Degree | Type | Year |
---|---|---|
Journalism and Digital Content Innovation | OB | 0 |
You can view this information at the end of this document.
Knowledge of journalism and information production routines, as well as the user level of the basic elements of journalistic production in multimedia formats.
This module aims to consolidate, in a practical, experimental and innovative way, the knowledge and skills acquired across the master's program, within a dynamic and realistic journalistic production environment.
Students are invited to design, produce, publish, and manage a wide range of journalistic content, applying quality standards, creativity and narrative innovation, while exploring emerging formats, cross-platform storytelling, and new ways of engaging audiences.
The course spans both semesters of the program and operates as an active lab for production, reflection, and experimentation in journalism. Its structure mirrors the workflow of a 21st-century newsroom or media agency, requiring students to strategically plan content production in the short, medium and long term, manage teams and resources, and respond to real or simulated assignments from media outlets, institutions or platforms.
Special focus is placed on collaborative work, adaptability to digital environments, innovation capacity, and the integration of technologies such as artificial intelligence, cross-platform audiovisual production, and social storytelling. It is a space to explore new ways of doing —and rethinking— journalism.
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
Laboratory activities | 55 | 2.2 | 1, 16, 18, 17, 2, 4, 13, 8, 3, 5, 6, 7, 10, 9, 12, 11, 15, 14, 19 |
Lectures | 12 | 0.48 | 1, 16, 18, 17, 4, 13, 8, 7, 10, 9, 15 |
Type: Supervised | |||
Tutoring and workshops | 45 | 1.8 | 1, 16, 17, 4, 13, 8, 3, 5, 6, 7, 10, 9, 12, 11, 15, 14 |
Type: Autonomous | |||
Search, selection and reading of bibliography and other resources. Personal study. Planning and individual work / teamwork. | 113 | 4.52 | 1, 16, 18, 17, 2, 4, 13, 8, 3, 5, 6, 7, 10, 9, 12, 11, 15, 14, 19 |
IMPORTANT: The proposed teaching methodology and evaluation activities may undergo some modifications depending on the healthauthorities' attendance restrictions.
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 | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
A) Attendance and participation in classes, debates and presentations | 30% | 0 | 0 | 1, 16, 17, 13, 8, 5, 6, 7, 9, 15, 14 |
B) Practical activities | 50% | 0 | 0 | 1, 16, 18, 17, 2, 4, 13, 8, 3, 5, 6, 7, 10, 9, 12, 11, 15, 14, 19 |
C) Submission and presentation of assignments | 20% | 0 | 0 | 1, 16, 17, 2, 4, 13, 8, 3, 5, 6, 7, 10, 9, 12, 11, 15, 14, 19 |
The course follows a system of continuous assessment, so it is assumed that is mandatory the attendance of students to all training activities mentioned above.
To be able to pass the course, it is necessary:
a) Carrie out and submit all the assignments (activities A, B and C). In case of absence for justified reasonsof force majeure, the student must present the corresponding proof to the teaching team; otherwise, the activities will be considered as Not Completed.
b) Obtain a minimum grade of 5 in each of the activities. Regarding teamwork assignments, professors may adopt control measures to verify the participation of each member in the common work. Consequently, the grades may be different for members of the same team, which could mean that one or several members pass the evaluation, while the others don't.
Reevaluation
The student will have the right to the reevaluation of the subject if he/she has been evaluated of the set of activities, the weight of which equals a minimum of 2/3 of the total grade of the subject.
Activities of point A are excluded from the reevaluation process.
Use of A.I.
In this course, the use of Artificial Intelligence (AI) technologies is permitted as an integral part of assignment development, provided that the final outcome demonstrates a significant contribution from the student in terms of analysis and personal reflection. Students must clearly identify any content generated using AI, specify the tools employed, and include a critical reflection on how these technologies have influenced both the process and the final result 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 theassignment grade, or more serious sanctions in severe cases.
Plagiarism
The student who performs any irregularity (copy, plagiarism, identity theft, etc.) that can lead to a significant variation in the qualification of an evaluation act, will be graded with 0 this evaluation. In case of more than one irregularity, the final grade of the course will be 0.
The following is a basic list of the course bibliography. The teaching team may include new resources as the subject develops.
Bell, E., & Owen, T. (2023). Journalism and the algorithmic public sphere. Oxford University Press.
Bro, P. (2018). Models of journalism: The functions and influence of the press. Routledge.
Crusafon Baques, C., González-Saavedra, C., & Murciano Martínez, M. (2020). Las redes sociales y las aplicaciones móviles en las estrategias de transformación digital de los medios de servicio público europeos. Comunicació: Revista de Recerca i Anàlisi, 37(2), 33–54. https://doi.org/10.2436/20.3008.01.195
Díaz-Noci, J. (2021). The life of news and the wealth of media companies in the digital world: Reader revenues and professional practices on a post-COVID world. DigiDoc Research Group.
Fletcher, R., & Nielsen, R. K. (2017). Paying for online news: A comparative analysis of six countries. Digital Journalism, 5(9), 1173–1191. https://doi.org/10.1080/21670811.2016.1246373
García-Avilés, J. A., Carvajal-Prieto, M., Arias, F., & De Lara-González, A. (2018). How journalists innovate in the newsroom: Proposing a model of the diffusion of innovations in media outlets. The Journal of Media Innovations, 5(1), 1–16. https://doi.org/10.5617/jomi.v5i1.3968
Jarvis, J. (2023). The Gutenberg parenthesis: The age of print and its lessons for the age of the internet. Bloomsbury Publishing.
Kuiken, J., Schuth, A., Spitters, M., & Marx, M. (2017). Effective headlines of newspaper articles in a digital environment. Digital Journalism, 5(10), 1300–1314. https://doi.org/10.1080/21670811.2017.1279978
Mozilla Foundation. (2024). AI & news futures: Risks and opportunities for public interest journalism. Mozilla Research Reports. https://foundation.mozilla.org
Moten, F. (2023). Los subcomunxs (S. A. González, Trad.). Caja Negra Editora.
Peres-Neto, L. (2022). Journalist-Twitterers as political influencers in Brazil: Narratives and disputes towards a new intermediary model. Media and Communication, 10(3), 28–38. https://doi.org/10.17645/mac.v10i3.5363
Perreault, G., & Stanfield, K. (2019). Mobile journalism as lifestyle journalism? Field theory in the integration of mobile in the newsroom. Journalism Practice, 13(3),331–348. https://doi.org/10.1080/17512786.2018.1424021
Petre, C. (2021). All the news that’s fit to click: How metrics are transforming the work of journalists. Princeton University Press.
Rincón, O. (2016). Narrativas bastardas: Periodismo, televisión, ficción y redes sociales. Gedisa.
Rincón, O. (2020). El periodismo que no fue: Narrativas bastardas en América Latina. Revista Chasqui, (144), 23–31. https://doi.org/10.16921/chasqui.v0i144.4426
Ripley, A. (2022). High conflict: Why we get trapped and how we get out. Simon & Schuster.
Rogers, S. (Ed.). (2023). The data journalism handbook 2.0. European Journalism Centre & Google News Initiative. https://datajournalism.com
Simelio, N., Ginesta, X., San Eugenio Vela, J., & Corcoy, M. (2019). Journalism, transparency and citizen participation: A methodological tool to evaluate information published on municipal websites. Information, Communication & Society, 22(3), 369–385. https://doi.org/10.1080/1369118X.2017.1386706
Tejedor, S. (2022). Artificial Intelligence and newsgames in journalism: Proposals and ideas from the case study of three projects. Visual Review: Revista Internacional de Cultura Visual, 12(3), 1–8. https://doi.org/10.37467/revvisual.v9.3749
Tejedor, S., Cervi, L., Pulido, C. M., & Pérez Tornero, J. M. (2021). Análisis de la integración de sistemas inteligentes de alertas y automatización de contenidos en cuatro cibermedios. Estudios sobre el Mensaje Periodístico, 27(3), 973–983. https://doi.org/10.5209/esmp.77003
Zelizer, B., Boczkowski, P. J., & Anderson, C. W. (2022). The journalism manifesto. Polity Press.
IMPORTANT: During the course we will also work with materials derived from weblogs, websites, media and congresses in the sector.
This workshop proposes a crossover between the journalistic craft, the design of emerging formats and practical experimentation in real conditions.
It is a hybrid space between newsroom, laboratory, creative studio and critical cell.
The focus is not only on “telling stories”, but also on innovating ways of telling what is urgent, what is uncomfortable, what does not yet have a clear journalistic language.
We want students to think as journalists, but also as flow designers, audiovisual storytellers, programmers of ideas, cultural creators and creative remixers of information.
The work is developed in laboratories.
Virtual sessions will be conducted through Teams or Zoom.
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 |
---|---|---|---|---|
(TEm) Theory (master) | 60 | Spanish | annual | morning-mixed |