Media Literacy Studies

Recommended Prerequisites

Not applicable.

Teaching Methods

The teaching methodologies are allways aimed at promoting the students’ participation. This methodological option is in line with the main goal of the curricular unit: stimulate and develop critical thinking. Hence, the classes will include a) exposition followed by discussion, either in the classroom or in assincronous platforms; b) group tasks followed by presentation and discussion. The practical side of the subject will take place in these working groups, that will promote new engaging forms of producing and presenting the topics.      

Learning Outcomes

The main purpose of this subject is to lead the student beyond a merely functional knowledge of technology and information, fostering an understanding at various levels of the importance of information in the digital society, in a way that may impact its positions as a citizen and as a producer. At the end of the semester, it is expected that the student is able to:

- Critically reflect on the presence and importance of technology and information in everyday life and throughout different contexts and phases of life;

- Exert and promote an active citizenship that is able to promote interculturality in the digital society;

- Understand the importance of information and technology in democratic development;

- Locate and recognize relevant information;

- Know and critically analyze media and information literacy public policies;

- Create content that is able to engage with the audience and promote a participatory culture.

Work Placement(s)

No

Syllabus

I. Understanding a permanently connected world

1. Media and Technologies in everyday life

2. Critic and civic literacies

3. Information disorder

4. The challenges posed by datafication

5. Public policies for the promotion of media and information literacies

II. An active and global citizenship: challenges posed to literacies

6. Participatory media and culture

7. Media and interculturality

8. Communication, technologies and citizenship in the digital context

9 .Communication, democracy and development

10. Media and alternative producers: from community media to the new influencers

III. Media and information literacies: a practical approach

11. Production lab: skills for journalists and educators.

Head Lecturer(s)

Inês de Oliveira Castilho e Albuquerque Amaral

Assessment Methods

Assessment
Laboratory work or Field work: 25.0%
Resolution Problems: 25.0%
Research work: 50.0%

Bibliography

Aguaded, I., & Romero-Rodríguez, L. (Eds.) (2018). Competencias mediáticas en medios digitales emergentes. Salamanca: Comunicación Social Ediciones y Publicaciones.

Buckingham, D. (2001). Media Education. A Global Strategy for Development. A Policy Paper. UNESCO.

Frau-Meigs D., & Torrent J., (2009). Mapping Media Education Policies in the World: Visions, Programmes and Challenges. New York: UN.

Jenkins, H., Ford, S., & Green, J. (2013). Spreadable media: Creating value and meaning in a networked culture. New York: NYUPress.

Mihailidis, P. (2014). Media literacy and the emerging citizen: Youth, engagement and participation in digital culture. New York, NY: Peter Lang.

UNESCO (2009). World Report: Investing in cultural diversity and intercultural dialogue. Paris, France: UNESCO.

Wardle, C., Derakhshan, H. (2017). Information disorder. Toward an interdisciplinary framework for research and policymaking. Council of Europe.