4100A – 5508A – Professional Practices – Specialized Media
Investigative Journalism Project
Fall 2021
Mondays
8:35 am – 11:25 pm
Nicol Building 4050 – hybrid
David McKie
Office hours: By appointment
Phone 613-290-7380
Email: @davidmckiec@gmail

David, Fred Vallance-Jones, Rob Cribb and Dean  Jobb are co-authors of
Digging Deeper Third Edition

David McKie, Jim Bronskill
Your Right To Know

 

COURSE DESCRIPTION

This course will give students the skills:

• to identify issues for investigation and in-depth research within a defined topic;
• to conduct that research;
• to find stories in the data and information;
• to discover information and data, assemble and present the data in an engaging and informative format, including online graphics packages;
• to conduct interviews and follow-up research;
• to write and build online stories using multiple media formats, choosing and using the best format for each element in each story;
• to produce finished packages of information on the selected subjects.

The course, to be delivered as a hybrid model, will teach you how to take a deep dive into an investigative project, from pitch to final project and potential follow-up.

You will have the option of working as part of a national investigative project under the leadership of the Institute for Investigative Journalism at Concordia University in Montreal, or the Investigative Journalism Bureau at the University of Toronto. Details about the partnership for the latest project will be explained during the first class.

For those who would rather pursue a more independent path, you will have the option to stick to the same themes of the institute and bureau investigations, which would still allow you to tap into the research of other students across the country.

And for those who want to do something entirely different, you will have the option to explore ideas with the guidance of the group and instructor. Pitches must be accepted BEFORE work can begin. A more independent path will allow you to pursue a story you’ve always wanted to explore but never had the time. This course is also designed to give you that option, too.

The aim is publishing on a time table to be determined based on factors such as newsworthiness. and the schedules of  the publications in question. The National Observer and/or Capital Current will be possible venues for your work.

The course will operate like a project, with each group pitching its ideas on how to approach the issue, doing the research, deciding on story elements and producing the finished package. As part of that process, each group will submit regular progress reports to be reviewed with the instructor to ensure you stay on target to produce the most up-to-date drafts at the end of the term.

REQUIRED TEXTS AND READING

Digging Deeper 3rd Edition

Optional: Your Right To Privacy: Minimize Your Digital Footprint

Canadian Press Style Guide: An Overview

ASSIGNMENTS

More detail will be provided in D2L a week in advance of the due date; a full assignment
description is posted at least one week in advance.

Assignments

Assignment	Description	Value	Due Date
An in-class group presentation about your topic	This presentation, based on each group’s initial research, will be written up as a PowerPoint and presented in class. Each member will be required to participate with a discussion about their contribution.	15% (group)	Sept. 27
Access-to-information requests	This will be formal request based on the criteria discussed the previous week and reading Chapter 10 in Digging Deeper	15% (individual)	Oct 4
An in-class group story pitch	You will be required to complete this “Watchdog: Storyboarding worksheet” courtesy of the Investigative Reporters and Editors. Each member will be required to participate with a discussion about their contribution.	15% (group)	October 18
Overall final story package or latest draft	This will be the final draft to take the form of a pitch, or draft story if your research progresses that far.	15% (Group)	Dec. 13
Individual story work during term	Broken down by who does what within each group. Each person will be required to share a Google Sheet with tables containing entries for each task, which would include searching for public records, filing access-to-information requests and conducting background interviews.	15% (individual)
Weekly group project updates.	From week six to week 13 indicating progress and status of major elements of the story package. This, too, can be shared in a Google Sheet.	10% (group)
Professionalism	This grade will be a combination of your participation in class based on the assigned readings, and your work following the video tutorials.	15% (individual)

Rubrics

Grading rubric for assignment one:  An in-class group presentation about your topic

	Excellent (A- to A+)	Good (B- to B+)	Below expectations (C+ and below)
Research and understanding (33.33%)	Has a clear understanding of the story’s focus and is able to identify the major players.	Has a good, general understanding of the story and its main characters,  but has some gaps in the explanation.	Has a poor understanding of the story and its focus and is unable to explain it clearly.
Analysis and thinking (33.33%)	Shows an excellent  understanding of the types of records that were used and whether they were employed effectively.	Shows a good understanding of the  types of records used and whether they were employed effectively.	Shows a poor understanding of the  types of records used and whether they were employed effectively.
Writing and presentation (33.33%)	Writing is crisp and clear. Words are carefully chosen and spelled correctly. Follows CP style.	Writing is generally sound, but may contain a few poorly crafted sentences. Minor spelling mistakes and/or problems with CP style.	Writing is unclear or word choice not ideal, or major problems with punctuation. Several spelling mistakes and/or major problems with CP style. F: misspelled name

Grading rubric for assignment two: filing access-to-information requests

	Excellent (A- to A+)	Good (B- to B+)	Below expectations (C+ and below)
Filing of a federal request (33.3%)	Has conducted the legwork necessary to file at least two well-researched, properly worded requests at this level.	Has done the legwork, but has only filed one request and conducted some research.	Has neglected to file a request and has done no research.
Filing at the provincial level (33.3%)	Has conducted the legwork necessary to file at least one well-researched and properly worded request at this level.	Has done the legwork for one request with some research and adequate wording.	Has neglected to file a request and has done no research. .
Filing af the municipal level (33.3%)	Has conducted the legwork necessary to file at least one request at this level.	Has conducted the legwork necessary and shows evidence that a request will be filed.	Has neglected to file a request and has done no research.

Grading rubric for third assignment:  An in-class group story pitch and completing a Watchdog: Storyboarding worksheet

	Excellent (A- to A+)	Good (B- to B+)	Below expectations (C+ and below)
Quality of the story idea (33.3%)	It is a brand new story or novel treatment of a well-known story.	It contains some new elements, but needs work.	Focus is old, irrelevant or unclear.
The quality of the records (33.3%)	The public records shed new light on the story and advance our knowledge and will be an integral part of the story.	The records cover some new ground and can be used sparingly.	The records are of little to no use.
The quality of the multimedia elements. (33.3%)	The multimedia elements add value to the public records in the story you are pitching because they are up to date, and provide a level of detail not contained in the records.	The elements provide valued-added content, but mostly are repetitions of what we already know in the proposed story.	The elements are unclear and provide no new information.

Grading rubric for fourth assignment:  Overall final story package or latest draft

	Excellent (A- to A+)	Good (B- to B+)	Below expectations (C+ and below)
Quality of the story idea (33.3%)	It is a brand new story or novel treatment of a well-known story.	It contains some new elements, but needs work.	Focus is old, irrelevant or unclear.
The quality of the records (33.3%)	The public records shed new light on the story and advance our knowledge and will be an integral part of the story.	The records cover some new ground and can be used sparingly.	The records are of little to no use.
The quality of the multimedia elements. (33.3%)	The multimedia elements add value to the public records in the story you are pitching because they are up to date, and provide a level of detail not contained in the records.	The elements provide valued-added content, but mostly are repetitions of what we already know in the proposed story.	The elements are unclear and provide no new information.

Grading rubric for individual story work during term

	Excellent (A- to A+)	Good (B- to B+)	Below expectations (C+ and below)
Keeping track of your work (33.3%)	Completes the workflow forms at least three times a week, which includes monitoring the Google alerts on your topic, filing formal and informal access-to-information requests, searching for public records and conducting background interviews.	Completes the workflow forms at least twice a week, which includes monitoring the Google alerts on your topic, filing informal and formal requests, searching for public records and conducting background interviews.	Completes the workflow forms once a week, which includes monitoring the Google alerts on your topic, filing informal and formal requests, searching for public records and conducting background interviews.
The quality of the records (33.3%)	Your public records shed new light on the story and advance our knowledge and will be an integral part of the story.	The records cover some new ground and can be used sparingly.	The records are of little to no use.
The quality of the multimedia elements. (33.3%)	Keeping track of multimedia elements that can be used for the project that shed new light.	Keeping track of multimedia elements that can be used for the project that shed some new light.	Keeping track of multimedia elements that can be used for the project that shed little or no new light.

Grading rubric for weekly group project updates

	Excellent (A- to A+)	Good (B- to B+)	Below expectations (C+ and below)
Quality of the story idea (50%)	Progress is updated once a week in a Google doc that includes the highlights of group discussions, progress, setbacks and challenges.	Progress is updated once every two weeks in a Google doc that includes the highlights of group discussions, progress, setbacks and challenges.	Progress is updated once a month in a Google doc that includes the highlights of group discussions, progress, setbacks and challenges.
The quality of the records (50%)	There is clear evidence of a to-do list for the following week.	There is some evidence of a to-do list for the following week.	There is no evidence of a to-do list for the following week.

Grading rubric for professionalism

	Excellent (A- to A+)	Good (B- to B+)	Below expectations (C+ and below)
Class attendance (33.3%)	Attendance ninety per cent of the time	Attendance 80 per cent of the time	Attendance less  than 60 per cent
Completing video tutorials (33.3%)	Completes the tutorials and is able to duplicate the work when tested.	Completes the tutorials, but is only able to partially complete the work when tested.	Does not complete the tutorials and can not complete the work when tested.
Participation (33.3%)	Participates during class discussions without being asked, and completes the assigned readings.	Participates during class discussions but has to be asked, and completes the assigned readings.	Does not participate during class discussions and does not complete the assigned readings.

The specific details for each assignment can be found on the week-by-week section on Brightspace or my WordPress site.

That is also the place to find details about what we are doing in class each week of the term.

COMMUNICATIONS WITH STUDENTS

All communications with the class will be done virtually, the old-fashion way — phone, or email using the gmail address (davidmckiec@gmail.com) located at the top of the syllabus. Email and Google drive are the methods we will use to exchange information about pitches, progress reports and stories.

You must check the syllabus regularly to stay on top of what is happening in the class from week to week,  as class plans may change to reflect project developments during the term, or the availability of guest speakers etc.

DEADLINES

The specific deadlines for each assignment are outlined in assignment notes posted within the weekly description of course content and at the top of this syllabus.

All written assignments should be completed in MS Word format in 12-point type, double-spaced. Finished material or links to material should be e-mailed to me by the deadlines noted on the syllabus. Marked assignments will be returned promptly with my comments. Please keep an electronic copy of each finished assignment you submit and also keep copies of the returned, graded assignments.

You are responsible for filing all your assignments on time. It is not acceptable to have others file assignments for you. A missed deadline can mean you failed the assignment.

GRADING

There is no final exam in this course. The final grade for the course will be determined as follows:

Assignment	Percentage
Group presentation on your topic	15
Group story pitch of your project	15
Individual story work during the term	20
Final package	15
Weekly group project updates from week six	10
Professionalism	10
Group project template for outsiders	10
Final project critique	5
Total	100

The normal journalistic standards will apply to all assignments. Work must be submitted on time with penalties for missing deadlines. Assignments should be clear, concise, engaging and interesting, with special emphasis on originality and innovative ways of telling stories for a general audience.  Written stories should comply with Canadian Press style. Style errors in your copy will result in a lower grade.

The grade for professionalism will reflect participation in class discussions, in-class exercises, your work habits and how you present yourself as a journalist.

GRADING DETAILS

For undergraduate students: The passing grade for this course is a grade of C

Questions or appeals about your grade on assignments or other graded components of the course should be raised with the instructor no later than seven business days after the grade has been issued, as explained in the university’s undergraduate academic regulations (2.7 and 2.8). Your final course grade is based on grades earned throughout the term on the assignments and other graded components listed in the syllabus. This means requests to raise an overall course grade at the end of the term or year cannot be considered.

Standing in a course is determined by the course instructor subject to the approval of the faculty dean. This means that grades submitted by an instructor may be subject to revision. No grades are final until they have been approved by the dean.

*******

For graduate students: The passing grade for this course is a grade of B minus

Informal questions or appeals about your grade on assignments or other graded components of the course should be raised with the instructor no later than seven business days after the grade has been issued.

For information about the formal grade review process, please see the graduate regulations: http://calendar.carleton.ca/grad/gradregulations/administrationoftheregulations/#15

Standing in a course is determined by the course instructor subject to the approval of the faculty dean. This means that grades submitted by an instructor may be subject to revision. No grades are final until they have been approved by the dean.

GRADING CRITERIA

Professionalism matters here, as it will throughout your careers. This is a professional school, so you will be expected to meet professional standards in both assignments and conduct.

Regarding assignments, meeting professional standards means completing them according to the criteria outlined in class and in the course outline, as well as submitting them on time. If you are unclear about the requirements for any assignment, it is your responsibility to ask the instructor for clarification well before the assignment is due.

Assignments will be graded for both their journalistic and production values. Marks for journalistic values will be based on the strength or newsworthiness of the story idea; the difficulties overcome in gathering the necessary research, interviews, photos and other elements critical to the story; the depth of the research, the strength and relevance of the audio clips, photos and other elements to the focus of the report; and the accuracy of all the details. Marks for presentation will be for adherence to the style and format for assignments outlined in class; the organization of the material; the clarity and effectiveness of the storytelling; the creative use of photos, sound, audio interviews and other interactive elements. Where the relative quality of reporting and presentation vary significantly, separate grades will be indicated and the final grade for the assignment will be an average of the two.

Letter grades will be awarded to each assignment within the following range:

An A-range grade will be awarded to excellent work. Generally, that means stories or story packages which are newsworthy, complete, clear, well-written, original, multi-sourced with primary records, use compelling interview clips, photos and other interactive elements and are ready for publication without little or no editing.

A B-range grade will be awarded to solid work. That means stories or story packages which may include good reporting and research, interesting interview quotes/clips, strong photos, appropriate audio material etc. but may be lacking in one or more of the elements — especially primary records — required for A-range work listed above.

Grades of C or D will be awarded to sub-standard work — stories that are missing several of the elements listed above.

An F may be given to stories that are late; contain significant errors of fact; misspell the name of a person or a place; fail to meet the requirements of the assignment; or seriously violate the School’s Ethics and Professional Standards.

ACADEMIC INTEGRITY

This course abides by Carleton University’s Academic Integrity Policy. Acts of academic dishonesty include, but are not restricted to, plagiarism and unauthorized resubmission of work, and will be dealt with accordingly. Plagiarism is a serious offence, which cannot be resolved directly between the student and the course instructor. Penalties are not trivial. They can include a final grade of “F” for the course.

• Do not, under any circumstances, present someone else’s work as your own.
• Do not download and/or copy any files, stories, photos, audio or video you find online or elsewhere and use them as your own.
• Do not fabricate sources of information.
• Do not invent facts.
• Do not interview relatives, friends or acquaintances unless you have permission from the instructor.

For undergraduate students: Undergraduate Calendar section 12.0 Academic Integrity http://calendar.carleton.ca/undergrad/regulations/academicregulationsoftheuniversity/ or http://carleton.ca/senate/wp-content/uploads/Academic-Integrity-Policy1.pdf. If an academic offence is suspected, it will be referred to the Office of the Dean of the Faculty of Public Affairs. The Associate Dean of the faculty will conduct a rigorous investigation, including an interview with the student, when an instructor suspects a piece of work has been plagiarized.

For graduate students: General Regulations, Section 19, of the Graduate Calendar http://calendar.carleton.ca/grad/gradregulations/. If an academic offence is suspected, it will be referred to the Office of the Dean of the Faculty of Graduate and Postdoctoral Affairs.

ETHICS AND PROFESSIONAL STANDARDS

This is a professional school, and you’ll be held to professional standards in both assignments and conduct. As a student of journalism, you must read and adhere to the School’s policies.

2. Our ethics policy sets out the rules of behaviour that you, as students and journalists, are expected to follow as you carry out your assignments for this course. One of the rules, for example, makes clear that you must not interview relatives or friends for your story, except in rare and special circumstances and with the advance permission of the instructor.
3. Our publishing policy requires certain authorizations before journalistic coursework can be published outside of the class. In addition, your sources must understand that any assignments they are associated with may be published outside of class.
4. Our policy on electronic media usage requires that you follow copyright regulations with respect to your use of all materials culled from the Internet. For example, you cannot use any pictures you find online in your assignments unless you get written permission from the copyright holder to use them and submit it to the instructor.

Undergraduates can find all three policies on this page https://carleton.ca/sjc/journalism/undergraduate-studies/resources-current-undergraduate-students/

Graduates can find all three policies here https://carleton.ca/sjc/journalism/graduate-studies/resources-current-students/

You are expected to be familiar with these policies and apply them to your work. Failure to abide by them will adversely affect your standing in the course.

COURSE POLICIES

Attendance: Attendance is mandatory. You must attend at least 9 (nine) classes in order to pass the course. If you miss more than three classes, (not including an apprenticeship) it’s an automatic fail. If you’re absent for medical reasons, you must provide the appropriate medical documentation.

You are expected to arrive promptly, not five or 10 minutes late, and not to leave class for extended breaks or to take calls. When you’re late or away, you miss material that has to be repeated. If you have a valid reason for missing a class, advise me before by e-mail, not through a friend or classmate, just as you would an employer.

Academic Advice: For undergraduate students: If you have questions about the journalism program, degree requirements, your standing in the program or your academic audit, you should contact your Undergraduate Administrator Joan Thompson at joan.thompson@carleton.ca or Undergraduate Supervisor Randy Boswell at randy.boswell@carleton.ca

For graduate students: If you have questions about the journalism program, degree requirements, your standing in the program or your academic audit, you should contact your Graduate Administrator Jana Lynde-Smith at JenaLyndesmith@cunet.carleton.ca  or Graduate Supervisor Kanina Holmes at http://KaninaHolmes@cunet.carleton.ca

Apprenticeships – It’s possible you will have an apprenticeship this term. BJ3/MJ1 students may miss no more than one week of journalism courses (and in-class assignments) per academic year while on an apprenticeship. BJ4/MJ2 students may miss no more than two weeks. Please consult with me before you schedule a placement.

Deadlines – As a journalist you can’t miss them. As a journalism student, you’re not allowed to, either: a missed deadline means you fail the assignment. Exemptions due to personal illness, family tragedy or other exceptional circumstances must be arranged ahead of time whenever possible and be supported by documentation.

Electronics – Phones, tablets, laptops—please keep them muted, closed and out of sight while class is in session. Staying focused on what’s going on in the classroom will help you learn—but don’t just take my word for it. During our virtual meetings, the temptation may be greater to tune out. Please resist the temptation to do so. Read this: http://journals.sagepub.com/doi/10.1177/1469787417721382

You’ll have breaks during our class time to step away from your computer.

Intellectual property – Classroom teaching and learning activities, including lectures, discussions, presentations, etc., by both instructors and students, are copy protected and remain the intellectual property of their respective author(s). All course materials, including PowerPoint presentations, video tutorials, outlines, and other materials, are also protected by copyright and remain the intellectual property of their respective author(s). Students registered in the course may take notes and make copies of course materials for their own educational use only. Students are not permitted to reproduce or distribute lecture notes and course materials publicly for commercial or non-commercial purposes without express written consent from the copyright holder(s).

REQUESTS FOR ACADEMIC ACCOMMODATION

You may need special arrangements to meet your academic obligations during the term. For an accommodation request, the processes are as follows:

Pregnancy obligation – Please contact your instructor with any requests for academic accommodation during the first two weeks of class, or as soon as possible after the need for accommodation is known to exist. For more details https://carleton.ca/equity/accommodation/pregnancy-accommodation-form/

Religious obligation – Please contact your instructor with any requests for academic accommodation during the first two weeks of class, or as soon as possible after the need for accommodation is known to exist. For more details https://carleton.ca/equity/accommodation/religious-observances/

Academic Accommodations for Students with Disabilities – If you have a documented disability requiring academic accommodations in this course, please contact the Paul Menton Centre for Students with Disabilities (PMC) at 613-520-6608 or pmc@carleton.ca for a formal evaluation or contact your PMC coordinator to send your instructor your Letter of Accommodation at the beginning of the term. You must also contact the PMC no later than two weeks before the first in-class scheduled test or exam requiring accommodation (if applicable). After requesting accommodation from PMC, meet with your instructor as soon as possible to ensure accommodation arrangements are made. For more: https://carleton.ca/pmc/

Survivors of Sexual Violence – As a community, Carleton University is committed to maintaining a positive learning, working and living environment where sexual violence will not be tolerated, and is survivors are supported through academic accommodations as per Carleton’s Sexual Violence Policy. For more information about the services available at the university and to obtain information about sexual violence and/or support: https://carleton.ca/sexual-violence-support/

Accommodation for Student Activities – Carleton University recognizes the substantial benefits, both to the individual student and for the university, that result from a student participating in activities beyond the classroom experience. Reasonable accommodation must be provided to students who compete or perform at the national or international level. Please contact your instructor with any requests for academic accommodation during the first two weeks of class, or as soon as possible after the need for accommodation is known to exist. https://carleton.ca/senate/wp-content/uploads/Accommodation-for-Student-Activities-1.pdf

For more information on academic accommodation, please contact the departmental administrator or visit https://students.carleton.ca/course-outline/

Who I am:

I am an Ottawa-based, award-winning journalist who spent 26 years honing his skills at the Canadian Broadcasting Corporation as an investigative producer.

I am now the National Observer’s deputy managing editor.

I teach at the schools of journalism at Carleton University, the University of King’s College, and Ryerson University, and have co-authored three journalism textbooks and two user guides on freedom-of-information laws and privacy, respectively. As you can see above, two of the books will be used for this course.

In addition to my teaching, I’m a data-journalism trainer who has conducted workshops for the Canadian Association of Journalists, the U.S.-based National Institute for Computer-Assisted Reporting, the Humber Institute of Technology and Advanced Learning, and the Canadian Association of Community Television Users and Stations. I also continue to offer data-journalism training to the CBC.

I have a BJ and an MJ from Carleton.

You can find more information about me on my online cv.

A DISCLAIMER

Every effort will be made to adhere to the weekly schedule outlined on the course page in CU Learn and my WordPress site. However, as this course is part of a collaboration among journalism programs at several universities, there may be juggling or changes to the weekly schedule as the year progresses to reflect the need for common work at specific points during the term.

Investigative Journalism Examples

Award Winners

Canadian Association data journalism award and overall award winner:
Bias Behind Bars
https://www.theglobeandmail.com/canada/article-investigation-racial-bias-in-canadian-prison-risk-assessments/

2020 Philip Meyer Award Winners
https://www.ire.org/ire-announces-winners-of-2020-philip-meyer-journalism-award/

COVID-19 related investigations

General investigations

Toronto Star/National Observer: Generation Distress
https://ijb.utoronto.ca/projects/generation-distress/

Clean water broken promises
https://www.nationalobserver.com/tags/clean-water-broken-promises
https://storymaps.arcgis.com/stories/cbdc979bf27642bfba51689ca3c180e8

Week one – September 13

Toronto Star/National Observer: Generation Distress
https://ijb.utoronto.ca/projects/generation-distress/

CBC: The Big Spend
https://www.cbc.ca/news/topic/Tag/The%20Big%20Spend

Canada tax agency reveals secret study linking home prices to millionaire migration, five years after freedom-of-information request
https://yhoo.it/3gZpCeH

25-year-old internal memo to Canada Revenue Agency predicted foreign money distorting housing market
https://www.theglobeandmail.com/canada/british-columbia/article-25-year-old-internal-memo-to-canada-revenue-agency-predicted-foreign/

Fix broken Access to Information law, public tells federal review
https://www.theglobeandmail.com/politics/article-fix-broken-access-to-information-law-public-tells-federal-review/

Federal

List of access to information and privacy coordinators by institution
https://www.tbs-sct.gc.ca/ap/atip-aiprp/coord-eng.asp

Government Electronic Directory Services (GEDS)
https://geds-sage.gc.ca/en/GEDS?pgid=002

Completed Access to Information Requests
https://bit.ly/3D7b0mT

Question Period Notes
https://search.open.canada.ca/en/qp/

CBC
https://cbc.radio-canada.ca/en/impact-and-accountability/access-to-information/list-of-ati-requests-processed-by-cbc-radio-canada

Completed access to information requests
https://www.priv.gc.ca/en/privacy-and-transparency-at-the-opc/proactive-disclosure/completed-access-to-information-requests/

Provinces

Alberta
http://www.servicealberta.ca/foip/

British Columbia
Main: http://www.gov.bc.ca/citz/iao/foi/
Completed requests:
http://www2.gov.bc.ca/gov/search?id=4BAD1D13C68243D1960FECBBF7B8B091

Manitoba
Main: http://www.gov.mb.ca/chc/fippa/
Completed requests: https://www.manitoba.ca/openmb/infomb/fippa.html
Proactive disclosure:
https://www.manitoba.ca/openmb/index.html
https://manitoba.ca/openmb/infomb/departments/index.html

New Brunswick
https://www2.gnb.ca/content/gnb/en/departments/finance/office_of_the_chief_information_officer/content/rti.html

Newfoundland and Labrador
Main: http://www.atipp.gov.nl.ca/info/accessrequestform.html
Completed requests: http://atipp-search.gov.nl.ca/

Northwest Territories
https://www.justice.gov.nt.ca/en/access-to-information-held-by-public-bodies/

Nova Scotia
Info: http://novascotia.ca/is/programs-and-services/information-access-and-privacy.asp
File a request online: https://iaprequest.novascotia.ca/
Completed requests: https://beta.novascotia.ca/search-previously-released-information-freedom-information-and-protection-privacy-foipop-request

The Right to Know Coalition of Nova Scotia
http://www.nsrighttoknow.ca/

Nunavut
http://www.gov.nu.ca/eia/information/how-place-atipp-request

Ontario
https://www.ontario.ca/page/how-make-freedom-information-request

Prince Edward Island
https://www.princeedwardisland.ca/en/information/justice-and-public-safety/freedom-information-and-protection-privacy-foipp

Quebec
Main: http://www.cai.gouv.qc.ca/english/

Saskatchewan
http://www.saskatchewan.ca/residents/justice-crime-and-the-law/your-rights-and-the-law/make-a-freedom-of-information-request

Yukon
Main: http://www.atipp.gov.yk.ca/
Completed requests: https://open.yukon.ca/data/sites/default/files/20200800-Release.pdf

Cities

Calgary
https://www.calgary.ca/CA/city-clerks/Pages/Information-Access-Privacy/FOIP-request.aspx
Information disclosure: https://www.calgary.ca/ca/city-clerks/legislative-services/confidential-information-release.html

Halifax Regional Municipality http://www.halifax.ca/AccessPrivacy/index.php
Completed requests: https://www.halifax.ca/city-hall/accountability-transparency/access-information/completed-requests

Ottawa
Main: http://ottawa.ca/en/city-hall/your-city-government/access-information-and-privacy
Completed requests: https://ottawa.ca/en/city-hall/accountability-and-transparency/accountability-framework/freedom-information-and-protection-privacy/disclosure-mfippa-requests

Regina
Main: https://www.regina.ca/city-government/administration/office-of-the-city-clerk/#outline-access-to-information-and-protection-of-privacy
Completed requests: http://open.regina.ca/group/freedom-of-information

Toronto
https://www.toronto.ca/city-government/accountability-operations-customer-service/access-city-information-or-records/freedom-of-information/
Completed requests: https://open.toronto.ca/dataset/freedom-of-information-requests-summary/

Vancouver
Main: http://vancouver.ca/ctyclerk/foi/index.htm
Completed requests: http://vancouver.ca/your-government/information-released-through-foi-requests-this-year.aspx

Winnipeg
Main: http://winnipeg.ca/clerks/fippa/
Completed requests: http://winnipeg.ca/clerks/fippa/AccessToInfo.stm

For next week: Continue filing informal federal and provincial requests for records.  File at least ten; Set up Google Alerts; Set up a Tweetdeck.

Thanksgiving

Week six – Oct 18

 

Your formal pitch will be due.

Assignment – Presentation in this class of planned story concept and elements and proposed stories if more than one is contemplated.

Week seven – Oct 25

Reading week