Comunicar

Comunicar: Revista Cientifica Iberoamericana de Comunicación y Educación. ISSN 1134-3478. Published twice yearly by Grupo Comunicar, Colectivo Andaluz para la Educación en Medios de Comunicación; Apdo Correos 527; 21080 Heulva; Spain. www.grupo-comunicar.com.

No. 28 (2007)

Theme: Educación en medio en Europa. [Media education in Europe]

Clarembeaux. M. (2007). Presentación: Educación en medios en Europa. Comunicar, 15(28), 10-16.
Rivoltella, P. C. (2007). Realidad y desafios de la educación en medios en Italia. [Situation and challenges for media education in Italy]. Comunicar, 15(28), 18-24.
Reia-Baptista, V. (2007). Hacia una alfabetización en medios: ejemplos en contextos de habla portuguesa [Towards a media literacy: Examples from the Portuguese context]. Comunicar, 15(28), 25-31.
Bazalgette, C. (2007). La educación en los medios en el Reino Unido [Media education in the UK]. Comunicar, 15(28), 33-41.
Bevort, E. (2007). La educación en medios en Francia: difícil consolidación, perspectivas futuras [Media education in France: A difficult consolidation with good prospects]. Comunicar, 15(28), 43-48.
Clarembeaux, M. (2007). La educacación en los medios en la comunidad francesa de Bélgica [Media education in the French community in Belgium]. Comunicar, 15(28), 49-59.
Tulodziecki, G. & Grafe, S. (2007). Educación en medios de comunicación en Alemania: desarrollo y situación actual [Media education in Germany: Development and current situation]. Comunicar, 15(28), 61-68.
Gabelas Barroso, J. A. (2007). Una perspectiva de la educación en medios para la comunicación en España. [A view of media education in Spain]. Comunicar, 15(28), 69-73.
Davou, B. & Nika, V. (2007). Diseño de un programa de educación en medios en la escuela primaria griega [Implementation of a media literacy training program for Greek elemtary school teachers]. Comunicar, 15(28), 75-82.
Strykowski, W., Kakolewicz, M., & Mickiewicz, A. (2007). Le enseñanza de los medios de comunicación en Polonia [Media education in Poland]. Comunicar, 15(28), 83-90.
Bergman, M. (2007). Territorio mediático-educativo en Suecia [Media education landscape in Sweden]. Comunicar, 15(28), 91-95.
Kickert, C. & Beck, N. (2007). La educación en modios en Luxemburgo [Media education in Luxembourg]. Comunicar, 15(28), 97-101.
Georges, C. (2007). La educación de los medios en Suiza: el "clik" frente a la "lección" [Media education in Switzerland: from reading to clicking]. Comunicar, 15(28), 103-109.
Krucsay, S. (2007). Educación en medios en Austria: competencia, comunicación, autonomía [Media education in Austria: Competence, communication, autonomy]. Comunicar, 15(28), 111-120.
The issue also includes the text of a number of declarations about media education from the U.N. and other organizations.
Ginesta Porter, X. (2007). Los valores en el deporte: una experiencia educativa a través del Barça-Madrid [Value in sports: A pedagogical experiment with the Barça-Madrid football match]. Comunicar, 15(28), 148-156.
Mestre Pérez, R. (2007). Retórica hipertextual: para un modelo de análisis de la ficción interactiva [Hypertextual rhetoric: Towards a model for interactive fiction analysis]. Comunicar, 15(28), 157-165.
Cabero, J., Llorente, C., & Román, P. (2007). La technología cambió los escenarios: el efecto Pigmalión se hizo readidad [Technology-changed scene or Pygmalion come true]. Comunicar, 15(28), 167-175.
Ruano López, S. (2007). Cultura y televisión: una controvertida relación [Culture and television: A controversial relation]. Comunicar, 15(28), 177-182.
Moro Rodríguez, M. M. (2007). Educación en valores a través de la publicidad de televisión [Values education through television advertising]. Comunicar, 15(28), 183-189.
Blanco, S., de la Fuente, P., & Anguita, R. (2007). WebQuest y anotaciones semánticas [WebQuest and semantic annotations]. Comunicar, 15(28), 191-196.
Llorente Cejudo, M. C. (2007). Hacia el e-learning desde el software libre: Moodle como entorno virtual de formación al alcance de todos [Towards e-learning from free software: Moodle-like learning management system within reach of all]. Comunicar, 15(28), 197-202.
Lamuedra Graván, M. (2007). Estudiantes de Periodismo y prácticas profesionales: el reto del aprendizaje [Journalism students, professional placements, university, and the learning challenge]. Comunicar, 15(28), 203-211.
Raposo Rivas, M. (2007). Utilización didáctica de la web de un Departamento de Secundaria [Didactic use of web pages pertaining to secondary school departments]. Comunicar, 15(28), 213-219.
Moreno Montoro, M. I. (2007). Educar espectadores: propuestas expositivas y dinamización [To educate viewers: Expository proposals and dynamics]. Comunicar, 15(28), 221-228.
Galán Fajardo, E. (2007). Construcción de género y ficción televisiva en España {Construction of gender and fiction television in Spain]. Comunicar, 15(28), 229-236.

Vol. 22 (2004)

Alonso del Corral, A. (2004). La intersección edu-comunicativa [Communication and education meeting points]. Comunicar, 22, 13-20.
In this paper the author tries to analyze the common space shared by communication and education in order to show the strong relation that they have. This analysis intends to contribute to the understanding that educational processes are in fact communicative processes and that it is important to recognize that they have a social basis.
Barreto, R. G. (2004). Globalizaçáo, mídia e escola: luzes no labyrinth audiovisual [Media at school: lights in the labyrinth]. Comunicar, 22, 21-26.
By means of the metaphor "lights in the labyrinth", this paper is an approach to some new meanings of it, discussing which doors are open and which ones are closed in media in order to research its relevance in the globalization and information age. In this sense, the author analyzes the necessary incorporation of media to school, pointing otherwise to a new form of educational apartheid.
Pérez Latre, F.J. (2004). Ciudadanía, educación y estudios de comunicación [Citizenship, education, and communication studies]. Comunicar, 22, 27-32.
Contemporary democratic societies are interested in citizens with a high level of education. The fact is especially relevant since we observe that democracies have not stopped violence, racism, and other human rights violations. Media have influenced in the education of a responsible citizenship and play an essential role in the development of democratic societies.
Costa Oliveira, M. M. (2004). Os media como espaço do sim-bole ou da dia- bole? [Media: symbols or devils?]. Comunicar, 22, 33-38.
Social communication media, especially audiovisual media, are the best example of the spectacular representation of the real world. This is the reason why they are an exceptionally good anesthetic. The author thinks that "diabolical" is a good word to sum up the essence of a media oriented culture.
Núñez, P. & Liebana, J. A. (2004). Reflexión ética sobre la (des)igualdad en el acceso a la información [An ethical reflection on non equal access to information]. Comunicar, 22, 39-46.
Media relevance is a fact all over the world. These media go together with new technologies of information. Both of them are the characteristic of the western culture. It is true that these media and the technologies associated to them are a powerful group of means suitable to make personal relationships easier and to improve people's lives thanks to a fast and easy access to information. This paper makes a reflection on harmful affects, mainly from an ethical point of view, showing that they are not as innocent as they could be seen.
Folegotto, I. & Tambornino, R. (2004). Los nuevos lenguajes de la comunicación en educación [New communication languages in education]. Comunicar, 22, 47-54.
When a-learning uses the new technologies of information, as the Internet and others, the educational process suffers from an important change by helping the interaction between student and the process, and allowing a more active learning and a better access to diverse information. This is the reason why it is necessary to develop new users' abilities.
Machado de Carvalho, J. & Simões, L. & Penido, A. (2004). Educación y tecnología: conflictos y possibilities [Learning and technology: conflicts and chances]. Comunicar, 22, 63-70.Aguaded, J. I. & Contin, S. A., Madryn, P. (2004). Televisión e identical indígena una comunidad rural de La Patagonia Argentina [Television and indigenous identity: a rural community in the Patagonia]. Comunicar, 22, 71- 80.
This investigation places in the global context of an educational formation experience in the Andean region of paralelo 42 in the Argentine that groups ten rural schools. Since 2002, more than forty teachers, executives and supervisors of the region have developed "shared itineraries for the promotion of literacy campaigns", a formative space where this investigation is placed. It affects the reflection on the literacy in contexts of television consumption, not only to describe merely consumer situations, but looking for the formation and motivation of the teachers and the experience coordinators to initiate offers of intelligent use of the television.
Garrido, J. M. M. (2004). Investigar la incidencia de los medios en las aulas mediante cuestionarios [To investigate the media influence in the classrooms by means of questionnaires]. Comunicar, 22, 81-88.
Nowadays, it is more common to see the development of educational investigations that try to determine the use and the impact of the mass media and the new technologies in children, teenagers and young people. In this paper the author pleads for the use of the questionnaire as an excellent instrument of withdrawal of information in their investigations on the use and the influence of mass media in the life of our students. Consequently, the essential orientations for its production are offered and it is presented as a practice that can be very useful and of scientific reference to the future investigation in this subject matter.
García, G. L. (2004). Etrategias informativa y recepción mediática: la invasión de Irak de 2003 [Informative strategies and mediatic reception: Iraq invasion]. Comunicar, 22, 89-94.
Iraq attack by the United States army in march/april 2003 was an event of some importance in the media area. This paper tries to analyze how information influenced Spanish people, what their attitude was, how events were selected and interpreted but also how alternative opinions emerged.
Mestre, F. C. (2004). La fotonovela y su utilización como recurso expressive en el aula [The photo novel and its use like an expressive resource in the classroom]. Comunicar, 22, 95-100.
This paper picks up the experience realized for several years with pupils of the second cycle of secondary education, in plastic and visual education in Huelva. In the above mentioned experience two didactic units about photo novel are developed, so that new forms of expression can be discovered, one can investigate and work with visual codes, in order to acquire a critical attitude before the visual messages, besides achieving that pupils can express directly with these codes, making possible the realization of their own photo novels.
Montín, J. M. (2004). La comunicación abreviada como se�al de identical de la juventud actual [Abridged communication as an identity mark of young people today]. Comunicar, 22, 101-108.
Young people of today have grown up in the information age, and they have a fast and intuitive immersion in it. Therefore, abridged communication has emerged. Using chats and SMS, young people have created their own slang which they use to recognize themselves as a group. This new way of communication identifies them as a group and differentiates them from others.
Izquierdo, J. R. (2004). Los indígenas olvidados [Forgotten natives]. Comunicar, 22, 109-114.
The Guarani natives are forgotten by the Bolivian government and even university ignores their existence, although the guarani language is official in Bolivia. As they have no access to mass media, they cannot extend their language, history and culture. To finish with this situation, Formasol and a research are studying what the reason of this oblivion is, providing them with means to protect their culture and encouraging a meeting between the native reality and the academic world.
Rojas, H. M. (2004). La radio va a la escuela [Communication and education joint]. Comunicar, 22, 115-120.
Chile is living an educational reform, especially in language and communication area, which is trying to make the new technologies available to schools and teachers. According to that, this paper exposes an experience called "Radio goes to school", in which Journalism students from North Catholic University teach radio contents and means to elementary school pupils. This means has been created in classroom by the university students and it has been used as a teaching-learning process support.
Gabino Campos, M. A. (2004). Niños y jóvenes como usuarios receptores virtuales e interactivos [Children and young people as virtual and interactive users and receivers]. Comunicar, 22, 121-126.
The speed in messages transmission and in the accessibility to the Internet and other technological advances have increased users and receivers intervention in mass media and have given us another way of interpersonal communication, the virtual one. This paper tries to understand how children and young people, an immature and non-critical audience, have integrated theses technological advances in their lives and have adopted them to satisfy their basic needs for communication and relationship.

No. 19 (2002)

This periodical presents the theme “Communication and popularization of science”; it includes 14 articles by scholars from nine institutions in Spain, Venezuela, and Argentina. The articles examine the role of the mass media in promoting scientific knowledge and the ways in which science helps to form future communicators. Other sections examine technology and communication, reporting on practical classroom experience.