Module HIST2341: JOURNALISM ON TRIAL: POLITICS AND PRESS FREEDOM IN MODERN BRITAIN

Department: History

HIST2341: JOURNALISM ON TRIAL: POLITICS AND PRESS FREEDOM IN MODERN BRITAIN

Prerequisites

• A pass mark in at least ONE level one module in History.

Corequisites

• None.

Excluded Combination of Modules

• None.

Aims

• To explore debates on press freedom in historical perspective by examining the relationship between the British press, politicians and the law from the mid-eighteenth-century suppression of John Wilkes to the Leveson Inquiry of 2012.
• To introduce students to the growing literature on the history of the press and to show how this contributes to the wider understanding of political, social and cultural change in modern Britain.
• To complement HIST2921: Conversations with History in familiarising students with the use of primary source material, particularly digital databases of historical newspapers.

Content

• This module puts the current debates into historical perspective by examining the relationship between the press, politicians and the law over the past 250 years of British history.
• From the imprisonment of radical reformer John Wilkes in 1762 to the rise (and fall?) of Rupert Murdoch, the press has been central to modern British politics, culture and society.

Learning Outcomes

• An understanding of the significance of the development of the press for the history of British politics, culture and society.
• A historiographical basis for further detailed work in the cultural history of modern Britain at Level 3.
• Experience of using primary sources for the history of modern Britain.

• Subject specific skills for this module can be viewed at: http://www.dur.ac.uk/history.internal/local/ModuleProformaMap/

• Key skills for this module can be viewed at: http://www.dur.ac.uk/history.internal/local/ModuleProformaMap/

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• Student learning is facilitated by a combination of the following teaching methods:
• lectures to set the foundations for further study and to provide the basis for the acquisition of subject specific knowledge. Lectures provide a broad framework which defines individual module content, introducing students to themes, debates and interpretations. In this environment, students are given the opportunity to develop skills in listening, selective note-taking and reflection;
• seminars to allow students to present and critically reflect upon the acquired subject-specific knowledge, methodologies and theories, and to identify and debate a range of issues and differing opinions. The seminar is the forum in which students are given the opportunity to communicate ideas, jointly exploring themes and arguments. Seminars are structured to develop understanding and designed to maximise student participation related to prior independent preparation. Seminars give students the opportunity to develop oral communication skills, encourage critical and tolerant approaches to reasoned argument and historical discussion, build the students' ability to marshal historical evidence, and facilitate the development of the ability to summarise historical arguments, think in a rapidly changing environment and communicate in a persuasive and articulate manner, whilst recognising the value of working with others and, occasionally, towards shared goals.
• Assessment:
• Unseen Examinations test students' ability to work under pressure under timed conditions, to prepare for examinations and direct their own programme of revision and learning, and develop key time management skills. The unseen examination gives students the opportunity to develop relevant life skills such as the ability to produce coherent, reasoned and supported arguments under pressure. Students will be examined on subject specific knowledge;
• Summative essays remain a central component of assessment in history, due to the integrative high-order skills they develop. Essays allow students the opportunity to recognise, represent and critically reflect upon ideas, concepts and problems; students can demonstrate awareness of, and the ability to use and evaluate, a diverse range of resources and identify, represent and debate a range of subject-specific issues and opinions. Through the essay, students can synthesise information, adopt critical appraisals and develop reasoned argument based on individual research; they should be able to communicate ideas in writing, with clarity and coherence; and to show the ability to integrate and critically assess material from a wide range of sources.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

One or more short assignments submitted in writing or delivered orally and discussed either 1:1 or in a group context.

■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University