Module Description s3

EI317 Page 1 of 5 sSept 2010 Module Description

Title Digital Media and Communication

Code EI317

Level 6

Credit rating 20

Pre-requisites / Co- None requisites / Entry criteria for freestanding modules Type of module Taught

Aims The aims for this module are set into the context of the QAA Framework for Higher Education Qualifications and they relate to the SEEC level descriptors for level 6 study.

This module has three key aims;  to enable students to explore tools, techniques and processes for effective communication in a range of digital mediums. This will include the exploration of digital media manipulation tools and techniques;  to develop students’ understanding of approaches to media analysis, through engagement with relevant literature and analysis of a range of media texts;  to investigate and analyse a particular local or global issue relating to equality and diversity in society.

It also aims to provide opportunities for students to gain specific experiences in order to develop and demonstrate that they have met relevant Standards for Qualified Teacher Status (QTS), as specified in TDA Professional Standards for Classroom Teachers (2007). Where appropriate they relate to the legislation concerning the well- being of children (including Every Child Matters). EI317 Page 2 of 5 Sept 2010

Learning outcomes In relation to the QAA Framework for Higher Education Qualifications and the SEEC level descriptors for level 6 study, by the end of the module students should be able to:

1. create informed and persuasive digital media texts using a range of appropriate ICT tools and techniques with independence, imagination and a high level of technical competence; 2. demonstrate an in-depth knowledge and understanding of media analysis techniques that effectively synthesises the concepts and approaches presented in the relevant literature; 3. appropriately apply a variety of media analysis techniques to a range of digital media texts; 4. communicate an informed and coherent understanding of a complex issue relating to equality and diversity in society.

Content To include:  Developing advanced skills and techniques for image capture, manipulation and publishing using a range of industry standard software such as Photoshop, InDesign including: o Using scanning hardware and software to capture images o Working with layers o Working with image transparency o Digital darkroom techniques o Working with colour o Issues of typography o Considerations of layout o Photographic techniques o Using online photographic libraries  Introduction to media analysis and application of media analysis techniques to a variety of digital media texts  Ethical issues surrounding digital technologies e.g. e-safety, copyright (inc. Creative Commons licensing)  Analysis of contemporary and historical examples of persuasive campaign media  Analysis of promotion of equality and diversity through the media  Exploration and reading of relevant theory relating to digital media technologies, media industries  Presentation and peer review of student portfolios

Students will be expected to consolidate and extend their knowledge, skills and understanding acquired in earlier subject study modules. It is also expected that students will utilise diverse sources of information and knowledge in order to expand and engage with new concepts. EI317 Page 3 of 5 Sept 2010

Learning and teaching Contact time: strategies Lectures, seminars and workshops exploring specific issues, concepts, techniques and processes; Discussion; Student-initiated and led formative and informal presentations.

Non-contact time: Self directed learning; Sustained exploration of themes, issues and concepts; Development of investigation and analysis techniques; Reading books, articles and on-line sources to explore and research areas of knowledge and understanding; Presentation of work through the use of digital media technologies.

Learning support Books: Barthes, R. (2000) Camera Lucida: reflections on photography, London: Vintage Berger, A. (1998) Media Research Techniques, 2nd Ed, London: Sage Berger, A. (2003) Media and Society, USA: Rowman & Littlefield Berger, J. (1972) Ways of Seeing, Harmondsworth; Penguin Branston, G & Stafford, R. (2010) The Media Student’s Book, 5th Edition, London: Routledge Burton, G. (1997) More Than Meets the Eye: an introduction to media studies London: Arnold Burn, A. & Parker, D. (2003) Analysing Media Texts, London: Continuum Kress, G. (1996) Reading Visual Images: the grammar of visual design, London: Routledge Kress, G. (2003) Literacy in the New Media Age, London : Routledge Parker, R. C. (2006) Looking Good in Print, USA: Paraglyph Press

Electronic Sources: (accessed July 2010) Creative Commons < http://creativecommons.org/ > Flickr image library < http://www.flickr.com/ > EI317 Page 4 of 5 Sept 2010

Assessment task Assessment will be in the context of the University of Brighton Assessment Policy and the Faculty Code of Practice in Assessment, and students will be required to complete the following tasks:

Task 1 (weighting 70%) Plan, design and produce a cohesive digital media portfolio to present your analysis of a local or global issue concerning equality and diversity in society. The portfolio must include the following media forms:  an A3 poster design  an A4 leaflet design  a mock-up of a micro-website design (maximum of 3 pages) (Word count: 2500 word equivalence)

The task will be marked on a percentage basis.

Task 2 (weighting 30%) A constructively critical evaluation of the contents of the portfolio that is informed by relevant literature on media analysis. (Word count: 1000)

The task will be marked on a percentage basis.

Referral task: Reworking of original task(s)

Assessment criteria General criteria for assessment are framed by the SEEC descriptors for level 6. Against specific criteria, credit will be awarded for:

Task 1  create informed and persuasive digital media texts using a range of appropriate ICT tools and techniques with independence, imagination and a high level of technical competence (LO1);  apply appropriately a variety of media analysis techniques to a range of digital media texts (LO3);  communicate an informed and coherent understanding of a complex issue relating to equality and diversity in society (LO4).

Task 2  demonstrate an in-depth knowledge and understanding of media analysis techniques that effectively synthesises the concepts and approaches presented in the relevant literature (LO2).

All learning outcomes must be achieved in order to pass the module at the threshold level. EI317 Page 5 of 5 Sept 2010

Brief description of This module has several aims. Firstly, it is designed to enable module content and/or students to explore tools, techniques and processes for effective aims for publicity communication in a range of digital mediums. This will include the exploration of digital media manipulation tools and techniques. Secondly, it seeks to develop students’ understanding of approaches to media analysis, through engagement with relevant literature and analysis of a range of media texts. Finally, the module will also allow students the opportunity to investigate and analyse a particular issue relating to equality and diversity in contemporary society.

Area examination board ICT Area Examination Board

Module co-ordinator Keith Turvey

Normal module duration One semester (1)

Site where delivered Falmer

Date of first approval June 2008

Date of last revision NA

Date of approval of this September 2010 version Version number 2

Replacement for previous NA module Route(s) for which BA (Hons) Primary Education with QTS (3-7 Years) module is acceptable and BA (Hons) Primary Education with QTS (5-11 Years) status in Route Compulsory for ICT subject specialists

Course(s) for which BA (Hons) Primary Education with QTS (3-7 Years) module is acceptable and BA (Hons) Primary Education with QTS (5-11 Years) status in course Compulsory for ICT subject specialists

School home School of Education

External examiner(s) Peter Bradshaw