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Presentation
Presentation
- Understand historical origins and identify precursors of critical media literacy (CML) as well as the historical relevance of the 20th century in the emergence and consolidation of civic cultures
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Class from course
Class from course
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Degree | Semesters | ECTS
Degree | Semesters | ECTS
Master Degree | Semestral | 7.5
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Year | Nature | Language
Year | Nature | Language
1 | Mandatory | Português
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Code
Code
ULP6062-27666
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Prerequisites and corequisites
Prerequisites and corequisites
Not applicable
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Professional Internship
Professional Internship
Não
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Syllabus
Syllabus
1. The origins of Critical Media Literacy (CML) - Conceptual definitions of CML. - Precursors of CML. 2. Media transformation at the turn of the 21st century: the emergence of civic action by citizens. - Civic cultures: meanings, developments and emergence of civic action by audiences (in action). - New media ecosystems and the triumph of digital technology, implications for (active) citizens. 3. Critical media literacy and citizens - Everyday life: how does CML connect with civic cultures? - Questioning CML in its relationship with human rights. 4. Journalism and citizens in the ubiquitous information society - Journalism (and its social responsibility) - News production by non-journalist citizens and ways to avoid news - The new information ecology and its challenges 5. Debates and Perspectives: - Developing critical thinking skills - Overcoming existing myths surrounding CML and its connection to citizens - From critical citizenship to the imperative of regulation
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Objectives
Objectives
- Understand historical origins and identify precursors of critical media literacy (CML) as well as the historical relevance of the 20th century in the emergence and consolidation of civic cultures - State concepts of CML and civic cultures - Relate CML to the exercise of citizenship and civic cultures - Critically analyse the impact of media on the promotion of human rights and quality of democracy -Include CML at the heart of citizenship rights - Relate the development of critical thinking to effective interpretation of media messages - Relate CML to issues of information, in particular contemporary journalism - Distinguish the various domains (reading, production and thinking) of the right to CML - Identify the contributions of current debates in the field to the evolution of CML, including those arising in the era of AI - Identify and dismantle myths surrounding CML and the media in the current era, marked by generative AI - From critical citizenship to the imperative of regulation
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Teaching methodologies
Teaching methodologies
- Expository method: presentation of content during classes using multimedia supports and lectures by experts; - Active methods: exploration of content in various media (such as texts and audiovisuals), discussion of content, joint exploration and interpretation of various types of media messages, group work, organisation of direct contact sessions with professionals and researchers in CML (discussion groups and networking); - Use of role-playing.
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References
References
Brites, M. J., Amaral, I. & Silva, M.T. (Eds.) (2019), Literacias cívicas e críticas. CECS. Friesem, Y., Raman, U., Kani¿aj, I., & Choi, G. Y. (Eds.) (2022). The Routledge Handbook of Media Education Futures Post-Pandemic. Routledge. Gregory, A. E., & Cahill, M. A. (2009). Constructing critical literacy: Self-reflexive ways for curriculum and pedagogy. Critical Literacy: Theories and Practices, 3:2, 6-16. Hobbs, R. (Ed.) (2016). Exploring the roots of digital and media literacy through personal narrative. Temple UP. Hobbs, R., & Coiro, J. (2016). Everyone Learns from Everyone: Collaborative and interdisciplinary Professional development in Digital literacy. JA & AL, 1-7. Janks, H. (2010). Literacy and Power. Routledge: NY and London. Kellner, D., & Share, J. (2019). The critical media literacy guide: Engaging media and transforming education. The Netherlands: Brill/Sense Publishers. McDougall, J. (2019). Fake News vs Media Studies: Travels in a False Binary. Palgrave.
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Assessment
Assessment
- Avaliação:
Participação (20%): este parâmetro de avaliação é de relevância numa UC que contempla de forma clara uma dinâmica que só é
conseguida com a participação dos estudantes. Preconizam-se aqui dois elementos de ponderação fundamentais e que são valorizados de
forma individualizada:
- Participação nas sessões com intervenções dialógicas em prol do debate e do aumento de conhecimentos do grupo de pessoas em sala.
- Partilha em aula de conhecimentos adicionais ao programa e ao que a docente propõe.
Trabalho individual final submetido na plataforma M oodle (55%) com 6-10 páginas (incluindo bibliografia obrigatória) sobre um ou dois
autores que os estudantes considerem ser a sua matriz de influência no âmbito desta UC e na linha do proposto por Hobbs (2016), na obra
sobre os pais da MIL.
- Pretende-se que se concentrem num ou dois autores indispensáveis, mas podem e devem articular com outros que os complementem.
Projeto de Grupo - Sinergias UC-Curso: Construindo Projetos de MIL na Era da IA (25%) a ser preparado e apresentado na sessão final de
projeto (em presença) que congrega todas as UCs do semestre:
- Este trabalho materializa-se num vídeo (realizado por exemplo com recurso a telemóvel, incluindo ferramentas de IA generativa) e
pretende-se que seja o culminar de um trabalho de reflexão por grupo sobre o semestre e com uma proposta que contemple a relação
entre literacias críticas dos media e culturas cívicas. Isto, sem esquecer a articulação com o projeto comum definido para o semestre. A
avaliação deste trabalho é feita pelas docentes e também entre pares.
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Mobility
Mobility
No
