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Media Communication, Education and Literacy

Code: 103125
Credits: 6
2026/2027
Degree programme Type Course
Journalism OP 3

Contact lecturer

Name :
Cristina Pulido Rodriguez
Email :
cristina.pulido@uab.cat

Teaching staff

Cristina Pulido Rodriguez

Teaching staff (external to UAB)

Marta Portalés

Group languages

You can consult this information at the end of the document.

Prerequisites

Enough English knowledge to be able to read recommended readings and other resources

Objectives

The objectives of the course are:

  1. To know the relationships between the fields of communication and education, as well as media literacy and to make students aware of the problems and opportunities that this relationship raises.
  2. To acquire the necessary skills to develop edu communication projects as a professional outlet.

Learning outcomes

  • CM16 (Design media literacy and educational communication strategies that contribute to training critical audiences and lowering the digital and news gaps.) Design media literacy and educational communication strategies that contribute to training critical audiences and lowering the digital and news gaps.
  • CM18 (Include the gender perspective, the condemnation of gender violence, the defence of victims’ rights and the Sustainable Development Goals (SDGs) in the analysis and production of media discourses, and guarantee diverse, inclusive, socially responsible media.) Include the gender perspective, the condemnation of gender violence, the defence of victims’ rights and the Sustainable Development Goals (SDGs) in the analysis and production of media discourses, and guarantee diverse, inclusive, socially responsible media.
  • KM18 (Identify the concepts of media literacy and their importance in forming critical citizens, as well as the media’s influence on educational and socialisation processes.) Identify the concepts of media literacy and their importance in forming critical citizens, as well as the media’s influence on educational and socialisation processes.
  • SM20 (Develop production strategies for journalistic and audiovisual contents that foster cultural diversity and equitable representation in media discourses.) Develop production strategies for journalistic and audiovisual contents that foster cultural diversity and equitable representation in media discourses.

Contents

1. NETWORK SOCIETY, EDUCATION AND COMMUNICATION

  1. Communication and education (formal, non-formal, and informal).
  2. The challenge of lifelong learning. The educational and social uses of ICTs and artificial intelligence.
  3. Contemporary media culture and the role of schools, families, and peer groups.

2. THE EDUCATIONAL FUNCTION OF THE MEDIA

  1. Classical theoretical approaches to the educational function of the media.
  2. The educational role of media, digital platforms, and contemporary challenges.
  3. Social media and video games: Do they have an educational function?

3. MEDIA AND INFORMATION LITERACY

  1. The conceptual framework of Media and Information Literacy (MIL).
  2. The international development of Media and Information Literacy: the role of UNESCO and the European Commission.
  3. Children and the media: Children's rights and communication.
  4. Preventing risks and promoting the critical and creative use of media.
  5. Active citizenship and intercultural dialogue.

4. EDUCOMMUNICATION PROJECT

  1. Conceptualization and definition of the project. Stages of project development.
  2. Preliminary research: literature review and benchmarking.
  3. Project design and pilot implementation.
  4. Planning, production, and evaluation.

Note:

The course content will incorporate a gender perspective by integrating gender analysis into all planned topics and the teaching resources used.

Learning activities and methodology

Title Hours ECTS Learning outcomes
Practical lessons 27 1.08
Group work 30 1.2
Seminar 6 0.24
Theoretical sessions 15 0.6
Project 3 0.12
Student work 20 0.8
Exam 3 0.12

The course methodology consists of:


  1. Lectures covering the core theoretical content of the course.
  2. Seminar sessions based on the discussion of readings and case studies.
  3. Practical sessions focused on the development of the course's educommunication project.


The detailed schedule, including the content of each session, will be presented on the first day of the course and will also be available on the course's Virtual Campus. There, students will find the teaching materials and all the information necessary to successfully follow and complete the course.

Annotation: within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.

Assessment

Continuous assessment activities

Title Weight Hours ECTS Learning outcomes
Tasks - Seminar 25% 13 0.52 CM18, KM18
Exam 30% 3 0.12 CM16, KM18
Project - Communication and Education field 45% 30 1.2 CM18, SM20

Evaluation Activities

The evaluation of the course will consist of three evaluative activities:

Edu-communicative Project: Group work, minimum 3-5 people. The project guidelines will be available on the virtual campus, the practical sessions will be dedicated to working on the edu-communicative projects from the beginning, and the group tutorials will be aimed at monitoring both the design and the development of the project.

Seminar Submissions: The submission will take place either before or after as indicated on the virtual campus.

Exam: At the end of the course, a theoretical exam on the content learned during the semester will be held.

Students have the right to review the evaluation carried out. Once the grades are published, a review tutorial will be scheduled to conduct the same.

RE-EVALUATION

The re-evaluation activity will consist of a theoretical exam that will include aspects from the theoretical sessions, seminars, and concepts worked on in the development of the edu-communicative project.

NOT EVALUABLE

Students who have not submitted any formative activity cannot be evaluated.

SINGLE ASSESSMENT

This course/module does not provide for a single assessment system.

PLAGIARISM

If the student commits any irregularity that could lead to a significant variation in the grade of an evaluation act, that evaluation act will be graded with 0, regardless of the disciplinary process that may be initiated. If several irregularities occur in the evaluation acts of the same course, the final grade for that course will be 0. 

USE OF ARTIFICIAL INTELLIGENCE

For this course, the use of Artificial Intelligence (AI) technologies is permitted exclusively for support tasks, such as bibliographic or information searches, text correction or translation, layout improvement, or audiovisual product enhancement—always as a support tool.

Students must identify which parts were generated using this technology, specify the tools used, and include a critical reflection on how these tools have influenced the process and the outcome of the activity.

Lack of transparency in the use of AI in this graded activity will be considered a breach of academic integrity and may result in partial or total loss of marks for the activity, or more severe sanctions in serious cases.

 

Bibliography

Basic references:

ALBERO ANDRÉS, MAGDALENA.(2010) Jóvenes, internet y participación política. Límites y oportunidades. Octaedro. Barcelona.

BUCKINGHAM, DAVID. (2005) Educación en medios. Alfabetización, aprendizaje y cultura contemporánea. Paidós. Barcelona.

BUCKINGHAM, DAVID. y WILLET, REBEKAH. (Eds.) (2006) Digital Generations. Lawrence Erlbaum. London.

BUTLER; ALLISON T. (2019). Educating Media Literacy : The Need for Critical Media Literacy in Teacher Education, BRILL, ProQuest Ebook Central, https://ebookcentral.proquest.com/lib/uab/detail.action?docID=5963858.

CARLSSON, ULLA.,TAYIE, SAMY. JACQUINOT, GENIÈVE., PÉREZ TORNERO, JOSÉ MANUEL. (2008) Empowerment trough Media Education. An Intercultural Dialogue, Goteborg, Nordicom.

LIVINGSTONE, SONIA. y BOVIL MOIRA. (2002) Young People and New Media. Sage, London.

MASTERMAN, LEN (1993): La enseñanza de los medios de comunicación. Madrid, La Torre.

McDOUGALL, JULIAN. (2025). Media literacy for the communication ecosystem: A theory of change for a healthier future. Springer Nature Switzerland. https://doi.org/10.1007/978-3-032-04024-4

PEREZ TORNERO, JOSÉ MANUEL y VARIS, TAPIO. (2012) Alfabetización mediática y nuevo humanismo, Barcelona, UOC.

PEREZ TORNERO, JOSÉ MANUEL (2020). La gran mediatización I. El tsunami que expropia nuestras vidas. Del confinamiento digital a la sociedad de la distancia. UOC Press: Barcelona.

SHNURENKO, IGOR, MUROVANA, TATIANA, & KUSHCHU, IBRAHIM. (2020). Artificial intelligence: Media and information literacy, human rights and freedom of expression. UNESCO Institute for Information Technologies in Education (UNESCO IITE) & TheNextMinds.

*** The specific bibliography will be provided to students through the virtual campus

Software

Basic office software, social media domain and blog content management.

Course groups and languages

The information provided is provisional until November 30. After this date, you will be able to consult the language of each group through this link. To access the information, you will need to enter the course CODE

Type of teaching Group Language Semester Shift
(TE) Theory 1 Spanish first semester morning-mixed
(PLAB) Practical laboratories 11 Spanish first semester morning-mixed
(PLAB) Practical laboratories 12 Catalan first semester morning-mixed