Course: JRN315 JN8404
Term: Fall 2021
Ryerson University
Title: Advanced  Research Methods: Investigative Reporting
Section: 1
Type: LEC
Hours: 6
Day/Time: Friday 13:00-19:00
Method: Hybrid

Land Acknowledgement

While we may not all be in Toronto it is important to acknowledge the treaty areas and
unceded territories we occupy and thank the Indigenous nations for welcoming us to their
territory.

Toronto is in the ‘Dish With One Spoon Territory’. The Dish With One Spoon is a treaty
between the Anishinaabe, Mississaugas and Haudenosaunee that bound them to share the
territory and protect the land. Subsequent Indigenous Nations and peoples, Europeans and all newcomers have been invited into this treaty in the spirit of peace, friendship and respect.

Instructor Information

Instructor:
David McKie
Email Address:
David email: davidmckiec@gmail.com
Phone Number:
David:  613-290-7380 (cell)
Office Hours: TBD

Teaching Assistant:
Camila Bains
Email address: camilla.bains@ryerson.ca
Phone Number:  647-921-9146

Biography

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.

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.

Course Overview

Course Description

Senior students explore the world of specialized investigative reporting, using tools such as complex public record-searching, spreadsheet analysis and advanced Internet search
techniques. They complete a complex reporting project using a variety of methods.

Course Focus and Scope

The course provides a wide-ranging introduction to investigative research and writing.
Through a combination of virtual and in-person lectures, workshops, and a live investigation, students will learn to identify research sources, extract the necessary information, and put it to use. Public records, data, and freedom-of-information requests will be among the techniques taught to enrich both investigative projects and daily reporting.

Part of every meeting will be devoted to planning work on our group investigation and discussing or work-shopping the reporting, and the direction of the investigation will change depending on where the work leads us.

This lab portion is a practicum. It will introduce participants to investigative
collaborations, which encompasses skills in the areas of solutions and data journalism as
we work together as a group to hold government and industry to account on a national
scale. We will learn on the job as journalists do, working side by side as we report the story.
In consequence, part of every meeting will be devoted to planning work on our group
investigation and discussing or work-shopping the reporting, and the direction of the
investigation will change depending on where the work leads us.

Learning Outcomes

At the end of this course, students will be able to:

• Conceptualize and pitch an investigative story;
• Understand investigative reporting in the current climate of the industry;
• Evaluate the effectiveness of investigative projects;
• Thinking critically about research, ethics, legal risks and self-care;
• Research using public records, federal access-to-information and provincial and municipal freedom-of-information requests, online tools and
  other documentation;
• Develop sources and carry out investigative and accountability interviews;
• Identify and obtain foundational documents and data sets, know how to use a
  spreadsheet as to analyze data and organize information using a timeline;
• Create data visualizations using tools such as Tableau and Datawrapper;
• Debunk poor research, and understand concepts of sampling, correlation, and
  margins of error, using federal polling data being used during the election campaign;
• Utilize tools critical to emerging areas of investigative journalism such as
  disinformation;
• Collaborate effectively on a possible cross-Canada investigation with colleagues;
• Write an in-depth pitch document.

Teaching Methods

Please read this carefully. While this course appears as 6 hours of scheduled class on
Fridays from 1 pm to 7 pm, this has been adapted into two hours of asynchronous
learning, which you can complete anytime during the week, but must be completed before
classes, an in-person or online lecture from 3:00 – 5:00 PM ET on Fridays with David McKie;
and an in-person or online lab from 5:15 to 7:00 PM ET with David McKie. These adaptations have been made to create the best learning experience in light of the continuing pandemic.

Details below

Asynchronous Learning

Asynchronous learning includes reading assignments, audio and visual materials, and
concept checks, all of which are posted in D2L. These assignments replace two hours of class time, therefore students should expect to spend up to two hours to complete these materials. All materials are available one week in advance of the next class. All the required materials should be completed before class and form the basis for in-class exercises, quizzes and lab work. It is highly recommended that you set aside two hours a week in your schedule and treat this as if it was a scheduled class. You may wish to organize socially distant or online study groups to help reinforce your commitment to online learning.

Please do not fall behind!

The lecture or group presentations 3:00 – 5:00 PM ET on Fridays with David McKie
When we meet virtually, a  zoom link will be posted to this lecture in D2L usually just prior to the lecture. As this is a hybrid course, there will also be monthly in-person meetings at dates to be announced at the beginning of the course.

The lecture includes direction, teaching and hand-on practicing of skill sets.
Occasionally there is a guest speaker.

The Lab 5:15 to 7 PM ET with David McKie

The latter part of the course will be devoted to group work where you will discuss your project, brainstorm new ideas and troubleshoot. The instructure will visit with each group to chart progress, and suggest ideas.

About both classes, the Lecture and the Lab

• This will be a hybrid course with most of our sessions happening virtually. Once a month we will meet in person, though people who want to continue meeting virtually during those classes are welcome to do so.
• The lecture and lab will be recorded if you miss a class, but attendance is part of your
  final mark;
• When virtual, it is preferred that you have cameras on during these sessions if possible, especially when engaging with guest speakers;
• Attendance is taken at the beginning of classes, and the classes start on time;
• Attendance and participation in seminars count toward your grade;
• You may miss one lecture and one lab class without a penalty to your attendance or
  explanatory note;
• If you miss a class, you are still responsible to catch up by watching the recording,
  as information from these classes may be referenced in quizzes and is necessary to
  the investigation;
• All grading is done by David McKie;
• Investigations are unpredictable, inherently changeable. The assignments and the
  class schedule in this outline will be updated as our reporting progresses.

Because this is a journalism course, the news often overtakes our best-laid plans, and new
readings and speakers will be added throughout the semester. So please, make sure you
check D2L regularly. However, we commit that no mandatory reading will be
added with less than one week’s notice.

Acknowledging that some students may have challenges attending class due to time zone
issues, those students should contact the professors as soon as possible to discuss
accommodations. While we will do our best to accommodate you please be aware that realtime.

Lab participation is a course requirement. Students who experience connectivity
issues should contact the professors. Please be aware it is possible to participate by
telephone in Zoom, through a local number, as an alternative if video calling is not possible
due to connectivity issues.

Required Course Textbook(s) and Materials

Digging Deeper, A Canadian Reporter’s Research Guide, by David McKie et. al., available through the Ryerson University online bookstore. This book will serve both as a class text, and as a review guide once you have completed the course.

In order to help with your access-to-information requests and data work, you may want to purchase Your Right to Know and The Data Journalist — also by David McKie et. al. — respectively. The latter two books are optional.

Students must either subscribe to the digital version or own a
hard copy of the Canadian Press Stylebook 18th edition and Caps and Spelling 22nd
edition. (There are no assigned readings in the stylebook, but marks will be deducted from
assignments for style errors.)

Marking Scheme

For more information about exams, please see Ryerson University’s Senate Policy on
Examinations No. 135. For more information about grade appeals and reassessments
please see relevant Senate Policies:

Assignment	Percentage
Group presentation on your topic	15
Group story pitch of your project	15
Individual story work during the term	15
Final package	15
Weekly group project updates from week six	10
Professionalism	15
Access-to-information requests	15
Total	100

Grade Scale

Grade	Grade Point Value	Description
A+	90-100	Excellent and above expectations
A	85-89	Excellent
A-	80-84	Very good
B+	77-79	Good
B	73-76	Decent effort but needs improvement.
B-	70-72	Below expectations.
F	0-69	Fail
INC		Incomplete
ILL		Compassionate reasons, illness

Classroom management

The subject matter of this course is serious in nature, rooted in themes such as corruption,
illegality and abuse of the public trust. This inevitably leads to often intense discussions
about the role of journalism and how best to gather difficult information and present it in a
fair, balanced and legally responsible manner. These topics often inspire strong feelings and debates, all of which contribute meaningfully to our collective understanding of the issues and our work in covering them. They are typically fascinating, even when difficult, and are essential to our collective understanding of the issues we are exploring.

Questions and comments will always be graciously received and respected. Attempts to
think outside the box or pose contrary viewpoints will be equally welcomed. This work
focuses on issues with strong sides and sometimes polarized views. Our discussions should reflect that in the interest of understanding.

Throughout, I will seek to maintain civil and productive discussion that fosters learning,
mutual respect and professional collegiality. There will be disagreements on issues, as there should be. But we will maintain civility and push to understand opposing views. I will
constantly seek to provide an environment that is free from harassment and discrimination.

This is your right and your responsibility, protected by this university’s policy. Racism, sexism, ableism, homophobia, transphobia and xenophobia are not tolerated. We respect one another’s unique lived experiences. We aim to be thoughtfully critical, and always kind.

A note about devices

Buzzing phones and can be disruptive even over Zoom — or in-person — and texting or multi-tasking during lectures is not conducive to learning. Please do not send or read messages via your handheld device during classes, or try to do other work simultaneously during class. If you are expecting a truly important call during a class, inform us in advance, and mute your mic. If a call does come in, turn off your video.

Please speak to us if you have any concerns about device use during class.

Late Assignments

Deadlines matter in journalism, they matter at RSJ and they matter in this class.
Extensions will be granted only on health or compelling compassionate grounds and MUST
be discussed before the work is due.

All other late assignments will receive grade deductions based on the university’s senate
policy, and be penalized one letter grade (from B to B- etc.) for each day or portion of day
beyond the deadline. That means an assignment due at noon ET and handed in beyond that deadline will lose one letter grade every 24 hours past the deadline.

Missed term work or examinations

Health Certificate

If you will miss an assignment, test or examination due to illness, you should let your
instructor know in advance and then submit an Academic Consideration Request Form
within three working days of the missed assessment. If you are a B. Journ., student, this form should go to RSJ student affairs coordinator, Bev Petrovic; all other students should submit the documentation to their home department or program’s student affairs coordinator or program administrator.

If this happens only once per semester, you will NOT have to provide a health certificate or
other documentation from a health-care provider — Ryerson University’s new policy on
missed assessments indicates that students need a health certificate signed by a physician
only if they miss more than one assignment, test or examination in a course in a single
semester. If you are going to miss a second assessment, please let me know in advance or
ASAP after the fact.

Missed Term Work or Examinations – with Accommodation Letters

Students are expected to complete all assignments, tests, and exams within the time frames and by the dates indicated in this outline.

If you need accommodations according to Policy 159: Academic Accommodation of Students with Disabilities, the student and instructor must discuss any modifications as soon as possible.

Missed Term Work or Examinations – without Accommodation Letters Exemptions or deferral of an assignment, term test, or final examination is only/may be permitted for a medical or personal emergency or religious observance.

Please provide documentation as below:

• Health Certificate: If you will miss an assignment, test or examination due to illness,
  you must submit a health certificate and an Academic Consideration Request form
  within three working days of the missed deadline, test, or examination submit to RSJ
  Student Advisor, Bev Petrovic — not to your instructor.
• Religious, Aboriginal, and Spiritual Observance: For accommodations based on
  religious, Aboriginal, and spiritual observance reasons, a Request for Accommodation of Student Religious, Aboriginal and Spiritual Observance form and an Academic Consideration Request form must be submitted within the first two weeks of class or, for a final examination, within two weeks of the posting of the examination schedule.

Plagiarism

Ethical and truthful work

Your work should be accurate, verifiable and your own; using fake interviews,
misrepresenting or making up sources, data or using misleading visuals/audio, are all
serious journalistic and academic offences. Your work also must be free of any copyright restrictions. If you have ANY doubts, please speak to the instructor. Details are in the School of Journalism’s Rules of Conduct, which contain greater detail about truth-telling issues specific to the practice of journalism. These are in the student handbook.

All work you submit must be entirely your own. Penalties for fabrication, plagiarism or other forms of cheating will range from failing an assignment to failing the course and will include a disciplinary notice being placed on your academic record.

You are required to adhere to Ryerson University’s Academic Integrity policy which covers
plagiarism and other transgressions. It is at:
http://www.ryerson.ca/senate/policies/pol60.pdf

Course Information

The following section addresses course-specific issues and general information about
student access and support.

Departmental Policies and Course Practices

To learn more about course management expectations, please review Ryerson University’s
Course Management Policy No.166

Student safety while reporting

I know you are all adventurous journalists who want to get the story, and when practicing
journalism, we normally go to where the story is! But please always keep your personal
safety in mind while reporting. Please keep in mind the safety of others in your family as
they may be at risk from the pandemic. Always leave a situation or interaction in which you
feel unsafe or harassed. Avoid going into private residences on your own, and follow the
law and recommendations for safety during the pandemic in your province. Make sure
someone always knows where you are while reporting. If you are reporting a story that
involves listening to accounts of traumatic events, be sure to check in with yourself often
and take breaks before you need them. Speak to me if you have a story that you think
requires some planning around health and safety and I will be happy to assist.

Accessibility

Ryerson University’s Student Learning Support office will work confidentially and directly
with you if you have temporary and permanent disabilities that impact your academic
functioning; your rights and responsibilities are outlined here:

Ryerson Senate Policy for Academic Accommodation of Students with Disabilities No.
159.

Once the instructor receives an accommodation letter, the instructor should meet with the
student to discuss what arrangements should be made to assignments, classes or other
issues in the course.

Ryerson Student Email

All students in full and part-time graduate and undergraduate degree programs and all
continuing education students are required to activate and maintain their Ryerson online
identity at ryerson.ca/accounts in order to regularly access Ryerson’s email, RAMSS, the
my.ryerson.ca portal and learning management system, and other systems by which they
will receive official university communications.

Specific Details on IT Requirements

A computer and a phone are required for this course. Please review the minimum technical
requirements for students to access Ryerson University’s online learning resources.
You should install the following software:

• Zoom is available to Ryerson Students here: https://ryerson.zoom.us/
• Google Chrome (Week 2) is available here: https://www.google.com/chrome/
  Microsoft Excel (Needed for week 3)
• https://www.ryerson.ca/ccs/services/software/microsoft/

Throughout this course you will be prompted to add chrome extensions and bookmark links. The class will also be using google drive to share documents.

Student Support and Assistance

If you are experiencing technical or administrative issues with your course, help is
available by completing the Ask RSJ form.

Ryerson University offers services to address a broad range of common challenges students face. Don’t hesitate to ask your instructor for assistance connecting with any of these great resources.

• The Learning Success Centre: offers help with transitioning to university, English
  language skills, study skills and math support (yes, journalists do need to do math)
• Ryerson Centre for Student Development and Counselling: provides support to
  address personal, educational and career concerns.

There is a wide range of other services available to Ryerson students; if you need any kind
of assistance, PLEASE just ask—ask your instructor, the course lecturer, the student affairs
coordinator or any other RSJ instructor or staff member.

In addition to Ryerson’s services and supports, Good2Talk is a free, confidential helpline
providing professional counselling and information and referrals for mental health,
addictions and well-being to post-secondary students in Ontario, 24/7/365. Students can
reach Good2Talk by calling 1-866-925-5454 or by dialing 2-1-1 and asking to be connected
to Good2Talk.

This is a demanding program; our expectations are high and the standards are rigorous.
But please know that, when you encounter problems, we are here to help. For that reason,
you should never hesitate to reach out.

Assignment Descriptions

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. 24
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 1
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 8
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 3
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.

Weekly Schedule

Week one: Sept. 10

What we will learn:

Class recording
https://www.youtube.com/watch?v=u0w1GbvlDMQ

Course outline;
Discussion of the course;
Discussion of strategy behind an investigation and what makes it different from a regular story;
Read and discuss the specific examples under the links section;
Discuss example of an investigative story read in class, what worked, what didn’t;
General discussion about public records;
Learning about filing an informal access-to-information request and search for public records;
Split into groups.

Links:

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

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

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

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

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

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

Required readings:

Chapters 1,2,3,4, 10 Digging Deeper

Week two: Sept. 17

Class recording
https://www.youtube.com/watch?v=01cd-GeaEFk

What we will learn:

Discussing what we learned about filing, informal access-to-information and freedom-of-information requests;
Learning about filing formal access-to-information requests;
Discussing story pitches;
Discussing the first assignment;
Split into your groups to discuss your pitches.

A shopping list of key records to obtain through a access-to-information request

20 records you can get using the federal Access to Information Act

1. RECORD: Ministerial briefing notes. DEPARTMENT: All departments. ASK FOR: All briefing notes prepared specifically to help the new minister become acquainted with his/her new portfolio. HINT: Make this request a week or two after a new cabinet is named. RESULT: Yields wide range of information about a department’s plans/activities.

2. RECORD: Expense claims. DEPARTMENT: All departments/agencies. ASK FOR: Receipts, invoices and guest lists detailing travel and hospitality expenses claimed by a deputy minister or other senior bureaucrat that are more detailed than the ones you’ll find in the information federal institutions are obliged to file on line. HINT: Limit request to no more than one year’s worth of claims.RESULT: Can reveal spending habits and establish dates of key meetings, dealings. Remember former federal heritage minister Bev Oda’s $16-dollar glass of orange juice!

3. RECORD: Correspondence. DEPARTMENT: All departments/agencies. ASK FOR: Correspondence with a minister or agency head on a topic of interest. HINT: Frame request narrowly. For instance, exclude letters from the public if you do not require them. RESULT: Can uncover letters from provincial premiers, lobby groups.

4. RECORD: House cards or Question Period Notes. DEPARTMENT: All departments. ASK FOR: All cards prepared for the minister in the House of Commons on a specific issue. HINT: Watch headlines, Commons debates for ideas. RESULT: Often contain much more detail, background than revealed in Question Period. NOTE: At the federal level, these notes are released proactively twice a year.

5. RECORD: Material on possible legislation. DEPARTMENT: All departments. ASK FOR: Records concerning possible legislation or other initiatives on a given issue. HINT: Limit request to cover the last year to ensure currency of material. RESULT: Provides insight into initiatives that might be in pipeline, and reasons why the initiatives might (or might not) proceed.

6. RECORD: Meeting minutes. DEPARTMENT: All departments/agencies. ASK FOR: Minutes from the two most recent meetings of a specific committee. HINT: Make calls to find out meeting schedules and whether minutes are kept. RESULT: Can aid in understanding internal policy debates and decisions.

7. RECORD: Audits. DEPARTMENT: All departments, most agencies. ASK FOR: Audits and evaluations completed by or for the department/agency on specific subjects in the last year. HINT: Ask department informally for list of audits conducted in the last year. RESULT: Audits often reveal shortcomings in programs, policies. NOTE: Increasingly, audits are released proactively.

8. RECORD: Polls. DEPARTMENT: All departments, but especially Privy Council Office. ASK FOR: Polls conducted for the department on a given subject. HINT: Some (but not all) polls are released informally. RESULT: Can reveal public attitudes towards government policies.

9. RECORD: Contract information. DEPARTMENT: All departments. ASK FOR: A copy of the contract for a specific project such as the federal government’s beleaguered Phoenix pay system. HINT: Public Services and Procurement Canada administers many contracts, including Phoenix. RESULT: Reveals details of financial arrangements with private companies.

10. RECORD: Responses to discussion papers. DEPARTMENT: Any department that publishes consultation/discussion paper. ASK FOR:Copies of all submissions in response to the department’s paper. HINT: Put in request just after cut-off date for submissions. Only narrow request if certain submissions are required. RESULT: Reveals views of wide cross-section of groups on pressing issues.

11. RECORD: Contracted studies. DEPARTMENT: Privy Council Office. ASK FOR: Specific studies, research conducted for PCO. HINT: Ask informally for list of studies, which is updated regularly. RESULT: Yields advice prepared for government on unity, security, parliamentary affairs and other key issues.

12. RECORD: 20-year-old cabinet documents. DEPARTMENT: Privy Council Office. ASK FOR: Cabinet records on a specific issue. HINT:Check almanac for noteworthy past events. RESULT: Meeting minutes reveal thinking of ministers on issues. (Cabinet documents routinely become public only after 30 years).

13. RECORD: Prime Minister’s email. DEPARTMENT: Privy Council Office. ASK FOR: E-mail sent to the Prime Minister by visitors to his website. HINT: Limit request to a one-week period. RESULT: Names of correspondents are deleted, but letters yield an interesting mix of feedback, including light-hearted, angry and thoughtful correspondence.

14. RECORD: Criminal intelligence briefs. AGENCY: RCMP. ASK FOR: Criminal intelligence briefs prepared during the last six months. HINT:Make time-frame the last couple of years if you are seeking a brief on a specific subject. RESULT: Briefs cover issues such as aboriginal militancy, drug trade and smuggling.

15. RECORD: Incident reports. AGENCY: RCMP. ASK FOR: Incident report on a specific event. HINT: Broaden request to include other records if incident is a prolonged one, such as a standoff. RESULT: Can help explain police decision-making.

16. RECORD: Lessons learned. DEPARTMENT: National Defence. ASK FOR: “Lessons learned” from major military missions. HINT: Wait a month or two after mission is complete. RESULT: Provides evaluation of peacekeeping tours and other assignments.

17. RECORD: UFO reports. DEPARTMENT: Transport. ASK FOR: Reports of unidentified flying objects filed by the public. HINT: UFO reports are also often filed with Defence and RCMP. RESULT: Names of people who make reports are deleted, but other details can be released.

18. RECORD: Observer reports. DEPARTMENT: Fisheries. ASK FOR: Observer reports prepared for the department. HINTS: Limit request to specific geographic area and time frame. RESULTS: Can provide details about operations of foreign vessels.

19. RECORD: SIRC reports. AGENCY: Security Intelligence Review Committee. ASK FOR: Specific reports prepared by committee on CSIS activities. HINT: Reports are listed in back of committee’s annual report. RESULT: Reports, though heavily edited, provide check on spy agency CSIS.

20. RECORD: CRTC debriefing notes. AGENCY: Canadian Radio-television and Telecommunications Commission. ASK FOR: Debriefing notes prepared in connection with a specific licensing hearing. HINT: Make request shortly after licence decision is made. RESULT: Can provide behind-the-scenes reasoning on why TV, radio licences are granted or denied.

Ten ways to improve your searches

1. Look to the headlines for ideas.

2. Check the relevant federal websites for forms, contacts, info on departmental holdings.

3. Call the access coordinator before making your request.

4. Call the co-ordinator after submitting your request.

5. Make similar requests to more than one department, agency or government.

6. Keep a photocopy or scan of each request and attach all return correspondence.

7. Negotiate with departments, agencies or governments.

8. Be persistent. If necessary, complain.

9. Read and re-read the records you receive carefully.

10. Don’t get discouraged.

Links

Resources

Dean Beeby’s access-to-information tipsheet.pdf

Click here to see an example of an access-to-information request.

Canadian Access to Information News Story Index
http://www.canadafoi.ca/atianewsintro.pdf

To download a tip sheet for pitching, editing and storyboarding an investigative project, please click here.

To download the PowerPoint on the same topic, please click here.

Workflow

Group assignments: Make sure group members begin filing access-to-information requests. Members charged with other tasks should also be doing their jobs.

An initial group presentation about your topic due next class on Sept 24. This work will evolve into a formal presentation that will be due Oct. 8
Each group will conduct initial public records (covered in Digging Deeper) research to find out everything it can about the topic – including:

• • • • What interests you about the topic? What do you think will interest our audience?
      • What is new about this topic?
      • Determine what organizations, bodies or governments have any regulatory involvement or control over your topic and what each does;
      • How do the organizations work together (if they do) and when do they work at cross-purposes?
      • What isn’t regulated or controlled at all?
      • What do they monitor, how do they do it?
      • What sort of data do the organizations collect?
      • What format is the data in and what is the historical range of data accessible?
      • How easy it to obtain this data?
      • Is there information that might be available ONLY if we submit formal or informal access-to-information requests?
      • What do you want to know that you haven’t been able to find out?
      • What interests you?
      • What do you think will interest our audiences?

Answers to these questions should allow each group to develop initial ideas about your project.

• • • What seems worth pursuing?
    • What isn’t worth pursuing and why?
    • How can you engage your audience?
    • What media formats seem appropriate?

Assigned task for following class: Create a Google alert tracking stories using access-to-information records.

Week three: Sept. 24

Class recording
https://www.youtube.com/watch?v=0NLoybJWVzs

What you will learn

Brief discussion about stories in your Google alerts produced by access-to-information requests;
Group presentations;

Assignment due: Initial group presentation

As part of its formal presentation, each group will present its findings about its topic,  answering the questions noted above, including outlining the data and information available and what isn’t available.

The group will propose ideas about what seems most interesting and worth pursuing, where there could be stories that would interest a general audience.

Each presentation should between 20 to 30 minutes.  All members of the group must participate in the presentation, explaining the work they have done thus far. Each presentation will be followed by a general discussion among the class about the ideas presented by the group in an attempt to refine them, compare and contrast what each group discovers and what that means for our overall projects.

Readings: Review Chapter 4 in Digging Deeper

Assigned task for following class.
Creating annotations  in DocumentCloud

Week four: Oct. 1

Class recording
https://www.youtube.com/watch?v=P4JaFmj7cSc

What you will learn:

Hansard and other public record searches;

Discussion of the second pitch due on Oct. 8;

Learning how to use DocumentCloud.

Week five: Oct. 8

Brief continued discussion of public records searches, including Hansard, auditors’ general, coroners and court records (Canlii);
Feedback on first two assignments;
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 six: Oct. 15 — study break

Week seven: Oct . 22

What you will learn

The essential elements of a good interview;
Learning about different kinds of interviews (background, on-the-record);
How to conduct the accountability interview.

Links:

Interviewing techniques

Six basic rules of interviewing.pdf

CBS 60 Minutes interview with former U.S. President Barack Obama —  Part 2
https://www.youtube.com/watch?v=KieU1kzUCRo

Charlie Rose interview with Barack Obama
https://charlierose.com/videos/26938

Assigned task for following week: Follow the tutorial for chronology-building tutorial.
Using Excel to build chronologies

Assigned task for the following week:  we will be meeting individually in groups to discuss progress.

Week eight: Oct. 29

What you will learn

Investigative tools: building chronologies and contact lists;
Using Google Sheet as a one-stop shop;
Advanced searches;
Downloading Ontario political financing data.

Links:

Google News Advanced Archive Search
http://news.google.com/archivesearch/advanced_search

LexisNexis AlaCarte! (advanced search)
http://alacarte.lexisnexis.com/partners/int/lexisnews/srchNW.asp

Aspertame Kills
http://www.aspartamekills.com/

Federal lobbyists search
http://www.ocl-cal.gc.ca/eic/site/lobbyist-lobbyiste1.nsf/eng/h_nx00274.html

Ontario Lobbyist Registry
http://www.oico.on.ca/home/lobbyists-registration/overview

Political Financing: Elections Ontario
https://www.elections.on.ca/en/political-financing0.html

Assigned task for the following week: TBD

Week nine: Nov. 5

Class recording
https://www.youtube.com/watch?v=6nEUkWiZnKA

What you will  learn:

How to dig into court records using CanLii, which includes quasi-judicial bodies such as human rights tribunals, labour boards, coroners’ reports and professional disciplinary bodies;
An introduction to court records (affidavits, search warrants, bankruptcy records, etc)

Links:

B.C.’s 9-1-1 system was plagued by staffing shortages and long wait times long before the heat wave crisis: documents
https://www.theglobeandmail.com/canada/british-columbia/article-bcs-9-1-1-system-was-plagued-by-staffing-shortages-and-long-wait-times/

BC system was plagued by staffing shortages.pdf

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

The Canadian Legal Information Institute  (a voluntary initiative and is not a comprehensive listing of all class action lawsuits currently underway in Canada)
http://canlii.org/en/index.php

Proposed class action launched against Northwood over COVID-19 deaths
https://www.cbc.ca/news/canada/nova-scotia/covid-19-class-action-launched-northwood-1.5595560

Proposed Northwood lawsuit expanded to seek damages from N.S. government
https://atlantic.ctvnews.ca/proposed-northwood-lawsuit-expanded-to-seek-damages-from-n-s-government-1.4998568

A statement of claim in the proposed class action lawsuit against Halifax long-term care home Northwood.

Six Ontario nursing homes ‘failed to protect residents’ from COVID-19, proposed class action lawsuit alleges
https://www.cp24.com/news/six-ontario-nursing-homes-failed-to-protect-residents-from-covid-19-proposed-class-action-lawsuit-alleges-1.4913747

A proposed class-action lawsuit filed against Responsive Group Inc., a company that owns several nursing homes in Ontario.

Proposed class action lawsuit led by former constable alleges racism in RCMP
https://www.cbc.ca/news/canada/british-columbia/rcmp-lawsuit-racism-1.5648362

RCMP Class Action Lawsuit Alleges Systemic Racism
https://ca.topclassactions.com/lawsuit-settlements/discrimination/rcmp-class-action-lawsuit-alleges-systemic-racism/

Class Action Database — Canadian Bar Association
https://www.cba.org/Publications-Resources/Class-Action-Database

Class Action Database (U.S.)
http://www.consumer-action.org/lawsuits/

Kim – Spencer – McPhee Barristers
http://www.kimorr.ca/index.html

Federal Court of Canada
https://www.fct-cf.gc.ca/en/home

The Criminal Code
http://laws.justice.gc.ca/eng/

Supreme Court of Canada
https://www.scc-csc.ca/home-accueil/index-eng.aspx

Tax Court of Canada
http://www.tcc-cci.gc.ca/

Recent Courts Martial results
https://www.canada.ca/en/department-national-defence/corporate/reports-publications/military-law/recent-courts-martial-results.html

List of Class Action Lawsuits (U.S)
http://www.classaction.org/list-of-lawsuits

Find out how to request a decision by the Parole Board of Canada
https://www.canada.ca/en/parole-board/services/decision-registry.html

Quebec Human Rights Tribunal
http://www.tribunaux.qc.ca/mjq_en/TDP/index-tdp.html

Office of the Chief Coroner
https://www.mcscs.jus.gov.on.ca/english/DeathInvestigations/office_coroner/coroner.html

BC Coroners Service
https://www2.gov.bc.ca/gov/content/life-events/death/coroners-service

Have you been bankrupt? You could become Minister of National Revenue
http://www.davidmckie.com/have-you-been-bankrupt-you-could-become-minister-of-national-revenue/

Office of the Superintendent of Bankruptcy Canada
http://www.ic.gc.ca/eic/site/bsf-osb.nsf/eng/home

Bankruptcy
http://strategis.ic.gc.ca/epic/internet/inbsf-osb.nsf/en/home

Tutorial for conducting bankruptcy searches

Bankruptcydata.com
http://bankruptcydata.com/

Incident-based crime statistics, by detailed violations, Canada, provinces, territories and Census Metropolitan Areas
https://www150.statcan.gc.ca/t1/tbl1/en/tv.action?pid=3510017701

Incident-based crime statistics, by detailed violations, police services in the Atlantic provinces
https://www150.statcan.gc.ca/t1/tbl1/en/tv.action?pid=3510017801

Ontario discipline decisions
https://www.cpso.on.ca/News/Discipline-Decisions

Law Society of Upper Canada (list of disbarred lawyers)
http://www.lsuc.on.ca/with.aspx?id=2147486087

Office of the Chief Coroner  – Ontario
https://www.mcscs.jus.gov.on.ca/english/DeathInvestigations/office_coroner/coroner.html

Court Record Examples

COVID-19 related class action claim against an Ontaio nursing home chain
Statement of claim against the RCMP
Omar Khadr 2010 Supreme Court of Canada decision uploaded to DocumentCloud
 Factum containing demands that Khadr’s settlement be given to victim uploaded to DocumentCloud
Parole Board Decision
Bankruptcy Filing
The bishop’s search warrant uploaded to DocumentCloud
Divorce Proceeding
National Parole Board Statistics
 Notice of proposed Armed Forces Settlement

Assigned reading: Chapter 9 in Digging Deeper

Week ten: Nov. 12

Class recording
https://www.youtube.com/watch?v=Tw4GXXv6S4c

What you will learn:

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;

Links:

Access to information requests

CEWS Registry Results
https://apps.cra-arc.gc.ca/ebci/hacc/cews/srch/pub/bscSrch?dsrdPg=1&q.srchNm=car&q.ordrClmn=NAME&q.ordrRnk=ASC

Wage subsidies were meant to preserve jobs. In many cases, the $110.6-billion response padded bottom lines
https://www.theglobeandmail.com/business/article-canada-emergency-wage-subsidy-data-analysis/

Wage subsidies were meant to preserve jobs_Globe and Mail investigation.pdf

CEWS recipients_scraped Nov 2, 2021.xlsx

Air Canada to review French policies as CEO begins private instruction
https://www.cbc.ca/news/canada/montreal/air-canada-ceo-french-lessons-1.6242954

TD Investor Relations
https://www.td.com/investor-relations/ir-homepage/financial-reports/quarterly-results/qr-2021.jsp

TD Proxy Circulars
https://www.td.com/investor-relations/ir-homepage/share-information/proxy-circulars/proxy.jsp

TD Proxy Circular annotation uploaded to DocumentCloud
https://beta.documentcloud.org/documents/20498512-td-bank_e-2021-proxy-circular#document/p33/a2020896

MarketWatch
http://www.marketwatch.com/?link=MW_Nav_FP

Nasdaq
http://www.nasdaq.com/

Stockwatch
http://www.stockwatch.com/

Advanced Real-Time Chart Widget
https://www.tradingview.com/widget/advanced-chart/

Air Canada
https://www.aircanada.com/ca/en/aco/home.html#/

Air Canada investor relations
https://www.aircanada.com/ca/en/aco/home/about/investor-relations.html

Air Canada 1st Quarter 2020 financial statement uploaded to DocumentCloud
https://www.documentcloud.org/search/Project:%20%22Corporate%20filings%22

Air Canada annual report uploaded to DocumentCloud
https://beta.documentcloud.org/documents/20494069-air-canada-audited-financial-statement-filed-feb-12-2021

Air Canada management discussion and analysis that accompanies the 2020 financial statement uploaded to DocumentCloud
https://beta.documentcloud.org/documents/20494072-air-canada_2020_mda_q4

Pfizer quarterly reports
https://investors.pfizer.com/financials/quarterly-reports/default.aspx

Pfizer 10-K uploaded to DocumentCloud
https://beta.documentcloud.org/documents/20494062-sec-filings_pfizer-10-k

Canadian Survey on Business Conditions: Impact of COVID-19 on businesses in Canada, May 2020
https://www150.statcan.gc.ca/n1/daily-quotidien/200714/dq200714a-eng.htm?HPA=1

Economic and Fiscal Snapshot 2020
https://www.canada.ca/en/department-finance/services/publications/economic-fiscal-snapshot.html

Economic and Fiscal Snapshot 2020 uploaded to DocumentCloud
https://www.documentcloud.org/documents/6983305-Economic-and-Fiscal-Snapshot-2020.html#document/p61/a570933

BUSINESS ANALYSIS

Google Finance
http://finance.google.com/finance

Bank of Canada keeps key interest rate target on hold
https://www.ctvnews.ca/business/bank-of-canada-keeps-key-interest-rate-target-on-hold-1.5340944

Labour Force Survey in brief: Interactive app
https://www150.statcan.gc.ca/n1/pub/14-20-0001/142000012018001-eng.htm

Bank of Canada
http://www.bankofcanada.ca/

Big Six Banks
https://www.investopedia.com/terms/b/bigsixbanks.asp

RBC Economic Research
http://www.rbc.com/economics/#

BMO Capital Markets
http://economics.bmocapitalmarkets.com/

CIBC Economics Research
https://economics.cibccm.com/economicsweb/EconomicsHome#!WORKSPACE_ID=ECO_HOME

Scotia Bank Economics
http://www.gbm.scotiabank.com/ResearchCapabilities/RE_Scotia_Economics.htm

TD Economics
https://www.td.com/economics/analysis/economics-index.jsp

National Bank Economic Analysis
https://www.nbc.ca/en/rates-and-analysis/economic-analysis.html

BMO Financial Group
https://newsroom.bmo.com/index.php?s=2429

InvestD
https://invesd.com/home

Hoovers
http://www.hoovers.com/#megamenu_0.html

Summary table — Debt to equity ratio by industries (Statistics Canada)
http://www.statcan.gc.ca/pub/61-219-x/2010000/t007-eng.htm

Business Insider
http://www.businessinsider.com/

Financial glossary (Reuters)
http://glossary.reuters.com/index.php?title=Main_Page

Society of American Business Writers and Editors
http://sabew.org/resources/resources/

“Best Business Writing” anthologies compiled by Columbia University
For the most recent edition, click here 

Worthwhile Canadian Initiative
http://worthwhile.typepad.com/

SECURITIES COMMISSIONS

US Securities and Exchange Commision
https://www.sec.gov/

British Columbia Securities Commission
http://www.bcsc.bc.ca/

Alberta Securities Commission
http://www.albertasecurities.com/Pages/Default.aspx

Manitoba Securities Commission
http://www.msc.gov.mb.ca/index_en.html

Ontario Securities Commission
http://www.osc.gov.on.ca/en/home.htm
http://www.osc.gov.on.ca/en/Proceedings_before-commission_index.htm

The Autorité des marchés financiers (AMF)
http://www.lautorite.qc.ca/index.en.html

Nova Scotia Securities Commission
http://www.gov.ns.ca/nssc/

The Securities Commission of Newfoundland and Labrador
http://www.gs.gov.nl.ca/cca/fsr/rulemaking/

Public sector money trails

Federal Budgets
https://www.canada.ca/en/department-finance/services/publications/federal-budget.html

Five-Year Departmental Evaluation Plan 2020-2021 to 2024-2025
https://www.sac-isc.gc.ca/eng/1601896999938/1601897029080

Ontario budget 2021
https://budget.ontario.ca/2021/contents.html

One patrol ship and 118 Crown vehicles vandalized, part of $24.2-million in lost property in 2018-19
https://www.hilltimes.com/2020/01/15/one-patrol-ship-and-118-crown-vehicles-vandalized-part-of-24-2-million-in-lost-property-in-2018-19/230140

Public Accounts of Canada 2020
https://www.tpsgc-pwgsc.gc.ca/recgen/cpc-pac/2020/index-eng.html

Federal Public Accounts – PDF format
https://epe.lac-bac.gc.ca/100/201/301/public_accounts_can/pdf/index.html

Federal Public Accounts – Volume one
https://beta.documentcloud.org/documents/20493461-p51-1-2020-3-eng

Federal Public Accounts – Volume two
https://beta.documentcloud.org/documents/20493462-p51-1-2020-2-eng

Federal Public Accounts – Volume three
https://beta.documentcloud.org/documents/20493461-p51-1-2020-3-eng

BUSINESS REPORTING

Donald W. Reynolds National Center for Business Journalism
http://businessjournalism.org/

Beginners’ Guide to Financial Statements (U.S. Securities and Exchange Commission)
http://www.sec.gov/investor/pubs/begfinstmtguide.htm

Assigned class for next class: TBD

Week eleven: Nov. 19

Class recording
https://www.youtube.com/watch?v=h5ucGvHxIuA

What you will  learn:

Making sense of records received through access to information;
Decoding records;
Building chronologies.

Links

Uploading documents to DocumentCloud
https://www.youtube.com/watch?v=i_d0zsw6hhQ&feature=youtu.be

DocumentCloud Tips and Tricks
https://www.documentcloud.org/help/tips

5206-21-PowerPointSix.pptx

Feds’ two billion tree goal hinges on provincial buy-in
https://www.nationalobserver.com/2021/06/10/news/federal-two-billion-tree-goal-hinges-provincial-buy-in

Is the feds’ two billion trees program simply a path to more logging?https://www.nationalobserver.com/2021/06/18/news/transparency-feds-two-billion-tree-planting-program

Week twelve: Nov. 26

What you will learn:

A quick review of auditors general reports, using two report cards on the federal and Ontario environment track records as examples

Reviewing procedure for filing formal access-to-information complaints

Working with data using Statistics Canada hate crime and Correctional Service of Canada offender profile data

Sorting; filtering; building pivot tables

Discussion of final group presentation

Links:

Canada’s climate change efforts going from ‘failure to failure,’ says commissioner’s report
https://www.cbc.ca/news/politics/environment-commissioner-report-failure-to-failure-1.6262523

Commissioner of the Environment and Sustainable Development
https://www.oag-bvg.gc.ca/internet/english/parl_lp_e_901.html

Ontario ignoring public’s rights to environmental consultation, public info: audit
https://www.cbc.ca/news/canada/toronto/ontario-auditor-general-report-environmental-audits-1.6257828

Office of the Auditor General of Ontario
https://www.auditor.on.ca/en/content/annualreports/annualreports.html

Inside the war on hate
https://www.winnipegfreepress.com/local/heedless-to-hate-perilous-indifference-575777282.html

Statistics  Canada Tables
https://www150.statcan.gc.ca/n1/en/type/data

Police-reported hate crime, by type of motivation, Canada (selected police services)
https://www150.statcan.gc.ca/t1/tbl1/en/tv.action?pid=3510006601

Police-reported hate crime, by most serious violation, Canada (selected police services)
https://www150.statcan.gc.ca/t1/tbl1/en/tv.action?pid=3510006701

Police-reported hate crime, number of incidents and rate per 100,000 population, Census Metropolitan Areas
https://www150.statcan.gc.ca/t1/tbl1/en/tv.action?pid=3510019101

Incident-based crime statistics, by detailed violations, Canada, provinces, territories and Census Metropolitan Areas
https://www150.statcan.gc.ca/t1/tbl1/en/tv.action?pid=3510017701

Bias behind bars: A Globe investigation finds a prison system stacked against Black and Indigenous inmates
https://www.theglobeandmail.com/canada/article-investigation-racial-bias-in-canadian-prison-risk-assessments/

Correctional Services of Canada offender profile datasets
https://open.canada.ca/data/en/dataset?organization=csc-scc

Open Data File 20170409 v3.xlsx

Census Profile 2016
https://www12.statcan.gc.ca/census-recensement/2016/dp-pd/prof/details/page.cfm?Lang=E&Geo1=PR&Code1=01&Geo2=&Code2=&SearchText=Canada&SearchType=Begins&SearchPR=01&B1=All&TABID=1&type=0

CEWS Registry Results
https://apps.cra-arc.gc.ca/ebci/hacc/cews/srch/pub/fllLstSrh?dsrdPg=411&q.ordrClmn=NAME&q.ordrRnk=ASC

Ken Boessenkool and Mike Moffatt: It’s time for the banana talk, Mr. Macklem

‘COVID is just purely an excuse’: Advocates call for auditor general review of access to information regime

Information Commissioner of Canada
https://www.oic-ci.gc.ca/en

Information and Privacy Commissioner of Ontario
https://www.ipc.on.ca/

Week thirteen:

Dec. 3

Class recording
https://www.youtube.com/watch?v=AGsQ6gTUxlM

What we will cover:

Story pitches from all three groups;
FOI follow-up;
Course wrap-up

Links

Governor General’s office investigating internal network breach
https://www.burnabynow.com/national-news/governor-generals-office-investigating-internal-network-breach-4821639

ANALYSIS: 3 pages, 520 days of delay, and Canada’s busted access-to-information system
https://globalnews.ca/news/8415871/canada-access-to-information-delays-covid-19/

Additional Resources

In Behind the Scenes: A Canadian Journalism Foundation with Globe and Mail investigative reporters discussing their techniques and tips
https://twitter.com/cjffjc/status/1466850238677794816

Data Journalism Academy: Writing with data
https://sites.google.com/view/mj-basic-data-academy/data-state-of-mind/writing-with-data?authuser=0

The Quartz guide to bad data
https://github.com/Quartz/bad-data-guide

Michael Creagen’s instructional video for photo ideas
https://www.youtube.com/watch?v=V9Gb69vlxKo&feature=youtu.be

Downloadthemall (Youtube demo)
https://www.youtube.com/watch?v=hzl4WIExeUA

Downloadthemall (for Firefox)
https://www.downthemall.net/

Downloadthemall (for Chrome)
https://chrome.google.com/webstore/detail/downthemall/nljkibfhlpcnanjgbnlnbjecgicbjkge?hl=en