Investigating Media, Reflective Practices

Investigating Media, Reflective Practices Course area UTS: Communication Delivery Spring 2015; City Credit points 8cp Requisite(s) 58226 Media, Mediation, Power These requisites may not apply to students in certain courses. See access conditions. Result type Grade, no marks Subject coordinator Belinda Middleweek, PhD Phone: 9514 1918 Mobile: 0404 836 264 Room: CB03.05.19 Email: [email protected] Consultation: By appointment Teaching staff Belinda Middleweek, PhD Phone: 9514 1918 Mobile: 0404 836 264 Room: CB03.05.19 Email: [email protected] Consultation: By appointment Liz Giuffre, PhD Email: [email protected] Consultation: By appointment Room: CB03.04.450 Cale Bain, BA, MA Email: [email protected] Mobile: 0406 609 334 Consultation: By appointment Jahnnabi Das,PhD Email: [email protected] Consultation: By appointment Pigeonhole CB03.05.21 Subject description This subject explores key research traditions and methodologies through practical projects investigating diverse media and the people who use them. Students explore approaches including semiotic methods for analysing the meaning and significance of programs and formats (such as 'reality television'); objective and subjective approaches to audiences/consumers; how to study the ways people actively use various media in their daily lives ('ethnomethodology'); 'political economy' analyses of media industries; and self-reflective and critical approaches to understanding what it means to work as a media professional in contemporary Australian media industries. In this subject, students further develop their ability to report and present research findings using research communication techniques rather than conventional essays. It provides practical experience in formulating and investigating research questions, preparing students for successful Honours-level research, and building pathways to careers in the media 03/08/2015 (Spring 2015) © University of Technology, Sydney Page 1 of 12 and in media research. Subject objectives a. Explain the significance of mediated communications in historical context b. Analyse the political and social importance of new (media) technologies c. Analyse media practice and/or products through a supervised media studies research project d. Explain key theoretical concepts in media studies e. Discuss their own relationships with and experiences of media culture f. Link media practices with research and theory Teaching and learning strategies In this subject students will build on their knowledge of media theory and debates from the first Media Studies Sub Major subject (58226), explore additional media theories and learn about the theory and practice of reflection in their lives as media professionals. Media theories and reflective practice theory will be presented in lectures and discussed in tutorials. Students will interview each other about their professional practice to build their skills of reflection. Students will reflect on their own and/or other media professionals’ practice and key theories from the subject (Task 1) in an online blog (ePortfolio) developed within UTS Online Blackboard environment and by contributing to in-class discussion and online annotation of required readings using tailored software [A.nnotate]. Students will develop their oral and audiovisual presentation skills through class participation (including the class element of Task 1) and presentations (Task 2 - a report on the progress of their research project). In consultation with the tutor, students will develop a research question, design their research project, conduct a brief literature review and conduct their research project. Students will present a progress report (including their question, theoretical approach, choice of empirical data, and brief annotated bibliography, and progress to date) in an oral and/or audiovisual presentation to their tutorial group (Task 2). Students will present their final research project in the form of a research article OR an audiovisual presentation WITH an accompanying annotated bibliography (Task 3). Proposals for audiovisual projects will be accepted only from students who already have the skills required for successful production in their chosen format and who have access to their own equipment. Content The subject explores key research traditions and methodologies in media studies and reflective practice. Key theories from 58226 Media, Mediation, Power (framing, agenda setting, semiotics, media effects, content analysis) and 58201 Communication and Cultural Industries and Practices (i.e. political economy) will be briefly reviewed to refresh students’ memories. Building on these, lectures will introduce objective/subjective approaches to audiences, ethnomethodology, Bourdieu, media socialisation and cultural change, source-media relations, postmodernism and media (Baudrillard, Derrida, Lyotard), gatekeeping and gatewatching, and a more in-depth look at semiotic analysis and reality television. Reflective practice theories will include key concepts from Schon and Boud and be considered in relation to ethics and professionalism. Program Week/Session Dates Description 1 27 July Topic 1: Introduction: Key Concepts and Research Design Required reading Robson, C. 2007, 'Developing your ideas', in C. Robson, How to do a research project: a guide for undergraduate students, Blackwell, Malden, MA pp. 47-69. See UTS Online Course Materials folder Further reading Notes: In weeks 3 and 4 there will be TWO lectures. Please check lecture and tute locations in your timetable. In Weeks 12 and 13 there will be no lectures and your tute will start at 9am or 1pm. 03/08/2015 (Spring 2015) © University of Technology, Sydney Page 2 of 12 2 3 Aug Topic 2: Infotainment and 'serious' research: Doing and delivering engaging research - Guest Lecturer Dr Liz Giuffre Required reading Flew, T. 2008, 'Ten key contemporary new media theorists', in T. Flew, New media: an introduction, Oxford University Press, South Melbourne, pp. 58-79. eReading Attfield, S. and Giuffre, L. 2015, 'Laughing while Learning: Using Comedic Reporting and Commentary in the Classroom' in R. Caine et.al., Bridging Gaps: Higher Education, Media and Society, WaterHill Publishing, Toronto, pp.tbc 3 10 Aug TWO LECTURES TODAY: This lecture is at 8am Topic 3: Ethics and Professionalism Required reading ?Gregory, A. 2006, 'The truth and the whole truth?', in J. Hobsbawm (ed.), Where the truth lies: trust and morality in PR and journalism, Atlantic Books, London, pp. 92-103. eReading PLUS please read the Code of ethics for your profession - see folder in Course Materials section at UTS Online Further reading Hurst, J. and White, S. A. 1994, 'Principles and present practice' in Ethics and the Australian news media. J. Hurst and S. A. White. Macmillan Education Australia, Sth Melbourne, pp. 1-24. eReading Ward, Stephen J. A. 2004, 'Pragmatic objectivity' (extract from Ch 7) in S.J.A. Ward, The invention of journalism ethics: the path to objectivity and beyond, McGill-Queen's University Press, Montréal and Kingston. eReading 3 10 Aug TWO LECTURES TODAY: This lecture is at 9am Topic 4: Professional fields - Bourdieu and the Media - Guest lecturer Cale Bain, MA Required reading Darras, E. 2005, 'Media consecration of the political order' in R. Benson and E. Neveu (Eds) Bourdieu and the journalistic field, Polity Press, Cambridge, pp. 156-173. See UTS Online Swartz, D. L. 1997, 'Introducing Pierre Bourdieu', in D. L. Swartz, Culture and Power: the sociology of Pierre Bourdieu. University of Chicago Press,Chicago, pp. 1-14. See UTS Online. Bourdieu, P. 2006 (rev. ed),. 'On Television', in M.G. Durham and D. M. Kellner (Eds), Media and cultural studies: keyworks, Blackwell Publishers, Malden, MA, pp. 328-336. eReading Further reading Swartz, D. L. 1997, 'Habitus: a cultural theory of action', in D.L. Swartz, Culture and Power: the sociology of Pierre Bourdieu, University of Chicago Press, Chicago, pp. 95-116. 03/08/2015 (Spring 2015) © University of Technology, Sydney Page 3 of 12 4 17 Aug TWO LECTURES TODAY: This lecture is at 8am Topic 5: Reflective Practice Required reading Schön, D. A. 1991, 'Reflection in action', in D. A. Schön, The reflective practitioner: how professionals think in action, Aldershot, England, pp. 49-69. See UTS Online Further reading Yancey, K. B. 2009, Section 1, 'Introduction: Reflection in electronic portfolio practice' & Ch 1,' Reflection and electronic portfolios: inventing the self and reinventing the university', in D. Cambridge, B. Cambridge and K. B. Yancey (Eds), Electronic Portfolios 2.0: emergent research on implementation and impact. Sterling Imprint, Stylus Publishing, VA, pp. 1-16. eReading King, P. M. and Kitchener, K.S. 1994, 'The seven stages of reflective judgment', in P.M. King and K.S. Kitchener, Developing reflective judgment: understanding and promoting intellectual growth and critical thinking in adolescents and adults. Jossey-Bass, San Francisco, CA, pp. 45-74. See UTS Online. 4 17 Aug TWO LECTURES TODAY: This lecture is at 9am Topic 6: Ethnography - Guest lecturer Dr Nicholas Hopwood Required Reading Riemer, F. J. (2012). Ethnographic research. Qualitative research: an introduction to methods and designs. S. D. Lapan, M. T. Quartaroli and F. J. Riemer: 163-188. eReading https://www.lib.uts.edu.au/drr/search.html?q=58324 Further reading Elliott, R. and N. Jankel-Elliott (2003). "Using ethnography in strategic consumer research." Qualitative Market Research 6(4 ): 215-223. eReading UTS Library under subject number: 24790 Hine, C. Kendall, L, and Boyd, D. 2009, 'Question One: how can qualitative internet researchers define the boundaries of their projects', in A.N. Markham and N. K Baym (Eds), Internet inquiry: conversations about method, Sage, Los Angeles, pp. 1-32. eReading 5 24 Aug Topic 7: Ethics and documentary making - Guest Lecturer - Karl McPhee of McPhee Productions Required reading Bruzzi, S. 2000, 'New observational documentary: from 'docusoaps' to reality television', New Documentary: a critical introduction. Routledge, London, pp. 120-151. eReading Bell, P. 2001, 'Content analysis of visual images', in T. van Leeuwen and C. Jewitt (Eds), Handbook of visual analysis, Sage, London, pp. 10-34. eReading Further reading/viewing Watch some reality TV, eg. Masterchef, The Voice, The Hot Plate Notes: Tute exercise: please bring first blog post to class 03/08/2015 (Spring 2015) © University of Technology, Sydney Page 4 of 12 6 31 Aug Topic 8: Studying audiences: objective and subjective approaches Required reading Macnamara, J. 2008,Emergent media and what they mean for society, politics and organisations, UTS Talks. Public Lecture, 11 June 2008 Retrieved 18 July 2011, from http://www.uts.edu.au/ new/ speaks/ 2008/ June/ resources/1106-talk.pdf. See UTS Online Further reading Greiffenhag, C. and Sharrock, W. 2008, 'Where do the limits of experience lie? Abandoning the dualism of objectivity and subjectivity', History of the Human Sciences vol. 21, no. 3, pp. 70-93. See UTS Online Fuchs, C. 2010, 'Alternative media as critical media', European Journal of Social Theory vol. 13 no. 2, pp. 173-192. See UTS Online Gunter, Barrie. 1999, Media research methods: measuring audiences, reactions and impact, Sage, Thousand Oaks, Calif; London. Notes: N.B. Your blog posts are due this week (A1) 7 7 Sept Topic 9: Digital piracy, ethics and law - Guest Lecturer Professor Michael Fraser Reading Yu, S. (2012). "College students' justification for digital piracy: A mixed methods study." Journal of Mixed Methods Research 6(4): 364-378. See A.nnotate link. Further reading Collett, M. (2011). "Internet providers unveil piracy crackdown plan." ABC Online 2011(28 Nov). http://ab.co/1l50InR? Fraser, M.H., Barnes, S.R. 2010, 'Consumers First: Smart Regulation for Digital Australia', Australian Communications Consumer Action Network (ACCAN), Sydney, Australia, pp. 1-66. TBA 8 14 Sep Topic 10: Robots, media and robo-ethics - Guest Lecturer Dr Catriona Bonfiglioli Required reading Zhao, S. (2006). 'Humanoid social robots as a medium of communication'. New Media & Society, 8(3), 401-419. doi:10.1177/1461444806061951. See UTS Online Shinozawa, K., Reeves, B., Wise, K., Lim, S., Maldonado, H. & Naya, F. 2003, 'Robots as new media: a cross-cultural examination of social and cognitive responses to robotic and on-screen agents'. See UTS Online van Dalen, A. 2012, 'The algorithms behind the headlines: how machine-written news redefines the core skills of human journalists', Journalism Practice, DOI: 10.1080/17512786.2012.667268. See UTS Online Roboethics http://www.economist.com/node/21556234 Further reading Bonfiglioli, C. 2012, 'iRobot, youRobot, weallRobot', Chemistry in Australia, Feb. p36. SeeUTS Online Fong, T., Nourbakhsh, I. and Dautenhahn, K. 2003, 'A survey of socially interactive robots', Robotics and autonomous systems, vol. 42, no. 3-4, pp. 03/08/2015 (Spring 2015) © University of Technology, Sydney Page 5 of 12 143-66. See UTS Online Murphy, R. R. and Woods, D. D. 2009, 'Beyond Asimov: the three laws of responsible robotics', Intelligent Systems, IEEE, vol. 24, no. 4, pp. 14-20. See UTS Online 9 21-25 Sep STUDY BREAK No class - this week is for study * 28 Sept-2 Oct UTS VICE-CHANCELLOR'S WEEK NON-TEACHING WEEK No class This week does not have a number 10 5 Oct LABOUR DAY PUBLIC HOLIDAY No class 11 12 Oct Topic 11: Source-Media Relations - Guest Lecturer Dr Jahnnabi Das Required reading Berkowitz, D. A. 2008. 'Reporters and their sources', in K. Wahl-Jorgensen and T. Hanitzsch, (Eds), The handbook of journalism studies, Routledge, New York, pp. 102-115. eReading Schlesinger, P. 1990, 'Rethinking the sociology of journalism: source strategies and the limits of media-centrism', in M. Ferguson (ed), Public communication: the new imperatives, Sage, London; Newbury Park, pp. 61-83. eReading Ericson, R. V., Baranek, P. M. and J.B.L. Chan, 1989, 'Negotiating the news' in R. Ericson, P Baranek and J. Chan Negotiating control: a study of news sources, University of Toronto Press, Toronto; Buffalo, pp. 1-33. See UTS Online Further reading Benson, R. 1998 'Field theory in comparative context: a new paradigm for media studies', Theory and Society, vol. 28, pp. 463-498. eReading Pearson, M., Brand, J. E., Archbold, D and H. Rane, 2001, Sources of News and Current Affairs, Australian Broadcasting Authority, Sydney. See UTS Online 12 19 Oct Student presentations (A2) No lectures this week 13 26 Oct Student presentations (A2) ?No lectures this week 14 2 Nov 03/08/2015 (Spring 2015) Study week Assignments due 11pm Monday 2 November © University of Technology, Sydney Page 6 of 12 Assessment Assessment task 1: A Reflective Blog discussing Media and Reflective Theories Objective(s): a, b, d and e Weight: 30% Task: Online reflection and reporting blog (ePortfolio). Students are to reflect on media professional practice drawing on relevant media studies theories, reflective practice theories and research methods, making use of references provided in the Subject Outline topic and reading lists. Students demonstrate their grasp of these ideas by making a minimum of four postings, comprising a minimum of 2,000 words. The four blog postings (1,2,3, 4) will draw on material from lectures and tutorials to describe and evaluate (1) one key media theory AND (2) one approach to reflective practice AND (3) one research method suitable for investigating media production, representation, reception or professional practice. In the fourth blog post students present a draft research design for a possible topic for A3. Length: 2,000 words Due: Week 6 Due: 11pm Friday 4 September Criteria: Depth of analysis Clarity of written expression Accuracy of referencing Relevance of written sources Relevance of issues discussed Relevance of opinions expressed Level of engagement with required reading material Further This assignment is designed to encourage reflective practice, inspire students to start choosing information: which theories and methods from the subject reading list and lecture topics they plan to use in their research project for this subject, and to draft a research design for A3. Each blog should include a title, body text, word count and reference list. At the end of week SIX please upload your blog postings on UTS Online. Assessment task 2: Progress Report on Research Project Objective(s): c, d and e Weight: 20% Task: Class presentation of Progress report - Peer review - 10% Students are required to deliver an oral presentation of their progress report equivalent to 1,000 words and will be marked by their peers. The peer review component of this assessment is designed to enable you to explore new ways of thinking about the material and refine and reflect on your own understanding. Presentations should include: a research question, a brief explanation of the key concepts being employed in the research project, a description of the empirical data being investigated, a bibliography and a report of progress to date. Students working towards audiovisual projects will need to list the elements of their production and provide a draft sitemap or architecture. Students will report on their progress in class presentations during weeks 12, and 13 at a time to be confirmed with their tutor. Written task - contribution to collaborative reading task - A.nnotate - 10% 03/08/2015 (Spring 2015) © University of Technology, Sydney Page 7 of 12 Starting in Week One or Two, students will take part in a collaborative reading and comment activity using the online software A.nnotate. A.nnotate allows students to add comments to one shared PDF of each key reading from each lecture topic and view each other's comments. Students can add comments remotely and/or during tutorial time. Students are expected to make a minimum of one comment per reading offered in A.nnotate. Length: Oral presentation equivalent to 1,000 words (6-8 minutes) Due: Not applicable Class presentations are in Week 12 and 13; online and class contributions to collaborative reading activity runs from Week One to Week 12. Criteria: Clarity and strength of argument Clarity of written expression Clarity of oral expression Relevance of written sources Accuracy of referencing Relevance of issues discussed Suitability of research method Further Weight distributed as follows: 10% from tutor for contribution to collaborative reading using A.nnotate information: and in-class contributions to discussion; 10% from peer assessment of oral presentation in class. The collaborative reading element of this task is designed to encourage students to read actively and comment collaboratively on texts linked to the lecture topics. Students will be invited to an A.nnotate weblink where they will find a PDF of the main reading for the week. Students should add comments by highlighting text in the PDF and typing in the pop-up box and SAVING by clicking on the save button. The oral element is designed to develop students’ ability to communicate about media theory, methods, and reflective practice and to evaluate other people's presentations. It is also important in that it encourages students to develop their research question and refine the research design, so as to assist with completing Task 3 in a timely fashion. This facilitates timely feedback on the research design. Oral presentations will take place in class in Weeks 12 or 13 (times to be arranged in tutorial during Week 2 or 3). Assessment task 3: Research Project Objective(s): c, d and e Weight: 50% Task: The final task (Task 3) is to produce a media studies and/or reflective practice research project which engages with theories presented during the lectures. Ideally, students will develop and produce an 8-12 minute audio-visual response to their question but written research papers of between 2,500-word and 3,000-words (maximum) are also welcome. Students will investigate media practice and/or production and/or media reception in the light of one or more theoretical perspectives presented in the lectures with the main focus being on media practice. Students prepare for this assignment by attending lectures, discussing key theoretical concepts in their blogs, contributing to the collaborative reading task using A.nnotate and participating in class discussions. Students’ research questions are approved by their tutor and the students conduct the research, present an oral progress report (Task 2) and present the research in an audiovisual presentation accompanied by a written statement that is theoretically informed and reflects on their level of contribution to the group. Students electing to submit an AV presentation should produce a brief 03/08/2015 (Spring 2015) © University of Technology, Sydney Page 8 of 12 audiovisual documentary OR radio documentary (8-12 minutes in length). Important: Proposals for audiovisual projects will be accepted only from students who have the skills required for successful production in their chosen format and access to their own equipment. Students submitting an AV project may do so in a group of no more than three students (e.g. scriptwriter, editor and camera person) and will need to produce an individual written statement that is theoretically informed and reflects on their level of contribution to the group. Please note: The final project is expected to be theoretically informed (engaging with a minimum of one concept/approach from the Investigating Media, Reflective Practice reading list provided in this subject outline) and to employ appropriate research methods to analyse media practice, products, impacts and/or reflect on professional practice in the media. Length: 2,500-3,000 or equivalent in audiovisual output (e.g. 8-12 min video) Prep and checklist for Assignment task 1 – reflective blog FIRST THINGS FIRST: check the task and make sure you’re directly doing what it asks for (at each stage) The details of the task are in the course outline (available on UTS online under “Subject Documents”). The ‘meat’ of it is here: “Online reflection and reporting blog (ePortfolio). Students are to reflect on media professional practice drawing on relevant media studies theories, reflective practice theories and research methods, making use of references provided in the Subject Outline topic and reading lists. Students demonstrate their grasp of these ideas by making a minimum of four postings, comprising a minimum of 2,000 words. The four blog postings (1,2,3, 4) will draw on material from lectures and tutorials to describe and evaluate (1) one key media theory AND (2) one approach to reflective practice AND (3) one research method suitable for investigating media production, representation, reception or professional practice. In the fourth blog post students present a draft research design for a possible topic for A3.” Now break that down – make sure I know what that means. •    I need FOUR separate pieces of writing (four reflection/reporting blogs), that total 2,000 words (so likely 500 words x 4). •    They need to draw on material from lectures and tutorials, and cover separate things (so each blog has to do a particular job) •    They need to be written in a reflection/reporting blog style, but they need to have references to support them •    The word ‘REVELANT’ is repeated – do I understand what that means? How am I going to demonstrate that? •    They need to be properly referenced – so do I know how to do that? Should I be relying on printed materials in particular? Some FAQs (with answers confirmed by Belinda!) Should the separate method, theory and practice blogs try and 'relate' to each other in some way (I imagine not directly, but ideally they might want to start looking for bigger pictures - perhaps that will come up in their fourth piece?). I see the 'further information' suggests this, but just to clarify? In the best responses students will see each blog post as a building block for their final IMRP project, so they will be strategic about selecting a method and theory to use to this end. For most students the connections will be (hopefully) made in the fourth blog post when they start to draw the architecture for their final projects. But yes, start looking at the big picture and make the most of the feedback you will receive on each blog post in preparation for assignments A2 and A3. Can I quote directly from the lectures/tutes? It’s much better practice to quote from written, published sources so that the marker or other reader can follow your research trail (you always want a reader thinking ‘what a great idea- how can I find out more for myself?). The citation style we use at UTS is called ‘Harvard UTS style’ or the author-date method. The library has some helpful resources if you’re unsure how to reference (please see the IMRP announcements page on UTS Online or go to the UTS Library website and click on the ‘referencing’ tab for more information).  You’ll notice that all the lecturers and tutors give references for the main ideas they cover – the best responses will go back to those references, too. However, if you MUST reference a lecture, do so formally, using this type of format: Foster, T 2014, Balance sheets, lecture notes distributed in Financial Accounting 101 at The University of Western Australia, on 2 November 2014. Do I need to include further reading and research? Absolutely, evidence of wider reading and research is part of the assessment criteria - 'relevance of written sources' How do I decide what are 'relevant media theories' ? How do they demonstrate (or argue) that? For what purposes? And how do they demonstrate that with the report and reflection? I see 'relevance' is something that appears in three of the 7 criteria, so I just want to really get that clear Relevance is about demonstrating how the student's theory/method/project idea matches the subject thematics, namely reflective practice, ethics, professionalism, producers. While we allow students to cherry-pick some material from MMP and AUPC because of the interrelated content across the three-subject sub-major, we ideally want them to demonstrate relevance to this subject in particular which is all about producers. In their blog posts they will need to explain what the chosen theory/method enables them to achieve and thereby answer the 'so what?' question that the 'relevance' criterion requires, eg. ‘Field theory is relevant to an analysis of the gaming community because it enables us to determine social positioning and the acquisition of forms of capital based on...’. Does each blog get a separate mark, or is the 30% overall? We’ll mark each blog post out of 7.5 marks so then students can be rewarded for good effort consistently and get feedback accordingly. This is also important because each piece of the puzzle will be needed for your final project. It’s good for students to know early where their strengths and weaknesses are so they can really be at their best by the end. Do you have any advice about how to go about the reporting and reflection blog? Have a look at the exemplars, but a good way to approach it would be to do it in parts – make sure you have a section that ‘reports’ on what’s in the relevant literature and course content, then have a section where you reflect on that (and perhaps apply it to a new context). Where do I submit it when I’m done? Submit ONE file that contains all of the blogs to the folder on UTS Online. Go to “Discussion Board” then follow the link to your tute.