Class Research Journalism

This unit focuses on investigative journalism - the most demanding form of the craft - and frames it within the history, theory and practice of contemporary journalism. Its field of action extends from defining what investigating means, at the crossroads of journalism and the social sciences, to the international (Watergate, Panama Papers) and Portuguese history of investigative reporting. It operates in the domains where it is practised today: current affairs reporting, international consortia, independent and multimedia journalism, data journalism and AI, as well as historical investigation through testimonies and archives. It builds the investigator's essential repertoire: hypotheses, sources and their limits, verification, protection of sensitive information and narrative construction. In the 3rd year of the Communication and Journalism degree, the unit consolidates prior reporting and writing skills and prepares students for journalism's most responsible task: scrutinising power.

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What does investigating mean? Similarities and differences between social sciences and investigative journalism. 2. Towards a definition of investigative journalism; differences from news reporting; investigating for a news piece, a feature report and an in-depth subject. 3. History of investigative journalism: international cases (Watergate, Panama Papers); its origins in Portugal - Esculápio, Repórter X, Celestino Amaral and the GAL case, the impact of O Independente. 4. Investigative journalism in practice: reporting on current affairs; the international field; the end of the "lone wolves"; literary journalism and freelance investigation published in book form; consortia (Investigate Europe); independent journalism (Divergente, Fumaça); multimedia, data journalism and AI. 5. Historical investigative journalism: testimonies and archives; investigating the past in the press; creating impact with past cases - podcasts and documentaries  

The unit combines theory and practice, with questioning- and cooperation-based approaches that foster curiosity, peer learning and self-assessment. Problem-based learning strategies and realistic exercises (Savin-Baden & Major, 2004) develop critical thinking, autonomy and collaborative work. Lectures and case studies frame the theory and history of investigative journalism, with analysis of good and bad practices that strengthens argumentative skills (Kim et al., 2006). Project-based learning structures the unit's core assignment: in groups, students produce an investigative report - hypothesis, verification, sources and narrative - with continuous feedback (McLaughlin et al., 2022). In-class exercises linked to guest sessions train essential techniques: concentration, note-taking, memory, research, questioning and oral expression. Tutorial sessions support projects with ongoing guidance.

Caminos Marcet, J. M. (1997). Periodismo de investigación, teoría y práctica. Madrid: Síntesis. de Burgh, H. (Ed.). (2008). Investigative journalism (2.a ed.). Abingdon, Oxon.¿; New York: Routledge. Forbes, D. (2005). A watchdog¿s guide to investigative reporting: a simple introduction to principles and practice in investigative reporting. Johannesburg: Konrad Adenauer Stiftung. Godinho, J. (2009). As origens da reportagem-impressa. Lisboa: Livros Horizonte. Harcup, T. (2009). Journalism: principles and practice (2nd ed). Thousand Oaks, Calif: Sage Publications. Hunter, M. L. (Ed.). (2013). A investigação a partir de histórias: Um manual para jornalistas investigativos. Paris: UNESCO. Lanosga, G. (2014). New Views of Investigative Reporting in the Twentieth Century. American Journalism, 31(4), 490¿506. Schiffrin, A. (Ed.). (2014). Global muckraking: 100 years of investigative journalism from around the world. New York: The New Press.