Class:
J-314 Computer-Assisted Reporting
Required:
Computer-Assisted
Reporting: A Practical Guide,
2nd Edition, available at the IRE offices, 138 Neff Annex
Recommended:
The Reporters’ Handbook: An Investigator’s Guide to Documents and
Techniques, available at IRE offices
Web site: http://www.ire.org/~jeff/j314
Instructors:
Jeff Porter
E-mail: jeff@ire.org
Jennifer LaFleur
E-mail: jenster@ire.org
Office
hours:
Jeff Porter – 138 Neff Annex, Thursdays, 8 a.m.-9:30 p.m.; 1:30-3 p.m.
only
Jennifer LaFleur – 138 Neff Annex, Thursdays 9:30 a.m.-noon
only
Course
Description:
“Computer-assisted reporting” refers to
the analysis of public records that are stored electronically instead of on
paper. This course teaches how to examine computerized records by using a
spreadsheet and database manager.
Requirements:
I.
Students
are expected to attend all scheduled class sessions.
If
you must miss a class for an excused reason (refer to the Journalism School’s
attendance policy), notify the instructor in advance and make arrangements to
submit missed assignments. Otherwise, late assignments will be docked points
for each day past the due date.
During class, students are encouraged
to ask questions and participate in class discussions.
II.
Data
analysis: Select a database to analyze, either from a list of provided data or
from data that you have obtained. If
working from data that you obtain, you must have it in hand at the beginning of
the course, along with appropriate documentation.
Write a three- to five-page story memo that begins with the leading paragraphs for your proposed story, which should be based on your data analysis. This opening should be written as a piece of journalism (not as a research paper); and it should include as much information as your data analysis yields. The remainder of the paper should include the elements listed below; all sources of this information should be properly noted, either in footnotes, endnotes or parenthetically within the paper. (For example: Annette Craven, “City loses $1 million to housing scam,” The Millboro Holler, 11 Dec. 1999)
1.
Research,
cite and summarize the laws that govern the collection and use of your data set.
The point is to understand why this information is collected, how it is intended
to be used, and whether there are published guidelines that you can apply to
your data reporting.
Possible
sources:
FindLaw (http://www.findlaw.com)/
Lexis-Nexis (http://web.lexis-nexis.com/universe)
Thomas (http://thomas.loc.gov/)
Internet Law Library (http://law2.house.gov/uscode.htm)
National Archives and Records: http://www.access.gpo.gov/nara/cfr/index.html
Many other links on the NICAR Net
Tour (http://www.ire.org/training/nettour/)
The
MU law library (You can actually look this stuff up in
books!)
The
Web site of the agency that keeps the records
Tip
from recent NICAR-L posting: A state’s annotated code book may provide summaries
of case law that may be more revealing than the statutes because you can see how
the law has been applied.
2.
Search
for and summarize clips and literature for other stories that have been done
using this data.
3.
Look
for reporting or research projects that outline methodologies you can adapt to
your work.
Possible
sources:
Scholarly literature; downloadable tip sheets from the IRE Resource Center; IRE
contest entries, which include detailed how-to notes; watchdog groups; the
NICAR-L listserv archive; statutes -- laws that establish the collection of data
may outline how the data are intended to be used by regulators and may therefore
serve as reporting guidelines
4.
Verify/reconcile
your data, using the code sheet, record layout and, if possible, a sample
printout of the data. Describe your findings and outline the pitfalls for using
the data. Be skeptical and be thorough; do not guess -- if you don’t know for a
fact what something means, find out. If there are things that you do not
understand and ultimately cannot explain, list them along with your questions
about these elements.
5.
Submit
an audit trail of your queries. This should include your SQL queries along with
a sentence or two describing what you were trying to discover and what your
query revealed.
Good habit: Record your record count each time.
6.
Identify
experts to consult as you report your project.
Possible
sources:
The expert links on the NICAR Net Tour http://www.ire.org/training/nettour/
Lexis-Nexis
Profnet
http://www.profnet.com/
7.
Outline
what else you would need to do -- research, reporting, etc. -- to complete this
project. Estimate the time and cost.
8.
For
bonus points:
Find other sources to verify your findings. This might include finding other
agencies that collect this data and using them to confirm your work, searching
news clippings for reports that will confirm or discredit your findings, and
obtaining the paper reports from which your electronic records are generated.
Hints: It is useful to find out how a system works, and why it is in place. For example: If data is collected, why is it collected? Are there other forms or reports that must be submitted, apart from your database, which are relevant to your reporting? If rules are broken or procedures are violated, what action is taken (investigatory, disciplinary, etc.)? Who else collects this information? What do they use it for?
III.
Data
negotiation: Identify an electronic data set that you would like to have and try
to get it. PLEASE NOTE: Downloading data from the Internet does not fulfill
the requirements for this exercise. Also, remember that you are negotiating
for public records. It is not acceptable for this assignment to promise
not to use the records. The point is to function as a journalist in your
negotiation.
State specifically what records you are negotiating for and
for what purpose.
Research,
cite and summarize the appropriate freedom of information laws. This may be the
federal Freedom of Information Act, the Electronic Freedom of Information Act,
your state’s open records law, local sunshine laws or a combination of these.
Sources:
Your state’s home page (Missouri’s
is http://www.state.mo.us/)
Lexis-Nexis (http://web.lexis-nexis.com/universe)
Freedom of Information links: http://www.ire.org/foi/links.html
Your local press association
1.
Create
a database in Access tracing your data negotiation. You should clearly identify
the data that you negotiated for and the agency in charge of the records,
followed by a summary in your own
words of the applicable portions of the appropriate freedom of information
law(s). Your fields should include at least:
DATE:
AGENCY
CONTACTED:
PERSON CONTACTED:
CONTACT
TITLE:
CONTACT
ADDRESS:
CONTACT
TELEPHONE NUMBER:
CONTACT
E-MAIL ADDRESS (IF USED):
A DESCRIPTION OF YOUR REQUEST:
A DESCRIPTION OF
THE CONTACT'S RESPONSE:
YOUR FOLLOW-UP:
2.
In
addition, submit copies all correspondence, including e-mail.
3.
If
you are able to obtain the data, you should also obtain the appropriate
documentation: Record Layout, Code Sheet, Record Count and, if possible, sample
print-out of the data plus the paper form from which the electronic records are
generated.
IV.
In-class
assignments: Each class session will begin with a lecture and conclude with an
in-class assignment, which should be completed and submitted by the end of
class, or at a time indicated by the instructor.
V.
Homework:
Additional exercises may be assigned as homework. These assignments are due at
the beginning of the next class, or at a time indicated by the
instructor.
VI.
Readings
from “Computer-Assisted Reporting: A Practical Guide” will also be assigned as
homework to coincide with data lessons. Refer to the class schedule for reading
assignments.
VII.
KEEP
ORIGINAL VERSIONS OF ALL WORK. PROVIDE US WITH COPIES
ONLY.
GRADING:
Class
participation --- 25 percent
Data
analysis -- 25 percent
Data
negotiation -- 25 percent
Homework
or in-class assignments – 25 percent
Assignments
will be evaluated on several levels, including:
1.
Technical
skill – the ability to use the software to construct correct formulas, queries,
etc. If a result is recorded on an answer sheet but the work is not preserved in
the appropriate spreadsheet or database, points will be deducted. Incorrect
formulas and/or queries will result in lost points even if a correct answer coincidentally
results despite a technical error.
2.
Reporting
skill – the ability to accurately record findings; in other words, if your
spreadsheet is correct, but your answer sheet is wrong, points will be deducted.
If an answer is not recorded at all but it exists in the spreadsheet or
database, points will be deducted.
3.
Communication
skill – the ability to verbalize findings, usually in the form of writing one or
more paragraphs at the conclusion of an assignment based on the data reporting.
These paragraph(s) are to be written as newspaper or broadcast stories and must
employ journalistic standards and style. Grammar, spelling and punctuation
count.
To
earn an A or a B, you must demonstrate a mastery of basic spreadsheet and
database skills; complete all projects to the specifications described above;
submit accurate homework assignments; turn in all assignments on time; do not
plagiarize or commit other acts of dishonesty; and fulfill the remaining
requirements outlined in the syllabus.
POLICIES:
The
Portfolio:
The semester you are to graduate from the University of Missouri School of
Journalism, you will be required to submit a portfolio of your work. From this
course, plan to submit your data analysis and data negotiation
projects.
Academic
Honesty:
The School of Journalism is committed to the highest standards of academic and
professional ethics and expects its students to adhere to those standards.
Students are expected to observe strict honesty in academic programs and as
representatives of school-related media. Should any student be guilty of
plagiarism, falsification, misrepresentation or other forms of dishonesty in any
assigned works, they may be subject to a failing grade from the course teacher
and such disciplinary action as may be recommended pursuant to University
regulations.
Academic
misconduct includes some of the following: extensive use of materials from
another author without citation/attribution, extensive use of verbatim materials
from another author with citation/attribution, extensive use of materials from
past assignments, extensive use of materials from assignments in other, current
classes. For in-class exams, academic misconduct includes conferring with
classmates, copying/reading someone else's test and using notes and materials
without prior permission.
Classroom
misconduct includes forgery, obstruction or disruption of teaching, physical
abuse or safety threats, theft, property damage, disruptive, lewd or obscene
conduct, abuse of computer time, repeated failure to attend class when
attendance is required and repeated failure to participate or respond in class
when class participation is required.
The
University's M Book Rules and Regulations regarding student classroom conduct
and deportment, academic misconduct including plagiarism and falsification will
be followed. Classroom misconduct will be reported immediately to the Graduate
School or the office of the Vice Chancellor for Student Affairs. Academic
misconduct allegations will be reported immediately to the Provost's
office.
It
is possible that some of these guidelines may be waived under special
circumstances, so, if you wish to avoid problems, please ask in
advance.
ADA:
If you have special needs as addressed by the Americans with Disabilities Act
(ADA) and need assistance, please notify us immediately. Students with
disabilities must register with the university’s Office of Disability Services
(882-4696) and make arrangements in
advance for specific accommodations. We will work with the Office of
Disability Services to accommodate your needs.
Religious
Holidays:
Students are excused for religious holidays. Please let us know in advance if
you have a conflict.