1) Obtain a thorough grounding in journalistic research methods.
2) Acquire skills needed to make sense of the information gathered.
3) Develop the ability to shape the information into accurate and compelling stories for all platforms.
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.
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.
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.
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.
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.
If you have questions about the journalism program, degree requirements, your standing in the program or your academic audit, you should contact Graduate Administrator Kemi Obando kemi.obando@carleton.ca or Graduate Supervisor Sarah Everts at sarah.everts@carleton.ca
Plagiarism
The University Academic Integrity Policy defines plagiarism as “presenting, whether intentionally or not, the ideas, expression of ideas or work of others as one’s own.” This includes reproducing or paraphrasing portions of someone else’s published or unpublished material, regardless of the source, and presenting these as one’s own without proper citation or reference to the original source. Examples of sources from which the ideas, expressions of ideas or works of others may be drawn from include but are not limited to: books, articles, papers, literary compositions and phrases, performance compositions, chemical compounds, artworks, laboratory reports, research results, calculations and the results of calculations, diagrams, constructions, computer reports, computer code/software, material on the internet and/or conversations.
Examples of plagiarism include, but are not limited to:
any submission prepared in whole or in part, by someone else, including the unauthorized use of generative AI tools (e.g., ChatGPT);
using ideas or direct, verbatim quotations, paraphrased material, algorithms, formulae, scientific or mathematical concepts, or ideas without appropriate acknowledgment in any academic assignment;
using another’s data or research findings without appropriate acknowledgement;
submitting a computer program developed in whole or in part by someone else, with or without modifications, as one’s own; and
failing to acknowledge sources through the use of proper citations when using another’s work and/or failing to use quotations marks.
Course copyright
Classroom teaching and learning activities, including lectures, discussions, presentations, etc., by both instructors and students, are copyright protected and remain the intellectual property of their respective author(s). All course materials, including PowerPoint presentations, 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).
Attendance
Showing up, whether it’s to a reporting assignment, a team meeting with colleagues or a shift at work, is a key part of journalism. Being there and being reliable matters. The same is true for attending class, regardless of whether it’s a lecture, seminar or workshop.
All students must attend at least nine classes or 75 per cent of instructional time in order to pass this course. If you miss more than this amount (not including apprenticeships), it’s an automatic fail. If you are sick, you must communicate this to your instructors before the class, just as one would do on a job. If you don’t do this, we’ll assume you have simply skipped class. If you anticipate missing more than three classes or 75 per cent of instructional time, please contact the instructors by email as soon as possible to discuss your personal circumstances.
COVID-19 and the Classroom
All members of the Carleton community are required to follow COVID-19 prevention measures and all mandatory public health requirements.
Statement on student mental health
As a University student you may experience a range of mental health challenges that significantly impact your academic success and overall well-being. If you need help, please speak to someone. There are numerous resources available both on- and off-campus to support you: https://carleton.ca/wellness/
Academic Advising Centre (AAC): https://carleton.ca/academicadvising/– please note the AAC does not advise Journalism but they have helpful resources.
Centre for Student Academic Support (CSAS), a centralized collection of learning support services designed to help students achieve their goals and improve their learning both inside and outside the classroom. CSAS offers academic assistance with course content, academic writing and skills development: https://carleton.ca/csas/
Discussion and debate play valuable roles in online and in-person classes. Differing views should focus on the content of the material and efforts should be made to understand how a person’s lived experience might or ought to shape their perspectives. Racist, sexist, homophobic, transphobic, and ableist language will not be tolerated.
Carleton’s journalism program is committed to creating a welcoming, stimulating, professional and creative environment for our increasingly diverse student body. We commit to eliminating racism against Racialized and Indigenous people as well as inequities or other barriers based on ethnicity, nationality, religion, gender expression, sexual orientation, or ability. We hope our program’s commitment to anti-racism and anti-oppression practices will benefit all of our students while they are here and that it will foster a wider culture of equity and inclusion in newsrooms of the future as they respond to and report on an increasingly diverse society.
The Permanent Working Group was established in order to help keep the journalism school on track with structural changes that aim to make the school a safe and welcoming environment for all students. The group also provides specific direction and advice to the journalism program committee and head on matters pertaining to equity and inclusion. Students wishing to propose programmatic ideas or who have concerns may contact us directly via https://carleton.ca/sjc/journalism/equity-and-inclusion/permanent-working-group/
The Department of Equity and Inclusive Communities fosters the development of an inclusive and transformational university culture where individual distinctiveness and a sense of belonging for every member drive excellence in research, teaching, learning and working at Carleton. Students with complaints may direct them to the Department of Equity and Inclusive Communities via https://carleton.ca/equity/
The journalism program has a student-led Association for Equity and Inclusion in Journalism and Media. Its mission is to make the journalism school a safe(r) space for Black, Indigenous, and students of colour, 2SLGBTQ+ students and students with disabilities/disabled students. More information about the association can be found at https://carleton.ca/sjc/journalism/equity-and- inclusion/student-association/
Academic accommodation
You may need special arrangements to meet your academic obligations during the term. For an accommodation request the processes are as follows:
Academic consideration for medical or other extenuating circumstances: Students must contact the instructor(s) as soon as possible, and normally no later than 24 hours after the submission deadline for course deliverables. [Provide any additional information on your requirements for short-term informal accommodations. If you require supporting documentation for short-term considerations, you may only request the Academic Consideration for Coursework form. You may not request medical notes or documentation.]
Pregnancy and Family-Status Related Accommodation: Please write to me with any requests for academic accommodation during the first few weeks of class, or as soon as possible after the need for accommodation is known to exist. For more details about the accommodation policy, visit the Equity and Inclusive Communities (EIC) website.
Religious obligation: write to me 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 click here.
Academic Accommodations for Students with Disabilities: The Paul Menton Centre for Students with Disabilities (PMC) provides services to students with Learning Disabilities (LD), psychiatric/mental health disabilities, Attention Deficit Hyperactivity Disorder (ADHD), Autism Spectrum Disorders (ASD), chronic medical conditions, and impairments in mobility, hearing, and vision. If you have a disability requiring academic accommodations in this course, please contact PMC at 613-520-6608 or pmc@carleton.ca for a formal evaluation. If you are already registered with the PMC, please request your accommodations for this course through the Ventus Student Portal at the beginning of the term, and no later than two weeks before the first in-class scheduled test or exam requiring accommodation (if applicable). Requests made within two weeks will be reviewed on a case-by-case basis. For final exams, the deadlines to request accommodations are published in the University Academic Calendars. After requesting accommodation from PMC, meet with me to ensure accommodation arrangements are made. Please consult the PMC website for the deadline to request accommodations for the formally-scheduled exam (if applicable).
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 where 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, visit: https://carleton.ca/equity/sexual-assault-support-services
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 will be provided to students who compete or perform at the national or international level. Write to me 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
Digging Deeper 3rd edition is the main textbook for this course. It is available at the Carleton bookstore for rent ($55.99 and up) or purchase – digital ($86.14 and up) or hard copy ($113.25). Buying the book online is another option. The Data Journalist is an optional textbook, which will come in handy during the weeks when we focus on data. And Your Right To Know, also an optional textbook, will be useful for our access-to-information sessions.
Assignments in this course are governed by the provisions of the document Ethics and Standards in the School of Journalism and Communication. There are four assignments, each with a deadline. Lateness will be penalized, though exceptional circumstances will be taken into account. There is no final examination. With the exception of the access-to-information assignment, each has three components, all of which will figure in the grade:
Copies of the actual documents compiled / gathered.
A description of how the documents were obtained and why they were useful.
The resulting story or visualization.
Each of the four assignments is worth 20 per cent of the overall course grade. The remaining 20 per cent of the grade will be determined based on presence / punctuality, participation and professionalism, including quiz results.
Due Dates
1) Data visualization outline due Mon., Feb. 3, noon. 2) Data visualization due Sun., Feb. 9, noon. 3) Access-to-information requests must be filed by Thu., Feb. 13, 11:59 p.m. 4) Backstory outline due Sun., Feb. 16, noon. 5) Backstory assignment due Sun., March 2, 11:59 p.m. 6) Dollars and Sense outline due Fri., March 7, 11:59 p.m. 7) Dollars and Sense story due Sun., March 16, noon. 8) Access-to-information assignment due Sun., March 23, noon.
Grades (additional information)
The passing grade for this course is 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.
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.
Jan. 8 (In person): a. Course introduction / self-assessment b. Introduction to Access to information c. Access-to-information tips: Previously released records || Reading: Digging Deeper, Chapters, 1, 2, 10
Jan. 15 (Virtual): a. Access-to-information tips: Previously released records, focusing a request, negotiating, seeking partial releases b. Assignment: Access to information || Reading review: Digging Deeper, Chapters, 1, 2, 10
Jan. 22 (Virtual): a. Data (part one) b. Assignment: Data visualization || Reading: Digging Deeper: Chapter 11 || Optional reading: The Data Journalist: Chapters 2, 4
Jan. 29 (Virtual): a. Data (part two) || Reading: Digging Deeper, Chapters 3, 4, 6 || Optional reading: The Data Journalist: Chapter 8
Feb. 5 (Virtual): a. Introduction to historical records b. Assignment: Backstory c. Data visualization due Sun., Feb. 9, noon. || Reading review of chapters covered so far to prepare for Feb. 12 quiz
Feb. 12 (Virtual): a. Quiz based on readings and in-class learning b. Mid-course checkup c. Elements of storytelling d. Access-to-information requests must be filed by Thu., Feb. 13, 11:59 p.m. || Reading: Digging Deeper, Chapters 7, 8
Feb. 19: Break Week. No class scheduled.
Feb. 26 (Virtual): a. Data visualization feedback. b. Dollars and Sense (part one) c. Assignment: Dollars and Sense story d. Backstory assignment due Sun., March 2, 11:59 p.m. || Reading: Digging Deeper, Chapter 9
March 5 (Virtual): a. Dollars and Sense (part two) b. Public records (part one) || Reading review: Chapters 4, 9
March 12 (Virtual): a. Backstory feedback b. Public records (part two) c. Dollars and Sense story due Sun., March 16, noon. || Reading: Chapter 7
March 19 (Virtual): a. Access-to-information tips: Making sense of records (decoding documents, chronologies) b. Access-to-information assignment due Sun., March 23, noon || Reading: Chapter 5
March 26 (Virtual): a. Dollars and Sense story feedback b. Data: Additional techniques || Reading review: Digging Deeper, Chapters 4, 5, 7, 8, 9
April 2 (In person): a. Access-to-information assignment feedback b. Quiz based on readings and in-class learning c. Enterprise journalism tactics
Virtual office hours We are available to discuss course material and assignments with you by email, phone or after class. Our virtual office hours are Wednesday 11 a.m. to noon ET – please advise David or Jim in advance that you would like to speak with one or both of us.
A digital visualization that tells a story based on analysis of data, due Sun., Feb. 9, noon. (An outline is due Mon., Feb. 3, noon.)
What is required for emailed outline draft visualizations?
The dataset(s) you want to use in an Excel workbook that contains three tabs: the original dataset with the URL pasted into the first available cell in the first row; two subsequent worksheets with the filtered datasets that will be visualized.
A brief, point-form explanation in the body of an email of why the data tables are newsworthy.
At least two public records to support the visualization.
What is required for the approved visualizations?
Two newsworthy visualizations displaying two different trends from your dataset. For instance, one could be the kind of vertical bar chart. The second, a map.
The visualizations must be newsworthy. For instance, one of the Statistics Canada tables we have examined in class and mined for new information that adds value to what we already know. In the case of Labour Force Survey, it could be comparing the lot of different age groups in Ontario. For the Consumer Price Index statistics, it could be a comparison of the price of items before the pandemic to the present day. For instance, you might create a dashboard in Tableau to allow users to see which provinces had the highest gasoline prices. Ideally, these numbers should be used in stand-alone, value-added visualizations that could be shared on social media as a way of bringing eyeballs to an original story.
You must use up to 100 words to set up each visualization, using AT LEAST three of the kinds of public records described in chapter 4 of Digging Deeper for contextual background information.
The public records MUST be uploaded to DocumentCloud (which we will learn more about well before the final version of the assignment is due) with the appropriate annotations.
Upload the visualizations and explanations to the category on our WordPress site, JOUR 5206_2025_1. You’ll be shown how to do this.
What’s to be submitted?
Two DIFFERENT visualizations in ONE blog post kept in draft format. Each visualization must be accompanied by a 100-word explanation that explains the news value. Upload the blog post to the WordPress category “JOUR 5206_2025_1”
A 500-word explanation in an email Word document that briefly explains WHY you chose the visualizations, their news value, and the public records you used to provide context.
In your explanations used to set up the visualizations, there must be links to AT LEAST three different public records uploaded to DocumentCloud (Don’t worry! You will learn how to upload and annotate documents.). The DocumentCloud links MUST take readers to the appropriate annotations in the public record. You can use a SAME record for each visualization.
The Excel workbook that contains four worksheets: worksheet one – the original table with the URL pasted into the first available cell in the first row; worksheet two – the working copy of the original table; worksheet three – the filtered and cleaned-up table used to provide the first visualization; worksheet four – the cleaned-up table used to provide the second visualization. Only provide ONE workbook, even if you are using two tables from different datasets. The visualization does not have emerge from a pivot table. It can also be from regular table that is filtered and sorted.
The Word document with your background explanation and the Excel workbook must be emailed to me.
Data visualization frequently asked questions
Q: Can I choose any dataset? A: One of the two datasets we have mined in class.
Q: Do I have to run the dataset by you? A: No, because you already did that in the outline.
Q: Can the graph visualization be a jpg or png file? A: NO!! It must be embedded as an interactive visualization that allows for a reader engagement? For further clarification, this means taking the visualization embed code and pasting into the HTML tab of your blog post. I’ll use a demonstration to show you how to do this. If you still run into problems, please let me know.
Q: Will I lose marks for embedding a graph as a jpg or png file? A: Yes, half a grade.
Q: Can I use two similar visualizations? A: For the sake of variety, you MUST create two COMPLETELY DIFFERENT ones. For instance, a dataset that contains important numbers may also have geographic information such as longitude and latitude coordinates, or names of countries, provinces and cities. In this case, you could display your numbers from your Excel spreadsheet in an infographic. In a second visualization, you could then display the geographic coordinates in Tableau.
Q: Will I lose marks for neglecting to ensure my visualizations have titles, cutlines, and credits for sources? A: Yes. Half a grade
Q: Do I have to use Tableau? A: No, you can use another visualization software with which you are more comfortable. However, you’ll be getting a license for Tableau Desktop, which you are free to use for this assignment. I’ll also be preparing instructional videos.
Q: Will I lose marks for neglecting to upload and annotate my public documents in DocumentCloud? A: Yes, half a grade.
Q: How should I use the public records? A: As background information to provide context or advance the story.
Q: What would be an example of a public record? A: The kinds that are discussed in Chapter 4 of Digging Deeper and during the first few weeks of this class.
Q: Can a public record be an article or news report? A: NO! The focus in this course is the use of the primary records described in Digging Deeper. While news reports that show up in your Google alerts are useful as tip sheets for sources of information, they can not be the primary reference, in large part because the reports could contain inaccuracies.
Q: Do I have to interview anyone? A: No. The point of this assignment is to see how adept you are at choosing information from a publicly available dataset to display, and then consulting public records to add context.
A story that draws on archival- or library-based sources from at least 35 years ago (1990 or earlier) to provide historical depth on a current Canadian issue or event. 600 words, due Sun., March 2, 11:59 p.m. (An outline is due Sun., Feb. 16, noon.)
Outline checklist:
Send your outline (pasted in the body of an email, not a Word document) by Sun., Feb. 16, noon.
It should be no more than 200 words and include: (*) A few words about an issue or event in the news today (i.e. what is happening now that makes it worth looking into the backstory?) (*) A brief description of the backstory – the original issue or event from 35 or more years ago that will be the focus of your story. (*) What kinds of historical sources do you hope to use in your research (e.g. newspaper archives, parliamentary debates, archival documents, a memoir, photographs)? (*) Who (or what kinds of sources) do you hope to interview (or rely on) for the story?
Story Checklist
The story must include:
First-hand research involving historical records, photographs, news articles, museum artifacts or similar materials.
Comments from a) someone involved in the original issue or events and b) an expert who is familiar with the issue or events and can provide context. (Ideally, the comments from the person involved in the original events will come from an interview you conduct. If you are writing about the 1970s or later, you should be able to track down someone from that period to interview. If everyone is dead, you will need to turn to written or audiovisual resources.)
At least one photo or other illustration to accompany the story. It might be an archival photo or one that you have taken.
Copies of two pieces of documentation gathered during research for your story (not more than one or two pages apiece).
For EACH of the two pieces of documentation, full-sentence answers to these questions:
(*) What is the documentation? (*) How did you find/obtain it? (*) Why was the documentation helpful?
Backstory: Frequently Asked Questions
Q: How do I hand in my assignment? A: Upload everything – including documents and answers to the three questions – to the relevant “category” of the syllabus (InvestigativeJournalism2025_2). Save it as a draft. It doesn’t matter what format you choose, but most supporting material should be in PDF, .jpeg or Word format. You can also use DocumentCloud to upload pages of your records to the syllabus.
Q: Can I write about non-Canadian events? A: No.
Q: Does my topic have to be a national issue? A: No, it could be a provincial or local one.
Q: Can I just revisit any interesting episode from the past? A: No, there has to be a reason you’re writing about this subject – a clear and substantial connection to something happening today. For instance, given the negotiation to build an NHL arena on Ottawa’s LeBreton Flats, you might do a story about the history of the neighbourhood. Another idea would be to look at the origins of skating on the Rideau Canal, given the annual Winterlude festival with plenty of skaters. (DON’T DO THESE ACTUAL TOPICS. You will find something more original.)
Q: Could my current news peg be an anniversary? A: Yes, but it should be a natural milestone, such as the 50th, 75th or 100th anniversary. It would be even better if there is some evidence the anniversary is being celebrated or publicly marked in some way.
Q: I am writing about events that took place 100 years ago and everyone involved is dead. Will that work? A: Yes, that’s fine, and it’s why I have made it optional to interview someone involved in the original events. But perhaps you will find a diary entry or autobiography quotation that will help bring a deceased person’s voice into the story. And if your story involves events from 40 or even 50 years ago, I would hope you could track someone down from the era to interview.
Q: What sort of documentation do you want? A: It could be almost anything that helped you do the story: a photo of a relevant page from a memoir, a page from an archival record, a telephone or email listing that helped you find someone to interview, an excerpt from an interview transcript – the choice is yours.
Q: Could my illustration(s) accompanying the piece double as my documentation? A: Quite possibly, if they helped you do the story. Be sure you have permission to post the photos or other illustrations from each rights holder or creator.
A news story based on the financial records of an institution. 600 words, due Sun., March 16, noon. (An outline is due Friday, March 7, 11: 59 p.m.)
What is required?
1) A news story about any aspect of a publicly traded company making headlines, including grocery store chains, oil and gas companies and financial institutions such as banks.
2) The story MUST come from the financial statement: a calculation you’ve made using numbers in the statement.
3) Upload the story in draft format to the “InvestigativeJournalism2025__3″ category.
4) AT LEAST two interviews: One with an expert; the second with an individual with a direct connection to the specific program or program area at the heart of the story. For instance, the latter could be a person, group or institution impacted by the company’s financial difficulties or success. The former could be an economist or a university or college professor who studies the corporation.
What do you need for the initial draft on March 7?
In an email, a one- or two-sentence lede, followed by a point-form ( no more than six bullet points) explanation that contains the following: your company, the financial record(s), where you see the story heading; a possible Statistics Canada table(s) for additional context; possible interviewees.
The information described above MUST be contained in an email and in point-form. Keep it tight.
What’s to be submitted on March 16, noon?
1) An emailed, 500-word explanation in a Word document that briefly explains — in point form, even — the steps you took to get the story, the coordinates of your interviewees (email address; email, etc.) and the people you attempted to interview.
2) An Excel sheet with your calculations emailed as an attachment. Please ensure that all the tables (possibly from different datasets) are in ONE Excel workbook.
3) In addition to uploading the story to the “InvestigativeJournalism2025__3″ category on our website, a Word document with your actual story, which will contain my feedback.
4) The uploaded story to the website MUST have at least two visualizations: one must be a visualization similar to what was required for my previous assignment. It can be done in Tableau, or Datawrapper, and doesn’t have to be a dashboard. A simple line or bar graph embedded in your post as an interactive graphic (not a jpg) will do. The graph could be the company’s stock prices; it’s profit or revenue over two similar quarters, etc. The second visualization must be a photograph — with cutline and source citation — of an individual in your story. It’s best to ask for a recent photo during your interview. When laying it out, make sure it is easy to see, which means column-width. You MUST also upload your financial statement(s) and other possible documents to DocumentCloud and provides hyperlinks to the annotated sections.
Dollars and Sense Story Questions and Answers
Q: Can I choose any company? A. Yes.
Q: What company record do I need? A: A publicly traded company’s most recent financial statement. Many companies and financial institutions such as banks are releasing their quarterly reports. So, you should have access to lots of fresh material.
Q: What financial statements do I need? A: At least two: the most recent quarterly report; and the accompanying management’s discussion and analysis, which must be read in conjunction with the numbers in the quarterly report. Others could include a proxy circular – described on page 214 of Digging Deeper – that contains information such as executive pay; or a news release which typically plays up the positive news like revenue and downplays negative news such as shrinking profits or losses.
Q: How can I tell a story about a company whose financial situation has already made news? A: The key is context. In the case of grocery stores facing charges of “greedflation”, you could analyse profits before and during the pandemic to see if the criticisms hold true, and then tap into a discussion among some opposition politicians such as the NDP and economists and other experts who debate whether these companies are making excessive profits on the backs of consumers. The same could be said for oil and gas companies, or banks.
Q: Can I also use public records in addition to the company’s financial statements for context? A: Yes. The public records we have already studied would be good starting points. Or records similar to the ones you cited in your data-visualization assignment.
Q: What kind of story are you looking for? A: The idea is to keep it simple. As was the case with the data-visualization assignment, select ONE number from the financial statement: profit or losses; operating profits; cash on hand; revenues, etc. Look at how the number is behaving compared to the same quarter in the previous year and explain why the number is going up, down, or staying the same. Now, of course, to select the best number, you may have to review several of them, as was the case with the Consumer Price Index.
Q: Typically, where can I find these numbers? A: In the company’s balance sheets we will review and analyze in class. As we have discussed, begin with the tables.
Q: So, you’re not looking for an analysis of the financial statement? A: No! For the most part, financial statements can jargon-filled and difficult to understand. So, PLEASE keep it simple. Select one number from the balance sheet, as we will discuss in class, and find as much context for that number, beginning with the management’s discussion and analysis which — as discussed in Digging Deeper — accompanies the quarterly filing. Then, you might broaden the context to other previously mentioned public records.
Q: So, this story can be a lookback? A: Yes. By their very nature, recently-released financial statements are snapshots in time, three months in the case of a quarterly or interim financial statement, 12 months in the case of an annual report, which also doubles as a fourth-quarter report. What you’re looking for is fresh information providing context about an aspect of the company’s business during the period in question.
Q: Can the story also look ahead? A: Yes. Typically, financial statements will discuss future challenges in the management’s, discussion & analysis section, which is discussed on pp. 213-2014 of Digging Deeper’s Following the Money chapter.
Q: Can you provide an example? A: For instance, Air Canada’s management discussion and analysis report might weigh in on the effect high fuel prices could have on its bottom line. Or a grocer could discuss challenges of keeping prices below the rate of inflation, given public anger over the high price of food. Or a automaker might express concern about U.S. tariffs.
Q: Can I use Statistics Canada information such as job numbers and inflation for additional context? A: Absolutely! One of the goals of this assignment is to follow the analysis and research we conducted with digging into the inflation numbers. If you are discussing a company’s fourth quarter, which could be the last three months of 2024, you’d want to use tables that measure unemployment or the impact on industrial sectors or the price of certain items for that time period to provide additional context. In short, feel free to build on the work you did for the data-visualization assignment.
Q: Can a visualization be Statistics Canada’s inflation numbers for commodities that relate to my company’s business such as food or gas? A: Yes, in fact, I would encourage this, as it would allow you to build on the skills you developed dong the data-visualization assignment.
Q: Must the story emerge from the numbers in the financial statement? A: YES!!!!
Q: So, I don’t have to read the entire financial report? A: Absolutely not! Just find a key number in a table, and information in the financial statement — contained in a note, or the management’s discussion & analysis — that puts the number into context.
Q: I need at least two interviews for my story, and one must be an expert. Can you give me an example? A: Yes, at least one of them must be an expert. That individual can be business prof., an economist with a bank or think tank. In short, someone who is neutral and knowledgeable about the company. The expert CAN NOT be an advocate who is known to be a critic of the company you are profiling, or a union official who represents the workers.
Q: What if I have trouble contacting people? A: To be on the safe side, avoid relying on a limited number of sources. The wider and earlier you cast your net, the better. And avoid waiting until the last minute by exercising good time management. Start with the obvious: people affected by the company in question, customers, clients, etc. post-secondary institutions such as Carleton or the University of Ottawa have business departments. Check them out for experts who have studied the company in question. Banks have economists who follow various sectors. Check out the so-called “notes” or reports they publish after their companies have released their latest filings.
Q: Must I interview a company representative? A: Certainly try. Failing an interview, a written statement will do. Failing that, just point out in the story the company neglected to respond to requests for an interview or comment. And then try to find what the company has said publicly in a news release, in a recorded interview, or a recording of an earnings discussion with investors and journalists posted on the company’s website. Or you could find out if a company executives testified before MPs or Senators studying the possible connection between inflation and rising prices for commodities such as food. Finally, you could also find detailed explanations in the management’s discussion and analysis, which is why you MUST start your analysis by reading key parts of this document.
Q: Can I accept an emailed statement as one of the interviews? A: Yes, but ONLY if it is a company official. And only after you have pushed for something in-person. If you are stuck with a statement, be sure to set it up in the story by pointing out that the official in question refused an interview, choosing instead to issue a statement that avoided answering the question. Then, be sure to paraphrase and quote selectively from the statement, if at all. In short, no long, boring, jargon-laden statements that say nothing, but give the appearance of accountability.
Q: Must I provide hyperlinks to the financial statement annotation in my story? A: Yes. This is a MUST. This allows readers to quickly locate and digest the source of your information from the type of primary records discussed in Digging Deeper.
Q: Will I be deducted marks for neglecting to upload and annotate my documents? A: Yes. At least half a grade.
Q: Is it important to properly cite the source of my analysis? A: Absolutely. This is crucial. The key number cited in your lede should be “according to an analysis of company X’s most recent quarterly report.”
Q: Will I lose a mark for neglecting to cite the source of my analysis? A: Yes, half a grade.
Q: Do I have to publish the story? A: Initially, make sure it’s in draft format. Once it is marked, and approved for publication, feel free to make the suggested changes, then publish.
Q: Can I use a video excerpt of testimony at a House of Commons committee? A: Yes, the most multimedia elements such as video, graphics such as the ones you produced for your data-visualization assignment.
Q: After receiving the green light to publish, can I also offer it to Capital Current? A: Yes.
An exercise involving preparation and submission of original freedom-of-information requests to all levels of government, due Sun., March 23, noon. (Requests must be filed by Thu., Feb. 13.)
Assignment checklist
Copies of one original request to EACH of the three levels of government (municipal, provincial-territorial, federal).
Proof of one request for previously released records from the federal government (e.g. an email reply or receipt indicating you have made the request).
Copies of correspondence received/sent by you during the course of each of the four above-noted requests (municipal, provincial, federal, previously released federal records)
A few lines detailing what you have done to track the progress of each of the four requests, including the status of each as of end of day Fri., March 21.
Copies of at least two – but not more than five – particularly relevant pages of information from a previously released set of records from any ONE level of government.
For the pages in (#5) above, full-sentence answers to these questions: (*) What is the information? (*) From which government and department (or other public body) did these pages come? (*) How would these records be helpful in researching or writing a story? Please try to highlight relevant facts or passages in the records using DocumentCloud.
Access-to-information requests must be filed by Thu., Feb. 13. Assignment due Sun., March 23, noon.
Access-to-information assignment questions and answers
Q: How do I hand in my assignment? A: Upload everything – including documents and answers to the three questions – to the relevant “category” of the syllabus (InvestigativeJournalism2025_4). Save it as a draft. It doesn’t matter what format you choose, but most supporting material should be in PDF, .jpeg or Word format. You can also use DocumentCloud to upload pages of your records to the syllabus.
Q: Do all of my requests have to be on the same topic? A: No. Request whatever records you might find useful.
Q: Do you want every piece of correspondence related to the four requests? A: I want to see all relevant correspondence to help me understand how things proceeded.
Q: I dealt with agencies largely on the phone. What should I do? A: Please give me dates and brief summaries of these calls wherever possible.
Q: I forgot to make copies of my requests. What should I do? A: Please try to recreate the wording and date of your original requests as best you can.
Q: Can #5. and #6. on the above checklist be based on previously released pages that I find online? A: Yes, though the pages must come from a site administered by a municipal, provincial, territorial or federal government.
Q: So, I don’t necessarily have to analyze previously released federal documents? A: That’s correct. Although you must request some previously released federal documents, you may not actually receive the copies in time to analyze them. So, for example, you can simply download some previously released records from one of the provincial or federal sites that make actual documents available, as demonstrated in class, and analyze those.
Q: I received some records in response to one of my original requests. Can I analyze those records for the assignment? A: Yes, you are welcome to analyze those records for the assignment if they are suitably newsworthy.
As we have discussed, you should receive some correspondence in response to your original requests and your previously released federal one. Here’s a closer look:
Original requests (municipal, provincial/territorial, federal): (*) An acknowledgment letter or email should arrive within a week or 10 days. (*) Many of you will also receive time-extension or fee-assessment letters. (*) If the time extension is more than 90 days or you have been assessed fees beyond the application charge, it is best to follow up with the agency to see if you can still narrow the request. It will help to recall our in-class conversation about narrowing a request by either focusing the time-frame or the type of records you seek. (*) Sometimes it is not possible to narrow a request or you may simply choose not to because doing so would unduly limit the desired response. (*) However, there is no need to pay additional fees for the purposes of the assignment.
Previously released federal request: (*) For this one, if you used the Completed Access to Information Requests site, you may simply have received an automated reply acknowledging your request. But you might have also received a follow-up acknowledgment letter from the agency or even a letter with a full response, including records. For the purposes of the assignment all I need to see is the latest reply or response letter, whatever it might be (not the actual records).
Overall, I will be looking to see that you followed up each of your four requests as necessary and managed their progress prudently.
Remember, as outlined on the checklist, you will also need to obtain and analyze some previously released records from any level of government. As you will recall, several provincial and federal sites provide actual copies of releases for immediate download, so everyone will be able to easily find such records.
Here is an example of what I expect in the way of analysis, using the example of RCMP records.
(*) What is the information? These are emails and memos about the arrest of RCMP employee Cameron Jay Ortis, who was charged under the Security of Information Act.
(*) From which government and department did these pages come? The records are from the RCMP, a federal agency.
(*) How would these records be helpful in researching or writing a story? Please try to highlight relevant facts or passages in the records. The records reveal behind-the-scenes information that could form the basis of a news story about the Ortis case, giving readers a sense of the anxiety within the RCMP about his arrest.
The documents show that after the shocking apprehension of one of their own on national-secrecy charges, rank-and-file Mounties were encouraged to get counselling if needed, decline to speak with the media and avoid the headquarters venue where a news conference on the case was taking place.
The concept of open data; How to download Statistics Canada’s Consumer Price Index dataset and building pivot tables; How to use the same techniques to analyze data on other open-data sites; Preliminary discussion of the data-visualization assignment.
Continuation of data analysis using Statistics Canada’s Labour Force Survey data; How to upload tables to Tableau Desktop; How to upload public documents to DocumentCloud. Review the data-visualization assignment.
Continuation of data visualization discussion and instructions for uploading content to WordPress; Introduction to historical records; Exploring archival resources.
How much useful information you have soaked up, via our first quiz; Elements of storytelling, including how to write a good lede. Fielding questions about the access-to-information requests that must be filed by Feb. 13, midnight.
Feedback on data-visualization assignment; The basics of following money; The difference between a publicly traded corporation and private company; How to find out how much a company made; How to find key numbers in a financial report.
A continuation of the fundamentals of following money; Discussion of dollars and sense assignment; Learning how to ready proxy circulars; Discussion of federal economic statements, budgets and public accounts;
Mining public records including coroners’ reports and tenders; Finding and analyzing previously released freedom-of-information records; Backstory feedback.
Public records, cont.: bankruptcies, public accounts, orders-in-council Making sense of records received through access to information; Decoding records, doing chronologies.
Access-to-information assignment feedback; Self-assessment survey follow-up; How well you prepared for our quiz; Investigative Reporting and Beat Journalism tactics; Sharing things you have learned.
