Class Critical Media and Information Literacy

Understand the origins and identify the precursors of Critical Media and Information Literacy (CMIL)

Not applicable

1. Concepts and historical approach 1.1. Origins and founding fathers 1.2. What does it mean? 1.3. Debates in the field 1.4. Citizens empowerment?   2. Contexts 2.1. Classroom culture 2.2. Family contexts 2.3. Generations 2.4. Civil society 2.5. The interaction between media, human rights and democracy.   3. Citizens' rights and media literacy.   4. Critical thinking and: 4.1. Advertisement 4.2. Journalism 4.4. Propaganda 4.5. Cinema 4.6. The specific implications of being online.   5. Current debates and future implications regarding critical media literacy: 5.1. Being critical in teaching and learning 5.2. Awareness-raising and capacity-building in digital citizenship.  5.3. The role of media education in our society. 

Flipped classes.

Brites, M.J., Amaral, I. & Catarino, F. (2018). A era das ¿fake news¿: o digital storytelling como promotor do pensamento crítico. Journal of Digital Media & Interaction, 1(1), 85-98. Gregory, A. E., & Cahill, M. A. (2009). Constructing critical literacy: Self-reflexive ways for curriculum and pedagogy. Critical Literacy: Theories and Practices, 3:2, 6-16. Hobbs, R. (2011). Digital and Media Literacy: Connecting Culture and Classroom. California: Corwin. Janks, H. (2010). Literacy and Power. Routledge: New York and London. Kellner, D., & Share, J. (2005). Toward Critical Media Literacy: Core concepts, debates, organizations, and policy. Discourse: studies in the cultural politics of education, 26(3), 369 /386.  Macedo, L. (2012). O novo ecossistema comunicacional e a socialização de crianças e jovens no espaço cultural da lusofonia: contributos da literatura infantojuvenil. Literartes, Revista de Literatura da Universidade de São Paulo, no 1, vol. 1.