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Universidade Lusófona do Porto

Critical Media and Information Literacy

Presentation

Understand the origins and identify the precursors of Critical Media and Information Literacy (CMIL)

Programme

Media and Information Literacy and Digital Citizenship

Level of Qualification|Semesters|ECTS

| Semestral | 7

Year | Type of course unit | Language

1 |Mandatory |Português

Code

ULP6062-21849

Recommended complementary curricular units

Interactive Seminar I, II and III

Professional Internship

Não

Syllabus

1. Concepts and historical approach

1.1. Origins and founding fathers

1.2. What does it mean?

1.3. Debates in the field

1.4. Citizens empowerment?

 

2. Contexts

2.1. Classroom culture

2.2. Family contexts

2.3. Generations

2.4. Civil society

2.5. The interaction between media, human rights and democracy.

 

3. Citizens' rights and media literacy.

 

4. Critical thinking and:

4.1. Advertisement

4.2. Journalism

4.4. Propaganda

4.5. Cinema

4.6. The specific implications of being online.

 

5. Current debates and future implications regarding critical media literacy:

5.1. Being critical in teaching and learning

5.2. Awareness-raising and capacity-building in digital citizenship. 

5.3. The role of media education in our society. 

Objectives

- Understand the origins and identify the precursors of Critical Media and Information Literacy (CMIL);

- State the concept of CMIL; - Identify the main debates in the related area and thematic;

- To relate CMIL to the exercise of citizenship;

- Critically question the relationship between citizens and the media in different contexts of life;

- Critically analyse the impact of the media in promoting human rights and the quality of democracy;

- Relate the development of critical thinking skills to the effective interpretation of various types of media messages;

- Include CMIL among citizenship rights;

- Distinguish the different domains (reading, production and thinking) of the right to CMIL;

- Adapt CMIL approaches to the needs of different generations;

- Identify the contributions of the current debates in the area for the evolution of CMIL;

- Propose interventions in CMIL. 

Teaching methodologies and assessment

- Lectures method: an exposition of contents during the lessons with the use of multimedia supports;

- Active methods: a content exploration in diverse media (texts, audio-visual, etc.), content discussion, exploration and joint interpretation of several types of media message, group work;

-Assessment: participation (10%); individual research work (90%).

References

Brites, M.J., Amaral, I. & Catarino, F. (2018). A era das ¿fake news¿: o digital storytelling como promotor do pensamento crítico. Journal of Digital Media & Interaction, 1(1), 85-98.

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. (2011). Digital and Media Literacy: Connecting Culture and Classroom. California:

Corwin. Janks, H. (2010). Literacy and Power. Routledge: New York and London. Kellner, D., & Share, J. (2005). Toward Critical Media Literacy: Core concepts, debates, organizations, and policy. Discourse: studies in the cultural politics of education, 26(3), 369 /386. 

Macedo, L. (2012). O novo ecossistema comunicacional e a socialização de crianças e jovens no espaço cultural da lusofonia: contributos da literatura infantojuvenil. Literartes, Revista de Literatura da Universidade de São Paulo, no 1, vol. 1. 

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