indianapolis, Indiana: New Riders Press, 2008). Readings from these texts (and other assigned reading sources) will be announced on the online course schedule. There is no assigned course packet for this class. Readings will be distributed in class either in hard copy form or will be available on the course Web site. Additional Required/Recommended Resources: Students will need to acquire personal Web space, either from CU or from an external vendor. Because of the nature of our work, students will need to purchase a portable USB flash media drive and/or a FireWire external hard drive capable of storing data and personal files. Additional Suggested Reading List: In addition, here is a list of books that may help students explore additional areas at greater length. Janet E. Alexander and Martha Ann Tate, Web Wisdom: How to Evaluate and Create Information Quality on the Web (London: Lawrence Erlbaum Associates, 1999). Janet H. Murray, Hamlet on the Holodeck: The Future of Narrative in Cyberspace (New York: Free Press, 1997). Jakob Nielsen, Designing Web Usability (Indianapolis, Indiana: New Riders Publishing, 2000). Robin Williams and John Tollet, The Non-Designer's Web Book (Berkeley, Ca.: Peachpit Press, 1998).
5 Course policies Below are the specific class policies for this course. When in doubt, refer to the CU Handbook for university regulations. Students and faculty each have responsibility for maintaining an appropriate learning environment. Those who fail to adhere to such behavioral standards may be subject to discipline. Professional courtesy and sensitivity are especially important with respect to individuals and topics dealing with differences of race, color, culture, religion, creed, politics, veteran's status, sexual orientation, gender, gender identity and gender expression, age, disability, and nationalities. Class rosters are provided to the instructor with the student's legal name. I will gladly honor your request to address you by an alternate name or gender pronoun. Please advise me of this preference early in the semester so that I may make appropriate changes to my records. See policies at and at de CU Honor Code Honesty and intellectual integrity are at the heart of the learning process as well as the journalism industry. It is your responsibility to read and understand the CU Honor Code. All students of the University of Colorado at Boulder are responsible for knowing and adhering to the academic integrity policy of this institution. Violations of this policy may include: cheating, plagiarism, aid of academic dishonesty, fabrication, lying, bribery, and threatening behavior. All incidents of academic misconduct shall be reported to the Honor Code Council ). Students who are found to be in violation of the academic integrity policy will be subject to both academic sanctions from the faculty member and non-academic sanctions (including but not limited to university probation, suspension, or expulsion). Other information on the Honor Code can be found at and at ACADEMIC DISHONESTY AND PLAGIARISM The University defines academic dishonesty as cheating, plagiarism, unauthorized collaboration, falsifying academic records, and any act designed to avoid participating honestly in the learning process. Scholastic dishonesty also includes, but is not limited to, providing false or misleading information to receive a postponement or an extension on a test, quiz, or other assignment, and submission of essentially the same written assignment for two courses without the prior permission of the instructor. By accepting this
6 syllabus, you have agreed to these guidelines and must adhere to them. Scholastic dishonest damages both the student's learning experience and readiness for the future demands of a work-career. There are many forms of plagiarism: repeating another person's sentence as your own, adopting a particularly apt phrase as your own, paraphrasing someone else's argument as your own, or even presenting someone else's line of thinking in the development of a thesis as though it were your own. It is perfectly acceptable to use the ideas and words of other people, but we must never submit someone else's work as if it were our own, without giving appropriate credit to the originator. Here are some specific guidelines to follow: * Quotations. Whenever you use a phrase, sentence, or longer passage written (or spoken) by someone else, you must enclose the words in quotation marks and indicate the exact source of the material. This applies also to quotations you have altered. * Paraphrasing another's language. Avoid closely paraphrasing another's words: substituting an occasional synonym, leaving out or adding an occasional modifier, rearranging the grammar slightly, just changing the tenses of verbs, and so on. Either quote the material directly, using quotation marks, or put the ideas completely in your own words. In either case, acknowledgment is necessary. Remember: expressing someone else's ideas in your own way does not make them yours. * Facts. In a paper, you will often use facts that you have gotten from a lecture, a written work, or some other source. If the facts are well known, it is usually not necessary to provide a source. (In a paper on American history, for example, it would not ordinarily be necessary to give a source for the statement that the Civil War began in 1861 after the inauguration of Abraham Lincoln.) However, if the facts are not widely known or if the facts were developed or presented by a specific source, then you should identify the source for the facts. * Ideas. If you use an idea or ideas that you learned from a lecture, written work, or some other source, then you should identify the source. You should identify the source for an ideas whether or not you agree with the idea. It does not become your original idea just because you agree with it. In general, all sources must be identified as clearly, accurately, and thoroughly as possible. When in doubt about whether to identify a source, either cite the source or consult your instructor.
7 Lateness, tardiness, and making up assignments This class is training students to be professional journalists. In the journalism industry, deadlines are of paramount importance and often determine whether the public sees a body of work or not. This class will be an attempt to reflect these norms. Tolerance and Diversity The University of Colorado Boulder (CU-Boulder) is committed to maintaining a positive learning, working, and living environment. The University of Colorado does not discriminate on the basis of race, color, national origin, sex, age, disability, creed, religion, sexual orientation, or veteran status in admission and access to, and treatment and employment in, its educational programs and activities. (Regent Law, Article 10, amended 11/8/2001). CU- Boulder will not tolerate acts of discrimination or harassment based upon Protected Classes or related retaliation against or by any employee or student. For purposes of this CU-Boulder policy, "Protected Classes" refers to race, color, national origin, sex, pregnancy, age, disability, creed, religion, sexual orientation, gender identity, gender expression, or veteran status. Individuals who believe they have been discriminated against should contact the Office of Discrimination and Harassment (ODH) at or the Office of Student Conduct (OSC) at Information about the ODH, the above referenced policies, and the campus resources available to assist individuals regarding discrimination or harassment can be obtained at Accommodations for students with disabilities If you qualify for accommodations because of a disability, please submit to me a letter from Disability Services in a timely manner (for exam accommodations provide your letter at least one week prior to the exam) so that your needs can be addressed. Disability Services determines accommodations based on documented disabilities. Contact Disability Services at or by e- mail at If you have a temporary medical condition or injury, see Temporary Medical Conditions: Injuries, Surgeries, and Illnesses guidelines under Quick Links at Disability Services website and discuss your needs with your professor. Religious observances Campus policy regarding religious observances requires that faculty make every effort to deal reasonably and fairly with all students who, because of religious obligations, have conflicts with scheduled exams, assignments or required attendance. In this class, the instructor needs to be identified prior to any conflict resulting in the non-attendance of class so alternative
8 arrangements can be made. See full details at A comprehensive calendar of the religious holidays most commonly observed by CU-Boulder students is at University Extracurricular Activities Students participating in an officially sanctioned, scheduled university extracurricular activity will be given the opportunity to make up class assignments or other graded assignments missed as a result of their participation. It is the responsibility of the student to make arrangements with the instructor prior to any missed scheduled examination or other missed assignment for making up the work.
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