Amaia Pavon-Arrizabalaga

The Internet and ongoing innovations in media technology are having an impact on journalism and educators in mass communication. Many universities and journalism training schools are trying to adapt their curricula to the new landscape. Innovation and creativity are considered key concepts to deal with the new changing media environment, but, what does the official Spanish White Paper on Communication Degrees have to say about creativity and innovation? Do these concepts have any presence in the curricula for Spanish Communication Degrees? And, if so, how can this presence be fostered? After mentioning an interesting initiative involving Innovation Journalism at the Stanford Center for Innovation and Communication, this paper provides an outline of two interesting methodologies that can be used to promote both innovation and creativity in Communication Studies, namely Design Thinking and Creation Nets. Design Thinking refers to methods and processes for investigating defined problems, acquiring information, analyzing knowledge, and positing solutions/products in the design and planning fields (this particular style of creative thinking-in-action is having an increasing influence on twenty-first century education across disciplines). Creation Nets, on the other hand, have as their most distinctive value the ability to flexibly and scalably mobilize dispersed and diverse talent for innovation. This has been tested in the Innovation Incubator Project, a project developed via experimentation in seven journalism schools from the United States. The paper will go on to focus on an innovation project based on the Design Thinking process that is being developed on the Audiovisual Communication Degree at Mondragon University.

Ikerlan honen helburua da ezagutzea 12 eta 16 urte bitarteko gaztetxo gipuzkoarren ikusentzunezko kontsumo-ohiturak, betiere nerabezaroan funtsezkoa den lagun-taldearekin duen harremana kontuan hartuta (jakiteko ea harremanik dagoen ikus-entzunezko kontsumo indibidualaren eta talde kontsumoaren artean). Landa lana 2011n burutu zen: 852 galdetegi, 26 sakoneko elkarrizketa eta 16 neraberen Tuentiko profilen eduki-azterketa baliatu ziren ikerketa osatzeko. Ikerlanak
deskribatzen duen testuinguruan aro analogikoko ikus-entzunezko praktikak eta kontsumo-ohitura berriak uztartzen dira, digitalizazioaren ondorioz sortu direnak. Horrekin batera, lagun-taldearen eragina nerabezaroan nabaria da.

The aim of this study was to explore audiovisual consumption in teenagers aged from 12 to 16 in 2011 in the province of Gipuzkoa (Basque Country). Given the crucial role of peers in teenager development, the relationship between individual and peer group media consumption patterns has been studied. The impact of the digitizing audiovisuals through new ways of consumptions was also assessed. Data was gathered through a survey carried out on 852 subjects throughout the province, 26 in-depth interviews and the content analysis of 16 Tuenti social media profiles. Results helped us conclude that old and new audiovisual consumption patterns coexist after the digitalization. In addition, the influence of peers on the adolescent media consumption is remarkable.

The aim of this PhD research is to know how digitization has brought about new ways of television
and video consumption among youth, focusing on online video sharing. The study is carried out
among Mondragon University students to collect quantitative and qualitative data of their viewing and
sharing habits. It is as case study that comprises a survey, a media diary and in-depth interviews. This
article is focused on the quantitative results of the study. The findings show that the TV set is still the
preferred format for television viewing. In contrast, the importance of the online sharing is
highlighted, since almost %68 of the youth share video content on the web.

This article examines the different ways of interaction that young people have with television and online video content. Inspired by Van Dijck's argument (2009), that there is a misleading assumption to define the audience in terms of passive recipients related to old media (e.g. television) and active participants who are internet users, the aim of this study is, firstly, to analyze if there are differences related to the type of medium; and, secondly, to examine if it is possible to develop an audience interaction typology in relation to television and to video content. The study presents the most significant statistical results of a survey of 475 students conducted at Mondragon University. After carrying out a factorial analysis, two multiple generalized linear regressions and a cluster analysis, our results show that it is statistically impossible to describe the audience's attitude as a dichotomy between passive television viewers and active internet users. Likewise, it is not possible to develop an audience interaction typology in relation to television and to video content. The results rather show a multifarious profile of activity patterns related to specific contents and interactive practices on the Web. This study illustrates the complexity of content, context and audience practices in the new media environment.