Universitat Internacional de Catalunya
MassMedia Communication
Teaching staff
Introduction
Intellectual discourses, theoretical models or research methodologies that have accompanied the history of the emergence and development of different media can not be summarised in one major and complex theory niether in a single definition of communication.
Due to this evidence, in this subject we will defend the opportunity of do an introductory journey through a selection of theories that have made consistent academic contributions on the media world. Through guided self-learning, the student will critically analyse the main theoretical and methodological beliefs that have served as a compass in this space of dialogue and discussion which has been and makes the story of Communication Theory.
Pre-course requirements
No pre-course requirements are needed to enrol in this subject.
Objectives
The objective of this course is to help students become oriented to the broad field of theoretical thinking on the media, a complex universe of assertions, theories, concepts and paradigms, not infrequently incompatible.
The historical setting and the compared theming in which this subject is based intends to endow the student with analytical tools to comment critically on the various dimensions of the current dynamics of the digital communication ecosystem.
In turn, this subject aims to awake the students' interest for intellectual work and their enthusiasm for being personally capable of generating their own analytical and critical thinking.
Competences/Learning outcomes of the degree programme
- 01 - The ability to adapt to varying circumstances
- 02 - The ability to understand, accept criticism and correct errors
- 03 - The ability to administer and manage human and technical resources
- 04 - The ability to work in a team and autonomously
- 05 - The ability to organise time and workspace
- 06 - The ability to develop academic rigour, responsibility, ethics and professionalism
- 07 - The ability to apply the deontology and respect for the audiovisual sector
- 08 - The ability of critical analysis, synthesis, concretion and abstraction
- 09 - The ability to objectify, quantify and interpret (data, statistics, empirical evidence )
- 10 - The ability to confront difficulties and resolve problems
- 11 - The ability to generate debate and reflection
- 12 - The ability to meet deadlines, develop the ability to be punctual and respect for human, technical and material resources
- 13 - The ability to create spoken and written communication
- 14 - Knowledge and mastery of rhetoric and oratory to communicate own ideas
- 15 - Knowledge and mastery of body language and techniques for public speaking
- 16 - The ability to manage, analysis and reflect on content
- 18 - The capacity and development of general culture and interest in social events
- 19 - The ability of informative documentation
- 20 - Knowledge and mastery of bibliographic media
- 21 - Knowledge and mastery of the digital culture
- 22 - Knowledge and mastery of the distinction between opinion and information / colloquial and cultured register
- 23 - The ability to prioritize newsworthy events and contrast information
- 24 - The ability to plan and organize both short term and long term projects
- 26 - The ability to develop a sense of taste and perfection in the aesthetics and finalization of projects
- 27 - The ability to adapt to distinct audio visual publics and markets.
- 35 - The ability to contextualize and critically analyze the products of the audiovisual industry
- 37 - The ability to contextualize and critically analyze the organizational structure of global communication
- 38 - The ability to understand and apply the structure of the audiovisual system
- 39 - The ability to understand and apply the legal dimension of an audiovisual product
- 40 - The ability to defend and respect authorship and intellectual property
- 41 - The ability to know how the distinct elemental agencies of the audio visual sector function
- 42 - The ability to distinguish, analyze and dominate the distinct genres and formats of television, film and radio
- 44 - The ability to adapt to new audiovisual formats
- 50 - The ability to adapt, understand and apply the expressive possibilities of new technologies and future changes
- 51 - Knowledge and mastery of the functioning of Corporate and Institutional Communication.
- 52 - The ability to apply audiovisual knowledge and techniques for commercial purposes in any form
- 53 - Lingustic ability in Catalan, Spanish and English
- 54 - The ability to skillfully manage the literature, terminology and linguistic structures of the English language related to the field of communication.
Learning outcomes of the subject
Students will:
- Acquire a global vision of the audiovisual sector.
- Internalise a complex vision of contemporary societies.
- They will understand the present with greater knowledge of the present and will be able to detect new trends.
- They will delve deeper into contemporary culture and thought and its influences on personal and collective dynamics.
- They will know the laws governing the production, distribution and reception of information.
- Handle the different theories that try to explain the functioning of communication processes in all their dimensions (sender, message, channel, receiver, use, effect, etc.).
- Prioritise the creation of a social and/or corporate image of any initiative with a public dimension.
- They will facilitate relations between people, groups of people, institutions, organisations, etc.
Syllabus
SECTION 1: COMMUNICATION RESEARCH: INTRODUCTION AND THEORY OF EFFECTS
Topic 0: Social sciences and theories of communication
0.1. The object of study of communication theories.
0.2 Epistemological and methodological bases.
0.3. What do we mean by "communication theory"?
0.4. Main perspectives
Topic 1: The first era of media theory. The all-powerful effects model
1.1. Historical context: a new social and media order
1.2. Theorists of the mass society
1.3. The origin of propaganda, techniques, characteristics and its impact on theories of communication
1.4. The Frankfurt School
1.5. Contributions and limitations
1.6. Typology of effects
1.6. Overcoming the model?
Topic 2: The second era of media theory. The limited effects model
2.1 Historical context: a new social and media order
2.2. Origins of the limited effects theory. Mass Communication Research
2.3. Main contributions of the limited effects model
2.4. Typology of effects
2.5. Overcoming the limited effects model.
Topic 3: The third era of media theory: The model of the return to powerful effects.
3.1. Historical context: a new global and mediatic social order
3.2. Main contributions of the model of the return to powerful effects
3.3. Typology of effects
3.4. Overcoming the model?
SECTION 2: DESIGN, ELABORATION AND PRESENTATION OF A COMMUNICATION RESEARCH.
Design of a communication research
Object of study, research objectives and research questions
Methodologies for communication research
Analysis of empirical data
Presentation of communication research results
Structure and dissemination of results
Teaching and learning activities
In person
| TRAINING ACTIVITY | ECTS CREDITS |
| Coaching. Monitoring how students learn the content of the subject, either individually or in groups. In the coaching sessions, mistakes will be corrected, queries answered, and exercises and activities to achieve the established objectives will be suggested. | 0.2 |
| Focused Praxis. Handing in occasional exercises to learn theory through practice. | 1.0 |
| Meeting Point. Meetings will be organised with notable people from the professional and scientific fields or the international field, and students. These sessions will take the form of conferences, work sessions, discussions, or interviews, etc. | 0.8 |
| Lectures. In lectures, lecturers/professors not only transmit content or knowledge, but also, and above all else, attitudes, motivation, skills and values, etc. They also ensure that participants can express their opinions and arguments to the other students. | 3.0 |
| Peer learning. The aim of this activity is to ensure that students gain the ability to analyse and be critical. One way of achieving this is by correcting their peers' exercises and results, etc. Each student will be evaluated twice: as both a recipient and a transmitter of critical knowledge. | 1.0 |
Evaluation systems and criteria
In person
For each call:
Exam BLOCK 1 (date: November 6, 2023) - Value/Weight of the in the final grade: 60%
Project BLOCK 2 (date: January 2024)- Value/Weight of the in the final grade: 40%
(1a) In order to pass the subject on the first call, it's essential to present oneself for the exam and submit the project.
(1b) The Faculty's orthographic standards will be applied to all exams and projects.
(2a) To pass the subject on the second call, it will be necessary to reevaluate from that activity (exam or project) that was not passed on the first call. If a student did not pass any of the activities, he/she must present both.
(2b) The score of the activity that has been passed on the first call can be kept for the second call, if so desired. However, if the academic year ends and the subject is not finally passed, under no circumstances may any of the scores (exam or project) be carried forward to the following year.
(2c) The Faculty's orthographic norms will be applied to all exams and projects.
(3a) The third and fifth calls will be ruled by the criteria 1a, 1b from the first call.
(3b) The fourth and sixth calls will be ruled by the criteria 2a, 2b, 2c from the second call.
Bibliography and resources
Davison, P. (1983). The third-person effect in communication. The Public Opinion Quarterly, 47 (1), 1-15.
Festinger, L. (1957). A theory of cognitive dissonance. Illinois: Row Peterson.
Igartua, J. J. y Humanes, M. L. (2004). Teoría e investigación en comunicación social. Madrid: Síntesis.
Klapper, J. (1974). Efectos de las comunicaciones de masas. Madrid: Aguilar.
Lazarsfeld, P., Berelson, B. y Gaudet, H. (1968). The people’s choice. How the Voter Makes Up His Mind in a Presidential Campaign. New York: Columbia University Press.
Lipmann, W. (2003). La opinión pública. Madrid: Langre.
McCombs, M. (2004). Setting the Agenda. Cambridge: Polity Press.
Noelle-Neumann, E. (1973). Return to the concept of powerful mass media. Studies of broadcasting, 9, 67-112.
Noelle-Neumann, E. (1995). La espiral del silencio. Opinión pública: nuestra piel social. Barcelona: Paidós.
Rodrigo Alsina, M. (2001). Teorías de la comunicación. Ámbitos, métodos y perspectivas. Barcelona: Aldea Global.
Wolf, M. (1987). La investigación de la comunicación de masas. Crítica y perspectivas. Barcelona: Paidós.