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 course aims to bring the student closer to the design, creation and development of basic and applied research projects in the area of journalism and innovation in digital content.
The main learning objectives are:
- Learn to plan scientific work for research and innovation in the media.
- Learn to plan a digital innovation project.
- Use quantitative and qualitative research techniques in the area of digital communication.
- Apply the design of the scientific method appropriately.
- Learn to design, create, develop and evaluate innovation and research projects in the field of journalism and digital communication.
Theoretical and institutional context of research in media communication
The foundations of the scientific method
Research trends on journalism and digital content
Innovation trends in the field of journalism and digital communication
The design and presentation of a research and innovation project
The research and innovation project in digital communication
The presentation of the research project and of the innovation project
The design, development and evaluation of innovation projects in the field of journalism and digital communication.
Master's final project
Research objectives and choice of techniques
Research conceptualization
Selection of technical methodologies for research and innovation in digital journalism. Quantitative methodologies.
Selection of research and innovation methodologies and techniques in digital journalism. qualitative techniques.
Obtaining and presenting results.
Generation of innovative and competitive proposals for applied research.
The detailed calendar with the content of the different sessions will be exposed on the day of presentation of the subject. It will also be posted on the Virtual Campus where students will be able to find a detailed description of the exercises and practices, the various teaching materials and any information necessary for proper follow-up of the subject.
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 | 10 | 0.4 | 14, 15, 19 |
Realization of the research project | 25 | 1 | 1, 2, 14, 15, 5, 3, 22 |
Search for information | 14 | 0.56 | 14, 15, 5, 3, 22, 18, 17 |
The subject consists of the following evaluation activities:
-Activity A, Realization of an individual research/innovation project supervised and guided by the teaching staff: 30% % on the final grade
-Activity B, Group practices in the classroom related to quantitative and qualitative research techniques 50 % on the final grade
-Activity C, Participation in presentations and face-to-face debates 20% on the final grade
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 |
---|---|---|---|---|
In-class activities | 50% | 15 | 0.6 | 1, 2, 14, 15, 8, 22, 4, 7, 6, 16, 18, 17, 20, 19, 9, 11, 13, 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 | 30% | 15 | 0.6 | 1, 2, 14, 15, 8, 5, 3, 22, 4, 7, 6, 16, 18, 17, 20, 19, 9, 11, 13, 12, 10, 23 |
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.
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
Tous-Rovirosa, A., Prat, M., & Dergacheva, D. (2022). The Hockey Girls. The creation of a new collective subject: sisterhood and the empowerment of women. Feminist Media Studies, 1-22.
Vilches, L. (coord.) (2011). La investigación en comunicación. Métodos y técnicas en la era digital. Barcelona: Gedisa.
PSPP
Netlytic
NodeXL