Faculty of Arts

30:240 Digital Journalism

Section/Term: A00 2 Date: January 2016
Instructor: Glen Gatin
Mobile/SMS 204 761 0753
Skype ggatin
Office Hours: To schedule an appointment http://ggatin.youcanbook.me
Email ggatin@ggatin.com

Course Description:
Modern societies depend on journalism for essential information about many aspects of their lives. In a
tradition reaching back to the earliest days of the printing press, journalism has provided information,
analysis, commentary and reflection. Citizens in a free and democratic society rely on journalism to
make informed choices about their political leaders and participation. Observers have noted that
journalism provides the first rough draft of history.
Social philosophers have also noted that, we become what we behold, we shape our tools and thereafter
our tools shape us. As societies adapted to technological advances in communications, journalists have
both led and followed. The current digital transformation of society has changed many things about
journalism but has not replaced our need for individuals who have the specialized skills and aptitudes to
understand, describe, critique, and document all aspects of our lives. This course builds upon the
foundations of traditional journalism and invites students to examine the current structures, organization,
and practices of digital journalism. The course will position digital journalism in the context of the digital
humanities and introduce the conceptual tools necessary to understand and participate in this emerging
field.

Course Objectives:

Participants will:
Develop the knowledge and critical understanding of the key concepts, methodologies, current
advances, theoretical approaches and assumptions in the field of digital journalism.
Develop the capacity to critically evaluate the use of established and emerging web-based
resources and social media platforms common in the field of online journalism: blogs, microblogs, wikis, multimedia, data analysis/visualization applications, and information and
communication technologies.
Adopt an interdisciplinary perspective, particularly where digital journalism intersects with
digital humanities and other related disciplines.
Display a developed ability to gather, review, evaluate and interpret information and compare the
merits of alternate hypotheses or creative options, relevant to digital journalism, media studies,
and digital humanities.
Demonstrate the ability to review, present and critically evaluate qualitative and quantitative
information in support of arguments based on the major theories, concepts and methods of digital
journalism.
Apply underlying concepts, principles, and techniques of analysis in the creative process and use
a range of established techniques to initiate and undertake critical evaluation of arguments,
assumptions, abstract concepts and information. By creating works of digital journalism students
will gain an appreciation for the role of journalism in society and the importance of the study of
journalism in the humanities.
Frame appropriate questions for the purpose of solving a problem or creating new work, making
critical use of scholarly reviews and primary sources.
Communicate information, arguments, and analyses accurately and reliably, using multimedia
applications and practices to a range of audiences.
Understand the limits to own knowledge and ability, and an appreciation of the uncertainty,
ambiguity and limits to knowledge and how this might influence analyses and interpretations.
Display qualities and transferable skills necessary for further study, employment, community
involvement and other activities requiring the exercise of initiative, personal responsibility and
accountability in both personal and group contexts.
Work effectively with others on decision making in complex contexts, demonstrating the ability
to manage their own learning in changing circumstances and to select an appropriate program of
further study.
Behave consistently with academic integrity and social responsibility.

Course Topics:
Fundamentals of journalistic writing for the web
Critical thinking, fact checking, accuracy of information
Theoretical perspectives of digital journalism
Ethics and codes of digital journalistic practice
Security of communications, protection of sources
Literary journalism, data journalism, process journalism, citizens journalism
Social marketing, digital journalism and social change
Global information society and the DIKW framework
Living and working in a world that is Ubiquitously Connected & Pervasively Proximal (UCaPP)
Traditional, convergent, and born-digital journalism
Emergence of mobile platforms and augmented reality as new forms of electronic journalism
New economic models for journalism. Cryptocurrencies and blockchain technology.

Required reading: Students will read the following items, inter alia, available on the internet or on library
reserve. This list is subject to regular updating and revision. A Zotero Group Library for this course is
available at https://www.zotero.org/groups/323470
Bell, E (2013,)Post-industrial journalism. Retrieved from http://youtu.be/KE5IO8o3C18
Borger, M., van Hoof, A., Costera Meijer, I., & Sanders, J. (2013). Constructing Participatory Journalism as a
Scholarly Object. Digital Journalism, 1(1), 117134. doi:10.1080/21670811.2012.740267
Fico, F., Lacy, S., Wildman, S. S., Baldwin, T., Bergan, D., & Zube, P. (2013). Citizen journalism sites as
information substitutes and complements for United States newspaper coverage of local governments.
Digital Journalism, 1(1), 152168. doi:10.1080/21670811.2012.740270

Gray, J., Bounegru, L., & Chambers, L. (Eds.). (2012). The Data Journalism Handbook. Safari Books
Online: OReilly Media. Retrieved from http://datajournalismhandbook.org/1.0/en/
Ingram, M. (2013, September 25). Jeff Bezos is both right and wrong about why newspapers are like horses.
paidContent. Retrieved December 2, 2013, from http://paidcontent.org/2013/09/25/jeff-bezos-is-bothright-and-wrong-about-why-newspapers-are-like-horses/
Mullen, A., & Klaehn, J. (2010). The HermanChomsky propaganda model: A critical approach to analysing
mass media behaviour. Sociology Compass, 4(4), 215229.

Rosen, J. (2010). The View from Nowhere: Questions and Answers Pressthink. PressThink.
Retrieved from http://pressthink.org/2010/11/the-view-from-nowhere-questions-and-answers/
Steensen, S. (2011). Online Journalism and the Promises of New Technology: a critical review and
look ahead. Journalism Studies, 12(3), 311327.
Recommended Further Reading: (This list is subject to regular updating and revision)
Alejandro, J. (2010). Journalism in the age of social media,(Fellowship paper), Reuters Institute for the Study
of Journalism.
Apte, U. M., & Mason, R. O. (1995). Global Disaggregation of Information-Intensive Services. Management
Science, 41(7), 12501262. doi:10.1287/mnsc.41.7.1250
Armstrong, C. L., & Gao, F. (2011). Gender, Twitter and news content: An examination across platforms and
coverage areas. Journalism Studies, 12(4), 490505.
Benkler, Y. (2006). The wealth of networks: How social production transforms markets and freedom. Yale
University Press.
Berger, P. L., & Luckmann, T. (2011). The social construction of reality: A treatise in the sociology of
knowledge. Open Road Media.
Brandon University Research Ethics Committee (BUREC), Policies and Procedures.
http://www.brandonu.ca/research/files/Research-Ethics-Committee.pdf

Coddington, M. (2013). Normalizing the hyperlink: How bloggers, professional journalists, and
institutions shape linking values, Digital Journalism, 1(1), 116. doi:10.1080/21670811.2013.785813
Dotson, S., & Slaughter, D. (2013). An informed public: journalism and the consequences of digital data.
Envision Peace Museum. Retrieved from http://www.envisionpeacemuseum.org/2013/08/an-informedpublic-journalism-and-the-consequences-of-digital-data/
Dutton, W. H. (2009). The fifth estate emerging through the network of networks. Prometheus, 27(1), 115.
Herman, E. S., & Chomsky, N. (2002). Manufacturing Consent: The Political Economy of the Mass Media.
Random House Digital, Inc.
Kozolanka, K., Mazepa, P., & Skinner, D. (Eds.). (2012). Alternative media in Canada. University of British
Columbia Press.
Lancaster, K. (2012). Video journalism for the web: A practical introduction to documentary storytelling.
Routledge.
Martins, G. L. (2013). Teaching cyber journalism: a comparative study in the journalism courses of Rio Grande
do Norte and Mato Grosso do Sul. Journal of Latin American Communication Research, 2(1), 147167.
McLuhan, M. (1964). Understanding Media, The Extensions of Man (Third.). New York: McGraw-Hill Book
Company.
McNair, B. (2013). The Rise of the Fifth Estate. Journalism Practice, 7(6), 772774.
Prasad, K. (2009). E-Journalism: New media and news media. BR Publishing Corporation.
Riptide. (n.d.). Riptide. Retrieved September 21, 2013, from http://www.niemanlab.org/riptide/
Siebert, F. F. S. (1956). Four theories of the press: The authoritarian, libertarian, social responsibility and
soviet communist concepts of what the press should be and do. University of Illinois Press.
Shirky, C. (2008). Here Comes Everybody, The Power of Organizing Without Organizations. New York:
Penguin Press.
Vis, F. (2013). Twitter As a Reporting Tool for Breaking News: Journalists Tweeting the 2011 UK Riots.
Digital Journalism, 1(1), 2747.
Wilkinson, J. S., Grant, A. E., & Fisher, D. (2008). Principles of convergent journalism. Oxford University
Press, USA.
Wong, A., & Belair_Gagnon, V. (2013, October). On the NSA, the media may tilt right : Columbia Journalism
Review. Columbia Journalism Review. Journalism School Review.
Course Outline
In addition to lecture and in-class participation, all course activities will be conducted in online
environments and will follow practices common in the field of digital journalism. Each class will be

centered on themes as described below. Examples are descriptive rather than prescriptive and topics are
subject to change as current events present an opportunity to illustrate course concepts.
Class 1: Introduction to the principles and practices of digital journalism.
Although the medium has changed dramatically, many of the traditional principles and practices of
journalism still apply. Journalists must still be fair and accurate, think critically, protect sources, write
effectively, inform the public and support the democratic process. Some older practices and strategies
have been abandoned as new media applications have become available and as new economic realities
have emerged. The class will survey the major changes and examine forecasts of changes yet to come.
How digital is digital journalism? A familiar saying asserts that a person need not be an electrical
engineer to turn on the lights. Digital platforms and services have developed to the point that digital
journalists need not be computer programmers or web designers. Having those skills is an advantage in
journalism as it is in many other areas of the digital humanities. but not a requisite. What is more
important is an appreciation of the basic principles of computing and data analysis, as journalists interpret
the world for their audience. Students will use and critically analyze a range of applications and practices
common to the field of digital journalism including those used to ensure privacy of data and
communications. Students will be invited to participate in a Cryptoparty where a range of cryptographic
tools and practices will be taught.
Class 2: Theories of digital journalism.
Academic study of most disciplines is guided by the use of theoretical frameworks. This class will
consider theories and models presented in works as varied as McLuhan (1965) Understanding Media;
Hunter S. Thompson (1972) Fear and Loathing on the Campaign Trail; Herman and Chomksy (2001)
Manufacturing Consent; Shirky (2008) Here Comes Everybody; Federman (2010) From BAH to ba:
Valence Theory and the future of Organization; McNair (2013) The Rise of the Fifth Estate. Other
theories will be compared and contrasted.
Class 3: Convergent journalism.
What makes social media social? Society is in a transitional phase and increasingly everyday activities
are transformed or deeply affected by digital practices. Perhaps the clearest example is our money and
banking systems which are almost entirely digital in many important ways. Similarly, traditional print and
broadcast journalism are still important, but more and more their activities are digitally mediated. Jeff
Bezos, the founder of Amzon.com, recently purchased The Washington Post newspaper. He likened print
journalism to the horse. At one time society was completely dependent upon horses but since the
development of combustion engine vehicles, is no longer. He points out that we still have horses and they
are still significant parts of the culture and the economy and will likely remain so. Bezos and others
recognize that print journalism will persist but reliance will shift to new digital formats and institutions.
Class 4: Digital journalism and social change.
Everybody owns a press, everyone is a journalist. The tumultuous and contentious G-20 Summit of 2011
held in Toronto was a watershed moment for digital journalism in Canada. Journalists who had no
affiliation to mainstream newspapers were covering events effectively and were widely followed. In the
ostensible interests of security, many people were detained or arrested in very broad sweeps including
credentialed journalists and digital journalists alike. Neither class of journalist received the

accommodation that is usually accorded to the press in cases where the public interest in events of the day
is high. The principle which seemed to be in effect was that if everyone is a journalist, then no one is a
journalist. This course will consider the concept of citizens journalism as the fifth estate.
Class 5: Writing for multimedia and mobile platforms
Academic writers and journalists have always had to be parsimonious and concise. Writing to deadlines
and within word limits are routine expectations. Changing communications patterns both limit and
liberate digital journalism. In a digital multimedia environment, communications are sometimes
constrained by character limits, for example, the microblogging platform, Twitter, where messages must
be less than 140 characters. SMS services are ubiquitous with many people using their mobile phones
more for text messaging than spoken communications. In contrast, journalists now have access to
multimedia platforms such as YouTube where they can easily create very rich and complex messages. The
development of the hyperlink has added rich multimedia possibilities to linear text.
Class 6: Digital project management.
As with most of the digital humanities, specialized applications and practices available to journalists have
dramatically changed practices. The challenge of dealing with information and data in the age of the
internet has been compared to trying to get a drink from a fire hose. Computer programs, online
applications and easy access to vast stores of data and information have resulted in the emergence of
journalistic practices that were inconceivable in recent memory. Data journalism will become an
increasingly important element of everyday journalistic practice. The class will consider applications and
practices that make the management of digital journalism projects possible. Applications such as
Spundge, RebelMouse, Storify, Scribd, Paper.li, Scoop.it! will be featured along with a veritable universe
of specialized applications and databases offered by Google. Google applications such as Advanced
Search, Scholar, Maps, Docs, YouTube, NGram Viewer, Analytics, allow the collection, analysis,
publication and dissemination of digital news.
Class 7: Digital journalism and social media.
While the term social media is commonly understood to refer to new web-based platforms and services,
the concept is much deeper and represents a significant change which has occurred in online media. The
earlier iterations of the Internet allowed access to vast amounts of data and information, much of it
developed, presented and curated by computer programmers and other data specialists. With the
development of the World Wide Web in the late 1990s, the Internet became a service that more people
could use without having extensive technical skills. The Internet was not only a place to get information,
but a place where individuals could share information. The entire Internet became more of a conversation,
a social experience. The implications of this change are still affecting many aspects of society, journalism
included.
Class 8: Visual story-telling.
Some of the most powerful possibilities for digital journalism are found in web-based geospatial
applications, Global Information systems, story boards and concept maps. If a picture paints a thousand
words, then a 5 minute web video can easily paint 10,000 words. Journalists can use a wide variety or
tools and platforms to help develop and support their stories and articles. Photojournalism has long been

a specialized niche of journalism and the advent of digital photography has resulted in many new
techniques and practices.
Class 9: Digital media law, ethics and codes of practice.
The emergence of a digital society has impacted our legal systems and has presented challenge and
opportunities which couldnt have been imagined in a pre-digital world. Journalists have operated within
a system of legal constraints and privileges which now require re-examination. For example, court
reporters are now presented with challenges related to the near instantaneous reporting. Never has it been
easier to inform the people about matters of public interest but likewise it has never been easier to have a
trial by social media. Many laws and legal principle must be reviewed and updated and in some
instances entire new legal concepts have been formed. Students of digital journalism must understand the
fundamental legal principles of the profession and the changing legal interpretations and practices.
Class 10: Ethical issues and codes of practice
Many of the ethical principles enshrined in the codes of practice for traditional journalism are transferable
to the digital context. Codes of practice from various traditional international, North American and
Canadian professional journalism associations will be studied and compared to the codes of established
and emerging associations of digital journalists. The conventions and laws of online behavior are being
worked out around the world and digital journalists must be able to cope in an environment of constant
change and ambiguity.
Class 11: Economic models of digital journalism
One of the stark realities for journalism as a field has been the veritable collapse in the cost of collecting,
aggregating, analysing, publishing and syndicating the news. At one time, a newspaper was a very costly
venture and only comparatively large institutions could produce the news and they charged for their
product and services accordingly. Now many journalists are able to use free applications and services to
write and disseminate their stories. Journalists are still faced with everyday living expenses, food, shelter,
and need to earn money from their labours. Many large news outlets have eliminated their print versions
and have reduced their payroll expenses in order to remain solvent. Journalists no longer can count on a
comfortably paid career. News outlets and journalists have been forced to develop new models for
compensation. Some newspapers have adopted electronic paywalls or other subscription methods. A new
economic model known as crowd funding is attracting support. Recently a crowd-funding campaign was
mounted to generate funds necessary for the news outlet Wikileaks to acquire and publish the draft copies
of an international trade deal which governments were negotiating in secret. Social media was used to
collect pledges of support and the funds were quickly raised and the story was just as quickly developed.
Services such as Indiegogo, Uncoverage, and Kickstarter are being used to finance journalism projects,
large and small. The emergence of purely digital economies using cryptocurrencies, blockchain
technology and bitcoins is impacting the journalism with other sectors.
Class 12: Class, age, gender, and race in digital journalism
While high hopes exist for a digital utopia of social inclusion, it is apparent that paternalistic, colonialist,
and hegemonic forces are still prominent features of the online world. Digital journalism offers some
powerful and unique possibilities for promoting inclusion.

Class 13: The future of digital journalism

The future is very bright indeed. Many epic political and legal struggles are underway to empower and
expand the use of the Internet for communications and journalism. Traditional newspapers may become
like the handwritten scripts of old, still around and precious for what they represent but not in everyday
use.
Class 14: Careers in digital journalism
A frequent general observation about careers is that a significant percentage of jobs in the future havent
even been invented yet. This has certainly been the case with an increasingly digitized society. Many
existing jobs have moved partly or entirely online and many new career paths have opened that exist
online in an online or virtual setting. Digital journalism is a case in point. Not only have the main
business models changed, but nearly every aspect of the journalistic process has been digitized. Whether a
journalism career exists in the traditional sense is up for debate but what is not questioned it the need for
journalists to adopt digital applications and practices.
Class 15: In-Class presentations and guest lectures will be scheduled as time allows and according to
availability.
Administrative Details
1. Contact hours:
This course will meet for a minimum of 36 hours, which will include lectures, webinars, group
presentations, and evaluation time. As the course progresses, group activities will be conducted by
means of various online applications introduced throughout the course.
2. Required Text:
No physical textbook is required for this course. All course materials will be available electronically.
3. Required Materials:
All participants must have regular access to a multimedia laptop with webcam and headset (microphone
and speakers) capable of wireless Internet connection. Qualifying devices are available from
local computer outlets for between$250.00 and $500.00, less than the cost of textbooks for many courses.
4. Entry level knowledge & skills:
Basic word processing, file management, web-browser and email skills.
5. Assignments:
Assignments are due as detailed below.
6. Academic Integrity:
It is acceptable to borrow ideas, methods, etc. from other students, books, or journals, but be sure to
acknowledge the contributions of others. Avoid cut and paste. All sources must be acknowledged and
from a verifiable source. Students are specifically referred to the policy on academic integrity Section
4.2.2 of the General Calendar. Violations of this policy, including all forms of plagiarism, will not be
tolerated.

7. Ethics Compliance:
Human subjects research required for this course will be conducted in compliance with the Tri-Council
Policy for Research Involving Humans.
Any qualifying research for this course will be conducted under an ethics certificate approved by the
Brandon University Research Ethics Committee. All student research must be conducted in accordance
with these guidelines and requires approval by the faculty member.

8. Course Evaluation:
The anonymous course evaluations will be completed online. All students are expected to complete the
evaluation.
9. Proposed Class Schedule:
TBA
10. Statement of Fair Warning
It is possible that a student may find readings and/or discussions of controversial matters troubling. If so,
please contact the instructor immediately for alternative assignments or an alternative course. Participation in
public web spaces will be through anonymous accounts established specifically for the purpose of this class.
11. Statement of Accommodation
Students with disabilities requiring accommodation are encouraged to register with the Disability
Services Coordinator located in the Accessible Learning Centre, Room 106 A.E. McKenzie Building, call
727-9759.
12. Grade Equivalencies:
A+ Outstanding
A Outstanding
A- Outstanding
B+ Good
B Good
B- Good
C+ Satisfactory
C Satisfactory
C- Satisfactory
D+ Weak
D Weak
D- Weak
F Inadequate

Grading and Mark Distribution

90-100
85-89
80-83
77-79
74-76
70-73
67-69
64-66
60-63
57-59
54-56
50-53
0-49

Personal Portfolio 40%

Students will create web-based multimedia entries in a wiki styled as an electronic portfolio. Entries must
be a minimum of 250 words of text (or equivalent) and address themes and topics developed in class. The
personal portfolio is a space to develop the practical and conceptual skills related to online journalism.
Ten percent of the grade available for the portfolio will be assessed on one week before the VW date for
the class; the balance of student work will be assessed upon completion of the course.
Mid-term project 20%
At least 3 options are available for a mid-term project. Other options may be considered. The grade for
the mid-term project will be assessed on at the 2/3 date for the class.
1. Create a web-based narrated presentation. Presentations must address topics from the study of
digital journalism and must conform to Pecha Kucha style - 20 slides with 20 seconds of
narration per slide. Presentation should be embedded in the personal course portfolio.
2. Create or significantly improve a Wikipedia article on some aspect of journalism.
http://en.wikipedia.org/wiki/Wikipedia:WikiProject_Journalism. New articles must qualify for
Good Article status -- Improved articles must be improved at least one category. (As assessed
by the course instructor.
3. Have an article about digital journalism published by a journal, local media, newspaper, radio or
television.
Final assignment -- multimedia essay 40%
Write a paper critically analysing the topic of convergent journalism. Participants will demonstrate that
they have absorbed class materials, can write in a journalistic style, and can critically discuss the topics
and issues related to the study of digital journalism. The paper must be 10-15 pages and must be
composed entirely in Google Documents (shared digitally with the professor before beginning) and must
incorporate hyperlinked references. Final paper is due on the scheduled exam date for the class.