Propostas de formação para o ciberjornalismo em tempos de convergência e audiências ativas

Resumen

Online journalism teaching started being a scholarly concern with the start of the new century, especially in countries with an intense research and professional activity on the field, such as Brazil and Spain. At that time, several teachers and scholars (Salaverría, 2000; Palomo, 2004; Meso, 2002; Tejedor, 2006) call attention to the development of a new professional profile that demanded a specific training, even if this could not be obtained, due to several circumstances, such as the type of curricular organization in most Journalism Faculties and schools. The debate on the adaptation of the training programmes to the new media environment has continued to the present (Masip y Micó, 2009; Biondi, Miró y Zapata, 2010; Balandrón, 2010; Sierra y Cabezuelo, 2010; Salaverría, 2011). In fact, the current teaching scenario concerning online journalism evidences several solid characteristics. These relate to factors such as the consolidation of the online journalism research field, the possibility of practicing several theoretical and practical approaches, and of the existence of a terminological consensus, not to mention the consolidation of the online media and their business model. Considering the need of promoting further consideration and integration of media convergence and web 2.0 phenomena into current online journalism programmes, this paper aims to offer some teaching proposals designed for subjects or courses devoted to online journalism content production using innovative genres and formats. The conclusions discuss the advantages of the described methodologies and proposals for the instruction and the interaction with the students, in a university field distinguished by its dynamism and constant innovation.