Browsing by Author "Martins, Ana Filipa"
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- Media expectations and frustrations among young students of Faro’s Gulbenkian knowledge academyPublication . Martins, Ana Filipa; Bonacho, FernandaIn this paper we consider the first results of working on different issues of media and communication literacy within the specific context of Faro’s experience of the research project, “Academy for Reading the World: Journalism, Communication and I”. We specifically address the outcomes of working communication and journalism as a learning tool, self-regulation skills and critical literacies with young students of the 10th grade undertaking the professional course of communication technician in advertising and marketing. In this paper, we analyze the experience of this Gulbenkian knowledge academy in Faro and assess the youngsters’ engagement in this national collaborative experience. The goal of this paper is to contribute with local empirical data for the much-needed structured knowledge about how a media and communication agenda can empower youngsters for a more demanding world reading.
- A national media agenda for a Knowledge Gulbenkian Academy: Empowering young citizensPublication . Bonacho, Fernanda; Bonixe, Luís; Sá, Sónia de; Santos, Hália; Marôpo, Lidia; Martins, Ana FilipaThere is a consensus on the literature that media education could positively help to soothe concerns about information ecosystem disorders. It is largely argued that unless we understand and embrace the vital role conscious young citizens play in democratic systems, we encourage an infotainment network clout that relies on social sharing to survive and dismisses those who are supposed to keep a check on social abuse. Although media agents need to promote themselves to survive and contribute to an informed society, they are oftentimes confronted with citizens and particularly young people who are either skeptical or uninterested. In this panel we consider the relevance of working with young adults (14 to 25 years old) on different issues of media and communication literacy within the specific context of a research project, Academy for Reading the World: Journalism, Communication and I. This project has been selected by the The Calouste Gulbenkian Foundation as one of the 2019 Gulbenkian Knowledge Academy network, among more than 300 hundred other applying Portuguese projects, and financed by for the next 3 years. The framework of this Reading the World Academy is established in a nationwide network, engages more than 300 high school students of diverse areas, 150 university and polytechnic undergraduates (studying journalism and communication), more than 30 professors, journalists and researchers (specialists in the area of media and communication studies), and a wide range of partner institutions, such as media outlets or cultural organizations. The main objective of the Academy media immersive actions and experiences (practical, tutorial and theoretical) is to develop youngsters’ critical thought, communication and self-regulation skills. We specifically address the relevance of communication and journalism as a learning tool, the need for self-regulation competence and the essential use of critical literacies nowadays. In his panel, we gather papers that analyse the experience of this Gulbenkian Knowledge Academy in Faro, Portalegre, Covilhã, Abrantes, Setúbal and Lisboa and assess the youngsters’ engagement in this national collaborative experience. The goal of this panel is to provide the much-needed structured knowledge about how a media and communication agenda can empower youngsters for a more demanding world reading.
- Reading the world: journalism, communication, and IPublication . Bonacho, Fernanda; Martins, Ana Filipa; Santos, Hália; Marôpo, Lidia; Bonixe, Luís; Sá, Sónia deScholars and journalists have long hoped that media education could positively tackle the information challenge and enhance social goals such as political and civic engagement particularly among youngsters. This paper seeks to present the way the “Academy for Reading the World: Journalism, Communication and I” promotes an interdisciplinary approach to media literacy amongst young adults (14y-21y) through an immersive media experience for participants, who are supposed to develop critical thinking, self-regulation, and communication competences. Its framework is established in a nationwide network, engages more than 300 high school students, 150 university and polytechnic communication and journalism undergraduates, more than 30 professors, journalists and media and communication studies researchers, and a wide range of partner institutions, such as media outlets (RTP- Rádio e Televisão de Portugal; Lusa; Público) and cultural organizations (News Museum). In this paper, we analyse the experience of this Academy in Faro, Portalegre, Covilhã, Abrantes, Setúbal and Lisboa and assess the youngsters’ engagement in this national collaborative experience, whose media and communication agenda aims at empowering youngsters for a more conscious reading of our demanding world. The goal is also to provide the much-needed data for media literacy and see how knowledge, skills, attitudes, and values can together be mobilized.