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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.
- The narratives mag: a place where storiesPublication . Bonacho, Fernanda; Pina, Helena Figueiredo; Pontes, Joana; Souza, Joana; Araújo, SusanaThis communication proposes the presentation of "Revista Narrativas" (Narratives Mag), as an applied and collaborative academic project that aims to nurture a critical and constructive attitude towards the challenges of contemporary culture and explore the singularities of information and media contexts (Pontes and Souza, 2022). Contributing to the construction of "Revista Narrativas" means being able to research, evaluate, and think about writing a complex journalistic text and make it available in a multimedia environment in an interesting, sensible, and intelligent way. For today's young people, digital platforms are meeting places where they can learn, participate, and get deeply involved in innovative ways. This means that the media, and journalism in particular, can be powerful assets for civic and public engagement, the potential of which should be harnessed and explored in academic work with students (Jenkins, 2016, Livingstone, 2016). It is indisputable that the textual and multimedia complexity of today's communication challenges contribute to a media narrative sophistication that should be analysed, worked on, and discussed with those who will be future journalism and communication professionals. It therefore seems appropriate to find applied solutions that offer students the chance to develop skills of autonomy, responsibility, critical thinking, creativity, and participation in their relationship with information (Bonacho, 2021, Pereira, 2013). In this context, "Revista Narrativas" aims to take in different issues of contemporary world that connects to students’ interests and provide resources to recognise, analyse and resist the current formats of superficiality and disinformation. Challenging students' curiosity, questioning issues that concern them, and articulating it with multidisciplinary knowledge between teachers and specialists are necessary and crucial. This magazine proposal integrates both research and education and contributes to a multicultural and inclusive approach, whose experience aims to connect the academy, the community, and the public space.
- Nova Angola, problemas antigosPublication . Lopes, Anabela de Sousa; Trindade, Jorge Francisco Martins; Bonacho, FernandaAs eleições gerais em Angola, realizadas a 23 de agosto de 2017, tiveram como resultado a vitória do Movimento Popular para a Libertação de Angola (MPLA). Ao conquistar a maioria qualificada no parlamento, com 150 dos 220 lugares em disputa, o partido que governou o país nas últimas quatro décadas viu também os seus candidatos a Presidente e Vice-Presidente, João Lourenço e Bornito de Sousa, serem eleitos. A presente comunicação pretende analisar a cobertura noticiosa das eleições angolanas feita pela imprensa portuguesa, e faz parte de um projeto mais vasto que visa analisar a forma como os media generalistas em Portugal acompanharam estas eleições. O intervalo temporal aqui considerado corresponde às duas semanas que se seguiram ao ato eleitoral. No período compreendido entre 24 de janeiro e 7 de setembro, foram recolhidas cerca de 500 peças, provenientes de três jornais nacionais (Público, Correio da Manhã e Expresso), das principais estações de radio de vocação noticiosa (TSF, Antena 1 e Rádio Renascença), dos principais canais de televisão de acesso livre (RTP, SIC e TVI) e dos sites de notícias associados a todos estes meios. A grelha de análise adotada, construída com o objetivo de parametrizar a leitura dos dados recolhidos, permite medir a quantidade e a frequência das notícias publicadas ou emitidas e a sua distribuição pelos meios de comunicação acima mencionados. Considera também aspetos como o tema dominante, o posicionamento dos media em relação a esse tema ou, por exemplo, a ênfase dada às notícias. O número de peças recolhidas (que estão atualmente a ser analisadas) permite-nos antecipar desde já uma conclusão: ao contrário do que aconteceu com as eleições realizadas em Cabo Verde – um país com uma democracia consolidada –, as eleições angolanas de 2017 foram objeto de uma grande atenção dos media portugueses. Curiosamente, em Angola não houve mudanças políticas significativas, e vários organismos internacionais continuam a considerar que este país enferma de uma notório défice democrático. No período de tempo em que foram produzidas as peças sobre as quais incide esta comunicação, os media portugueses destacaram amplamente não só o anúncio dos resultados eleitorais, como também o posicionamento de todas as forças políticas angolanas em relação a esses resultados – refletindo o debate e as controvérsias subsequentes e dando espaço à análise e à opinião. Através desta investigação, esperamos apontar diretrizes para uma análise mais ampla das relações entre Portugal e Angola à luz do discurso dos media.
- The other side of the story: accountability and meaning for media literacyPublication . Bonacho, FernandaA rapidly changing media and information landscape coupled with an overabundance of online media platforms and sources of information requires that people are not only confident but also knowledgeable and critical users when searching for information. The right of citizens to access and benefit from a large range of information sources is key to the functioning of democratic societies as it allows for the exchange of divergent opinions and ideas. Information overload and the lack of effective ways to filter it, makes it even more necessary for individuals to be able to critically approach, assess and verify information and be more resilient against manipulation. Being media literate to find meaning for the world today is a complex but critical requirement that triggers an urgency for urgent accountability.
- Board game “Fala Barato”: Challenging the relation with information, media and the otherPublication . Bonacho, Fernanda; Pina, Helena Figueiredo; Araújo, SusanaThis paper intends to discuss the interdisciplinary and creative process of creating the board game “Fala Barato”. More specifically, the work focuses on the ways in which the creation and use of a board game – a toolkit that offers a set of functionalities to stimulate the handling of a range of processes (graphic, communicational, critical thinking) - make available various challenges in board games production that support media and information literacy. The process of creating a non-digital board game issues an incentive for personal communication and interaction with media and information literacy. The board game was developed within the agenda of a national research project - "The World Reading Academy: communication, journalism and I" – whose main objective was to develop communication, selfregulation, and critical thinking competences. Being board games prompts for people to interact, this game proposal impacts in the recognition and resolution of unexcepted situations and development of competences through cross-cultural collaboration. In this article we will describe how students were integrated in the developing phases and choices of “Fala Barato” board game, providing certain affordances to explore collaboration, competition, sharing, and information seeking. This will enable a better understanding of the collaborative work of different kinds of participants and media knowledge but also the difficulties in which the outcome can endure through its associated milieus. This way of thinking board games and the challenges included in the game tasks emphasize forms of creativity, discipline, patience, and analysis of the consequences of speech acts and decision-making, as well as exercising knowledge and memory that are too often underestimated in various accounts of media and information processes
- GILM's multistakeholder model for media literacy in PortugalPublication . Bonacho, Fernanda; Rasgado, SofiaIn Portugal, the Informal Group on Media Literacy (GILM) represents a unique multistakeholder approach to fostering media literacy. For over 15 years, GILM has brought together an alliance of stakeholders from diverse sectors—including education, regulation, and media—to collectively enhance the public's media literacy. This session will delve into GILM's collaborative workings, emphasizing its strategy of pooling resources and expertise to promote media literacy across all societal strata. We will unpack how GILM operates without a centralized hierarchy, how it upholds the autonomy of its members, and how it fosters regular interaction through monthly meetings and working groups. There will be a discussion about how it responds to the challenges that media literacy assumes today as one of the key literacies for empowering all citizens. Ethics and technology, the fight against online misinformation and hate speech, algorithms and social media, digital transformation and public policies have been some of the issues brought to the public debate by GILM. The session will also reflect on GILM's notable initiatives like the Literacy, Media and Citizenship Congress and "7 Days with the Media," and discuss the group’s role on the new strategy for a National Media Literacy Plan.
- Era uma vez uma Alice: digital e inanimadaPublication . Bonacho, FernandaOs meios audiovisuais e multimédia tornaram-se veículos de uma literatura digitalizada (obras impressas e digitalizadas eletronicamente), mas também parceiros de uma outra literatura, que inclui, de uma forma completamente inovadora, criações originalmente criadas com o computador para serem lidas, quase, exclusivamente em ambiente digital. Depois de mais quinhentos anos de literatura impressa, nas últimas décadas, as tecnologias da informação e comunicação estimularam uma diáspora textual do suporte impresso para o suporte digital e, pela primeira vez, a literatura passou a estar presente nas várias plataformas digitais (computador, e-readers, telemóvel, tablet, etc). Inanimate Alice (IA) é uma narrativa multimédia e interactiva disponível gratuitamente na internet. A obra resulta da colaboração entre a escrita de Kate Pullinger, a arte digital de Chris Joseph e a produção de Ian Harper. O trabalho é apresentado como um [Romance Digital] "Digital Novel" - sugerindo claramente uma proposta de romance diferente, contado em prosa mas de uma forma cinematográfica e multimédia, reinventando um género no meio digital, particularmente, apelativo para a geração contemporânea. A maior parte dos elementos da série de aventuras que compõem esta história têm origem na cultura moderna e digital (a internet, o jogo, o design interactivo, a composição musical electrónica), mas os criadores de Inanimate Alice reconhecem que o seu objectivo seria imitar e, simultaneamente, construir uma nova experiência de leitura de um livro.
- Da literatura electrónica com letras que fogem, sons que ensurdecem e imagens que cegamPublication . Bonacho, FernandaDepois de mais quinhentos anos de literatura impressa (e de tradições orais e manuscritas anteriores), nas últimas décadas, as tecnologias da informação e comunicação estimularam uma diáspora textual do suporte impresso para o suporte digital e, pela primeira vez, a literatura passou a estar presente nas várias plataformas digitais (computador, e-readers, telemóvel, tablet, etc). Os meios audiovisuais e multimédia tornaram-se veículos de uma literatura digitalizada (obras impressas e digitalizadas eletronicamente), e parceiros ágeis de uma literatura eletrónica, a qual inclui, de uma forma completamente inovadora, produções originalmente criadas com o computador para serem lidas, quase, exclusivamente em ambiente digital. Esta comunicação pretende discutir as singularidades desta nova forma de literatura partindo do princípio de que a hibridez das formas e da inovação tecnológica que os artistas trazem para os trabalhos obrigam, de facto, a um nível elevado de experimentação que pode, no início, ofuscar o conteúdo literário e resistir às tentativas de categorização e classificação clássicas baseadas no impresso. Se a literatura também é tornar estranho o que é conhecido e fazer-nos olhar para as coisas de maneira diferente; se sempre existiram formas diferentes de escrever e de ler, será necessário perceber as características deste novo tipo de escrita eletrónica. A partir de alguns exemplos de trabalhos de literatura eletrónica, pretende-se colocar questões essenciais às práticas anteriores de criação e perceção através de propostas híbridas que compreendem modalidades visuais, sonoras, fílmicas, cinestésicas feitas, por exemplo, de letras que fogem do lugar, sons que ensurdecem, e imagens que cegam.
- 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.