http://www.revistalatinacs.org/10/art2/896_Santiago/18_XosEN.html
DOI: 10.4185/RLCS-65-2010-896-231-243-EN

<title>RLCS, Revista Latina de Comunicación Social</title>
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<meta name="DC.title" content="The journalists' education in the twenty-first century in Brasil, Spain, Portugal and Puerto Rico”/>
<meta name="DC.creator.personalName" content="Dr. Xosé López-García"/>
<meta name="DC.creator.address" content="xose.lopez.garcia@usc.es"/>
<meta name="DC.contributor.editor" content="Dr. José Manuel de-Pablos-Coello"/>
<meta name="DC.contributor.address" content="jpablos@ull.es"/>
<meta name="DC.Date.availableated"lang="en" scheme="iso8601" content="2010"/>
<meta name="resource-type" content="scientific paper"/>
<meta name="distribution" content="Global"/>
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<meta name="rating" content="General"/>
<meta name="digital objet identifier, DOI" content="DOI: 10.4185/RLCS-65-2010-896-231-243-EN"/>
<meta name="DC.Description" lang="en" content=“Revista Latina de Comunicación Social, RLCS, is a scientific journal edited at the University of La Laguna, ULL (Tenerife, Canary Islands) in the Laboratory of Information Technologies and New Analysis of Communication, LATINA according to its initials in Spanish, founded in 1987 by Dr. José Manuel de-Pablos-Coello, under the protection of special doctorate programmes for Latin American professors. The journal publishes under the main summary almost exclusively research papers written following the formula IMR&DC+B: introduction, methodology, results and discussion plus conclusion, with a updated bibliography: at least 70% of the bibliographic entries must be from the past 10 years and half of them from scientific journals in Spanish and English languages. Reviewers make a double blind peer examination. This is a collective and inter-university project, including many professors and researchers from almost all Spanish and Portuguese speaking countries. The journal is the following databases: EBSCO (USA), DOAJ (Lund University, Sweden), Redalyc (Mexico), Dialnet (Spain); and is indexed by the CINDOC-CSIC in DICE, ISOC, RESH, Office of Latin American Education, OEI according to its initials in Spanish; Dulcinea, etc. In Spain the journal is a reference in the Directory of Index of Spanish Periodicals of Social and Communication Sciences, IN-RECS, of the University of Granada, UGR. RLCS occupies the first position in the cumulative index for the periods 2003-2007; 2004-2008 and the year 2008.”/>
<meta name="DC.Description.tableOfContents" lang="en"/>
<meta name="DC.contributor.referee I" content="Review reports of article 22_2010 ‘Xenophobic discourse and agenda-setting. A case study in the press of the Canary Islands’. Media are involved in the processing of immigration. Immigration is a complex matter in which social, economical, political and legal factors intervene; hence, the interest of media. Representation and identity of immigration have been studied from different branches of communication, advertising or audiovisual communication, whereas regarding to press, the interest has been mainly focused on the construction of news stories.Information, far from being impartial, sometimes provokes certain attitudes. Concerning this case, the article studies the pressure of press on public opinion using subjective expressions that slant information. The interest of this article lies on its synchronic analysis of news pieces from the newspaper El Día, and their connection with demographic, social, political and legal changes. It is also remarkable the critical study on press. In particular on a journal that tried to control and direct public opinion. -- Dr. Esther Martínez Pastor, Universidad Rey Juan Carlos, Madrid."/>
<meta name="DC.Description.tableOfContents" lang="en"/>
<meta name="DC.contributor.referee I" content="This is a rigorous investigation into the past and present of university journalism studies in Brazil, Spain, Portugal and Puerto Rico. The article analyzes the existing records in the education of communicators throughout the 20th century and reviews the different schools and trends in this regard: the culturalist model, the practical-professional model, and the communicative model.Although the title refers to four countries, the author also reviews the situation of the education of journalists in other countries, both in Latin America (especially Argentina and Mexico) and Europe (particularly Germany and Italy).The text is an interesting contribution to the state of affairs in full debate on the approach to be given to the education of the future information professional. The Bologna process has enabled the Spanish Faculties of Communication to face an in-depth reflection on the skills to be acquired by journalists during their time at the classrooms. The author shows that these processes of educational analysis have also occurred in other countries, and draws a very accurate picture of where these studies may be heading to.- José Ignacio Armentia Vizuete, Ph.D. - Professor of Journalism - University of the Basque Country, UPV. "/>
<meta name="DC.contributor.referee II" content="Report: This article is interesting because it gives a broad geographical view of the education of journalists. It not only analyses the situation in Brazil, Spain, Portugal and Puerto Rico, but also places it in an almost global context by taking into account the coexistence of three trends:-The first, dominant in many European universities and based on the Sociology of Communication, Political Communication, Semiotics and Communication Theory.-The second, focused primarily on the professional activity and therefore more practical, is typical of schools in the United States.- The third, tries to find a balance between the previous two, as it happens in the curricula of most Spanish universities.The USA continues its line while the Spanish and Portuguese universities debate on the model to follow in accordance with the indications of the Bologna Process, favored by the European Union. Most faculties and schools of communication in Latin America, like Brazil and Puerto Rico, try to update their curricula reflecting on the abovementioned models. Thus, Brazil is a little closer to the European model, while Puerto Rico is more identified with the US model.The author offers an open view of the implementation of the various academic programs for the training of the journalists, by saying that everyone, in varying degrees, has something of each one of the models mentioned above, since the general concern, whatever the geographical scope, is to provide education as efficient as possible.Based on all this, I believe this article should be published because it not only meets all the required formalities, but also provides interesting and topical content that can serve as a basis for the continuation of the debate, virtually in global scale, on the education of journalists.- Rosario de Mateo, Ph.D. – Chair Professor at the Autonomous University of Barcelona, UAB. "/>
<meta name="DC.Description.tableOfContents" lang="en"/>
<meta name="DC.description.abstract" content="Abstract. The reaped experience during last few decades for Communication studies has had three clear consequences: a progressive these studies incorporation in the majority of the educational institutions superior of main countries of the world, with different programs and for very different ways; an increase of investigations on the sector, and a growing interest for adapting the education to the new profiles that have appeared in different support. By this way is the situation has been arrived to an outlook with a good offer academician and with more journalists with university studies. Details point out that the education level of the journalists has been increased, although every time are needier of current knowledges to work in the complex existing society, and that is a favorable outlook for the continuous training, an one-size-fits-all challenge communicators of the digital age. Efforts undertaken in these years in Brazil, Spain, Portugal and Puerto Rico in this field show, according to will try to show in this work, result of a study compared out of the four cases, especially in the last ten years, some difference, several coincidences and a shared objective: initiatives to improve learning plans with highest-quality projects."/>
<meta name="DC.keywords" content="Keywords: communication; journalism; professionals; education."/>
<meta name="DC.identifier" LANG="es" SCHEME="URI"/>
<meta name="DC.publisher.corporateName" content="Universidad de La Laguna (Tenerife, Islas Canarias). LAboratorio de Tecnologías de la Información y Nuevos Análisis de Comunicación, LATINA"/>
<meta name="DC.date.issued" content="2010"/>
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<meta name="DC.identifier content="http://www.revistalatinacs.org/10/art2/896_Santiago/18_XoseEN.html"/>
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<meta name="DC.identifier" content="http://www.revistalatinacs.org/10/art2/896_Santiago/RLCS_art896EN.pdf"/>
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<meta name="DC.language" content="en"/>
<meta name="DC.relation.isPartOf" content="1138-5820" scheme="ISSN"/>
<meta name="DC.rights"content="Universidad de La Laguna (Tenerife, Islas Canarias). LAboratorio de Tecnologías de la Información y Nuevos Análisis de Comunicación, LATINA"/>
<meta name="DC.TERMS.bibliographicCitation" content="López García, Xosé (2010): "The education of journalists in the 21^st Century in Brazil, Spain, Portugal and Puerto Rico", at Revista Latina de Comunicación Social, 65, pages 231 to 243. La Laguna (Tenerife, Canary Islands): La Laguna University, retrieved on ___th of ____ of 2_______, from
http://www.revistalatinacs.org/10/art2/896_Santiago/18_XoseEN.html
DOI: 10.4185/RLCS-65-2010-896-231-243-EN/>