Loading...
4 results
Search Results
Now showing 1 - 4 of 4
- Audiências e cross-media: estudo de padrões de consumo de notícias em PortugalPublication . Silva, Marisa Torres da; Figueiras, Rita; Brites, Maria José; Amaral, Inês; Maropo, Lídia; Santos, Sílvio Correia; Jerónimo, Pedro; Santo, Paula Espírito; Pacheco, LilianaAs práticas digitais que decorrem da ubiquidade dos media e da sua utilização possibilitaram a combinação de múltiplas plataformas no consumo de notícias. Neste artigo, procurámos identificar repertórios mediáticos (padrões de uso dos media noticiosos) em Portugal, de modo a compreender como são construídas as preferências mediáticas das audiências e de que forma o consumo noticioso integra osseus hábitos quotidianos. Neste sentido, desenvolvemos uma análise a padrões de consumo demedianoticiosos a partir de uma abordagem mista de métodos qualitativos e quantitativos baseada na Metodologia Q (Davis & Michelle, 2011), a partir de uma amostra constituída por 36 participantes. A análise dos padrões de consumo de notícias permitiu identificar e analisar sete repertórios mediáticos em função do uso, relevância e utilidade atribuída pelos sujeitos aos media noticiosos. Os resultados revelam perfis híbridos de consumo mediático e uma tendência para consumos de notícias numa lógica móvel e multiplataforma, embora os media tradicionais continuem a desempenhar um papel determinante nos repertórios mediáticos em Portugal.
- Ferramentas jornalísticas na educação: uma rádio online para jovensPublication . Brites, Maria José; Santos, Sílvio Correia; Jorge, Ana; Catalão, DanielThe relationship between journalism and education remains in a yet weakly explored camp, although journalism can embody a pedagogical tool, oriented to the practice of journalistic concepts and techniques. In this article, we explore a case-study of an online radio developed with youth communities, using participant observation, interviews and focus groups conducted in the scope of the project RadioActive Europe (2013-14). We argue that these young participants take similar roles in daily life and particularly in school to those used in contexts of radio participation. Learning through action, however, implies long lasting intervention processes so that the transposal of roles taken up in the project may be more perennial, dynamic and fluid in the personal life processes.
- Media education competitions: an efficient strategy for digital literacies?Publication . Pereira, Luis; Jorge, Ana; Brites, Maria JoséIn this paper we present results from research in Portugal about competitions in schools that involve digital education (2010-2015). The aim of this study is to discuss its effectiveness as a strategy for developing Media Education. The 16 activities we have collected are mostly targeted at the school population and show an emphasis on media production, a dimension that is often not considered part of formal learning, which is more focused on reading than on writing. The results lead us to raise questions about the importance of non-formal education. Interestingly, most of these initiatives have been designed to take place in the school context and are, in various ways, supported by the Ministry of Education, a situation which blurs the boundaries between formal and non-formal learning. The analysis of the data leads us to this specific recommendation: these initiatives should be formally evaluated in order to understand their real impact on the acquisition of news media education skills.
- RadioActive101-Learning through radio, learning for life: an international approach to the inclusion and non-formal learning of socially excluded young peoplePublication . Ravenscroft, Andrew; Dellow, J.; Brites, Maria José; Jorge, A.; Catalão, DanielThis article describes an original international approach to inclusion and non-formal learning of socially excluded young people, through participatory internet radio - RadioActive101. First, we critically discuss the social and digital exclusion of young people. We then describe our approach - that includes participatory action research methods that are influenced by the work of Dewey and Freire, and operate as a process of complex intervention. This supports the inclusive co-production of radio content in ways that support non-formal learning in two EU contexts–the UK and Portugal. We then summarise and compare a qualitative investigation of RadioActive101. This showed positive results, with important similarities and differences between the two contexts. Participants reported that RadioActive101 was motivating and contributed to the development of contemporary skills, and also stimulated improvements in psychosocial dimensions such as confidence (self-efficacy) and self-esteem. This investigation informed the development of an original recognition system for non-formal learning that maps EU Key Competences for Lifelong Learning to radio practices and activities that are recognised through electronic badges. Our reflections emphasise that in order to support the non-formal learning of socially excluded young people we must foreground our attention to fostering psychosocial dimensions alongside developing contemporary competences.