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MEDIA LITERACY AND INTERCULTURAL DIALOGUE Strategies, Debates and Good Practices The objective quality in the training of media professionals How to measure the quality of journalistic content Concha Pérez Curiel Department of Journalism II University of Seville cperez1@us.es Abstract Expert researchers, reference institutions or new citizen journalism demand accountability to the media in building the knowledge society. The evaluation of the content broadcast highlights the dangers they are exposed, especially children and young people and lower social classes economically and intellectually. This situation is aggravated when it comes to consumption of television or the Internet. The interest of the media to redirect the situation is questionable and very different depending on which political, economic and media control and digital audiovisual space. Public and private operators ignore, ignore or fail in their attempt, pressed by a common goal: the audience rankings and profit. Not only the family and the school, but of course the media have to be able to recognize what makes a quality journalistic product. The core objective of the research presented is to inform and educate professionals in the media about how to produce quality programs. Let the viewers themselves are able to certify the excellence of the quality of that product or digital television would be the highest recognition of a job well done. Supported by previous researchs in universities in Chile and Argentina on Method VAP (Value Added Journalism) will be measured through an analysis card the treatment that professionals give the news in their selection process and creation. A second stage of the research also raises the need to work with families, students and teachers from schools (surveys and interviews) to "learn" to recognize and demand that the media quality. Keywords: Quality, content, media literacy, Value Added Journalism, measurement, variables. 157
MEDIA LITERACY AND INTERCULTURAL DIALOGUE 1. Radiography and television audiences: critical condition Strategies, Debates and Good Practices There are many interesting conclusions extracted from a sample equivalent to 6644 records of television programming for children and y 2478 records of youth programming issued between January 1 and June 30, 2007 in the six national generalists channels: TVE 1, Antena 3, Cuatro, Tele 5 and La Sexta and the two Andalusian public generalistic channels: Canal Sur and Canal 2 Andalucía. Spanish children spend almost as much time watching television than the school (218 minutes/270 minutes). Children aged 4 to 12 spend more time watching television (990 hours per year) than studying in the school (960 hours annually). And last but not least, many of the content broadcast in child protection zone (from 6 to 22 hours) are clearly unsuitable for minors, who are in danger of becoming "visual illiterates". The divorce between TV and the school is a fact and urge solutions that protect children in a worrying situation. In Andalusia, the 50 most watched programs in aged 4 to 12 years, only 26 of them are classified as spaces specifically for children. Although the top of hearing programs are taken by fiction and animation, also telenovelas and series are particularly unsuitable for this audience. In addition, most programs among young audiences are not between programming created specifically for them, and are issued after hours child protection. It is an indication that Andalusians young people are not seeing a general an appropriate programming and also indicates that operators do not distinguish between programming for youth and adults. It is simply the same. As the General Report on Children and Television in Andalusia 2008 indicated, approximately 40% of Andalusian households the parental control over what their children see on television or does not exist or is very relaxed. In households where some control is maintained, this exercise is practiced by mothers in 71.3% of cases. It is clear that children, especially at certain times of day, are the absolute owners and decide freely and unconsciously they want to see. José Manuel Pérez Tornero, Professor at the Autonomous University of Barcelona, says that "what makes the school during the day, it undoes the television at night." In many cases, the media have more influence on the boys school. It is relatively easy to have access to unsuitable content via television or the Internet, which can be combated by technical filters or by critical education. It is also the problem of credibility: a recent European report highlights that over 40% of children are believed "most or all" what they find on the Internet. That is, the media are doing some of the work that supposedly should develop school: put in order the mind of children and young people, structure their systems of symbols and values. Therefore it is considered so important that children and adults are able to correctly decode the messages that the media transmitted. In his research, Tornero has the conviction that to achieve a consequent visual environment with educational and ethical values of an advanced society 158
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