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When the call for papers for this issue was made a few months ago, disinformation literacy to defend our democracies was already seen as having great importance. Today, when hybrid warfare (of which information disorder is a key part) is being waged, with deaths and destruction inflicted on European soil, it is clearly not only important but also urgent. Our democracies and freedoms are at stake. In a scenario where, on the one hand, labels ("audience," "prosumers," "media," "fake news," "post-truth") and on the other hand, the realities that these labels hide are changing and are modified so quickly, different institutions that structure the democratic societies must converge in the construction of effective information literacy strategies. Schools and the entire formal education system must be the first, of course. Universities must lead this fight, combining their teaching and research mission with their work relating to dissemination and social awareness, especially from communication studies and colleges of journalism. In parallel to educational and research institutions, media also play a crucial role in promoting (dis)information literacy. As media educators, they should not only serve the mercantilist objective of retaining their clientele but also uphold their democratic responsibility to help instill a sense of civic awareness in citizens.

The Routledge Handbook of Positive Communication forms a comprehensive reference point for cross-disciplinary approaches to understanding the central role of communication in the construction of hedonic and eudemonic happiness,or subjective and psychological well-being. Including contributions from internationally recognized authors in their respective fields, this reference uses as its focus five main scenarios where communication affects the life of individuals: mass and digital media, advertising and marketing communication, external and internal communication in companies and organizations, communication in education, and communication in daily life interactions

En la actual sociedad del conocimiento y de la información, la comunicación se ha convertido en un elemento vertebrador de numerosos aspectos sociales, económicos y políticos que implica la necesidad de que empresas, entidades sociales e instituciones fomenten la I+D+I. Las universidades, enmarcadas en el EEES, deben protagonizar este proceso con sus políticas de investigación y formación. En España, las recientes modificaciones normativas sobre posgrado (RD 99/2011 y RD 1393/2007) han configurado un nuevo mapa de titulaciones que hace necesario conocer su nivel de implantación y características. Este texto persigue reflexionar sobre la estructura de la oferta en España de programas de posgrado (Máster oficiales y Doctorado) en comunicación existentes en 40 universidades (públicas y privadas), sus objetivos formativos (investigador y/o profesional), distribución geográfica, plazas y demás características configurativas. ; Communication has become a backbone of many social, economic and political issues in the current information and knowledge society, leading companies, social organizations, and institutions to make an additional effort on R+D+I. Universities, in the framework of the European Higher Education Area, are ideally placed to lead this process with their research and training policies. In Spain, recent regulatory changes on graduate study levels (RD 99/2011 and RD 1393/2007) have resulted in a new map of university degrees with varying levels of implementation and different features. This text aims to reflect on the supply structure, the training goals (research and/or professional), the geographic distribution, the available places, and other defining features of Spanish postgraduate programs (official Master and Doctoral) in Communication offered by 40 universities (public and private).