Skills and competences of audio describers in Spain
DOI:
https://doi.org/10.52034/lanstts.v18i0.508Keywords:
audio description, didactics, media accessibility, ADLAB PROAbstract
This article describes the skills and competences that professional audio describers should acquire, based on the results of a questionnaire and on interviews with lecturers of AD courses in the context of Spanish MAs. First, the input provided by audio describers and end-users for a questionnaire conducted under ADLAB PRO, an Erasmus+ project funded by the European Commission, is discussed; it focuses on data from Spanish participants. Secondly, the skills and competences identified through the questionnaire are compared to those included in specific courses on audio description within MA programmes offered at Spanish universities. The article begins with a brief discussion of terminology and ends with a discussion on how the results of our research could have an impact on training proposals for AD.
References
ADLAB PRO. (n.d.). Audio description: A laboratory for the development of a new professional profile. Retrieved from https://www.adlabpro.eu/
ADLAB PRO. (2017). Audio description professional: Profile definition. Retrieved from https://www.adlabpro.eu/wp-content/uploads/2018/04/IO2-REPORT-Final.pdf
Agencia Nacional de Evaluación de la Calidad y Acreditación. (2013). Guía de apoyo para la redacción, puesta en práctica y evaluación de los resultados de aprendizaje. Retrieved from http://portal.uned.es/pls/portal/docs/PAGE/UNED_MAIN/LAUNIVERSIDAD/VICERRECTORADOS/CALIDAD_E_INTERNACIONALIZACION/INNOVACION_DOCENTE/IUED/MATERIALES%20DIDACTICOS/WEB_MADI_MANUAL_DOCENTIA_UNED_APROBADO_ANECA_09_04_20_0.PDF
Álvarez de Morales Mercado, C. (2017). Didáctica de la traducción accesible en el turismo y su aplicación en enseñanzas de posgrado. Revista digital de investigación en docencia universitaria, 11(2), 223–236.
Cambeiro Andrade, E., & Quereda Herrera, M. (2007). La audiodescripción como herramienta didáctica para el aprendizaje del proceso de traducción. In C. Jiménez Hurtado (Ed.), Traducción y accesibilidad: subtitulación para sordos y audiodescripción para ciegos: nuevas modalidades de Traducción Audiovisual (pp. 273–287). Bern: Peter Lang.
Díaz Cintas, J. (2006). Competencias profesionales del subtitulador y el audiodescriptor. Retrieved from http://www.cesya.es/sites/default/files/documentos/informe_formacion.pdf
European Commission. (n.d.). The European Qualifications Framework for Lifelong Learning. Retrieved from https://ec.europa.eu/ploteus/sites/eac-eqf/files/leaflet_en.pdf
European Commission. (2015). ECTS’ Users Guide. Retrieved from https://europass.cedefop.europa.eu/sites/default/files/ects-users-guide_en.pdf
European Commission. (2017). European Master’s in Translation. Retrieved from https://ec.europa.eu/info/sites/info/files/emt_competence_fwk_2017_en_web.pdf
European Higher Education Area. (2016). Employability in the Bologna Process. Retrieved from http://www.ehea.info/cid102533/employability-historical-review.html
Kennedy, D. (2007). Writing and using learning outcomes: A practical guide. Retrieved from https://www.cmepius.si/wp-content/uploads/2015/06/A-Learning-Outcomes-Book-D-Kennedy.pdf
Martínez Sierra, J. J. (Ed.). (2012). Reflexiones sobre la traducción audiovisual: Tres espectros, tres momentos. Valencia: University of Valencia.
Marzà Ibáñez, A. (2010). Evaluation criteria and film narrative: A frame to teaching relevance in audio description. Perspectives: Studies in Translatology, 18(3), 143–153.
Matamala, A. (2006). La accesibilidad en los medios: Aspectos lingüísticos y retos de formación. In R. Pérez-Amat & Á. Pérez-Ugena (Eds.), Sociedad, integración y televisión en España (pp. 293–306). Madrid: Laberinto.
Matamala, A., & Orero, P. (2007). Designing a course on audio description: Main competences of the future professional. Linguistica Antverpiensia, New Series – Themes in Translation Studies, 6, 329–344.
Mendoza, N., & Matamala, A. (2019). Panorama de la enseñanza de la audiodescripción en España: Resultados de un cuestionario. MonTI: Monografías de Traducción e Interpretación, 11, 155–185.
Ministerio de Educación, Cultura y Deporte. (n.d.). Registro de Universidades, Centros y Títulos (RUCT). Retrieved from https://www.educacion.gob.es/ruct/home
Remael, A., & Vercauteren, G. (2007). Audio describing the exposition phase of films: Teaching students what to choose. TRANS: Revista de Traductología, 11, 73–94.
Reyes, M. P. E. (2007). La introducción de la audiodescripción como herramienta didáctica en el aula de traducción (Unpublished master’s thesis). University of Granada, Granada.
Sanz-Moreno, R. (2018). Perfil y competencias del audiodescriptor en España. HIKMA: Revista de Traducción, 17, 119–143.
Sarzoza Herrera, S. (2007). Enfoques de aprendizaje y formación en competencias en educación superior (Unpublished doctoral dissertation). University of Granada, Granada.
Snyder, J. (2008). Audio description: The visual made verbal. In J. Díaz Cintas (Ed.), The didactics of audiovisual translation (pp. 191–198). Amsterdam: John Benjamins.
Snyder, J. (2014). The visual made verbal: A comprehensive training manual and guide to the History and Applications of Audio Description. Indianapolis, IN: Dog Ear.
UNESCO-IBE. (n.d.). Key competences/competencies or skills. Retrieved from http://www.ibe.unesco.org/en/glossary-curriculum-terminology/k/key-competencescompetencies-or-skills
Published
How to Cite
Issue
Section
License
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under the CC BY-NC 4.0 Deed that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. The material cannot be used for commercial purposes.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).