TECH3501 Community Media Leadership
- 1 Module Description
- 2 Module Tutor
- 3 Module Handbook
- 4 Lecture Notes
- 5 Workshop Notes
- 6 Assessment
- 7 Key Texts
- 8 International Community Media EXPO
- 9 Links
- 10 Learning Skills
- 11 Study Hours
- 12 Enhancement Weeks
- 13 Tutor Contact
- 14 Learning Outcomes
- 15 UN Sustainable Development Goals (SDGs)
- 16 Media Source Material
- 17 Key Words
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.
Queens Building, Q1.25
- Twitter: @docmediacentre
Download Module Handbook:
Notes are also available to download.
Notes are also available to download.
- Reading: Media Wiki User Guide
- 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%)
Coursework Brief Internationally, community media is often managed as part of a specific social or civic development project that seeks to achieve defined ends, such as addressing voice poverty, aiding economic development, improving civic and social literacies and skills, enhanced participation in communities, local politics and media.
International development and aid organisations have specific aims to support and enhance a wide range of marginalised communities by offering training in media so that these communities can represent themselves, both in the media debates that take place, and in the practical skills that make these communities sustainable.
This assignment is a test of your ability to investigate and research different approaches to international community media development, the purposes that they are established for, the social-gain objectives they seek to achieve, the social needs they seek to meet, the activities that they include, and the people that they are based around.
The result of your survey of different types of community media development projects will be presented as a short video presentation, lasting no longer than five minutes, with a short description included as part of a shared DMU Commons Wiki page about international community media projects. https://wiki.our.dmu.ac.uk/w/index.php/International_Community_Media_Projects
Each student will identify a different example of an international community media project as run by a different development organisation, and will write about how that project works, what is involved, and what it is expected to achieve, before summarising this description in a short video presentation. The presentation can use creative media techniques, but will be uploaded to your DMU Commons Blog, either as a directly uploaded video, or as an embedded YouTube video.
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.
You will write a short description on the International Community Media Projects wiki page, identifying which project you are focusing 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.
Once you have investigated and summarized 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%.
• Minimum Work: One text blog including 5 minute video – site personalization, adding social media accounts.
• Deadline: Week Six, 12 Midday Monday 5th November 2018.
• Submission: Individual Links clearly marked on your DMU Commons Wiki Profile.
• Marking & Feedback: 12 Midday Monday 3rd December 2018.
Component B - Planning International Community Media Day (15%)
International community media is often characterised by development projects that seek to deal with significant social problems, such as disaster recovery, skills and literacy development, civic awareness raising, conflict resolution, economic development and intercultural communication, to name only some.
For this assignment, you will investigate a topic of social concern that is associated with international community development that you want to address using community media engagement techniques, which will be developed and implemented in the next assignment. You will identify what events, activities and information you might include in a community media development session at the International Community Media EXPO (end of Term 2) that will highlight and raise these topics of concern.
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 development project successfully. This means discussing ideas with members of your group, finding out if other people have undertaken similar community development projects, and explaining how these projects work.
You will then write about and explain your planning using the Community Media Projects page on the DMU Commons Wiki: https://wiki.our.dmu.ac.uk/w/index.php/International_Community_Media_Projects.
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 summarize 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.
So, you will submit three blog posts, with the final blog post of this section of your coursework portfolio 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.
It is essential that you establish the habit of blogging regularly, so you will be expected to post a blog, with an updated link on your wiki profile page, and an explanation of what is distinctive and innovative about the blog post. Time will be put aside in the workshop sessions for this.
• You will make a media portfolio consisting of work posted to your blog site on the DMU Commons site http://our.dmu.ac.uk
• You will provide a description of the portfolio and any appropriate links to your work on your Wiki Profile Page: https://wiki.our.dmu.ac.uk/w/index.php/TECH3501_Learners
• Your work can consist of any combination of media and use of online tools, services and platforms. The more creative and inventive the type of media you use in your blogs the better.
• All of the production and planning work must be available online and be capable of being linked-to or embedded on your portfolio page in the module wiki.
• You could make a series of photographs, videos, or podcasts, use sites such as Twitter, Paperli, Flipboard, Tumblr, YouTube or Pinterest, for example, alone or in combination.
• The media used in these posts must be made specifically for the module and be driven by the specific aims and objectives of the assignment.
Your blog posts must relate to the research and planning you are undertaking, and the discussions that your group hold about the community media development projects that will be undertaken after the Christmas break. The portfolio should consist of a significant body of work, showing that you have produced your posts regularly, and have actively researched issues that are related to your community media development project topic. Your portfolio will also demonstrate that you are able to establish a regular routine throughout the period demonstrating digital literacies, creativity and production skills.
• Each blog should take no more than two hours to plan, write and post.
• Time will be given in the weekly lab sessions for you to write your blog posts.
In order to assess your work, your tutor will visit your DMU Wiki Profile Page and will only follow the links that you provide on the page. If you do not have any links to your individual blogs on your profile page you will be marked at zero.
• Minimum Work: Two text blogs - posted Week 7 & 9 and three minute reflexive video – posted Week 11.
• Deadline: Week 11, 12 Midday Monday 10th December.
• Submission: Individual Links clearly marked on your DMU Commons Wiki Profile.
• Marking & Feedback by: 12 Midday Monday 21st January 2019.
Component C - Running International Community Media Day (30%)
International community development projects increasingly focus on sustainability and the future provision of resources that are managed in the local communities that are affected by issues of economic development, climate change, conflict, globalisation, and so on. Community media development projects are founded on the principle that in supporting local access to media it is possible to embed economic, civic and social development practices beyond that which can be achieved in face-to-face training sessions.
You will develop, plan and run a set of community media development projects that contribute to meeting the social needs of a particular community. You will use community media engagement and participation techniques to help support and build skills in media production, discussion and distribution, with the aim of promoting understanding, collaboration and shared experiences as a form of intercultural communication. The founding principle, therefore, is that intercultural communication has to be two-way, and must avoid unethical practices of exploitation by seemingly well-intended and well-resourced development organisations.
Your task in this assignment is to take on the role of a host for an International Community Media EXPO which demonstrates and explains your experience planning, developing and running an international community development project.
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 EXPO.
• 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 identified 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.
You will be expected to organise and write about your work using the DMU Commons resources:
• Using the DMU Commons Wiki as the main platform, you will collaborate, develop, try-out and reflect-on your international community media development topics.
• Your job will be to create and develop an international community media exhibition, and to describe how this will be done on a dedicated page on the DMU Wiki, that will help people to get together and to take part in your allocated activity https://wiki.our.dmu.ac.uk/w/index.php/International_Community_Media_Expo
• Time will be allocated in the lab sessions for the investigation and the planning of the topics, so group membership is fixed by your lab session.
• Your project will be based on the research your group has undertaken in coursework B.
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 International Community Media project.
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 community media reporting 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: Four text blogs - posted Weeks 17, 19, 21 & 23 and three minute reflexive video – posted Week 25.
• Deadline: Week 25, 12 Midday Monday18th March 2019.
• Submission: Individual Links clearly marked on DMU Commons Wiki Profile.
• Marking & Feedback: 12 Midday Monday 15th April 2019.
Component D – Community Media Projects Report (50%)
This assignment tests your ability to plan, research and write an academic report that answers a specific 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 engagement and participation without compromising ethical standards?
• Minimum Work: 2,000 Word Report.
• Deadline: 12 Midday Monday 29th April 2019.
• Submission: Turnitin via TECH1502 Blackboard.
• Marking & Feedback: 12 Midday Friday 24th May 2019.
It is expected that learners will read all of the material from the key texts list, to broaden and deepen understanding of the subject beyond the basic, and thus enhance performance in assessments.
- 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.
- 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
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.
International Community Media EXPO
This page will be used by learners on the TECH3501 Community Media Leadership module to plan and promote the *International Community Media EXPO 2018
If you want to share and discuss the topics and ideas explored in the module on social media, please use the hashtag #diydmu
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.
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.
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 email@example.com 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.
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.
Self-directed 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
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.
The Doc Media Festival takes place between 6th-10th November.
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.
- 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.
UN Sustainable Development Goals (SDGs)
Media Source Material
After Cathy, 17:00 20/11/2016, BBC Radio 4, 40 mins. https://learningonscreen.ac.uk/ondemand/index.php/prog/0DC9FB0F (Accessed 16 Nov 2016).
An Inconvenient Truth, 21:20 04/04/2009, Channel 4, 110 mins. https://learningonscreen.ac.uk/ondemand/index.php/prog/00ECCFC5 (Accessed 22 Nov 2016)
Before the Flood [film, online], National Geographic, 30/10/2016, National Geographic YouTube, 135mins. https://youtu.be/90CkXVF-Q8M (accessed 01/11/2016).
The Black Lesbian Handbook, [television programme, online] More 4, Prd. country U.K. http://www.channel4.com/programmes/the-black-lesbian-handbook] (Accessed 14/12/2015).
Bob and Roberta’s Excellent Protest Adventure, 21:00 17/11/2016, BBC4, 60 mins. https://learningonscreen.ac.uk/ondemand/index.php/prog/0DED3CD9 (Accessed 04 Dec 2016)
Cathy Come Home, 22:30 13/11/2016, BBC4, 80 mins. https://learningonscreen.ac.uk/ondemand/index.php/prog/00028C79 (Accessed 16 Nov 2016)
Close to Home: The Story of Local Radio, 20:00 10/11/2007, BBC Radio 4, 60 mins. https://learningonscreen.ac.uk/ondemand/index.php/prog/0074A5B2 (Accessed 27 Nov 2017)
CMA vox pops v1 rough cut no VO, [Online Video] Community Media Association 19/09/2016 [YouTube] https://youtu.be/QZ6eoPyoSlU (Accessed 27/06/16).
Dispatches: Immigrants - The Inconvenient Truth, 20:00 01/10/2007, Channel 4, 60 mins. https://learningonscreen.ac.uk/ondemand/index.php/prog/007154E6 (Accessed 22 Nov 2016).
Eastern Europeans in Brexitland, 11:00 14/09/2016, BBC Radio 4, 30 mins. https://learningonscreen.ac.uk/ondemand/index.php/prog/0D6053B4 (Accessed 07 Dec 2016).
Generation Screwed?, 00:25 08/11/2017, BBC1 Scotland, 40 mins. https://learningonscreen.ac.uk/ondemand/index.php/prog/101706FB (Accessed 29 Oct 2017)
HARDtalk, Mohamed Diab, Film Director, 04:30 19/10/2016, BBC News 24, 30 mins. https://learningonscreen.ac.uk/ondemand/index.php/prog/0DA1987F (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. http://bobnational.net/record/265497, (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. https://learningonscreen.ac.uk/ondemand/index.php/prog/0D9C4F1A (Accessed 18 Oct 2016)
Local News: What Are We Missing?, 11:00 22/11/2017, BBC Radio 4, 30 mins. https://learningonscreen.ac.uk/ondemand/index.php/prog/10201624 (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. http://bobnational.net/record/71489, (Accessed 14/12/2015).
No Place to Call Home, 23:45 24/10/2016, BBC2 Scotland, 60 mins. https://learningonscreen.ac.uk/ondemand/index.php/prog/0DC07C95 (Accessed 16 Nov 2016).
Thinking Allowed, The English Defence League; ‘Real’ immigrants, 00:15 18/07/2016, BBC Radio 4, 30 mins. https://learningonscreen.ac.uk/ondemand/index.php/prog/0CE0F993 (Accessed 07 Dec 2016)
This Is Braunstone, 05/11/2013 This Is Braunstone YouTube 25 mins https://youtu.be/gQwErmQmYlE (Accessed 30th November 2016).
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.