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COMM 541-O FUNDAMENTALS OF MULTIMEDIA JOURNALISM 1
Sistema Universitario Ana G. Méndez
School of Social Science and Communications
Program Title: Multimedia Journalism
Continental USA Branch Campuses
Universidad del Turabo
COMM 541-O
Fundamentals of Multimedia Journalism
© 2018. Ana G. Méndez University System, Inc.
All rights reserved.
COMM 541-O FUNDAMENTALS OF MULTIMEDIA JOURNALISM 2
TABLE OF CONTENTS
PÁGINA/PAGE
COURSE INFORMATION ............................................................................................... 3
TALLER UNO .................................................................................................................. 7
WORKSHOP TWO ........................................................................................................ 11
TALLER TRES .............................................................................................................. 14
WORKSHOP FOUR ...................................................................................................... 17
TALLER CINCO/WORKSHOP FIVE ............................................................................. 20
RESOURCES & SUPPORT .......................................................................................... 24
COMM 541-O FUNDAMENTALS OF MULTIMEDIA JOURNALISM 3
I. COURSE INFORMATION
A. Course Details
1. Course Name: Fundamentals of Multimedia Journalism
2. Code: COMM 541-O
3. Credits: Three
4. Duration: Five Weeks
5. Prerequisite: COMM 510-O
6. Corequisite: None
B. Course Description
The course studies the main theories about the origins of multimedia journalism,
concepts, and current purposes. It also studies practical concepts of multimedia
journalism; converge of text and audiovisual in cyber platforms; the essential
elements of ethics and law; the evolution of journalism; and the different journalistic
genres applied to multimedia.
Descripción del curso
El curso estudia las principales teorías sobre los orígenes del periodismo multimedia,
los conceptos y los propósitos actuales. También estudia conceptos prácticos de
periodismo multimedia; convergencia de textos y audiovisuales en plataformas
cibernéticas; los elementos esenciales de ética y ley; la evolución del periodismo; y
los diferentes géneros periodísticos aplicados a multimedia.
C. Course Objectives
Upon completing this course, the student will:
Content
1. Evaluate the main theories about the origins of multimedia journalism.
2. Apply the practical concepts for multimedia writing.
3. Analyze the characteristics of audiovisual and cybernetic platforms for multimedia.
4. Apply digital technologies in journalistic products.
5. Apply the essential elements of codes of ethics, press and law in multimedia
journalism.
COMM 541-O FUNDAMENTALS OF MULTIMEDIA JOURNALISM 4
6. Write the different journalistic genres applied to multimedia.
7. Apply the ethical principles of journalism, emphasizing truth, accuracy, impartiality
and diversity.
Language
1. Evaluate the ethical principles of journalism, emphasizing the truth, accuracy,
impartiality and diversity during active participation in the group discussions of the
course.
2. Explain the main theories about the origins of multimedia journalism, concepts and
current purpose of multimedia journalism in collaborative activities.
3. Investigate the essential elements of codes of ethics, press and law in multimedia
journalism.
4. Write and produce different multimedia journalistic writings keeping in mind the
characteristics of audiovisual and cybernetic platforms for multimedia and digital
technologies.
D. Specific Course Guidelines
The student will comply with the following specific requirements:
1. Refer to the Student Guidelines to glance at general policies, resources, and other
important elements for the course.
2. Place all the evaluated activities of the course, with their respective rubrics, in the
corresponding folder of the workshops of the Digital Performance Portfolio. This
includes, but not limited to, the original drafts of written works, evidence of the
feedback provided by the NetTutor tool, and the revised versions of said written
work.
3. All of the rubrics used to evaluate activities for this course, as well as any specific
course documents, can be accessed in the Supporting Documents section.
COMM 541-O FUNDAMENTALS OF MULTIMEDIA JOURNALISM 5
E. Evaluation
EVALUATION TABLE
CRITERIA SPECIFIC DESCRIPTION WORKSHOP(S) WEIGHT Class
Participation
The student will actively contribute in class, be prepared in advance for each workshop, and demonstrate mastery of communication skills, both verbally and in writing during all workshops.
1 – 5
5%
Activities before
and during the
workshop
This criterion includes the activities that use the E-Lab, Discussion Board, VoiceThread, Wikis, and self-reflections.
1 – 5
15%
Audiovisual
Presentations
Student will present their research on examples of media convergence, and if a multimedia product contains the essential elements of codes of ethics, press, and law.
1
5 10%
Articles for a
Multimedia
Platform
Student will compose four articles (travel, promotional, opinion and editorial) for a multimedia platform. Each article comprises 5% of the evaluation. See Paragraph Construction Rubric.
3 20%
Essays Student will compose analytical essays evaluating a) the concepts of positive and negative usability, hypertextuality, multimedia and interactivity, b) the journalistic genres studied within a multimedia context, and c) ethics are necessary in the current multimedia press and if it is necessary to write with fairness and diversity. See Essay Rubric.
1, 3, 5 15%
Investigative
Report
The student will compose a 600-800 word-count investigative report about an event that affected the community before the year 2000. The student will post the report in a blog. Rubric to Evaluate Blogs found in Supporting Documents.
2 10%
Multimedia Blog
Article
Produce a multimedia blog presentation based on the proposal submitted in Workshop Two. Rubric to Evaluate Blogs found in Supporting Documents.
4 10%
Podcast Working in pairs, students will produce a twenty minute podcast using the VoiceThread tool. See Oral Communication Rubric.
4 10%
Digital Performance
Portfolio
All activities evaluated should be placed in the digital portfolio along with the rubric used to evaluate it (See Digital Performance Portfolio Assessment Handbook found in the Supporting Documents.)
1-5 5%
COMM 541-O FUNDAMENTALS OF MULTIMEDIA JOURNALISM 6
Scale for the Final Course Grade
A = 100 - 90 B = 89 - 80 C = 79 – 70 D = 69 - 60 F = 59 or less
Remember, that every activity to be evaluated has two components:
Content component weight 70%
Language component weight 30%
The sum of the components, per activity, will be multiplied by the corresponding weight
for each criterion.
F. Books
Briggs, M. (2016). Journalism next. (3rd ed.). Sage Publications: Los Angeles
Bull, A. (2016). Multimedia journalism. A practical guide. (2nd ed.). Routledge:
London.
Witschge, T., Anderson, C.W., Domingo, D., & Hermida, A. (2016). The sage
handbook of digital journalism. Sage References: Los Angeles.
G. Bibliography
Rigo, M .N. (Diciembre 2016). Convergencia mediática: nuevas formas de pensar a
los medios de comunicación. Actas de Periodismo y Comunicación, Vol. 2, N.º
1, diciembre 2016. Rescatado el 7 de junio de 2018 de
http://perio.unlp.edu.ar/ojs/index.php/actas
Pérez-Blanco, P. (20 de abril de 2016). El periodismo en la era digital. El país.
Rescatado el 7 de junio de 2018 de
https://elpais.com/elpais/2016/04/13/opinion/1460540302_620130.html
Angulo-Serrano, H. A. (2016). Periodismo multimedia: el diseño multimedial en el
periodismo digital boliviano. Punto Cero, año 21 - n°32 - julio de 2016. Pp 51-
75.
Total 100%
COMM 541-O FUNDAMENTALS OF MULTIMEDIA JOURNALISM 7
TALLER UNO
Origen y conceptos del periodismo multimedia
A. Objetivos del taller
Durante el taller, el estudiante:
Contenido
1. Comparará las teorías y la historia del periodismo multimedia y el periodismo digital
como parte de un diagrama.
2. Evaluará la convergencia mediática analizando un tema noticioso que haya sido
presentado por los medios de comunicación tradicionales y no tradicionales.
3. Explicará la usabilidad, interactividad, multimedialidad e hipertextualidad vista en
medios de comunicación periodísticos digitales.
Lenguaje
1. Interpretará correctamente las teorías del periodismo multimedia y el periodismo
digital basado en las discusiones que escuche en clase.
2. Hablará sobre la convergencia mediática presentando ejemplos concretos visto en los
medios de comunicación y lo presentará en una presentación audiovisual.
3. Investigará como se ve la usabilidad, interactividad, multimedialidad e hipertextualidad
en los medios de comunicación periodísticos digitales.
4. Redactará un escrito entre 600 a 800 palabras donde presenten ejemplos concretos
de usabilidad, interactividad, multimedialidad e hipertextualidad.
B. Vocabulario
1. Periodismo digital
2. Periodismo multimedia
3. Convergencia mediática
4. Multimedialidad
5. Hipertextualidad
6. Interactividad
7. Usabilidad
8. Noticia
COMM 541-O FUNDAMENTALS OF MULTIMEDIA JOURNALISM 8
C. Actividades que realizará antes del taller
1. Utilice la base de datos de la Biblioteca Virtual o los recursos sugeridos para el curso
y busque información acerca de las teorías del periodismo multimedia y el periodismo
digital. Crea un organizador gráfico en el cual compares las teorías. Cargue su
organizador gráfico al foro de discusión titulado Teorías del periodismo. Comente en
por lo menos dos publicaciones de sus compañeros en alguna de las siguientes
formas:
a. Realice una pregunta para verificar o ampliar información.
b. Comparta su comentario inicial y compárelo con el de su compañero.
c. Ofrezca sugerencia sobre el comentario.
d. Valide ideas con experiencias propias
e. Complete o complemente la publicación de su compañero.
Recuerde fundamentar su escrito y las respuestas a sus compañeros con referencias
específicas según su lectura personal utilizando el formato APA última edición.
2. Acceda al blog titulado Periodismo en la era digital y multimedia. Publique lo que a su
parecer es el evento histórico que determinó el giro del periodismo hacia la era digital
y multimedia. Incorpore enlaces, artículos, u otros medios que aporten al evento.
Comente, positiva o constructivamente, acerca de los blogs de al menos dos
compañeros.
3. Acceda a la herramienta del wiki titulado Noticias actuales. Seleccione uno de los
temas provistos por el facilitador de temas de noticias actuales y explore la
convergencia mediática del mismo, revisando prensa, cadenas de televisión, radio y
medios digitales. Contribuye su información al wiki asegurándose de no repetir
información aportada por otro compañero.
4. Investigue acerca de los conceptos de usabilidad positiva y negativa, hipertextualidad,
multimedialidad e interactividad. Escoge dos páginas de internet y analice como se
aplican estos conceptos. Redacte un ensayo analítico de 600 a 800 palabras acerca
sus hallazgos. Asegúrese de redactar según la última edición de APA, incluya las
citas y referencias y envíelo a NetTutor para recibir retroalimentación. Incluya lo
sugerido en la retroalimentación a su ensayo y luego cárguelo al espacio designado
por el facilitador. El facilitador enviará los trabajos escritos a SafeAssignTM para
detectar casos de plagio. Este ensayo forma parte de la evaluación (vea Rúbrica de
ensayos).
COMM 541-O FUNDAMENTALS OF MULTIMEDIA JOURNALISM 9
D. Actividades de aplicación durante el taller
1. El facilitador proveerá a los estudiantes su información de contacto, se seleccionará el
representante estudiantil y se discutirá sus responsabilidades.
2. El facilitador explicará detenidamente los objetivos de contenido y lenguaje del curso,
y los recursos disponibles en Blackboard. Además, aclarará el propósito del portafolio
digital y aprovechará la ocasión para especificar las actividades que realizará del taller
y las de aplicación (durante), así como los recordatorios semanales sobre las fechas
de entrega. Finalmente, discutirá los criterios de evaluación del curso y las rúbricas de
evaluación que se utilizarán para evaluar el dominio del contenido y desarrollo
lingüístico a lo largo del curso; las mismas se encuentran en la sección Supporting
Documents en Blackboard.
3. El facilitador facilitará un ejercicio rompehielos de su preferencia.
4. En una discusión de mesa redonda, el facilitador guiará una conversación
comparando las similitudes y diferencias de las teorías sobre el periodismo multimedia
y el periodismo digital y establecerán los puntos de vista de los diversos autores y
recursos que consultaron. El facilitador creará un nuevo y detallado organizador
gráfico según lo que indiquen los estudiantes.
5. Divididos en subgrupos, los estudiantes discutirán uno de los ejemplos de
convergencia mediática, según la información recopilada en el wiki antes del taller. El
facilitador brindará un tiempo determinado para que cada grupo prepare una
presentación audiovisual. Luego de las presentaciones, el facilitador dirigirá una
sinopsis sobre el análisis de la convergencia mediática en base a los ejemplos
ofrecidos por los estudiantes. Esta presentación forma parte de la evaluación (vea
Rúbrica de presentación oral y audiovisual).
6. El facilitador dirigirá una discusión en torno a los conceptos de usabilidad,
interactividad, multimedialidad e hipertextualidad. Los estudiantes enriquecerán esta
discusión basándose en sus ensayos y con ejemplos basados en el análisis de la
convergencia mediática.
7. El facilitador asignará o dejará que los estudiantes escojan uno de los temas del taller
de hoy para que realicen su autorreflexión. El facilitador les indicará hasta que día
tienen los estudiantes para cargar su autorreflexión a Blackboard.
COMM 541-O FUNDAMENTALS OF MULTIMEDIA JOURNALISM 10
8. Finalmente, el facilitador mencionará y aclarará las tareas que realizarán antes del
próximo taller.
COMM 541-O FUNDAMENTALS OF MULTIMEDIA JOURNALISM 11
WORKSHOP TWO
Multimedia News and Reports
A. Workshop Objetives
During the workshop, the student will:
Content
1. Explain the importance of the inverted pyramid within a news story in a multimedia
context.
2. Explain the basic concepts for multimedia writing and relate them to truth, fairness,
accuracy and diversity through discussions in written forums.
3. Evaluate how reporting and investigative journalism have evolved with multimedia
journalism in a research blog.
4. Create a proposal for a report that contains research on the subject, questions for the
interview and ideas for photographs and videos.
Language
1. Carefully listen to the comments published in VoiceThread about the importance of the
inverted pyramid within a multimedia news item to further elaborate on during class
discussions.
2. Converse about the basic concepts for multimedia writing and its relation to truth,
fairness, accuracy and diversity in a class debate.
3. Investigate a concrete example of how a report that has marked investigative
journalism could be different today.
4. Draft a proposal to make a report containing research on the subject, questions for the
interview, and ideas for photographs and videos.
B. Vocabulary
1. Inverted pyramid
2. News
3. Reporting
4. Interview
5. Journalistic research
6. Truth
7. Impartiality
8. Accuracy
9. Diversity
COMM 541-O FUNDAMENTALS OF MULTIMEDIA JOURNALISM 12
C. Activities to be completed before the Workshop
1. Use the database of the Virtual Library or a search engine of your choice to research
information about the basic principles of multimedia writing and journalistic genres.
Prepare a detailed outline with essential information on each topic while incorporating
the vocabulary words established for the workshop. Bring your outline to the workshop.
2. Research the importance of the inverted pyramid within a news story in a multimedia
context. Design a short, no more than three-minute, audiovisual presentation with your
findings and upload it to the VoiceThread area. Record an oral component for your
presentation. Listen to and react to the postings of at least two classmates.
3. Access the written discussion forum titled Truth in Journalism. Create a list with the
basic concepts for multimedia writing. Discuss how these concepts relate the following
concepts: truth, fairness, accuracy and diversity. Read and react to the postings of at
least two classmates.
4. Investigate the reports about an event that impacted your community before the year
2000. Create a 600-800 word blog entry that includes the following elements:
a. Use deductive reasoning to write what research was like back then.
b. Imagine how this event could have been reported in the current year.
c. Present what the research process would have been like today.
d. Embed links such as old reports, pictures, and comments.
e. Present at least three possible entries for Facebook and Twitter social networks.
f. Prepare a short audiovisual presentation explaining the elements of this blog.
g. This investigative report forms part of the evaluation (see Rubric to Evaluate
Blogs, found in Supporting Documents).
5. Write a proposal for an investigative story that you will upload to your blog in Workshop
Four. The proposal should include:
a. Initial research on the subject,
b. Questions for the interview
c. Ideas for photographs and videos
Upload your proposal to the space provided by the facilitator.
COMM 541-O FUNDAMENTALS OF MULTIMEDIA JOURNALISM 13
D. Application Activities during the Workshop
1. The facilitator will lead the class in a review of the topics covered in the previous
workshop to ensure students' comprehension.
2. The facilitator will divide the class in pairs. The members will look for an example of a
news item in a printed newspaper and a news item in a digital newspaper. Students will
compare both versions and will write a paragraph comparing both versions.
3. The facilitator will lead a discussion about the importance of the inverted pyramid and
each student will enrich the discussion with the knowledge learned preparing the
VoiceThread in the activities before the workshop.
4. The facilitator will divide the class into three teams. The three teams will debate the
relationship of the concepts of truth for multimedia.
a. Truth - impartiality
b. Truth - diversity
c. Truth - accuracy.
This debate forms part of the evaluation (see the Oral Communication Rubric).
5. Each student will present the audiovisual presentation the most important aspects of the
task that he / she performed on his / her blog.
6. The facilitator will assign or let the students choose one of the themes of today's
workshop to do their self-reflection.
7. Finally, the facilitator will mention and clarify the tasks they will perform before the next
workshop.
COMM 541-O FUNDAMENTALS OF MULTIMEDIA JOURNALISM 14
TALLER TRES
El género de opinión en el periodismo multimedia
A. Objetivos del taller
Durante el taller, el estudiante:
Contenido
1. Aplicará las características de los diferentes géneros periodísticos dentro de un
contexto multimedia.
2. Producirá contenido multimedia para integrar el conocimiento adquirido.
3. Comparará los géneros periodísticos dentro de un contexto multimedia.
4. Evaluará los contenidos multimedia realizados por los estudiantes.
Lenguaje
1. Escuchará con detenimiento el análisis realizado en clase sobre las características de
los diferentes géneros periodísticos dentro de un contexto multimedia con el fin de
realizar una actividad en grupo.
2. Participará activamente en la discusión sobre los géneros periodísticos dentro de un
contexto multimedia.
3. Investigará las características de los diferentes géneros periodísticos dentro de un
contexto multimedia y redactará ejemplos de cada uno de ellos.
4. Escribirá un ensayo analítico entre 800 a 1,000 palabras en donde compara y contrasta
los géneros periodísticos estudiados dentro de un contexto multimedia.
B. Vocabulario
1. Editorial
2. Crónica
3. Artículo
4. Columna
COMM 541-O FUNDAMENTALS OF MULTIMEDIA JOURNALISM 15
C. Actividades que realizará antes del taller
1. Utilice la Biblioteca Virtual o algún recurso académicamente confiable para que
investigue sobre el género periodístico de opinión. Ilustre las características de este
género y llegue preparado a clase para que comparta ejemplos como parte de una
actividad constructivista.
2. Redacte los siguientes artículos para integrar en una actividad en clase. Cada pieza
debe tener entre 600 – 800 palabras y cada una forma parte de la evaluación (vea
Paragraph Construction Rubric). En cada herramienta, comente en los artículos de al
menos dos de sus compañeros.
a. Una crónica de viaje (real o imaginaria). Incluya fotos y otros enlaces
pertinentes. Narre su crónica en el blog titulado De viaje.
b. Una reseña publicitaria sobre un producto de su preferencia. Cargue su
reseña al foro de discusión escrito titulado Artículos publicitarios.
c. Una columna de opinión sobre un tema actual. Incluya esta columna en la
herramienta de VoiceThread. Puede ser un video o una presentación con
imágenes, o ambas
d. Un editorial sobre un tema asignado por el facilitador. Debe colocar este
escrito en el foro titulado: Editoriales.
3. Redacte un ensayo analítico entre 800 a 1,000 palabras en donde compara y contrasta
los géneros periodísticos estudiados dentro de un contexto multimedia. Cargue su
ensayo a NetTutor para obtener retroalimentación. Incorpore la retroalimentación
brindada a su escrito y envíelo al espacio provisto por el facilitador. Esta actividad
forma parte de la evaluación (vea Rúbrica de ensayo).
4. Comience a trabajar el en blog que propuso en el Taller Dos. Asegúrese incluir
comentarios o sugerencias brindadas en su propuesta.
D. Actividades de aplicación durante el taller
1. El facilitador repasará los temas que se cubrieron en el taller anterior para asegurarse
de que los alumnos comprendan el material.
2. En una mesa redonda, el facilitador discutirá un análisis de los distintos géneros
periodísticos dentro de un contexto multimedia. Cada estudiante usará como punto de
partida el ensayo que redactó esta semana.
COMM 541-O FUNDAMENTALS OF MULTIMEDIA JOURNALISM 16
3. El facilitador dividirá la clase en equipos. Cada equipo producirá un noticiero digital que
incluya varias noticias, crónicas de viaje, crónicas deportivas, crónicas de espectáculos,
un editorial, varias columnas y otros temas seleccionados por los estudiantes. Pueden
utilizar los escritos redactados por los estudiantes en actividades previas del curso. Los
miembros de los otros equipos valoraran el contenido del noticiero.
4. El facilitador dejará que los estudiantes escojan una pareja para trabajar en un podcast
para el próximo taller.
5. El facilitador asignará o dejará que los estudiantes escojan uno de los temas del taller
de hoy para que realicen su autorreflexión. El facilitador les indicará hasta que día
tienen los estudiantes para cargar su autorreflexión a Blackboard.
6. Finalmente, el facilitador mencionará y aclarará las tareas que realizarán antes del
próximo taller.
COMM 541-O FUNDAMENTALS OF MULTIMEDIA JOURNALISM 17
WORKSHOP FOUR
Las plataformas audiovisuales en el periodismo multimedia
A. Workshop Objectives
During the workshop, the student will:
Content
1. Analyze the characteristics of audiovisual and cybernetic platforms for multimedia in a
class discussion.
2. Apply digital technologies in a variety journalistic products.
3. Elaborate journalistic products according to the characteristics of the audiovisual and
cybernetic platforms for multimedia.
Language
1. Correctly interpret the characteristics of audiovisual and cybernetic multimedia platforms
based on the discussions listened to in class.
2. Actively participate in discussions where the work of colleagues is evaluated.
3. Investigate blogs about topics of his or her interest, in order to compare the
characteristics in the audiovisual and cybernetic platforms and capture this comparison
in the blog.
4. Write a story on the blog about a topic of his or her interest, which includes videos,
audio and photos.
B. Vocabulary
1. Blogs
2. Audio digital
3. Podcasting
4. Digital photos
5. Videos
COMM 541-O FUNDAMENTALS OF MULTIMEDIA JOURNALISM 18
C. Activities to be completed before the Workshop
1. Access the Virtual Library or an academically reliable resource to research the
characteristics of audiovisual and cybernetic platforms for multimedia and the various
digital technologies in journalistic products. Prepare a detailed outline with essential
information on each topic. Bring your outline to the workshop.
2. Working with a partner, prepare a script to make a Podcast about a topic of interest.
(The Podcast should last 20 minutes). Access the VoiceThread tool and record the
Podcast. Each student should participate in the Podcast. This podcast forms part of the
evaluation (see Oral Communication Rubric).
4. Analyze at least three different blogs on one topic of interest. Access the written
discussion form titled Multimedia Platforms. Identify and compare the characteristics of
the audiovisual and cybernetic platforms present in them. Create a link to each blog
you analyzed.
5. Finalize the presentation blog you proposed in Workshop Two. Be prepared to explain
your blog in class. This blog post forms part of the evaluation (See Rubric to Evaluate
Blogs, found in Supporting Documents).
D. Application Activities during the Workshop
1. In a round-table discussion, the facilitator will guide a conversation about the
characteristics of audiovisual and cybernetic platforms for multimedia and establish the
points of view of the various authors and resources they consulted. Students will
broaden this discussion with the exercise they wrote about in the written discussion
forum. The facilitator will create a new and detailed graphic organizer according to what
the students indicate.
2. Each group will present the podcast they recorded. The facilitator together with the
class will evaluate each podcast bearing in mind if they comply with the digital
technological characteristics in journalistic products.
3. Each student will present his or her blog in an audiovisual presentation. The facilitator
together with the class will evaluate each blog keeping in mind if they meet the
characteristics of the audiovisual and cybernetic platforms. The facilitator will evaluate
this activity with the Rubric to Evaluate Blogs and the Oral and Audiovisual Presentation
Rubric.
COMM 541-O FUNDAMENTALS OF MULTIMEDIA JOURNALISM 19
4. As an assessment activity, students will complete a quick write activity about the topics
discussed during the workshop. Students will also respond to the following questions:
a. What was the most important thing you learned in class today?
b. What question from class remained unanswered?
c. In what situation can you apply the concepts discussed today?
5. The facilitator will clarify the doubts related to the tasks to be completed before the next
workshop.
COMM 541-O FUNDAMENTALS OF MULTIMEDIA JOURNALISM 20
TALLER CINCO
Parte I de II
Ética en periodismo
Esta es la primera parte del taller, cuyas actividades (previas al taller y las de aplicación) se
llevan a cabo en español. La segunda parte de este taller se realiza en inglés y se encuentra
justo después de esta sección, junto a las actividades (previas al taller y las de aplicación) que
corresponden a dicho idioma. Se recomienda que las primeras dos horas de este taller se
ofrezcan en español, mientras que en las últimas dos horas se hable en inglés. Tanto el
facilitador como los estudiantes deberán utilizar el idioma asignado para las actividades antes y
durante el taller. Como una medida flexible, que no afecta el modelo de enseñanza, el facilitador
podría alterar el orden de los idiomas, sin que esto promueva la mezcla de los mismos.
A. Objetivos del taller
Durante el taller, el estudiante:
Contenido
1. Analizará distintos códigos de ética periodística.
2. Aplicará los elementos esenciales de los códigos de ética, prensa y ley en el
periodismo multimedios.
Lenguaje
1. Escuchará los distintos códigos de ética presentados por los estudiantes para poder
realizar una comparación entre los mismos y aportar a la discusión en clase para
concluir realizando un diagrama con las similitudes.
2. Hablará sobre los elementos esenciales de los códigos de ética y ley en el periodismo
multimedia presentando ejemplos concretos de los medios de comunicación en una
presentación audiovisual.
B. Vocabulario
1. Ética
2. Verdad
3. Exactitud
4. Imparcialidad
5. Códigos de ética
COMM 541-O FUNDAMENTALS OF MULTIMEDIA JOURNALISM 21
C. Actividades que realizará antes del taller
1. Acceda a la base de datos de la Biblioteca Virtual o algún recurso académicamente
confiable para que investigue sobre los códigos de ética vigente en los medios de
comunicación y asociaciones periodísticas. Cree un resumen o bosquejo de sus
hallazgos y cárguelos al foro de discusión escrito.
2. Prepare una presentación audiovisual de no más de tres o cuatro plantillas donde
comente sobre los códigos de ética vigentes en otro país. Cargue su presentación al
enlace de VoiceThread e incluya una grabación explicando su presentación. Recuerde
comentar en la presentación de al menos a dos compañeros.
3. Seleccione un producto multimedia y estudie si el medio utiliza los elementos
esenciales de los códigos de ética, prensa y ley. Prepare para una presentación
audiovisual de cinco minutosEsta actividad forma parte de la evaluación (vea la
Rúbrica de presentación oral y audiovisual).
D. Actividades de aplicación durante el taller
1. En una mesa redonda el facilitador dirigirá una discusión sobre las similitudes y
diferencias de los códigos de ética, prensa y ley estudiados por los estudiantes y
presentados en la herramienta de VoiceThread. Los estudiantes junto al facilitador
realizarán un diagrama donde muestren las similitudes de los códigos de ética
estudiados.
2. Cada estudiante presentará una presentación audiovisual donde aplicará los elementos
esenciales de los códigos de ética, prensa y ley en el periodismo multimedia. Esta
presentación debe durar aproximadamente diez minutos.
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WORKSHOP FIVE
Part II of II
Ethics in Journalism
This is the second part of the workshop, which contains activities that must be completed before
and during the workshop, along with the ones in the Spanish section above. It is recommended
that the first two hours of this workshop be offered in Spanish, while the last two hours be
spoken in English. Both the facilitator and the students must use the language assigned for the
activities before and during the workshop. As a flexible measure, which does not affect the
teaching model, the facilitator could alter the order of the languages without combining them.
A. Workshop Objectives
During the workshop, the student will
Content
1. Apply the ethical principles of journalism, emphasizing truth, accuracy, impartiality and
diversity.
2. Evaluate if the current journalism is composed with ethical principles.
Language
1. Investigate if the multimedia press follows the ethical principles of journalism,
emphasizing truth, accuracy, impartiality and diversity.
2. Compose a reflection evaluating if ethics are necessary in the current multimedia press
and if it is necessary to write with fairness and diversity.
B. Vocabulary
1. Ethics
2. Truth
3. Accuracy
4. Impartiality
5. Code of Ethics
COMM 541-O FUNDAMENTALS OF MULTIMEDIA JOURNALISM 23
C. Activities to be completed before the Workshop
1. Answer the following question in the written discussion forum titled Truth, Accuracy,
Fairness and Diversity:
a. Does the current press emphasize truth, accuracy, fairness and diversity?
Your writing must have at least 400 words. Remember that you must comment on the
answers of at least two classmates.
2. Compose a 600-800 word reflection where you evaluate if ethics are necessary in the
current multimedia press and if it is necessary to write with fairness and diversity.
Upload your reflection to NetTutor for feedback. Submit the revised version to the
space created by the facilitator. This activity forms part of the evaluation (See
Paragraph Construction Rubric).
D. Application Activities during the Workshop
1. The facilitator will divide the class into pairs. Each group will be assigned a piece of
news and must determine whether the news meets the criterion of emphasis on truth,
accuracy, impartiality and diversity. If the piece of news does not comply with these
requirements, you must rewrite the news so that it complies with them. Each group will
present their conclusions to the class.
2. The facilitator will divide the class into two groups to participate in a debate where one
group will defend the ethical principles and the other group will state they are
unnecessary. This activity will be evaluated with the Oral Communication Rubric.
3. The student representative administer the course evaluation before the end of the
course.
COMM 541-O FUNDAMENTALS OF MULTIMEDIA JOURNALISM 24
RESOURCES & SUPPORT
COMM 541-O FUNDAMENTALS OF MULTIMEDIA JOURNALISM 25
Rubric to Evaluate Blogs Content Criteria
Exemplary 4 points
Proficient 3 points
Limited 2 points
Unsatisfactory 1 point
Comments
Content and Creativity (Weight for these criterion is multiplied by two)
Postings provide comprehensive insight, understanding, and reflective thought about the topic by ...building a focused argument around a specific issue or ...asking a new related question or ...making an oppositional statement supported by personal experience or related research.
Postings provide moderate insight, understanding and reflective thought about the topic.
Postings provide minimal insight, understanding and reflective thought about the topic.
Postings show no evidence of insight, understanding or reflective thought about the topic.
/8 Postings present a focused and cohesive viewpoint that is substantiated by effective supporting examples or links to relevant, up-to-date websites or documents that enhance the information presented.
Postings present a specific viewpoint that is substantiated by supporting examples and links to websites or documents, but not all links enhance the information presented.
Postings present a specific viewpoint but lack supporting examples or links to websites or documents, but not all links enhance the information presented.
Postings present no specific viewpoint and no supporting examples or links to websites or documents are provided, or the links selected are of poor quality and do not add any value to the information presented. /8
Postings are creatively and fluently written to stimulate dialogue and commentary.
Postings are generally well written with some attempts made to stimulate dialogue and commentary.
Postings are brief and unimaginative, and reflect minimal effort to connect with the audience
Postings are do not stimulate dialogue and commentary and do not connect with the audience. /8
Text Layout, Use of Graphics and Multimedia
Selects and inserts high quality graphics and multimedia when
Selects and inserts graphics and multimedia that are mostly high
Selects and inserts many low-quality graphics and
Does not insert any graphics, or uses only low-quality graphics and /4
COMM 541-O FUNDAMENTALS OF MULTIMEDIA JOURNALISM 26
appropriate to enhance the content’s visual appeal and increase readability.
quality and enhance and clarify the content.
multimedia which do not enhance the content.
multimedia, which do not enhance the content.
Acknowledges all image and multimedia sources with captions or annotations.
Acknowledges most image and multimedia sources with captions or annotations.
Acknowledges only a few multimedia and image sources and uses incomplete captions or annotations.
Does not acknowledge any image or multimedia sources, either with a caption or an annotation. /4
Citations
All images, media and text created by others display appropriate copyright permissions and accurate citations.
Most images, media or text created by others display appropriate copyright permissions and accurate, properly formatted citations.
Some of the images, media or text created by others does not display appropriate copyright permissions and does not include accurate, properly formatted citations.
No images, media or text created by others display appropriate copyright permissions and do not include accurate, properly formatted citations. /4
Language Criteria
Exemplary 4 points
Proficient 3 points
Limited 2 points
Unsatisfactory 1 point
Comments
Voice
Postings are written in a style that is appealing and appropriate for the intended audience and a consistent voice is evident throughout.
Postings are written in a style that is generally appropriate for the intended audience and an attempt is made to use a consistent voice.
Postings are written in a style that does not fully consider the audience, and the author’s voice is difficult to identify.
Postings do not reflect an awareness of the audience and it is difficult to identify the author’s voice /4
Postings reflect the author’s unique personality through expressive and carefully selected word choices that bring the topic to life
Postings reflect a bit of the author’s personality through word choices that attempt to bring the topic to life.
Postings reflect almost no personality and little attempt is made to use effective word choices to bring the topic to life.
Postings do not reflect the author’s personality and word choice does not bring the topic to life
/4
Quality of Writing and Proofreading
Written responses are free of grammatical, spelling or punctuation errors. The style of writing facilitates communication.
Written responses are largely free of grammatical, spelling or punctuation errors. The style of writing generally facilitates communication.
Written responses include some grammatical, spelling or punctuation errors that distract the reader
Written responses contain numerous grammatical, spelling or punctuation errors. The style of writing does not facilitate effective communication. /4
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Total Score /48
Comments:
Facilitator’s name:______________________________ Date:____________________________
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