.png?lmsauth=aeb003561ff92466c0363039bcfbf9b70d9841ad){kind=logo}
INVESTIGATIVE JOURNALISM - JRN232 Spring 2025
Course
Katerina Santurova
Investigative reporting is a demanding journalistic field that requires a combination of ever-changing digital research skills and old-fashioned shoe leather reporting. This course aims to introduce students to both components, so they could decide whether investigative journalism is the right path for them. They will learn about various types of tools available to investigative reporters and probe them in class assignments. The class will also engage in discussions about ethics related to investigative reporting, including source protection, use of hidden cameras, whistleblowing, and weighing in source intentions. Students will work in teams to report and write a final project either on a topic of their choice, or assigned by their lecturer.
Course Title
Course code: 232
Term and year: Spring 2025
Day and time: Friday, 8:15 – 11:00
Instructor: Mgr. Katerina Santurova, M.S.
Instructor contact: katerina.santurova@aauni.edu, +420 608179655
Consultation hours: one hour after class
|
Credits US/ECTS |
3/6 |
Level |
Intermediate |
|
Length |
15 weeks |
Pre-requisite |
Reporting I or Editing and Publishing I |
|
Contact hours |
42 hours |
Grading |
|
1. Course Description
Investigative reporting is a demanding journalistic field that requires a combination of ever-changing digital research skills and old-fashioned shoe leather reporting. This course aims to introduce students to both components, so they could decide whether investigative journalism is the right path for them. They will learn about various types of tools available to investigative reporters and probe them in class assignments. The class will also engage in discussions about ethics related to investigative reporting, including source protection, use of hidden cameras, whistleblowing, and weighing in source intentions. Students will work in teams to report and write a final project either on a topic of their choice, or assigned by their lecturer.
2. Student Learning Outcomes
Upon completion of this course, students should be able to:
· develop a practical and professional understanding of investigative reporting
· gain an insight into the tools and reporting techniques used by investigative reporters
· build on their existing reporting, interviewing, and writing skills
· build on their critical thinking and problem solving skills, develop instincts for recognizing conflict of interest and corruption
· develop teamwork skills
· develop a continual learning mentality required of investigative reporters
· learn about fast-developing investigative beats
3. Reading Material
Required Materials
- Bernstein, Carl; Woodward, Bob: All the President’s Men; Simon and Schuster; Dec 11, 2012; ISBN 1471104664, 9781471104664 (or any other edition of the 1974 classic)
- Bellingcat Toolkit: https://www.bellingcat.com/resources/2024/09/24/bellingcat-online-investigations-toolkit/
Recommended Materials
- Global Investigative Journalism Network, Reporting Tools & Tricks: https://gijn.org/topic/reporting-tools-tips/
- Houston, Brant; Horvit, Mark; Investigate Reporters & Editors, Inc.: The Investigative Reporter’s Handbook 6th Edition; Bedford/St. Martin's; June 1, 2020, ISBN 1319102840 978-1319102845
- Investigative Reporters & Editors website, digital resources linked to chapters of The Investigative Reporter’s Handbook: https://www.ire.org/resources/investigative-reporters-handbook-sixth-edition-resources/
4. Teaching methodology
The class content will be delivered through a combination of lectures, class discussions, assigned reading, practical in-class exercises, and homework team assignments. The students will also learn new research skills from several specialist guest speakers. The assigned reading listed in the schedule may be supplemented by newspaper and/or magazine stories and other short reading relevant to class topics.
5. Course Schedule
|
Date |
Class Agenda |
|
Session 1 January 31 |
Topic: Introduction to Investigative Reporting Description: How investigative journalism differs from other beats, what makes a project investigative, areas often covered by investigative reporters, getting a tip v. unearthing a story in a mass of data, importance of accuracy and verification in the light of potential consequences, avoiding personal bias. Reading: Assignments/deadlines: class participation |
|
Session 2 February 7 |
Topic: Reporting for an Investigative Project Description: Basic overview of research tools and reporting methods; importance of detailed note keeping, practical tips on avoiding technical issues, research storage, accurate interview transcripts and quoting; pitfalls of human memory; attention to detail and color; everyone deserves to react: approaching all sides to a story. Reading: All the President’s Men, Chapter 1-2 Assignments/deadlines: class participation |
|
Session 3 February 14 |
Topic: How to Find and Interview People Description: Overview of various tools used to profile and background a person, finding contact information for a story subject, approaching strangers, importance of being prepared for a one-time chance of interviewing a story subject. Real-life examples. Reading: Relevant sections of the Bellingcat Toolbox and The Investigative Reporter’s Handbook; All the President’s Men, Chapter 3-4 Assignments/deadlines: Assignment 1: compile a list of backgrounding/research tools relevant for your country |
|
Session 4 February 21 |
Topic: Finding Information about Businesses Description: Overview of various business and corporate databases. What kind of business information tells a story. Reading: Relevant sections of the Bellingcat Toolbox and The Investigative Reporter’s Handbook; All the President’s Men, Chapter 5-6 Assignments/deadlines: continue in compiling a list of business/corporate databases/tools relevant for your country |
|
Session 5 February 28 |
Topic: Developing Sources, Source Intentions, Source Protection Description: Gaining trust of your sources, keeping promises, asking cui bono when a tip is served on a silver platter, on the record/for attribution, on background, off the record. Relevant case studies. Reading: All the President’s Men, Chapter 7-8 Assignments/deadlines: Assignment 1 due; Assignment 2: profiling/backgrounding a person or a business |
|
Session 6 March 7 |
Topic: Trespassing, Ethics of Hidden Camera Use Description: Highlights from the assignment 1 lists. A basic overview of legal protection of journalists, when secret taping is an acceptable reporting method, regional differences. Examples. Reading: All the President’s Men, Chapter 9-10; NBCU Academy on, When To Use Hidden Cameras: https://nbcuacademy.com/hidden-cameras/ Assignments/deadlines: Class participation, working on assignment 2 |
|
Session 7 March 14 |
Topic: Introduction to Fact-Checking and Photo Verification, Detecting AI Images (Guest Speaker) Description: Examples of fact-checking methods, importance of archiving, reverse image search, tips to tell real images from fakes. Reading: Relevant section of the Bellingcat Toolbox; https://insight.kellogg.northwestern.edu/article/ai-photos-identification# Assignments/deadlines: Assignment 2 due, in-class deep fakes detection exercise |
|
Session 8 March 21 |
Topic: Assignment Feedback Session Description: Class discussion about their first reporting and writing assignments, feedback on edits. Work on rewrites. Creating teams and discussing story ideas for a final project. Reading: All the President’s Men, Chapter 11-12 Assignments/deadlines: Gathering story ideas for a final project |
|
|
Mid-term break |
|
Session 9 April 4 |
Topic: Geolocation Methods (Guest Speaker) Description: Introduction to tools and methods used to pinpoint a location in an image. Reading: Relevant section of the Bellingcat Toolbox Assignments/deadlines: In-class exercise |
|
Session 10 April 11 |
Topic: Basics of Data Journalism and OSINT (Guest Speaker) Description: Introduction to open source intelligence and data journalism Reading: Relevant sections of the Bellingcat Toolbox, The NBCU Academy, Investigative Reporting 101: https://nbcuacademy.com/investigative-reporting/ Assignments/deadlines: In-class exercise, working on final projects |
|
Session 11 April 18 |
Topic: Turning Reporting into a Compelling (Investigative) Story Description: Using feature writing techniques in writing investigative pieces, avoiding overwhelming audiences with heaps of boring data, writing clearly about numbers. Discussion about successful examples. Reading: All the President’s Men, Chapter 13-14 Assignments/deadlines: In-class exercise, working on final projects |
|
Session 12 April 25 |
Topic: Whistleblowers and International Cooperation on Investigative Projects (Guest Speaker) Description: The role of whistleblowers, how investigative journalists form networks to report massive document leak stories. Reading: All the President’s Men, Chapter 15-16 Assignments/deadlines: Working on final projects |
|
Session 13 May 2 |
Topic: Safety, Dangers of the Job, and Getting Sued and/or Jailed (Guest Speakers) Description: Discussion about staying safe, potential threats, and libel law suits. Global and regional case studies. Reading: The Judith Miller case: https://firstamendment.mtsu.edu/article/judith-miller/ Assignments/deadlines: Final projects due |
|
Session 14 May 9 |
Topic: Final Assignment Feedback Session Description: Presenting and discussing final projects. Evaluating class goals and reviewing covered material. Reading: All the President’s Men, Chapter 17 Assignments/deadlines: class participation |
6. Course Requirements and Assessment (with estimated workloads)
|
Assignment |
Workload (hours) |
Weight in Final Grade |
Evaluated Course Specific Learning Outcomes |
Evaluated Institutional Learning Outcomes* |
|
Attendance and In-Class Participation |
42 |
30% |
Activity in class discussions and exercises, ability to discuss assigned reading, ability to demonstrate understanding of class topics, attendance |
2, 3 |
|
In-class Exercises |
N/A (included in 42) |
10% |
Ability to demonstrate understanding of class topics and use investigative reporting tools and reporting techniques introduced in class |
1, 3 |
|
First Assignment |
8 |
15% |
Ability to use research skills and demonstrate critical thinking skills |
1, 2, 3 |
|
Second Assignment |
30 |
20% |
Ability to use investigative reporting tools and reporting techniques introduced in class, ability to work in a team, demonstrate problem solving and critical thinking skills, use reporting and writing skills |
1, 2, 3 |
|
Final Project |
70 |
25% |
Ability to use investigative reporting tools and reporting techniques introduced in class, ability to work in a team, demonstrate problem solving and critical thinking skills, use reporting and writing skills |
1, 2, 3 |
|
TOTAL |
150 |
100% |
|
|
*1 = Critical Thinking; 2 = Effective Communication; 3 = Effective and Responsible Action
7. Detailed description of the assignments
Assignment 1:
Attendance and in-class participation
Assessment breakdown
|
Assessed area |
Percentage |
|
Active participation in class |
50 |
|
Demonstrated understanding of class topics and assigned readings |
50 |
Assignment 2:
In-class exercises
Assessment breakdown
|
Assessed area |
Percentage |
|
Demonstrated understanding of class topics |
50 |
|
Active effort to use techniques and tools introduced in class |
50 |
Assignment 3:
First Assignment: compile a list of backgrounding/research tools relevant for your country
Assessment breakdown
|
Assessed area |
Percentage |
|
Demonstrated understanding of class topics |
50 |
|
Ability to complete projects |
50 |
Assignment 4:
Second Assignment: profiling/backgrounding a person or a business
Assessment breakdown
|
Assessed area |
Percentage |
|
Actively pitching and discussing assignment ideas |
20 |
|
Active effort to use tools and techniques introduced in class |
20 |
|
Demonstrated ability to work in a team and contribute equally to a joint project |
20 |
|
Ability to finish projects |
20 |
|
Constructive approach to suggestions and critique |
20 |
Assignment 5:
Final Project
Assessment breakdown
|
Assessed area |
Percentage |
|
Actively pitching and discussing assignment ideas |
20 |
|
Active effort to use tools and techniques introduced in class |
20 |
|
Demonstrated ability to work in a team and contribute equally to a joint project |
20 |
|
Ability to finish projects |
20 |
|
Constructive approach to suggestions and critique |
20 |
8. General Requirements and School Policies
General requirements
All coursework is governed by AAU’s academic rules. Students are expected to be familiar with the academic rules in the Academic Codex and Student Handbook and to maintain the highest standards of honesty and academic integrity in their work. Please see the AAU intranet for a summary of key policies regarding coursework.
Course specific requirements
There are no special requirements or deviations from AAU policies for this course.
Here is the course outline:
1. Introduction to Investigative Reporting
Jan 31 8:15am .. 11:15am
How investigative journalism differs from other beats, what makes a project investigative, areas often covered by investigative reporters, getting a tip v. unearthing a story in a mass of data, importance of accuracy and verification in the light of potential consequences, avoiding personal bias. |
2. Reporting for an Investigative Project
Feb 7 8:15am .. 11:15am
Basic overview of research tools and reporting methods; importance of detailed note keeping, practical tips on avoiding technical issues, research storage, accurate interview transcripts and quoting; pitfalls of human memory; attention to detail and color; everyone deserves to react: approaching all sides to a story. |
3. How to Find and Interview People
Feb 14 8:15am .. 11:15am
Overview of various tools used to profile and background a person, finding contact information for a story subject, approaching strangers, importance of being prepared for a one-time chance of interviewing a story subject. Real-life examples. |
4. Finding Information about Businesses
Feb 21 8:15am .. 11:15am
Overview of various business and corporate databases. What kind of business information tells a story. |
5. Developing Sources, Source Intentions, Source Protection
Feb 28 8:15am .. 11:15am
Gaining trust of your sources, keeping promises, asking cui bono when a tip is served on a silver platter, on the record/for attribution, on background, off the record. Relevant case studies. |
6. Trespassing, Ethics of Hidden Camera Use
Mar 7 8:15am .. 11:15am
Highlights from the assignment 1 lists. A basic overview of legal protection of journalists, when secret taping is an acceptable reporting method, regional differences. Examples. |
7. Introduction to Fact-Checking and Photo Verification, Detecting AI Images (Guest Speaker)
Mar 14 8:15am .. 11:15am
Examples of fact-checking methods, importance of archiving, reverse image search, tips to tell real images from fakes. |
8. Assignment Feedback Session
Mar 21 8:15am .. 11:15am
Class discussion about their first reporting and writing assignments, feedback on edits. Work on rewrites. Creating teams and discussing story ideas for a final project. |
9. Geolocation Methods (Guest Speaker)
Apr 4 8:15am .. 11:15am
Introduction to tools and methods used to pinpoint a location in an image. |
10. Basics of Data Journalism and OSINT (Guest Speaker)
Apr 11 8:15am .. 11:15am
Introduction to open source intelligence and data journalism, |
11. Turning Reporting into a Compelling (Investigative) Story
Apr 18 8:15am .. 11:15am
Using feature writing techniques in writing investigative pieces, avoiding overwhelming audiences with heaps of boring data, writing clearly about numbers. Discussion about successful examples. |
12. Whistleblowers and International Cooperation on Investigative Projects (Guest Speaker)
Apr 25 8:15am .. 11:15am
The role of whistleblowers, how investigative journalists form networks to report massive document leak stories. |
13. Safety, Dangers of the Job, and Getting Sued and/or Jailed (Guest Speakers)
May 2 8:15am .. 11:15am
Discussion about staying safe, potential threats, and libel law suits. Global and regional case studies. |
14. Final Assignment Feedback Session
May 9 8:15am .. 11:15am
Presenting and discussing final projects. Evaluating class goals and reviewing covered material. |