Producing Credible Communication (11081.1)

Please note these are the 2021 details for this unit
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Producing Credible Communication
Available teaching periods Delivery mode Location
View teaching periods On-Campus
 UC - University of Canberra College, Bruce
UC - Canberra, Bruce
EFTSL Credit points Faculty
0.125 3 Faculty Of Arts And Design
Discipline Study level HECS Bands
School Of Arts And Communications Level 1 - Undergraduate Introductory Unit Band 2 2021 (Commenced Before 1 Jan 2021)
Band 4 2021 (Commenced After 1 Jan 2021)
Band 4 2021 (Commenced After 1 Jan Social Work_Exclude 0905)
If knowledge is power, then the communication and media industries are among the most powerful industries in the world. Whether you're investigating a story, selling a product, promoting a cause, or seeking to change social behaviour, targeted research is crucial for producing effective communication. In this unit, we aim to heighten your curiosity and inspire you to critically engage with the world around you. You examine the relationship between knowledge, truth and power using real world case studies in the media industries, encouraging you to critique what you see, hear and read. You discover the many benefits of research as a strategy for industry and for university, and the many ways of creating and transforming raw data into legitimate and compelling communication.

Learning outcomes

After successful completion of this unit, students will be able to:
1. Summarise and differentiate the relationship between knowledge, truth and power in the context of the communication and media industries;
2. Develop fundamental critical skills in knowledge verification, interpretation and delivery via traditional and digital platforms;
3. Demonstrate fundamental skills in knowledge creation and the conduct of research for communication and media industry and research; and
4. Work in teams to identify and then provide solutions to a research problem.


Graduate attributes

1. UC graduates are professional - employ up-to-date and relevant knowledge and skills
1. UC graduates are professional - communicate effectively
1. UC graduates are professional - use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems
1. UC graduates are professional - work collaboratively as part of a team, negotiate, and resolve conflict
1. UC graduates are professional - display initiative and drive, and use their organisation skills to plan and manage their workload
1. UC graduates are professional - take pride in their professional and personal integrity
2. UC graduates are global citizens - think globally about issues in their profession
2. UC graduates are global citizens - adopt an informed and balanced approach across professional and international boundaries
2. UC graduates are global citizens - communicate effectively in diverse cultural and social settings


Prerequisites

None.

Corequisites

None.

Incompatible units

  • None.


Equivalent units

None.

Assumed knowledge

None.
Availability for enrolment in 2022 is subject to change and may not be confirmed until closer to the teaching start date.
Year Location Teaching period Teaching start date Delivery mode Unit convener
2021 UC - University of Canberra College, Bruce UC College Trimester 2 21 June 2021 On-Campus Miss Chenchen Li
2021 UC - Canberra, Bruce Semester 2 02 August 2021 On-Campus Dr Mathieu O'Neil
2022 UC - University of Canberra College, Bruce UC College Trimester 1 21 February 2022 On-Campus Miss Chenchen Li
2022 UC - Canberra, Bruce Semester 2 01 August 2022 On-Campus Ms Anji Perera
2022 UC - University of Canberra College, Bruce UC College Trimester 3 17 October 2022 On-Campus Miss Chenchen Li
The information provided should be used as a guide only. Timetables may not be finalised until week 2 of the teaching period and are subject to change. Search for the unit timetable.

Required texts

All required readings are provided to students via the Reading List on Canvas. 

Submission of assessment items

Extensions & Late submissions

Students must achieve 50% or more of the total mark to pass this unit. 

Academic integrity

Students have a responsibility to uphold University standards on ethical scholarship. Good scholarship involves building on the work of others and use of others' work must be acknowledged with proper attribution made. Cheating, plagiarism, and falsification of data are dishonest practices that contravene academic values. Refer to the University's Student Charter for more information.

To enhance understanding of academic integrity, all students are expected to complete the Academic Integrity Module (AIM) at least once during their course of study. You can access this module within UCLearn (Canvas) through the 'Academic Integrity and Avoiding Plagiarism' link in the Study Help site.

Use of Text-Matching Software

The University of Canberra uses text-matching software to help students and staff reduce plagiarism and improve understanding of academic integrity. The software matches submitted text in student assignments against material from various sources: the internet, published books and journals, and previously submitted student texts.

Inclusion and engagement

The values of inclusion and respect for diversity are central to the University, and particularly within this unit. 

The University of Canberra has outlined the following commitment to fostering an environment which supports all students. This includes a commitment to;

Recognise, encourage and celebrate students from all sections of society;
Promote an environment that fosters fairness, equity and respect for social and cultural diversity;
Support students and staff to reach their full potential through the promotion of reasonable expectations and provision of an inclusive learning environment
Offer programs that aim to overcome disadvantage for student and staff equity groups; and
Ensure that staff and students are aware of their rights and responsibilities as members of the University community 
More information about Equity and Diversity at the University of Canberra is available here: http://www.canberra.edu.au/about-uc/equity-diversity


In addition, class rosters and University data systems are provided to instructors with students legal names and gender indications. However, knowing that not all students use their legal names or sex/gender assigned at birth, teaching staff in this unit are happy to use the name and/or pronouns that you use. We will take time during our first class together to do introductions, at which point you can share with all members of our learning community what name and pronouns you use. Additionally, if these change at any point during the semester, please us know and we can develop a way to share this information with others in a way that is comfortable and safe for you. 

Policy on Children in Class:

It is my belief that if we want women in academia, that we should also expect children to be present in some form. Currently, the university does not have a formal policy on children in the classroom. The policy described here is thus, a reflection of my own beliefs and commitments to student, staff and faculty parents. 

1) All exclusively breastfeeding babies are welcome in class as often as is necessary to support the breastfeeding relationship. I never want students to feel like they have to choose between feeding their baby and continuing their education. You and your nursing baby are welcome in class anytime.

2) For older children and babies, I understand that minor illnesses and unforeseen disruptions in childcare often put parents in the position of having to choose between missing class to stay home with a child and leaving him or her with someone you or the child does not feel comfortable with. While this is not meant to be a long-term childcare solution, occasionally bringing a child to class in order to cover gaps in care is perfectly acceptable.

3) I ask that all students work with me to create a welcoming environment that is respectful of all forms of diversity, including diversity in parenting status.

4) In all cases where babies and children come to class, I ask that you sit close to the door so that if your little one needs special attention and is disrupting learning for other students, you may step outside until their need has been met. Non-parents in the class, please reserve seats near the door for your parenting classmates.

5) Finally, I understand that often the largest barrier to completing your coursework once you become a parent is the tiredness many parents feel in the evening once children have finally gone to sleep. The struggles of balancing school, childcare and often another job are exhausting! I hope that you will feel comfortable disclosing your student-parent status to me. This is the first step in my being able to accommodate any special needs that arise. While I maintain the same high expectations for all student in my classes regardless of parenting status, I am happy to problem solve with you in a way that makes you feel supported as you strive for school-parenting balance. Thank you for the diversity you bring to our classroom.  

Participation requirements

As some assessment items will be completed in tutorials, students who are unable to attend tutorials may find it difficult to successfully complete the unit to a high standard. Students who are registered with Inclusion and Engagement and have Reasonable Adjustment Plans will be accommodated as per their required needs.

Required IT skills

None.

Work placement, internships or practicums

None

Next step

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