Face-to-face , second term, 30 hours of theory.

Second term
Friday from 10:45 to 12:45 at 43 Botanique 1

French

The overall objective of the "Analysis of Media Institutions" course is to familiarize students with the world of media while developing their critical analysis skills in the media environment.
The EU has the following specific objectives:
1. provide students with a set of conceptual tools and factual information to understand and analyse media institutions (Belgian, European, global), including their digital developments;
2. familiarize students with the social, economic, political and technological logics that permeate the world of media, including the major players in the Internet;
3. encourage students to follow current events in depth through regular and critical reading of the press, develop their skills in understanding and synthesizing news information.

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The course covers the following topics:
- global and European media groups, their shareholders, their constitutive logics (diversification, concentration, financialisation, internationalisation), the social, cultural and political implications of these different logics (for example in terms of information regulation or pluralism);
- Internet players (Facebook, Google, etc.) and new content distribution platforms (e. g. Netflix), their business models (in relation to technical choices), implications for consumers (e. g. the issue of personal data collection);
- the media offer in Belgium: groups and titles of the written press, publishers, radio and television services and distributors (public, private, local...), new information players, the digital presence of the Belgian media..;
- the economic specificities of the "media" good, media costs and revenues, press subsidies, economic models of "free", the economy of attention;
- the advertising industry: the players (advertisers, agencies, regulators, etc.), audience research (audimetry, CIM, etc.), advertising on the Internet and social media, the influence of advertising on production, distribution and programming logic;
- media regulation: self-regulation (e.g. Council of Journalistic Ethics), regulatory authorities (CSA), regulation by the public, the question of the social responsibility of the media;
- knowledge and monitoring of social, political, economic, economic, cultural and media news, through news tests and a press review exercise.

Description of the lecture course:
Presentation of the material with visual support and external resources (videos, documentaries, images, etc.)
Description of the PWs:
The 5 practical sessions focus on a particular aspect of the EU: knowledge and monitoring of current events, through current events tests and a press review exercise.
1/ Tests of knowledge of current events. On two occasions, students will participate in a current affairs test to assess their knowledge of social, political, economic, cultural and media news. Depending on the case, the test will include MCQs or true/false, dispatches or short stories, "who's who", questions such as "who said/did what", photos to be recognized... The instructions and "good practices" for monitoring and critical analysis of current events will be the subject of a face-to-face session beforehand.
2/ A press review. Students, divided into groups of 3, draw lots for a topical topic or suggest (e.g. immigration, health or environmental policies, Israeli-Palestinian conflict, pension reform, tax-shift, etc.) that they should follow for one month to produce a written press review. Students will ensure that they synthesize, contextualize, reconstruct a diachronic process, use a variety of sources, introduce critical aspects, etc. Work instructions and "good practices" for writing a press review will be the subject of a face-to-face session beforehand.

The evaluation has three components:
1) a written examination on the subject matter covered in the lectures: 60% of the overall mark
2) two topical tests (during two of the 5 sessions of TP): 20% of the overall mark.
3) press review: 20% of the overall mark
In order for the course credits to be validated, the first part of the assessment (written exam) must be passed (minimum equivalent to 10/20). In this case, the student is assigned the final grade taking into account the weighting explained above. If the first part of the course (written exam) is not passed, the student is given an overall grade of this first part (absorbent failure). The student must therefore represent, in the second session, this first failed part. In the event that a student fails this first component (written exam) in the second session, the final grade assigned will be that of this first component (absorbent failure).
In addition, attendance at both news tests is mandatory. As provided for in the implementing provisions of the General Regulations for Studies and Examinations for the ESPO Faculty (Article 7), the absence of the services expected at one of the planned evaluations will be sanctioned.

- Frédéric ANTOINE et François HEINDERYCKX (2011), État des lieux des médias d'information en Belgique francophone, Bruxelles, Parlement de la communauté Française de Belgique Wallonie-Bruxelles.
- Jean-Marie CHARON (2009), Stratégies pluri-médias des groupes de presse, in : Les Cahiers du journalisme, n°20, (« L'économie du journalisme »), automne, p. 54-74.
- Michel GASSEE (2005), L'aide directe à la presse en Communauté française (1973-2005), in : Courrier hebdomadaire du CRISP, n° 1873, p. 1-47.
- Patrick LE FLOCH et Nathalie SONNAC (2005), Économie de la presse, Paris, coll. « Repères », ed. La Découverte.
- Michel MATHIEN (2003), Économie générale des médias, Paris, coll. « Infocom », Ellipses Marketing.
- Franck REBILLARD et Nikos SMYRNAIOS (2010), Les infomédiaires, au cœur de la filière de l'information en ligne, in : Réseaux, n° 160-161, p. 163-194.
- Nadine TOUSSAINT-DESMOULINS (2011), L'économie des médias, Paris, coll. « Que sais-je ? », Presses universitaires de France, 8e édition.