J463: Social Media Journalism

School of Journalism and Communication, University of Oregon

Spring 2021

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

Office: 201 Allen Hall
Office hours: 10am – 11am Tuesday, 8pm-9pm Thursday. Via Zoom. Other times by
appointment.
Email: damianr@uoregon.edu
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: 2.15pm – 3.45pm Monday and Wednesday, via Zoom.

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?

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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.

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
 TikTok
 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 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.)

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 5. Conduct research and evaluate information by methods appropriate to the
communications professions in which they work;

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
COVID-19 and Teaching Online
I appreciate that the coronavirus continues to throw further curveballs into plans for this class and life in
general. I know you are all going through a lot, and that the shape of your time at the SOJC / UO is
currently very different from what you had expected. I know it's a deeply unsettling and confusing time.

Despite this, I know that we are all committed to making this class a success and that we will still lots. We
will have fun while doing it too. Promise!

Also remember that the challenges you face producing work remotely are being encountered by industry
professionals around the world. The skills you will demonstrate in this class – resilience, creating high
quality journalism often while on lockdown and (definitely while) social distancing – will stand you in good
stead for when you graduate.

Against this backdrop, here’s some more information on how this class will work.

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 a key
part of this.

At the same time, I appreciate many of you are juggling competing demands this term – including jobs
outside of college. Every live class will be recorded, so if you miss a session, please view it on catch-up.

Office Hours
10am – 11am Tuesday, 8pm-9pm Thursday. Via Zoom. 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.

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.

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.

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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.

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:

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 • 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 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.

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. That translates into:
(h/t Lance Robertson for the excellent list below).

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 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 illustrate the central point or theme.

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.

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).

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- 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 publish a number of the best stories.

- 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 every other week, I’ll ask you to produce a short reflection as a Twitter
thread. For alternative weeks, you’ll produce a 2-minute YouTube style influencer video.

If you don’t know how to do create a Twitter thread, 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.
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  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.)

 Your YouTube-style video should be 2-mins and feature your Top 3 takeaways from the week.

Twitter 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.

YouTube influencer Tips

 You can shoot this on your phone.

 Make bullet points of what you want to say, but don’t read a script.

 Be natural. Don’t sweat it!

Work will be graded as Complete/Incomplete.

Note that you will need to sign a FERPA form if you are going to post material for class online.

You can create separate accounts for this class, or use your real accounts for either – or both – of
these weekly reflection exercises. I’ll also allow a “paper” copy for the Twitter assignment.

The key is to get you used to using social media in this professional manner.

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.

From Weeks 2 onwards, I’ll be asking three of you to share a development from the past week or so
that caught your eye and why. We’ll then discuss this. You’ll be able to sign-up for the weeks where
you lead this conversation.

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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

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

NB: there is some overlap between these lists. I’m also going to produce some updates in Week 1/2.

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.

- Your Digital Footprint + Professional Certification (20%)

Professional portfolio + Midterm (20%)

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. Hootsuite Analytics Certification
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 4. Facebook for Journalists certification
5. CrowdTangle for Journalists certification

Your LinkedIn profile will be graded A-F.

The Hootsuite, Facebook and CrowdTangle certificates are Complete/Incomplete.

- Other (25%)

Engagement (25%)
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.
 
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/YouTube) 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. HootSuite Analytics Certification 5% 50
8. Facebook for Journalists certification 2.5% 25
9. CrowdTangle for Journalists certification 2.5% 25
20% 200

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 Other 10. Engagement (Canvas + in-class work) 25% 250
25% 250
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

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.

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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

Course Policies
Attendance
This term is different in so many ways. There is no attendance grade and no mandatory attendance for
any of the Office Hours, 1-1 Storytelling Sessions and other “live” opportunities I will create.

Note that some of these live sessions will also be recorded, so everyone has the chance to catch what was
said and to contribute, even if it’s via a subsequent discussion page, rather than a live Zoom call.

Engagement
Because we are not meeting in-person, or via Zoom, this term your engagement via other means – such
as Canvas discussions – is more important than ever. As a result, will be expected to be actively engaged,
on Canvas, throughout the term.

Engagement activities will include:

● Commenting and reflecting on lectures

● Providing feedback on each other’s creative work
● Asking questions, and reflecting on answers from guest speakers
● Offering thoughts on the reading, listening and viewing tasks assigned throughout the term
● End of the week takeaways

If you look at the course schedule towards the end of this document, you will see indications of the types
of activities that fall into this category (mostly marked as Canvas Discussion).

Always check the deadlines for these. They will usually be at the end of the week, but I recommend you
double-check. Just in case.

Note: Discussions will lock out at these times, thereafter you will be unable to contribute + secure the
engagement points associated with those tasks, so keep an eye on those dates/times and be sure to
participate.

General UO Guidelines for Remote Class Participation

1. Participate and Contribute: Students are expected to participate by sharing ideas and
contributing to the collective learning environment. This entails preparing, following instructions,
and engaging respectfully and thoughtfully with others. More specific participation guidelines and
criteria for contributions will be provided for each specific activity.

2. Use Proper Netiquette: Please use good “net etiquette”: identify yourself with your real name,
write or speak in the first person, and use a subject line that clearly relates to your contribution.
Good netiquette also means using humor or sarcasm carefully, remembering that non-verbal cues
(such as facial expressions) are not always possible or clear in a remote context. In addition, your
language should be free of profanity, appropriate for an academic context, and exhibit interest in
and courtesy for others’ contributions. Certain breaches of netiquette can be considered
disruptive behavior.

3. Interact Professionally: Our learning environment provides an opportunity to practice being

professional and rigorous in our contributions. Newsrooms are operating on Zoom now too, so
the way we work in this class will mimic the professional media world.
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 As much as possible, use correct spelling, grammar, and style for academic and professional work.
Use discussions and activities as opportunities to practice the kind and quality of work expected
for assignments. Moreover, seize the chance to learn from others and develop your interpersonal
skills, such as mindful listening and awareness of one’s own tendencies (e.g. Do I contribute too
much? Too little?).

4. Expect and Respect Diversity: All classes at the University of Oregon welcome and respect
diverse experiences, perspectives, and approaches. What is not welcome are behaviors or
contributions that undermine, demean, or marginalize others based on race, ethnicity, gender,
sex, age, sexual orientation, religion, ability, or socioeconomic status. We will value differences
and communicate disagreements with respect. We may establish more specific guidelines and
protocols to ensure inclusion and equity for all members of our learning community.

5. Help Everyone Learn: Our goal is to learn together by learning from one another. As we move
forward learning during this challenging time, it is important that we work together and build on
our strengths.

Not everyone is savvy in remote learning, including your instructor (100% purely asynchronous
learning is new to me, as you know), and this means we need to be patient with each other,
identify ways we can assist others, and be open-minded to receiving help and advice from others.
No one should hesitate to contact me to ask for assistance or offer suggestions that might help us
learn better.

Specific guidelines for best practices using Canvas Discussion:

1. Use subject lines that clearly communicate the content of your post.

2. Write clearly and concisely and be aware that humor or sarcasm often doesn’t always translate in
an online environment.

3. Be supportive and considerate when replying to others’ posts. This means avoiding use of jargon
or inappropriate language, and it means disagreeing with respect and providing clear rationale or
evidence to support your different view.

4. Keep focused on the topic and reference readings and other class materials to support your
points (as applicable).

5. Try to use correct spelling and grammar and proofread your submissions. After submitting, use
the edit feature to make corrections and resubmit (don’t create a new or duplicate post that
corrects your error).

6. Contribute and interact often!

Specific guidelines for best practices using Zoom:

1. Please test your video and audio prior to joining a live class session (such as Office Hours or a
Story Conference). You can learn more about testing your audio and video by visiting the Zoom
Help Center at https://support.zoom.us/hc/en-us

2. Try to be on time when the meeting starts. It can be distracting to have participants join late.

16
 3. Be mindful that others can see you and your surroundings if your video is on. Try to find a quiet
setting without lots of noise or busy activities in the background. Please minimize distractions like
eating or multitasking and speak and use gestures like you would in person.

4. Use a microphone or speak closely to your computer microphone so that others can hear you. If
you have video on, try to look at your camera, not the screen, when you are contributing.

5. Mute your audio when you are not actively contributing. When contributing, avoid making other
noises such as typing or eating or having side conversations with others that might be present
with you.

6. Use chat to pose questions or offer insights “on the side” while others are contributing.

7. If you prefer to use a static image instead of video, you can keep your video off.

8. For help and troubleshooting with Zoom, visit the Zoom Help Center at
https://support.zoom.us/hc/en-us

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/

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
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, never mind that 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!

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.

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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.

This UO webpage includes resources for food, housing, healthcare, childcare, transportation, technology,
finances, and legal support: https://blogs.uoregon.edu/basicneeds/food/

COVID-19 Regulations & Prevention 

See  https://coronavirus.uoregon.edu/regulations  and  https://coronavirus.uoregon.edu/prevention#if-
sick-stay-home  for more information)

The University of Oregon (UO), in accordance with guidance from the Centers for Disease Control, Oregon
Health Authority, and Lane County Public Health requires faculty, staff, students, visitors, and vendors
across all UO locations to use face coverings, which include masks (note: masks with exhaust valves are
discouraged), cloth face coverings, or face shields, when in UO owned, leased, or controlled buildings.
This includes labs and classrooms.

If you visit campus, students should maintain 6 ft. distance from others at all times.

If working Allen Hall, then classrooms tables and seats have been marked to accommodate this distance.

Please do not move any furniture in the classroom or sit in areas that have been blocked off or otherwise
marked as unavailable. Students should obtain wipes available outside of classrooms before they enter
class and use them to wipe down the table and seat they will use.

Please conduct regular symptom self-checks (https://coronavirus.uoregon.edu/regulations#self-check-

procedures) and do not come to class if you are experiencing symptoms.  I will work with you to make
sure you can stay caught up with the class.

Use this self-check log: https://coronavirus.uoregon.edu/sites/coronavirus1.uoregon.edu/files/2020-

08/self-monitoring.pdf to track your symptoms.

In addition, familiarize yourself with these exposure scenarios and guidelines after suspected exposure to
someone with the virus. https://coronavirus.uoregon.edu/covid-exposure"

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. The School of Journalism and Communication (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 SOJC’s high standards of
ethical and compassionate conduct. Please talk to me if you need help or have any questions.

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Inclement Weather
It is generally expected that class will meet at the times shown on the syllabus unless the University is
officially closed for inclement weather. If it becomes necessary to cancel class while the University
remains open, this will be announced on Canvas and by email.

Updates on inclement weather and closure are also communicated in other ways described
here: https://hr.uoregon.edu/about-hr/campus-notifications/inclement-weather/inclement-weather-
immediate-updates”

While we are not physically meeting for class, I am well aware that the weather – or weather related
issues such as wildfires - can still impact participation in class (as an aside, I swear our broadband is slower
when it rains). I also recognize that many of you are not necessarily in Eugene/Springfield, so you may
also have weather conditions wherever you are which I may be unaware of.

If this might impact your participation in class, or impact on delivery of assignments, please let me know
ASAP so that we can identify appropriate accommodations for your class work.

Academic Disruption due to Campus or Domestic Emergency

In the event of a campus or domestic emergency that disrupts academic activities, course requirements,
deadlines, and grading percentages are subject to change. Information about changes in this course will
be communicated as soon as possible by email, and on Canvas.

Please keep an eye on Canvas for any announcements and/or to access alternative assignments. Students
are also encouraged to continue the readings and other assignments as outlined in this syllabus or
subsequent syllabi.

Mental Health and Wellness 

Life at college can be very complicated. All the more so right now. Students often feel overwhelmed or
stressed, experience anxiety or depression, struggle with relationships, or just need help navigating
challenges in their life. If you're facing such challenges, you don't need to handle them on your own--
there's help and support on campus. 

As your instructor if I believe you may need additional support, I will express my concerns, the reasons for
them, and refer you to resources that might be helpful. It is not my intention to know the details of what
might be bothering you, but simply to let you know I care and that help is available.

Getting help is a courageous thing to do—for yourself and those you care about. This is a subject I have
first-hand experience of, and it’s a subject I feel very passionately about.

University Health Services help students cope with difficult emotions and life stressors. If you need
general resources on coping with stress or want to talk with another student who has been in the same
place as you, visit the Duck Nest (located in the EMU on the ground floor) and get help from one of the
specially trained Peer Wellness Advocates. Find out more at health.uoregon.edu/ducknest  

University Counseling Services (UCS) has a team of dedicated staff members to support you with your
concerns, many of whom can provide identity-based support. All clinical services are free and
confidential. Find out more at counseling.uoregon.edu or by calling 541-346-3227 (anytime UCS is closed,
the After-Hours Support and Crisis Line is available by calling this same number).

Technology
Canvas and Zoom are the primary technology tools and platforms for this class.

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Alongside this, you will also submit some assignments via Medium. This is a free platform which is used by
major journalists and publications like the New York Times, the Economist and others. It’s an excellent
platform to showcase your work and to get familiar with.

If you’re using a desktop for Zoom sessions, please put your phone away and avoid looking at it. I
encourage you to take notes by hand, as retention – multiple studies have shown - is better this way.

Title IX
For information about my reporting obligations as an employee, please see Employee Reporting
Obligations on the Office of Investigations and Civil Rights Compliance (OICRC) website. 

Prohibited Discrimination and Harassment Reporting

Any student who has experienced sexual assault, relationship violence, sex or gender-based bullying,
stalking, and/or sexual harassment may seek resources and help at safe.uoregon.edu. To get help by
phone, a student can also call either the UO’s 24-hour hotline at 541-346-SAFE [7244], or the non-
confidential Title IX Coordinator/OICRC at 541-346-3123.

Students experiencing any other form of prohibited discrimination or harassment can find information
and resources at investigations.uoregon.edu or contact the non-confidential Office of Investigations and
Civil Rights Compliance at 541-346-3123 or the Dean of Students Office at 541-346-3216 for help.

As UO policy has different reporting requirements based on the nature of the reported harassment or
discrimination, additional information about reporting requirements for discrimination or harassment
unrelated to sexual assault, relationship violence, sex or gender based bullying, stalking, and/or sexual
harassment is available in the Employee Responsibilities section of the Office of Investigations and Civil
Rights Compliance website.

Specific details about confidentiality of information and reporting obligations of employees can be found
at investigations.uoregon.edu/employee-responsibilities.

Mandatory Reporting of Child Abuse

UO employees, including faculty, staff, and GEs, are mandatory reporters of child abuse. 

This statement is to advise you that your disclosure of information about child abuse to a UO employee
may trigger the UO employee’s duty to report that information to the designated authorities.

Please refer to the following link for detailed information about mandatory reporting: Mandatory
Reporting of Child Abuse and Neglect.

Writing Central: The same great writing support, now offered virtually!
Starting Week 3, Writing Central will be open to offer all SOJC students feedback on writing projects.
Feedback is available two different ways: through live Zoom appointments or the Drop-n-Go service, in
which you submit your piece of writing and receive written feedback within 48 hours.

Coaches are trained undergraduates who can help with everything from fleshing out story ideas to
crafting stronger sentences and improving your grammar/AP style.

Writing Central coaches can also help with resumes and cover letters, personal statements and
scholarship applications.

To make an appointment or use the Drop-n-Go feature, visit writingcentral.uoregon.edu

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Bouncing ideas off your peers helps lead to better work, so this is a great habit to get into. I highly
recommend working with Writing Central if you can.

Questions
If you want to know more about anything mentioned here, or anything which you think is missing, then
please do not hesitate to contact me.

Email: damianr@uoregon.edu
Telephone: 541-346-7643 (voicemail). SMS/Text 541-972-5531 from 9am-9pm.
You can also email or DM me on Twitter @damianradcliffe

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

Damian Radcliffe is the Carolyn S. Chambers Professor in Journalism, a Professor of Practice, and an
affiliate of the Department for Middle East and North Africa Studies (MENA), 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).

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). 

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, Facebook, FJUM (forum journalism and media, Vienna), German-
American Institutes, The Guardian, IBC Content Everywhere, Media Development Investment
Fund, Middle East Broadcast Network (MBN), NESTA, Northwestern University in Qatar,  Online
Journalism Blog, Qatar Today, Street Fight, TEDx Reset (Turkey), Thomson Reuters Foundation,
The Reuters Institute for the Study of Journalism at Oxford University, the United Nations and
Your Middle East.

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

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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 40 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)
and virtual efforts hosted in Asia (Chennai and Singapore)

Other outlets to feature Damian's work include: BBC College of Journalism and BBC Academy (36

bylines), The Conversation (9 bylines), Digital Content Next (6 bylines), Huffington Post (12 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 me via my 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.

Mon
29 Mar
• Course outline
• Your Social Media Habits
• Digital in 2021 (preso + discussion)

Weds • History of Social Media (preso + discussion)

31 Mar • Other (TBD)

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

Mon  Guest speaker 1: Jessie Rae Price, E! News

2 5 Apr  How has social media changed journalism? (preso)
 Reading reflection – Group 1

Task 1: Interview a Journalist / How I Work. Due 23:59 on 21 April.

Weds
7 Apr  Social Media Trends, Part One: Instagram Stories (preso/group work)
 Define format for “How I Work” task. (if time)

Task: YouTube reflection due Sunday 23:59– post link to Canvas.

3 Mon  Reading reflection – Group 2

12 Apr  Instagram Stories assignment

Weds  Content Review + Discussion

14 Apr  Guest speaker 2: Sutton Raphael, freelancer, ex-NBC Left Field

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

4 Mon  Reading reflection – Group 3

4 19 Apr  Social media led story pitches.

Task 3: Social Media Storytelling. Due 23:59 on 29th April.

Weds  Guest Speaker 3: Sierra Gamelgaard, Reddit

21 Apr  Mid-term feedback assignment
 Story of the week on social (org analysis)

Task: YouTube reflection due Sunday 23:59– post link to Canvas.

5 Mon  Guest Speaker ?: TBD

26 Apr  Takeaways from your Interview a Journalist / How I Work assignment.
 Reading reflection – Group 4

Weds  Using Medium

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 28 Apr  Slaying LinkedIn (+ possible speaker from LinkedIn)
 Desk based Stories assignment. (TBD: Memes)

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

6 Mon  Guest Speaker 4: TBD from Bloomberg

3 May  Discussion of conclusions from mid-term feedback
 Reading reflection – Group 5
 What can newsrooms learn from brands? (Group in -class exercise)
Weds
5 May Mid-terms (1)

 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.

Task 4: Final submission of LinkedIn 23:59, 12 May

+ CrowdTangle + Facebook for Journalists certificates

Task: YouTube reflection due Sunday 23:59– post link to Canvas.

7 Mon Mid-terms (2)

10 May
Work on your own to complete:
o HootSuite Platform Certification (2.5 hours)
o Hootsuite Analytics Certiciation (2.5 hours)

1-1 with Damian to discuss LinkedIn.

Weds  Guest speaker 5:, Benedict Nicholson, Head of Research & Editorial,
12 May NewsWhip
 Reading reflection – Group 6
 Work on group presentations (in class)

Task 4: Social Media Storytelling. Due 23:59 on 17 th May

+ HootSuite Platform + Analytics Certification

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

8 Mon  Group presentations x 4 on Emerging Platforms

17 May Task 4: Group paper due 23:59 Monday 31st May.

Weds  Guest speaker 6: Aimee Rinehart, Deputy Director, First Draft

19 May  Discussion on verification + misinformation

Task: YouTube reflection due Sunday 23:59– post link to Canvas.

9 Mon  Live Tweeting practice

25
 24 May  Group discussion about Cancel Culture

Weds
 Doxing exercise
26 May
Task: Weekly Twitter thread due Sunday 23:59– post link to Canvas.

10 Mon  No class: Memorial Day

31 May

Weds Look ahead + look back

2 Jun  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.

To add: Developing markets, more on misinformation, regulation of social (?), platform original
content e.g. Facebook Watch, Snapchat Discover

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/YouTube) 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. HootSuite Analytics Certification 5% 50
8. Facebook for Journalists certification 2.5% 25
9. CrowdTangle for Journalists certification 2.5% 25
20% 200

Other 10. Engagement (Canvas + in-class work) 25% 250

25% 250
TOTAL 100% 1,000

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