MLO 2 Media, Narrative, and Ethnographic Skills

MLO 2: MEDIA, NARRATIVE, AND ETHNOGRAPHIC SKILLS

Ability to responsibly gather, critically interpret, narrate, and disseminate the voices and stories of people, communities, or events by integrating ethnographic or journalistic field research methods, cultural or media analysis, narrative writing, and media production, including new digital media.

What does this mean?

Gathering, interpreting, telling, and producing stories are fundamental practices in the humanities and have particular relevance in cultural and media studies. Students will demonstrate their ability to conduct ethnographic or journalistic field research to gather voices and stories of people, communities, or events. They will use critical frameworks in culture or media studies to analyze and interpret the material they gather. They will construct 'critical' narratives (e.g., stories, articles, research essays, scripts), representing the voices of those interviewed. Where appropriate, writings will reflect the researcher's own critical interpretations. Students will represent their narratives through various media formats, including new digital media. They will demonstrate their ability to gather, interpret, write and produce complex stories and research in culturally sensitive and responsible ways. This outcome offers a unique opportunity for students to acquire competency in ethnographic, new media and traditional media applications.

Criteria for Assessment
(Completion of the ENGCOM ULR is a prerequisite)

Does the portfolio demonstrate the student's ability to:
· identify an appropriate question or issue?
· gather primary sources through field research methods such as journalistic reporting, oral history or life story interviewing, participant observation, or other appropriate ethnographic skills?
· follow established ethical guidelines pertinent to the field of study?
· gather secondary sources and apply secondary research?
· analyze findings through appropriate critical frameworks, concepts, and theories?
· write critical narratives (stories, articles, research essays, scripts) that reflect research, analysis, and interpretation?
· represent multiple voices, experiences, and perspectives in culturally informed and sensitive ways?
· use either new digital media or traditional media skills to gather, produce, and/or disseminate the stories?

Additionally, do ethnographic projects demonstrate the student's ability to:
· describe the group or community in which the investigation is conducted? systematize the evidence through transcripts, subject indices, field notes, archival cataloguing or other relevant methods?
· produce work that responsibly impact the community or constituency in which the research is carried out?

Pathways
Course-based Assessment

HCOM 307 - Social Impact of the Mass Media
HCOM 307S - Social Impact of the Mass Media SL
HCOM 316 - Media Ethics
HCOM 328 - Latina Life Stories and Digital Storytelling
HCOM 329 - Autobiography/Autobiografías
HCOM 350 or 350S - Oral History and Community Memory
HCOM 384 - Newswriting
HCOM 385 - Reporting
HCOM 387 - Digital Magazine Workshop
HCOM 390 - Magazine Writing
HCOM 446 - Ethnographic Portraits in Cultural Citizenship
HCOM 487S - Community Media Project SL
HCOM 389 - Otter Realm; with prior consent of instructor

Independent Assessment

Following the MLO 2 criteria, students must submit a portfolio that includes at least one of the following items:
· A collection of at least five published journalistic articles of 1,000 or more words each that demonstrates reporting, news and media writing skills.
· A 20-page ethnographic or oral history research essay that demonstrates fieldwork, critical writing and interpretation skills.
· a digital media product (e.g., multimedia digital story, digital oral history, website, e-zine) that demonstrates in-depth research, analysis, narrative, and new media skills.
For further information, please see Procedures for Independent Assessment.

MLO 2: Media, Narrative, and Ethnographic Skill Assessment Standards
(A level of 3 is necessary to fulfill the built-in assessment).

5. Exemplary
The portfolio meets all of the criteria stated above. The work demonstrates in-depth research and analysis of secondary and primary sources. The work demonstrates substantial individual initiative in defining the scope and topic of research. It reveals extensive on-site searches for sources in a library/archive (including use of index cards, CD-ROM and electronic databases), and adept use of search engines to locate materials on the Internet. The portfolio includes a thoughtful, developed research prospectus/plan and demonstrates professional implementation of the chosen method of inquiry. The work integrates an exceptional number of secondary sources and primary materials, sharply evaluated for their credibility, and expertly used to construct an essay or other scholarly product. The structure of arguments is convincingly organized, the thesis is strongly supported by examples and information throughout; the work acknowledges different positions and answers the research question in a compelling and convincing manner; the conclusion raises important and original insights. All sources are cited according to the appropriate citation style. Errors in spelling, punctuation, mechanics, and usage are rare. The work is focused, organized, and skillfully presented according to the appropriate writing, audio/visual, or multimedia conventions.

4. Very Good
The portfolio meets all of the criteria stated above. The work demonstrates well-rounded research and analysis of secondary and primary sources. It demonstrates individual initiative in defining the scope and topic of research. It reveals active on-site searches for sources in a library/archive (including use of index cards, CD-ROM and electronic databases), and reliable use of search engines to locate materials on the Internet. The portfolio includes a developed research prospectus/plan and demonstrates thoughtful implementation of the chosen method of inquiry. The work integrates a good number of secondary sources and primary materials, soundly evaluated for their credibility, and effectively used to construct a compelling essay or other product. The structure of arguments is clearly organized, the thesis is strongly supported by the research data; different positions are acknowledged, the conclusion builds on the evidence, and the work answers the research question effectively. All sources are cited according to the appropriate citation style. Errors in spelling, punctuation, mechanics, and usage do not impede understanding. The work is focused, organized, and well presented according to the appropriate writing, audio/visual, or multimedia conventions.

3. Satisfactory
The portfolio meets most of the criteria stated above. The work demonstrates sufficient research and analysis of secondary and primary sources. It demonstrates some initiative in defining the scope and topic of research. It reveals adequate on-site searches for sources in a library/archive (including use of index cards, CD-ROM and electronic databases), and some use of search engines to locate materials on the Internet. The portfolio includes a basic research prospectus/plan and applies an appropriate method of inquiry. The work includes a sampling of secondary sources and primary materials; these are evaluated for their credibility, and are used to construct an essay or other product. The structure of arguments is generally clear, the thesis is generally supported by research data; different positions are mentioned; the conclusion is linked to the evidence and the work answers the research question. Most sources are cited according to the appropriate citation style. Errors in spelling, punctuation, mechanics, and usage do not impede understanding. The work is focused, adequately organized, and generally presented according to the appropriate writing, audio/visual, or multimedia conventions.

2. Needs Improvement
The portfolio meets some of the criteria stated above. The work may need to demonstrate research and analysis of secondary and primary sources. It reveals some attempt at on-site searches for sources in a library/archive (including use of index cards, CD-ROM and electronic databases), and little use of search engines to locate materials on the Internet. The portfolio may need to include a basic research prospectus/plan and demonstrate ability to use an appropriate method of inquiry. The work may need to integrate a greater number of secondary sources and primary materials, and to evaluate these for their credibility. Attention needs to be given to constructing a thesis, structuring the arguments, and supporting the thesis with research data. Different interpretations need to be acknowledged; and the evidence should be connected to a conclusion and to answering the research question. Most sources may need to be cited according to the appropriate footnote style. Errors in spelling, punctuation, mechanics, and usage impede understanding. The work may need focus, organization, and more competent presentation according to the appropriate writing, audio/visual, or multimedia conventions.

1. Needs Considerable Improvement
The portfolio meets only a few of the criteria stated above. The work needs to include research and analysis of secondary and primary sources. More initiative needs to be taken in defining the scope and topic of research. The work needs to include on-site searches for sources in a library/archive (including use of index cards, CD-ROM and electronic databases); it also needs to include use of search engines to locate materials on the Internet. The portfolio needs a basic research prospectus/plan and an appropriate method of inquiry. The work needs to integrate a number of secondary sources and primary materials, which are also evaluated for their credibility. Great attention must be paid to constructing a thesis with supporting research, structured arguments, and representation of different interpretations. The work needs a conclusion that is connected to the evidence and which answers the research question. Sources need to be cited according to the appropriate citation style. Errors in spelling, punctuation, mechanics, and usage impede understanding. The work needs focus, organization, and more competent presentation according to the appropriate writing, audio/visual, or multimedia conventions.