J463: Social Media Journalism

School of Journalism and Communication, University of Oregon

Fall 2019

Instructor: Damian Radcliffe, Carolyn S. Chambers Professor in Journalism, Professor of Practice

Office: 201 Allen Hall
Office hours: 4pm-5pm Monday, 12-1pm on Wednesday. Other times by appointment.
Email: [email protected]
Telephone: 541-346-7643 (voicemail). SMS/Text 541-972-5531 from 9am-9pm.
You can also email or DM me on Twitter @damianradcliffe
Class Hours: 10am – 11.50am Tuesday and Thursday, 302 Allen Hall.

Course Description

Background
Social Media has changed the way that both journalists - and audiences - find and share the news.
How are these changes affecting journalistic practice? And what are the social media skills that
journalists need today?

This class will explore the social media strategies of major news media outlets and journalists,
exploring different social platforms and how you can use them effectively as journalists.

It will also teach you how to use social media to verify and manage content from different sources,
as well as explore best practice in develop relationships with communities through online channels.

Approach
Strong social media skills are highly sought after by employers. But usage of these platforms in
your personal life don’t necessarily translate into effective use in a professional, journalistic
setting.

This course will redress that by improving your knowledge of how major social networks are being
used by audiences, journalists and news publishers (primarily in the US, but also in the UK and
emerging markets such as SE Asia). Questions that we will explore include:

 What is the role of social media in the way that audiences find, consume, and share news?
 What are the implications of this for news organizations?
 How are they responding to these challenges?
 What are the characteristics of different social platforms?
o What does this mean for journalism and storytelling?
 How are different platforms used by news organizations to tell stories?
 What impact does social media have on the role of journalists in 2018?
 How is that role changing?

At the end of this course, you will have a firm grasp of these key issues, as well as the ability to tell
your own stories through social media.

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Seven knowledge areas you can expect to develop and hone:
By the end of this course you will be able to:

1. Understand and describe some of the major trends in social media usage.

2. Describe characteristics of major social platforms; including best practice for them.

3. Know where to look for relevant industry information/data/analysis about social media.

4. Use industry standard tools, such as Google Drive and Medium, for collaborative and individual
work.

5. Have a knowledge of major – and emerging - social networks / types of channels, such as:

 Facebook
 Twitter
 Instagram
 Snapchat
 Tumblr
 Pinterest
 Live Video services such as YouTube Live, Periscope and Facebook Live
 Messaging based apps like WeChat, WhatsApp and Line
 Platforms growing in influence and impact such as TikTok and Reddit.

6. Be able to critique your own ideas/output – and those of your peers – on social media topics.

7. Understand the implications of your digital – and social – footprint.

8 Key Learning Outcomes

According to the Accrediting Council on Education in Journalism and Mass Communication (AEJMC), all
accredited journalism schools in the USA should assess student mastery of 12 core values and
competencies. The full list of these values and competencies can be found later in this syllabus.

In this class, you can expect to be able to demonstrate the following:

1. Demonstrate an understanding of the history and role of professionals and institutions

in shaping communications;

2. Understand concepts and apply theories in the use and presentation of images and information;

3. Demonstrate an understanding of professional ethical principles and work ethically in pursuit

of truth, accuracy, fairness and diversity; (All of your assignments will require this. We will also
explore this in depth with First Draft Media’s work.)

4. Think critically, creatively and independently; (All of your assignments will require this.)

5. Conduct research and evaluate information by methods appropriate to the

communications professions in which they work;

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 6. Write correctly and clearly in forms and styles appropriate for the communications
professions, audiences and purposes they serve; (All of your assignments will require this.)
7. Critically evaluate their own work and that of others for accuracy and fairness,
clarity, appropriate style and grammatical correctness; (All of your assignments will
require this, especially your JSMA and Group presentation/project assignments.)
8. Apply tools and technologies (All of your assignments will require this, especially
your Rewrite assignment.)

Learning Methods
These will include:

 Class lectures, discussions and conversations with guest speakers

 Reading – and critically evaluating – a wide range of content
 In--‐class assignments and tasks (writing, reading, listening, pitching etc.)
 Presenting your own research and social media output to your class peers and instructor.
 Out of class assignments (story development and creation, interviewing, writing etc.)
 Reflecting on key lessons and learning from our classes
 Online learning modules from industry leaders like Facebook and First Draft

Estimated student workload

The course features two classes a week + assignments. In addition to compulsory class attendance,
you will also be set a combination of individual and group assignments.

Tasks will include: reading, identification of case studies, preparation of presentation materials and
papers, fieldwork (interviewing, creation of content) and portfolio development.

Some assignments, and work for this class, will run concurrently. You will need to manage your time
accordingly, to balance competing workloads from this class and others. Time management – which
includes juggling competing priorities – is an ability you will always need.

Undergraduate Courses
Under the UO quarter system, each undergraduate credit reflects c.30 hours of student engagement.
Therefore, this 4-credit course is akin to approximately 120 hours total of student time.

With 40 hours of class time (10 weeks at 4 hours per week), readings and assignments will account for
another c. 80 hours of your time this term.

Graduate Courses
Graduate students are expected to perform work of higher quality and quantity, typically with forty hours
of student engagement for each student credit hour. Therefore, a 4-credit graduate course would
typically engage students c. 160 hours.

For graduate students, with 40 hours of class time (10 weeks at 2 hours per week), readings and
assignments account for another c.120 hours of your time this term.

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How this class works

Attendance
This class is designed to give you a foundation in some of the key social media skills needed in
today’s journalism market. Attendance of classes, and completion of assignments -‐‐ on time -‐‐ is
essential. Miss the first and/or second class of the term, and you will be asked to withdraw.

Non--‐attendance and failure to complete assignments on time will result in an F for that task.

Please notify me, in writing and with as much prior notice as possible, if you must miss a class or if work
will be delivered late.

If you miss a class and you haven’t notified me beforehand, then I expect you to get in contact with me as
soon as possible, to explain your absence and to agree the best way to catch-up on what you missed.

You should treat attendance in class like you would a job – you wouldn’t miss a shift without telling your
supervisor. Please treat this class – and your classmates – with the same level of respect.

Office Hours
4pm-5pm Monday, 3-4pm on Wednesday. Other times by appointment.

Do use Office Hours to drop by and talk to me about assignments, ideas for improving the class, feedback
on the things you like, or anything else you want to discuss.

Outside of my regular office hours, I’m always happy to schedule additional meetings with students. Email
me, or pop by my office, so that we can arrange time to talk.

Free Writing Coaching at Writing Central

Looking for help with your writing?

Trained undergraduate coaches at Writing Central, the SOJC’s peer writing program, are available every
day of the week, either during drop-in hours or by appointment. Writing coaches can help with
everything from fleshing out story ideas to crafting stronger sentences to improving your grammar and
AP style. Bonus: coffee, tea and Trader Joe’s cookies.

Fall drop-in hours (Allen 106, Weeks 3-10)

 Monday-Thursday: 3-5 p.m.
 Fridays: By appointment
 One-on-one appointments: Visit writingcentral.uoregon.edu

Note that Writing Central is in a new location, moving from the third floor into the Experiential Hub. WC
has 10 coaches on staff this year: https://writingcentral.uoregon.edu/coaches/

Participation
Classes will include a mixture of the occasional informal lectures, in-class creative assignments,
discussions with industry professionals, sharing lessons and learning from your own writing and reading,
collective feedback on assignments, reflections on previous talks etc.

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Our classroom is an active learning space. It is an arena for the exchange of ideas and knowledge.

We are a small – but busy – class of 18 students, which is a perfect size for meaningful, valuable,
discussion with your peers.

There are no wrong answers and bad ideas, only answers and ideas which could be developed better.
It’s our job to work together to enable everyone to deliver the best possible outputs from the course.

You should treat it like a newsroom and a production office. This means that you need to be comfortable
pitching ideas, receiving – and giving – feedback, and treating everyone in the room with due respect.

It also means doing your prep. For example, researching guest speakers in advance of us talking to them.
These people are giving up their valuable time to talk to us, we want to make it worth their while.

To help with this, each student will be assigned a guest speaker where you – and another student – will
take the lead in asking questions to ensure we get the best out of the session.

Your active participation is vital. And this is reflected in the grade structure for the term.

Assignments
These will require original research, analysis, reporting and writing. This may involve additional reading,
conversations/interviews, and information-gathering that takes place off campus and a different days and
times.

Like all journalists, you’ll find some tasks easier – and more enjoyable – than others. This will ebb and
flow throughout the term. That’s normal! Sometimes, ideas and concepts might take some getting used
to. Other times, they won’t. Plan your time, energies and resources accordingly.

Feedback and Rewrites

A number of assignments will include opportunities to rewrite and edit materials, following feedback
from me and/or your peers.

This reflects the reality of many newsrooms and will almost always result in your revised work being
of a higher standard. These exercises will help you to improve your skills and news sensibilities.

I believe that a 1-1 discussion about your work is more valuable than one-way written feedback, and this
is set-up for your LinkedIn portfolio review. This personal 1-1 teaching will take place during class time,
office hours and other times. These 1-1 sessions will typically last for 10-15 mins each.

You will be expected to take notes during these sessions; and to action – or at least consider – the
recommendations given.

Where class time is reassigned to allow for this 1-1 feedback, you are encouraged to use the class time to
work on other assignments for this class. I may also assign some reading during this period, which will be
discussed at the start of the next full class.

Your assignments, academic + journalistic integrity

See the Course Policies at the back of this syllabus for more information. Below is an explanation
for what these mean for your creative and journalistic work. Thanks to Lori Shontz for this
wording, she’s said it better than I could, so I’ve reproduced this from her Reporting II syllabus.
This is obviously a different class, but the principles still apply.

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ACADEMIC INTEGRITY

The University Student Conduct Code (http://dos.uoregon.edu/conduct) defines academic

misconduct. Students are prohibited from committing or attempting to commit any act that
constitutes academic misconduct.

That means the following:

• Do not plagiarize: Do not copy someone else’s work and pass it off as your own. That
includes the work of professional reporters as well as the work of your classmates,
friends, family, fraternity brothers, sorority sisters, teammates, roommates, fellow club
officers, etc. You get the picture.

• Attribute your work properly: Use first and last names for everyone you quote or
paraphrase in a story. Quotations are direct quotes—don’t tweak what someone said to
make the sentence sound better. If you use information from another news source,
attribute it to that source.

• Don’t copy directly from websites or other background sources: This is plagiarism, too.
Don’t think you can fool me—or your readers—by changing a word or two around. That
doesn’t fly. Again: Attribute your work properly.

• Do not make things up: Don’t invent sources, facts, people, scenarios, scores, quotes,
etc. I truly hope this is self-evident.

• Do not interview family, friends and/or acquaintances: Credibility is everything. If you

use people you know well as sources, your readers have cause to doubt whether you
are being fully truthful or withholding information that would be damaging to those
close to you.

• IF YOU AREN’T SURE, ASK.

If you plagiarize or otherwise violate these principles of academic integrity, you will flunk this
class. Period.

DIVERSITY AND INCLUSIVENESS

The best journalism reflects the community it covers. That’s why I am passionate about
increasing and maintaining diversity in newsrooms. If everyone is the same gender, race, ethnic
group, sexual orientation, religion, etc., you’re going to produce a homogenous publication that
is at best boring, at worst riddled with errors of fact and/or omission.

In this class, I will encourage open inquiry, freedom of expression and respect for difference.

I expect you to respect the differences among you and your classmates and between the class
and me. I will respect yours. We can certainly disagree—in fact, I expect that we will at times.
But we can all respect each other, and we can all learn from each other.

If anything in this class makes you uncomfortable, let me know ASAP. Let’s talk about it.

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Notes on graded assignments
You’ll be given a detailed brief, on Canvas and in class, for each assignment. This will include clear
directions of what’s expected and by when. I will also post a discussion board for each assignment on
Canvas. So, if anything is unclear, please ask there, so that everyone can see my response(s).

- Writing (30%)

Social Media Storytelling feature (20%)

Working on your own, you will produce a social media driven story, on the topic – and format - of
your choice.

This could be: live blogging from an event, a human interest story, a breaking news feature or a
myriad of other (hard and soft news) possibilities.

Your story is likely to include a combination of text, video, still photography, audio and curated
links/material produced elsewhere.

You will be expected to pitch two ideas to the class – outlining your idea and the platform(s) you
propose to use. The class will then commission you to produce this story. Once the assignment is
completed, you will share with the class the lessons you learned from this task.

The assignment will be submitted via Medium, as this is the easiest platform to embed tweets,
YouTube videos, Instagram posts etc. Aim for 800-1,000 words.

For help with this assignment, I encourage you take advantage of the coaching opportunities provided
by Writing Central: http://journalism.uoregon.edu/sojc-writing-central/

Interview a Journalist / “This is how I use social media” (10%)

How do journalists use social media? We’ll find this out in two ways: through conversations with
guest speakers (of which more below) and through finding – and interviewing a journalist about their
work.

In doing this, you will need to find – and reach out to – a journalist from an outlet of your choosing.
Use this opportunity to find out more about your dream news organization, or role, identify your own
personal skill/knowledge gaps, and to expand your personal/professional network.

Together, we will shape the format of this write-up, inspired by the Lifehacker series “How I Work.”
https://lifehacker.com/c/how-i-work - we will aim to get this series published.

- Research, Evaluation and Critical Thinking (25%)

Weekly reflection (10%)

Taking the time to pause and reflect about what you have learned helps with retention of knowledge.
As a result, at the end of each week, I’ll ask you to produce a short reflection as a Twitter thread.

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If you don’t know how to do this, have a look at: https://help.twitter.com/en/using-twitter/create-a-
thread and https://slayingsocial.com/twitter-thread-case-study/

You must include a minimum of 5 tweets in your thread to get the points.

Your thread should include:

 Takeaways from class discussions, assignments and conversations with guests.

 Thoughts on your industry reading. Don’t just share a link, add value by saying why the
development you are posting is noteworthy. (More on this below.)

Tips
 Post the link for your first tweet each week to Canvas.

 In the first tweet of the thread, use the class #tag - #SM4J

 @me - @damianradcliffe - so I can RT you submission.

 @ others – people, orgs etc. that you mention – to drive engagement from/with them

 Do search for the #tag on Twitter to see what others in the group have shared, RT, comment
and engage with them – this is how communities on social media work, so it’s good practice!

I will also useful this feedback and insights to shape the class as we go throughout the term.

Work will be graded as Complete/Incomplete.

Industry Reading
Because the social media landscape changes rapidly, there are currently no set readings for this class
(although that may change). You are, however, expected to keep up to date with the latest
developments in this space.

Your weekly reflection is one place to share this. We may also discuss major developments in class –
so come prepared (e.g. this week, Kik announced its shutting down its chat app. We should talk about
that!)

There are a number of websites, and newsletters, which students will find it helpful to subscribe to.
These sources regularly feature “how to guides,” discussions about new social storytelling techniques
and data/analysis of new research related to social news.

Recommended resources include: Nieman Lab, CJR (Columbia Journalism Review), IJNET, Reliable
Sources (CNN), recode, Pew Research Center (Journalism and Media project), Poynter,
journalism.co.uk.

Recommendations:

 41 Must Read websites and newsletters for journalists interested in social media

 50 Must Read websites and newsletters for journalists and students interested in the media,
tech and communications

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  Journalism, Media and Tech: 19 must read newsletters for journalists in 2019

NB: there is some overlap between these lists.

Emerging Platforms – presentation and write-up (In Groups, 15%)

Working in groups (2 x 4, + 2 x 5) you will be allocated a social network that you will become the class
experts in. Together you and your group will produce a “User Guide” for this social channel.

To help develop your expertise in this space, you will use a mixture of desk analysis and field research
to determine best practice for this platform. Field research will include getting hands on with this
tool, as well as identifying how other major news organizations use this application.

Combining your own first-hand experience of using this platform, with the expertise of others, will
enable you to produce a handy “how to” guide for use by the rest of the class and other journalists.

The guide should include hyperlinks, screenshots, embedded tweets/images/videos etc. to help
others to understand the best way to use this platform. You will present your initial findings (via a
presentation) to the class.

We will then give you and your group feedback on this, so you can revise your submission based on
any additional points from our class discussions that you wish to incorporate.

- Portfolio + MidTerm (15%)

Professional portfolio + Midterm (15%)

Having a strong online presence is vital for prospective employers; and represents a great opportunity
for you to showcase your personal brand - and work - online.

To encourage you to establish this presence online, this task will ensure that you have the following in
place by the end of term:

1. A LinkedIn profile
2. HootSuite Platform Certification
3. Facebook for Journalists certification
4. CrowdTangle for Journalists certification

Your LinkedIn profile will be graded A-F. The Hootsuite, Facebook and CrowdTangle certificates are
Complete/Incomplete quizzes.

- Other (30%)

Attendance (10%)
The importance I attach to this is reflected in the weighting given to this.

Participation (20%)
As I’ve mentioned at several points in this syllabus; our classroom is a newsroom. This means that you
need to be comfortable pitching ideas, receiving – and giving – feedback, and treating everyone in the
room with due respect.

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You'll ask questions of guest speakers, share - and produce - work in class throughout the term. This
work feeds into this grade.

This includes, for each guest speaker, two students who will be assigned (you will be selected at
random, with names taken out of a hat) to take the lead in asking questions of our guest.

Examples of work captured by this participation grade:

 In-class writing/production exercises

 Engagement with guest speakers
 Contribution to in-class discussions
 Pitching ideas
 Giving helpful, respectful feedback to your peers, on their work

Grading
Tasks/Weighting (subject to revision/changes)

Activity Tasks % of Grade Points

Writing 1. Social Media Storytelling 20% 200
2. Interview a Journalist / How I Work 10% 100
30% 300
Research/ 3. Weekly reflection x 10 (Twitter thread) 10% 100
Reflection 4. Emerging Platforms (group preso + paper) 15% 150
25% 250
Portfolio + 5. Professional LinkedIn site 5% 50
Mid-Term 6. HootSuite Platform Certification 5% 50
7. Facebook for Journalists certification 2.5% 25
8. CrowdTangle for Journalists certification 2.5% 25
15% 150

Other 9. Attendance 10% 100

10. Class participation (incl. in-class work) 20% 200
30% 300
TOTAL 100% 1,000

Grade/Percentage/Point ratios
▪ A 93-100 percent ▪ C+ 77-79 percent
▪ A- 90-92 percent ▪ C 73-76 percent
▪ B+ 87-89 percent ▪ C- 70-72 percent
▪ B 83-86 percent ▪ D 60-69 percent
▪ B- 80-82 percent ▪ F 0-59 percent

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Expectations and Standards:

▪ An A story is one that could be published with very minor editing. Or no editing at all.
▪ A B story is publishable, but it would need some fixes first.
▪ A C story would need major revisions to be published.
▪ A D story would not be published; it has significant flaws.
▪ An F story has one or more major fact errors, is plagiarized or is exceptionally late. Or
all three. Or it may simply have more significant flaws than a D story.

Deadlines
Journalists have to delivery work on time. You’re a journalist, so that principle applies to this
class. If you submit work late, you will be docked one full grade for every 24 hours past deadline.

If there’s a legitimate reason for this, we will – together – agree a revised date, provided you
discuss it with me first, and at the earliest possible point. I’ll treat you the same way any Editor
would. However, they will expect early communication in the event of any problems. Treat me
like you would your Editor/Commissioner.

How Grades Will Be Determined – story checklist

Your work will be reviewed in the same way as any Editor would review the content submitted to
them. I will be looking for good writing, strong images, interesting stories, clarity of message,
breadth of sources used, fairness and balance, accuracy, good grammar, spelling and style.
(h/t Lance Robertson for the excellent list below).
That translates into:

REPORTING

 NEWS JUDGMENT: The story identifies and focuses on the most compelling news values
(timeliness, proximity, importance, etc.) of the event, meeting or issue.

 THOROUGHNESS: The story demonstrates an intellectual command of the broader topic or

issue, and adequately addresses the story’s central question.

 CONTEXT: The story places the events and issues into a context that helps the reader see
how the specifics fit into a larger picture.

 RESEARCH: The story draws on reporting from an appropriate range of sources.

 INTERVIEWING: The story provides an appropriate range of voices that express

meaningful thoughts, observations and responses to important questions.

 DETAIL: The story uses detail to bring illustrate the central point or theme.

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 WRITING

 THE STORY’S OPENING: The story has a strong, engaging opening (lead), and promptly
frames its central question and context to create meaning for readers. The choice of lead
format (summary, descriptive, narrative, etc.) is reflective of the event or meeting you are
covering, and the time frame you have to cover it.

 CLARITY: The story uses clear language, favors the active voice, and avoids jargon and
unneeded complexity.

 STRUCTURE AND FLOW: The story has a logical, seamless organization, including
transitional elements that moves the reader from beginning to end.

 VOICES: The story demonstrates an excellent selection of voices and quotes that convey
meaningful ideas, opinion and emotion.

 DETAIL: The story effectively uses detail about people, places or situations that illustrate the
central theme or focus of the story.

 TECHNICAL: The story has trouble-free grammar, punctuation and usage.

Although this list is most applicable to the Social Media Storytelling feature, it’s applicable
throughout.

Pay particular attention to spelling platforms/brands and journalist’s names correctly, both for
the more substantial assignments and your weekly Twitter threads.

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How Grades Will Be Determined – the mechanics

Grading Grid:

Category A B C D F

Strong lead: Vivid, telling Provides Essential Not a direct Factual

Informative detail. essential information lead and/or error(s).
hard information. but lacking important
(summary) clarity, information
news lead or conciseness missing.
compelling and/or detail.
anecdotal
opening.

Essential Who, what, 5 Ws covered Essential Essential Does not tell a

information where, when and but story not information information story.
covered. why organized provided but missing and/or
answered. clearly with disorganized. disorganized.
Story / most
Analysis important
logically information
organized. at the top.

Appropriate Strong use of Appropriate Quotes and Quotes or Quotes and

use of quotes quotes, with best use of quotes attribution attribution attribution
and quote high in and provided. missing missing
attribution. story. Attribution attribution.
provided when
needed.

Clear and Clear and concise Basically clear Thorough Writing style is Unintelligible.
concise writing. and concise. editing inappropriate
writing. Appropriate needed to for a news
news-‐‐writing style meet story.
Appropriate (i.e., short standards.
news-‐‐writing paragraphs,
or analytical descriptive detail,
style. active verbs, no
first-‐‐person).

Factually Mechanically 1-‐‐2 minor 1 major error 2 major errors Fatal flaws:
accurate. sound, no errors. errors. Style such as a and multiple Factual errors,
Correct inconsistent. fragment, minor issues. misspelling of
grammar, run-‐‐on, proper names,
spelling and comma splice, multiple
punctuation. or more than grammar,
two minor spelling errors.
errors.

Other things which come into the mix:

 Layout, formatting, for digital submissions, this matters.
 Are you telling a story I’ve not heard before.
 Does your story have the X-‐ Factor (it can be solid, but does it zing?)

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Course policies

Attendance
This class is covered by the university’s mandatory attendance policy:

“Academic departments may require students to attend the first and/or second meetings of designated
classes. … Students who do not attend the first two sessions of these classes may be directed by the
academic department to drop the course so that the seat may be given to another student. Students are
responsible for dropping the class; there is no automatic drop. The university refund schedule applies.”

As outlined above, this is mandatory for this class. I don’t expect to have to chase you up about any
absences. Be proactive. Treat me, and this class, as you would do a job.

Accessibility
The University of Oregon is working to create inclusive learning environments. For more information or
assistance, you are also encouraged to contact the Accessible Education Center, 346-1155; website:
http://aec.uoregon.edu/

Basic needs
Any student who has difficulty affording groceries or accessing sufficient food to eat every day, or who
lacks a safe and stable place to live, and believes this may affect their performance in the course, is urged
to contact the Dean of Students Office (346-3216, 164 Oregon Hall) for support.

Furthermore, if you are comfortable doing so, please let me know about your situation so I can help point
you in the right direction for assistance.

Crisis Center
The University of Oregon Counseling Center provides students with confidential telephone crisis
intervention 24/7. The number is 541-346-3227.

Diversity and Inclusion

Diversity is supported and valued at the University of Oregon. We respect the dignity and essential worth
of all individuals; reject bigotry, discrimination, violence, and intimidation; practice personal and
academic integrity and expect it of others; and promote a diversity of ideas, opinions, and backgrounds.

Open inquiry, freedom of expression, and respect for differences are fundamental to a comprehensive
and dynamic education. SOJC is committed to upholding these ideals by encouraging the exploration,
engagement, and expression of divergent perspectives and diverse identities.

Discrimination of any kind, disrespect for others, and inequity in educational opportunity are not
acceptable. Students, faculty, and staff are expected at all times to maintain the School of Journalism and
Communication’s high standards of ethical and compassionate conduct. Please see me if you need help
or have any questions.

Academic integrity
The University Student Conduct Code (available at conduct.uoregon.edu) defines academic misconduct.
Students are prohibited from committing or attempting to commit any act that constitutes academic
misconduct. By way of example, students should not give or receive (or attempt to give or receive)
unauthorized help on assignments or examinations without express permission from the instructor.

Students should properly acknowledge and document all sources of information (e.g. quotations,
paraphrases, ideas) and use only the sources and resources authorized by the instructor. If there is any

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question about whether an act constitutes academic misconduct, it is the students’ obligation to clarify
the question with the instructor before committing or attempting to commit the act.

The U of O policy on academic dishonesty will be observed throughout this course. Plagiarizing and/or
cheating will result in an automatic failure of the course. To avoid this, you should read:
http://researchguides.uoregon.edu/citing-plagiarism

We will also talk about the importance of proper attribution of your sources and providing credit where it
is due. In the digital arena, this is more important than ever, as the lifting of quotes or the creation of
false content, nevermind plagiarism can all be easily identified. Careers can – and have been – destroyed
as a result of breaking these rules. Don’t be foolish and make the same mistakes!

Grievance/Disputes
All grievances should first be brought to me, then if necessary to the sequence area director or graduate
program director. If a student believes the grievance has not been satisfactorily settled, it should then
come to the associate dean for undergraduate affairs if an undergraduate or to the senior associate dean
if a graduate student.

Inclement weather/Instructor Emergency

I will post a message to Canvas (Announcements section) and also send an email to the whole group,
through Canvas, in the event of inclement weather or an emergency.

Technology
All assignments will be submitted via Canvas. Please submit via MS Word or Google Doc for written work,
to give me the opportunity to add comments/track changes.

In a few instances, you will be asked to contribute to a Google Doc. You will need a Google account for
work in this class.

Mobile phones should be turned off in class, unless we’re using them for a task.
Only use a PC/laptop, if we are using it for a task.

If I find you’re using your phone/PC for something else, I will pick you up on it, and reserve the right to do
so in front of everyone. Please don’t make me be that person!

I encourage you to take notes by hand, as retention – multiple studies have shown - is better this way.

Questions
If you want to know more about anything mentioned here, or anything which you think is missing, then
please do not hesitate to email me! [email protected] (or pop by Allen Hall 201) at any time.

Instructor bio http://journalism.uoregon.edu/member/radcliffe-damian/

Damian Radcliffe is the Carolyn S. Chambers Professor in Journalism, and a Professor of Practice, at the
University of Oregon.

Alongside holding the Chambers Chair at the School of Journalism and Communication (SOJC), he is
also a Fellow of the Tow Center for Digital Journalism at Columbia University, an Honorary Research
Fellow at Cardiff University’s School of Journalism, Media and Culture Studies, and a fellow of the Royal
Society for the Encouragement of Arts, Manufactures and Commerce (RSA).

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An experienced digital analyst, consultant, journalist, and researcher, Damian has worked in editorial,
research, policy, and teaching positions for the past two decades in the UK, Middle East, and USA.
This includes roles in all media sectors (commercial, public, government, regulatory, academic, and
nonprofit/civil society) and all platforms (print, digital, TV and radio).

Damian continues to be an active journalist, writing monthly columns for ZDNet (CBS Interactive)
and What's New in Publishing, and frequently appearing in journalism.co.uk. He writes about digital
trends, social media, technology, the business of media, and the evolution of journalism.

These themes are also at the heart of the Demystifying Media speaker series, which Damian curates. He
launched the series in January 2016, with the goal of bringing leading academics and industry
professionals to the SOJC. To date, more than 30 experts have participated in the program.

Outside of this series, Damian has chaired sessions, provided training, and spoken at events, around the
world including: USA (New York, Portland, Philadelphia, Colorado Springs, Albany; New York, Chicago and
Washington D.C.), UK (London, Edinburgh, Oxford, Cardiff, Belfast, Bristol), Europe (Paris, Strasbourg,
Vienna, Barcelona, Istanbul, Amsterdam, various cities in Germany) and the Middle East (Doha and
Dubai).

Before joining the University of Oregon in 2015, Damian previously worked full-time for The Local Radio
Company, BBC, Volunteering Matters, Ofcom (the UK communications regulator), and Qatar’s Ministry of
Information and Communications Technology (ictQATAR).

He has also written, spoken to, or provided consulting services, for a wide range of additional industry
and academic organizations, such as:

Abramis Academic Publishing, ASDA’A Burson-Marsteller, Association of Information and

Communication Media (AMIC, Spain), BBC Media Action, BBC Monitoring, BBC World Service,
Carnegie UK Trust, Cass Business School, Centre for Research on Communities and Culture
(Canterbury University), City University London, Cognizant, European Journalism Observatory
(EJO), Eyewitness Media Hub, FJUM (forum journalism and media, Vienna), German-American
Institutes, The Guardian, IBC Content Everywhere, IMedia Development Investment Fund, Middle
East Broadcast Network (MBN), NESTA, Northwestern University in Qatar, Online Journalism
Blog, Qatar Today, Street Fight, TEDx Reset (Turkey), The Reuters Institute for the Study of
Journalism at Oxford University, the United Nations and Your Middle East.

Other outlets to feature Damian's work include: BBC College of Journalism and BBC Academy (36
bylines), The Conversation (6 bylines), Digital Content Next (6 bylines), Huffington Post (12 bylines), IJNet
(10 bylines) and - prior to their closure - MediaShift (14 bylines) and TheMediaBriefing (35 bylines).

Additional bylines can also be found in Columbia Journalism Review (CJR), Nieman
Lab, Poynter and elsewhere.

Find out more about him on his website.

In case you forget, or don’t know, what I look like…

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Additional Course Information: Accreditation Guidelines and Goals
The national accrediting agency for journalism education has required that all accredited journalism schools
assess student mastery of 12 core values and competencies that every graduate of a journalism and mass
communication program should possess.

According to the Accrediting Council on Education in Journalism and Mass Communication (AEJMC), all
graduates, irrespective of their particular specialization, should be able to:

1. Understand and apply the principles and laws of freedom of speech and press, for the country
in which the institution that invites ACEJMC is located, as well as receive instruction in and
understand the range of systems of freedom of expression around the world, including the
right to dissent, to monitor and criticize power, and to assemble and petition for redress of
grievances;

2. Demonstrate an understanding of the history and role of professionals and institutions

in shaping communications;

3. Demonstrate an understanding of gender, race, ethnicity, sexual orientation and, as

appropriate, other forms of diversity in domestic society in relation to mass
communications;

4. Demonstrate an understanding of the diversity of peoples and cultures and of the

significance and impact of mass communications in a global society;

5. Understand concepts and apply theories in the use and presentation of images and information;

6. Demonstrate an understanding of professional ethical principles and work ethically in pursuit

of truth, accuracy, fairness and diversity;

7. Think critically, creatively and independently;

8. Conduct research and evaluate information by methods appropriate to the

communications professions in which they work;

9. Write correctly and clearly in forms and styles appropriate for the communications
professions, audiences and purposes they serve;
10. Critically evaluate their own work and that of others for accuracy and fairness,
clarity, appropriate style and grammatical correctness;

11. Apply basic numerical and statistical concepts;

12. Apply tools and technologies

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Course Schedule and Assignments
This schedule is a draft and is subject to amendment. Items in red are not yet confirmed.

Week Date Activities

1 Introductions. Expectations. Why this matters.

Tues
1 Oct
 Course outline
 Your Social Media Habits
 History of Social Media (preso)
 Scavenger Hunt set-up

Thurs Social Media Scavenger Hunt (in pairs)

3 Oct No formal class, Damian traveling.

Task: Weekly Twitter thread reflection due Sunday 23:59– post link to Canvas.

Tues  Social Media Trends, Part One: Instagram Stories (preso/group)

2 8 Oct  How has social media changed journalism? (preso)

Task 1: Interview a Journalist / How I Work. Due 23:59 on 22nd October.

 Guest speaker 1: Polly Irungu, WNYC

 Define format for “How I Work” task. (if time)
Thurs
10 Oct Task: Weekly Twitter thread reflection due Sunday 23:59– post link to Canvas.

3 Tues Instagram Stories assignment

15 Oct No formal class, Damian traveling.

Thurs  Content Review + Discussion

17 Oct Instagram Stories assignment + Scavenger Hunt
 Roundtable – takeaways from your industry reading
 Guest speaker 2: Sutton Raphael, NBC Left Field

Task: Weekly Twitter thread reflection due Sunday 23:59– post link to Canvas.

4 Tues Guest speaker 3: Jessie Rae Price, iHeartMedia, Pop Lowdown

22 Oct Social media led story pitches.

Task 3: Social Media Storytelling. Due 23:59 on 5th November.

Thurs Mid-term feedback assignment

24 Oct Story of the week on social (orgs)

Task: Weekly Twitter thread reflection due Sunday 23:59– post link to Canvas.

5 Tues Desk based Instagram Stories assignment.

29 Oct No formal class, Damian traveling.

Thurs  Using Medium

31 Oct  Takeaways from your Interview a Journalist / How I Work assignment.
 Slaying LinkedIn

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 Task: Weekly Twitter thread reflection due Sunday 23:59– post link to Canvas.

6 Tues  Guest Speaker 4: Andrea Gardner, Professional Bull Riders Association

5 Nov  Discussion of conclusions from mid-term feedback
 Review of Desk based Instagram Stories assignment.

Thurs Mid-terms (1)

7 Nov
 Getting Started With CrowdTangle: Newsgathering (40 min webinar)
o CrowdTangle for Journalists certification (30 mins)

 Facebook for Journalists certification (30 mins)

1-1 with Damian to discuss LinkedIn, Storytelling assignment. (10 mins

each + Office Hours and other time set aside if not complete in class time).

Task 4: Final submission of LinkedIn 23:59, 7 November

+ CrowdTangle + Facebook for Journalists certificates

Task: Weekly Twitter thread reflection due Sunday 23:59– post link to Canvas.

7 Tues Mid-terms (2)

12 Nov
Work on your own to complete:
o HootSuite Platform Certification (2.5 hours)
o Do in class or at home.

Thurs  Guest speaker 5: Katherine Ellis, Content Strategist, NewsWhip

14 Nov  Work on group presentations (in class)

Task 4: Social Media Storytelling. Due 23:59 on 15th November

+ HootSuite Platform Certification

Task: Weekly Twitter thread reflection due Sunday 23:59– post link to Canvas.

8 Tues  Group presentations x 4

19 Nov  Presentation on Ghosts of Highway 20’s social promotion strategy
Task 4: Group paper due 23:59 Tuesday 3rd December.

Thurs  Guest speaker 6: Aimee Rinehart, First Draft

21 Nov  Discussion on verification

Task: Weekly Twitter thread reflection due Sunday 23:59– post link to Canvas.

9 Tues Understanding Engagement.

26 Nov
 Guest speaker 7: Ashley Alvarado, Director, Community Engagement
Southern California Public Radio – live tweet her talk

 Group follow-up discussion with Ashley.

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  Group discussion about Northwestern Student Newspaper apology +
reaction on social media

Thurs No class due to Thanksgiving Break.

28 Nov
Task: Weekly Twitter thread replaced by live tweeting of
Ashley Alvarado’s talk due Tuesday 23:59– post link to Canvas.

10 Tues  Next level Social Media skills (more on verification etc.)

3 Dec
 Guest speaker 8: Esra Dogramaci, Digital Consultant

Thurs  Guest speaker 9: Robin Jill Monheit, Facebook

5 Dec
Look ahead + look back
 Where does social media go from here? (Preso)
 Wash-‐‐up: lessons learned.
 End of term evaluation.
 Next Steps.

Task: Weekly Twitter thread reflection due Sunday 23:59– post link to Canvas.

NB: Weekly reflection due – via Canvas - at 23.59 each Sunday evening, Weeks 1-10.

ASSIGNMENT RECAP - Tasks/Weighting (subject to revision/changes)

Activity Tasks % of Grade Points

Writing 1. Social Media Storytelling 20% 200
2. Interview a Journalist / How I Work 10% 100
30% 300
Research/ 3. Weekly reflection x 10 (Twitter thread) 10% 100
Reflection 4. Emerging Platforms (group preso + paper) 15% 150
25% 250
Portfolio + 5. Professional LinkedIn site 5% 50
Mid-Term 6. HootSuite Platform Certification 5% 50
7. Facebook for Journalists certification 2.5% 25
8. CrowdTangle for Journalists certification 2.5% 25
15% 150

Other 9. Attendance 10% 100

10. Class participation (incl. in-class work) 20% 200
30% 300
TOTAL 100% 1,000

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