Comunicar Journal Blog

[COMUNICAR] Tools for scholarly communication

New academic tools are constantly being developed. «Comunicar» invites you to participate in this survey led by researchers at Utrecht University in the Netherlands. This brief survey, 8-12 minutes long, helps you to reflect on the multiple and different tools that facilitate new insights about your own workflow. You may discover innovative tools and sites that are used in the initial project managing, analysis, writing, publication and dissemination phases of research. Anonymized data will be made publicly available.

We hope you enjoy it,

English version https://innoscholcomm.typeform.com/to/Csvr7b?source=5c7M1j

Chinese version https://innoscholcomm.typeform.com/to/UmOso3?source=5c7M1j

Spanish version https://innoscholcomm.typeform.com/to/lEa8Dy?source=5c7M1j

scholarly communication lifeycle

 

 

Comunicar 46:The internet of the Future, the challenges of human interaction

Comunicar journal has published its issue 46 » The Internet of the Future»

Communicating in 140 Characters. How Journalists in Spain use Twitter Gabriel Arrabal Sánchez, Málaga (Spain) & Miguel de Aguilera Moyano, Málaga (Spain).http://dx.doi.org/10.3916/C46-2016-01

 Internet and Emotions: New Trends in an Emerging Field of ResearchJavier Serrano-Puche, Pamplona (Spain).http://dx.doi.org/10.3916/C46-2016-02

European Newspapers’ Digital Transition: New Products and New Audiences Simón Peña Fernández, Bilbao (Spain), Iñaki Lazkano Arrillaga, Bilbao (Spain) & Daniel García González, Bilbao (Spain).http://dx.doi.org/10.3916/C46-2016-03

 Online and Offline Pornography Consumption in Colombian Adolescents Reynaldo Rivera, Roma (Italy), David Santos Velasco, Madrid (Spain), Victoria Cabrera García, Bogotá (Colombia) & María del Carmen Docal Millán, Bogotá (Colombia).http://dx.doi.org/10.3916/C46-2016-04

The Influence of School Climate and Family Climate among Adolescents Victims of Cyberbullying Jessica Ortega Barón, Valencia (Spain), Sofía Buelga Vasquez, Valencia (Spain) & María Jesús Cava Caballero, Valencia (Spain).http://dx.doi.org/10.3916/C46-2016-06

Discriminatory Expressions, the Young and Social Networks: The Effect of Gender David Dueñas Cid, Tarragona (Spain), Paloma Pontón Merino, Tarragona (Spain), Ángel Belzunegui Eraso, Tarragona (Spain) & Inma Pastor Gosálbez, Tarragona (Spain)http://dx.doi.org/10.3916/C46-2016-07

An Analysis of the Interaction Design of the Best Educational Apps for Children Aged Zero to Eight Lucrezia Crescenzi Lanna, Barcelona (Spain) & Mariona Grané Oró, Barcelona (Spain)http://dx.doi.org/10.3916/C46-2016-08

The Ubiquitous Possibilities of the Laptop: Spanish University Students’ Perceptions María Luisa Sevillano García, Madrid (Spain), María Pilar Quicios García, Madrid (Spain) & José Luis González García, Santander (Spain)http://dx.doi.org/10.3916/C46-2016-09

Generation Z’s Teachers and their Digital Skills Francisco José Fernández Cruz, Madrid (Spain) & María José Fernández Díaz, Madrid (Spain)http://dx.doi.org/10.3916/C46-2016-10

Scope

«Comunicar» publishes research papers related to communication and education, and especially the intersection between the two fields: media education, educational media and resources, educational technology, IT and electronic resources, audiovisual, technologies… Reports, studies and experiments relating to these subjects are also accepted.

Sections

«Comunicar» publishes research results, studies, state-of-the-art articles and reviews especially regarding the convergence between education and communication, preferably written in Spanish although submissions are also accepted in English.

It is the authors’ responsibility to ensure their submissions are original and have not been published previously or are in the process of being published elsewhere. The contributions to this journal may be:

Research papers: Between 5,000 and 6,000 words of text (references included).

Reports, Studies, Proposals: Between 5,000 and 6,000 words of text (references included).

State-of-the-art articles: Between 6,000/7000 words of text (references included). An exhaustive review of a recent and current topic in the area under discussion is expected. A selective bibliography of about 100 works is positively valued.

See Guidelines: www.revistacomunicar.com/index.php?contenido=normas

46

LIU Jing: Measuring Journalists’ New Media Literacy in the Age of New Media: New Media Literacy Survey in Guangzhou China

This study conducted by a research group from South China Normal University offers a picture of what role the Chinese journalists is playing in the age of new media. The program sought to find out what media literacy levels Chinese journalists are on and investigate how the media literacy of journalists is changing in the age of new media.

Thematic Researchers:

Zhang Xuebo, Professor, South China Normal University, China.

Zhong Xiao, Graduate student, South China Normal University, China.

Today, the power of new media has influenced all aspects of our society, and the digital revolution is transforming everything in the news production. The way how the news is gathered and delivered has gone through several dramatic changes, the line between news producers and news audience starts to blur. Under these circumstances, the concept of media literacy needs to be updated, and producers’ new media literacy has become more vital and more complex than ever in the digital age.

Guangzhou, a southern flourishing city benefited from China’s Reform and Opening Up policy has been selected as the core investigating location for the journalists’ media literacy survey.

The data in the report have been gathered from multiple sources such as questionnaire and dozens of interviews. The number of questionnaire distributed in Guangzhou is 310, among that 302 copies are calculated as the valid questionnaires, the recovery rate is 96.6%, and the effective recovery rate is 97.4%. 124 male journalists and 166 female journalists from Guangzhou have participated in the empirical study. The education level of the journalists is 4.5% of them graduated from junior college, 70% of them are bachelor degree, 24.8% of them are master degree, and 7% of them are doctor degree. The data shows that the level of education is generally high among the group of journalists in Guangzhou, indicating that the adjustment strategy of talent fostering in Guangdong province has yielded great efforts since the last century.

Journalists’ new media literacy is seen to have the proficiency and communication competencies to communicate, respond, and to evaluate correctly within the realm of new media technologies. Here are some encouraging facts we have found in the study survey.

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In the past, delivering news to audience in media is the main ability of media literacy for journalists. Since new media are changing how people connect to each other and how news is presented and shared, targeting and interacting with audience have been viewed as important components of journalists’ new media literacy today. The main objectives of the survey mainly focus on the following two points:

Firstly, on the survey questions about the cognition of audience, about 36.2% of the respondents agree that journalists should chase after the issues that most of the audience are interested in, 37.9% of the respondents agree that the presentation form of the news report should be in conformity with audiences’ flavor, and 43.8% of the respondents agree to the statement that reporters should pay attention to the audience’s feedback. It’s a good thing that a majority of journalists are aware of the diversity of our audience and pay attention to the need and feedbacks of audience.

Secondly, in terms of the ability to use new media to gather and spread news, results from the survey indicate that as many as 80.7% of respondents use new media every day, 26.1% of respondents get news and information from Weibo, 29.0% of them obtain information from Wechat, 14.8% of respondents obtain information from blogs, 28.4% of respondents get news from some news apps; 22.8% of respondents obtain information from the audience, 41% from official news channels, and 25.5% from other media channels. There’s no doubt that the ability to handle new media has been a key factor for journalists to promote new media literacy, access to new media has enabled many journalists to accumulate their editions online.

Apart from the encouraging findings we have gained, there are some less favorable findings waiting for the attention. According to the study, there are only 49.7% of respondents do not agree with “reporters can write whatever they are interested in “, only 43.4% of respondents don’t agree with “reporters can writer whatever the audience like “, only 59.7% of respondents do not agree with “the reporter can expose the privacy of others”, only 33.1% of respondents do not agree with “journalists can make up the news reasonably to attract audiences’ attention”.

The results from these answers of the survey were a little bit frustrated since not all the journalists could establish new media literacy and promote independent and fair news. Promoting critical media literacy is essential to deal with millions of messages in the digital age.

All in all, the results of our survey indicate that the majority of journalists are equipped with the essential ability of new media literacy and aware of the importance of new media literacy. However, there are still many journalists who are not familiar with using online media tools and couldn’t meet the need to adapt to the changes. This suggests that more work needs to be done to educate journalists to develop their media literacy. Make media literacy course enter mainstream journalism education is a good way to do.

The changes in journalism are frequently and quickly nowadays, in order to fit into the new media environment, journalists have a greater need for media literacy in the digital age, they have to adapt quickly to the emerging new media paradigm.

Journalists are facing a survive-or-die battle. Fortunately, evidence from the survey shows that journalism is still alive and transforming well in its own way, but only if we continue to focus on the journalists’ new media literacy and educate them in a right way.

Liu Jing

Associate Professor, South China Normal University

刘兢

“A Digital Repository of Filmic Content as a Teaching Resource”

Tobías, M.Á., Duarte, M.C. & Kemczinski, A. (2015). A Digital Repository of Filmic Content as a Teaching Resource [Un repositorio digital de contenido fílmico como recurso didáctico]. Comunicar, 44, 63-71. (DOI: 10.3916/C44-2015-07).

Just what you were looking for? The surrounding world is itself immersed in a continuously evolving process in which the adjective dynamic defines the language as well as its teaching and learning processes. Regarding the use of video in the classroom, the development of new technologies has facilitated rapid progress since its earliest references in the first half of the 20th century. This has led to an increase in teachers’ interest and longing to share their teaching experience. There is a desire to get to know one’s counterparts, a desire which has been accelerated by innovations such as Internet 2.0. In this way, teachers multiply the rewarding feeling they get from the effort they put into preparing material. Nowadays, not only do our own pupils benefit from our work, but teachers and students globally can also reap the rewards.

In this article from the journal Comunicar, the authors present a project designed to recover informative content from videos (known by the acronym RECIF in Portuguese). Their objective is to gather videos to include in lessons, an idea that has been developing over the past few years. More information can be found on their website, available in Portuguese, Spanish and English, and presented from Paraná, Brazil (http://www.recif-ufpr.net/es/). One of the current gaps regarding the use of authentic audiovisual material is precisely the difficulty of sharing such resources; projects like RECIF mark a new era in which such difficulties are overcome..

As a result, this type of initiative provides web users with a resource that is refreshed daily, optimising time and effort and preventing teachers from having to reinvent the wheel every day.

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