Critical Topics in Digital Discourse

The course is part of Master in Communication (N2CMN).

A bachelor's degree of 180 credits, of which a minimum of 90 credits in a major subject.

Applicants must have sufficient English language competence: English 6 from SwedishUpper Secondary School or the equivalent level of an internationally recognized test, forexample TOEFL, IELTS.

This course is dedicated to in-depth reading and debate on current and emerging topics in digital media. Lectures, seminars, and assessments will focus on students developing the ability to understand critical debates on and around digital media and cultivating students’ ability to independently formulate their own critical responses to those debates. Possible topics of reading and discussion include ethics of AI, the role of power in creating biased information systems, environmental impacts of digital infrastructures, and questions of privacy and freedom in online communications.

On successful completion of the course the student will be able to:

Knowledge and understanding

• understand key concepts, developments and problems in current critical debates around digital media; 

Competence and skills

• analyze a text through a systematic approach to annotation and revision;
• explain and apply key concepts in critical media/communication studies;
• formulate innovative critical questions in light of oversights, limits, and ambiguities in academic texts;
• practice dialogue and open-ended discussion as a method of critical inquiry and intellectual collaboration.

Lectures, seminars, workshops, group work, case-studies, and exercises in writing and speaking.

Language of instruction: English

At the end of the course, students are assessed based on their work during the course, done both individually and in groups, and an individual written reflection. Students are assessed based on a dossier compiling and documenting written and class exercises, supplemented by a critical reflection on findings (7.5 credits).

This course requires sufficiently regular attendance and engagement in class to complete in-class exercises and group project. If student attendance or participation is infrequent or irregular, the examiner may decide to provide an alternative written examination (e.g., written commentaries on readings and lectures).

Reassessment

Dossier of reading responses, supplemented by a critical reflection.

If a student who has twice received a failing grade for the same examination component wishes to change examiner ahead of the next examination session, such a request should be made to the department in writing and should be approved by the department unless there are special reasons to the contrary (Chapter 6 Section 22 of the Higher Education Ordinance).

If a student has received a recommendation from the University of Gothenburg for study support for students with disabilities, the examiner may, where it is compatible with the learning outcomes of the course and provided that no unreasonable resources are required, decide to allow the student to sit an adjusted exam or alternative form of assessment.

In the event that a course has ceased or undergone major changes, students are to be guaranteed at least three examination sessions (including the ordinary examination session) over a period of at least one year, but no more than two years after the course has ceased/been changed. The same applies to internships and professional placements (VFU), although this is restricted to just one additional examination session.

The grading scale comprises: Pass (P) and Fail (U) for all assessments.

For the grade Pass (P) on the course, Pass (P) is required on all assignments.

After completion of the course the students are to be given the possibility of participating in a course evaluation anonymously. The results of the evaluation and possible changes to the course brought about as a result of the course evaluation will be shared with students who participated in the evaluation and new students at the beginning of the next course.

Additionally, the course coordinator will conduct a mid-term informal evaluation during the course, which will provide the course coordinator with the opportunity of incorporating students’ feedback in the second half of the course.

The use of generative AI tools is allowed for completing the written assignments, so long as students document their use of the tool (e.g., a record of prompts and revisions used to complete the assessment).