Browsing by Issue Date, starting with "2021-09-06"
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- Questioning the news and building new understandings in Setúbal’s Gulbenkian Knowledge AcademyPublication . Marôpo, Lidia; Bonacho, FernandaIn this paper we consider the first results of working on different issues of media and communication literacy within the specific context of Setúbal’s experience of the 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. We specifically address the outcomes of working communication and journalism as a learning tool, self-regulation skills and critical literacies with young students undertaking high school studies. In this paper, we analyze the experience of this Gulbenkian knowledge academy in Setúbal 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.
- Gamifying streaming apps: the use of gamification strategies by video distribution platformsPublication . Rodrigues, Ricardo Pereira; Ferreira, CátiaIn the last decade we have witnessed the assertion of streaming platforms as alternative media for content consumption. The recent history of streaming technology has been grounded in a set of progresses that occur almost naturally as Internet connection speeds increase, data packet prices decrease, and both traditional media companies (eg Disney +, HBO; HBO Max), as major technology companies (eg Youtube; Amazon Prime; Apple TV +) begin to offer their content on closed digital platforms competing with streaming market leaders like Netflix. The emergence of these new platforms impacts directly the ecology of traditional television and film industry, disputing with it the attention of viewers who change or reinforce their video content consumption habits. Due to the growth of the number of on-demand video streaming services available, user experience became a key component of this type of apps. Being the use of gamification strategies common in the design of digital media interfaces and services (Zichermann and Cunningham, 2011), they have also been integrated into video streaming platforms. Gamification concerns the use of strategies and elements native to digital games in contexts and environments not related with games (Deterding et al, 2011). Gamification strategies make use of elements like progress bars, badges, points, or other reward systems, levels, challenges, boards, and notification systems. The goal of applying these strategies tends to be to improve users' engagement. Based on a qualitative methodology, having content analysis as primary data collection method, the paper presents an exploratory research of the implementation of gamification strategies by a sample of video streaming providers. The sample is composed by four platforms: Netflix, HBO, Apple TV+ and Disney+. The sampling criteria were being relevant players in the on-demand video streaming segment (Statista, 2019) and being available in Portugal. The content analysis results will be complemented with direct observation resulting from the first-hand experience of the sample. The study aims, in a first stage, to identify and characterize the gamification elements that are present in the streaming distribution platforms; and in a second stage, to compare the identified strategies with the existing research on the gamification structures observed in other digital content distribution platforms, particularly social media (Ferreira, Jorge & Ganito, 2018).
- 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.
- Do you really want to see what you are told to see? Broadening media experiences of reading the worldPublication . Bonacho, FernandaThe “Academy for Reading the World: Journalism, Communication and I” is a starting project promoting an interdisciplinary approach to media literacy amongst young adults from 14 to 25 years old, and it has selected critical thinking, self-regulation and communication as key competences to be developed through an immersive media experience. It is believed that if these capabilities are not seriously and formally trained when dealing with media narratives, then the reading of the world and communication practices will be at risk. The project has been conceived by a multidisciplinary group of researchers and journalists, selected as one of the Gulbenkian Academies for Knowledge and adopted by various Portuguese academic institutions with communication and journalism degrees. In this paper we would like to discuss the rationale behind this Portuguese national academy, established in Faro, Portalegre, Covilhã, Abrantes, Setúbal and Lisboa and assess the first year of this national collaborative experience. The final goal is to provide more structured data about how knowledge, skills, attitudes and values can together be mobilized in order to deal with contemporary media challenging contexts that insist on hindering reality readings.
- It will be journalism? Journalism students’ perceptions of the journalistic field in today’s and future worldPublication . Silvestre, Cláudia; Lopes, Anabela de Sousa; Mata, Maria J.This proposal is based on the analysis and interpretation of the results of a survey, in the 2019-2020 school year, to undergraduate and master’s students in Journalism at the academic institutions of Lisbon, about their perceptions of the journalistic field and its role in a democratic society. Journalism is meant to place the public good above all else and is still based on ethical values, such as truth, balance, accuracy, objectivity - journalists must report the news in the public interest, striving not to let their preconceptions interfere with their stories. However, “the big picture” has changed in many ways. Framed by this new media ecology, instead of having time to fact check, journalists are urged to be the first to break the story, because the audience must have the news in mere seconds. As we know, this pressure often leads to misinformation being published, causing significant damages into the public opinion and, consequently, in their behavior. Are the future journalists aware of this impact? How do they perceive their responsibility as agents of change? Also, in a scenario often drawn “in black” either by journalists and media researchers, mainly referring to reconfigurations of newsrooms, the precariousness of job contracts, the power economic interests, the shortening of time and space to gather and treat information, what do the future journalists think about these topics and how intend to deal with these constraints? Four decades after the birth of the first graduation on media studies in Portugal, at Universidade Nova de Lisboa, most of the Portuguese journalists have an academic degree (in Journalism or other scientific field), which means a remarkable change, not only in the way of entering the profession but also in the way of thinking and practicing “the” journalism. The survey is structured in tree parts, each one referring to the different dimensions of the analysis: diagnosis, intentions and expectations. In the first one, the questions focus on student’s self-perceptions about what journalism is nowadays and its role in society. In the second one, students answer about how they perceive their intervention in the public debate as future journalists and/or academic researchers. The third one challenges students to point out expectations about what journalism(s) will emerge from the disorder of the political and civic public space. The answers of around 200 respondents to these questions led us to identify the self-perceptions of journalism students as candidates to a challenging mission and to purpose new paths to academic research and education.
- 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.
- Youngsters participation within local media environments: Covilhã’s Gulbenkian Knowledge AcademyPublication . Sá, Sónia de; Bonacho, FernandaIn this paper we consider the first results of working on different issues of media and communication literacy within the specific context of Covilhã’s experience of the 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. 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 12th grade of Quinta das Palmeiras’ High School. In this paper, we analyze the experience of this Gulbenkian knowledge academy in Covilhã 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.
- Mindful youngsters in need: media experiences in Abrantes’s Gulbenkian knowledge academyPublication . Santos, Hália; Bonacho, FernandaIn this paper we consider the first results of working on different issues of media and communication literacy within the specific context of Abrantes’s experience of the 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. 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 humanities course. In this paper, we analyze the experience of this Gulbenkian knowledge academy in Abrantes 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.
- The Portuguese TV news coverage of the European Parliament elections 2019Publication . Bonacho, Fernanda; Pina, Helena Figueiredo; Neves, RúbenThe 2019 elections to the European Parliament (EP) were held in a climate of political unrest. The overriding forces of populism and Euroscepticism (blatantly exemplified by Brexit) loomed on the horizon seemingly threatening the process of European integration and the balance of pro- and anti European forces within the EP. Despite the impact and legislative importance of the EU governance upon our lives, a significant body of research has argued that so far there has not been a committed European news agenda focused on fostering citizen engagement with EU affairs so as to build a sense of Europeanness or a Europeanized discursive public sphere. The 2019 elections to the European Parliament (EP) were held in a climate of political unrest. The overriding forces of populism and Euroscepticism (blatantly exemplified by Brexit) loomed on the horizon seemingly threatening the process of European integration and the balance of pro- and anti-European forces within the EP. Despite the impact and legislative importance of the EU governance upon our lives, a significant body of research has argued that so far there has not been a committed European news agenda focused on fostering citizen engagement with EU affairs so as to build a sense of Europeanness or a Europeanized discursive public sphere. The primary goal of this paper is therefore to evaluate the role of the Portuguese television in informing the public and contextualizing the issues posed by the run-up to the EP election and the underlying process of the European construction. In Portugal, television remains a privileged medium for citizens to access information. As stated by OberCom's 2018 report, RTP1 is considered to be the most reliable source of information. Given that prime-time TV news bulletins manage to reach the highest audience ratings, when compared to other information programmes, it is our aim to analyze RTP1, SIC and TVI news bulletins between 13-26 May – the period of the electoral campaign. A critical discourse analysis (combining quantitative and qualitative methods) will be followed in order assess the newsworthiness of Europe -where is Europe? - and the interconnectedness between systems of representation, identity building and participatory citizenship.
- Empowering high school youngsters: Portalegre’s Gulbenkian knowledge academyPublication . Bonixe, Luís; Bonacho, FernandaIn this paper we consider the first results of working on different issues of media and communication literacy within the specific context of Portalegre’s experience of the 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. We specifically address the outcomes of working communication and journalism as a learning tool, self-regulation skills and critical literacies with young students undertaking high school studies. In this paper, we analyze the experience of this Gulbenkian knowledge academy in Portalegre 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.