|Mapa da ESE Setúbal|
Children, Youth and Digital Media
Scholar Year: 2022/2023 - 2S
||N. of students
|Lídia Soraya Barreto Marôpo||Head|
|Type of classes
Intended learning outcomes (Knowledges, skills and competencies to be developed by the students)
Digital media shapes contemporary social life, influencing how children and young people learn, interact, and perceive themselves and one another. Due to their lack of cognitive, social, emotional, and physical maturity, children and youths are considered more vulnerable to risks and harm in the digital environment. However, as early and intense users of new technologies, they usually find new opportunities to engage in the digital sphere, such as constructing identities, building social capital, learning technological skills, or engaging in civic movements. So, being active and participating in the digital world is a right of children and crucial for them to become participative citizens in our digital society.
This curricular unit aims to provide students with a better understanding of the omnipresent digital cultures in contemporary childhood and youth. It takes different perspectives on the relationship between children, young people, and the media and the evolution of this emerging field of knowledge. Critically considering the digital context in which children and young people live, it proposes educational resources to promote digital literacy in schools and informal learning contexts.
In this sense, at the end of the course, students should be able to:
- Understanding children, young people, and the media as an emerging field of knowledge
- Critically analyze the different perspectives on children, youth, and (digital) media: digital security, risks and opportunities, digital rights, digital literacy, and digital well-being.
- Recognize the digital context in which children and young people live today, including the following aspects: school, family, peers, digital ecosystem, consumer culture and celebrity culture, and civic participation, news, and misinformation.
- Use educational resources to promote digital literacy among children and young people in schools and informal learning contexts.
Children, youth and (digital) media as a discipline in five perspectives
Children, youth and media: an emerging field (genesis and evolution)
Children, youth and media: the digital security perspective
Children, youth and media: the perspective of risks and opportunities
Children, youth and media: the digital rights perspective
Children, youth and media: the perspective of digital literacy
Children, youth and media: the digital well-being perspective
Children, youth and media: educational resources
The digital context of children and youth
The digital context of children and youth: the school
The digital context of children and youth: the family
The digital context of children and youth: peers
The digital context of children and youth: the digital ecosystem
The digital context of children and youth: consumer culture and celebrity culture
The digital context of children and youth: civic participation, news, and misinformation
The digital context of children and youth: educational resources
Demonstration of the syllabus coherence with the UC intended learning outcomes
The program is consistent with the learning objectives, as it initially includes the study of children, youth, and media as a field of knowledge, taking into account its genesis and evolution (objective 1). The different perspectives on the area are also addressed: digital security, risks and opportunities, digital rights, digital literacy, and digital well-being (objective 2). In the second part of the UC, six different central aspects of the digital context in which children and youth live are addressed: school, family, peers, digital ecosystem, consumer culture and celebrity culture, and civic participation, news and misinformation (objective 3). The syllabus always includes a theoretical dimension for a better conceptual understanding of the topics addressed and a practical application of them in activities to promote digital literacy using educational resources (objective 4).
The course is taught based on the balance between theoretical and practical classes. The latter includes educational resources to promote digital literacy among children and youth in schools and informal learning contexts. The methodology is inspired by Problem-Based Learning, using case studies and requiring presentations and reflections from students (individual or in groups) to promote an interactive learning process.
Demonstration of the teaching methodologies coherence with the curricular unit's intended learning outcomes
Inspired by the Problem-Based Learning method, the teaching methodologies use case studies to discuss the central role of digital technologies in contemporary childhood and youth. At the same time, it takes different dimensions of the current digital context and tools to promote digital literacy. This approach allows for an applied understanding of the concepts discussed on the relationship between children, youth, and media.
Assessment methodologies and evidences
It will be taken into account the participation of students in the classroom and in the proposed activities, as well as the quality of the work carried out.
The final score will be as follows:
• Participation in group activities in the classroom: 20%.
• Individual academic essay on the topics addressed in the first part of the curricular unit: Children, youth, and (digital) media as a discipline in five perspectives (40%).
• Final group project on a relevant topic about the digital context of children and young people, including an activity to promote digital literacy (40%).
Assement and Attendance registers
Carreteiro, S., Vuorikari, R., Punie, & Y. (2017). DigComp 2.1: The digital competence framework for citizens with eight proficiency levels and examples of use. Luxemburg: Publications Office of the European Union. Disponível em: https://publications.jrc.ec.europa.eu/repository/ bitstream/JRC106281/web-digcomp2.1pdf_(online).pdf
Cortesi, S.; Hasse, A.; Lombana, A.; Kim, S. & Gasser, U. (2020). Youth and digital citizenship+ (Plus). Understanding skills for a digital world. Berkman Klein Center Research for Internet & Society. Disponível em: https://dash.harvard.edu/bitstream/handle/1/42638976/2020-03_YouthAndDigitalCitizenship%2b%28Plus%29.pdf?sequence=1&isAllowed=y~
Green, L.; Holloway, D.; Stevenson, K.; Leaver, T.; Haddon, L. (2020). The Routledge Companion to Digital Media and Children. New York and London: Routledge.
Haddon, L., Cino, D., Doyle, M-A., Livingstone, S., Mascheroni, G., & Stoilova, M. (2020). Children's and young people's digital skills: a systematic evidence review. ySKILLS.
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. ySKILLS.
Lemish, D.; Jordan, A.: Rideout, V. (2018). Children, Adolescents, and Media: The future of research and action. New York and London: Routledge.
Livingstone, S. & Blum-Ross, A. (2020). Parenting for a Digital Future: How Hopes and Fears about Technology Shape Children's Lives. New York: Oxford University Press.
Livingstone, S., & Stoilova, M. (2021). The 4Cs: Classifying Online Risk to Children. (CO:RE Short Report Series on Key Topics). Hamburg: Leibniz-Institut für Medienforschung | Hans-Bredow-Institut (HBI); CO:RE - Children Online: Research and Evidence. https://doi.org/10.21241/ssoar.71817
Livingstone, S.; Sefton-Green, J. (2016). The Class: Living and Learning in the Digital Age. New York: New York University Press.
Stoilova, M., Rahali, M. & Livingstone, S (2023) Classifying and responding to online risk to children: Good practice guide. London: Insafe helplines and the London School of Economics and Political Science (LSE).