Admission requirements
Not applicable
Description
We live in a world with an abundance of information, where national and foreign events are increasingly interlinked. Often, to understand the events happening on one side of the world, we need to look to the other. Other times, like in the Panama Papers case, to understand the big picture behind the leak of over 11 million financial and legal records, we need to bring together almost 400 journalists from over 80 countries. Although the availability of (big) data has shifted how we need to understand local reporting, it has pushed us to reevaluate how we see global journalism too. That is, how journalism shapes – and is shaped by – global political, social, economic, and cultural issues.
This course examines the international media systems and the evolving landscape of the technologies used to report the news today. This course will help students develop a solid knowledge base and practical skills required to practice international journalism. Students will be acquainted with all the actors working on the long global journalistic production chain. From foreign correspondents, strings, and news agencies to social media platforms, big data, and the gig economy's impact on global journalism, this course sheds light on real-world examples to provide students with a current and comprehensive picture of the field. Moreover, students will be able to practice their skills through hands-on assignments, including writing their own news articles and interviews. Through these exercises, students will acquire the basic skills necessary to produce, analyze, and distribute international media productions.
During the first 45 minutes of each class, we will discuss the readings and examples in an interactive format. You are expected to do the readings and come prepared with some discussion points. These could be aspects of the texts that you found exciting or problematic or practical examples you know that we could use as case studies. Afterward, we will have a 30-minute break for lunch.
The remaining half of the class is devoted to your case study presentations. You will prepare these presentations with a group of 4 to 5 classmates. Groups will have thirty minutes to do their presentations.
At the end of the first class, the groups will be assigned, together with possible case studies and the presentation date. For each case study focus, you must provide specific examples from your case, but your manner of presenting these is a group decision. For example, you may choose to provide handouts, show slide presentations, or videos. You will have time to set up your presentation material during the break period. You are requested to propose questions about your case study to incentive small-group discussions. The final 15 minutes will be devoted to small-group discussions and reactions to the case study.
Course objectives
After taking this course, the students will be able to:
Recognize the media ecology that exists in today's global journalism.
Understand digital media's role in journalistic production, particularly in international stories.
Create international teams to collaborate in journalistic production, recognizing the limitations and opportunities of international collaboration.
Analyze critically projects produced by journalists, academics, NGOs, and private actors to understand how journalistic work can be improved on a global scale.
Build and support a digital environment allowing students to work on international stories for a broad audience.
Conduct academic research into international newswork, both by national actors and international professionals.
Timetable
The timetables are available through MyTimetable.
Mode of instruction
Lecture
Assessment method
Assessment
Group presentations in class
These are designed to allow you to connect course material to your experiences and learn from your peers' different perspectives. During the group presentations, you must look for a case study pertinent to that week’s topic and motivate the conversation with your classmates. If you are struggling to find an interesting case, I can always assist you in thinking of one. Do not doubt to reach out as soon as possible.Interviews: 40%
During Week 4 (09-10), students must hand in an interview with an actor involved in an event or issue occurring outside of the Netherlands or their home country. Preferably, the event has a global impact or significance. With this article, you want to present this issue to an international audience, so think about your topic's context, background, and relevance. You cannot think too big when choosing a person! The interview must not be more than 3000 words and no less than 2500.Final article: 30%
During the course, you will work towards a final journalistic article due by Week 6 (23-10). This 6000-word article must be written together with the same classmates you did your presentation with. You can choose any issue or event occurring outside of the Netherlands. Your article must include interviews with at least three sources and have context and background information. I recommend you not to leave this work for the last minute. Take your time and explore different angles for an exciting story. Think of a social movement, a protest, or victims of social injustice. With your group, select a topic and work together to bring that story to light.
Weighing
Group presentations in class: 30%
Interviews: 40%
Final article: 30%
Resit
The resit consists of the same assignments as the first assessment opportunity.
Inspection and feedback
The resit consists of the same subtests as the first opportunity. How and when an exam review will take place will be disclosed together with the publication of the exam results at the latest. If a student requests a review within 30 days after publication of the exam results, an exam review will have to be organized.
Reading list
Week 1 – Introduction to International Journalism (11-09).
Requiered Readings:
1. Pavlik, J. V., Alsaad, A. A., & Laufer, P. (2020). Speaking Truth to Power: Core Principles for Advancing International Journalism Education. Journalism & Mass Communication Educator, 75(4), 392-406.
2. Baack, S. (2016). What big data leaks tell us about the future of journalism–and its past. Internet policy review, 12(23), 9-17.
3. Heft, A. (2019). The Panama Papers investigation and the scope and boundaries of its networked publics: Cross-border journalistic collaboration driving transnationally networked public spheres. Journal of Applied Journalism & Media Studies, 8(2), 191-209.
4. Podcast The evolving practice of foreign correspondents. Reuters Institute for the Study of Journalism.
5. Hargreaves, I. (2014). Journalism: a very short introduction. OUP Oxford (Introduction, Chapters 1, 2 and 7).
6. International Federation of Journalists (IFJ). (2019). Global Charter of Ethics for Journalists.
Discussion focus:
What questions do you have about the syllabus or assignments? What are your goals for taking this course? What is your experience with international journalism? Or even what is international journalism?
Week 2 – Global news landscape (18-09).
Requiered Readings:
1. Documentary Paradise Papers: The True Story Behind The Secret Nine-Month Investigation. VICE News. Link:
2. Palmer, L. (2022). News Fixers at the Digital Interface: Precarious Labor and International Journalism in the 21st Century. Communication, Culture and Critique, 15(1), 52-68.
3. Berglez, P. (2008). What is global journalism? Theoretical and empirical conceptualisations. Journalism Studies, 9(6), 845-858.
4. Hargreaves, I. (2014). Journalism: a very short introduction. OUP Oxford (Chapters 4 and 5).
Discussion focus:
The increasing practice of global journalism is full of ethical conundrums. What are the ethical implications of using social media and other online platforms to report on global issues, and how can journalists ensure that they report accurate and unbiased information in these channels? Or how should global journalists balance the need to protect their sources with the responsibility of writing accurate and impartial information, especially in cases where the sources may be in danger of retaliation or persecution? Although these questions are relevant, we must go back to the beginning and ask ourselves: What is global journalism, and how is it different from traditional journalism?
Case study focus:
Can you explain the relevance of the Panama and Paradise Papers cases? What ethical issues must journalists deal with? How did they solve the most critical technical problems?
Week 3 – Investigative journalism and collaborating cultures (25-09).
Requiered Readings:
1. From Discord to 4chan: The Improbable Journey of a US Intelligence Leak. Bellingcat. Link:
2. Lewis, S. C., & Usher, N. (2014). Code, collaboration, and the future of journalism: A case study of the Hacks/Hackers global network. Digital journalism, 2(3), 383-393.
3. Hargreaves, I. (2014). Journalism: a very short introduction. OUP Oxford (Chapters 6 and 8).
Discussion focus:
As more data becomes available or is needed for newswork, journalists collaborate with more people to report the news. Not only do we have a more significant need for stringers and correspondents, but recently journalists have had to come out of the silos of their newsrooms and collaborate with their ‘competition’ to tell stories that require the analysis of thousands of pages. This week we are focusing on collaboration. Why do you think collaboration is necessary for today’s landscape? Do you have examples of possible collaborations? How do you think it affects journalistic values?
Case study focus:
This one is easy. Show us cases where to be able to investigate and produce journalism; journalists needed to collaborate with colleagues across borders.
Week 4 – Guest lecture (09-10).
Deadline – Interview
Requiered Readings:
1. Interview The life of a CBC News foreign correspondent. CBC News.
2. Segment How Bellingcat is using social media to track alleged Russian war crimes in Ukraine.
Discussion focus:
Our guest speaker will pose the questions for this one.
Case study focus:
Multiculturalism in global journalism. How to tell a story about different people, cultures, societies, and traditions? Find excellent and bad examples of the work of foreign correspondents in this area.
Week 5 – Conflict reporting and exile journalism (16-10).
Requiered Readings:
1. Hiroshima. The New Yorker.
2. How One U.S. Soldier Blew the Whistle on a Cold-Blooded War Crime. Vanity Fair.
3. Overexposed: A Photographer's War With PTSD. The Atlantic.
4. Hargreaves, I. (2014). Journalism: a very short introduction. OUP Oxford (Chapter 3).
Discussion focus and case study focus:
I am not only asking you to present your best-case studies about foreign correspondents covering war or conflicts. I would like to invite you to draw from these examples to imagine the personal and professional consequences that this type of coverage that these stories could have for the professionals behind the camera.
Week 6 – Gig economy (23-10).
Deadline – Final article
Requiered Readings:
1. Vallas, S., & Schor, J. B. (2020). What do platforms do? Understanding the gig economy. Annual Review of Sociology, 46, 273-294.
2. The rise of gig economy: Is freelance journalism the future hiring model for the media? By H. Fahim.
3. Is the gig economy coming for journalism? By Jordan Muller.
Discussion focus:
The gig economy has greatly impacted journalism by creating a highly competitive and unpredictable market for freelance journalists. While it offers opportunities for flexibility and innovation, it has also led to decreased job security and lower wages for many journalists. Additionally, the rise of social media and online platforms has led to a saturation of content, making it harder for journalists to stand out and find consistent work.
Case study focus:
What are the implications of the gig economy for international reporters? Is this an opportunity to democratize communication and open the door to new voices, or is this simply the precarization and decay of former structurers of work? The answer is up to you.
Other resources:
1. International Journalists’ Network
2. International Center for Journalists
3. International Federation of Journalists
Registration
Enrolment through MyStudymap is mandatory.
General information about course and exam enrolment is available on the website.
Registration Studeren à la carte en Contractonderwijs
Not applicable.
Contact
For substantive questions, contact the lecturer listed in the right information bar.
For questions about enrolment, admission, etc, contact the Education Administration Office: Arsenaal Education Administration Office.
Remarks
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