A. C. - 26.05.

2023
Appendix - 05

INDEX

DEPARTMENT OF ENGLISH (JOURNALISM)

Semester-IV
S.No. Contents Page No.

1 BA. (Hons.) Journalism – DSC 2-13

1. Conflict and War Reporting – DSC 10
2. Multimedia Journalism – DSC 11
3. Broadcast Production – DSC 12
2 Pool of Discipline Specific Electives (DSEs) 14-23
1. Introduction to Media and Politics – DSE 04
2. Photography and Digital Imaging – DSE 05
3. Media, Gender and Human Rights – DSE 06
3 Pool of Generic Elective
The Generic Electives for the EVEN
SEMESTERS will also run for Semester IV
students.

Semester-V
S.No. Contents Page No.

1 BA. (Hons.) Journalism– DSC 25-33

1. Global Media and Politics – DSC 13
2. Development Communication – DSC 14
3. Media Ethics and the Law – DSC 15
2 Pool of DSE 34-41
4. Media and Audiences – DSE 07
5. Sports Journalism – DSE 08
6. Folk Media and Communication – DSE 09
3 Pool of Generic Elective
The Generic Electives for the ODD SEMESTERS
will also run for Semester V students.
 Semester-VI

S.No. Contents Page No.

1 BA. (Hons.) English– DSC 43-51

1. Social Media and Communication – DSC 16

2. Introduction to Cinema Studies – DSC 17
3. Media Industry and Management – DSC 18

2 Pool of DSE 52-61

1. Media Automation – DSE 10
2. Development Journalism – DSE 11
3. Research Methodology for Media – DSE 12

3 Pool of Generic Elective

The Generic Electives for the EVEN SEMESTERS will
also run for Semester VI students.
SEMESTER-IV

1
 Department of English

COURSES OFFERED BY DEPARTMENT OF ENGLISH

[UG Programme for Bachelor in Journalism (Honours) degree in three years]

DISCIPLINE SPECIFIC CORE COURSE 10- (DSC-10) : Conflict and War Reporting

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course Credits Credit distribution of the course Eligibility Pre-requisite

title & Lecture Tutorial Practical/ criteria of the course
Code Practice (if any)
DSC 10: 4 3 0 1 Passed NIL
Conflict Class XII
and War with
Reporting English
from List
A in CUET

Learning Objectives

The Learning Objectives of this course are as follows:

● To inculcate among students, an in-depth awareness of the difficulties

involved in conflict reporting while keeping in mind ethical standards to their
analysis of conflict reporting.

Learning outcomes

The Learning Outcomes of this course are as follows:

● By studying this course, students will be able to apply a historical perspective

to the media coverage of conflict and war reporting.

2
SYLLABUS OF DSC-10:

UNIT – I (15 hours)

Unit 1: Introduction

• Conflict Reporting and War Reportage: Concepts

• Information warfare and dominance
• Issues & Obstacles in war reporting
• Dimensions of War Coverage: Organizations and Reporters
• Working lives of War Correspondents
• Components and themes in war reporting, construction of ‘enemy’
• Concept of ‘hybrid war’

UNIT – II (15 hours)

Unit II: Issues

• Risks and Risk Management, Threats to personal safety

• Objectivity, Rationality and accuracy of media coverage
• Competing narratives & Viewpoints
• Cultural differences in reporting the war on terror
• Reporting from a foreign land (Challenges)

UNIT – III (15 hours)

Unit III: Challenges and Ethical Concerns

• Media Opinions and Advocacy

• Contemporary changes in warfare & Media environment
• Women in war reporting: discrimination, derogatory attitudes, sexual harassment
• News Media Visuals, Images of death spectacle
• Technological developments and its uses in war
• Digital Platforms, blogs, Twitter, chats

3
Practical component: (30 hours)

Students are expected to do projects, critically examining the coverage of wars in each
phase of development of the media. The students must submit write ups on the
reporting of wars in the context of the limitations of technology in each phase of the
media beginning from the coverage from the era of print journalism to the present
times. Debates and discussions will be held on the issues of conflict and the role of
international bodies in the call for peace. They must write a critical report comparing
the reportage of war on traditional/mainstream media with posts/reports on social
media platforms of the Russian-Ukraine war and its implications on international
politics and economy. The students can also do an analytical write up on the violent
visuals and images of destruction of the Russo-Ukraine war.

Essential/recommended readings

1. Harris, Janet and Kevin Williams. 2018. Reporting War and Conflict. Taylor and
Francis.
2. Thussu, Daya Kishan and Des Freedman. 2003. War and the Media. Sage
Publications.
3. Zelizer, Berbie and Stuart Allan. 2004. Reporting War: Journalism in Wartime.
Routledge.

Suggestive readings:

1. Armoudian, Maria. 2016. Reporting from the Danger Zone: Frontline Journalists,
Their Jobs and an Increasingly Perilous Future. Introduction, Chapter Two &
Conclusion

2. Wolfsfeld, Gadi. “Telling a Good Story.” In Making Sense of Media & Politics.
Routledge, 2011

3. Galtung, Johan, and Dietrich Fischer. 2013."High road, low road: Charting the
course for peace journalism." Johan Galtung. Springer Berlin Heidelberg. 95-102.
http://reference.sabinet.co.za/webx/access/electronic_journals/track2/track2_v7_n
4_a4.htm

4
4. Jakobsen, Peter Viggo. 2000. “Focus on the CNN Effect Misses the Point: The Real
Media Impact on Conflict Management is Invisible and Indirect.” Journal of Peace
Research. Vol. 37, No. 2 (p. 131-143).

5. Lance Bennett: When the Press Fails. University of Chicago Press. Introduction,
2008

6. Cull, Nicholas. 2009. Annals of the American Academy of Political and Social
Science. Vol. 616, Public Diplomacy in a Changing World (Mar., 2008), pp. 31-54.

7. Seib, Philip. 2010. "Transnational journalism, public diplomacy, and virtual states."
Journalism Studies5: 734-744.

8. Norris, Pippa, Montague Kern & Marion Just. “The Lessons of Framing Terrorism.”
In Framing Terrorism, 2004

9. Bolt, Neville. 2011. “Conclusion.” From The Violent Image.”, Columbia University
Press.

10. Rutkin, Aviva. 2016. “Cyberwar becomes official.” New Scientist.

DISCIPLINE SPECIFIC CORE COURSE 11- (DSC-11) : Multimedia Journalism

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course Credits Credit distribution of the course Eligibility Pre-requisite

title & Lecture Tutorial Practical/ criteria of the course
Code Practice (if any)
DSC 11: 4 3 0 1 Passed NIL
Multimedi Class XII
a with
Journalism English
from List
A in CUET

Learning Objectives

5
The Learning Objectives of this course are as follows:

● To facilitate students with the knowledge of multimedia and its contribution

towards journalism. To help students adapt the contemporary practises of
multi-media journalism and production.

Learning outcomes

The Learning Outcomes of this course are as follows:

● By studying this course, students will be able to learn how to produce a

personal website that showcases their work (also used as a digital portfolio
throughout the major); produce a portfolio of photographs; produce an audio
and video production; and produce a final multi-media project.

SYLLABUS OF DSC-11:

UNIT – I (15 hours)

UNIT I: Introduction to Multimedia

• Development of multimedia journalism

• Basics of Multi-media Journalism- features and elements

• Importance of multimedia skills in contemporary newsroom

• Writing and editing for online

• Interviewing for the web

• Developing content for multimedia publishing

• Online media law, ethics & multicultural sensitivity

UNIT – II (15 hours)

UNIT II: Multimedia production

6
• Multimedia production process, multimedia newsroom function

• Online research, planning, sources, news gathering, storyboarding

• Developing website, website design, editing and publishing – Tools and Software

• New forms of journalism – blogs, social media, interactive stories, mobile

journalism, citizen journalism, news application

UNIT – III (15 hours)

UNIT III: Packaging and integration

• Basics on developing photos, audio and video production for online, Different
forms and formats of online photo stories, Tools, techniques and software for
photo editing

• Mobile Journalism- Learning how to shoot, edit and tell stories through mobile
phones

• Social media as a tool of reporting and a distribution tool

• Concepts of multimedia narrative, packaging and multimedia documentary

• Social media integration – tools and techniques

• Social media optimization of content

• User Generated Content integration – forms and techniques

Practical component: (30 hours)

Multimedia journalism will involve practical participation of students by means of

constantly pitching ideas and learning to align their ideas with a suitable medium
across different online platforms. Class discussions on individual multimedia projects

7
and team inputs from the teacher will help create a dynamic online newsroom for
the duration of this course.

Teacher will impart knowledge of traditional (DSLRs) and emerging tools, including
smartphones, and sharing multimedia storytelling fundamentals, especially creative
photo and audio techniques.

Record Man on the Street Interviews, shooting feature videos and podcast using
smartphones, story pitch review, writing for the web; expanding the idea of
narrative; interviewing tips and techniques

Final project: Producing a multimedia package and making it live online

Essential/recommended readings-

1. Christin, Anne-Marie, ed. A History of Writing: From Hieroglyph to Multimedia.

Flammarion-Pere Castor, 2002.
2. Garrand, Timothy. Writing for Multimedia and the Web: A Practical Guide to
Content Development for Interactive Media. CRC Press, 2006.
3. Korolenko, Michael. Writing for Multimedia: A Guide and Source Book for the
Digital Writer. Pearson. 2005.
4. Savage, Terry Michael, and Karla E. Vogel. An Introduction to
Digital Multimedia. Jones & Bartlett Publishers, 2013.

5. Digital Storytelling in the Classroom: New Media Pathways to Literacy, Learning,

and Creativity, Published by Corwin; 2013

6. Video journalism: Multimedia Storytelling, Routledge, 2017

Suggestive readings:

1. Poynter Online Media Ethics Bibliography, 2002,

https://www.poynter.org/archive/2002/media-ethics-bibliography/

8
2. The Principles of Multimedia Journalism: Packaging Digital News, by Richard
Hernandez, Jeremy Rue, 2015

3. Aim for the Heart: Write, Shoot, Report and Produce for TV and Multimedia by Al
Tompkins, 2011

4. Feature and Narrative Storytelling for Multimedia Journalists, by Duy Linh Tu, 2015

5. Journalism Next: A Practical Guide to Digital Reporting and Publishing by Mark

Briggs, 2009

http://www.poynter.org/content/content_view.asp?id:1208

6. Digital Natives (Produced by the Berkman Center for Internet and Society, Youth
and Media Project)
http://cyber.law.harvard.edu/research/youthandmedia/digitalnatives

7. Press Ahead! A Teacher’s Guide to Creating Student Newspapers

http://www.naafoundation.org/docs/Foundation/teacher%27s_guide-4color.pdf

8. Journalist’s Toolbox, Presented by the Society of Professional Journalists

http://www.journaliststoolbox.org/

DISCIPLINE SPECIFIC CORE COURSE-12 (DSC-12) : Broadcast Production

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course Credits Credit distribution of the course Eligibility Pre-requisite

title & Lecture Tutorial Practical/ criteria of the course
Code Practice (if any)
DSC 12: 4 3 0 1 Passed NIL
Broadcast Class XII
Productio with
n English
from List
A in CUET

9
Learning Objectives

The Learning Objectives of this course are as follows:

● To facilitate students with the knowledge of history of broadcasting models in

India.

● To enable students to understand the basics of sound and visual grammar of

diverse broadcast genres.

● To make the students adept at script writing and production for broadcast
media

Learning outcomes

The Learning Outcomes of this course are as follows:

● By studying this course, students will be able to make TV News bulletins,

documentaries and other programs.

SYLLABUS OF DSC-12:

UNIT – I (15 hours)

Unit I: Broadcasting Models

• Public Service Model in India (Policy and laws)

• Global Overview of Public Service Broadcasting

• Private Broadcasting Model in India; Policy and Laws

• Structure, Functions and Working of a Broadcast Channel

• Public and Private partnership in television and Radio programming (India and
Britain case studies)

UNIT – II (15 hours)

10
UNIT II: Broadcast Genres

• News, Interviews, Features

• Why am I the 'Idiot Box'? ‐Debates, Issues and Concerns of Television Genre

• Various Evolving Contemporary Television genres: Drama, soap opera, comedy,

reality television, children's television, animation, prime time and day time

• Current and emerging trends of broadcast media: Audience effectiveness

• Use of social media by Radio & TV channels,

• Internet TV/ Radio and Mobile TV/Radio

UNIT – III (15 hours)

Unit III: Advanced Broadcast Production

• Writing and Producing for Radio

• Public Service Advertisements

• Jingles

• Radio Magazine shows

• Music Video for social comment/as documentary

• Mixing ENG and EFP

• Reconstruction in News based Programming

Practical component: (30 hours)

Students will work in groups under the supervision of faculty member to produce news
bulletins as a part of practical component of this course. They can also be encouraged to

11
visit studios of leading news channels to understand the process of television news
production thoroughly and familiarize themselves with the rapidly changing newsroom.

• Script writing

• Presentation of experimental genre in Radio/ TV

• Presentation about PSBT and similar organizations

• Script on Music Presentation

• Presentation of Commercial Channel functions.

• Presentation on global broadcasting models & Indian broadcasting models

Essential/recommended readings:

1. Bignell, Jonathan, Jeremy, Orlebar, and Patrica Holland, The Television Handbook,
London: Routledge, 2005.

2. Chatterji, P.C., Broadcasting in India. New Delhi: Sage,1987.

3. Fleming, Carole, and Pete Wilby, The Radio Handbook, London: Routledge,
2002.

4. Orlebar, Jeremy, The Practical Media Dictionary, London: Arnold, 2003.

5. Page, David, and William Crawley, Satellites over South Asia, (1st edition),
New Delhi: Sage Publications, 2001.

Suggestive readings:

1. Rajagopal, Arvind, Politics after Television, (1stEdition), Cambridge UK:

Cambridge University Press, 2001.

2. Saksena, Gopal, Television in India, (1st Edition), New Delhi: Vikas Publication

12
House, 1996.

3. Starkey, Guy, and Andrew Crisell, Radio Journalism, (1st edition), Los Angeles:
Sage, 2009.

4. Thussu, Daya Kishan, News as Entertainment, (1st. edition), Thousand Oaks

California: Sage, 2007.

5. Verma, and Adarsh Kumar, Advanced Journalism, (1st edition), New Delhi:
Har- Anand Publications,1993.

6. Baruah, U.L., This is All India Radio. (1stEdition), New Delhi: Publication
Division, Ministry of Information and Broadcasting, Govt. of India, 1983.

7. Bhatt, S.C., Satellite Invasion of India, (1stEdition), New Delhi: Gyan

Publication House, 1994.

8. Sabharwal, Tarjeet, Satellite Television: An Impact on Social Participation,

Kanishka Publishers, 2008.

Note: Examination scheme and mode shall be as prescribed by the Examination

Branch, University of Delhi, from time to time.

13
 COMMON POOL OF DISCIPLINE SPECIFIC ELECTIVE (DSE)
COURSES FOR SEMESTER III

DISCIPLINE SPECIFIC ELECTIVE COURSE 4– (DSE-4): Introduction to Media and

Politics
Credit distribution, Eligibility and Pre-requisites of the Course

Course title Credits Credit distribution of the Eligibility Pre-

& Code course criteria requisite
Lecture Tutorial Practical/ of the
Practice course
DSE-4 4 3 0 1 Passed NIL
Introduction Class XII
to Media with
and Politics English
from List
A in
CUET

Learning Objectives

The Learning Objectives of this course are as follows:

• To familiarize students with the uses and impact of media in politics. The
students will be able to grasp the language and narrative of issues of political
parties and political activities.

Learning outcomes

The Learning Outcomes of this course are as follows:

• By studying this course, students will be able to assess application of the range
of theories and methodologies in the field of political communication.
• They will be able to critically evaluate the uses and effects of media on
political processes and citizens; and apply theories and principles to
developments and trends involving countries, levels of governance, and
issues of interest to them.

SYLLABUS OF DSE-4:

UNIT – I (15 hours)

14
Unit I: Introduction

• Political Communication: Background

• Relationship between Politics and Communication
• Role and Influence of media on political communication
• Influence Agents – opinion leaders, intellectuals, trolls
• Religion and Politics
• Gender and Politics
• Culture and Politics

UNIT – II (15 hours)

Unit II: Political Language

• Political Communication Strategies

• Myths and Ideology
• Strategic uses of political language
• Political Rhetoric
• Political Advertising
• Framing of Issues, Agenda and Narrative setting
• Post-truth and Alternative Facts

UNIT – III (15 hours)

Unit III: Trends

• Political Branding and Image-building

• Digital Platforms – Social Media and Political Engagement
• Political Polarization and Mobilization
• Use of AI, Big Data, Hybrid Intelligence
• Political Humour and Satire, memes and echo chambers

Practical component: (30 hours)

15
The students must submit a report of how issues are framed in the media. They must
be able to contextualise the political rhetoric and the narrative discourse of issues by
political leaders. They must also analyse how social media is used for political branding
and image building.

Essential/recommended readings-

1. Oates, Sarah (2008). Introduction to Media and Politics, Sage Publications

2. Robertson, Alexa (2015). Media and Politics in a Globalizing World, Polity Press

3. Rozell, Mark (ed.) (2003). Media Power, Media Politics. Rowman & Littlefield

Suggestive readings:

1. Carey (1995). The press, public opinion and public discourse. In Glasser & Salmon
(Eds.), Public opinion and the communication of consent, pp, 373-402.

2. Nimmo & Combs (1983). Pack journalism. In Mediated Political Realities, pp. 162-
81.

3. Atkin (1980). Political Campaigns: Mass Communication and Persuasion. In Roloff

& Miller (Eds.), Persuasion, pp. 285-308.

4. Iyengar (1987). Television news and citizens’ explanations of national affairs.

American Political Science Review, 81: 815-31

5. The Influence and Effects of Mass Media (McQuail) Cook, Timothy. (2005).

Governing with the News: The News Media as a Political Institution. 2nd ed.
University of Chicago Press.

6. Dahlgren, Peter. (2009) Media and Political Engagement: Citizens,

Communication, and Democracy. Cambridge University Press.

7. Graber, Doris A. (2009). Mass Media and American Politics. Washington: CQ

Press.

16
 Graber, Doris, Denis McQuail, and Pippa Norris, eds. (2007). The Politics of News:

The News of Politics, 2nd. Ed. CQ Press.

8. Kuhn, Raymond. (2007). Politics and the Media in Britain. Palgrave Macmillan.

9. McNair, Brian. 2007. An introduction to political communication. 4th ed.. London:

Routledge. Oates, Sarah (2008). Introduction to Media and Politics. Sage
Publications.

10. Seib, Philip (2012). Real Time Diplomacy: Power and Politics in the Social Media
Era. Palgrave Macmillan.

11. Wolfsfeld, Gadi (2011). Making Sense of Media and Politics. Routledge.

DISCIPLINE SPECIFIC ELECTIVE COURSE 5–(DSE-5): Photography and Digital Imaging

Credit distribution, Eligibility and Pre-requisites of the Course

Course title Credits Credit distribution of the Eligibility Pre-

& Code course criteria requisite
Lecture Tutorial Practical/ of the
Practice course
DSE-5 4 3 0 1 Passed NIL
Photography Class XII
and Digital with
Imaging English
from List
A in
CUET

Learning Objectives

The Learning Objectives of this course are as follows:

• To familiarize students with the history of photography and
• To enable students to understand diverse types of photography and the
process of photo editing.

17
Learning outcomes

The Learning Outcomes of this course are as follows:

• By studying this course, students will be able to utilize the technology and
tools of photography in the production of photographic images to include: the
operation of the camera, exposure, lenses etc.

SYLLABUS OF DSE-5:

UNIT – I (15 hours)

UNIT I: History of Photography

• Introduction to history of Photography- Camera obscura, the daguerreotype and

Edward Muybridge experiment (Screening of Genius of Photography, BBC Four
Series)

• Profile of Famous phtotographers (Henri Cartier Bresson, Robert Capa, Dorothea,

Raja Deen Dayal, Raghubir Singh, Raghu Rai, Homai Vyarawalla)

UNIT – II (15 hours)

UNIT II:Understanding the camera

• Introduction to 35mm analog and DSLR operations

• Understanding lenses (standard and zoom) and how perspective shifts with
varying focal lengths.

• Exposure Triangle

• Basic rules of composition, framing and rule of the third.

UNIT – III (15 hours)

UNIT III: Types of Photography & Photo Editing

18
• Photojournalism, News Photography, Sports Photography, Nature photography,
Portrait photography, Travel photography, Fashion photography and
advertisement photography

• Introduction to editing and post-processing images;

• Photo Editing softwares - Adobe Lightroom or Photoshop.

Practical component: (30 hours)

• Students will make a photo feature on selected topics. Other methods will
include lectures, class exercises of following photographs used by various
social media and new paper and class discussions on mobile photography
trends, as well as other significant debates on topical issues. The students
should make photo features on a variety of topics.

Essential/recommended readings- as listed in the units

1. Photography Changes Everything, Marvin Heiferman, by Aperture Foundation,

2012

2. Camera Lucida: Reflections on Photography- Roland Barthes, Hill and Wang, 1980

3. On Photography, Susan Sontag – New York Review of Books, 1977

4. Ways of Seeing, John Berger, Penguin Books, 1972

5. The Photography Book by Editors of Phaidon Press, 30 April 2000.

Suggestive readings:

1. Communication Technology for Development, Pannu. P, Tomar A Yuki, IK

international publishing House .2011

2. All about Photography by Ashok Dilwali, National Book trust, Year of

Publication:2010 New Delhi.

3. Practical photography by O.P. SHARMA HPB/FC (14 March 2003)

19
4. The Photographer's Guide to Light by Freeman John Collins & Brown, 2005.

Journal/Magazine Subscriptions and Book Recommendations:

Journals- Aperture, Photo works, British Journal of Photography, PDN, Amateur

Photographer

Magazines- Outdoor Photography, Better Photography, National Geographic,

Creative Image

Books, catalogues, DVD materials

DISCIPLINE SPECIFIC ELECTIVE COURSE 6–(DSE-6): Media, Gender and Human Rights

Credit distribution, Eligibility and Pre-requisites of the Course

Course Credits Credit distribution of the Eligibility Pre-

title & course criteria requisite
Code Lecture Tutorial Practical/ of the
Practice course
DSE-6 4 3 0 1 Passed NIL
Media, Class XII
Gender with
and English
Human from List
Rights A in
CUET

Learning Objectives

The Learning Objectives of this course are as follows:

• To identify the limits and gaps in contemporary reporting and develop
alternative approaches towards creating better democratic culture through
media practice.

Learning outcomes

The Learning Outcomes of this course are as follows:

20
 • By studying this course, students will be able to comprehend the intricate
interconnections between media narratives and questions around gender,
class and caste.

SYLLABUS OF DSE-6:

UNIT – I (15 hours)

UNIT I: Conceptual Frameworks in Gender studies

• Feminist Theory (Liberal feminism, Radical feminism, Socialist feminism) Black

Feminism, Dalit Feminism
• Masculinity, Queer Theory, Intersectionality
• Media and Gender - Theoretical concerns
• Media and Gender- Indian debates (Case studies)

UNIT – II (15 hours)

UNIT II: Media: Power and Contestation

• Public Sphere and its critique (Counter Publics)

• Public sphere of the disempowered?
• Media and Social Difference: Caste, Gender and Class

UNIT – III (15 hours)

UNIT III: Human Rights

• Human Rights- Theoretical perspectives,

• Critique, Universal Declaration of Human Rights
• Human Rights and Media
• Social movements and mass media
• Social media, political change, and human rights
• Case studies

Practical component: (30 hours)

21
The students must critically analyse the issues taken up by the main stream media on
human rights and gender. The students should make a report of social movements and
evaluate the role of media in highlighting and representing these issues in India.

Essential/recommended readings:

1. Street, John. Mass media, politics and democracy. Palgrave Macmillan, 2011.
2. Mackay, Hugh, and Tim O'Sullivan, eds. The media reader: continuity and
transformation. SAGE Publications Limited, 1999. 13‐28, 43‐73, 287‐305.
3. Asen, Robert &Brouwer, Daniel, 2001.Counter Publics and the State, SUNY Press.
1‐35, 111‐137
4. Ninan, Sevanti. Headlines from the heartland: Reinventing the Hindi public sphere.
SAGE Publications Pvt. Limited, 2007.

Suggestive readings:

1. Curran, James. "Rethinking mass communication, Cultural studies and

communications”. London: Arnold (1996).
2. Berger, Arthur Asa. Media and society: A critical perspective. Rowman&
Littlefield, 2012.Pg 9‐21,167‐180
3. Nichols, Joe& Price, John, Advanced Studies in Media, Thomes Nelson,1999. 42‐55
4. Thirumal, P., and Gary Michael Tartakov. "India’s Dalits search for a democratic
opening in the digital divide." International Exploration of Technology Equity and
the Digital Divide:Critical, Historical and Social Perspectives (2010): 20.
5. Balnaves, Mark, Stephanie Donald, and Brian Shoesmith. Media theories and
approaches: A global perspective. Palgrave‐Macmillan. 2009 ( pg No. 3‐10, 11‐34,
35‐53)
6. D. Ravi kumar, “The Unwritten writing: Dalits and the Media” in Rajan, Nalini, ed.
21st century journalism in India. SAGE Publications India, 2007.61-78
7. Menon, B. “Social Movements and the Mass Media”, in Chandhoke, Neera, and
Praveen Priyadarshi, eds. Contemporary India: economy, society, politics. Pearson
Education India, 2009. 156-169

22
8. Rajagopal, Arvind, ed. The Indian Public Sphere: Readings in Media History. New
Delhi:Oxford University Press, 2009. 278‐290.
9. Bannerjee, Menon& Priyameds. Human Rights, gender and Environment, Pearson
& Co. 2010
10. Nanda, V. (2016) Tinka Tinka Dasna: Tinka Tinka Foundation: ISBN 978-93-5265-
730-8, Pages 31-60 (translated by Nupur Talwar)
11. Menon, Nivedita. Seeing like a Feminist. Penguin UK, 2012.
12. Rege, Sharmila. "A Dalit feminist standpoint. "In SEMINAR-NEW DELHI-, 1998. pp.
47-52.
13. Teltumbde, Anand. Dalits: Past, present and future. Routledge India, 2016.p16-33
14. Paul, Subin, and David O. Dowling. "Digital Archiving as Social Protest: Dalit
Camera and the mobilization of India’s “Untouchables”." Digital Journalism 6, no.
9 (2018): 1239-1254.
15. Balasubramaniam, J. "Dalits and a Lack of Diversity in the Newsroom." Economic
and Political Weekly (2011): 21-23.

Common Pool of Generic Electives (GE) Courses for

EVEN Semesters
NOTE: The Generic Electives for the EVEN SEMESTERS will also run for Semester IV
students.

23
SEMESTER-V

24
 Department of English

COURSES OFFERED BY DEPARTMENT OF ENGLISH

[UG Programme for Bachelor in Journalism (Honours) degree in three years]

DISCIPLINE SPECIFIC CORE COURSE 13- (DSC-13) : Global Media and Politics

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course Credits Credit distribution of the course Eligibility Pre-requisite

title & Lecture Tutorial Practical/ criteria of the course
Code Practice (if any)
DSC 13: 4 3 0 1 Passed NIL
Global Class XII
Media and with
Politics English
from List
A in CUET

Learning Objectives
The Learning Objectives of this course are as follows:

● To get an over view of the politics of news dissemination and the dynamics of
reporting international issues and events. To understand the use of media by
different countries during war times. To grasp the turning points and changing
boundaries of journalism with the evolution of technology.

Learning outcomes
The Learning Outcomes of this course are as follows:

● By studying this course, students will be able to comprehend the impact of

globalization on media and cultural implications.

25
SYLLABUS OF DSC-13:

UNIT – I (15 hours)

UNIT I: Media and International Communication

• Propaganda in the inter-war years: Nazi Propaganda

• Radio and international communication
• Media during the Cold War, Vietnam War, Disintegration of USSR;
• Radio free Europe, Radio Liberty and Voice of America
• Communication debates: NWICO, McBride Commission and UNESCO
• Unequal development and Third World concerns: North-South, Rich – Poor

UNIT – II (15 hours)

UNIT II: Conflict and Rise of Global Media

• World Wars and Media Coverage post 1990: Rise of Al Jazeera

• The Gulf Wars: CNN’s satellite transmission, embedded Journalism
• 9/11 and implications for the media

UNIT – III (15 hours)

Unit III: Media and Cultural Globalization

• Cultural Imperialism, Cultural politics: media hegemony and

• Global cultures, homogenization, Local/Global, Local/Hybrid
• Discourses of globalization: barrier–free economy, digital divide
• Media conglomerates and monopolies: Ted Turner/Rupert Murdoch
• Global and regional integrations: Zee TV as a Pan-Indian Channel; Bollywood
Entertainment: Local adaptations of global programmes: KBC/Big Boss etc.

Practical component: (30 hours)

The students will prepare case studies of the media at various points in time and
highlight the turning points and changing boundaries of journalism during each
evolving phase of the history of the media. The students will also analyse the changing
content of media for international communication in the pre and post globalization
26
phases. The students must compare the entertainment and other cultural products
produced by international giants and media conglomerates.

Essential/recommended readings:

1. Yahya R. Kamalipour and Nancy Snow. War, Media and Propaganda-A Global
Perspective, Rowman and Littlefield Publishing Group, 2004.
2. Communication and Society, Today and Tomorrow “Many Voices One World”
UNESCO Publication, Rowman and Littlefield publishers, 2004.

3. Barbie Zelizer and Stuart Allan. Journalism after 9/11, Taylor and Francis
Publication, 2012.

4. Stuart Allan and Barbie Zelizer. Reporting war : Journalism in war time, Routledge
Publication, 2004.

5. Lee Artz and Yahya R. Kamalipor. The Globalization of Corporate Media Hegemony,
New York Press, 2003.

6. Zahida Hussain and Vanita Ray. Media and communications in the third world
countries, Gyan Publications, 2007.

Suggestive readings:

1. Choudhary, Kameswar (ed) Globalisation, Governance Reforms and Development

in India, Sage, New Delhi, 2007.

2. Yadava, J.S, Politics of news, Concept Publishing and Co.1984.

3. Daya Kishan Thussu, War and the media: Reporting conflict 24x7, Sage
Publications, 2003.

4. Patnaik, B.N &Imtiaz Hasnain (ed). Globalisation: language, Culture and Media,
Indian Institute of Advanced Studies, Shimla, 2006.

5. Monroe, Price. Media Globalisation’ Media and Sovereignty, MIT press,

Cambridge, 2002.

27
6. Singh, Yogendra. Culture Change in India: Identity and Globalisation, Rawat
Publication, New Delhi, 2000.

7. Lyn Gorman and David McLean. Media and Society into the 21st Century: A
Historical Introduction. (2nd Edition) Wiley-Blackwell, 2009 .pp.82-135, 208-283.

DISCIPLINE SPECIFIC CORE COURSE-14 (DSC-14) : Development Communication

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course Credits Credit distribution of the course Eligibility Pre-requisite
title & Lecture Tutorial Practical/ criteria of the course
Code Practice (if any)
DSC 14: 4 3 0 1 Passed NIL
Developm Class XII
ent with
Communic English
ation from List
A in CUET

Learning Objectives

The Learning Objectives of this course are as follows:

● To develop an understanding and sensitivity towards developmental concerns.

● To understand the issues and factors that help in development through

effective tools of communication.

Learning outcomes

The Learning Outcomes of this course are as follows:

● By studying this course, students will be equipped with critical skills to

understand the importance of effective development communication
strategies to spread development messages among the poor and weaker
sections of society.

SYLLABUS OF DSC-14:

28
UNIT – I (15 hours)

UNIT 1: Introduction to Development Communication

• Development – Genesis, Meaning, Concept & Measurement (PQLI, HDI, GDI)

• Economic Growth vs. Development
• Human Development
• Development as Freedom
• Models of Development – Basic Needs, Nehruvian, Gandhian Model
• Development communication: Concept and approaches - Diffusion of innovation,
Empathy, Magic multiplier
• Paradigms of development: Dominant paradigm, dependency, alternative/new
paradigm
• Sustainable Development
• Gender and development
• Development support communication – Definition, genesis, Woods triangle

UNIT – II (15 hours)

UNIT 2: Role of Media in Development Communication

• Use of folk media for development

• Overview and Critical Appraisal of Development Communication Programmes of

All India Radio and Doordarshan: Radio Rural Forum, Farm & Home Unit, Krishi
Darshan, SITE, Kheda Communication Project.

• Case Studies of Community Video: SEWA, Video Volunteers and Community Radio
in India
• ICT for development, e-governance, e-chaupal, national knowledge network
• Using New Media Technologies for Development
• Strategies for designing messages for Print, Radio, Television, New media.

29
UNIT – III (15 hours)

UNIT 3: Communication for Development and Social Change

• Information needs in rural areas; rural newspapers

• Critical appraisal of mainstream media’s reporting of rural problems and issues
• Tribal society: Features, Information needs, Communication Programmes
• Role of development agencies and NGOs in development communication
• Development support communication endeavours in India: Programmes and
Communication Strategies
• Health & Family welfare: National Rural Health mission; Ayushman Bharat Yojana.
• Poverty: Jan Dhan Yojna; MGNREGA.
• Education: Beti Bachao Beti Padhao; Mid-day meals scheme.

Practical component: (30 hours)

Students under the guidance of the faculty must undertake visits to mohalla clinics,
NGOs, Women’s Self-Help groups, Special schools for underprivileged students and
other such initiatives in the city to develop content for blogs/ newsletters/magazines
from the visits. Interaction with rural journalists and video volunteers (eg. Khabar
Lehariya) must be arranged. The students must participate pro-actively to design and
execute a development project for a near by village with development support
communication techniques.

Essential/recommended readings:

1. Rogers Everett: Communication and Development- Critical Perspective, Sage, New

Delhi, 2000

2. Srinivas R. Melkote & H. Leslie Steeves: Communication for Development in The

Third World, Sage Publications, 2001

30
3. Belmont CA: Technology Communication Behavior, Wordsworth Publication, New
Delhi, 2001.

4. D V R Murthy: Development Journalism, What Next? Kanishka Publication, New

Delhi, 2007.

5. Amartya Sen: Development as freedom, Alfred A Knopf, New York, 1999.

Suggestive readings:

1. UNDP: Human Development Report (published every year), Oxford University

Press, New Delhi.

2. World Bank: World Development Report (published every year) Oxford University
Press, New Delhi.

3. Wilbur Schramm: Mass Media and National Development- the role of information
in developing countries, UNESCO/ Stanford University Press, 1964.

4. Ghosh & Pramanik: Panchayat System in India, Kanishka Publication, New Delhi,
2007.

5. Shivani Dharmarajan: NGOs as Prime Movers, Kanishka Publication, New Delhi,

2007.

6. What Do We Mean By Development: An Article by Nora C Quebral in International

Development Review, Feb, 1973, P-25.

DISCIPLINE SPECIFIC CORE COURSE 15- (DSC-15) : Media Ethics and the Law

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course Credits Credit distribution of the course Eligibility Pre-requisite

title & Lecture Tutorial Practical/ criteria of the course
Code Practice (if any)
DSC 15: 4 3 1 0 Passed NIL
Media Class XII
Ethics and with
the Law English
from List
A in CUET
31
Learning Objectives

The Learning Objectives of this course are as follows:

● To understand the contemporary media practices through contemporary

debates.

Learning outcomes

The Learning Outcomes of this course are as follows:

● By studying this course, students will be able to grasp the nuances and the
legal provisions laid down in the Constitution of India.

SYLLABUS OF DSC-15:

UNIT – I (15 hours)

UNIT I: Ethical framework and media practice

• Freedom of expression (Article 19(1) (a) and Article 19(1)2)

• Freedom of expression and defamation- Libel and slander, Issues of privacy and
surveillance in society
• Right to Information Idea of Fair Trial/Trial by Media
• Issues of Copyright
• Media ethics and cultural dependence
• Live reporting and ethics Legality and Ethicality of Sting Operations,
• Phone Tapping etc. Ethical issues in Social media ( IT Act 2000, Sec 66 A and the
verdict of The Supreme Court )

UNIT – II (15 hours)

UNIT II: Representation, Regulation and ethics

• Advertisement and Women

32
• Pornography related laws and case studies- Indecent representation of Women
(Prohibition) Act,1986 and rules 1987, Protection of Women against Sexual
Harassment Bill, 2007, Sec 67 of IT Act 2000 and 292 IPC etc
• Regulatory bodies, codes and ethical guidelines
• Self-regulation, media content- Debates on morality and accountability: taste,
culture and taboo, censorship and media debates

UNIT – III (15 hours)

UNIT III: Media and Social Responsibility

• Media reportage of marginalized sections- children, Dalits, tribals, gender,

differently-abled, old-aged persons.
• Media coverage of violence and related laws - inflammatory writing (IPC 353),
Sedition- incitement to violence, hate Speech.

Practical component (if any) - NIL

Essential/recommended readings::

1. Thakurta, Paranjoy Guha, Media Ethics, Oxford University Press, 2009

2. Barrie mc Donald and Michel petheran Media Ethics,mansell, 1998.

3. Austin Sarat Where Law Meets Popular Culture (ed.), The University of Alabama
Press, 2011.

4. Vikram Raghvan, Communication Law in India, Lexis Nexis Publication, 2007

5. Iyer Vekat, Mass Media Laws and Regulations in India-Published by AMIC, 2000

6. William Mazzarella, Censorium: Cinema and the Open Edge of Mass Publicity, 2013

Suggestive readings:

1. Raminder Kaur, William Mazzarella, Censorship in South Asia: Cultural Regulation

from Sedition to Seduction, 2009

2. Linda Williams, Hard Core: Power, Pleasure, and the "Frenzy of the Visible, 1999

Note: Examination scheme and mode shall be as prescribed by the Examination

Branch, University of Delhi, from time to time.

33
 Common Pool of Discipline Specific Elective (DSE) Courses for Semester V

DISCIPLINE SPECIFIC ELECTIVE COURSE 7–(DSE-7): Media and Audiences

Credit distribution, Eligibility and Pre-requisites of the Course

Course Credits Credit distribution of the Eligibility Pre-

title & course criteria requisite
Code Lecture Tutorial Practical/ of the
Practice course
DSE-7 4 3 0 1 Passed NIL
Media Class XII
and with
Audiences English
from List
A in
CUET

Learning Objectives

The Learning Objectives of this course are as follows:

• To familiarize students with the diversity of media audiences. To make the
students understand the importance of target audience and audience as
consumers of varied content on a variety of media and social media
platforms.

Learning outcomes

The Learning Outcomes of this course are as follows:

• By studying this course, students will be able to generate content and

messages for different audiences on various media platforms.

SYLLABUS OF DSE-7:

UNIT – I (15 hours)

UNIT I: Understanding Media Audiences

34
• Who are media audiences?
• History of Early Audiences
• Parameters of audiences – politics, religion, race, class, gender, nation
• Homogenous and heterogeneous audiences
• Contesting ‘Audiences’

UNIT – II (15 hours)

UNIT II: Sociology of Media Audiences

• Passive and Active Audience - Perspectives

• Ball –Rokeach and DeFleur’s dependency theory
• Symbolic Interactionism, interpretive communities
• Post-modern audiences
• Commodification of audiences
• Children as audiences
• Audience ratings and measurement and ethnographies

UNIT – III (15 hours)

UNIT III: New Media Audiences and Contemporary Issues

• ‘Old’ audiences to ‘New’ media audiences – mass to interactive

• Mapping Audiences of Digital Technologies - Music, Books, TV, Films, Video Digital
news audience – active, interactive, creative
• New media ecosystems: ‘audience’ subjectivity to ‘user subjectivity’
• Issues of privacy, tracking audiences, data mining, authenticity, challenges for
audience research

Practical component: (30 hours)

The students must analyse the demographic profile of audiences of different media
and social media platforms. They must map the content preferences of digital
audiences and compare audience of old media and new media.

35
Essential/recommended readings:

1. Media Studies: Content, Audiences, and Production, edited by Pieter Jacobus

Fourie, JUTA, 2006
2. Media Audiences: Effects, Users, Institutions and Power, edited by John L.
Sullivan, Sage, 2012
3. The Handbook of Media Audiences, Virginia Noghtingale, Blackwell, 2011
4. Media and Audiences: New Perspectives, Karen Ross and Virginia Nightingale,
OUP, 2003
5. Satellite Television: An Impact on Social Participation, Sabharwal, Tarjeet, ISBN
978-81-8457-064-9, Kanishka Publishers, 2008

Suggestive readings:
1. Media Institutions and Audiences: Nick Lacey, Palgrave 2002

DISCIPLINE SPECIFIC ELECTIVE COURSE 8–(DSE-8): Sports Journalism

Credit distribution, Eligibility and Pre-requisites of the Course

Course Credits Credit distribution of the Eligibility Pre-

title & course criteria requisite
Code Lecture Tutorial Practical/ of the
Practice course
DSE-8 4 3 0 1 Passed NIL
Sports Class XII
Journalism with
English
from List
A in
CUET

Learning Objectives

The Learning Objectives of this course are as follows:

• To familiarize students with the coverage of sports by different types of media
platforms in India. To help the students to grasp the sports terminologies and
to use them in a lucid and simple style while reporting the game to mass
audiences.

36
Learning outcomes

The Learning Outcomes of this course are as follows:

• By studying this course, students will be able to understand the basics of

Sports in India and list down various policy making bodies functioning in India
& abroad and demonstrate abilities to do sports reporting for print and
electronic media.

SYLLABUS OF DSE-8:

UNIT – I (15 hours)

Unit 1: Introduction to Sports

• Sports in India: A Historical Perspective Sports Journalism: Concept & History

• Major national and international sports events Profile of outstanding sports
personalities

UNIT – II (15 hours)

Unit 2: Sports Policymaking

• Sports regulatory/ governing bodies in India (Ministry of Sports, SAI, BCCI, IHA,
etc)
• International Sports Organisations (FIFA, IOC, etc)
• Sports Budget by Indian Government

UNIT – III (15 hours)

Unit 3: Sports Reporting

• Sports Coverage by Print Media (Sports News, Sports Photography, Sports

Features, Interviews)
• Sports Magazines
• Sports Coverage by Television (Sports TV Channels, Commentary & Broadcasting
on TV, Special Programmes on Sports, Live Telecasts, Writing Sports News for TV)

37
 Sports Coverage by Radio (Commentary & Broadcasting on Radio, writing sports
news for radio)
• Sports Newsroom
• Gender Neutral Reporting

Practical component: (30 hours)

The students shall prepare a comprehensive report on the coverage of various sports
in newspapers and broadcast media. The students must visit a sports newsroom for
reporting live telecasts and commentary on radio.

Essential/recommended readings-
1. Stofer, Kathryan T. Sports Journalism: An Introduction to Reporting and Writing,
Rowman & Littlefield Publishers, 2019.
2. Richards, Huw. Routledge Handbook of Sports Journalism, Taylor and Francis,
2020.
Suggestive readings:
1. Srinivas Rao. Sports Journalism, Khel Sahitya Kendra K.S.K. Publishers, 2009

2. Prasidh Kumar. Sports Journalism. Apple Books, 2010

3. Phil Andrews. Sports Journalism: A Practical Introduction, Sage Publications, 2014

DISCIPLINE SPECIFIC ELECTIVE COURSE 9–(DSE-9): Folk Media and Communication

Credit distribution, Eligibility and Pre-requisites of the Course

Course title & Credits Credit distribution of the Eligibility Pre-

Code course criteria requisite
Lecture Tutorial Practical/ of the
Practice course
DSE-9 Folk 4 3 0 1 Passed NIL
Media and Class XII
Communication with
English
from List
A in
CUET

38
Learning Objectives

The Learning Objectives of this course are as follows:

• To create awareness among students about the definition of folk, complex
relationship to Indian social structure, transformations in folk media practice
and orient them towards effective and hybrid use of folk media.

Learning outcomes

The Learning Outcomes of this course are as follows:

• By studying this course, students will be able to explore different folk media
forms of development projects. The students will be able to understand the
importance of folk media in addressing significant issues in the Indian context.

SYLLABUS OF DSE-9:

UNIT – I (15 hours)

UNIT I: Folk Media and its Forms

• Understanding Oral Tradition and Folk as ‘Medium’

• Folk Media: Concept and Characteristics
• Folk Media: ‘People as Producers’
• Gender and caste in folk
• Forms of Folk Media: Theatre, Music, Dance and other Narrative forms
• Objectives of Folk Media: Aesthetic expression, Expressional and
Communicational
• Folk Media: Scope and Limitations

UNIT – II (15 hours)

UNIT II: Folk media and Development

Government Agencies and Promotion of Folk Artists: Song Drama Division,

Publications Division, The Directorate of Advertising and Visual Publicity (DAVP) and
Ministry of Rural Development.

39
UNIT – III (15 hours)

UNIT III: Culture and Folk Media

• Conceptualizing Folk culture and folk media

• Influence of Modern technology on Folk Communication: (A Comparative
understanding)
• Folk Communities: Art for whose sake? (In the context of ‘Art for Art’s sake’
debate)

Practical component: (30 hours)

The students will visit nearby rural areas in small teams and prepare a report on the
use of folk media to address issues of health, hygiene, nutrition, illiteracy and other
social issues by rural people.

Essential/recommended readings:

1. Chatterji, Roma. "The category of folk." The Oxford India Companion to Sociology
and Social Anthropology 1 (2003): 567-97.
2. Singer, Melton Traditions in India: Structure and Change, American Folk society,
1957
3. Kothari, Komal. "On Folk Narratives." Indian Folklife 16 (2004).
4. Inglis, David. "Theorising Media: Power, Form and Subjectivity." (2013): 87-89.
5. Dissanayake, Wimal. "New wine in old bottles: Can folk media convey modern
messages?." Journal of Communication 27, no. 2 (1977): 122-124.
6. Ghosh, Sampa, and Utpal Kumar Banerjee. Indian puppets. Abhinav Publications,
2006.
7. Rege, Sharmila. "Conceptualising Popular Culture:'Lavani' and 'Powada' in
Maharashtra." Economic and political weekly (2002): 1038-1047
8. Ghosh, Arjun. A History of the Jana Natya Manch: Plays for the People. SAGE
Publications India, 2012.
9. McCormack, Thelma. "Folk culture and the mass media." European Journal of
Sociology/Archives Européennes de Sociologie 10, no. 2 (1969): 220-237.

40
10. Chatterji, Roma. "Event, image, affect: the tsunami in the folk art of Bengal." In
Suffering, Art, and Aesthetics, pp. 75-98. Palgrave Macmillan, New York, 2014.
11. Inglis, David. "Theorising Media: Power, Form and Subjectivity." (2013): 87-89.
12. Hollander, Julia. Indian folk theatres. Routledge, 2007.
13. Parmar, Shyam Traditional Folk Media in India New Delhi: Geka Books 1975
14. Kumar, Harish. "Folk media and rural development." Indian Media Studies Journal
1, no. 1 (2006): 93-98.
15. Sherinian, Zoe C. Tamil folk music as Dalit liberation theology. Indiana University
Press, 2014. 1-34

Suggestive readings:

1. Snodgrass, Jeffrey. "The future is not ours to see: puppetry and modernity in
Rajasthan." Journal of Anthropology 69, no. 1 (2004): 63-88.
2. Mehrotra, Deepti Priya. Gulab Bai: the queen of Nautanki theatre. Penguin Books
India, 2006. P 88-97, 198-208
3. Marcus, Scott. "Recycling Indian Film-Songs: Popular Music as a Source of
Melodies for North Indian Folk Musicians." Asian Music 24, no. 1 (1992): 101-110
4. Pierre Bourdieu. The Field of Cultural Production. Essays on Art and Literature.,
Columbia University Press, 1993.

Common Pool of Generic Elective (GE) Courses for

ODD Semesters
NOTE: The Generic Electives for the ODD SEMESTERS will also run for Semester V
students.

41
SEMESTER-VI

42
 Department of English

COURSES OFFERED BY DEPARTMENT OF ENGLISH

[UG Programme for Bachelor in Journalism(Honours) degree in three years]

DISCIPLINE SPECIFIC CORE COURSE-16 (DSC-16) : Social Media and Communication

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course Credits Credit distribution of the course Eligibility Pre-requisite

title & Lecture Tutorial Practical/ criteria of the course
Code Practice (if any)
DSC 16: 4 3 0 1 Passed NIL
Social Class XII
Media and with
Communic English
ation from List
A in CUET

Learning Objectives

The Learning Objectives of this course are as follows:

● To understand the dynamics of social media platforms and their significance in

daily life.

Learning outcomes

The Learning Outcomes of this course are as follows:

● By studying this course, students will be able to explore new avenues of

internet mediated communication.

SYLLABUS OF DSC-16:

43
UNIT – I (15 hours)

UNIT I: Understanding Social Media: Nature and Concepts

• Definition of social media,

• Social, para-social and asocial nature of social media
• Social media concepts and theories
• Social media-Impersonal, interpersonal, hyper-personal
• Virtual Identity
• Evolution and rise of social media- a brief historical perspective
• Social network sites and logistics of interaction, features and characteristics
• Applications-politics, government, social support, democracy

UNIT – II (15 hours)

UNIT II: Use and relevance of Social media in Journalism

• Sources of news

• News aggregators

• News Consumption cultures-feedback and sharing

• Crowd sourcing, micro blogging
• Social Media Activism, hash-tag activism, Cultural polarisation
• Social Media Integration

UNIT – III (15 hours)

UNIT III: Social Media Marketing

• Social Media Marketing – Introduction

• Social Media Management – Strategies, Tools and Technologies

• Social Media Audience Measurement

44
• Case studies of successful social media marketing campaigns

Practical component: (30 hours)

The students will analyse the features of different social media platforms and
understand the strategies of communicating on these platforms. The students
can critically examine the social media campaigns of each social media
platform. They can compare the marketing strategies of
organisations/institutions for reaching out to target publics.

Essential/recommended readings:

1. Coban, and Baris, Social Media and Social Movements: The Transformation of
communication Patterns, New York: Lexington, 2016
2. Fuchs Christian, Social Media: A Critical Introduction, London: Sage, 2014.
3. Lipschultz, and Harris Jeremy, Social Media Communication: Concepts,
Practices, Data, Law, New York: Routledge, 2014.
4. Seargeant, Philip and Tagg, and Caroline, The Language of social media:
Identity and Community on the Internet, New York: Palgrave Macmillan, 2014.

Suggestive readings:

1. Trottier, Daniel and Fuchs, and Christian, social media, Politics and the state:
protests, Revolutions, Riots, Crime and Policing in the Age of Facebook, Twitter
and You Tube, New York: Routledge, 2015.

DISCIPLINE SPECIFIC CORE COURSE-17 (DSC-17) : Introduction to Cinema Studies

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course Credits Credit distribution of the course Eligibility Pre-requisite

title & Lecture Tutorial Practical/ criteria of the course
Code Practice (if any)
DSC 17: 4 3 0 1 Passed NIL
Introducti Class XII
on to with
Cinema English
Studies from List
A in CUET

45
Learning Objectives

The Learning Objectives of this course are as follows:

● To historicize cinema as historically specific cultural forms.

Learning outcomes

The Learning Outcomes of this course are as follows:

● By studying this course, students will be able to achieve a critical vocabulary

about cinema which takes them beyond reading films as just entertainment.

SYLLABUS OF DSC-17:

UNIT – I (15 hours)

UNIT I: Language of Cinema

• Focus on visual Language: Shot, Scene, Mis‐en‐scene

• Deep focus, Continuity Editing, Montage,
• Diegetic and Non-Diegetic Sound; Off -Screen Sound; Sync Sound;
• The use of colour as a stylistic Element
• Difference between story, plot, screenplay

UNIT – II (15 hours)

UNIT II: History of Cinema

• Beginnings of Cinema (Photography to cinema)

• Soviet Cinema- Eisenstein and Pudovkin
• Classical Hollywood Cinema
• Italian Neorealism
• French New-Wave
• Beginnings of Indian cinema (Phalke, Nationalist movement and cinema)
• 1950s ‐ Cinema and the Nation (Guru Dutt, Raj Kapoor)

46
• The Indian New-Wave
• Regional cinema formations
• Globalization and Indian Cinema

UNIT – III (15 hours)

UNIT III: Alternative Visions

• Third Cinema
• Non-Fiction Cinema
• Feminist Film Theory- Apparatus Theory and Male Gaze
• Auteur- Film Authorship with a special focus on Satyajit Ray or Hitchcock

Practical component: (30 hours)

Students can be encouraged to work on projects that correspond to various film

movements in the world, analyze film clips, and undertake visits to film archives and
produce journals / blogs as a collective project on films.

Suggested Class Screenings:

• Rear Window (1954) Director Alfred Hitchcock (Language of Cinema)

• Battleship Potemkin (1925) Director Sergei Eisenstein (Language of Cinema)
• Man with a Movie Camera (1929) Director Dziga Vertov
• Shots from Lumiere Brothers
• Rome Open City (1945) directed by Roberto Rosselini (Italian Neo Realism)
• Breathless (1960) Director Jean Luc Godard (French New Wave)
• Pather Panchali (1955) Director Satyajit Ray
• Mandabi (1969) Director Ousmane Sembane
• Clips from The Hour of the Furnaces (1968) Directors Gettino and Solanas, Films
by Costa Gavras
• Battle of Algiers (1966) Director Gille Pontecorvo
• Nishant (1975) by Shyam Benegal/Aakrosh by Govind Nihalani (Indian New
wave)
47
 • Pyaasa (1957) by Guru Dutt
• Mother India (1957) by Mehboob Khan
• Jagte Raho (1956) Raj Kapoor

Essential/recommended readings:

1. Villarejo, Amy. Film Studies : The Basics, Routledge, 2006.( Unit I & II)

2. Vincendeau, Ginette. "European cinema" World Cinema: critical approaches, 2000.

(For Unit III) 65-82)

3. Robert Stam, “ Film Theory: An Introduction”. Massachusetts & Oxford: Blackwell

Publishers: 2000

4. Nowell-Smith.G, The Oxford History of World Cinema. Oxford: Oxford University

Press, 1996

5. Duggal.V, Menon & Bhattacharya. Film Studies: An Introduction, Worldview

Publications. 2019.

Suggestive readings:

1. Brockmann, Stephen. A critical history of German film. Vol. 93. Camden House.43-
59, 2010

2. Paul Schrader ―Notes on Film Noir in John Belton ed. Movies and Mass Culture
New Brunswick, New Kersey: Rutgers University Press:pg.153-170, 1996

3. Srinivas, S. V. "Gandhian nationalism and melodrama in the 30s Telugu cinema.

“Journal of the Moving Image 1, no. 1: 14-36, 1999

4. Velayutham, Selvaraj. Tamil cinema: the cultural politics of India's other film
industry. Routledge, 2008. P 1-15, 58-75

5. Anandam P. Kavoori & Punanthambekar Eds. Global Bollywood, New York: New
York University Press. 2008. Pages 17-41, 223-240

48
6. Mishra, Vijay. Bollywood cinema: Temples of desire. Routledge, 2013. chapter 3,
chapter 4, Chapter 5

7. Ravikant."Popular Cinephilia in North India: Madhuri shows the way (1964–78)."

Journalism Studies 16, no. 5 (2015): 637-650.

8. Andre Bazin, ―The Ontology of the Photographic Image‖ from his book What is
Cinema Vol I Berekeley, Los Angeles and London: University of California Press: 1967,
9-16

9. Sergei Eisenstein, ―A Dialectic Approach to Film Form‖ from his book Film Form:
Essays in Film Theory (Edited and Translated by Jay Leyda) San Diego, New York,
London: A Harvest/Harcourt Brace Jovanovich, Publishers: 1977, 45-63

DISCIPLINE SPECIFIC CORE COURSE 18- (DSC-18) : Media Industry and Management

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course Credits Credit distribution of the course Eligibility Pre-requisite

title & Lecture Tutorial Practical/ criteria of the course
Code Practice (if any)
DSC 18: 4 3 0 1 Passed NIL
Media Class XII
Industry with
and English
Managem from List
ent A in CUET

Learning Objectives

The Learning Objectives of this course are as follows:

● To apprehend Media Economics, problems of finance, personnel, land,

machinery etc.

Learning outcomes

49
The Learning Outcomes of this course are as follows:

● By studying this course, students will be able to understand the emerging

alternative online media platforms and their role in keeping spirit of free press
alive.

SYLLABUS OF DSC-18:

UNIT – I (15 hours)

Unit I: Media Management Concepts and Issues

• Concept, origin and growth of media management, fundamentals of

management, management school of thought
• Changing phases of media management
• Challenges and issues: finance, personnel, land, machinery etc.
• Media industry as manufacturers- Manufacturing Consent, news and content
management.
• Market Forces, performance evaluation (TAM, TRP, BARC and HITS) and Market
shifts Changing Ownership patterns

UNIT – II (15 hours)

Unit II: Media Economics

• Media Economics, Strategic Management and Marketing, Government-Media

Interface Policies and regulations, FDI (policies & Practices)
• Issues of Paid news, lobbying, pressure group influence,
• Corporatization and Politicization of Media Capital inflow, Budgeting, Financial
management, and personnel Management, Market forces

UNIT – III (15 hours)

UNIT III: Media Market: Contemporary Scenario

50
• Ethico–legal perspectives in Media management
• Regional media industry
• Alternative media forums and their management
• Case Studies -Indian and International Media Giants

Practical component (30 hours)

The students must undertake a case study examination of the Indian and International
media giants and examine their management strategies.

Essential/recommended readings:

1. Vinita Kohli Khandekar, Indian Media Business, Sage, 2010.

2. Pradip Ninan Thomas, Political Economy of Communications in India, Sage, 2010

3. Lucy Kung, Strategic management in media, Sage, 2008

4. Dennis F. Herrick, Media Management in the age of Giants, Surjeet Publications,

2003

5. Jennifer Holt and Alisa Perren, (Edited) Media Industries-History, Theory and
Method, Wiley- Blackwell, 2009

Suggestive readings:

1. John M. Lavine and Daniel B.Wackman, Managing Media Organisations, 1988

2. Robin Jeffrey, India's Newspaper Revolution, Oxford University Press, New Delhi,
2000

Note: Examination scheme and mode shall be as prescribed by the Examination

Branch, University of Delhi, from time to time.

51
 Common Pool of Discipline Specific Elective (DSE) Courses for Semester
VI

DISCIPLINE SPECIFIC ELECTIVE COURSE 10–(DSE-10): Media Automation

Credit distribution, Eligibility and Pre-requisites of the Course

Course title Credits Credit distribution of the Eligibility Pre-

& Code course criteria requisite
Lecture Tutorial Practical/ of the
Practice course
DSE-10 4 3 0 1 Passed NIL
Media Class XII
Automation with
English
from List
A in
CUET

Learning Objectives

The Learning Objectives of this course are as follows:

• To familiarize students with the interconnections between media and
automation applications and the ethical issues associated with them. The
students will understand the future of the media industries with the induction
of AI and Robots.

Learning outcomes

The Learning Outcomes of this course are as follows:

• By studying this course, students will be able to understand the nature of

automation and artificial intelligence with special reference to media
industries.
• They will be able to comprehend current trends and developments in news,
advertising, social media and political communication with respect to the use
of automation, AI, big data and the ensuing ethical challenges and issues.

SYLLABUS OF DSE-10:
52
UNIT – I (15 hours)

Unit I: Technologies, Terms and Concepts

• Big data and the algorithmic world

• Automation Technologies
• Algorithms: what are they, and why do they matter
• Automation in Media industry

UNIT – II (15 hours)

Unit II: Automation Applications

• Algorithmic journalism and computer assisted reporting

• News bots: automating news and information dissemination
• Digital Advertising and Algorithms
• Social Media Automation
• Political Campaigning and use of Data

UNIT – III (15 hours)

Unit III: Ethical Issues and Challenges

• Critical perspectives of AI, robots and ethics

• Human-machines communication
• Big Data, surveillance and privacy
• Fake news and open-source journalism

Practical component: (30 hours)

The students will prepare a comprehensive report on the media automation
applications in the industry. They will write a critical report on the use of Artificial
Intelligence and Robots in news and information dissemination.

Essential/recommended readings:

1. Gillespie, T. (2016). Algorithm. In B. Peters (Ed.), Digital keywords: A vocabulary of

information society and culture (pp. 18-30). Princeton: Princeton University Press.

53
2. Striphas, T. (2012). What is an algorithm? Culture Digitally.
3. Beer, D. (2017). The social power of algorithms. Information, Communication &
Society, 20(1), 1-13 (online first)
4. Napoli, P. M. (2014). On Automation in Media Industries: Integrating Algorithmic
Media Production into Media Industries Scholarship. Media Industries 1(1).
5. Lokot, T., & Diakopoulos, N. (2015). News bots: Automating news and information
dissemination on Twitter. Digital Journalism, 4(6), 682-699.
6. Woolley, S. C., & Howard, P. N. (2016). Political communication, computational
propaganda, and autonomous agents. International Journal of Communication,
10, 9. [Introduction to a special issue: “Automation, Algorithms, and Politics”
7. Gunkel, D. J. (2012). Communication and artificial intelligence: Opportunities and
challenges for the 21st century. Communication+ 1, 1(1), 1-25.
8. Gunkel, D. J. (2012). The machine question: Critical perspectives on AI, robots, and
ethics. Cambridge: MIT Press.
9. Lewis, S. C., & Westlund, O. (2016). Mapping the human–machine divide in
journalism. In T.Witschge, C. W. Anderson, D. Domingo, & A. Hermida (Eds.), The
SAGE handbook of digital journalism (pp. 341-353). London: SAGE.
10. Kreiss, D. (2016). Prototype politics: Technology-Intensive campaigning and the
data of democracy. Oxford: Oxford University Press.
11. Usher, N. (2016). Interactive journalism: Hackers, data, and code. Champaign, IL:
University of Illinois Press.
12. Anderson, C. W. (2013). Towards a sociology of computational and algorithmic
journalism. New Media & Society, 15(7), 1005-1021.
13. Lewis, S. C., & Usher, N. (2013). Open source and journalism: Toward new
frameworks for imagining news innovation. Media, Culture & Society, 35(5), 602-
619
14. Lewis, S. C., & Usher, N. (2014). Code, collaboration, and the future of journalism:
A case study of the Hacks/Hackers global network. Digital Journalism, 2(3), 383-
393.

54
15. McCoy, T. (2016, November 20). For the ‘new yellow journalists,’ opportunity
comes in clicks and bucks. The Washington Post.
16. Boczkowski, P. (2016). Fake news and the future of journalism. Nieman
Journalism Lab
17. Lewis, S. C., & Westlund, O. (2015). Big data and journalism: Epistemology,
expertise, economics, and ethics. Digital Journalism, 3(3), 447-466
18. Dörr, K. N. (2015). Mapping the field of algorithmic journalism. Digital Journalism,
4(6), 700-722.

Suggestive readings:

1. Perlich, C. (2013, May 13). How big data touches YOU: Tales from the digital
advertising world. Presentation given at the Governing Algorithms conference in
New York.
2. Neff, G., & Nagy, P. (2016). Talking to bots: Symbiotic agency and the case of Tay.
International Journal of Communication, 10, 17
3. Coddington, M. (2015). Clarifying journalism’s quantitative turn: A typology for
evaluating data journalism, computational journalism, and computer-assisted
reporting. Digital Journalism, 3(3), 331-348.
4. Bucher, T. (2016). ‘Machines don’t have instincts’: Articulating the computational
in journalism. New Media & Society, 1461444815624182
5. Kraemer, F., Overveld, K. V., & Peterson, M. (2011). Is there an ethics of
algorithms? Ethics and Information Technology, 13(3), 251-260

DISCIPLINE SPECIFIC ELECTIVE COURSE 11–(DSE-11): Development Journalism

Credit distribution, Eligibility and Pre-requisites of the Course

Course title Credits Credit distribution of the Eligibility Pre-

& Code course criteria requisite
Lecture Tutorial Practical/ of the
Practice course

55
 DSE-11 4 3 0 1 Passed NIL
Development Class XII
Journalism with
English
from List
A in
CUET

Learning Objectives

The Learning Objectives of this course are as follows:

• To familiarize students with an understanding and sensitivity towards
developmental concerns.

Learning outcomes

The Learning Outcomes of this course are as follows:

• By studying this course, students will be equipped with skills to write
development features and develop development material for different media
platforms.

SYLLABUS OF DSE-11:

UNIT – I (15 hours)

UNIT I: Development and Development Journalism

• Models of development, major development paradigms -dominant paradigm.

Alternative paradigm – participatory approach.
• Evolution of development journalism, agriculture extension, development
support communication,
• Communication for social change, media advocacy, new age media, use of ICTs
for development, Participatory development journalism

UNIT – II (15 hours)

UNIT II: Development stories:

• Researching and writing a development story,

• Development with a human face,
56
• Packaging of the development story,
• Development feature writing,
• Conflict of interests,
• mobilizing support for development.

UNIT – III (15 hours)

UNIT III: Media specific development coverage:

• The differences in approach between print and broadcast development

journalism,
• packaging attractive ideas, visuals and documentation,
• Folk media,
• community radio for local development,
• Niche, rural and tribal communication media, newspapers and magazines
• Development communication agencies and websites.
• Critical appraisal of mainstream media’s reporting of development issues.

Practical component: (30 hours)

Students under the guidance of the faculty must undertake visits to mohalla clinics,
NGOs, Women’s Self-Help groups, Special schools for underprivileged students and
other such initiatives in the city to develop content for blogs/ newsletters/magazines
from the visits. Interaction with rural journalists and video volunteers (eg. Khabar
Lehariya) must be arranged too.

Essential/recommended readings:

1. A Manual of Development Journalism – Alan Chalkley, Vikas Publications, 1970.

2. Participatory Communication, Working for change and development – Shirley

A .White, K Sadanandan Nair and Joseph Ascroft, Sage, 1994.

57
3. Development Communication and Media Debate – Mridula Menon, Kanishka
Publsihers, 1997.

4. India, the Emerging Giant – Arvind Panagariya, Oxford University Press, 2008.

5. Participatory Video, Images that Transform and Empower – Shirley A. White

(Editor), Sage Publications, 2003.

6. The Art of Facilitating Participation – Shirley A . White (Editor), Sage Publications,

1999.

7. Television and Social Change in Rural India – Kirk A. Johnson, Sage Publications,
1999

8. Communication, Modernization and Social Development. K. Mahadevan, Kiran

Prasad, Ito Youichi and Vijayan K. Pillai.

Suggestive readings:

1. Everybody Loves a Good Drought. Stories from India’s Poorest Districts, P. Sainath,
2000.

2. Designing messages for development communication: An audience participation-

based approach (communication and human values).by Bella M Mody, Sage
Publications, 1991.

3. Development Journalism/Communication: The Status of the Concept, Christine L.

Ogan, Sage, 1982

4. Development Journalism: What Next? An Agenda For The Press, D. V. R. Murthy,

Kanishka Publishers Distributors, 2006

5. Communication for Development: theory and practice for empowerment and social
justice, Melkote, Srinivas R, Steeves, H. Leslie, Sage (New Delhi), 2015

58
DISCIPLINE SPECIFIC ELECTIVE COURSE 12–(DSE-12): Research Methodology for
Media

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course title Credits Credit distribution of the Eligibility Pre-requisite

& Code course criteria of the course
Lecture Tutorial Practical/
Practice
DSE-12 4 3 0 1 Passed NIL
Research Class XII
Methodology with
for Media English
from List
A in CUET

Learning Objectives
The Learning Objectives of this course are as follows:
• To familiarise students on how to write a research paper and a research report.

Learning outcomes
The Learning Outcomes of this course are as follows:
• By studying this course, students will be able to write a research proposal and
undertake research. T
• Students will be equipped to work as researchers independently as well as for
various organisations.

SYLLABUS OF DSE-12:

UNIT – I (15 hours)

UNIT I: Introduction to Research and Basic Elements

• Definition, basic and applied research,

• Scientific approach, theoretical framework,
• Steps of research: selection of the problem, review of literature, statement of
hypothesis and research question, methodology and methods, research design,
sampling, data analysis and interpretation, presentation of results,
• Replication and ethical perspectives of mass media research
59
• Concepts and constructs,
• Independent and dependent variables,
• Nature of Measurement, levels of measurement, measurement scales, Specialized
Rating Scales, Reliability and Validity, Research question and Hypothesis

UNIT – II (15 hours)

UNIT II: Sampling and Methods

• Universe, population, need for sampling, sampling methods: probability and non-
probability, representativeness of the samples, sampling error, sample size
• Quantitative and Qualitative Techniques: content analysis, survey method,
audience and readership surveys, designing questionnaires, observation methods,
experimental research, case studies, field experiments, focus groups, intensive
interviews, longitudinal research, Historical research, Ethnographies, Textual
analysis, Discourse analysis

UNIT – III (15 hours)

UNIT III: Media Research Approaches

• Representational approach
• Media and the senses
• Academic writing, Citations, Bibliography

Practical component: (30 hours)

The students will present and submit a research proposal in his/her area of interest
under the guidance of the faculty.

Essential/recommended readings-

1. Wimmer, Roger, D and Dominick, Joseph,R. Mass Media Research, Thomson

Wadsworth, 2006, pgs1-60; 65-81;83-98.

2. Arthur Asa Berger. Media Research Techniques, Sage Publications, 1998.

60
3. John Fiske. Introduction to Communication Studies, Routledge Publications,1982.

4. David Croteau and William Hoynes. Media/Society: Industries, Images and Audiences,
Forge Press (For Case Studies) Amazon,2002.

5. Hall, Stuart. Representation: Cultural Representations and Signifying Practices. New

Delhi, Sage Publications, 1997.

6. Mankekar, Purnima. Screening Culture, Viewing Politics. Duke; 1999.

7. Buck-Morss, Susan. 1994. “The Cinema Screen as Prosthesis of Perception: A

Historical Account.” In The Senses Still, ed. Nadia Seremetakis, Chicago: University of
Chicago Press (Chapter 4).

8. Hirschkind, Charles. 2006. The Ethical Soundscape: Cassette Sermons and Islamic
Counterpublics. New York: Columbia University Press.

Suggestive readings-

1. Kothari, C.R. Research Methodology: Methods and Techniques, New Age International
Ltd. Publishers, 2004, pgs1-55; pp. 95-120.

2. Bertrand, Ina and Hughes, Peter. 2005. Media Research Methods; Audiences,
institutions, Texts. New York; Palgrave

Common Pool of Generic Elective (GE) Courses for

EVEN Semesters
NOTE: The Generic Electives for the EVEN SEMESTERS will also run for Semester VI
students.

61