TECH2503 Community Media Production

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Module Description

Community media serves a set of well-articulated social and civic purposes. As well as being a forum for personal expression, community media is also a way of encouraging and supporting social change.

Community media, it is argued, is a practical vehicle for enhanced participation in democratic and civic life. Community media is also argued to be a way to encourage social and economic development by widening access and skills in the marketplace.

Community media is also said to be a significant platform for social reform, as it gives people a voice in, and between, communities that are otherwise under represented.

This module gives learners the opportunity to advance their knowledge and understanding of community media by encouraging conversations and discussions about the role that community media plays in social and community development.

Learners will have the opportunity to put their skills and their knowledge in practice by setting-up and running a community media project for themselves, with the aim of meeting a social development objective and contributing towards social change and social cohesion.

Module Tutors

Dr Rob Watson

GH6.13 Gateway House

0116 257 7057

Rob's Website

Working Hours: Monday – Friday 9am to 5pm

Office Hours:

  • 11.00-11.40 Monday
  • 15.00-15.40 Tuesday

John Coster

Queens Building, Q1.25

John's Website

Module Handbook

Download Module Handbook: TECH2503 Module Handbook

Lecture Notes

Notes are also available to download as PDF documents from Rob Watson's website Rob Watson Media.

Lectures One - Twelve

Lecture One: Review of Community Media Principles

Lecture Two: What is Community Media Development?

Lecture Three: Community Media as a Development Practice?

Lecture Four: The Need for Sustainable Development

Lecture Five: Leicester Sustainable Development Issues

  • Reading: Stephen Moore - Chapter Four (Pincetl & Prose - The Coevolution of Infrastructure, Governance, and Urban Ecology)
  • Reading: Advocacy & Ethics
  • Reading: McMillan & Weyers - Chapter Four (Creative Thinking).
  • Viewing: Before the Flood [film, online], National Geographic, 30/10/2016, National Geographic YouTube, 135mins. (accessed 01/11/2016).
  • Video Summary:

Lecture Six: Enhancement Week

  • Reading: Isaacs - Chapter Two (Understanding & Defining Social Problems)
  • Reading: McMillan & Weyers - Chapter Five (Arriving at a Viewpoint).
  • Viewing: Generation Screwed?, 00:25 08/11/2017, BBC1 Scotland, 40 mins. (Accessed 29 Oct 2017)
  • Video Summary:

Lecture Seven: Community Media and Urban Ecologies

Lecture Eight: The Great Disruption – How Should We Live?

Lecture Nine: Community, Place and Local Identity

  • Reading: Moore - Chapter Twelve (Cole, et al - Regenertive Sustainability, and Sustainability Politics)
  • Reading: Kevin Howley - Chapter 11 (Maria Guglietti - Aboriginal Internet Art and the Imagination of Community)
  • Reading: Localizing Development Report
  • Reading: McMillan & Weyers - Chapter Eight (Decision-Making & Work-Planning).
  • Viewing:
  • Video Summary:

Lecture Ten: Community Media and Neighbourhood Sustainability

Lecture Eleven: Social Movements and Sustainable Politics

Lecture Twelve: Countering Managerialism & Instrumentalism

Lectures Thirteen - Twenty-Four

Lecture Thirteen: Being Social & Collaborative

Lecture Fourteen: Community Media and Social Policy

Lecture Fifteen: Community Media Literacies

  • Reading: Howley - Chapter Sixteen (Shawn Sobers - Positioning Education Within Community Media)
  • Reading: Millan & Weyers - Chapter Fourteen (Citing & Listing References).
  • Viewing:
  • Video Summary:

Lecture Sixteen: Community Representation and Civic Participation

Lecture Seventeen: Critical Thinking

Lecture Eighteen: Report Writing

  • Reading: Isaacs - Chapter Fifteen (Andrew Feenberg - Incommensurable Paradigms: Values and the Environment)
  • Reading: McMillan & Weyers - Chapter Seventeen (General Writing Structures).
  • Viewing:
  • Video Summary:

Lecture Nineteen: Enhancement Week

  • Reading: McMillan & Weyers - Chapter Eighteen (Writing About Reflection).
  • Viewing:
  • Video Summary:

Lecture Twenty: Community Cohesion

  • Reading: Kevin Howley - Chapter Thirty-Two (Carlos Fontes - The Global Turn of the Alternative Media Movement)
  • Reading: McMillan & Weyers - Chapter Nineteen (Editing & Presenting Assignments).
  • Viewing:
  • Video Summary:

Lecture Twenty One: Academic Evidence

  • Reading: Kevin Howley - Chapter Twenty-Three (Brian Woodman - Feminist Guerrilla Video in the Twin Cities).
  • Reading: McMillan & Weyers - Chapter Twenty (Expoiting Feedback).
  • Viewing:
  • Video Summary:

Lecture Twenty Two: Social Action Issues

  • Reading: Kevin Howley - Chapter Three (Lanham et al - Sustainable Development).
  • Reading: McMillan & Weyers - Chapter Twenty-One (Preparing for Employment).
  • Viewing:
  • Video Summary:

Lecture Twenty Three: Evaluation Principles

  • Reading: Margaret May - Chapter Fourteen (Dee Cook - Safe and Sound? Crime, Disorder and Community Safety Polcies).
  • Viewing:
  • Video Summary:

Lecture Twenty Four: Intercultural Communication

Workshop Notes

Notes are also available to download as PDF documents from Rob Watson's website Rob Watson Media.

Workshops One - Twelve

Workshop One: Introduction

Workshop Two: How to Run a Community Media Cafe Session?

Workshop Three: Who Comes and What Do they Get From a Community Media Cafe?

Workshop Four: What Makes a Good Space for a community Media Cafe?

Workshop Five: Community Media Cafe Stories?

  • Reading:
  • Viewing:
  • Video Summary:

Workshop Six: Enhancement Week

  • Reading:
  • Viewing:
  • Video Summary:

Workshop Seven: Planning Community Media Cafe

  • Reading:
  • Viewing:
  • Video Summary:

Workshop Eight: Promoting Your Community Media Café

Workshop Nine: What Will be Done in Your Community Media Café?

  • Reading:
  • Viewing:
  • Video Summary:

Workshop Ten: Engaging Participants with Social Media

  • Reading:
  • Viewing:
  • Video Summary:

Workshop Eleven: Co-Production, Collaboration & Equipment

  • Reading:
  • Viewing:
  • Video Summary:

Workshop Twelve: Community Media Café Planning

  • Reading:
  • Viewing:
  • Video Summary:

Workshops Thirteen - Twenty-Four

Workshop Thirteen: Community Media Café Session Evaluation

  • Reading:
  • Viewing:
  • Video Summary:

Workshop Fourteen: Community Media Café Session - Evaluation Toolkit

  • Reading:
  • Viewing:
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Workshop Fifteen: Community Media Café Session - Evaluating Community Stories

  • Reading:
  • Viewing:
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Workshop Sixteen: IMPACT Evaluation - Community Media Café Sessions

  • Reading:
  • Viewing:
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Workshop Seventeen: Participant Observation

  • Reading:
  • Viewing:
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Workshop Eighteen: Creative Evaluation

  • Reading:
  • Viewing:
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Workshop Nineteen: Enhancement Week

  • Reading:
  • Viewing:
  • Video Summary:

Workshop Twenty: Evaluating Community Media Projects

  • Reading:
  • Viewing:
  • Video Summary:

Workshop Twenty One: Evaluation Standards

  • Reading:
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Workshop Twenty Two: Report Formatting

  • Reading:
  • Viewing:
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Workshop Twenty Three: Academic Evidence

  • Reading:
  • Viewing:
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Workshop Twenty Four: Report Checklist

  • Reading:
  • Viewing:
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  • Coursework Portfolio: 50% (formative, three components)
  • Academic Report: 50% (Summative, formative)

Portfolio: The coursework portfolio will comprise a range of media content in the form of reports, features, interviews and articles produced by learners using different examples of social media (such as podcasts, blogs, online video, micro-blogs, social media networks), broadcast media (such as contributions to community radio and television programmes), printed media (such as newspapers and magazine articles, photography and graphic designed images), digital learning badges, wiki articles, online forum discussions, presentations and formally delivered academic papers.

Report: The report will provide a systematic and reflexive assessment of the students’ academic experience as a community media developer and content producer. Evaluating the primary content delivered in the lectures, this report will evaluate and synthesise key texts, reports and statements with secondary published texts about the status and value of community media services that are published online and through broadcast or printed sources.

The report will take the form of a formal report to DMU Local about why and how community media can be used as a sustainable platform for community development.

Component A - Survey of Community Media Cafés (5%)

Using the Community Media Café page on the DMU Commons Wiki you will each identify a separate example of Community Media Cafés, looking for articles, interviews, papers, social media posts, videos, and online discussions that illustrate how each of these cafés operate.

You will write a short description on the Community Media Café wiki page, identifying which café you are covering, with your name clearly identified as the author of this section.

You can discuss the development of the Community Media Café page by using the ‘discussion’ tab on the wiki page, or by using the DMU Commons Discussion Forum

Once you have investigated and summarised your research, you will then make a short video presentation that explains what the community media café you looked at is about.

This video should last no longer than three minutes and should include images, screen grabs, and other forms of media you think is appropriate. You must record a voiceover narration. Any video without a narration will automatically be marked at 0%.

You will post your video to your DMU Commons Blog, using the category DIY-DMU so that it can be shared on the DIY-DMU site

  • Minimum Work: DMU Commons wiki page section, blog and five-minute video presentation.
  • Deadline: 10am Monday 6th November 2017
  • Submission: Individual links clearly marked on your DMU Commons Wiki Profile.
  • Marking & Feedback: 10am Monday 4th December 2017

TECH2503-18 Component A - Brief & Assessment Criteria

Component B - What is a Community Media Café? (15%)

For this assignment, though, you will investigate a topic of social concern that is associated with communities in Leicester that you want to address, and what events, activities and information you can include in your community media café events that will highlight and raise these topics of concern.

For this assignment, you will research and write about these issues, as they are discussed and talked about in newspaper articles, in blog sites, in chat rooms, and so on. But particularly you will look at different types of community media cafes and how they have been used to tackle some of these issues. Your blogs will summarise the key issues of concern, and will use quotes, links and screengrabs to demonstrate what is being discussed in these articles and threads.

This assignment consists of investigation and research into your chosen social topic for component C of your coursework, as well as the practical planning that you need to undertake in order to run a community media café successfully. This means discussing ideas with members of your group, finding out if other people have undertaken similar community projects, and explaining how these projects work.

A new system is being introduced this year that will help to organise contacts and schedule mailshots and other forms of electronic communication

You can discuss your plans using the discussion tab of the Community Media Café page on the DMU Commons Wiki, or you can use the DMU Commons discussion forum

  • Minimum Work: Five blog posts, at least on per week published from week 6 to Week 11.
  • Deadline: Week 12 (1st week of Christmas break), 10am Monday 18th December.
  • Submission: Individual Links clearly marked on your DMU Commons Wiki Profile.
  • Marking & Feedback by: 10am 22nd January 2018.

TECH2503-18 Coursework B - Brief & Assessment Criteria

Component C - Community Media Cafe (30%)

Your task in this assignment is to take on the role of a host for a community media café which will be held weekly as a venue in Leicester. Your tutor will guide you and help you to develop the skills that you need to do this, and will help you to identify the communities that you will be working with. You will be undertaking the following tasks:

• Planning, researching, and running a community media café. • Researching topics and issues of discussion to include in the café programme. • Engaging with people and finding out what they want to discuss, then promoting the café to en-courage people to attend and participate. • Writing about topics and issues that are important to the social and civic development of the identified communities who attend the café. • Hosting community media café events so that they are accessible and encourage people to get involved, learn something, and feel confident attending.

What you will actually be marked on is your blog journal. You are expected to keep a journal that records your involvement and level of participation through the process of developing and putting into practice your Community Media Café Group Project.

Entries will be posted to your blog each week and listed on your personal wiki profile page as done in the previous assignment.

The final blog post will consist of a video presentation lasting no longer than three minutes, that reflects on what you have personally learnt about this social media project, how you have improved and developed your creative media skills, and how this relates to the content that you will have posted to your own blog site and the module wiki.

  • Minimum Work: Ten blog posts, at least one published each week 15 to Week 22.
  • Deadline: Week 22, 10am Monday 12th March 2018.
  • Submission: Individual Links clearly marked on DMU Commons Wiki Profile.
  • Marking & Feedback: Thursday 11th April 2018.

TECH2503-18 Component C - Brief & Assessment Criteria

Component D – Community Media Café Evaluative Report (50%)

This assignment tests your ability to plan, research and write an academic report that answers a specific question of concern related to community media, and which draws on the academic reading recommended for the module. Therefore, you will:

  • Relate your answer to the specific reading material listed as essential or recommended in the module reading list.
  • Use evidence gathered from legitimate sources.
  • Use academic language and analysis conventions.
  • Structure your report according to academic standards and conventions.
  • Provide suitable objective and verifiable examples that illustrate your points.
  • Use suitable academic arguments that will explain your points.

Choose one of the following questions:

  • Can community media cafés enhance our sense of civic engagement and participation?
  • Can community media cafés address voice poverty?
  • Can community media cafés promote sustainable alternative and DIY forms of media?
  • Can community media cafés address specific social problems in Leicester?

  • Minimum Work: 3,000 Word Report.
  • Deadline: 10am Tuesday 8th May 2018.
  • Submission: Turnitin via TECH2503 Blackboard.
  • Marking & Feedback: 10am Thursday 7th June 2018.

TECH2503-18 Component D - Brief & Assessment Criteria


It is expected that learners will read all of the material from the essential reading list, to broaden and deepen understanding of the subject beyond the basic, and thus enhance performance in assessments. Students do not need to read all items on the recommended list; since many items listed may be alternative sources covering the same subject matter.

Essential Reading

  • Howley, K. (Ed.) (2010). Understanding Community Media. London: Sage
  • Isaacs, S. (et al). (2015) Social Problems in the UK – An Introduction, London, Routledge
  • Monbiot, G. (2016) How Did We Get into This Mess? Verso, London.
  • Moore, S. (Ed.) (2016) Pragmatic Sustainability – Dispositions for Critical Adaptation (2nd Ed.). Routledge, London.
  • Philips, R. & Pittman, R.H. (eds) (2015) An Introduction to Community Development, 2nd Edition, Routledge, London.

Study Skills

Cottrell, S., & Morris, N. (2012). Study Skills Connected - Using Technology to Support Your Studies. London: Palgrave Macmillan.

McMillan, K. & Weyers, J. (2012) How to Improve Your Critical Thinking & Reflective Skills (Smarter Study Skills), Harlow, Pearson.

Recommended Reading

Atton, C. (2002). Alternative Media. London: Sage.

Howley, K. (2005). Community Media - People, Places and Communication Technologies. Cambridge: Cambridge University Press.

Lewis, P. M. (2008). Promoting Social Cohesion: The Role of Community Media (F-67075). Retrieved from Brussels:

Putnam, R. D. (2000). Bowling Alone - The Collapse and Revival of American Community. New York: Simon & Schuster.

Rennie, E. (2006). Community Media - A Global Introduction. Oxford: Rowman & Littlefield.

Learning Outcomes

At the end of this module you will be able to demonstrate that you are able to:

  • Use key terms and concepts associated with community and collaborative media.
  • Develop, produce and share - responsibly and ethically - content and media products within a community media group or network.
  • Evaluate key terms and concepts associated with community and collaborative media to undertake critical assessments and interventions in debates associated with community media practices, organisation and policy.

You will do this by showing that you have:

  • An awareness and knowledge of the underlying concepts associated with community media development.
  • An ability to interpret and evaluate terms and concepts associated with community media development.
  • An ability to present data and evidence about community media development principles and practices and to interpret that evidence using academic concepts.
  • An ability to produce media content (images, sound, text) using media production technologies which can then be distributed using broadcast, social or interactive community media.
  • An ability to evaluate different problem-solving approaches related to community media production techniques and the media used by participants in community media networks.
  • An ability to relay information and communicate observations and findings from investigation into community media development and production practices.
  • An ability to try new learning practices and ideas, and to develop new skills for reflexive and self-evaluative learning.
  • An ability to manage and organise individual and group projects and to exercise personal responsibility in the completion of individual and group tasks and objectives.

Learning Skills

If you want to share and discuss the topics and ideas explored in the module on social media, please use the hashtag #tech1502

Social Learning

In this module emphasis will be placed on collaboration, sharing, discussion and participation. The idea is that learning is enhanced if it is shared and collectively developed. Each person has a responsibility to play their part in the activities and the tasks, and to encourage and support other learners as the module unfolds.

As a community of learners and practitioners this approach recognises that there is more to be gained from a non-hierarchical approach and by spreading-out the tasks using social media tools that encourage everyone to participate and to share their ideas, thoughts and observations in a constructive, non-judgemental, and practical way.

Face-to-Face Interaction

While the subject of this module is community media, the primary approach of the learning activities will be based on face-to-face interaction. This takes places in lectures, labs and arranged tutorials. A typical workshop session will consist of a short introduction presentation, the distribution of instructions via the module page on the DMU Commons Wiki, and then short discussions with individuals and small groups throughout the remainder of the session. This takes an informal approach to interaction between the learner and the tutor.

Verbal Instructions

While many of the tasks and coursework assignments are specified in detail in this handbook, learners are encouraged to listen to the verbal instructions of the tutor, and to ask questions based on the notes that they take. Any questions that relate to the practical work, the reading work, or the assignments associated with this module should be noted by learners and asked during the practical sessions. This is why attendance is essential, and why good listening skills and a distraction-free environment are important. The assignments described here are starting points and are not prescriptive. Learners are encouraged to go-beyond the tasks and activities that are set here, and to investigate for themselves different ways that social media might be used.


Lecture notes and lab worksheets will be provided as PDF documents, with any essential information, links, diagrams, references and source material. However, learners are expected to keep notes for themselves, and to record information that is not given in the handouts. Note taking is an essential skill and it is important to develop the habit and routine practice of writing notes, sketching diagrams, doodling and so on. You never know when these notes might be useful.


A register will be kept of attendance at labs and attendance will be monitored. Non-attendance without good reason can often lead to failure of the module.

If you are ill or are away from the university due to an unavoidable or urgent matter please email FOTAC who will inform your tutors, who will mark you as absent. The university may require you to provide evidence to corroborate your absence at some point in the future.

Study Hours

Lecture: One Hour

The lecture will consist of an examination of ideas and concepts associated with the use and development of community media platforms and practices. The lectures run for no more than fifty minutes, and will start promptly on the hour and finish at ten minutes to the hour.

Media examples will be given, along with suggested reading and links to other media. It is expected that learners take notes during the lecture to supplement any notes that are made available by the lecturer. Learners are expected to adhere to the norms of academic practice during lectures, and not disturb or distract other students.

Lab: Two Hours

Labs will take the form of a workshop in which you will actively explore and produce content for your blog, experimenting with different types of community media, and applying problem solving and creative thinking techniques in order to get the best from them.

The lab will cover:

  • Discussions of issues covered in lectures.
  • Experimenting with different forms of community media.
  • Setting up blogs and wiki pages.
  • Writing blogs and wiki entries.
  • Sharing content and ideas.
  • Reflecting on feedback.
  • Planning for future work.
  • Sharing media content.

The workshop will take the form of a mixed session that will use different learning techniques and blended learning practices. Short-bursts of lecture-style presentations will be intermixed with discussions, online searches, practical production and project work. Some sessions will take place in different locations and away from the campus.

Personal Study: Eight Hours

As well as attending your classes you are expected to spend time each week working on coursework, background reading, independent investigation, group work and getting to know different social media platforms. Typically, this might be divided into:

  • Weekly blog planning & writing - One Hour
  • Weekly wiki planning & writing - One Hour
  • Media investigation - One Hour
  • Personal Journal - One Hour
  • Group Work - One Hour
  • Academic Reading - Three Hours
  • Total Minimum Study Time - Eight Hours

Tutor Contact

Your tutors will not answer queries and questions about coursework, the lectures or the workshops by email or any other forms of electronic communication.

Instead, you are expected to make a note of your questions in your notebook and bring them to your weekly lab session, where time will always be given to answer any ESSENTIAL questions that you have.

Your tutor has allocated time each week to see students for personal tutorials if required. These are listed at the front of this handbook, on your tutor’s wiki profile, and on the door of your tutor’s office.

Enhancement Weeks

Your programme team are committed to support you through your studies and as you develop your learning through each module that you study. As part of your programme, we are dedicated to helping you to plan for your future after leaving university, and ‘Enhancement weeks’ are a central concept to help you achieve your future goal. As part of the university calendar, week 6 and week 22 are designated ‘Enhancement weeks’ in which you will find timetabled activities focused around your personal and professional development. Enhancement weeks are not simply about getting a job after you graduate, but a method used within career education comprising activities to support your development in areas such as decision making, employment opportunity awareness, the transition to work and self-awareness skills.

As well as activities organised at the university, there are other events taking place in Leicester that you can participate in.

Doc Media Month is a series of events that discusses and shares the culture of documentary films. The events take place through November

Useful Links

Media Source Material

After Cathy, 17:00 20/11/2016, BBC Radio 4, 40 mins. (Accessed 16 Nov 2016).

An Inconvenient Truth, 21:20 04/04/2009, Channel 4, 110 mins. (Accessed 22 Nov 2016)

Before the Flood [film, online], National Geographic, 30/10/2016, National Geographic YouTube, 135mins. (accessed 01/11/2016).

The Black Lesbian Handbook, [television programme, online] More 4, Prd. country U.K.] (Accessed 14/12/2015).

Bob and Roberta’s Excellent Protest Adventure, 21:00 17/11/2016, BBC4, 60 mins. (Accessed 04 Dec 2016)

Boys from the Blackstuff Episode 1, [television programme, online], Prod. credit n.k., Prod. company n.k., Prod. country n.k., 21:35 26/9/2010, BBC FOUR, 59mins., (Accessed 14/12/2015).

Boys from the Blackstuff Episode 2, [television programme, online], Prod. credit n.k., Prod. company n.k., Prod. country n.k., 21:30 3/10/2010, BBC FOUR, 60mins., (Accessed 14/12/2015).

Boys from the Blackstuff Episode 3, [television programme, online], Prod. credit n.k., Prod. company n.k., Prod. country n.k., 21:30 10/10/2010, BBC FOUR, 63mins., (Accessed 14/12/2015).

Boys from the Blackstuff Episode 4, [television programme, online], Prod. credit n.k., Prod. company n.k., Prod. country n.k., 21:30 17/10/2010, BBC FOUR, 73mins., (Accessed 14/12/2015).

Boys from the Blackstuff Episode 5, [television programme, online], Prod. credit n.k., Prod. company n.k., Prod. country n.k., 21:00 24/10/2010, BBC FOUR, 70mins., (Accessed 14/12/2015).

Cathy Come Home, 22:30 13/11/2016, BBC4, 80 mins. (Accessed 16 Nov 2016)

CMA vox pops v1 rough cut no VO, [Online Video] Community Media Association 19/09/2016 [YouTube] (Accessed 27/06/16).

Dispatches: Immigrants - The Inconvenient Truth, 20:00 01/10/2007, Channel 4, 60 mins. (Accessed 22 Nov 2016).

Eastern Europeans in Brexitland, 11:00 14/09/2016, BBC Radio 4, 30 mins. (Accessed 07 Dec 2016).

Generation Screwed?, 00:25 08/11/2017, BBC1 Scotland, 40 mins. (Accessed 29 Oct 2017)

HARDtalk, Mohamed Diab, Film Director, 04:30 19/10/2016, BBC News 24, 30 mins. (Accessed 02 Feb 2017)

It's a Wonderful Life, [television programme, online], Prod. credit n.k., Prod. company n.k., Prod. country n.k., 16:15 20/12/2014, More 4, 155mins., (Accessed 14/12/2015).

Jarvis Cocker’s Sunday Service , With documentary film-maker Adam Curtis, 16:00 16/10/2016, BBC 6 Music, 120 mins. (Accessed 18 Oct 2016)

Local News: What Are We Missing?, 11:00 22/11/2017, BBC Radio 4, 30 mins. (Accessed 27 Nov 2017)

Milk, [film, online], Prod. credit n.k., Prod. company n.k., Prod. country n.k., 22:00 9/10/2011, BBC TWO, 128mins., (Accessed 14/12/2015).

No Place to Call Home, 23:45 24/10/2016, BBC2 Scotland, 60 mins. (Accessed 16 Nov 2016).

Thinking Allowed, The English Defence League; ‘Real’ immigrants, 00:15 18/07/2016, BBC Radio 4, 30 mins. (Accessed 07 Dec 2016)

This Is Braunstone, 05/11/2013 This Is Braunstone YouTube 25 mins (Accessed 30th November 2016).

Key Words

Community, social impact, convergence, participation, collaboration, attention, critical consumption, social media, community development, DIY-Media, Web 2.0, technology, media, culture, mediation, media technology, new media, digital literacies.