Universitat Internacional de Catalunya
Communication Theory
Teaching staff
In order to make an appointment, please email the professor.
Introduction
Intellectual discourses, theoretical models or research methodologies that have accompanied the history of the emergence and development of different media cannot be summarised in one major and complex enough theory neither in a single definition of communication.
Due to this evidence, in this subject we will defend the opportunity to go on an introductory journey through a selection of theories that have made academic contributions consistent in the media world. Through guided self-learning, the student will critically analyse the main theoretical and methodological concepts that have served as a compass in the space of dialogue and discussion that has composed the story of Communication Theory.
Pre-course requirements
No pre-course requirements are needed to enrol in this subject.
Objectives
The objective of this subject is to help students become familiar to the broad field of theoretical thinking of the media, a complex universe of assertions, theories, concepts and paradigms, not infrequently incompatible.
The historical presentation 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 digital communication ecosystems.
In turn, this subject aims to awake the student's interest for intellectual work and his enthusiasm for becoming personally capable of generating his own analytical and critical thinking.
A fourth objective of the subject is that students cultivate the awareness that empirical social research cannot be performed on an empty theoretical space and, consequently, to advance in their observations they should not simply follow assumptions made spontaneously, but must rely on more sweeping theories to explain his project and guide them.
This subject will have achieved its purpose if theories about the media become seen by the student not only as tight and expendable speeches by foreign specialists, but as inescapable guidelines for a thorough understanding of the media and as prospects for observations intellectually stimulating.
Competences/Learning outcomes of the degree programme
- 10 CG - Knowledge and mastery of bibliographic repertoires
- 11 CG - Knowledge and mastery of different research resources
- 16 CE - The ability to make judgments and well-argued critical assessments
- 18 CE - Ability to detect newsworthy events
- 22 CE - The ability to critically analyze Spanish, European and World journalism.
- 36 CE - Knowledge and mastery of the distinction between opinion and information / colloquial and cultured registers
- 37 CE - Knowledge and mastery of different techniques to contrast information
Learning outcomes of the subject
- They will know the main theoretical concepts underpinning the informative work
- They will argue intelligible and in a convincing way.
- They must have a historical basis for understanding the present of the media.
- They will know the elements which news organizations.
- They will develop an entrepreneurial spirit and leadership.
- They will develop their creativity and their ability to be innovative in product development and journalistic projects or communication.
Syllabus
SECTION 1: COMMUNICATION THEORY: FOUNDATIONS AND EVOLUTION
Unit 1: Communication. Elements. Classic structure of communication.
Unit 2: Evolution of mass communication. From propaganda to the creation of
frames of thought.
Unit 3: New approaches. The spiral of silence. Cascade of conformity.
Horizontal communication vs vertical communication. New communication structures.
Unit 4: The formation of public opinion and communication. Communication biases and processing in a world with preconceptions.
Unit 5: Communication beyond content. Information sources beyond media. Communication channels and their effects on public opinion. Heuristics and
other ways to reason efficiently. Framing and changing public opinion.
Unit 6: Misinformation and the ability of information to generate knowledge.
SECTION 2: DESIGN, DEVELOPMENT AND PRODUCTION OF A RESEARCH COMMUNICATION
Designing a communication research.
Focus and justification of the issues and research questions.
Methodologies for communication research.
The analysis of empirical data.
Presentation of the results of research in communication.
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. | 0.6 |
| Seminar. This activity will consist of taking an in-depth look at specific up-to-date topics in a monographic manner-in some cases these topics will have been debated socially-, via active work in small groups. | 1 |
| Practical workshop. A highly practical working activity, where students can acquire skills that are practical or also theoretical (intellectual skills, logical skills, critical skills, intellectual learning skills, study skills, quoting skills, etc). | 1,8 |
| 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. | 2.6 |
Evaluation systems and criteria
In person
- Theoretical exam 60% (Thursday 5 November)
- Research Project 40%
* To pass the course you must present the two parts.
** The spelling rules of the Faculty shall apply to all tests and assignments.
*** To pass the second call is necessary to accomplish all assessment activities not approved in the first call.
Bibliography and resources
Baran, S. J. & Davis, D. K. (2011). Mass Communication Theory. Foundations, Ferment, and Future. Wadsworth.
Noelle-Neumann, E. (1995). La espiral del silencio. Opinión pública: nuestra piel social. Barcelona: Paidós.
Scheufele, D. y Moy, P. (2000). Twenty-five years of the spiral of silence: A conceptual review and empirical outlook. International Journal of Public Opinion Research, 12 (1), 3-28.