TECH3501 Community Media Leadership

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Module Description

Community and collaborative media have a global significance, being promoted in many parts of the world as a development platform for the enhancement and building of personal, social and civic literacies and skills. At the the same time, community media also champions dialogue and understanding within and between grassroots and marginalised communities.

As a third-tier of media, distinct from commercial and state-sponsored public media, community media organisations operate from a range of positions, including ad-hoc non-governmental, and anti-corporate forms of representation, organisation and accountability.

Community media consequently faces a number of challenges in achieving short-term operational functionality, while seeking longer-term sustainability.

This module will critically examine the national and trans-national policy discourse of international community media development, and will give learners the opportunity to explore, within an international context, how management and organisational structures within community media can be used to promote responsive social gain objectives of collaborative, grassroots and networked community media volunteers and participants.

A DMU Global Trip is being organised as part of this module. For more information visit the information page DMU Global Cambodia, which is being developed by learners as part of their International Community Media Projects assignment and the International Community Media Expo.

Module Tutors

Dr Rob Watson

GH6.13 Gateway House

0116 257 7057

rwatson@dmu.ac.uk

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.coster@dmu.ac.uk

@DocMediaCentre

Doc Media Centre

@DocMediaCentre

Module Handbook

Download Module Handbook: TECH3501 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: What Is Community Media Development?

  • Reading: Hustedde, R. J. (2015). Seven Theories for Seven Community Developers. In R. Phillips & R. H. Pittman (Eds.), An Introduction to Community Development (2nd ed.). London: Routledge.
  • Reading: Philips, R., & Pittman, R. H. (2015). A Framework for Community & Economic Development. In R. Philips & R. H. Pittman (Eds.), An Introduction to Community Development (2nd ed.). London: Routledge.
  • Viewing: George Monbiot: How we get out of the wreckage caused by neoliberalism
  • Video Summary: https://youtu.be/yc3SNJKEPVI


Lecture Two: Participation Frameworks

  • Reading: Lanham, H. J., Jordan, M., & Jr, R. R. M. (2016). Sustainable Development - Complexity, Balance, and a Critique of Rational Planning. In S. A. Moore (Ed.), Pragmatic sustainability - Dispositions for Critical Adaptation. London: Routledge.
  • Reading: Hess, D. J. (2016). Social Movements, Civil Society, and Sustainability Politics. In S. A. Moore (Ed.), Pragmatic Sustainability (2nd ed.). London: Routledge.
  • Reading:Henderson, J. J. (2013). Toward an Ethical Framework for Online Participatory Cultures. In A. Delwiche & J. J. Henderson (Eds.), The Participatory Cultures Handbook (pp. 272-280). London: Routledge.
  • Viewing:
  • Video Summary: https://youtu.be/JvJjDJI5KlA


Lecture Three: Roles in Community Media - Motivations and Goals

  • Reading: Briggs-Myers, I., McCaulley, M., Quenk, N., & Hammer, A. (2003). MBTI Manual - A Guide to the Development and Use of the Myers-Briggs Type Indicator. Mountain View, CA: CPP.
  • Reading: Keirsey, D. (1998). Please Understand Me II - Temperement, Character, Intelligence. Del Mar, CA: Prometheus Nemesis Book Company.
  • Viewing:
  • Video Summary: https://youtu.be/7nFCw8n4zJw


Lecture Four: People Defined Participation


Lecture Five: Community Media Advocacy Movements


Lecture Six: Enhancement Week

  • Reading:
  • Reading:
  • Viewing:
  • Video Summary:


Lecture Seven: Intercultural Communication

  • Reading: Hample, D., & Zhan, M. (2017). Culture and Conflict. In S. M. Croucher (Ed.), Global Perspectives on Intercultural Communication. London: Routledge.
  • Reading:
  • Viewing:
  • Video Summary: https://youtu.be/ZSUr7tNYRx8


Lecture Eight: Intercultural Identity


Lecture Nine: Culture & Conflict


Lecture Ten: Intercultural Communication Competence


Lecture Eleven: Intercultural Communication in a Digital Age


Lecture Twelve: Community Development Evaluation Principles

Lectures Thirteen - Twenty-Four

Lecture Thirteen: International Development Projects Evaluation


Lecture Fourteen: International Development Projects - Holistic Evaluation


Lecture Fifteen: Evaluation - Ethnographic Principles


Lecture Sixteen: Participation & Change


Lecture Seventeen: Critical Thinking


Lecture Eighteen: Report Writing


Lecture Nineteen: Enhancement Week

  • Reading:
  • Viewing:
  • Video Summary:


Lecture Twenty: Academic Evidence


Lecture Twenty One: Development Evaluation Strategies


Lecture Twenty Two: Capacity Evaluation


Lecture Twenty Three: C4D Key Approaches


Lecture Twenty Four: C4D Case Studies

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

  • Reading:
  • Reading:
  • Viewing:
  • Video Summary:


Workshop Two: International Community Media Projects

  • Reading:
  • Viewing:
  • Video Summary:


Workshop Three: Advocacy & CiviCRM Tools

  • Reading:
  • Reading:
  • Viewing:
  • Video Summary:


Workshop Four: Community Media Advocates Community Media Advocates Roles

  • Reading:
  • Reading:
  • Viewing:
  • Video Summary:


Workshop Five: CiviCRM Data Management

  • Reading:
  • Viewing:
  • Video Summary:


Workshop Six: Enhancement Week

  • Reading:
  • Viewing:
  • Video Summary:


Workshop Seven: International Community Media Expo Planning


Workshop Eight: International Community Media Expo Development


Workshop Nine: International Community Media Expo Evaluation


Workshop Ten: Engaging Participants


Workshop Eleven: Assessing Collaboration


Workshop Twelve: Expo Planning & Evaluation

Workshops Thirteen - Twenty-Four

Workshop Thirteen: Project Evaluation


Workshop Fourteen: Evaluation Monitoring


Workshop Fifteen: Impact Assessments


Workshop Sixteen: Significant Change Evaluation


Workshop Seventeen: Impact Evaluation


Workshop Eighteen: Writing Evaluation Plans

  • Reading:
  • Viewing:
  • Video Summary:


Workshop Nineteen: Enhancement Week

  • Reading:
  • Viewing:
  • Video Summary:


Workshop Twenty: Expo Planning

  • Reading:
  • Viewing:
  • Video Summary:


Workshop Twenty One: Expo Communication

  • Reading:
  • Viewing:
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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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Assessment

  • 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 International Community Media Projects (5%)

Using the International Community Media Projects page on the DMU Commons Wiki, you will each identify a separate example of international community media projects, looking for articles, inter-views, papers, social media posts, videos, and online discussions that illustrate how each of these projects operate. https://wiki.our.dmu.ac.uk/w/index.php/International_Community_Media_Projects.

You will write a short description on the International Community Media Projects wiki page, identifying which project you are focussing on, with your name clearly identified as the author of this section. You can discuss the development of the International Community Media Projects page by using the ‘discussion’ tab on the wiki page, or by using the DMU Commons Discussion Forum https://talk.our.dmu.ac.uk.

Once you have investigated and summarised your research, you will then make a short video presentation that explains what the community media project you investigated is about. This video should last no longer than five 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 https://our.dmu.ac.uk, using the category DIY-DMU so that it can be shared on the DIY-DMU site https://diy.our.dmu.ac.uk.

  • 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. https://wiki.our.dmu.ac.uk/w/index.php/TECH3501_Learners
  • Marking & Feedback: 10am Monday 4th December 2017

TECH3501-18 Component A - Brief & Assessment Criteria

Component B - Planning International Community Media Day (15%)

For this assignment, you will research and write about a relevant community development issue, as they are discussed and talked about in newspaper articles, in blog sites, in chat rooms, and so on, as they relate to international community development. But particularly you will look at different types of community media development projects 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. You can share your research on the International Community Media Expo page.

The final blog post of this section of your coursework portfolio should be a three-minute reflective video, posted either to the blog directly, or embedded into your blog as a YouTube video. This vlog will give a basic overview of what you discovered in your investigation and in what way your group will take this information and use it in the next assignment, and turn this into a practical project. You should aim to incorporate a wide variety of content such as podcasts, videos, blogs and wikis, or whatever forms of media you are asked to experiment with and try out. We want to experiment with creativity and innovation, so your media skills will be something you want to show off as you learn new skills and use new platforms.

  • Minimum Work: Five weekly blog posts, at least one published per week 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.

TECH3501-18 Component B - Brief & Assessment Criteria

Component C - Running International Community Media Day (30%)

Your task in this assignment is to take on the role of a host for an International Community Media exhibition which demonstrates and explains your experience planning, developing and running a set of international community development projects. 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 can share your research on the International Community Media Expo page.

You will be undertaking the following tasks:

  • Planning, researching, and running an International Community Media Exhibition.
  • Researching topics and issues of discussion to include in the exhibition programme.
  • Engaging with people and finding out what they want to discuss, then promoting the exhibition to encourage people to attend and participate.
  • Writing about topics and issues that are important to the social and civic development of the iden-tified communities who attend the international community development sessions.
  • Hosting international community media development events that are accessible and encourage people to get involved, learn something, and feel confident about attending.
  • Minimum Work: Ten blog posts published each week 15 to Week 24.
  • Deadline: Week 32, 10am Thursday 10th May 2018.
  • Submission: Individual Links clearly marked on DMU Commons Wiki Profile.
  • Marking & Feedback: Thursday 7th June 2018.

TECH3501-18 Component C - Brief & Assessment Criteria

Component D – Community Media Projects Report (50%)

This assignment tests your ability to plan, research and write an academic report that answers a spe-cific question of concern related to international 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.

Answer the following question:

Can community media development programmes improve a sense of civic, social or economic en-gagement and participation without compromising ethical standards?

  • Minimum Work: 3,000 Word Report.
  • Deadline: 10am Tuesday 8th May 2018.
  • Submission: Turnitin via TECH3501 Blackboard.
  • Marking & Feedback: 10am Thursday 7th June 2018.

TECH3501-18 Component D - Brief & Assessment Criteria

Reading

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

Croucher, S.M. (ed.) (2017). Global Perspectives on Intercultural Communication, London, Routledge.

Howley, K. (Ed.) (2010). Understanding Community Media. London, Sage.

Monbiot, G. (2016) How Did We Get into This Mess? Verso, 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.

Brunsma, D.L. (et al) (Eds.) (2017) Movements For Human Rights. London, Routledge.

Craig, G. (et al) (2011). The Community Development Reader. Bristol, Policy Press.

Derber, C. (2017). Welcome to the Revolution - Universalising Resistance. London, Routledge.

Gilchrist, A. & Taylor, M. (2011). The Short Guide to Community Development (2nd ed.). Bristol, Policy Press.

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

Howley, K. (Ed.) (2010). Understanding Community Media. London, Sage.

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

Manyozo, L. (2017) Communicating Development with Communities, London, Routledge.

Philips, R. & Pittman, R.H. (eds) (2015) An Introduction to Community Development, 2nd Edition, Routledge, London.

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.

Wicked Problems Collaborative (2016). What Do We do About Inequality? WPCLLC

Media Source Material

Links

Media Trust http://www.mediatrust.org/

Community Media Association http://www.commedia.org.uk/

UNESCO http://en.unesco.org/themes/community-media-sustainability

AMARC http://www.amarc.org/

BBC Media Action http://www.bbc.co.uk/mediaaction

LSE Cities

Learning Skills

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

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.

Note-taking

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.

Attendance

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 fotadvicecentre@dmu.ac.uk 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.

Workshop: Two Hours

Workshops will take the form of a practical session 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

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 https://docmediacentre.wordpress.com/doc-media-month/

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.

Learning Outcomes

  • 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.

Key Words

Community, community media, international, leadership, 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.

Media Resources