Good Journalism Is Alive
During the past century, new practices of journalistic styles in the press have arisen, while the role of media in the society was reconfigured. This subject analyzes the course of journalism through its various genres, interviews, chronicles, and reports. By reading journalism must-read classics, like Gay Talese, Truman Capote, Oriana Fallaci, and John Hersey, among others, the aim will be to understand the structure that articulates them. What were the intentions of those who conceived them? Which effects do they have on the audiences?
We will also explore the new digital narratives evolution, from an analytical and descriptive perspective, avoiding normative parameters and catalogs. A social perspective will be considered too. What do we talk about when referring to 'quality journalism'? What is its contribution to a critical democratic society? Students are expected, after the course, to be able to identify the different genres, their main features, and to understand what strategies the authors have used and which effects they sought to provoke in the audience.
Important Notice on Course Suitability and Activities:
Some Summer School courses are designed for students with prior academic background in a specific discipline and may be unsuitable for participants without that preparation.
In addition, certain courses include discipline-standard practical activities (for example, laboratory work with biological specimens, dissections, use of clinical or forensic material, field sampling, or other hands-on procedures) that may be unfamiliar or unsettling for some participants.
Students are responsible for reading the course descriptor carefully and ensuring (i) that they meet any stated academic expectations or prerequisites, and (ii) that they are comfortable participating in the methods and activities described.
If you are unsure about suitability, please contact the course lecturer(s) before enrolling.
| Week | Contents | Teaching/learning activities |
|---|---|---|
| 1 |
Conceptualizing Digital Competence for Educators |
Theory classes, seminars, workshops, group debates and reflections |
| 2 |
Digital resources for education: artificial intelligence, augmented reality, virtual reality, games and robotics |
Workshops, practical activities, labs and seminars, group reflections |
| 3 |
Ethics and digital technology: informational literacy, safety and health, digital citizenship
|
Theory classes, practical activities and discussion seminars |
From Monday to Friday.
From 9 a.m. to 12:45 p.m.
End of week 1: digital creation about the content learnt (group assignment) – 15%Beginning of week 2: Oral presentation about the digital creation (group assignment) and feedback to the colleagues– 15%End of week 2: analysis of a practical case – 30% (individual/group assignment)End of week 3: Portfolio with all the practical activities and reflections (individual assignment) – 40%
Academic integrity notice: any form of plagiarism in work submitted for this course will be treated as a serious academic offence and may result in an automatic fail grade.
Baidoo-Anu, D., & Ansah, L.O (2023). Education in the Era of Generative Artificial Intelligence (AI): Understanding the Potential Benefits of ChatGPT in Promoting Teaching and Learning. Journal of AI, 7(1), 52-62.
Bates, T. (2015). Prologue. En: Gisbert, M. & Bullen, M. (Ed.) Teaching and learning in digital worlds. Strategies and issues in higher education (pp.5-7). Publicacions URV. ISBN: 978-84--8424-376-2
Blaya, C. & Fartoukh, M. (2016). Digital uses, victimization and online aggression: a comparative study between primary school and lower secondary school students in France. European Journal on Criminal Policy and Research, 22, 285-300.
Bisquerra Alzina, R., Pérez González, J. C. & García Navarro, E. (2015). Inteligencia emocional en educación. Madrid: Editorial Síntesis.
Cabero, J. & Barroso, J. (2016). The educational possibilities of Augmented Reality. New Approaches in Educational Research, 5(1), 44-50. ISSN: 2254-7399
Darder Vidal (Coord.) (2017). La formació emocional del professorat. Barcelona: Octaedro.
Gallego-Arrufat, M.J., García-Martínez, I., Romero-López, M.A. & Torres-Hernández, N. (2024). Digital rights and responsibility in education: A scoping review. Education Policy Analysis Archives, 32(3). https://doi.org/10.14507/epaa.32.7899
Goleman,D. (1996). Inteligencia emocional. Barcelona: Kairós.
Jones, M. & Bridges, R. (2016). Equity, Access and the Digital Divide in Learning Technologies. Historical Antecedents, Current Issues, and Future Trends. En N. Rushby y D. Surry (Eds.), Wiley Handbook of Learning Technology (Edición: 1). (pp.327-347). Chichester, UK. Malden, MA: Wiley Handbooks in Education.
Muñoz, A., & García, M. (2019). Estratègies de mediació i gestió de conflictes en contextos educatius. Revista Internacional de Psicologia Educativa, 12(1), 75-90. https://doi.org/10.1016/j.ripe.2019.02.001
OCDE (2023). Digital Education Outlook 2023. Towards an Effective Digital Education Ecosystem. ISBN: 9789264756564 https://doi.org/10.1787/c74f03de-en
Redecker, C. & Punie, Y. (2017). European Framework for the Digital Competence of Educators: DigCompEdu. JRC Science for Policy Report. Publications Office of the European Union. ISBN: 978-92-79-73494-6. doi: https://dx.doi.org/10.2760/178382
Ramos, A., Gairín, J. & Camats, R. (2018). Principios prácticos y funcionales en situaciones de muerte y duelo para profesionales de la educación. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en educación, 16 (1). doi: 10.15366/reice2018.16.1.002
Schmitt, M. T., & Branscombe, N. R. (2019). The relationship between self-esteem and identity: Exploring the role of social identities in self-esteem. Journal of Personality and Social Psychology, 116(3), 511-528. https://doi.org/10.1037/pspi0000129
Wiley, D. (2014). The Access Compromise and the 5th R. Open Content. https://opencontent.org/blog/archives/3221
Miquel Urmeneta. Journalist and PhD in Communication (Department of Media, Communication, and Culture, UAB, 2021). His thesis, a study of public opinion on social media, addressed issues such as misinformation and polarization. He is currently a substitute professor in the Department of Audiovisual Communication and Advertising (UAB). For years, he has contributed to media outlets and communication consulting firms, and participated in media literacy initiatives. He is also promoting a project to reflect on the public debate.
- Email: Miguel.Urmeneta@uab.cat
- Department of Audiovisual Communication and Advertising
Ezequiel Ramon-Pinat is Lecturer in Communication Theory (Cultural Communication degree), at the Department of Philology and Communication, Universitat de Girona. He obtained his Licenciate in Journalism, M.Sc. and Ph.D. in Media from the Universitat Autònoma de Barcelona. His areas of interest include journalism, social media, the Internet and traditional media, always with a focus on the sociology of communication. He has been visiting professor at University of Bergen, Norway, and Charles University at Praha, Czech Republic.
- Email: ezequiel.ramon@uab.cat
- Department of Philology and Communication