Degree | Type | Year | Semester |
---|---|---|---|
2501933 Journalism | OT | 3 | 1 |
2501933 Journalism | OT | 4 | 1 |
There are no prerequisites, but it is understood that the students have obtained in the preceding courses knowledge derived from subjects such as Journalistic Writing (I and II), Sources, Techniques and Organization of Journalistic Work, Audiovisual Languages, Production, Expression and Product Design Journalistic, Theories of Communication, Structure of Communication, among others that can provide a theoretical and practical basis. These subjects provide the necessary knowledge and skills to correctly follow the subject of Scientific and Health Journalism since students will have a theoretical and practical basis on which to develop.
The objectives of the course are:
a) Explain the different approaches of journalism to scientific and health knowledge.
b) Encourage students to integrate and work with complex knowledge in specific natural, social, exact, and life sciences areas.
c) Develop skills to communicate pieces of information, ideas, problems, and solutions to the general or specialized public.
d) Work critical capacity to interpret relevant data, and search for information and specific sources in the scientific and health fields.
The content of the course will apply the gender perspective in a transversal way. It does so precisely from the following aspects:
a) Knowledge about the inclusion of the gender perspective in journalistic texts on science and health issues.
b) Identification and recognition of the debate on gender diversity in science.
c) Encouraging reflection on the current state of news production on scientific and health issues from a gender-inclusive perspective.
1. Introduction to science and health journalism
-Health and science in the media
-What is scientific knowledge, and how is it communicated?
-The communication of science and health as production of meanings
-Communicating science to active audiences.
2. The scientific method and pseudosciences
-The foundations of the scientific method
-Scientific rationality and falsification (K. Popper)
-Science popularizers and the knowledge of science
-Pseudosciences and disinformation.
3. The sources of information for Scientific and Health Journalism
-Sources problems and difficulties
-News agencies and uncritical reproduction
-The difficulties and challenges of trust, confidence, and verification
-The structure and functioning of the Spanish and European scientific system.
4. The construction of scientific and health news
-Scientific language and journalistic language
-Style and figures of speech (metaphors, analogies, paradoxes)
-Statistics and databases
-Scientific articles and the scientific community.
5. The challenge of images in Scientific and Health Journalism
-Infographics, charts, and data communication
-Photography as a communication tool
-The ethical and interpretive limits of visual resources.
6. Informative genres applied to Scientific and Health Journalism
-The reports
-The interviews
-The chronicles and other genres of opinion
-Biographies and life stories.
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.
The teaching methodology will consist of face-to-face activities, supervised activities, and directed and autonomous work.
Note: 15 minutes of a class will be reserved within the calendar established by the center/degree for the students to complete the surveys to evaluate the teaching staff's performance and the subject/module.
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 | |||
Independent work | 42 | 1.68 | 6, 16, 3, 15, 7, 9, 11, 14, 20, 17, 18, 13, 21, 5 |
Lectures | 15 | 0.6 | 6, 1, 16, 3, 15, 4, 7, 9, 11, 12, 20, 17, 5 |
Seminars | 33 | 1.32 | 16, 15, 2, 8, 7, 9, 11, 12, 14, 20, 19, 17, 18, 13, 21, 22 |
Tuitions | 8 | 0.32 | 7, 12, 17 |
THE EVALUATION ACTIVITIES ARE:
- Activity A - Exam, 20% of the final grade
- Activity B - Practical Activities, 50% of the final grade
- Activity C - Assignment, 30% of the final grade...
To pass the course, a minimum grade of 5.0 must be obtained for each of activities A, B, and C.
RE-EVALUATION:
Students will have the right to be re-evaluated for the subject if they have been evaluated from the set of activities, the weight equivalent to a minimum of 2/3 of the total grade for the subject. In order to be able to present the re-evaluation of the subject, it will have had to obtain the average mark of 3.5. The activity that is excluded from the recovery process is coursework (Assignment).
SECOND REGISTRATION:
In the case of second registration, students may take a single synthesis test that will consist of a short content test with a theoretical and practical section, using the bibliography indicated by the teaching staff and a proposal for a research report on a scientific topic.
The qualification of the subject will correspond to the grade obtained on the synthesis test.
PLAGIARISM:
In the event that the student performs any irregularity that may lead to a significant variation of an evaluation act, this evaluation act will be graded with 0, regardless of the disciplinary process that could be instructed. In the event, that several irregularities occur in the evaluation acts of the same subject, the final grade for this subject will be 0.
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
Assigment | 30% | 20 | 0.8 | 6, 1, 16, 3, 15, 2, 7, 9, 10, 11, 12, 19, 18, 21, 5, 23, 22 |
Practicies | 50% | 30 | 1.2 | 6, 16, 15, 2, 8, 7, 10, 12, 14, 20, 19, 18, 13, 21, 23, 22 |
Test | 20% | 2 | 0.08 | 6, 3, 4, 7, 11, 19, 17, 23 |
Bucchi, & Trench, B. (2021). Routledge Handbook of Public Communication of Science and Technology. Taylor & Francis Group. https://doi.org/10.4324/9781003039242
Campos, A. (2022). Comunicación efectiva de la ciencia: ¿qué es y cómo ayuda a los científicos a mejorar su carrera y cumplir objetivos de impacto social? Revisión de la literatura. Hipertext.Net, 24, 23–39. https://doi.org/10.31009/hipertext.net.2022.i24.03
Dralega, C. A., & Napakol, A. (Eds.). (2022). Health Crises and Media Discourses in Sub-Saharan Africa. Springer International Publishing. https://doi.org/10.1007/978-3-030-95100-9
Dentzer. (2009). Communicating Medical News — Pitfalls of Health Care Journalism. The New England Journal of Medicine, 360(1), 1–3. https://doi.org/10.1056/NEJMp0805753
Elías, C. (2008). Fundamentos de periodismo científico y divulgación mediática. Madrid: Alianza Editorial.
Hernando Cuadrado, L. A. (2006). Periodismo científico y lenguaje/Scientific Journalism and Language. Estudios sobre el mensaje periodístico, 12, 331.
Hyde-Clarke, Hornmoen, Kjos Fonn, & Benestad Hågvar. (2020). Media Health. Scandinavian University Press (Universitetsforlaget). https://doi.org/10.18261/9788215040844-2020
Sanahuja Sanahuja, R., & López Rabadán, P. (2022). La gestión de fuentes como criterio de calidad en el periodismo de verificación. Uso y tendencias en la cobertura de la COVID-19 en España. Hipertext.Net, 24, 9–22. https://doi.org/10.31009/hipertext.net.2022.i24.02
Parrott, Nussbaum & Thompson. (2011). The Routledge Handbook of Health Communication. Taylor and Francis. https://doi.org/10.4324/9780203846063
Oransky. (2020). Will improvements in health journalism improve health literacy? Information Services & Use, 40(Health Literacy), 1–14. https://doi.org/10.3233/ISU-200081
Urrego Zuluaga, & Bustos Villalba, J. V. (2021). Periodismo científico y perfil periodístico como elementos metodológicos para la construcción de historias hipermediales. Investigación y desarrollo, 29(2), 68–. https://doi.org/10.14482/INDES.29.2.070.4
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