Feminisms outraged at Justice: the online conversation on ‘La Manada’ case

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This paper examines the online conversation on Twitter resulting from the court ruling in the ‘La Manada’ case, linking the judiciary to feminism, currently one of the most active social movements. To this end, a case study methodological based on an empirical approach to social network analysis was employed. Both of them are useful for distinguishing between spontaneous and strategic indignation and, therefore, for inferring that feminisms still have many alliances to explore.

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Television and New Narratives: The use of Augmented Reality on Antena 3 News

caratula 2018-2Technological innovation engages with new journalism narratives in a context marked by a wide information offer, in which the media try to differentiate themselves and generate more interactivity towards their audiences. This investigation analyses the use of Augmented Reality (AR) as an informative tool on Antena 3 news, in the period between January and April 2019. This Spanish television channel is a pioneer in the implementation of this display technology that recreates immersive situations superimposing physical and virtual realities.

The main objective is identifying topics that use AR most, as well as determine their form, interactivity level and main functions. With a clear informative purpose, these resources are mainly associated with news of general interest, normally with a certain prevision or durability. Additionally, this study outlines main characteristics of a surrounding innovative scenography which promotes a closer approach among the anchorman and spectators, contributing to a better information comprehension and assimilation.

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Is Anyone Listening? Audience Engagement through Public Media Related to the Scottish Independence Referendum

socsci-logoThis text explores perspectives from which citizen participation in media debates on civic issues can be reconsidered by means of a review of the existing literature on this subject and a qualitative study of how one particular public service media programme facilitated audience engagement and involvement in public discussion leading up to a major political event. The first section provides a general discussion of what media organisations do to engage the public they serve on political and social issues, the challenge of stimulating audience involvement and the ways in which editors and producers attempt to give average citizens a voice on topics normally framed by elites. The second offers a case study based on semi-structured interviews and content analysis of public participation in Morning Call, a weekday British Broadcasting Corporation (BBC) Radio Scotland phone-in news and current affairs show (the only programme of its type broadcast in Scotland) during the run-up to the 2014 Scottish independence referendum. Focus has been placed on determining what programmes of this nature can and cannot achieve in terms of civic engagement and which practices implemented by public broadcasting networks best stimulate audience engagement.

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Conversation and Activity on Twitter about the Mistake of King Baltasar at the Cavalcade of Andoain

port mediatika MAESTRAThe Three Kings parade in Andoain in January 2019 became one of the most commented topics on social networks and in the media. This paper analyzes the treatment of King Baltasar’s lapse in his speech from the balcony of the town hall. The main patterns of meanings were studied and the actors that energized the conversation were identified.

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Uncovering hidden patterns of meanings: the case of the most successful Spanish radio sports programs on Twitter

IAMCR Madrid

Nowadays, sports programs have become spaces of great influence due to the status acquired by sports and everything that surrounds it. These types of journalistic programmes use the microblogging network to get closer to their fans and increase their visibility.
Spanish radio discovered social networks in the 2009-10 season (Peña and Pascual, 2013: 124) and soon became a new tool “to strengthen and build a renewed relationship with its audience providing it with a virtual meeting and socializing space” (Ramos del Cano, 2014: 1). Thus, “the community of a particular radio network is no longer only composed of its listeners, but this it is enriched with the addition of the ‘social audience’” (Videla and Piñeiro, 2013: 86).

In recent years, the microblogging network has become a tool that is generally used in sports journalism and affects the collection, publication and coverage of sports news (Butler et al., 2013; English, 2014). Twitter has grown into a meeting space where journalists can promote stories (Schultz and Sheffer, 2010), monitor news and discuss topics with the users interested in the latest sports news (Sherwood and Nicholson, 2013).

This paper analyses the profiles of the 5 most listened to radio sports programs on the Twitter platform. NodeXL software, one of the main open source analysis programs for networks (Hansen et al., 2010), is used to discover hidden patterns of meanings creating a semantic and a hashtag network. This software is also used to study the flow of information within the network and to identify which are the most important profiles. To do this, in this research we analyze the 3,200 most recent messages posted in the profiles of each of the most listened-to radio sports programmes (N=16.000).

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Teaching-learning Processes beyond the Classroom and the University in the Online Journalism Field: Experiences of International Virtual Cooperation for Multimedia Production

IAMCR2019.jpgThis communication presents the results of a project funded by the University of the Basque Country and developed by the group specialized in educational innovation (KZBerri), focused on the teaching-learning processes in subjects related to cyber journalism. This professional and knowledge field represents one of the main engines of the advancement and pedagogical renewal that the curricula in Communication have been experiencing in the last two decades, reform that in Europe was materialized in 2010 with the implementation of the European Space of Higher Education (EHEA). The University of the Basque Country (UPV / EHU) was a pioneer in this renovation by introducing the optional subject “Electronic Journalism” in 1996 and, later, in 2010, the subject “Cyber ​​Journalistic Writing”, common for its three grades in Social Communication (Journalism, Advertising and Audiovisual Communication). This course-subject has become a nursery of didactic innovation and since 2017 it has been subject to the application of various innovative teaching methodologies. The paper examines one of these methodologies, based on the virtual international collaboration between UPV / EHU students and students from leading Ibero-American universities in cyber journalism, specifically, the Brazilian Mato Grosso do Sul and Pirauí, and the Portuguese Beira Interior and Porto . During the first semester of the 2018/2019 academic year, these students were organized into five working groups, each consisting of two Brazilian students, two Portuguese and one Basque, who jointly and in depth developed information coverages for development. of multimedia web only stories. For the analysis of the experience, several qualitative methods have been applied (student and teacher surveys, discussion group and interaction analysis for virtual collaboration). The results offered by the paper shed light to understand the advantages and disadvantages derived from the introduction of factors such as virtual collaboration for internationalization at home (IaH) (Crowther et al., 2000; Harrison, 2005; Knight, 2007; Holmes & O’Neill, 2012) and the promotion of multilingualism (Ishikura, 2015) in an area such as cyber journalism. Fundamentally, they allow us to recognize whether, as in other areas, the teaching of cyber journalism can converge today at the international level (Latin America) and in what aspects.

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Conceptualizing Creativity in Research and Practice

IAMCR Madrid

In this presentation, we will argue that creativity is (or should be) a broadly conceived benchmark for scholarly practice, studies and education, with a triple implication: creativity is a concept that informs what we are looking for when educating or doing scholarly work, it is a guide for the range of pedagogical and research methods at our disposal, as well as an inspiration for the kind of stories we can tell about our projects.

Creativity tends to perceived as either romantic, inspirational, or rational: as a mystical stroke of genius, as some kind of external force acting upon you, or as the result of hard work and commitment to the craft. In terms of politics and the economy it must be noted how the concept of creativity has been hijacked – especially since the late 1990s rhetoric of ‘creative industries’ and third-way politics – to capitalize on the romantic and inspirational attraction of creativity. Critically we also have to note how these views on creativity tend to ignore or bypass the distinctly networked, communal and social nature of creativity – as any creative act takes place (and is therefore produced by) a context (or caregiving, nurturing, challenging, pushing, encouraging, and otherwise instrumentally engaging others).

It is our contention that we have wrestle back control over the concept of creativity, and reclaim it as a crucial part of the craft of being a socially responsible academic. By way of example, we will highlight the role creativity plays in the work that we do in securing financing for our research, finding multiple ways to publish and disseminate our work, establishing a more or less healthy work-life balance, and embracing non-conventional students and pedagogies.

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Applying an Integrated Approach to Social Media Communication Training: How Innovative Thinking is Changing the Way Universities Teach (Web) Journalism

Head19This paper focuses on the challenges of teaching Internet-based communications, an inherently difficult task given the rapid pace of technological innovation in the discipline. The analysis it offers has been based on the findings of empirical studies conducted over the past five years by KZBerri, a University of the Basque Country-based research group focused on teaching innovation in Web journalism courses that form part of the curricula of the school’s undergraduate journalism, audiovisual communication, and advertising and public relations degree programmes. The authors highlight two online journalism teaching innovation initiatives, one entailing a collaboration between students and media professionals, and the other entailing online collaboration between groups of students pursuing undergraduate communication degrees at universities located in Spain, Portugal and Brazil.

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Writing Online Multimedia Reports in International Virtual Groups

Trial&ErrorThis paper includes the results of two Teaching Innovation Projects in the field of Journalism, in which, in order to develop internationalization skills in the subject “On-line Journalistic Writing”, students from different universities have worked together to create multimedia reports.

In the first edition, in the academic year 2017/2018, the Federal University of Mato Grosso do Sul (UFMS, Brazil) and the University of the Basque Country (UPV / EHU, Spain) took part in this project; in the second year -2018/2019- three more universities  joined: Universidad Federal do Piauí (Brazil), Universidad da Beira Interior and Universidade do Porto (Portugal).

The objectives of this project have been to develop students’ journalistic criteria and writing skills, and  to train their online community management and multimedia language abilities. Likewise, the project has sought to provide students with an international learning experience, following “internalization at home” (IaH) experiences. This relatively new concept in academia (Harrison, 2015) puts students in the mind of having an international experience without taking part in a mobility program. The first definitions were based on the promotion of plurality and interculturality (Crowther et al., 2000), but broadly speaking, it is also understood as any international minded experience at university, excluding mobility (Nilsson, 2003).

Among the main outcomes of these projects, and in accordance with the surveys carried out by the students, we can conclude that this internationalization experience contributes to achieve competences and skills of the subject, helping students to interact with remote audiences, and increasing their motivation and activity. Moreover, developing a common multimedia report in virtual groups with students of five universities has helped to include (or strengthen) the international or intercultural competencies in their curriculum.

link ECREA Education Trial and Error Conference Salzburg 2019

Times of Change in the Training of Future Media Professionals: Project Based Learning at the University of the Basque Country

SalzburgThe changes that are taking place in society and higher education in recent years require innovative teaching methodologies, so that students go beyond memorizing concepts or ideas and can perform analysis in a critical or responsible way (Mujica, 2012). Moreover, when these changes occur equally in the development of the profession to which our students aspire to reach.

Often, proposals for educational innovation are limited to the introduction of digital tools in learning processes (Sánchez and Fernández, 2015), although some people criticize that it is limited to the incorporation of ICTs into the education system (Lafuente y Lara, 2013). As pointed out by Magro y Cabello (2013), although technology plays an important role in this change, the main role will be played by people, more specifically, students.

Beyond tools and new technologies, it is necessary to apply training itineraries according to the social and cultural changes derived from the technological and the digital. This new context allows students a way of working oriented to achieve goals (Himanen, 2004) and their greater involvement in the tasks (Del Moral et al, 2014), assuming the responsibility of their learning and at the same time maintaining the motivation through different strategies (Winne, 1995, Wolters, 1998). Educating in this new scenario means developing in the students competences linked to social and ethical elements (Folgueiras and Martínez, 2009, Martínez, 2010), through a collaborative learning that emphasizes the construction of knowledge and not its simple transmission (Keating, 1998).

This communication analyses the application of the methodology of Project-Based Learning (PBL) as a new strategy for the subject “Online Journalistic Writing”, and the opinion that students have of its application in class. This subject focuses on the formation of a specific journalistic criterion for work in the cybermedia and in the development of editorial skills complementary to those of print and audiovisual media. In this way, it gives special relevance to the capacity and ability to plan and produce messages according to the differentiating characteristics of the cyberjournalistic language (hypertextuality, multimedia and interactivity) and to the conventions, principles and narrative functions of journalistic genres on the Internet.

PBL is a teaching strategy in which students, organized in groups, develop projects based on real situations (Boss and Krauss, 2007, Bender, 2012, Patton, 2012, Garrigós and Valero-García, 2012). They plan, develop and evaluate projects that go beyond the classroom and aim to have an impact in the real world.

link ECREA Education Trial and Error Conference Salzburg 2019