Writing for Digital Media - JOMC 711
Digital media combine and converge skill sets, tools and technologies. They also converge or blur the traditional roles of producer and consumer, publisher and reader, message sender and message receiver. These evolutionary convergences and the new demands they place on writers and content developers are the focus of this course. Of special concern are the changes these media force in terms of learning how to effectively communicate in and with them. Beyond exploring these convergences, this course also asks students to put that learning into practice and, in fact, to learn by doing.
Understanding our increasingly fragmented audiences and exploring how different media behave – their unique limits and possibilities – will help students better develop content for digital formats and environments. Students will analyze the technical and rhetorical possibilities of online environments, including interactivity, hyperlinking, spatial orientation and non-linear storytelling. Students will also learn practical skills to help them succeed in writing for specifically online environments.
Fundamentally, this course is about writing – clearly, precisely, accurately, with energy and voice, and for specific audiences. Fortunately, good writing is still valued online, and it is still rare, as well. The course is about writing in and for digital environments and about communicating effectively in those online environments, which often are populated with graphical content, multimedia and hypertextual, interactive elements. Learning how to achieve balance and a careful, deliberate blend of these elements is a primary goal, and accomplishing it will require new skills, intuitions and sensitivities.
|Weekly projects and assignments||50%|
|Moderation of weekly discussion||10%|
|Class participation and professionalism||30%|
Database and Web Research - JOMC 714
This course introduces free and commercial online tools for conducting research. It examines current search engine and database technologies, the process of conducting research and evaluating results, techniques and commands for conducting advanced searching, tools for finding multimedia, book content, and online conversations as well as information that has been modified or removed, and ways in which to trap information as it is created. It ends with an introduction to the highly-specialized area of public records research.
With popular tools such as Google and Wikipedia, searching for information seems easy. Enter a few keywords on just about any topic, and voilà, you quickly find at least some relevant information. But searching does not necessarily comprise research. Google provides a quick-and-dirty way of zeroing in on an answer - preferably within the first 10 hits. Research, on the other hand, entails a careful examination. Researchers thoroughly investigate all the evidence or issues - both for and against as well as directly on point and peripheral - in order to understand the best possible answer. If searchers find a tree, researchers discover the forest.
In essence, this course helps you develop research skills. You’ll put into practice the steps that make up the research process, including identifying potential sources of information and conducting research in specialized databases. You’ll learn advanced search commands and tricks experienced researchers employ for separating the wheat from the chaff. We’ll discuss unique resources, such as the Internet Archive, examine ways to find non-textual information (audio, video, graphics), experiment with information trapping (techniques to capture emerging information), and talk about using public records in research.
New Media and Society - JOMC 715
The diffusion of new media and communication technologies—especially the Internet and the World Wide Web—and the rising sophistication of computer software and hardware have transformed the nature of electronic communication and information. Indeed, this transformation is occurring at such a rapid pace that current new media theory, research, and practice are continually evolving.
This course attempts to introduce students to cutting-edge trends and the latest advancements in the current information technology landscape. The course will focus both on theoretical models and frameworks that are relevant in digital environments as well as practical applications and implications of new media. Through a combination of lectures, readings, assignments, and projects, students will develop a nuanced understanding of diverse new media topics (e.g., online journalism, Web advertising, e-commerce, social networks, human-computer interaction, computer-mediated communication, virtual reality, etc.). The course is largely structured into two broad areas: new wine, new bottles (the examination of concepts, frameworks, and issues unique to new media) and old wine, new bottles (the influence of new media pertaining to concepts, frameworks, and issues in more traditional domains).
|Search Engine Evaluation||10%|
|Website Critique Assignments||25%|
|Group Research Project||20%|
Research Methods and Applications - JOMC 716
Knowledge of the logic, conduct and ethics of research is essential and empowering. Communication professionals have more research tools at their disposal than ever before, and they are under more pressure to measure and evaluate the impact of communication products and services.
This course is designed to help communication professionals to make better and more informed decisions about why, how, when, and where to use research and what methods of research are appropriate given the compelling research challenge and resource opportunities and constraints (time and money). Students will explore the premises, values, and limitations of research and the scientific method, survey qualitative and quantitative methods, including rationales and applications, and introduce ways to understand and critically interpret research results. Using current case studies and examples to elaborate research concepts and tools, the emerging issues and opportunities of the digital world contextualize and enrich the course. Students will be assigned research critique/assessment and research design challenges that include data collection, analysis and interpretation.
|4 critiques of research articles||20%|
|Introduction & literature review||15%|
|Final paper & pilot study||20%|
Information Visualization - JOMC 717
This course explores the overlap among several disciplines: cognitive science, graphic design, information visualization/architecture, and journalism. Based on readings from some of the main authors of each field, discussions of real world examples, and the design of several projects, the goal of the class is to provide students with the tools to succeed in this critical area of communication. Content covered includes visual communication; information design and visualization; rules of graphic design; cartographical and statistical representation; diagrams as journalistic tools; and ethics of visual communication.
The way journalism is done worldwide has changed as a consequence of the spread of new ways of gathering, organizing, and delivering information. Languages that were considered “complementary” in the past, such as information graphics (the visual display of data), are now used broadly, and found everywhere.
In this course you will learn the basic rules of graphic design and information visualization. Both involve a good understanding of related disciplines such as cartography and statistical representation. Our goal is not that you become a graphic designer, but that you learn to visually organize information to improve understanding.
|Color and type exercise||5%|
|Statistical chart exercise||5%|
|Participation in discussions||50%|
Media Law for the Digital Age - JOMC 718
Just as the Internet has jolted the communication business, it has sent a shockwave through the field of communication law. Professional communicators and legal scholars are struggling to understand how “old” law applies to “new” technology, and to figure out what, if any, new law is needed. This is the subject of this course: traditional media law and its application to new communication technology.
There are many questions to be answered. Who controls the Internet? Can a European country force an American company to remove material from the Internet? Should your broadband provider be allowed to act as an Internet censor? In the United States, should the Internet be regulated like newspapers and magazines or like broadcast or cable television? Do privacy and libel law, which were developed to apply to traditional media, need to be changed for the Internet Age? If so, how? Are Internet filters the best way to control objectionable content on the Internet? Was Congress correct when it enacted legislation to protect website operators from liability for material posted on their sites by third parties? What happens when the Internet is used to threaten or intimidate?
In this course, you will explore the delicate balance that traditionally has existed between freedom and control of the communication media and how that balance has been shaken by the Internet. You will study both the old and the new law because both are relevant today. You also will study both theoretical aspects of the law and how the law applies to your professional work. Knowing the theory will enhance your understanding of the law and enable you to participate in the on-going national debate over how the Internet should – or should not – be regulated.
Because the courts, especially the U.S. Supreme Court, are ultimately responsible for interpreting the First Amendment and maintaining the balance between freedom and control, your study will focus on judicial decisions and reasoning. The bulk of the readings and online class discussions will be aimed at analyzing and understanding court opinions affecting the media. It is important to recognize, however, that other very significant sources of media law exist. Therefore, you also will study statutory and administrative law.
Leadership in Digital Media Economics - JOMC 719
We are living through a period of immense economic disruption in the media industry. The creation of the Internet and all that it has wrought – interconnectivity, immediacy – set in motion the destruction of the business models that have supported traditional news organizations such as newspapers, broadcast television and radio for decades. By taking this course, students will learn how to evaluate the strengths and weakness of media and technology companies and analyze their potential for growth or decline.
We will examine in depth the critical strategic choices facing executives in both start-ups and established companies, and students will put together a practical and informed online business strategy plan for their own company or division. In addition, students will be introduced to applied concepts in organizational behavior. In short, students will be taught how to think financially, strategically and organizationally when leading digital media companies through a turbulent age of change.
This course begins by examining the broad economic issues facing the media industry – including the changing dynamics of consumer behavior, pricing, market segmentation, economic cycles and global competition. In the second half, we will focus more specifically on the challenges and opportunities for specific industry segments, including newspapers, magazines, broadcasting and online. While the primary focus of this class will be on the changing economics affecting 21st century news organizations, we will also study the economic drivers of other content providers – such as music companies, movies, online aggregators and commerce sites – for lessons that can be applied across industry segments.
|Midterm (open-book essay exam)||20%|
|Analysis of a Company||20%|
Strategic Communication - JOMC 720
Students will explore the world of strategic communication and how it is being transformed by digital technology. While organizations have always engaged in strategic communication to inform and influence stakeholders, the rich and exponentially cluttered information environment presents vast opportunities and mind-boggling challenges. From the global transnational media firm, to the state-wide environmental activist organization, to the local public school, today’s organizations are grappling to create and sustain stakeholder relationships through strategic, targeted, and integrated communication that supports organizational goals.
Underpinned by appropriate theory, best practice models, and ethical frameworks of practice, this course challenges students to consider the evolving roles and definitions of marketing, advertising, and public relations in a digital age. The analysis of case studies and current situations is integrated throughout the course to stimulate critical thinking and creative problem-solving skills. The course provides students with opportunities to apply their analytical skills to a variety of communication problems across multiple industries and to develop capabilities with respect to detection of marketplace problems and opportunities; development and assessment of alternative communication strategies; and evaluation of communication ideas used to build brands and solve problems to advance the interests of organizations.
|Brand contact audit||15%|
|Social media audit||15%|
|Strategic communication plan||30%|
Usability and Multimedia Design - JOMC 721
This course will introduce students to five basic areas of excellent multimedia design and help students develop expertise in their application. This class is not about learning software. Some advanced Photoshop design techniques will be covered, but a working knowledge of a graphic design, layout or animation program such as Photoshop, Illustrator, InDesign or Flash is necessary. (A selection of these programs will be introduced in JOMC 717: Information Visualization, a pre-requisite for JOMC 721.)
By reading, viewing and discussing the writings and works of journalists, artists, Web developers, photographers, usability experts, graphic designers, educators and researchers, students will deepen their appreciation for each distinct media form. By examining the latest eye-tracking research and usability testing, students will assess the practical application of many concepts. Through critiques and original storyboards, students will work to expertly integrate all this knowledge into well-designed packages.
|Participation on discussion boards||20%|
|Usability exercise, report and presentation||20%|
|Critique of multimedia presentation||20%|
Non-Traditional Thesis - JOMC 992
The non-traditional thesis project will emphasize both scholarly and practical application and will provide an opportunity to apply concepts and theories taught in the MATC curriculum. The project will be conducted with the full supervision and guidance of the student’s faculty adviser. Students will produce a detailed written report and will present findings to their committees and to a panel.
Student work in the MATC program culminates in a four-part final project that includes:
(1) a written proposal for the final project.
(2) a written comprehensive examination in which each member of the student’s committee provides a question relevant to the student’s area of study.
(3) a written document that summarizes the project.
(4) a formal presentation and oral examination in which the student presents the completed work to his or her committee and a panel of industry practitioners selected for their relevant expertise.
The final project involves designing and executing a study that addesses an issue or challenge facing an organization or business with a digital media focus. It emphasizes both scholarly and practical application in line with the professional orientation of the MATC. The subject of the project may be the student’s employer or may be selected based on the scope of the study. Students complete the final project under the direction of a fulltime School of Journalism and Mass Communication faculty member who serves as chairperson of the student’s final project committee. Two additional faculty members and/or industry professionals join the chairperson on the committee.
Students receive a grade after submission and approval of the final project.