Languages of Communication

Objectives

Languages of Communication introduces main theoretical models to interpretative, discursive and narrative semiotics, as well as the different perspectives that communicational languages have analysed. We will apply these models to different textual, audiovisual and mediatic pieces in order to deeply understand them and address the debates that underlie these contents. Thus, this course provides theoretical knowledge to all students in order to ensure that they will be able to apply it to communication products and procedures and that they will be capable of relating those learnt concepts to their reality and environment.

Learning outcomes

• Acquire and demonstrate advanced knowledge of the theoretical and practical aspects and work methodology in the field of communication.
• Demonstrate skills for critical reflection in the processes linked to the exercise of the profession.
• Develop in virtual interaction contexts through the use of ICT.
• Analyse one's own personal and professional abilities in relation to different areas of professional practice.
• Place communication theories within the framework of the Social Sciences.
• Know the different theoretical and methodological approaches in relation to the analysis of communication.

Competencies

General skills

• Show motivation for personal improvement, concern for quality and ethical commitment.

Specific skills

• Analyse the structure of the media, and the social and communication context, and its main formats, in relation to social contexts and change, and also the main issues in the information society, identifying the protagonists, institutions and social structures.
• Know about theories of journalism, public opinion and communication processes, and also theories and models of textual, rhetorical and discourse analysis.
• Transfer the values ​​of equality, respect for human rights and social or personal diversity in all its dimensions to different contexts of professional practice.

Basic skills

• Students have the ability to gather and interpret relevant data (usually within their field of study) in order to make judgements that include reflection on relevant social, scientific and ethical issues.

Core skills

• Be a critical thinker before knowledge in all its dimensions. Show intellectual, cultural and scientific curiosity and a commitment to professional rigour and quality.
• Exercise active citizenship and individual responsibility with a commitment to the values of democracy, sustainability and universal design, through practice based on learning, service and social inclusion.

Content

1. Languages and the semiotic gaze
   1. Roland Barthes
2. From the sign to the text
   1. Vladimir Propp and Algirdas Greimas
   2. Umberto Eco
3. From text to texts
   1. Hypertext, intertextuality and transmedia narratives
4. From texts to ideology
   1. Michel Foucault
   2. Constructionism, discourse analysis and psychoanalysis
   3. Prejudice, stigma, discrimination and intersectionality

Evaluation

Breakdown of the global grade of the subject:

• Required projects - Conceptual part | PODCAST PROYECT: 45%
  • Part 1: 5%
  • Part 2: 10%
  • Part 3: 30%
• Follow up and monitoring tasks - Practical part: 25%
  • Activities (1,2 & 3): 15%
  • Essays (1 & 2): 10%
• Participation: 10%
• Specific evaluation tasks | Global Exam: 20%

Assessed tasks will be grouped together on a conceptual part and a practical part. Each of the parts needs to be approved separately. The practical part includes specific evidence and the elaboration of the analysis reports and exercises. The conceptual part includes carrying out a subject project with specific submissions and its evaluation is shared with Spoken English subject. Subject's final grade shall be determined by the average of both parts, as long as both are approved. Participation and follow-up meetings will also be assessed. The subject includes a global exam as individual evaluation assesment.

Methodology

The working methodology is divided between theoretical and practical sessions, where theoretical aspects are discussed emphasizing the various aspects of semiotic and communication. Work groups will develop, with the teacher, the various stages of the projects, exercises and examples to illustrate the topics discussed. We will combine different methodologies, such as videos, oral exhibitions, exercises, visuals and audio production, reading and understanding of texts. Students will participate in different types of sessions: Work sessions with the whole class, sessions in small groups with the teacher, and group tutoring sessions with the teacher.

Ways of grouping students: In order to carry out the various mandatory activities, small groups of intercultural exchange will be created, encouraging collaborative work between local and international students.

The content of the syllabus includes a conceptual/theoretical perspective and a practical/applied one:

1. Conceptual/theoretical: theory classes and analysis of examples will be done to understand and apply the course's concepts. This part must be done in groups and individually. It will be assessed by the means of several exercises and practices where the application of concepts worked on the course will be required. Students will prepare and write the exercises in class or on their own and submit it in the Virtual Classroom. There will be mentoring sessions in order to follow-up the process with the students and solve their doubts.
2. Practical/applied: it's done in groups and consists on a brief to develop an audio project (podcast). This project consists of a creative assignment where the contents of the subject shall be transformed into an audio product. This project will be prepared continuously through the whole duration of the course sharing its development with other subject: Spoken English.

Bibliography

Bibliography

• Cabruja, T.; Iníguez, L.; Vázquez, F. (2000). Cómo construimos el mundo: relativismo, espacios de relación y narratividad: (Núm. 25. Pp. 61-94). Análisis. Quaderns de comunicació i cultura.
• Cobley, P. i Jansz, L. (2004). Semiótica para principiantes. Era Naciente.
• Eco, U. (1997). Seis paseos por los bosques narrativos. Lumen.
• Foucault, M. (2013). El orden del discurso. Tusquets.

Reading

Teachers will provide complementary bibliography and compulsory reading throughout the course via the Virtual Campus.