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Universidade Lusófona do Porto

Interactive seminar I


This interactive Seminar is divided into 3 semi-annual UC. It should be noted that the syllabus for this first UC connects with the II and III. We chose this sequence in time to closely follow the students from the beginning to the end of the master, each of UC's ECTS and hours of work is in agreement with this option in time. T

UC I, II and III are closely connected, because these B-learning courses, with seminars and online workshops, and face-to-face discussions sessions will be related with the four main intervention areas of the master:

1 - Teaching and learning in mediated environments,

2 - Research on media and information literacy and education and information disorders

3 - Developing media educational practices, projects and policies ¿ development, entrepreneurship and innovation

4 - Awareness-raising and capacity-building in digital citizenship In this first one we will focus on point 1. 


Media and Information Literacy and Digital Citizenship

Level of Qualification|Semesters|ECTS

| Semestral | 4,5

Year | Type of course unit | Language

1 |Mandatory |Português



Recommended complementary curricular units

Interactive seminar II and III

Professional Internship



1. Teaching and learning in mediated environments:

1.1. Major discussions in the field

1.2. Promising guidelines

1.3. Case studies

1.4. Good practices

1.5. Recommendations for the future in the area. 


This discipline will be delivered as a b-learning course (with invited specialists guests), with different theoretical and practical contents, some of them similar to workshops and some others more expositive, related with the main intervention areas of the master. In the Interactive seminar I we will give attention to the first: teaching and learning in mediated environments. Almost the entire module will be online with 1-2 a face to face discussion(s) with the master students. During this discussion, the master students will present their critical views on the UC and their individual projects.

In these sessions, we intended to in-depth knowledge, so that students can develop specific competencies towards forms of teaching and learning in digital and mediated environments. As well, it is intended to achieve skills of reflection, analysis and identification of good practices as perspectives in the field. 

Teaching methodologies and assessment

This UC will comprise invitations to specialists, the use of videos, of critical reflection, even considering students perspective, about the subjects and objectives. The evaluation is composed of 40% participation activities (synchronous and asynchronous) e 60%  for a final practical project, in which the learning outcomes are applied and in a form that this can be a sort of essay for a huge project (it might be directed with master dissertation). 


Abreu, B. & Mihailidis, M. (Eds.) (2014), Media Literacy Education in Action: Theoretical and Pedagogical Perspectives: Routledge

Abreu, B. Paul Mihailidis, Alice Y.L. Lee, Jad Melki, Julian McDougall (2017). International Handbook of Media Literacy Education. London: Routledge.

Brites, M.J., Santos, S., Jorge, A. & Catalão. D. (2017). Jornalismo e educação: rádio online e processos juvenis de aprendizagem. Sociologia, Problemas e Práticas, 84, 81-100.

Engen K.B., Giaever T.H., Mifsud L. ( 2015), Guidelines and Regulations for Teaching Digital Competence in Schools and Teacher Education: A Weak Link. Nordic Journal of Digital Literacy, Vol 10, no 2, pp. 69-83.

Hobbs, R. (2011), Digital and Media Literacy: Connecting Culture and Classroom. California: Corwin. Mihailidis P. (2016). ¿The mobile citizen: how a media literate generation is reshaping the global public sphere¿, in Frechette J. and Williams R. (eds), Media education for adigital generation, pp. 235-243. Routledge: Abingdon. 

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