Degree | Type | Year | Semester |
---|---|---|---|
4316493 Journalism and Digital Content Innovation | OB | 0 | 1 |
Students must have previous training in techniques and processes of journalistic production, as well as in the basic language of information for media and research methodology in the field of social sciences.
The Unit aims to bring the student to the design, creation and development of basic and applied research projects in the area of journalism and innovation in digital content. The student will learn to apply the planning of scientific work for media research, as well as to use quantitative and qualitative research techniques for research in the area of media and digital communication. Within the development of the Unit, the student will participate in the development of a research project in which must apply the design of the scientific method properly, raise hypotheses and questions related to communication, validate, classify and verify ideas and concepts and review correctly the bibliographical sources
Theoretical and institutional context of research in media communication
The foundations of the scientific method
Research trends in journalism and digital content
Design and presentation of a research and innovation project
The research and innovation project
The presentation of the research project
Master's Thesis
Objectives of the research and choice of techniques
Conceptualization of research
Selection of technical research methodologies in digital journalism. The quantitative methodologies.
Selection of research methodologies and techniques in digital journalism. Qualitative techniques
Obtaining and presenting results
The calendar will be available on the first day of class. Students will find all information on the Virtual Campus: the description of the activities, teaching materials, and any necessary information for the proper follow-up of the subject. In case of a change in the teaching modality for health reasons, the same contents indicated in this guide will be taught.
Training Activities |
|
Directed |
Supervised |
Autonomous |
Hours |
45 |
30 |
75 |
|
% presence |
100% |
20 % |
0% |
|
Teaching methodologies |
Teaching Expositions Classroom Activities Tutor sessions Elaboració de treballs / informes Reading (papers and reports) Participation in exhibitions and debates |
Gender Perspective
The Unit promotes sensitivity to the gender perspective in a transversal manner. It does so specifically in the following specific aspects:
Knowledge about the inclusion of the gender perspective in all processes of the design and application of research, including methodologies and research techniques with a gender perspective or feminists.
Reflection on the role of information and communication technologies in the transmission of gender stereotypes and in social transformation.
-Knowledge of the digital divide and the adequacy of ICTs to gender differences: barriers and opportunities.
-Recognition of the contributions of the scientists in the discipline.
Knowledge of the role of gender inequalities in science, both in scientific production and in its professional-academic side.
Knowledge of gender equity values in professional practice.
Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
Classroom activities | 15 | 0.6 | 1, 2, 14, 5, 3, 22, 17 |
Participation in exhibitions and debates | 10 | 0.4 | 14, 15, 5, 3, 22 |
Teachings' expositions | 15 | 0.6 | 14, 15, 3 |
Type: Supervised | |||
Realization of the research project | 20 | 0.8 | 1, 2, 5, 3, 22 |
Tutor sessions | 5 | 0.2 | 5, 3, 22 |
Type: Autonomous | |||
Reading | 14 | 0.56 | 14, 15, 19 |
Realization of the research project | 25 | 1 | 1, 2, 14, 15, 5, 3, 22 |
Search for information | 15 | 0.6 | 14, 15, 5, 3, 22, 18, 17 |
The subject consists of the following evaluation activities:
-Activity A, Realization of an individual research project supervised and guided by the teaching staff: 40% % on the final grade
-Activity B, Group practices in the classroom related to quantitative and qualitative research techniques 40 % on the final grade
-Activity C, Participation in presentations and face-to-face debates 20% on the final grade
To be able to pass the subject, it is necessary to obtain a minimum grade of 5 in each one of the activities A, B and C.
PLAGIARISM
The student who performs any irregularity (copy, plagiarism, identity theft...) that can lead to a significant variation of the qualification of an evaluation act, will be qualified with 0 this act of evaluation. In case there are several irregularities, the final grade of the subject will be 0.
COVID-19
In the case of a change in teaching modality for health reasons, the evaluation system will be equivalent to that indicated in this guide.
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
In-class activities | 40% | 10 | 0.4 | 1, 2, 14, 15, 22, 7, 6, 16, 20, 11, 12, 10, 23, 21 |
Participation in presentations and debates | 20% | 6 | 0.24 | 1, 2, 14, 15, 8, 5, 3, 22, 4, 20, 11, 13, 12 |
Research project | 40% | 15 | 0.6 | 1, 2, 14, 15, 5, 3, 22, 7, 16, 18, 17, 19, 9, 13 |
Bellotti, E. (2015) Qualitative Networks. Mixed methods in sociological research. New York: Routledge.
Berger, A.A. (2016). Media and Communication Research Methods: An Introduction to Qualitative and Quantitative Approaches. Thousand Oaks, California: Sage.
Borgatti, S. P., Everett, M. G.; Johnson,J. C. (2013). Analyzing Social Networks. London: Sage.
Corbetta, Pierorgio. (2010) Metodologías y técnicas de investigación social. Madrid, McGraw Hill.
Fernández Manzano, E.; Neira, E; Clarés-Gavilán, J. (2016). Data management in audiovisual business: Netflix as a case study. El Profesional de la Información, 25 (4), 568-576.
Freixa, P.; Pérez-Montoro, M.; Codina, Ll. (2017). Interacción y visualización de datos en el periodismo estructurado. El Profesional de la Información, 26(6), 1076-1090.
Lis Gindin, Irene; Patricia Busso, Mariana. (2018) Investigaciones en comunicación en tiempos de big data: sobre metodologías y temporalidades en el abordaje de redes sociales. AdComunica. Revista Científica de Estrategias, Tendencias e Innovación en Comunicación, 15, 25-43
Hine, C. (2004). Virtual Ethnography. London: Sage.
Jenkins, H. (2006). Convergence Culture. Where old and new media collide. New York University Press.
Molina Rodríguez-Navas, P.; Simelio, N. y Corcoy, M. (2017). Metodologías de evaluación de la transparencia: procedimientos y problemas. Revista Latina de Comunicación Social, 72, 818-831.
Ruiz Olabuenaga, J. I., et al. (2002). Cómo elaborar un proyecto de investigación social. Bilbao: Universidad de Deusto.
Simelio,N. et. al. (2019) Journalism, transparency and citizen participation: a methodological tool to evaluate information published on municipal websites. Information, Communication & Society, 22 (3), 369.385
Vilches, L. (coord.) (2011). La investigación en comunicación. Métodos y técnicas en la era digital. Barcelona: Gedisa.
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