Coronavirus (Covid-19) Information

Module UXS-0001:
Digital Communication

Module Facts

Run by School of Music, Drama and Performance

20 Credits or 10 ECTS Credits

Semester 2

Organiser: Dr Gregory Frame

Overall aims and purpose

Media Studies examines how humans create systems of meaning in order to communicate, to persuade, to empathise, to oppose. In this module you will discover the ways that people and organisations employ digital tools to encode (and decode) signs, meanings and information in order to communicate. You will learn the concepts that underlie our understanding of communication in practice, and you will develop hands-on experience using online tools to collect, manage, analyse and re-present information.

Course content

The module introduces basic media and communication theory, including models of communication; signs and meanings, information, data, and pattern; systems of meaning. The concepts are introduced within the context of digital media and the role that technology plays in creation and sharing of meaning. Students actively engage with online information technologies for the collection, management, analysis and dissemination of information, and reflect critically on the impact of the technologies on the message. Students will finish the module with knowledge and understanding of media and communication terms and concepts, experience of applying those concepts to current issues in the media, and practical knowledge of digital tools for use in future study and inquiry.

Assessment Criteria

good

B- to B+

  • Has developed a sound understanding of the subject appropriate to this level; There is evidence of wider reading which goes beyond that gained from tutor contact;
  • Intelligent attempt at analysing and evaluating information; Well argued with appropriate amount of evidence, substantiated opinions are given;
  • Structure is coherent and logical showing progression to the argument; There are few mistakes in presentation or citation; Demonstrates qualities and transferable skills required for employment;
  • Can communicate effectively in a range of formats, including orally, appropriate to the discipline(s);
  • Can work effectively with others as a member of a group, and meet obligations to others (eg tutors and peers);
  • Able to evaluate own strengths and weaknesses in relation to professional and practical skills identified by others;

C- to C+

Submitted work is competent throughout and occasionally distinguished by superior style, approach and choice of supporting materials. It demonstrates:

Good structure and logically developed arguments. At least in parts draws on material that has been sourced and assessed as a result of independent study, or in a way unique to the student. Assertions are, in the main, backed by evidence and sound reasoning. Accuracy and presentation in an appropriate academic style.

excellent

A- to A*

  • Has developed a broad factual and conceptual understanding of the subject relative to the level through extensive reading;
  • Has analysed and evaluated information using defined techniques & principles; Can collate and categorise ideas and information and can select what is relevant to support analysis and evaluation and develop a coherent argument, appropriate to the level of development; Has developed an early critical approach to information;
  • Well-organised presentation which develops flow and progression in a well-structured argument; Syntax/grammar indicates an appropriate level of maturity; Demonstrates a broad range of qualities and transferable skills required for employment;
  • Can communicate very effectively in a range of formats, including orally, appropriate to the discipline(s);
  • Can work very effectively with others as a member of a group, showing leadership skills where appropriate, and meet all obligations to others (eg tutors and peers);
  • Able to show insight and autonomy in evaluating own strengths and weaknesses in relation to professional and practical skills

threshold

D- to D+

  • Has developed a basic level of factual and conceptual understanding of the subject; Reading/research is limited to that gained through class contact;
  • There is some evidence of analysis and evaluation but work is mainly descriptive with an uncritical acceptance of information, and unsubstantiated opinions may be evident; Lack of logical development of an argument;
  • Structure is weak and/or inconsistent and lacking in sequential development; Mistakes in grammar or syntax; Immature style; Citations and bibliography poorly or inconsistently presented; Demonstrates few qualities and transferable skills required for employment;
  • Can communicate in a range of formats, including orally, appropriate to the discipline(s), but with evident weaknesses;
  • Can work effectively with others as a member of a group, and meet most obligations to others (e; g; tutors and peers);
  • Able to recognise own strengths and weaknesses in relation to professional and practical skills identified by others, but lacking insight in some areas;

Learning outcomes

  1. Practical knowledge of the potential of digital tools for information collection, analysis and re-production

  2. Understanding of how the media through their forms, codes, conventions and techniques communicate meanings

  3. Understanding of the digital media processes of production, distribution and circulation impact on communication of meaning

  4. Awareness of ways the media portray events, issues, individuals and social groups

Assessment Methods

Type Name Description Weight
INDIVIDUAL PRESENTATION Poster presentation

Participate in a poster presentation session by displaying a multimedia or poster on a media topic on the ways the media portray events, issues, individuals and/or social groups

30
LOGBOOK OR PORTFOLIO Web portfolio

Portfolio of media responses

70

Teaching and Learning Strategy

Hours
Workshop

Weekly 2-hour workshop with online tools and methods

22
Private study 167
Lecture

Weekly 1-hour lecture

11

Transferable skills

  • Literacy - Proficiency in reading and writing through a variety of media
  • Numeracy - Proficiency in using numbers at appropriate levels of accuracy
  • Computer Literacy - Proficiency in using a varied range of computer software
  • Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
  • Exploring - Able to investigate, research and consider alternatives
  • Information retrieval - Able to access different and multiple sources of information
  • Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
  • Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
  • Safety-Consciousness - Having an awareness of your immediate environment, and confidence in adhering to health and safety regulations
  • Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
  • Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
  • Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others

Subject specific skills

  • An understanding of creative and critical processes, and of the wide range of skills inherent in creative writing. (NAWE Creative Writing Benchmark Statement 3.1).
  • Artistic engagement and ability to articulate complex ideas in oral and written forms. (NAWE Creative Writing Benchmark Statement 3.2).
  • Ability to connect creative and critical ideas between and among forms, techniques and types of creative and critical praxis. (NAWE Creative Writing Benchmark Statement 3.2; English Benchmark Statement 3.2).
  • Awareness of how different social and cultural contexts affect the nature of language and meaning (English Benchmark Statement 3.2).
  • Reflective practitioner skills, including awareness of the practice of others in collaborative learning (NAWE Creative Writing Benchmark Statement 3.2; English Benchmark Statement 3.2).
  • The ability to synthesize information from various sources, choosing and applying appropriate concepts and methods (English Benchmark Statement 3.3).
  • Ability to formulate and solve problems, anticipate and accommodate change, and work within contexts of ambiguity, uncertainty and unfamiliarity (NAWE Creative Writing Benchmark Statement 3.2; English Benchmark Statement 3.3).
  • Ability to engage in processes of drafting and redrafting texts to achieve clarity of expression and an appropriate style. (English Benchmark Statement 3.3; NAWE Creative Writing Benchmark Statement 3.2).
  • Ability to gather information, analyse, interpret and discuss different viewpoints (NAWE Creative Writing Benchmark Statement 3.2; English Benchmark Statement 3.3).
  • Information technology (IT) skills broadly understood and the ability to access, work with and evaluate electronic resources (NAWE Creative Writing Benchmark Statement 3.2; English Benchmark Statement 3.3).
  • Creative skills – conception, elaboration, adaptation, presentation, collaboration, preservation
  • Technological skills – digital capture, digital expression, digital innovation
  • Intellectual skills shared with other disciplines – research and exploration, reasoning and logic, understanding, critical judgement, assimilation and application
  • Skills of communication and interaction – oral and written communication, public presentation, team-working and collaboration, awareness of professional protocols, sensitivity, ICT skills, etc.
  • Skills of personal management – self-motivation, self-critical awareness, independence, entrepreneurship and employment skills, time management and reliability, organisation, etc.
  • Enhanced powers of imagination and creativity (4.17)

Resources

Resource implications for students

There are no resource implications for this module.

Talis Reading list

http://readinglists.bangor.ac.uk/modules/uxs-0001.html

Reading list

  • Fiske, J. (2010). Introduction to communication studies. Florence: Taylor and Francis.
  • Laughey, D. (2010). Media Studies: Theories and Approaches. Kamera Books.
  • Ross, M., Grauer, M., & Freisleben, B. (Eds.). (2015). Digital Tools in Media Studies. Bielefeld: transcript.
  • Sardar, Z. (2015). Introducition to Media Studies: A Graphic Guide. Icon Books Ltd.

Courses including this module