CHILD DEVELOPMENT (TURKISH) | |||||
Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 |
Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
NMD3901 | Digital Investigative Journalism | Fall | 2 | 2 | 3 | 10 |
This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester. |
Language of instruction: | English |
Type of course: | Non-Departmental Elective |
Course Level: | Bachelor’s Degree (First Cycle) |
Mode of Delivery: | Face to face |
Course Coordinator : | Dr. Öğr. Üyesi TİRŞE ERBAYSAL FİLİBELİ |
Course Lecturer(s): |
Dr. Öğr. Üyesi AYBERK CAN ERTUNA Prof. Dr. HASAN KEMAL SUHER |
Recommended Optional Program Components: | None. |
Course Objectives: | The journalism industry is always changing. With the new world of the internet comes a new form of journalism: convergence. Media convergence is defined as a form of cross-media cooperation, usually involving broadcast, print, photography and internet sites. This new form of journalism requires the journalist to be skilled in more than one discipline. For example, a convergence journalist could write an article for a newspaper and produce a broadcast package on the same story all in one day. Convergence journalism also adds more elements and details to a story through the use of more than one outlet to tell the story. This course is aimed to focus on the latest developments in journalism practice with underlining the cross-media applications and to give students basic skills to cover stories in a convergent way. |
The students who have succeeded in this course; The students who succeeded in this course; - will have a view on future of journalism and the place of convergence journalism in this future, - will be able to analyze convergent and multimedia coverage in a more critical way in both technical and ethical manners, - will be able to use cross-media in the same coverage, - will be able to enrich their coverage with blending visual and textual material to tell news stories in a more effective way, - will be able to use computer and basic editing and publishing software for journalism practice, - will learn about the mobile technologies in video and podcast production, - will be equipped with technical and theoretical qualifications to work for news websites as well as televisions, radio stations and other conventional news media, - will pick the right medium for different kinds of stories, - learn about basic verification techniques. |
Students who will be already taken the introductory courses on different sections of journalism will be introduced and re-introduced about the importance of convergence in media as well as technical details about; news writing, photojournalism, fundamentals of multimedia journalism, broadcasting, editing, computer assisted journalism and information graphics. Blogging and podcasting will also be issues during the semester. Students will be obliged to cover convergent real news stories in order to be able to apply what they’ve received from the course. |
Week | Subject | Related Preparation |
1) | Overview of the course, the syllabus and the textbooks | |
2) | Basics of convergent journalism and web 2.0 | |
3) | Content management systems | |
4) | Introduction to Wordpress | |
5) | Themes | |
6) | Dashboard | |
7) | Plug-ins | |
8) | Midterm | |
9) | Content creating and managing | |
10) | User management | |
11) | Web analytics | |
12) | Presentation of projects | |
13) | Presentation of projects | |
14) | Review of the semester |
Course Notes / Textbooks: | Jeffrey S. Wilkinson, August E. Grant and Douglas Fisher. Principles of Convergent Journalism. UK, Oxford University Press, 2008. Stephen Quinn , Vincent Filak. Convergent Journalism An Introduction: Writing and Producing Across Media. New York, Focal Press, 2005. NatGeo Guide to Photography: https://www.nationalgeographic.com/content/dam/ngdotcom/rights-exempt/NatGeo_GuideToPhotography.pdf KALOW, Nancy (2011). Visual Storytelling. Center for Documentary Studies at Duke University P. 6-15 https://documentarystudies.duke.edu/books/visual-storytelling-digital-video-documentary JENKINS, Henry (2006). Convergence Culture: Where Old and New Media Collide, New York: New York University Press. P.1-24 (Introduction: “Worship at the Altar of Convergence”: A New Paradigm for Understanding Media Change) FILAK, Vincent F. (2015). Convergent Journalism an Introduction: Writing and Producing Across Media. New York: Focal Press. P.63-74 (Structure and Storytelling) Reuters Handbook: A Reporter’s Guide to TV News Production: P.25-31 (Reporting and Writing Basics) Reuters Video News Handbook: Pictures/Editing/Audio |
References: | Jeffrey S. Wilkinson, August E. Grant and Douglas Fisher. Principles of Convergent Journalism. UK, Oxford University Press, 2008. Stephen Quinn , Vincent Filak. Convergent Journalism An Introduction: Writing and Producing Across Media. New York, Focal Press, 2005. NatGeo Guide to Photography: https://www.nationalgeographic.com/content/dam/ngdotcom/rights-exempt/NatGeo_GuideToPhotography.pdf KALOW, Nancy (2011). Visual Storytelling. Center for Documentary Studies at Duke University P. 6-15 https://documentarystudies.duke.edu/books/visual-storytelling-digital-video-documentary JENKINS, Henry (2006). Convergence Culture: Where Old and New Media Collide, New York: New York University Press. P.1-24 (Introduction: “Worship at the Altar of Convergence”: A New Paradigm for Understanding Media Change) FILAK, Vincent F. (2015). Convergent Journalism an Introduction: Writing and Producing Across Media. New York: Focal Press. P.63-74 (Structure and Storytelling) Reuters Handbook: A Reporter’s Guide to TV News Production: P.25-31 (Reporting and Writing Basics) Reuters Video News Handbook: Pictures/Editing/Audio |
Semester Requirements | Number of Activities | Level of Contribution |
Attendance | 13 | % 10 |
Midterms | 1 | % 40 |
Final | 1 | % 50 |
Total | % 100 | |
PERCENTAGE OF SEMESTER WORK | % 50 | |
PERCENTAGE OF FINAL WORK | % 50 | |
Total | % 100 |
Activities | Number of Activities | Duration (Hours) | Workload |
Course Hours | 14 | 2 | 28 |
Application | 14 | 2 | 28 |
Study Hours Out of Class | 14 | 14 | 196 |
Midterms | 1 | 4 | 4 |
Final | 1 | 4 | 4 |
Total Workload | 260 |
No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
Program Outcomes | Level of Contribution | |
1) | To gain both theoretical and practical knowledge about physical, cognitive, social-emotional aspects of child development. | 4 |
2) | To display actions in professional practice based on ethical principles and values. | 5 |
3) | To adopt the principle of lifelong learning, using efficient ways for accessing information. | 5 |
4) | To know the stages of child development and to be able to use models / theories efficiently for supporting children's cognitive, affective and psycho-motor development. | 5 |
5) | To plan, implement and evaluate professional projects, research and events with a sense of social responsibility, | 5 |
6) | To be able to use effective communication methods in counseling and child and family-based guidance. | 3 |
7) | To be sensitive to the child and family-related issues taking into account the child's stages of development, and to implement strategies for personal development of child and education methods which are vital for leading effective and productive life. | 5 |
8) | To use the education and communication materials according to the child development stage, and to create proper educational environment. | 5 |
9) | To take responsibilities in the field of child development and education using interdisciplinary approach, and to use information technologies, and to engage in projects and activities. | 5 |
10) | To use health information technologies for research in the field of child development. | 5 |
11) | To be able to monitor occupational information using at least one foreign language, to collaborate and communicate with colleagues at international level. | 5 |
12) | To become a good example for colleagues and society, and represent efficiently the professional identity using advanced knowledge about child development. | 5 |