INTERNATIONAL TRADE AND BUSINESS | |||||
Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 |
Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
NMD3101 | Lifestyle Content Creation for Social Media | Fall | 3 | 0 | 3 | 5 |
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 SİNAN AŞÇI |
Course Lecturer(s): |
Instructor BANU ŞAHİN Dr. Öğr. Üyesi TİRŞE ERBAYSAL FİLİBELİ |
Recommended Optional Program Components: | None |
Course Objectives: | This course aims to provide theoretical, practical and critical knowledge on and develop expertise in "lifestyle journalism" which has been becoming an increasingly important type of journalism in the global and local scales. |
The students who have succeeded in this course; - the historical and sociological factors that created "lifestyle journalism", - the current situation and future potentials of "lifestyle journalism" in the media sector, - practical skills in order to work as a "lifestyle journalist" - vocational and social ethics-related issues pertaining to "lifestyle journalism" - awareness of finding and choosing the right ways of telling a story in digital lifestyle magazine, - practical skill of asking questions, searching for answers in the digital world. - development of a sense of thinking about social, economic and political reflections of art, culture, fashion, travel, food etc. |
This course will focus on the historical and social development of lifestyle journalism as a separate vocation from general types of journalism and which has gained prominence since 1970s with the rise of consumption-based lifestyles of various stripes. After these theoretical discussions, we will move into the key points that separate lifestyle journalism from other types of journalism, contextualize it within the sector and discuss its digital transformation. Finally, we will develop practical and vocational skills for students in order for them to work as digital lifestyle journalists and we will deal with critical issues pertaining to the social and vocational ethics related to this type of journalism. |
Week | Subject | Related Preparation |
1) | Overview to the class, explanation of the rules | |
2) | A short tale of lifestyle journalism from the printed realm to the digital, its cultural, economic and political impact; entering the magazine zone | |
3) | Magazine: Description, types, formats; decisions on the digital magazine; distribution of tasks | |
4) | Lifestyle journalism’s main principles, ethics, laws; designing the digital magazine | |
5) | Field study (opening, gala, press conference, publicity meeting, test drive, cover photo shooting etc.) | |
6) | General review and discussion on the field study | |
7) | Types of new media, blogging and fashion journalism | |
8) | Quest for a new style; discussion and review on the design of digital magazine; the importance of expressing experiences, discussion on specific type of lifestyle coverages (art, culture, travel, food, entertainment, wellbeing etc.) | |
9) | Lifestyle Journalism Examples from Turkish media | |
10) | Vocational techniques for Lifestyle journalism | |
11) | Social and vocational ethics pertaining to lifestyle journalism | |
12) | Online news & social media: Principles, differences, advantages and disadvantages | |
13) | Presentations | |
14) | Review of the course topics. |
Course Notes / Textbooks: | Eric Jon Bulson, Little Magazine world form, Berlin: De Gruyter, 2016. Agnes Rocamora (2012) "Hypertextuality & Remediation in the Fashion Media: The case of fashion blogs," Special Issue on Lifestyle Journalism, "Journalism Practice" Journal, Vol 6, No. 1. Lyn McGaurr (2012) "The Devil May Care: Travel journalism, cosmopolitan concern, politics and the brand" Special Issue on Lifestyle Journalism, "Journalism Practice" Journal, Vol 6, No. 1. |
References: |
Semester Requirements | Number of Activities | Level of Contribution |
Attendance | 14 | % 10 |
Presentation | 1 | % 20 |
Project | 1 | % 10 |
Midterms | 1 | % 20 |
Final | 1 | % 40 |
Total | % 100 | |
PERCENTAGE OF SEMESTER WORK | % 50 | |
PERCENTAGE OF FINAL WORK | % 50 | |
Total | % 100 |
Activities | Number of Activities | Duration (Hours) | Workload |
Course Hours | 14 | 3 | 42 |
Study Hours Out of Class | 14 | 3 | 42 |
Project | 2 | 20 | 40 |
Midterms | 1 | 3 | 3 |
Final | 1 | 3 | 3 |
Total Workload | 130 |
No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
Program Outcomes | Level of Contribution | |
1) | Has theoretical and practical knowledge on management, business, trade, economy, entrepreneurship, innovation, sustainable development related to International Trade and Business and can use this information | |
2) | Can collect data from different sources in the global business world and successfully apply research techniques, use information and communication technologies. | |
3) | Can analyze opportunities and threats with strategic thinking skills by using different resources and channels in the ever-changing global business world. | |
4) | Can communicate orally and in writing with a good knowledge of English grammar. | |
5) | He / she can transfer the knowledge and skills he / she has acquired in the field to the relevant people in written and oral form and evaluate them critically. | |
6) | Adopts the principles of business ethics with the awareness of professional responsibility and can apply these principles within the framework of legal rules in the field of global trade and business. | |
7) | He / she can collaborate in and out of the field, take responsibility, respect cultural differences and have ethical values. | |
8) | Has sufficient awareness of social rights, justice, cultural values, environmental awareness, occupational health and safety. | |
9) | With the lifelong learning skill acquired, she/he can identify learning needs and improve herself/himself |