Syllabus – Glenn

Interactive Journalism II/Glenn

Spring 2011

(subject to change – last updated May 13, 2011)

Course Dates & Location

Mondays 5:00p-8:50p, Jan. 31-May 23
Thursdays 9:30a-1:20p, Feb. 3, March 10 – May 19 [9:00a-12:50p, Feb.10-March 3]

Classroom: Rm. 438

Instructors

Prof. Adam Glenn
Contact Info: Email: adam.glenn@journalism.cuny.edu
Mobile: 914-409-8795
Home: 914-333-7578
gchat: aadamg@gmail.com; Skype: aadamglenn1961
Twitter: http://twitter.com/aadamglenn
LinkedIn:  http://www.linkedin.com/in/aadamglenn
Facebook: http://www.facebook.com/aadamglenn

Office Hours (Rm. 421C): Generally on Monday 2:30p-430p, Wednesday 11a-1p,  and Thursday 230p-430p, or by appointment. NOTE: Specific office hours are subject to change, and posted on my regularly updated Google calendar at http://bit.ly/Glenn_CUNYCalendar

Adjunct Instructor: Russell Chun
Contact info: russell_chun@yahoo.com
Office Hours: Thursday 3-5pm

About the Course

Interactive Journalism II concentrates on providing students with intermediate-to-advanced interactive storytelling abilities. The course will expand on reporting, writing and visual storytelling for interactive media taught in Interactive Journalism I, as well as cover new dimensions of digital reporting such as data presentation using Flash. Other advanced skills students will learn in the course will include collaborative deadline digital reporting, higher-level multimedia storytelling using new techniques in Final Cut Pro and Photoshop, and the advanced use of other web-based tools such as blogging platforms, social networks, podcasting and liveblogging.

Resources

Course Outcomes

At the completion of Interactive II, students will be able to:

  • Conceive, report and produce intermediate-to-advanced visual stories.
  • Determine the best tools to create and deliver a particular story.
  • Plan, report, write and produce online breaking news on deadline using various Web tools and multimedia, including live coverage tools.
  • Write search-friendly text blurbs, headlines and captions on deadline for multimedia.
  • Conceive, report and produce data-driven Interactive graphics, using both applications and Web tools.
  • Conceive, report and produce engaging crowdsourcing projects.
  • Create, build and maintain a news/portfolio website on the WordPress platform, applying search engine optimization concepts and tools.
  • Tap social media tools and networks to show a demonstrated increase in traffic to and engagement with their content.
  • Write concisely and clearly for the Web

Craft II Partnership

In addition, we plan a partnership between Interactive II and Craft II in which students will leverage their reporting from Craft II to fulfill much of the reporting requirements for their Interactive II assignments.

The primary benefits of this partnership to students are:

  • To improve the quality of interactive storytelling by ensuring Interactive II students leverage their reporting from Craft II work to produce compelling Interactive pieces.  Note that not all the students’ reporting will be done via Craft II; Interactive II has a share of reporting time which students may use to enrich their pieces as necessary.
  • To provide sufficient story production time for Interactive II students and allow the teaching of storytelling that harnesses tools, technology and interactivity by limiting the requirement for from-scratch reporting in the Interactive II course.

A larger objective is to prepare students for a converged news industry, reinforcing that discussion of how particular stories are best gathered and presented in the professional world is increasingly a part of newsroom editorial considerations.

Major Assignments

Each assignment module below includes required milestones for: a) story development & pitching, b) planning and research, c) newsgathering, d) draft/storyboard, e) final production and f) revision. An electronic pitch form will require students to identify not only the central focus of the story, its significance, relevance, news value and key steps/tools/resources the student will use in the reporting process for the story, but also to clearly identify the interactive and/or multimedia scope of the story, and why that media is the best way to tell the story.

Student work will be showcased online in portfolio sites developed as part of the class and supported by the school, and critiqued in a master class at the end of each module (at which time students will also review the project tracking data, such as Google analytics and social media metrics).  Students will be encouraged to submit superior and/or timely work for publication elsewhere, including school outlets such as the New York City News Service.

  • Assignment One: Platform Development: Students create fully realized digital portfolio platforms, including web sites and social media, and campaigns using those platforms, as well as plans for (or execution of) innovative delivery methods, such as via tablet computer. IMPORTANT: Students will be expected to maintain a spreadsheet/diary in order to track social media campaign activity, audience metrics, improvements/customization for their platforms, and any new content.
    • Module 1a/Platform: Concepts and tools for building your digital portfolio and brand
    • Module 1b/Platform: Developing your portfolio web site.
    • Module 1c/Platform: Developing your social media portfolio; plus tracking performance of your platform.
  • Assignment Two: Data Journalism: A substantial interactive editorial project using data-rich information to tell a story, whether through infographics, timelines, process interactives, interactive maps or other clickable graphics.
    • Module 2a/Data Journalism: Concepts and tools for data storytelling.
    • Module 2b/Data Journalism: Planning and reporting your data-rich story.
    • Module 2c/Data Journalism: Producing your data-rich story.
  • Assignment Three: Multimedia Journalism: A substantive editorial project using any one of varied multimedia tools (video, audio, photo essays or audio slideshows) to tell a story.
    • Module 3a/Multimedia Journalism: Concepts and tools for advanced multimedia journalism.
    • Module 3b/Multimedia Journalism: Planning and reporting your multimedia story.
    • Module 3c/Multimedia Journalism: Producing your multimedia story.
  • Assignment Four: Live Digital Coverage: Digital coverage of a daybook event, using live blogging, live webcast/podcast and mobile coverage tools from the field. Students will work in collaborative teams for this assignment.
    • Module 4a/Live Coverage: Concepts and tools for live digital coverage.
    • Module 4b/Live Coverage: Planning and reporting your live story.
    • Module 4c/Live Coverage: Producing your live story.

In addition, students will be expected to complete in-class exercises and outside homework assignments to help in the pursuit of skills needed to produce their major projects, as well as to meet the milestones along the way to the project’s completion.

Labs: Tech Tools & Training

In order to allow for extended technical training on the wide range of tools and techniques required for advanced interactive storytelling, a fourth hour has been added to this year’s Interactive II course. See the week-by-week schedule for labs being planned, subject to change.

Regarding tools and technical training, note that we do not expect students to learn in-depth technical skills similar to those of professional technical producers or programmers often employed by online newsrooms. But we will provide opportunities to fully understand the capabilities of these tools and, where feasible, give hands-on training in the tools.

The tools and techniques covered during the course will include, but not be limited to:

  • HTML
  • CSS, or cascading style sheets
  • WordPress (customization via CSS, plugins, themes, domain mapping)
  • Flash
    • Understanding the software interface: Timeline, Stage, and Layers
    • Understanding when and where to use Flash: pros and cons
    • Alternatives to Flash
    • Creating buttons and the importance of visual feedback for interactivity
    • Understanding frames and keyframes
    • Navigating the Timeline: non-linear navigation
    • ActionScript 3.0: Object-oriented programming, Event Listeners and Functions
    • Methods for Timeline navigation (stop, play, gotoAndStop, gotoAndPlay)
    • Flash workflow and file formats
    • Integration of video, bitmaps, and sounds into Flash
  • Data visualization tools (infographics, timelines, process interactives, interactive mapping)
  • Advanced Photoshop
    • Advanced selections for vignetting
    • Making composites and working with layers
    • PNG-24 output and transparencies
    • Photo editing ethics: tools for image manipulation
  • Advanced FinalCut Pro (including creating stills and graphics for web, techniques for audio editing)
  • Social media platforms & analytics
  • Audio-video distribution platforms
  • Live blogging tools
  • Live webcasting/podcasting tools
  • Live mobile newsgathering tools

Week-by-Week Outline

Week One

Intro to Interactive II/Course overview. Working with Craft II. Module 1a/Platform: Concepts and tools for building your digital portfolio and brand. Lab: Web basics (content management systems, file transfer, HTML & design). WordPress (site setup, domains, theme selection)

Assignment #1: Flash Exercise – Using assets from a BBC interactive, construct your own, step-by-step infographic, using buttons to navigate content that’s distributed in keyframes along the timeline. See http://bit.ly/e0f1cV for more. Post your work in a blog entry on the class web site, embedding the Flash project. Be sure to tag the entry “flash homework” and check the “Glenn-Mon” or “Glenn-Thu” category. DEADLINE: Start of Week Two class. NOTE: We’ll have an in-class mini-lab to review and troubleshoot your efforts, but be prepared to display your work.

Assignment #2: Portfolio Site Preparation – Request a web site from the school. Post blog entry to class web wite with preliminary plans for your portfolio site, including list of at least 5-10 possible page types (contact, about, portfolio, etc.) and clips of current or past work, plus 3-5 possible plug-ins. Select site theme, or sketch out potential layout with requirements (i.e. able to display large-format photos, or numerous text blocks). Be sure to tag the blog post entry “portfolio homework” and check the “Glenn-Mon” or “Glenn-Thu” category. OPTIONAL: Select a photo or image suitable for use in your banner. DEADLINE: Start of Week Two class.

Reading assignment:

Week Two

Module 1b/Platform: Developing your portfolio web site. Lab: WordPress, Part 2 (HTML/CSS/plugins); Design. Mini-Lab: Flash exercise based on tutorial/homework

Assignment #2: Portfolio Site – Publish your site, meeting the requirements below. Post a blog entry on the course blog with the URL of your site. Be sure to tag the blog post entry “portfolio sites” and check the “Glenn-Mon” or “Glenn-Thu” category.   DEADLINE: Start of Week Three class. NOTE: This is one of your four major assignments, worth 20% of your final grade.

  • CONTENT:
    • Minimum of 2-3 pages (examples include About, Contact, Resume pages)
    • Minimum of 3-5 posts (examples include reporting clips or class assignments, or curatorial entries)
  • DESIGN:
    • Activated theme (from Woo, Graphpaper Press, WordPress.org or other)
    • Custom menu navigation (based on pages or content categories)
    • Custom image for banner (using Photoshop tools from Week 2 lab)
  • FUNCTIONALITY
    • Minimum of 2-3 optional plug-ins (examples include tag cloud, blog roll, Twitter or Flickr feed, other RSS feed
    • Mandatory plug-ins: WordPress.com stats or other analytics plug-in, and Akismet or other spam filter

Resources

Week Three

Master Class: Showcase & critique of student platforms, plus review of weekly tracking. PLUS: Planning your stories.  PLUS: CSS Basics (Thu section only)

Module 1c/Platform: Developing your social media portfolio; plus tracking performance of your platform. Lab: Analytics & social media & metrics. Audio-video distribution platforms (Youtube/Vimeo/BlipTV channels, iTunes podcasts, etc.).

Week Four

Module 2a/Data Journalism: Concepts and tools for data storytelling. Lab: Advanced data visualization (infographics – timelines, clickable graphics, process interactives, interactive maps)

PLUS: CSS Basics (Mon section only)

Assignment #1: Data journalism project pitch — Using online pitch form, outline your proposed data journalism project, paying particular attention to news value, the sources of the data, the visual and interactive potential, and how you will execute the project. Deadline: Start of Week Five class. Be prepared to present and defend your story pitch in class that day

NOTE: Expectations for final data visualization project:

  • Interactive component created in Flash that visually displays data
  • Embedded into a blog post with a text introduction/caption (50-150 words) that sets the context
  • Must allow user control over navigation of content–at least 3 different content states
  • Demonstrates intuitive usability/navigation, resourcefulness/thoroughness of data collection, sensitivity/good editorial judgement regarding data selection and analysis, effective/focused visualization

Assignment #2: View Chapters 1, 3-8 (approx. 43 minutes) of Journalism in the Age of Data, Geoff McGhee, Stanford Knight Fellow Report. Deadline: Start of Week Five class.

Week Five

Module 2b/Data Journalism: Planning and reporting your data-rich story. Lab: Flash

Assignment #1: Working draft of data visualization project. Produce a functioning first draft of your data viz project for presentation to the class [UPDATE: Your project may not be functional yet; it’s okay to show the layout of the visual elements with placeholders, like grey boxes, for the content, such as buttons, lorem ipsum for text, maps, graphs, etc.]. Bring datasets and initial storyboards for one-on-ones during extended class lab time. Remember that the requirements of the project are for an interactive component created in Flash that visually displays data, which provides for user control over navigation of content–at least 3 different content states, and which overall demonstrates intuitive usability/navigation, resourcefulness/thoroughness of data collection, sensitivity/good editorial judgement regarding data selection and analysis, effective/focused visualization. Deadline: Start of class Week Six. Be prepared to demo in class.

Assignment #2: Portfolio Update – Social Media Extension. 1) Create two new platform extensions for your multimedia portfolio using media sharing sites. Examples include image sharing sites like Flickr, video sharing sites like YouTube/Vimeo/Blip.TV/TubeMogul/iTunes, audio sharing site like SoundCloud, microblogging sites like Twitter, social bookmarking sites like Diigo. 2) Implement a  feed from at least one of those  sharing sites onto your portfolio web site (i.e. a Flickr feed). 3) Post a short blog entry outlining those updates. Deadline: Start of class Week Seven. Be prepared to demo in class. Extra Credit: Create a social “splash” page or “business card” site, using online tools like about.me, dooid.com, chi.mp or Flavors.me.

Week Six – Monday March 7, Thursday March 10

Module 2c/Data Journalism: Producing your data-rich story. Lab: Flash, Part 2

Assignment: Data visualization project – Final. Produce a substantial interactive component in Flash that visually displays data. The project should fulfill the following requirements: 1) Allows user control over navigation of content – at least 3 different content states, 2) Demonstrates intuitive usability/navigation, resourcefulness/thoroughness of data collection, sensitivity/good editorial judgement regarding data selection and analysis, effective/focused visualization, 3) Incorporates essential text elements within interactive, including headline, explanatory text material, etc., 4) Is embedded in a blog post with a text introduction/caption (50-150 words) that sets the context. Blog post should be categorized in the proper class (Glenn-Mon or Glenn-Thu) and tagged “Flash Project.” Deadline: Start of class Week Seven. Be prepared to demo your project in class.

Assignment #2: Portfolio Update – Social Media Extension. 1) Create two new platform extensions for your multimedia portfolio using media sharing sites. Examples include image sharing sites like Flickr, video sharing sites like YouTube/Vimeo/Blip.TV/TubeMogul/iTunes, audio sharing site like SoundCloud, microblogging sites like Twitter, social bookmarking sites like Diigo. 2) Implement a  feed from at least one of those  sharing sites onto your portfolio web site (i.e. a Flickr feed). 3) Post a short blog entry outlining those updates. Deadline: Start of class Week Seven. Be prepared to demo in class. Extra Credit: Create a social “splash” page or “business card” site, using online tools like about.me, dooid.com, chi.mp or Flavors.me.

Week Seven – Monday March 14,  Thursday March 17

Master Class: Showcase & critique of student data journalism projects, plus review of weekly tracking.

Week Eight – Monday March 21, Thursday March 24

Module 3a/Multimedia Journalism: Concepts and tools for advanced multimedia journalism. Assignment review and brainstorm. Lab: Equipment review, newsgathering for the web (Photo, video, audio). Exercise: Gathering multimedia assets.

GUESTS: Prof. John Smock, Broadcast Associate Tim Whitney

Multimedia Assignment: One of the following:

  • Photo essay: Set of no fewer that 10-12 images that either illustrate a focused, compelling narrative, or are constructed as a series with a coherent theme. Each image must have a detailed, reported text caption or title card(s) to enhance the understanding of the images and theme or story they convey. Flickr or other similar photo essay viewer is acceptable. Must include 150-word blog post that complements the images and includes an embedded thumbnail image with layered text headlines, hotlinked to the essay.
  • Video: Single video or set of videos of 2:30-3:00 in length with either a focused, compelling narrative, or constructed as a series with a coherent theme. The videos must be without voiceover narration or standups. They must include at least two title cards, including intro card and end credits. Must include 150-word blog post that complements the video(s) and includes the embedded video.
  • Audio Slideshow: Narrative audio slideshow of 2:30-3:00 in length using Soundslides, combining SOT and natsound (no voiceover narration). Must include at least two title cards, inclding intro card and end credits.Must include 150-word blog post that complements the images and includes an embedded thumbnail of slideshow.
  • Audio:Single audio story or set of audio pieces of 2:30-3:00 in length with either a focused, compelling narrative, or constructed as a series with a coherent theme. The audio must include either SOT and/or natsound, but is without voiceover narration (unless cleared by the instructor ahead of time). Must include 150-word blog post that complements the audio(s) and includes embedded audio clip(s).
  • Optional Extra Credit: Package multimedia project in interactive Flash wrapper, i.e. present with clickable navigation between multimedia element(s), text and any other material.

DEADLINES

  • Pitch: Submit detailed story plan using pitch form on blog at http://interactive2.journalism.cuny.edu/submit-a-pitch/. Be prepared to present pitch to class. Due at start of Week 9 class.
  • Draft: Be prepared to demo rough draft of project to class, details in Week Nine assignment. Due at start of Week 10 class.
  • Final: Be prepared to demo final project to class. Due at start of Week 11 class.

Week Nine – Monday March 28, Thursday March 31

Module 3b/Multimedia Journalism: Pitchfest. Planning and reporting your multimedia story. Lab: Advanced video/audio production/editing techniques.

GUEST: Prof. Bob Sacha

Assignment: For multimedia project, collect initial raw material (video, audio, stills), rough out storyboard or script, and initiate rough draft of project using production tools. Deadline: Start of Week Ten class. Be prepared to demo material in one-on-one with instructor.

  • Video: Shoot initial a- and b-roll, demonstrating ability to gather video/audio assets in field. Rough out storyboard/script, demonstrating ability to conceive of project as whole. Produce rough draft using FinalCut of at least 1-2 sequences, demonstrating facility with tool to produce sequence combining a- and b-roll, with natsound.
  • Audio Slideshow: Gather initial SOT and natsound material, as well as initial stills, demonstrating ability to use camera and audio deck in field. Rough out storyboard/script, demonstrating ability to conceive of project as whole. Produce at least partial draft “radio edit” with SOT and natsound, treat at least 1-2 stills in Photoshop, and create rough sequence of images either in Bridge or SoundSlides, demonstrating facility with tools to be in final production.
  • Photo Essay: Gather initial set(s) of images, demonstrating ability to use camera in field. Rough out storyboard/script, demonstrating ability to conceive of project as whole. Treat at least 1-2 stills in Photoshop, and create rough sequence of images either in Bridge or Flickr slideshow, demonstrating facility with tools to be in final production.

Week Ten – Monday April 4, Thursday April 7

Module 3c/Multimedia Journalism: Producing your multimedia story (open lab). Lab: Portfolio updates/social media & metrics. Guests: Prof. Bob Sacha, Broadcast Associate Tim Whitney

Multimedia Assignment: 150-word blog post with embedded photo essay, video or audio slideshow (per specifications detailed under “assignment” for Week Eight.) Blog post must be categorized in the proper class (Glenn-Mon or Glenn-Thu) and tagged “Multimedia Project.” Optional Extra Credit: Package multimedia project in interactive Flash wrapper, i.e. present with clickable navigation between multimedia element(s), text and any other material. Deadline: Be prepared to demo final project to class. Due at start of Week 11 class.

Week Eleven – Monday April 11, Thursday April 14

Master Class: Showcase & critique of student multimedia journalism projects.

Assignment: Portfolio Update – Analytics: Post a short blog entry outlining your portfolio site’s analytics and social media metrics, with embedded graphics of key analytics. 1) Reader Metrics: Use WordPress Stats plug-in tool to capture snapshot of week-by-week audience for your web site since February launch. Embed week-by-week traffic graphic in blog post, and list top 5 all-time posts and pages, with reference to any related social network promotion (i.e. tweets or FB posts) for those URLs. Also, list top 5 search terms for most recent 30 days, top 5 referrers for most recent 30 days, and top 5 “clicks” for most recent 30 days.  2) Social Metrics Tracking: Use an analytics tool (for Twitter, from list here (or see social metrics tracking), or others for Twitter or other social networks, approved in advance by the instructor) to track the performance of at least one of your social media platform extensions. Show at least two measures of performance over one month and two measures for most recent 7 days. Extra credit for tracking additional platform extensions. Deadline: Start of class Week 13. Post blog entry by deadline, and be prepared to demo in class.

Week Twelve – Thursday April 28, Monday May 2

Module 4a/Live Coverage: Concepts and tools for live digital coverage. Lab: Live mobile tools.  Demo: Canon 60D SLR camera

Assignment: Live Event Coverage. Team coverage of newsworthy event(s), providing live coverage from the field using one of several mobile journalism coverage techniques, and using, where possible reporting from students’ Craft II classes.

  • Possible coverage approaches: 1) Live video streaming. 2) Live podcasting. 3) Live blogging. 4) Live photo coverage.
  • Schedule: Event must take place between the following dates during the Week 14 “window.” For Thursday section, May 6-16. For Monday section, May 10-20.
  • Content: Live coverage package must include short advance posts and visual element setting up event and promoting live coverage, plus social media promotion; live event coverage itself, and wrap-up post-event coverage, including visual element.
  • Grading: Team grading for set-up (25%)/live coverage (50%)/wrap-up (25%)
  • Note: Live coverage will be posted on class blog and on NYC News Service or associated site.
  • DEADLINE 1: Initial pitches due in class on Week Twelve or by end of day following day (April 29, May 3)
  • DEADLINE 2: Detailed pitches and coverage plans, via pitch form, due by start of Week 13 class. Set-up blog post due by end of Week 13 class.
  • DEADLINE 3: Live event coverage on day/time of scheduled event in Week 14 window.
  • DEADLINE 4: Wrap-up post-event coverage due by start of Week 15.

Assignment: Portfolio Update – Analytics: Post a short blog entry outlining your portfolio site’s analytics and social media metrics, with embedded graphics of key analytics. 1) Reader Metrics: Use WordPress Stats plug-in tool to capture snapshot of week-by-week audience for your web site since February launch. Embed week-by-week traffic graphic in blog post, and list top 5 all-time posts and pages, with reference to any related social network promotion (i.e. tweets or FB posts) for those URLs. Also, list top 5 search terms for most recent 30 days, top 5 referrers for most recent 30 days, and top 5 “clicks” for most recent 30 days.  2) Social Metrics Tracking: Use an analytics tool (for Twitter, from list here (or see social metrics tracking), or others for Twitter or other social networks, approved in advance by the instructor) to track the performance of at least one of your social media platform extensions. Show at least two measures of performance over one month and two measures for most recent 7 days. Extra credit for tracking additional platform extensions. Deadline: Start of class Week 13. Post blog entry by deadline, and be prepared to demo in class.

Week Thirteen – Thursday May 5, Monday May 9

Module 4b/Live Coverage: Planning and reporting your live story. Newsroom meeting. Lab: Liveblogging, live podcasting techniques

Week Fourteen – Thursday May 12, Monday May 16

Module 4c/Live Coverage: Producing your live story and wrap-up coverage. News/team meetings.

Assignment 1: Wrap-up of live event coverage: Blog post on class blog with short text (250-300 words) rounding up major news elements of events and teasing full live-coverage package, as well as at least one visual element. The visual element serves as a highlights reel of the event, or a trailer to longer multimedia. It could include a slideshow (with at least six images) or audio slideshow (of at least one minute in length); an edited video piece, either a teaser of livestream highlights, or collection of MOS elements; or an interactive graphic, such as a Google map with multiple elements, or a datagraphic showing population changes, etc. REMEMBER, the wrap-up coverage constitutes 25% of the final grade for the team project. NOTE: Please post your blog entry with appropriate categories (Glenn – Mon or Glenn – Thu) and appropriate tags (“live coverage project”). NOTE: Much of Week 14 will be a workshop dedicated to producing this content. DEADLINE: Start of Week 15 class. Be prepared to demo wrap-up and elements of live coverage during the final class.

 
Assignment 2: Recap of social media promotion: Short blog post outlining promotion of event prior to, during and following event, including items such as number, dates and sample of posts on Twitter, Facebook and other social networks. NOTE: Please post your blog entry with appropriate categories (Glenn – Mon or Glenn – Thu) and appropriate tags (“live coverage project”).  NOTE: Much of Week 14 will be a workshop dedicated to producing this content. DEADLINE: Start of Week 15 class. Be prepared to demo wrap-up and elements of live coverage during the final class.
 

Week Fifteen – Thursday May 19, Monday May 23

Master Class: Showcase & critique of student live coverage projects. Review of student portfolios/platform tracking.

Grading

In assessing students’ work, I will focus on the following factors applicable to all assignments:

  • Quality: Is it executed with skill and subtlety? Has it been edited well and polished?
  • Effort and Application: Has the work been prepared with careful thought and attention to detail, and does it take appropriate advantage of the relevant tools?
  • Organization and Presentation: Is it presented clearly and in a professional manner suitable for a wide audience?
  • Punctuality and Completeness: Is it on time and complete, and does it fulfill the assignment?

There are two levels of grading in this class. Grades for individual assignments are based on the level of professionalism of the finished work, with an “A” being professional quality work with minimal editing required, and a B being good quality student work. By contrast, grades for the class will be based on your overall performance as a student measured against your peers in the class.

The weights of assignment and other grades are as follows:

  • Platform Development: 20%
  • Data Journalism: 20%
  • Multimedia Journalism: 20%
  • Live Digital Coverage: 20%
  • Attendance & Professionalism: 20%

Plagiarism
It is a serious ethical violation to take any material created by another person and represent it as your own original work.  Any such plagiarism will result in serious disciplinary action, including possible dismissal from the CUNY J-School.  Plagiarism may involve copying text from a book or magazine without attributing the source, or lifting words, photographs, videos, or other materials from the Internet and attempting to pass them off as your own.  Student work may be analyzed electronically for plagiarized content.  Please ask the instructor if you have any questions about how to distinguish between acceptable research and plagiarism.

Also note that while we actively encourage students in this course to use their reporting/newsgathering work from their Craft/Broadcast Craft class for their assignments in Interactive II, you are not to “plagiarize” your own work, that is, to use finished work from one course to fulfill assignments in another. Again, please review with the instructor any questions about reuse of your work from one class to another; we’ll be spot checking material during the term to ensure adherence to this policy.

Photo policy: Do not “lift” or “borrow” images from other web sites for use on your web site or blog without credit or “courtesy of” text. Permission must be provided by creator of the content for any image to be used, unless it is being used for “fair use,” purposes such as to comment on the image or because the image itself is part of the news you are reporting. Since such permission is often difficult to obtain, especially on deadline, and “fair use” difficulty to define, we strongly recommend that instead you use only those images you have created yourself, or which you have obtained via the AP Photo Bank, or other photo service for which the school has obtained licensing, or which are explicitly labelled as “creative commons” and available for your use. IMPORTANT: This matters, not just as a plagiarism issue, but as a legal copyright issue that could create problems for you in the school or beyond, in the workplace. Apply the old journalism adage: “If in doubt, leave it out!”

Deadlines

Deadlines on assignments – as in any newsroom – are sacrosanct and should not be missed without exceptionally good reason, and only when the instructor is notified in advance. Per your student handbook, late assignments will be assessed a one-half grade penalty for every day it is late. For the purpose of this class, a day is a 24-hour period beginning immediately after the deadline has passed. Assignments that are late less than a full 24 hours will also result in a drop in grade, at the discretion of the instructor.

Participation & Lateness Policy

Participation and attendance are also important ingredients to your success in the class, and that’s especially so given the workshop format, where so much of the learning will take place hands-on during class time. Full participation in class is mandatory.

Lateness is strongly discouraged, especially without advance approval by the instructor. Excessive or repeated lateness will result in a reduction in grade. If you’re anticipating being late (such as because of a conflict, like a job interview), you must discuss it beforehand with the instructor.

Absences other than related to medical or family emergency must be discussed beforehand with the instructor. Do NOT assume automatically they will be approved. Medical emergencies do not include “feeling sick” – for routine illness, advance notification to the instructor is mandatory. Unexcused absences will automatically result in a markdown in your participation grade.

Per school policy: “As a professional school, the CUNY J-School has the same expectations for professional behavior as a news organization.  Reporters are expected to show up every day ready to work and J-School students are expected to attend every one of their classes.  This is not college, where classes sometimes are skipped on a whim.  Reporters who don’t show up don’t have a story – and pretty quickly, they don’t have a job.

“If you cannot attend one of your classes, you are expected to notify the professor with the reason and get an excused absence. A medical or family emergency is generally sufficient reason for an excused absence from the CUNY J-School, just as it is from a job.  An unexplained or unexcused absence is never okay and will lead to a lowering of your grade.  It is within the professor’s discretion to determine what qualifies as an excused absence.  Similarly, arriving late for class on a regular basis also will lead to a grade reduction for unprofessional behavior.”

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