Media Literacy, unfinished business in the training of journalists, advertisers and audiovisual communicators

Abstract

Introduction. University communication courses in Spain should respond to recommendations by international organizations concerning the need for Media Literacy training to include future graduates within its scope. Methodology. This article analyses the content of subjects directly related to Media Literacy in the various communication degree courses in Spanish universities and compares them to perceptions of this area of expertise held by syllabus managers and the teachers who teach it, thus combining an analysis of the content of subject guides with in-depth interviews. Results. The study reveals the insufficient incidence of specific subjects within Media Literacy and the overriding association of its content to the area of ideology and values, to the detriment of other dimensions such as aesthetics and interaction processes.

Audiovisual Competences in Times of COVID-19: The Role of Educational Actors in Media and Digital Learning of Adolescents

“…On the other hand, other contributions underline the need to introduce media literacy more forcefully into the curricula of communication degrees, both transversally and by programming specific subjects on the subject, in line with the recommendations of international organizations [79]. In this way, curricula would be at the forefront of technological changes based on deontological principles and in favour of values that build democratic, tolerant and responsible societies with regard to the sustainability of nature and people.…”

Formación profesional audiovisual y desempeño ocupacional en comunicadores sociales y periodistas

“…Con base en los aportes teóricos de diversos autores, entre ellos Casanova (2003), sobre formación profesional y relaciones laborales; Arana & Batista (1999), sobre propuestas pedagógicas para la formación profesional; López (2017) sobre currículo; Fuentes (1985), sobre comunicación educativa audiovisual; Adame (2009), sobre medios audiovisuales en el aula; Tucho et al (2015), sobre educación mediática, Ferrés & Piscitelli (2012), sobre la competencia en comunicación audiovisual, y documentos oficiales como el Proyecto Educativo Universitario (PEU) de la Universidad Surcolombiana, se asume la Formación Profesional Audiovisual como el proceso de la educación superior mediante el cual se prepara a la persona para los ambientes laborales u ocupacionales propios de la Comunicación Audiovisual. Es pertinente considerar que los ambientes laborales no solo se limitan a la realización de determinadas actividades prácticas, repetitivas y cotidianas, pues son parte de un proceso complejo de pensamiento crítico y de praxis creativa encaminado al mejoramiento de procesos comunicacionales, a partir de los requerimientos y demandas comunicacionales de la sociedad regional.…”

“…En segundo lugar, en diálogo con Fuentes (1985), Adame (2009), Tucho et al (2015), Ferrés & Piscitelli (2012) la Comunicación Audiovisual implica, en primer lugar, como toda creación comunicativa que involucre imágenes o códigos específicos propios de la sensibilidad visual, así como sonidos o códigos específicos propios de la sensibilidad auditiva; y, por https://journalusco.edu.co/index.php/paca ISSN 2027-257X…”

Most relevant competencies in audiovisual communication studies. Perceptions of professionals, teachers and students

“…introducing audiovisual alphabetization more strongly in study programs on communication degrees, both in a transversal manner as well while planning specific subjects about the issue, complying with recommendations from different international organizations (Tucho, Fernández-Planells, Lozano and Figueras-Maz, 2015). Finally, there is mention to the relevance of introducing education on entrepreneurship in communication degrees, in order to respond to the transformations of a labor market with an increasing demand for more autonomous professionals (Peña Fernández, Lazkano Arrillada and Pérez Dasilva, 2016).…”