Media Systems of Europe and the USA

2026/2027

Учебный год

ENG

Обучение ведется на английском языке

3

Кредиты

Кто читает:

Департамент медиа

Статус:

Курс обязательный

Когда читается:

2-й курс, 3, 4 модуль

Преподаватель

Мыльцева Екатерина Игоревна

Course Syllabus

Abstract

The course 'Media Systems of Europe and the USA' offers a comparative and in‑depth analysis of media infrastructures, institutions, and practices in a transatlantic context. Building on classical comparative frameworks (Hallin & Mancini, Siebert et al.), the discipline examines how media systems are shaped by cultural, political, and social forces, and how they in turn influence national identities, public discourse, and democratic processes. Students will explore variations in press freedom, ownership structures, regulatory environments, public service broadcasting, and journalistic professionalism across different European regions and the United States. The course also engages with contemporary challenges: digital platforms, media polarization, disinformation, platform regulation, and the crisis of legacy media business models. Through case studies and practical assignments, students will develop skills in comparative media analysis and cross‑cultural journalism.

Learning Objectives

• To familiarise students with major comparative theories and approaches to studying media systems, with a focus on Europe and the United States, and to provide a comprehensive understanding of how historical, cultural, and political contexts shape media institutions and practices.
• To develop students' ability to critically analyse and compare media systems using institutional, political, and cultural frameworks, and to apply this theoretical knowledge in practical media production and analytics, including creating comparative media content and multimedia projects.

Expected Learning Outcomes

• Students are aware of the key comparative models of media and politics (Hallin & Mancini's three models, Four Theories of the Press, etc.) and are capable of applying them to analyse real‑world media systems in Europe and the USA.
• Students understand the historical, sociocultural, and political contexts that have shaped media systems in different countries and regions, and can trace how these factors influence contemporary media structures and practices.
• Students are capable of distinguishing between the institutional features of media systems, including ownership structures, regulatory frameworks, journalistic professionalism, political parallelism, and the role of public service broadcasting.
• Students understand the role of public service broadcasting in different systems and are able to critically assess its evolution, funding models, and current challenges in the digital age.
• Students are capable of analysing and comparing how media systems reflect or diverge from theoretical models through concrete case studies and coverage of major international events.
• Students are aware of current debates on media pluralism, platformisation, disinformation, and media regulation in a comparative perspective, and can articulate the main arguments on both sides.
• Students understand the differences between European and US approaches to media regulation and media policy, including the role of EU institutions and key legislative acts such as the AVMSD, the DSA, and the GDPR.
• Students are capable of working with diverse sources of international information: finding, defining, and using data from different media outlets, regulatory reports, and academic studies to support their analytical work.
• Students are able to find and interview experts and newsmakers on media‑related topics and effectively integrate their insights into analytical materials and multimedia projects.
• Students can write analytic texts on media‑related issues, including comparative reviews, case studies, and in‑depth analytical articles, demonstrating clarity, structure, and depth of argument.
• Students are capable of creating original media content in different genres and formats (articles, digests, interviews, multimedia projects) on media systems and international topics, showing creativity and professional standards.
• Students are able to apply storytelling and content visualization techniques (infographics, comparative tables, annotated screenshots, charts, etc.) when creating media products, making complex information accessible and engaging.
• Students understand the principles of audience engagement and content distribution, and are capable of promoting content on media‑related topics in traditional and new media.
• Students are able to participate in public debates on media systems and media ethics in compliance with ethical rules and standards, demonstrating respect for diverse opinions and the ability to argue constructively.
• Students are capable of presenting their findings clearly and engaging in informed discussions on media systems, demonstrating active listening skills and the ability to respond thoughtfully to others' contributions.

Course Contents

• Introduction to comparative media systems
• The Liberal Model: The United Kingdom
• The Democratic Corporatist Model: The Nordic Countries
• The Democratic Corporatist Model: Germany
• The Polarized Pluralist Model: France
• The Polarized Pluralist Model: Italy and Spain
• The Netherlands and Belgium: Pillarization and Segmented Media
• Switzerland and Austria: Multilingualism, Federalism, and Small‑State Media
• Post-Communist Media Systems: Poland, the Czech Republic, and Slovakia
• The European Union and Transnational Media
• Greece and Portugal: media in Southern Europe after the debt crisis
• The Baltic States: Estonia, Latvia, and Lithuania
• Southeast Europe: Romania, Bulgaria, and Croatia
• Ireland: the media system in the shadow of the UK
• The US media system: historical foundations and institutional structure
• The US media system: contemporary challenges
• Small‑State media systems: Iceland, Luxembourg, and Cyprus
• Regional media systems within larger countries: Scotland, Catalonia, and Bavaria

Assessment Elements

• Participation during the classes
  Students' participation assessment is based on their contributions during class discussions, their engagement with the course material and classmates and the quality of the completed home tasks. Students will have the opportunity to improve their participation grade throughout the semester by preparing presentations, actively engaging in discussions, asking and answering questions as well as demonstrating a willingness to learn from the instructor and their peers.
• Journalistic materials
  The students are expected to create a media digest – a comparative analytical overview of how the same significant international event or trend is covered by media outlets representing different media systems models according to Hallin and Mancini's classification (Liberal Model, Democratic Corporatist Model, Polarized Pluralist Model). The assignment requires not just summarizing news but analytical comparison – demonstrating how institutional, cultural, and political features of each model manifest in concrete journalistic materials.The digest should be presented in a creative multimedia format with visual elements (infographics, comparative tables, annotated screenshots, word clouds, etc.) that help illustrate the differences clearly. The digest should include: 1) Introduction (100–200 words) – brief description of the chosen event/trend and why it is relevant for comparative analysis. Justification of the choice of media outlets. 2) Comparative analysis (main body, 1500–2500 characters) – analysis of coverage in at least three media outlets from at least two different media models (the Liberal model, the Democratic Corporatist model, and the Polarized Pluralist model). The analysis should compare: framing, sources, tone and language, selection of facts, editorial position. Visual elements – at least two of the following: comparative table or infographic summarizing key differences; screenshots of headlines or lead paragraphs with annotations; word clouds or sentiment analysis (could be manual) comparing key terms used; mind map showing the relationships between outlets, sources, and framing; timeline comparing publication dates and developments. 3) Conclusion (100–200 words) – what does this comparison tell us about the media systems involved? How do they reflect or diverge from the theoretical models? Students may choose any recent international event or trend. The topic should be chosen and discussed with the tutor in advance.
• Test
  Students take a test to check their knowledge of key course-related issues. The tasks include 10 closed and 10 open questions, which require answers in the form of a mini-essay.
• Final Project
  The students are expected to create individually or in small groups (2–4 persons) a media project focused on a European or US media system that has not been extensively covered in the course. Possible formats include an analytical article, an expert interview, a multimedia longread, a video, a podcast, or a series of social media posts. The topic, format, and genre should be chosen and discussed with the tutor in advance.

Interim Assessment

• 2026/2027 4th module
  0.2 * Participation during the classes + 0.3 * Test + 0.2 * Journalistic materials + 0.3 * Final Project

Bibliography

Recommended Core Bibliography

• Zavialov, A. V. Cultural Studies : учебное пособие / A. V. Zavialov, О. V. Antipina. — Иркутск : ИГМУ, 2020. — 141 с. — Текст : электронный // Лань : электронно-библиотечная система. — URL: https://e.lanbook.com/book/213287 (дата обращения: 00.00.0000). — Режим доступа: для авториз. пользователей.

Recommended Additional Bibliography

• John Dewey. (2013). How We Think. [N.p.]: Digireads.com Publishing. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=1537492

Authors