Media Literacy and Information Management

Scholar Year: 2023/2024 - 1S

Courses

Head Teacher Responsability Lídia Soraya Barreto Marôpo Head

Weekly workload Hours/week T TP P PL L TC E OT OT/PL TPL O S Type of classes Lectures Type Teacher Classes Hours Contact hours Totals 1 4,00 Lídia Marôpo   4,00

Teaching language

Portuguese

Intended learning outcomes (Knowledges, skills and competencies to be developed by the students)

At the end of the curricular unit, students should be able to:
• Distinguish between different types of media content.
• Interpret and make sense of media messages in a negotiated and critical way.
• Understand the business model of different media and to recognize the economic, political and ideological context in which they operate.
• Use effective strategies to protect himself from the current context of 'information disorder'.
• Search, evaluate, select and use reliable information sources on the Internet.
• Use scientific databases, build bibliographic references in the APA model and use the zotero bibliographic management software.

Syllabus

1. Media education
Objectives of media education.
Media education: definition and diversity of nomenclatures.
Theoretical model for media literacy.

2. News Literacy: Combating Disinformation in the Digital Age
The Information Disorder: Misinformation, Disinformation and Misinformation
The three phases of information disorder: creation, production and distribution.
Seven categories of information disorder: satire or parody, misleading content, imposter content, fabricated content, false connection, false context, manipulated context.
Digital information skills: critical observation, reverse image search, geolocation, lateral reading and amplifiers.
Fact-check websites.

3. Digital Literacy
Digital skills: technical and operational; navigation and information processing; communication and interaction; content creation and production.
Big Data Literacy.
Netiquette, socialization and privacy on the Internet.
The platformization of the Internet.

4. Information management
How to search on Google and find reliable sources.
How to use scientific databases.
How to build bibliographic references.
Bibliographic reference management software: zotero.

Teaching methodologies

The subject is taught based on the balance between theoretical-expository and participatory classes. Inspired by the Problem Based Learning methodology, case studies will be carried out on the topics covered and readings, presentations and reflections by students (individual and in groups) will be requested as a way to make the learning process interactive.

Assessment methodologies and evidences

The evaluation mode includes: test (40%), classroom exercises (20%) and group work (40%).

Bibliography

Ashley, S. et al (2013), Developing a News Media Literacy Scale, Journalism & Mass Communication Educator, v. 68, nº1, p. 7-21. [Online] Disponível em: https://bit.ly/2PM47PC
Buckingham, D. (2009). The Future of Media Literacy in the Digital Age: Some Challenges for Policy and Practice. Medienimpulse 47(2), pp. 1-18.
Helsper, E.J., Schneider, L.S., van Deursen, A.J.A.M., & van Laar, E. (2020). The youth Digital Skills Indicator: Report on the conceptualisation and development of the ySKILLS digital skills measure. KU Leuven, Leuven: ySKILLS.
Hobbs, R. (2021). Media Literacy in Action – questioning the media. Nova Iorque: Rowman & Littlefield.
Malik, M., Cortesi, S., & Gasser, U. (2013). The challenges of defining ‘news literacy’. Berkman Center for Internet & Society.
Pernisco, N. (2020). Media Literacy: An essential guide to critical thinking skills for our complex digital world. Los Angeles: Understanding media.