Radio and Television News Programmes
Code: 103118 ECTS Credits: 6| Degree | Type | Year |
|---|---|---|
| Journalism | OB | 3 |
Contact
- Name:
- Ana Belen Monclus Blanco
- Email:
- belen.monclus@uab.cat
Teachers
- Vicenç Tamborero Viadiu
- Ana Belen Monclus Blanco
Teaching groups languages
You can view this information at the end of this document.
Prerequisites
Classes are taught in Catalan and/or Spanish. Therefore, students must have extensive knowledge of these languages to follow the course.
Objectives and Contextualisation
The course is integrated into the topic "Journalistic Production". This topic in the Journalism Degree consists of the following contents:
*Production design expression and press
*Production and journalistic expression in multimedia and interactive
*Audiovisual production and expression
*News on radio and television (our subject)
*Design and visual composition
*Photojournalism
*Documentary
*Journalistic production platform
The course, within the training block, is aimed to provide the general concepts and theoretical foundations to create radio and television news programs.
The contents taught provide the essential foundations for the design and production of audiovisual news programmes for radio and television. So the very fundamental basics of broadcast journalism in news programs are subject of the course.
Competences
- Abide by ethics and the canons of journalism, as well as the regulatory framework governing information.
- Act with ethical responsibility and respect for fundamental rights and duties, diversity and democratic values.
- Demonstrate a critical and self-critical capacity.
- Introduce changes in the methods and processes of the field of knowledge to provide innovative responses to the needs and demands of society.
- Manage time effectively.
- Relay journalistic information in the language characteristic of each communication medium, in its combined modern forms or on digital media, and apply the genres and different journalistic procedures.
- Research, select and arrange in hierarchical order any kind of source and useful document to develop communication products.
- Show leadership, negotiation and team-working capacity, as well as problem-solving skills.
- Students can apply the knowledge to their own work or vocation in a professional manner and have the powers generally demonstrated by preparing and defending arguments and solving problems within their area of study.
- Students must be capable of collecting and interpreting relevant data (usually within their area of study) in order to make statements that reflect social, scientific or ethical relevant issues.
- Students must be capable of communicating information, ideas, problems and solutions to both specialised and non-specialised audiences.
- Students must develop the necessary learning skills in order to undertake further training with a high degree of autonomy.
- Take account of social, economic and environmental impacts when operating within one's own area of knowledge.
- Take sex- or gender-based inequalities into consideration when operating within one's own area of knowledge.
- Use one's imagination with flexibility, originality and ease.
- Value diversity and multiculturalism as a foundation for teamwork.
Learning Outcomes
- Analyse the sex- or gender-based inequalities and the gender biases present in one's own area of knowledge.
- Be familiar with and professionally use the necessary voice and image recording tools.
- Communicate using language that is not sexist or discriminatory.
- Consider how gender stereotypes and roles impinge on the exercise of the profession.
- Critically analyse the principles, values and procedures that govern the exercise of the profession.
- Demonstrate a critical and self-critical capacity.
- Explain the explicit or implicit code of practice of one's own area of knowledge.
- Identify and distinguish the technical requirements necessary to relay information in the language characteristic of each communication medium (press, audiovisual, multimedia).
- Identify situations in which a change or improvement is needed.
- Identify the social, economic and environmental implications of academic and professional activities within one's own area of knowledge.
- Manage time effectively.
- Propose new methods or well-founded alternative solutions.
- Propose new ways to measure the success or failure of the implementation of innovative proposals or ideas.
- Propose projects and actions that are in accordance with the principles of ethical responsibility and respect for fundamental rights and obligations, diversity and democratic values.
- Propose projects and actions that incorporate the gender perspective.
- Research, select and arrange in hierarchical order any kind of source and useful document to develop communication products.
- Show leadership, negotiation and team-working capacity, as well as problem-solving skills.
- Students can apply the knowledge to their own work or vocation in a professional manner and have the powers generally demonstrated by preparing and defending arguments and solving problems within their area of study.
- Students must be capable of collecting and interpreting relevant data (usually within their area of study) in order to make statements that reflect social, scientific or ethical relevant issues.
- Students must be capable of communicating information, ideas, problems and solutions to both specialised and non-specialised audiences.
- Students must develop the necessary learning skills in order to undertake further training with a high degree of autonomy.
- Use Internet's communication resources properly.
- Use one's imagination with flexibility, originality and ease.
- Use social responsibility criteria in various information production processes.
- Value diversity and multiculturalism as a foundation for teamwork.
Content
Lesson 1
-News as a fundamental element of programming schedules in radio and television
- Last news on audio-visual information
Lesson 2
-Typology of news formats
- Bulletins/Last news
- Daily news programs
- Monographs
Lesson 3
-Typology of news formats
- Daily and non-daily specialized news programs
- Talks and debate shows
- Magazines
Lesson 4
-Hybridization of news programs: infotainment.
Lesson 5
-Podcasting: new narrative possibilities for information
Note: The course content will be sensitive to issues related to gender perspective and the use of inclusive language.
Activities and Methodology
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Laboratory Practice | 33 | 1.32 | 2, 8, 24 |
| Master Class | 15 | 0.6 | 2, 8, 24 |
| Type: Supervised | |||
| Exam | 2 | 0.08 | 2, 8, 24 |
| Laboratory exam | 3 | 0.12 | 8 |
| Tutorials | 5 | 0.2 | |
| Type: Autonomous | |||
| Autonomous Work | 71 | 2.84 | 2, 8, 24 |
The acquisition of knowledge will be done through various methodological procedures that include different types of activities, grouped mainly in lectures and practices in radio and television laboratories, and also with analysis works.
In the theoretical sessions, the contents of the program will be presented, thus providing the necessary elements to carry out the practical exercises in the laboratories. As for the practices, they will serve to apply to real cases what has been learned in the theoretical sessions. The analysis works will encourage critical reflection on examples and current news programs related to the contents of the course.
This course uses innovative teaching methodologies in theoretical and practical sessions such as ABR, APS and gamification, among others.
A detailed schedule outlining the content of each session will be presented on the first day of the course and will be available on the course’s Virtual Campus, where students will find all teaching materials and necessary information for effective course monitoring. Should the teaching modality change for reasons of force majeure according to the competent authorities, the teaching staff will inform students of any modifications to the course schedule and teaching methodologies.
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.
Assessment
Continous Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Analytical works | 10% | 4 | 0.16 | 5, 1, 3, 2, 6, 7, 11, 8, 10, 9, 12, 13, 15, 18, 19, 22, 24, 4 |
| Assistance and Participation in class | 5% | 0 | 0 | 6 |
| Laboratory practice | 50% | 15 | 0.6 | 5, 1, 23, 16, 3, 2, 17, 6, 7, 11, 8, 10, 9, 12, 13, 14, 15, 21, 20, 19, 22, 24, 4, 25 |
| Theoretical exam | 35% | 2 | 0.08 | 5, 1, 23, 3, 6, 8, 15, 21, 20, 18, 4 |
The acquisition of skills and knowledges through the course will be assesed through different activities:
- Theoretical exam (35% of the final grade).
- Laboratory practices (50% of the final grade).
- Analytical works (10% of the final grade).
-Assistance and Participation in clas (5% of the final grade).
The final grade will be the sum of the score obtained. It is essential to complete the four parts corresponding to the evaluation tests in order to pass the course.
The weighting of the four evaluable parts will be made, even if one of them is failed. But t the weighting will not be done if two or more parts are failed.
The grading system for this course corresponds to continuous assessment and does not provide for the single assessment system.
In relation to attendance and participation in class, the student must attend a minimum of 80% of their corresponding evaluation activities in order to continue the continuous assessment. Without this requirement, the student will not be able to be evaluated in any of the four parts that make up the evaluation of this course.
Attendance at laboratory practices is mandatory. Unexcused absence from these sessions will result in a zero for the specific activities.
OPTIONAL REVALUATION PROCESS:
Students will be entitled to make up the course if the weight of all the activities has been evaluated and is equivalent to a minimum of 2/3 of the total grade of the course.
Only suspended laboratory practices and the theoretical exam can be made up, provided that the student has obtained a minimum of activities that equals two-thirds of the total grading.
Analytical works are not recoverable and therefore cannot be revaluated.
On the other hand, students who have obtained a minimum grade of 8 in the theoretical exam may reapply for this activity in order to raise their grade.
The grade obtained in the activitiesthat are revaluated will be the final grade for these activities.
The course will obtain the grade of “Not evaluable” when the student has not carried out or completed the different evaluative activities.
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.
AI:
For this course, the use of Artificial Intelligence (AI) technologies is allowed exclusively in the tasks and activities that the faculty will determine in each case and corresponding sessions. Students must clearly identify any parts generated with these technologies, specify the tools used, and include a critical reflection on how AI has influenced the process and final outcome of the assignment. Failure to disclose the use of AI in this assessed activity will be considered a breach of academic integrity and may result in a partial or total penalty to the assignment grade, or more serious sanctions in severe cases.
Bibliography
Bibliography
Alsius, Salvador (ed.). (2010). The ethical values of journalists. Field research among media professionals in Catalonia. Barcelona: Generalitat de Catalunya.
Cebrián, Mariano. (2013). Información en radio. Madrid: Síntesis.
Cebrián, Mariano. (2004). La información en televisión. Obsesión mercantil y política. Barcelona: Gedisa.
Cebrián, Mariano. (1995). Información radiofónica: mediación técnica, tratamiento y programación. Madrid: Síntesis.
Gutiérrez, M.; Sellas, T.; Esteban, J.A. (2019). Periodismo radiofónico en el entorno online: el podcast narrativo. In Pedrero Esteban, L.M.; García-Lastra Núñez (eds.), La transformación digital de la radio. Diez claves para su comprensión profesional y académica. Valencia: Tirant Humanidades.
Lindgren, M. (2014). Personal narrative journalism and podcasting. The Radio Journal – International Studies in Broadcast & Audio Media, Vol. 14 (1), 23-41.
Marín, Carles (2017). El informativo de televisión. Producción, guión y edición audiovisuales. Barcelona: Gedisa.
Marín, Carles (2017). Reporterismo en televisión. Guía de buenas prácticas del reportero audiovisual. Barcelona: Gedisa.
Merayo, Arturo. (2000). Para entender la radio. Salamanca: Servicio de Publicaciones de la Universidad Pontificia de Salamanca.
Milià, Ramón. (2002). La realitat en directe. Realització d’informatius diaris a televisió. Barcelona: Pòrtic.
Orduña,Guillermo (2016). El periodista de radio. Madrid: IORTV.
Perrota, Marta (2025). Podcast in the future of Journalism. Exploring forms and formats of aduio storytelling in digital news media. Roma: RomaTrE-Press.
Soengas, Xose. (2003). Informativos radiofónicos. Madrid: Cátedra.
Salgado, Alejandro. (2007). La credibilidad del presentador en programas informativos en televisión. Definición y cualidades constitutives. Comunicación y Sociedad, 20(1), 145-180.
VVAA: Corporació Catalana de Mitjans Audiovisuals (2011). Llibre d'estil de la CCMA. Manual d'ús. Disponible en: http://www.ccma.cat/llibredestil/
Additional bibliography
Balsebre, Armand, Mateu, Manel y Vidal, David. (2008). La entrevista en radio, televisión y prensa. Madrid: Cátedra.
Cuní, Josep. (1999). La ràdio que triomfa: l'abecedari d'alló que en diem magazín. Barcelona: Pòrtic.
Ferrer, Carme. (ed). (2013). Infoentretenimiento. El formato imparable de la era del espectáculo. Barcelona: Ed. UOC.
García Avilés, José Alberto. (2007). El infoentretenimiento en los informativos líderes de audiencia en la UE. Análisi, 35, 47-63.
Martí, Josep María (1990). Modelos de programación radiofónica. Barcelona: Feed-Back.
Martín Sabaris, Rosa María. (1999). La organización informativa y los procesos de producción de la notícia. Bilbao: Servicio Editorial de la Universidad del País Vasco.
Monclús, Belén y Vicente Mariño, Miguel. (2009). Mensajes y masajes: la expansión del infoentretenimiento en los noticiarios televisivos españoles. Trípodos, extra 2009, 1, 467-480.
Pestana, José. (2008). Tendenciasactuales en la estructura y contenidos de los informativos de televisión. Revista Latina de Comunicación Social, 63, 453-462.
Rodríguez Pastoriza, Francisco. (2003). La mirada en el cristal. La información en televisión. Madrid: Fragua.
Soengas, Xose. (2003). El tratamiento informativo del lenguaje audiovisual. Madrid: Ediciones del Laberinto.
Toral, Gotzon. (1998). Tertulias, mentideros y programasde radio. Irún: Alberdania.
Vicente Mariño, Miguel y Monclús, Belén (2009). Noticiarios televisives en España: mayor oferta, menor diversidad. Comunicação e Sociedade, 15, 77-101.
VVAA: Codi deontològic dels Periodistes de Catalunya. Disponible en:
VVAA: UNESCO (1983). Código Unesco de ética periodística.
Software
In order to follow the course, students must have knowledge of video editing software (e.g. Premiere, Da Vinci, among others) and audio editing software (e.g. Audacity, Zara Studio, among others). Students must have knowledge of at least one video editing software and one audio editing software in order to be able to carry out the laboratory practices.
Groups and Languages
Please note that this information is provisional until 30 November 2025. You can check it through this link. To consult the language you will need to enter the CODE of the subject.
| Name | Group | Language | Semester | Turn |
|---|---|---|---|---|
| (PLAB) Practical laboratories | 11 | Catalan | second semester | morning-mixed |
| (PLAB) Practical laboratories | 12 | Catalan | second semester | morning-mixed |
| (PLAB) Practical laboratories | 13 | Catalan | second semester | morning-mixed |
| (PLAB) Practical laboratories | 21 | Catalan | second semester | morning-mixed |
| (PLAB) Practical laboratories | 22 | Catalan | second semester | morning-mixed |
| (PLAB) Practical laboratories | 23 | Catalan | second semester | morning-mixed |
| (TE) Theory | 1 | Catalan | second semester | morning-mixed |
| (TE) Theory | 2 | Catalan | second semester | morning-mixed |