Call for papers by Maria José Brites
Media Studies
CALL FOR PAPERS - Generations, Digital Uses and Competences
A special issue of Medijske studije ... more CALL FOR PAPERS - Generations, Digital Uses and Competences
A special issue of Medijske studije / Media Studies Journal to be published in January 2020, MS Vol. 10 (2019) 20
Edited by
Maria José Brites (Lusófona University of Porto)
Inês Amaral (University of Coimbra)
Antonija Čuvalo (University of Zagreb)
Media generational identities are culturally, socially, economically and historically shaped. A single vision of generational identity is impossible.
This special issue welcomes different approaches to intergenerational and generational perspectives from various geographical landscapes. Moreover, it aims to discuss digital uses and digital competences within intergenerational and generational perspectives. The proposal is to assume as context the current digital media environment, which has shaped media history over the past decades. Non-Western voices covering generations, digital uses and competences are particularly welcome.
Historically, media were mostly considered as reinforcements of the generational gap, mostly in the family context. Though research by Livingstone and Haddon (2009) found that the intergenerational gap is diminishing in time, according to Bolin & Skogerbø (2013), the digital era is contributing to straight the generations. Čuvalo (2017) discerns shared media repertoires among the youngest, so-called digital generation or digital natives and the older generation of digital immigrants (Thomas, 2011). In this sense, there is the need to work closely on life course perspectives as a possible explanation of the diminishing or perpetuating of the generational gap (Amaral & Daniel, 2018). The context of digital literacy reinforced activities by civil society and schools and can bring some light to the discussion of this need (Brites, 2017). Furthermore, a generational perspective in scholar and familiar environments can empower the discussion.
There is a story to tell and gains to conquer from the historical reflection, although the real interconnection between the digital devices and the audiences is a recent issue. Research can benefit from a systematization from the past to the future and also in the current present.
Social context determined by the culture of media convergence, together with the proliferation of... more Social context determined by the culture of media convergence, together with the proliferation of digital devices connected to the Internet and their penetration among citizens, has given relevance, more than ever, to the media and visual culture. Digital media and images have conducted visual field towards the study of consumer´s practices and producer´s image, in accordance with the social aspects and the cultural contexts that characterize them.
To the multidisciplinary approach of media and digital literacy, intergenerational issue is added as the starting point of this issue, which seeks to delve into the fact that the media experience occurs in differentiated conditions, characterized by different cultural (media and digital) competences between generations: analogical and digital citizens, emigrants and digital natives. From the family portraits to the selfies of our smartphones, from soap opera and TV series to social networks. Images produced and consumed get increased from a diversity of experiences and memories, from a multiplicity of lifestyles and media uses, which is worth to be rethought from the idea of "generations".
Which are the visual environments of socialization for the different generations? What influences do they exercise in their daily lives, in their experience, and in their memory? What is the role of visual and media literacy in the process of understanding the relationship between different generations and the different media? How visual culture contributes to the pedagogical processes? Does the generational perspective contribute for the understanding of the image transformation and impact in contemporaneity? Is the visual culture an approaching element among generations? Which are the more suited proposals and theoretical reflections in the current context? Is the visual culture an inspiring element to favor participative methodologies in this field? Can digital age and its visual culture favor generational barriers? Does the digital visual culture assume an intergenerational perspective?
vista - visual culture journal is a peer-reviewed journal and operates under a double blind review process. Each submitted work will be send to two reviewers previously invited to evaluate it, in accordance with the academic quality, originality and relevance for the objectives and scope of the issue of this edition of the journal. Articles can be submitted in English, Portuguese, Spanish and French to the e-mails of the invited editors: [email protected]; [email protected];[email protected]. Guidelines for authors can be found here.
Invited editors: Ana Pérez-Escoda (UNIR/Universidad Nebrija), Maria José Brites (Lusófona University of Porto/CICANT) and Inês Amaral (University of Coimbra)
Deadlines
Submission: 15 March 2019
Notification: 29 April 2019
Date of publication: 31 July 2019
The full call for papers and author guidelines: http://vista.sopcom.pt/pag/en#call
Cultura y Educación/Culture and Education
Cultura y Educación: “Digital Literacy, Fake News and Education”
The 2017 COST report on Digi... more Cultura y Educación: “Digital Literacy, Fake News and Education”
The 2017 COST report on Digital Literacy and Education addressed, across Europe, a set of fundamental questions:
A revolution is going on at the very moment you read these words and you are repeatedly participating in it every time you log in. As with every revolution, the digital one started from a passion, a vision, an urgency to spread, and the promise of qualitative changes to come. One such change was the recent declaration of the United Nations (2016) on considering internet access a basic human right. How spread is this right across Europe? Is it the case that the digital is fundamentally changing literacy? What is the landscape of digital literacy and education interactions across European countries? What challenges does digital literacy pose to education in Europe?(Brites, 2017: https://www.is1401eln.eu/en/gca/index.php?id=149)
Since the report was published, the issue of fake news has been high on the agenda for media and digital literacy academics, teachers and researchers and the need for education to offer a preventative antidote to the dangers of fake news has been in the public discourse.
Therefore, the editors of this special issue, having been involved in the COST network, its research reports and training events, wish to collect and publish empirical work from the field of digital literacy as the next step in this investigation into digital literacy education and also to frame this research in the context of resilience to fake news. Whilst the COST reports focus on Europe, this special issue will publish research from a broader international scope.
The deadline for submission is 30 May 2018.
Gest Editors: Julian McDougall (Bournemouth University), Maria José Brites (Universidade Lusófona do Porto), Maria João Couto (inED/Escola Superior de Educação/IPP) and Catarina Lucas (inED/Escola Superior de Educação/IPP)
The full call and author guidelines: http://explore.tandfonline.com/cfp/beh/rcye-cfp-si-18-digital-literacy-fake-news-and-education
Books by Maria José Brites
Discurso de ódio, jornalismo e participação das audiências, 2021
Edições Universitárias Lusófonas, 2021
The project "Educational Centres with Digital and Civic Competences" − DiCi-Educa aims to make a ... more The project "Educational Centres with Digital and Civic Competences" − DiCi-Educa aims to make a humble contribution thinking of today's digitised society's demands. Institutionalized children and young people are among the most excluded citizens, regardless of their world geography. They suffer from different kinds of segregation and, while they are institutionalized, they face digital exclusions. With this in mind Dici-Educa aims to contribute to the improvement of civic and media competencies of young people in compliance with the measure of internment in Educational Centres (EC) of Directorate-General for Reintegration and Prison Services − DGRSP, by providing and articulating skills of adaptability in relation to the surrounding context at the level of communication, creative thinking and problem solving. To reach these goals, we privileged collaborative and participatory strategies and the "learning by doing", ending up being a learning process for all the parts involved, in the most serious or relaxed moments. The project has benefited immensely from the field experience DiCi-Educa Methodologies
Edições Universitárias Lusófonas, 2022
Lista de siglas fundamentais Centro Educativo 1 − CE1 Centro Educativo 2 − CE2 Centros Educativos... more Lista de siglas fundamentais Centro Educativo 1 − CE1 Centro Educativo 2 − CE2 Centros Educativos − CE Centros educativos com competências digitais e cívicas − DiCi-Educa Direção-Geral da Reinserção e Serviços Prisionais − DGRSP Do it yourself (faça você mesmo) − DIY
Literacias cívicas e críticas: refletir e praticar, 2019
Brites, M.J., Amaral, I., Patrício, R. & Pereira, L. (Edt.) (2018). Intergeracionalidade e o mund... more Brites, M.J., Amaral, I., Patrício, R. & Pereira, L. (Edt.) (2018). Intergeracionalidade e o mundo digital: Propostas de atividades/Intergenerationality in a digital world: Proposals of activities. Lisboa: Edições Universitárias Lusófonas. ISBN 978-989-757-088-9
URL: https://www.is1401eln.eu/fotos/editor2/imagens/digitalactivities.pdf
Este livro reúne experiências e reflexões de académicos e não académicos sobre as potencialidades... more Este livro reúne experiências e reflexões de académicos e não académicos sobre as potencialidades dos media para envolver e capacitar comunidades. Ao longo destas páginas, encontram-se textos que documentam propostas educativas e cívicas em torno dos media ou refletem sobre as capacidades dos media para trabalhar no seio das comunidades, incluindo as esferas da infância/juventude e/ou dos adultos e seniores. As metodologias participativas têm uma grande tradição em países da América Latina, de África e da Ásia e estão agora a ser mais usadas na Europa, particularmente, em Portugal. Esta inspiração reflete-se nas diferentes geografias que podem ser encontradas nesta obra, desde Reino Unido, Alemanha ou Brasil, até ao Quénia. Este livro está dividido em quatro partes. Uma primeira foca-se no projeto que deu mote ao livro, o RadioActive Europe, dando conta das suas práticas em Portugal e noutros países europeus. De seguida, juntamos experiências comunitárias e participativas nacionais e internacionais e, por fim, expomos vários caminhos de reflexão em torno da literacia e dos media. - See more at: http://www.livroslabcom.ubi.pt/book/139#sthash.dpavtStK.dpuf
Participatory Internet Radio is seen globally as an effective and low cost way to engage disenfra... more Participatory Internet Radio is seen globally as an effective and low cost way to engage disenfranchised groups. Done well, it is a democratising force, enabling the dispossessed to locate and
effectively use their voice.
This book brings together the research, findings and experiences of groups and researchers involved in a project using internet radio as an educational intervention.
Para melhor compreender as dinâmicas que os jovens, muito em particular os portugueses, evidencia... more Para melhor compreender as dinâmicas que os jovens, muito em particular os portugueses, evidenciam em relação à participação e ao jornalismo – tentando escapar às visões reducionistas que meramente apontam para um afastamento –, lançámo-nos no desafio de melhor perceber os contextos de ação, os seus moldes e os seus propósitos. Estas matérias foram alvo de reflexão através de um estudo de caso longitudinal (2010-2012), realizado com 35 jovens com formas de participação diferenciadas, na intensidade e na diversidade, e com distintas proveniências sociais, culturais e económicas.
O corpus permitiu melhor apreender e compreender contextos específicos e chegar a perfis quanto ao consumo de notícias (inclusive de política) e quanto à participação.
As tipologias apontam para uma realidade complexa, em que são marcantes os fatores familiares, os contextos sociais mais vastos e a vontade individual.
O Prefácio é assinado por Peter Dahlgren, professor emérito da Universidade de Lund, na Suécia, e um dos mais conceituados estudiosos das dinâmicas do jornalismo e das culturas cívicas, muito em especial entre os jovens.
Journal Special Issue by Maria José Brites
Medijske studije/Media Studies, 2020
Cultura y Educación, 2019
Palabras clave: alfabetización digital; alfabetización mediática; fake news; educación; pedagogía... more Palabras clave: alfabetización digital; alfabetización mediática; fake news; educación; pedagogía English version: pp. 203-207 / Versión en español: pp. 208-211 References / Referencias: pp. 211-212 Translated from English / Traducción del inglés: Mercè Rius
vista, 2019
O contexto social marcado pela cultura de convergência mediática, em conjunto com a proliferação ... more O contexto social marcado pela cultura de convergência mediática, em conjunto com a proliferação dos dispositivos digitais ligados à internet e a sua penetração junto da população conferiram relevância, mais do que nunca, à cultura mediática e visual. Meios digitais e imagens conduziram aos estudos das práticas de consumidores e produtores de imagens, de acordo com os aspetos sociais e os contextos culturais inerentes, dando lugar a um novo ecossistema cultural (Buckingham, 2003; Koltay, 2011). Surge, assim, um novo conceito de alfabetização em torno do digital e das práticas que se geram espontaneamente, a partir dos usos dos dispositivos, cuja penetração massiva entre os indivíduos de todas as idades não dá margem para dúvidas (Pérez-Escoda, 2017). Os dados mais recentes sobre redes sociais com maior percentagem de crescimento de usuários mensurados a nível mundial, de 2017 a 2018, foram as redes sociais baseadas na imagem: Pinterest e Instagram, com um crescimento de 33% (Statista, 2019a). Estes dados são reforçados pelo crescimento do número de usuários do Instagram no qual em janeiro de 2019 tinha 500 milhões de usuários ativos (Statista, 2019b). O enfoque multidisciplinar da educação mediática e digital adiciona-se à questão intergeracional. Estas são as ideias de partida deste número especial, que pretende aprofundar o eixo temático de que a alfabetização mediática ocorre em condições diferenciadas, caracterizadas por competências culturais distintas (mediáticas e digitais) e entre gerações, como cidadãos analógicos e digitais, emigrantes e nativos digitais (Buckingham, 2008; Jenkins, 2014). Desde os retratos de família às selfies captadas pelos nossos telemóveis, das telenovelas e séries televisivas às redes sociais, são cada vez mais as imagens que consumimos e produzimos, a partir de uma diversidade de experiências e de memórias, de uma multiplicidade de estilos de vida e de usos dos media, que merecem ser repensados a partir da ideia de geração.
Special Issue: Aguaded, I., Brites, M.J., García-Ruiz, R. (2018). Educación mediática y generació... more Special Issue: Aguaded, I., Brites, M.J., García-Ruiz, R. (2018). Educación mediática y generación APP, nuevos retos, nuevas propuestas. Aula Abierta, 47(3). Universidade de Oviedo. DOI: https://doi.org/10.17811/aula_abierta.47.3.2018
URL: https://www.unioviedo.es/reunido/index.php/AA/issue/view/1048/showToc
Jorge, A., Brites, M.J., Santos, S (2015) (org.). Educação para os media na era digital. Special ... more Jorge, A., Brites, M.J., Santos, S (2015) (org.). Educação para os media na era digital. Special issue da Media & Jornalismo, N.º 27, 15(2). Coimbra University Press. DOI: http: //dx.doi.org/10.14195/2183-5462_27; ISSN 1645‑5681; ISSN digital: 2183-5462.
URL: http://www.cimj.org/index.php?option=com_content&view=article&id=1471:qeducacao-para-os-media-na-era-digitalq&catid=25:noticias&Itemid=166
Articles by Maria José Brites
Media, Culture & Society, 2022
Disconnection studies tend to put agency at the center. The possibility of opting out tends to be... more Disconnection studies tend to put agency at the center. The possibility of opting out tends to be framed as a strategic form of individual agency, associated with self-regulatory practices and acts of self-choice. This essay aims to question this well-established perspective in disconnection literature while contributing to the debate about disconnection fostered by Crosscurrents. The essay explores the role others play in the experience of individual media non-use. Even if indirectly, individual pursuits are not achieved alone or without the involvement of others. Still, the cultural narrative of the West tends to put the self at the center of his narrative, reinforcing the individualized dimension of the self in detriment of the social aspect of it. Framed as such, this led to another level of elaboration by linking the topic of disconnection to the field of disconnection studies itself. As in any scientific discipline, disconnection research is mediated by culture, and thus it tells something about the current moment. Problematizing the limits of connection involves accessing social imaginaries that shape the scope of the field that will offer another layer of arguments to our debate about the place of the other in disconnection studies.
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Call for papers by Maria José Brites
A special issue of Medijske studije / Media Studies Journal to be published in January 2020, MS Vol. 10 (2019) 20
Edited by
Maria José Brites (Lusófona University of Porto)
Inês Amaral (University of Coimbra)
Antonija Čuvalo (University of Zagreb)
Media generational identities are culturally, socially, economically and historically shaped. A single vision of generational identity is impossible.
This special issue welcomes different approaches to intergenerational and generational perspectives from various geographical landscapes. Moreover, it aims to discuss digital uses and digital competences within intergenerational and generational perspectives. The proposal is to assume as context the current digital media environment, which has shaped media history over the past decades. Non-Western voices covering generations, digital uses and competences are particularly welcome.
Historically, media were mostly considered as reinforcements of the generational gap, mostly in the family context. Though research by Livingstone and Haddon (2009) found that the intergenerational gap is diminishing in time, according to Bolin & Skogerbø (2013), the digital era is contributing to straight the generations. Čuvalo (2017) discerns shared media repertoires among the youngest, so-called digital generation or digital natives and the older generation of digital immigrants (Thomas, 2011). In this sense, there is the need to work closely on life course perspectives as a possible explanation of the diminishing or perpetuating of the generational gap (Amaral & Daniel, 2018). The context of digital literacy reinforced activities by civil society and schools and can bring some light to the discussion of this need (Brites, 2017). Furthermore, a generational perspective in scholar and familiar environments can empower the discussion.
There is a story to tell and gains to conquer from the historical reflection, although the real interconnection between the digital devices and the audiences is a recent issue. Research can benefit from a systematization from the past to the future and also in the current present.
To the multidisciplinary approach of media and digital literacy, intergenerational issue is added as the starting point of this issue, which seeks to delve into the fact that the media experience occurs in differentiated conditions, characterized by different cultural (media and digital) competences between generations: analogical and digital citizens, emigrants and digital natives. From the family portraits to the selfies of our smartphones, from soap opera and TV series to social networks. Images produced and consumed get increased from a diversity of experiences and memories, from a multiplicity of lifestyles and media uses, which is worth to be rethought from the idea of "generations".
Which are the visual environments of socialization for the different generations? What influences do they exercise in their daily lives, in their experience, and in their memory? What is the role of visual and media literacy in the process of understanding the relationship between different generations and the different media? How visual culture contributes to the pedagogical processes? Does the generational perspective contribute for the understanding of the image transformation and impact in contemporaneity? Is the visual culture an approaching element among generations? Which are the more suited proposals and theoretical reflections in the current context? Is the visual culture an inspiring element to favor participative methodologies in this field? Can digital age and its visual culture favor generational barriers? Does the digital visual culture assume an intergenerational perspective?
vista - visual culture journal is a peer-reviewed journal and operates under a double blind review process. Each submitted work will be send to two reviewers previously invited to evaluate it, in accordance with the academic quality, originality and relevance for the objectives and scope of the issue of this edition of the journal. Articles can be submitted in English, Portuguese, Spanish and French to the e-mails of the invited editors: [email protected]; [email protected];[email protected]. Guidelines for authors can be found here.
Invited editors: Ana Pérez-Escoda (UNIR/Universidad Nebrija), Maria José Brites (Lusófona University of Porto/CICANT) and Inês Amaral (University of Coimbra)
Deadlines
Submission: 15 March 2019
Notification: 29 April 2019
Date of publication: 31 July 2019
The full call for papers and author guidelines: http://vista.sopcom.pt/pag/en#call
The 2017 COST report on Digital Literacy and Education addressed, across Europe, a set of fundamental questions:
A revolution is going on at the very moment you read these words and you are repeatedly participating in it every time you log in. As with every revolution, the digital one started from a passion, a vision, an urgency to spread, and the promise of qualitative changes to come. One such change was the recent declaration of the United Nations (2016) on considering internet access a basic human right. How spread is this right across Europe? Is it the case that the digital is fundamentally changing literacy? What is the landscape of digital literacy and education interactions across European countries? What challenges does digital literacy pose to education in Europe?(Brites, 2017: https://www.is1401eln.eu/en/gca/index.php?id=149)
Since the report was published, the issue of fake news has been high on the agenda for media and digital literacy academics, teachers and researchers and the need for education to offer a preventative antidote to the dangers of fake news has been in the public discourse.
Therefore, the editors of this special issue, having been involved in the COST network, its research reports and training events, wish to collect and publish empirical work from the field of digital literacy as the next step in this investigation into digital literacy education and also to frame this research in the context of resilience to fake news. Whilst the COST reports focus on Europe, this special issue will publish research from a broader international scope.
The deadline for submission is 30 May 2018.
Gest Editors: Julian McDougall (Bournemouth University), Maria José Brites (Universidade Lusófona do Porto), Maria João Couto (inED/Escola Superior de Educação/IPP) and Catarina Lucas (inED/Escola Superior de Educação/IPP)
The full call and author guidelines: http://explore.tandfonline.com/cfp/beh/rcye-cfp-si-18-digital-literacy-fake-news-and-education
Books by Maria José Brites
URL: https://www.is1401eln.eu/fotos/editor2/imagens/digitalactivities.pdf
URL: http://www.lasics.uminho.pt/ojs/index.php/cecs_ebooks/issue/view/184
effectively use their voice.
This book brings together the research, findings and experiences of groups and researchers involved in a project using internet radio as an educational intervention.
O corpus permitiu melhor apreender e compreender contextos específicos e chegar a perfis quanto ao consumo de notícias (inclusive de política) e quanto à participação.
As tipologias apontam para uma realidade complexa, em que são marcantes os fatores familiares, os contextos sociais mais vastos e a vontade individual.
O Prefácio é assinado por Peter Dahlgren, professor emérito da Universidade de Lund, na Suécia, e um dos mais conceituados estudiosos das dinâmicas do jornalismo e das culturas cívicas, muito em especial entre os jovens.
Journal Special Issue by Maria José Brites
URL: https://www.unioviedo.es/reunido/index.php/AA/issue/view/1048/showToc
URL: http://www.cimj.org/index.php?option=com_content&view=article&id=1471:qeducacao-para-os-media-na-era-digitalq&catid=25:noticias&Itemid=166
Articles by Maria José Brites
A special issue of Medijske studije / Media Studies Journal to be published in January 2020, MS Vol. 10 (2019) 20
Edited by
Maria José Brites (Lusófona University of Porto)
Inês Amaral (University of Coimbra)
Antonija Čuvalo (University of Zagreb)
Media generational identities are culturally, socially, economically and historically shaped. A single vision of generational identity is impossible.
This special issue welcomes different approaches to intergenerational and generational perspectives from various geographical landscapes. Moreover, it aims to discuss digital uses and digital competences within intergenerational and generational perspectives. The proposal is to assume as context the current digital media environment, which has shaped media history over the past decades. Non-Western voices covering generations, digital uses and competences are particularly welcome.
Historically, media were mostly considered as reinforcements of the generational gap, mostly in the family context. Though research by Livingstone and Haddon (2009) found that the intergenerational gap is diminishing in time, according to Bolin & Skogerbø (2013), the digital era is contributing to straight the generations. Čuvalo (2017) discerns shared media repertoires among the youngest, so-called digital generation or digital natives and the older generation of digital immigrants (Thomas, 2011). In this sense, there is the need to work closely on life course perspectives as a possible explanation of the diminishing or perpetuating of the generational gap (Amaral & Daniel, 2018). The context of digital literacy reinforced activities by civil society and schools and can bring some light to the discussion of this need (Brites, 2017). Furthermore, a generational perspective in scholar and familiar environments can empower the discussion.
There is a story to tell and gains to conquer from the historical reflection, although the real interconnection between the digital devices and the audiences is a recent issue. Research can benefit from a systematization from the past to the future and also in the current present.
To the multidisciplinary approach of media and digital literacy, intergenerational issue is added as the starting point of this issue, which seeks to delve into the fact that the media experience occurs in differentiated conditions, characterized by different cultural (media and digital) competences between generations: analogical and digital citizens, emigrants and digital natives. From the family portraits to the selfies of our smartphones, from soap opera and TV series to social networks. Images produced and consumed get increased from a diversity of experiences and memories, from a multiplicity of lifestyles and media uses, which is worth to be rethought from the idea of "generations".
Which are the visual environments of socialization for the different generations? What influences do they exercise in their daily lives, in their experience, and in their memory? What is the role of visual and media literacy in the process of understanding the relationship between different generations and the different media? How visual culture contributes to the pedagogical processes? Does the generational perspective contribute for the understanding of the image transformation and impact in contemporaneity? Is the visual culture an approaching element among generations? Which are the more suited proposals and theoretical reflections in the current context? Is the visual culture an inspiring element to favor participative methodologies in this field? Can digital age and its visual culture favor generational barriers? Does the digital visual culture assume an intergenerational perspective?
vista - visual culture journal is a peer-reviewed journal and operates under a double blind review process. Each submitted work will be send to two reviewers previously invited to evaluate it, in accordance with the academic quality, originality and relevance for the objectives and scope of the issue of this edition of the journal. Articles can be submitted in English, Portuguese, Spanish and French to the e-mails of the invited editors: [email protected]; [email protected];[email protected]. Guidelines for authors can be found here.
Invited editors: Ana Pérez-Escoda (UNIR/Universidad Nebrija), Maria José Brites (Lusófona University of Porto/CICANT) and Inês Amaral (University of Coimbra)
Deadlines
Submission: 15 March 2019
Notification: 29 April 2019
Date of publication: 31 July 2019
The full call for papers and author guidelines: http://vista.sopcom.pt/pag/en#call
The 2017 COST report on Digital Literacy and Education addressed, across Europe, a set of fundamental questions:
A revolution is going on at the very moment you read these words and you are repeatedly participating in it every time you log in. As with every revolution, the digital one started from a passion, a vision, an urgency to spread, and the promise of qualitative changes to come. One such change was the recent declaration of the United Nations (2016) on considering internet access a basic human right. How spread is this right across Europe? Is it the case that the digital is fundamentally changing literacy? What is the landscape of digital literacy and education interactions across European countries? What challenges does digital literacy pose to education in Europe?(Brites, 2017: https://www.is1401eln.eu/en/gca/index.php?id=149)
Since the report was published, the issue of fake news has been high on the agenda for media and digital literacy academics, teachers and researchers and the need for education to offer a preventative antidote to the dangers of fake news has been in the public discourse.
Therefore, the editors of this special issue, having been involved in the COST network, its research reports and training events, wish to collect and publish empirical work from the field of digital literacy as the next step in this investigation into digital literacy education and also to frame this research in the context of resilience to fake news. Whilst the COST reports focus on Europe, this special issue will publish research from a broader international scope.
The deadline for submission is 30 May 2018.
Gest Editors: Julian McDougall (Bournemouth University), Maria José Brites (Universidade Lusófona do Porto), Maria João Couto (inED/Escola Superior de Educação/IPP) and Catarina Lucas (inED/Escola Superior de Educação/IPP)
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effectively use their voice.
This book brings together the research, findings and experiences of groups and researchers involved in a project using internet radio as an educational intervention.
O corpus permitiu melhor apreender e compreender contextos específicos e chegar a perfis quanto ao consumo de notícias (inclusive de política) e quanto à participação.
As tipologias apontam para uma realidade complexa, em que são marcantes os fatores familiares, os contextos sociais mais vastos e a vontade individual.
O Prefácio é assinado por Peter Dahlgren, professor emérito da Universidade de Lund, na Suécia, e um dos mais conceituados estudiosos das dinâmicas do jornalismo e das culturas cívicas, muito em especial entre os jovens.
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This article describes an original international approach to inclusion
and non-formal learning of socially excluded young people, through
participatory internet radio - RadioActive101. First, we critically
discuss the social and digital exclusion of young people. We then
describe our approach - that includes participatory action research
methods that are influenced by the work of Dewey and Freire,
and operate as a process of complex intervention. This supports
the inclusive co-production of radio content in ways that support
non-formal learning in two EU contexts – the UK and Portugal. We
then summarise and compare a qualitative investigation of
RadioActive101. This showed positive results, with important
similarities and differences between the two contexts. Participants
reported that RadioActive101 was motivating and contributed to
the development of contemporary skills, and also stimulated
improvements in psychosocial dimensions such as confidence
(self-efficacy) and self-esteem. This investigation informed the
development of an original recognition system for non-formal
learning that maps EU Key Competences for Lifelong Learning to
radio practices and activities that are recognised through
electronic badges. Our reflections emphasise that in order to
support the non-formal learning of socially excluded young
people we must foreground our attention to fostering
psychosocial dimensions alongside developing contemporary
competences.
important environment to take into account when considering the way the citizens stand and protect
with regard to false news. In this sense, we present a theoretical basis on which we resort to think
about and implement an European project of media education (Media In Action), in which is being
prepared training for teachers. This training aims to help teachers and students to benefit from a
greater capacity to understand and act in the current media ecosystem. We reflect on some issues,
such as what are the best methodologies to work within schools and the role that digital dynamic
storytelling can have in working with children and young people. We point to the need to work with
dynamic and participatory methodologies, and to the intersection of digital storytelling with more tools
linked to journalism.
Keywords: fake news, digital storytelling, training, critical reading
dologia Q (Davis & Michelle, 2011), a partir de uma amostra constituída por 36 participantes. A análise dos padrões de consumo de notícias permitiu iden- tificar e analisar sete repertórios mediáticos em fun- ção do uso, relevância e utilidade atribuída pelos su- jeitos aos media noticiosos. Os resultados revelam perfis híbridos de consumo mediático e uma tendên- cia para consumos de notícias numa lógica móvel e multiplataforma, embora os media tradicionais con- tinuem a desempenhar um papel determinante nos repertórios mediáticos em Portugal.
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In the study reported in this article, the diverse news media repertoires in Portugal are investigated using a Q-methodological approach. We analyse the participants' perceptions of the experienced values of the cross-media news landscape (Schrøder, 2012) and identify seven news media repertoires: quality media lovers (R1); broadcast media consumers (R2);
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In this article we argue for the relevance of the internet in the convergence of news consumption in crosscountry research in Estonia and Portugal. Being different in their histories and media systems, the comparative research revealed similarities in people's news repertoires in the two countries, which led to interesting conclusions about the changes in audiences' news universes. In comparing the repertoires special attention was given to online journalism content: why people use this content, how they evaluate the credibility of the news, and how they make sense of their news selections. The results show that online news repertoires are converging across the two countries, especially in repertoires where consumers are focused on the quality of news, but also to some extent in cases where they mostly got news from social media.
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In this chapter we reflect on how parents and their children negotiate their digital responsibilities and rights during the adolescent years, in light of their expectations regarding agentive involvement in life decision-making. Parents are expected to exercise their parental responsibilities for keeping children safe and for nurturing them into adulthood, which includes into the duties of active citizenship. To discuss these issues, we use two different qualitative samples within family contexts, in the U.S. and in Portugal. Our results suggest that families who embrace a commitment to social justice when they are considering digital activities of their children may produce agentive environments. Given this, we posit that young people may come to view practices of citizenship as an extension of their experience of agency within their home contexts. In contrast, families with low levels of agentic discussion and decision making may reinforce low digital agentic options, actions, and decisions.
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Brites, M. J., Jorge, A., Santos , S. C. (2014). RadioActive. um projeto europeu de rádio online. In Eleá, I. (Ed). Agentes e vozes: um panorama da Mídia-Educação no Brasil, Portugal e Espanha. (Yearbook 2014). Nordicom: University of Gothenburg, 181-186. ISBN: 978-91-86523-90-9
978-989-8600-46-2
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jornais que participaram no Concurso Nacional de Jornais Escolares promovido pelo Público (2008/2009) intitulado: “Por que é que a política também é para nós?” A análise das entrevistas revelou representações positivas da participação nos jornais escolares.
Foram, ainda, capazes de identificar de forma crítica as notícias da actualidade, incidindo na política, na sociedade e na economia. Já nos artigos, as referências cingiram-se, sobretudo, às formas tradicionais de participação e à opinião sobre política num sentido mais restrito.
Tendo em vista uma melhoria da literacia das notícias e da participação, será de fomentar projectos nos quais os alunos tenham voz e possam ter agência para serem eles próprios
os elementos principais do projecto, fomentar o uso do online, promover acções de sensibilização junto das famílias e potencial os usos do digital por parte dos jovens.
Palavras-chave: jovens, jornais escolares, participação e cidadania.
Palavras-chave: RadioActive Europe, jovens, competência digital, cidadania.
This online resource provides an overview of best practices and recommendations in media literacy educator training. This resource is designed for our communities of educators, stakeholders, and policy developers as well as anyone else interested in the field of media and convergence literacy education.
The work here is inspired by the research and outcomes of the Media in Action project who work directly with teachers, librarians, teacher trainers and other educators.
This report brings together the work done by CEDAR - Consortium of Emerging Directions in Audience Research, an Arts & Humanities Research Council funded consortium of early-career European audience researchers. CEDAR came together to map trends, gaps and priorities emerging over the past decade in the field of audience studies.
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Esta tese centra-se no cruzamento entre o jornalismo, a participação e as culturas juvenis. Numa era em que o jornalismo é posto em causa, muito em especial junto dos mais jovens, quisemos saber Qual o papel das notícias na construção da participação (cívica e política) ao longo do tempo? A ideia de partida centrava-se na oportunidade de perceber em que contextos e de que forma estes elementos complexos (jovens, jornalismo e participação nas suas pluridimensões) se cruzavam e de que forma isso poderia possibilitar leituras (diferenciadas) do quotidiano desses jovens. O consumo de notícias em geral, de notícias de política e as formas de participação constituíram elementos base de análise, muito embora nos tivéssemos preocupado ainda com propostas que os jovens fizeram para ligar os jovens ao jornalismo e à participação e nas razões que desmotivam a participação.
A amostra inicial foi constituída por 35 jovens (32=15-18 anos; 1=14 anos; 2=21 anos; 16 raparigas e 19 rapazes), com graus/níveis e tipos de participação muito diferenciadas (Parlamento dos Jovens, assembleia de bairro, juventudes partidárias, jornais escolares, graffiti, música). Estes são os exemplos de participação pelos quais os selecionámos, embora tenhamos descoberto muitos outros modos de participação. Estes jovens possuem backgrounds familiares, educacionais, culturais e económicos muito distintos e também competências individuais diferenciadas. Neste estudo qualitativo e longitudinal (2010-2011) foi feita observação direta, duas fases de entrevistas semiestruturadas (em 2010=35 jovens; em 2011=30 jovens) e duas fases de grupos de foco (grupos de foco tradicionais=15 jovens; grupos de foco participatórios=10 jovens). Procurámos dar voz aos jovens na própria investigação, fazendo deles quasi-investigadores.
Através da leitura dos cinco perfis constituídos (com base no consumo de notícias gerais, de notícias de política e nas formas autorreportadas de participação), verificámos que o jornalismo continua a ter preponderância muito diferenciada junto dos jovens, também fruto dos contextos de participação, dos backgrounds familiares e das vontades pessoais. O discurso simplista da geração digital é mais retórico do que efetivo e pode camuflar realidades, desinvestimentos e carências profundas de literacia cívico-mediática. O cerne das necessidades e da intervenção está na sociedade e não na tecnologia. Mas a tecnologia, aliada a formas de intervenção e de participação, pode facilitar modelos de resiliência (ao longo do tempo) mesmo junto de jovens que vivem em contextos desfavorecidos. Além dos capitais económico e cultural, são fundamentais os sociais e cívicos, que podem também estabelecer alavancas de empoderamento, capazes de fomentar consumos e participação. Demos conta de que a família se constituiu como grupo relevante no que toca ao potenciar dos consumos informativos e de que a escola teve papel importante no fomento da participação. De anotar ainda que outros elementos de sociabilidade foram relevantes, como os amigos e os colegas. Esferas sociais mais alargadas só se evidenciaram junto de uma minoria de jovens com maior consumo de notícias e de participação.
Palavras-Chave: jovens, jornalismo, participação, media, quotidianos.
Abstract
This thesis focuses on the confluence of journalism, participation and youth cultures. The value of journalism has recently come into question, especially among young people. The main subject of this research is as follows: What is the place of the news in the construction of participation (political and civic) among young citizens? This was an opportunity to understand different contexts of daily life by examining how youth, journalism and participation – in their plural meanings – interact with each other. The analysis focused particularly on the consumption of news in general, consumption of political news and on forms of participation. Proposals for creating a better connection between youth and journalism and encouraging youth participation were also considered.
The initial sample was comprised of 35 youngsters (32=15-18; 1=14; 2=21; 16 girls and 19 boys), with diverse levels and gradations of participation (Youth Parliament Program, low income area assembly, youth wings of political parties, school newspapers, graffiti and music). They had very different family, educational, cultural and economic backgrounds and revealed diverse self-centred competences and wills. This qualitative and longitudinal study (2010-2011) was conducted through direct observation, semi-structured interviews (2010=35 young people; 2011=30 young people) and focus groups (traditional focus groups=15 young people; participatory focus groups=10 young people). The research process was intended to give voice to the youngsters involved by making them quasi-researchers.
Five profiles were identified (based on the consumption of news in general, news consumption of political news and on forms of participation). We verified that journalism still has a differentiated performance among youngsters, especially because of their forms of participation, family backgrounds and self-interests. The digital generation discourse often overlooks crucial aspects of reality on the ground, including disinvestments and profound problems of media and civic literacy. The focus of this intervention is based in society, not in technology. However, technology, connected with other forms of intervention and participation, can help create models of resilience (in time) even among youth from disadvantaged communities. Far beyond economic capital, social and civic capital is relevant because both can reinforce empowerment and encourage news consumption and participation. We observed that family was a significant group that could enhance news consumption and that school was relevant to stress participation contexts and wills. Other socialization processes were significant, such as friends and peer groups. A broader variety of social activity emerged within the minority group of young people who exhibited major levels of news and information consumption and participation.
Keywords: Young people, journalism, participation, media, daily life.