Wednesday, January 10, 2018

Analyzing Video

This assignment requires your team to find a video that you find appealing and effective. Using the codes and conventions from the previous assignments, you will determine what makes the video effective. 

The video you use for this assignment does not necessarily have to be a Public Service Announcement (PSA). It could be a commercial or any other type of short video. Consider the one we discussed in class. It was not a PSA or a commercial, but it still is a good example to consider and analyze. 

Click here to access the Google document you will use to complete this assignment. This is the master copy for every team, so remember to make a copy of this document before starting your work. 

When you have completed the assignment, share it with your teacher.

Also take some time to go over your assignment and make sure each team member will share a part of it when you present your findings tomorrow. 

The example we discussed in class:

Tuesday, January 9, 2018

Identifying Video Codes and Conventions

Before doing this assignment, make sure you have first completed "Creating Teams, Team Norms, Roles and Responsibilities"

Review from Mr. Duplessie's presentation: Click here to access the  information. 

Today's Assignment

When producing a video it is vital to have a basic understanding of code and conventions.

Some videos are very appealing in how they use codes and conventions. For example, you may watch a commercial that you really enjoy. Or you may see a film that you want to watch again. These types of video products can leave a lasting impression on you.

But why do some videos appeal to us?

How the commercial is designed depends on what codes and conventions the producers decide to use, and how they use them. The right combination along with good storytelling and a strong message can make a lasting impact.

Today your team will do some research to become familiar with some codes and conventions. Below is a list of terms used. As a team do an Internet search and find definitions and/or examples of what these terms mean and why they are important in video production.

Use Google Drive (Google Docs) to collect your information. Make sure all the team member names are included. Share your work with the teacher (

TIP: Add words like "media" or "video" to the terms below when doing searches.

The terminology
  • Public Service Announcement (PSA) 
  • Voice-over 
  • Testimonials
  • Narrative 
  • Closeup Shot
  • Medium Shot
  • Wide Shot
  • Appeal to Emotion (or Emotional Appeal)
  • Camera Angles
  • Transitions
  • Lighting
  • Jingle
  • Sound Effects
  • Slogan 
  • Call to Action
  • Storyboard
  • Target Audience

Sunday, January 7, 2018

Final Assignment: Creating Teams, Team Norms, Roles and Responsibilities

Team Norms
  • As you begin the final assignment for Journalism 120, you will have to create teams (3-4 people per team). 
  • Once you have created your team you will then have to decide on how you are going to work as a team.
  • Click here and copy the information in one of your Google Drive accounts using Google Docs. 
  • Discuss what you think should be your team norms and type the information using Google Docs.
  • When you have finished, share it with your teacher. Once your teacher has looked it over, you will then print it off. 
Team Roles and Responsibilities
  • In any effective team, it is always recognized that the work is shared. In order to help facilitate this practice, when your team meets, you will each have a specific role.
  • Click here to view the specific roles. Make your own copy of this file in one of your Google Drive accounts using Google Docs. 
  • There are four specific roles. If you have only three members, then two roles will have to be combined (combine task facilitator and time keeper/material collector) . 
  • Read over the roles as a team. Decide as team who will be responsible for each role when your team gets together. The roles have to be rotated; one team member cannot do the same role each time.
  • Type the information in Google Docs, using the schedule provided. Rotate the names so everyone has an opportunity to complete each role. 
  • When you have finished, share it with your teacher. Once the teacher has looked it over, you will then print it off.
Managing your Project
  • You will mange your project using an online application called Trello. 
  • Select a member of your team and click here to make a Trello account (You can log in using your  Google account). 
  • In Trello, create a new board and then make three lists: To do, Doing, Done. See the image below.
  • Add under the "To do" list the tasks indicated in the image below. Then move the tasks to the appropriate list as you work or complete them.
Click on the image to enlarge

Sunday, December 10, 2017

Facing Fake News


Everyone has heard the term "Fake News." Most of us are well aware that much of what we read online could possibly be false information. 

But what happens when the information appears to be coming for a legitimate source, or the information is shared with us from someone we follow on social media? 

Further, it is important to also realize that the idea of "Fake News" is not a new thing. It has actually been around for a long time. 

Whether it takes the form of propaganda (remember Ramses II of Ancient Egypt from your ancient history lessons?) or what is called "Yellow Journalism," false information has been used in the past to both misinform the public and make money. 

Now, with the internet, anyone with an agenda can create false information in an attempt to sway your opinion, make money or create doubt and suspicion - just think about all the online conspiracy theories! 

Satire Versus Fake News

Some "news" gets spread on social media or by word of mouth through sources that are "satire."

Satire is not "Fake news." It is a form of humour, irony, ridicule or exaggeration to criticize or make a statement about current issues, usually related to politics or other social concerns.

So while the information is, essentially, false, its aim is not to misinform or mislead the public, but rather to entertain.

Click on a few of the links below to see some examples of satire online. Make sure to note what you find interesting or surprising in preparation to complete your blog entry.

This is That (CBC Radio)
Manatee News (Satire in Atlantic Canada)
The Onion (American Satire)
Walking Eagle (Indigenous Satire)
The Spoof (International)

The Dangers of (and Reasons for) Fake News

There is a lot of what is called "click-bait" on the Internet. "Click-bait" is anything that is used to encourage an online user to visit a website or social media page to generate more traffic and interest. 

Creators of fake news will use outrageous headlines or enticing photos to encourage users to "click" on the information. They will also encourage you to share the information in your social media space with your friends and followers. 

So when we immediately share something online without considering its credibility, we can be potentially spreading false information. We can become part of the problem, and some fake news has had some scary outcomes.

You may have already heard about the fake news that was dubbed "PizzaGate" during the 2016 American election. Read this article (click here) to find out more. Jot down anything that surprises you or you find interesting, since it will help you to complete your blog entry for this assignment.

So why do people create fake news? Aside from spreading false information to discredit someone, spread doubt or to sway opinion, false information can also be created to make money.

View this short video (click here) to find out how one teenager made a lot of money creating fake news.

Then read through this article (click here) to learn more about how Google and Facebook are attempting to restrict advertising that promotes fake news. 

Fake or Real?

Most of us like to think we can tell the difference between fake or real news. However, a recent survey of 8000 students tells a different story, so does a video created by BuzzFeed. Watch the two of them below. Make a note of anything that you think you could use for your discussion in your journal entry.

Spotting Fake News

Below are two videos that provide some tips on how to spot fake news. The first one also mentions some fake news examples. Watch each of them as they will help you complete your blog entry. Make note of any information that you find helpful and/or interesting for your blog entry.

Also read over the tips that follow on the image after the videos.

Click on image to enlarge

Fact-Checking Toolkit

Below are links to different sites that can help you determine whether information (or a photo) is fact or fake. Take a few minutes to check them out, as you will use them in your blog entry.

Snopes (and a guide to false news sites)
FactCheck (Canada-related Section)
The Washington Post Fact Checker
Media Bias/Fact Check
FactsCan (Canadian-based)
TinEye (Upload photos to determine where they appear online)

Blog Entry 

Click to enlarge
On March 11, 2011, there was a large nuclear disaster at the Fukushima Daiichi Nuclear Power Plant in Japan. The image to the right was posted on Imgur, a photo sharing website, in July 2015.

Do you think this image post provides strong evidence about the conditions near the Fukushima Daiichi Power Plant? First explain in your blog entry why or why not before you do the next step.

How would you go about verifying if the claim is true or not? Based on the information you have read over and the sites you visited, see if you can confirm if the claim made in this photo (and the photo itself) is true. Describe what you did and share your results.

In the rest of your blog entry discuss what you found interesting or surprising from the different topics listed below. If you have had any experiences (or anyone you know)with fake news, please share them.
  • History of false or misleading information (propaganda and yellow journalism)
  • Satire Versus Fake News
  • The Dangers of (and Reasons for) Fake News
  • Fake or Real?
  • Spotting Fake News
  • Fact-Checking Toolkit
Deadline: Next Monday, December 18

Use this as a checklist to ensure you have completed everything for your blog entry:
  • The blog entry was completed on or before the deadline.
  • The entry includes a solid reasoning about the validity of the daisy image post.
  • The entry explains how the student verified the claim made in the daisy image post.
  • The entry effectively addresses the other six topics in a concise and informative style. 
  • There are fewer than three grammatical, spelling or sentence structure errors in the entry. 

Sunday, December 3, 2017

WikiLeaks and Whistleblowers

Last week we viewed the documentary WikiRebels, and you submitted a written reflection in response to some of the issues explored in the documentary.

This week you will extend on your learning and your understanding of whistleblowing. Below are some suggested topics that you can explore, and a few links to help get you started. What you explore is pretty wide open as long as it is related to whistleblowing, WikiLeaks or leaked information.

So select something that you figure you will have some interest in and spend some time online doing some research on your topic.

Once you have read and/or viewed information, create a blog post and write a reflection about your topic. Include in your reflection:
  • An explanation/short summary of the topic (include links to any sites where you learned more about it)
  • Your own reflection on the topic (consider, if possible, extending on the thoughts you shared in last week's reflection; or if the issue is not easily relatable, provide new thoughts and opinions).
  • Discuss how this topic can connect to the world of journalism. For example, what implications does it have for how the public receives information and how to trust online sources? What challenges do you think your topic raises for journalists and the news media? What struggles might occur when it comes to journalism ethics and standards? 
Check out the rubric below and use it as a checklist to ensure you have not missed anything that should be included in your reflection:
  • There is a short summary or explanation of the topic that effectively provides enough information, but is still concise. 
  • Any online links that were used to gather information about the topic are included, and they are active links.
  • A number of thoughts and/or opinions are shared to create a solid reflection that either extends on last week's activity and/or provides new insights. 
  • There is a solid discussion on how the topic connects to journalism and the connections are effectively explored.  
Some suggested topics (remember, these are just suggestions, feel free to find your own online sources and a different topic and/or use the suggested ones below as a place to start):

More on WikiLeaks
WikiLeaks: not perfect, but more important than ever for free speech
Is WikiLeaks still relevant?

Alternatives to WikiLeaks
The Intercept
ICIJ and consider recently leaked information in the news (Paradise Papers)
Leak Site Directory
Top 6 Sites Like WikiLeaks

The Whistleblower Interview Project
5 Famous Whistleblowers Who Shaped History
10 Famous/Infamous Whistleblowers 
The Most Famous Whistleblowers on Why They Leaked
Why Companies Need to Embrace Whistleblowers
On Whistleblowers and Government Threats of Investigation 

Journalists and Whistleblowing
Canada passes law to protect whistleblowers and journalists’ confidential sources
La Presse columnist says he was put under police surveillance as part of 'attempt to intimidate'
The two LuxLeaks whistleblowers and journalist who helped them go on trial in Luxembourg
How Reporters Pulled Off the Panama Papers, the Biggest Leak in Whistleblower History

OpenLeaks and Founder Daniel Domscheit-Berg 
Top German Hacker Slams OpenLeaks Founder
OpenLeaks off to a Flying Fail

Monday, November 13, 2017

Reviewing Midterm Plans of Action and Goals

This week your class assignment extends on what you did last week when you reflected on your course participation and teamwork (plan of action and goals).

You will look over the reflection you did on your individual participation and consider what you think your participation mark should be for the midterm report. As part of this process, you will write a short rationale explaining how you came up with your mark and sometime during this week you will discuss your suggested mark and rationale with the teacher.

In your teams, you will also review your plan of action and midterm goal(s). You then have the rest of this week to complete your work assignments.

NOTE: If you have incomplete class assignments, make sure to get them done as soon as possible this week. 

Instructions on how to help you determine your midterm participation mark. 

Click on the image to enlarge

Sunday, November 5, 2017

Work Assignments: Reflecting and Planning


You have been involved for about half the semester in your work assignments, so now is a good time to consider:
  • What you have done; what your team has done
  • What others are doing and how they do it (for example, professional journalists)
  • And what more you could aim to do and accomplish (plan of action with a goal)
This activity will essentially be a reflection on your team participation and work assignment. It will also be a plan of action where you will explore what is going on in the professional field and creating a team goal so you could enhance your work assignment to offer more to your audience.

Individually, you will also reflect on your own class and team participation as well as the contributions you have made to the work assignments you have been involved in.

You (and your team) will do this work online by completing submitted forms. It is expected that you get the work done today in class if at all possible, particularly the individual reflection.


Click here to complete the individual reflection. 
Once you have completed the individual reflection, work with your team to complete the team reflection and plan of action. 
Click here to complete the team reflection and plan of action.
Deadline: ASAP


Podcasting - School's In
  1. The in-depth style of writing news radio stories 
  2. Tips for writing news radio scripts
  3. Basics of writing for news radio
  4. Radio interview on CBC Information Morning - Fredericton
The Blackville Talon - Sports
The Blackville Talon - News/Public Relations/Entertainment/People's Picks
  1. Tips for Writing News Features
  2. Feature Writing
  3. Photo Techniques (Look at Techniques and also News and Feature Photos and People photos) 
  4. Story ideas
  5. Writing a Film Review
  6. Tips on how to make a video news report
  7. Story ideas
The Blackville Talon - Kids Korner
  1. Photo Techniques (Look at Techniques and also News and Feature Photos and People photos) 
  2. Interviewing children
The Blackville Talon - Video
  1. Student share opinions on video
  2. Opinions shared on a news report
  3. BuzzFeed Videos (One example with teenagers)
  4. Interviewing children
  5. Tips on how to make a video news report
  6. Story ideas
The Blackville Talon - Layout/Design/Social Media
Video Announcements
  1. Video examples 
  2. Look at other schools' video announcements
Yearbook - Business Manager
Yearbook - Editors