Class Literacy, Media and Citizenship

  • Code


  • Syllabus


    1. Digital citizenship: competing definitions 1.1. Official definitions
    2. Actors and frameworks
    2.1. European frameworks
    2.2. National frameworks
    2.3. The governance gap
    3. “Sensible Practices”
    3.1. Strengths and weaknesses
    3.2. Engagement and motivation
    3.3. The competences disconnect
    4. Towards Digital Citizenship Competences
    4.1. Three domains: being online; online wellbeing; rights online
    4.2. Dimensions: Access and Inclusion; Learning and Creativity; Media and Information 4.3. Literacy; Ethics; Health and Wellbeing; e-Presence and Communications; Active 4.4. Participation; Rights and Responsibilities; Privacy and Security; Consumer Awareness
    5. Research and Emerging trends
    5.1. Considering online and offline as a whole

    5.2. Various forms of participation
    5.3. Diversity and citizenship in the digital age: Digital networks, activism, empowerment and inequality

  • Objectives


    The intended learning objectives are: 1) Understanding the importance of media and the Internet in the exercise of citizenship; 2) Understanding citizenship and its relationship with media and information literacy in a highly mediatised environment; 3) To know the main actors, policies and models of development of digital citizenship; 4) Knowing "sensible" practices that take into account the context (the social problem, the cultural and economic environment) in articulation with the societal aims; 5) To know paradigms / theories in education that best fit the teaching / learning of digital citizenship competences; 6) Be able to design strategies and programs that contribute to the development of digital citizenship skills; 7) Being able to design research projects that contribute to the development of digital citizenship education.

  • Teaching methodologies and assessment

    Teaching methodologies and assessment

    In this curricular unit the expository method is used for the introduction of concepts, but also the demonstrative (through use of images, videos and applications). Demonstrative and active methods (through the execution of works) will also be used.

  • References


    Livingstone, S., Wijnen, W., Papaioannou, T., Costa, C., & Grandio, M. (2014). Situating media literacy in the changing media ecology: critical insights from European research on audiences. In N. Carpentier, K. Schroeder, & L. Hallett, Audience Transformations: Shifting Audience Positions in Late Modernity (1st ed., pp. 210-227). London: Routledge. Costa, C, Car, V, Papadimitriou, S (2017). “Good practices and emerging trends in Media and Information Literacy” in Frau-Meigs, D, Velez, I and Flores J (eds), European Public Policies on Media and Information Literacies in Comparative Perspective. London: Routledge.

    Costa, C., Sousa, C., Rogado, J., & Henriques, S. (2017). Playing Digital Security - Youth Voices on their Digital Rights. International Journal of Game-Based Learning (IJGBL), 7(3), 11-25.

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