Educação e Media (not translated)
Faculdade de Ciências Sociais e Humanas
Ciências da Educação
Teacher in charge
Vítor Manuel Nabais Tomé
a)To understand the reasons i tis necessary to increase the level of media literacy of citizens;
b)To develop a critical attitude in respect of media reality;
c)To analyse the potential uses of the media in an educational context;
d)To analyse the difficulties of using the media in an educational context;
e)To analyse various proposals for the integration of Media Education in curricula;
f)To debate the potential of using the media in an extra-curricular context;
g)To debate the difficulties of using the media in an extra-curricular context;
h)To develop abilities in: Accessing; Selecting; Analysis; Synthesis; Evaluation; Producing information in different formats
i)To develop autonomy for exploring the potential of different media: Printing; Audiovisual; Digital.
j)To encourage group work;
k)To promote interdisciplinary behaviour.
Media literacy in Portugal, Europe and the world.
Media Education in curricula (perspectives and proposals for inclusion).
Media Education and Teaching Practice: assessing the resources that have been developed and validated.
Media Education and Teaching Practice: the conception, practical implementation and evaluation of activities.
Media Education activities through the production of media messages in printed and digital formats.
Gee, J. (2010). New Digital Media and Learning as an Emerging Area and Worked Examples as One Way Forward. Massachussets: MIT Press.
Ito, M. (2009). Living and Learning with the New Media: summary of findings from the Digital Youth Project. Massachussets: MIT Press.
Jenkins, H. (2009). Confronting the Challenges of Participatory Culture: Media Education for the 21st Century. Massachussets: MIT Press.
Lankshear, C. e Knobel, M. (2008). New Literacies: Everyday Practices & Classroom Learning. London: Open University Press.
Tyner, K. (2010). Media literacy: new agendas in communication. New York: Routledge.
The teacher explains in a theoretical manner, the investigation of resources and develops practical activities, in workshops, for producing work individually and/or in groups. This essentially leads to: theoretical-practical lessons, the student having an active role, a link with other disciplinary areas.
Continuous assessment through observation of individual and group participation. Practical work, produced in groups; production and presentation of a scientific article related to the theme of the curricular unit. This article is produced individually in writing and presented to the class for discussion with colleagues.