Comunicación Digital Interactiva: valoración de profesionales, docentes y estudiantes del área de la comunicación sobre las competencias académicas y los perfiles profesionales

Rafael Ventura; Carles Roca-Cuberes; Andrea  Corral-Rodríguez

doi:10.4185/RLCS-2018-1258

Authors

Rafael Ventura Pompeu Fabra University http://orcid.org/0000-0002-1219-9956
Carles Roca-Cuberes Pompeu Fabra University http://orcid.org/0000-0002-3604-8722
Andrea Corral-Rodríguez Pompeu Fabra University http://orcid.org/0000-0003-1531-4718

DOI:

https://doi.org/10.4185/RLCS-2018-1258

Keywords:

Interactive Digital Communication, Academic competences, Professional profiles, University education, Digitization

Abstract

The Communication sector has experienced notable changes derived from the phenomenon of digitalization and the rise of new technologies. Due to this, there is an urgent need to rethink whether university studies are adapted to these changes on digital media. Methodology. The aim is to assess, through a survey aimed at professionals, teachers and students in the area of Communication and interviews with professionals of the sector, if the current academic competences of the Communications degrees and the professional profiles are adapted to the needs of Interactive Digital Communication. Results and discussion. The most valued skills are related to the adaptation to changes, autonomous learning and digital specialization, which leads to think that the Communication sector is changing but the university education system has not been able to adapt at the moment.

Downloads

Download data is not yet available.

Author Biographies

Rafael Ventura , Pompeu Fabra University

Rafael Ventura holds a Bachelor’s degree in Advertising and Public Relations from the Universitat Jaume I (2009), an MA degree in International Peace Studies, Conflict and Development, also from the Universitat Jaume I. (2012), and an MA degree in Social Communication from the Universitat Pompeu Fabra (2014). PhD student in Communication at the Universitat Pompeu Fabra since 2014.

Holder of a Research Staff in Training Scholarship (FPI) of the Ministry of Economy and Competitiveness (MINECO) for the development of his doctoral thesis on the representation of same-sex parenthood on television news programmes. His research interests include the role of the media in the socialisation of sexuality and gender, and the heteronormativity effects of the media.

Carles Roca-Cuberes, Pompeu Fabra University

Carles Roca-Cuberes holds a PhD degree in Sociology from the University of Manchester (Great Britain), a Master’s degree in Social Research Methods from the same University and a Bachelor’s degree in Psychology from the Autonomous University of Barcelona.

Professor and Director of the Teaching Innovation Unit at the Department of Communication. His main lines of research are closely linked to interpersonal and mediated communication, communication theory, research methods, ethnomethodology and conversation analysis, and political communication research based on the analysis of political interviews.

Within the framework of these lines of research he has published several articles in prestigious journals such as Discourse Studies, Discourse & Communication and Text & Talk. Currently teaching Sociology of communication and Social research methods in communication, Social research theories and methods in communication and Scientific research methods in communication

Andrea Corral-Rodríguez, Pompeu Fabra University

Andrea Corral-Rodríguez holds a BA degree in Audiovisual Media from the University of Valencia (2014), a Master’s degree in Social Communication from the Universitat Pompeu Fabra (2015), and a Master’s degree in Video Editing, Post-Production and Motion Graphics from IDECREA (2017). PhD student in Communication at the Universitat Pompeu Fabra. Her areas of research are gender and popular music. She currently combines her thesis on “Empowerment in Spanish women’s hip-hop” with a project of rap workshops to promote gender awareness in teenagers, funded by the City of Valencia.

References

ANECA. (2005). Libro blanco de los Títulos de Grado en Ciencias de la Comunicación. Disponible online en http://www.aneca.es/media/150336/libroblanco_comunicacion_def.pdf. Fecha de consulta 15 de marzo de 2017.

Aslinger, B. y Huntemann, N. B. (2013). Digital media studies futures. Media, Culture & Society, 35(1), 9-12. DOI: https://doi.org/10.1177/0163443712464587

Aymerich-Franch, L. & Fedele, M. (2015). La implementación de los Social Media como recurso docente en la universidad presencial: la perspectiva de los estudiantes de Comunicación. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 13(1), 19-33.

Barry, M. & Doherty, G. (2016). What we talk about when we talk about interactivity: Empowerment in public discourse. New media & Society, 19(7), 1052-1071. DOI: https://doi.org/10.1177/1461444815625944

Brinkmann, S. (2013). Qualitative interviewing. Oxford: Oxford university press DOI: https://doi.org/10.1093/acprof:osobl/9780199861392.001.0001

Buckingham, D. (2003). Media education: literacy, learning and contemporary culture. Cambridge: Polity.

Buckingham, D. (2007a). Beyond technology: children’s learning in the age of digital culture. Cambridge: Polity.

Buckingham, D. (2007b). Media education goes digital: an introduction. Learning, Media and Technology, 32(2), 111-119. DOI: https://doi.org/10.1080/17439880701343006

Cerón, M. C. (2006). Metodologías de investigación social. Santiago de Chile: LOM.

Dezuanni, M. (2014). The building blocks of digital media literacy: socio-material participation and the production of media knowledge. Journal of Curriculum Studies, 47(3), 416-439. DOI: https://doi.org/10.1080/00220272.2014.966152

Ferrés, J. y Masanet, M. J. (Eds.) (2015). La educación mediática en la universidad española. Barcelona: Gedisa.

FTI-AMETIC (2011). Perfiles profesionales más demandados en el ámbito de los contenidos digitales en España 2012-2017. Madrid: Fundación Tecnologías de la Información - Ministerio de Empleo y Seguridad Social.

García-Gutiérrez, J. (2013). Aproximación ética a la competencia digital. Los niveles de uso y sentido en ámbitos educativos virtuales. Teoría de la Educación. Educación y Cultura en la Sociedad de la Información, 14(3), 121-145. DOI: https://doi.org/10.14201/eks.11354

Garcia-Ruiz, R., Ramirez-Garcia, A. & Rodriguez-Rosell, M. M. (2014). Media Literacy Education for a New Prosumer Citizenship. Comunicar, 22(43), 15-23. DOI: https://doi.org/10.3916/C43-2014-01

Gee, J. P. (2010). New Digital Media and Learning as an Emerging Area and “Worked Examples” as One Way Forward. Massachusetts: The MIT Press. DOI: https://doi.org/10.7551/mitpress/8563.001.0001

Gómez, M., Roses, S. & Farias, P. (2012). El uso académico de las redes sociales en universitarios. Comunicar, 19(38), 131-138. DOI: https://doi.org/10.3916/C38-2012-03-04

Ha, L. & Yun, G. W. (2014). Digital Divide in Social Media Prosumption: Proclivity, Production Intensity, and Prosumer Typology among College Students and General Population. Journal of Communication and Media Research, 6(1), 45-62.

Jenkins, H. & Deuze, M. (2008). Convergence culture. Convergence: The International Journal of Research into New Media Technologies, 14(1), 5–12. DOI: https://doi.org/10.1177/1354856507084415

Livingstone, S. (2011). If everything is mediated, what is distinctive about the field of Communication? International Journal of Communication, 5, 1472–1475.

Livingstone, S. (2012). Critical reflections on the benefits of ICT in education. Oxford review of education, 38(1), 9-24 DOI: https://doi.org/10.1080/03054985.2011.577938

McMillan, S. J. y Morrison, M. (2006). Coming of age with the internet: A qualitative exploration of how the internet has become an integral part of young people’s lives. New Media & Society, 8(1), 73-95. DOI: https://doi.org/10.1177/1461444806059871

Metzger, M. J. y Flanagin, A. J. (2008). Digital Media, Youth, and Credibility. Massachusetts: The MIT Press.

Preston, P., Kerr, A. y Cawley, A. (2009). Innovation and Knowledge in the Digital Media Sector. Information, Communication & Society, 12(7), 994-1014. DOI: https://doi.org/10.1080/13691180802578150

Romaní, J. C. C. (2009). El concepto de tecnologías de la información. Benchmarking sobre las definiciones de las TIC en la sociedad del conocimiento. Zer: Revista de estudios de comunicación, 14(27), 295-318.

Salaverría, R. & Avilés, J. A. G. (2008). La convergencia tecnológica en los medios de comunicación: retos para el periodismo. Trípodos. Facultat de Comunicació i Relacions Internacionals Blanquerna, 23, 31-47

Sánchez-Sánchez, C., Fernández-Cavia, J. & Roca-Cuberes, C. (2016): "Competencias y perfiles profesionales en publicidad: hacia una reestructuración de los estudios de grado". En: Perlado Lamo de Espinosa, M. & Cachán Alcolea, C. (Eds.), Competencias y perfiles profesionales en el ámbito de la comunicación (pp. 55–66). Madrid: Dykinson.

Scolari, C. (2016). Alfabetismo transmedia. Estrategias de aprendizaje informal y competencias mediáticas en la nueva ecología de la comunicación. Revista Telos, 103, 1-8.

Scolari, C. A., Micó Sanz, J. L., Navarro Güere, H. & Pardo Kuklinski, H. (2008). El periodista polivalente.

Transformaciones en el perfil del periodista a partir de la digitalización de los medios audiovisuales catalanes. Zer.Revista de Estudios de Comunicación, 13(25), 37-60.

USQUID (2015). Informe per a una possible implantació d’una línia d’estudis en comunicació digital interactiva. Departament de Comunicació, Universitat Pompeu Fabra.

Zerfass, A., Moreno, Á., Tench, R., Verčič, D. & Verhoeven, P. (2017). European Communication Monitor 2017. How strategic communication deals with the challenges of visualisation, social bots and hypermodernity. Results of a survey in 50 Countries. Brussels: EACD/EUPRERA, Quadriga Media Berlin.