| Type: | Undergraduate Subject |
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| Code: | JOUR12-205 |
| EFTSL: | 0.125 |
| Faculty: | Faculty of Society and Design |
| Credit: | 10 |
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| Subject fees: |
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Description
This is not just a class, it's also an opportunity to make change. In The Deep Dive, you will step into the role of an investigative journalist working on a live, collaborative project. You will learn the theory, ethics, and traditions of investigative reporting while actively contributing to a public-interest investigation with real-world stakes. Through hands-on workshops and newsroom-style collaboration, you will master techniques such as public records analysis, document-driven reporting, data journalism, freedom of information requests, ethical AI use and advanced interviewing. You will also explore the global and local contexts for public-interest reporting, including frameworks for advocacy through journalism, such as solutions journalism, Indigenous media sovereignty and slow journalism.
As the investigation unfolds, you will work to your strengths to shape your findings into compelling stories using a range of storytelling formats, from long-form narrative and multimedia packages to data visualisations and audio features. The final project may be pitched to professional publishers, giving you the chance to see your work reach a public audience.
Subject details
Learning outcomes
- Create robust, fact-based news and feature stories for a range of platforms.
- Apply investigative journalism research methods to uncover and verify complex stories.
- Evaluate the global and local contexts, frameworks, traditions and theories of investigative journalism in news reporting.
- Navigate legal and ethical frameworks governing public-interest reporting.
- Collaborate effectively in a newsroom-style environment.
Enrolment requirements
| Requisites: |
Nil |
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| Assumed knowledge: |
Assumed knowledge is the minimum level of knowledge of a subject area that students are assumed to have acquired through previous study. It is the responsibility of students to ensure they meet the assumed knowledge expectations of the subject. Students who do not possess this prior knowledge are strongly recommended against enrolling and do so at their own risk. No concessions will be made for students’ lack of prior knowledge. Assumed Prior Learning (or equivalent):
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Anti-requisites: |