Education Guidance - DGE · Media Education Guidance for Preschool Education, Basic Education and...

Guidance

MediaEducation

media education 1 guidance

MEDIA EDUCATION GUIDANCE

Preschool education Basic education (1st, 2nd and 3rd cycles)

Secondary Education


CREDITS

TitleMedia Education Guidance for Preschool Education, Basic Education and Secondary Education

AuthorsSara Pereira, Communication and Society Research Centre, University of Minho Manuel Pinto, Communication and Society Research Centre, University of Minho Eduardo Jorge Madureira, Projeto “Público na Escola” [“Público Newspaperc in School” project]Teresa Pombo, General Directorate of Education Madalena Guedes, General Directorate of Education

CoordinatorsLuís Filipe Santos, Deputy Director, General Directorate of EducationJosé Vítor Pedroso, Head of Project Department, General Directorate of Education

Published byMinistry of Education and Science

Director-General of the General Directorate of EducationFernando Egídio Reis

Graphic Design Isabel Espinheira

Date2014

ISBN978-972-742-374-3 (printed)978-972-742-373-6 (online)

Print run500

Legal Deposit

This Media Education Curriculum Guidance has been approved by the Secretary of State for Basic andSecondary Education, João Henrique Grancho, by order of 29 April 2014.


CONTENTS

INTRODUCTION

1. TEN MAJOR PRINCIPLES FOR MEDIA EDUCATION

2. TOPICS, GOALS AND LEARNING OUTCOMES Table 1 - Topics, Sub-topics and Goals

Table 2 - Summary of Learning Outcomes by Topic 3. PERFORMANCE DESCRIPTORS BY TOPIC, LEVEL AND EDUCATION AND SCHOOLING CYCLE TOPIC 1: Communicating and Informing TOPIC 2: Understanding Today’s World TOPIC 3: Types of Media

TOPIC 4: ICT and Screens

TOPIC 5: Digital Networks TOPIC 6: Entertainment and Shows

TOPIC 7: Advertising and Brands

TOPIC 8: Production and Industry/Professionals and Enterprises

TOPIC 9: Audiences and Consumption

TOPIC 10: Freedom and Ethics, Rights and Duties

TOPIC 11: The Media as Social Construction

TOPIC 12: We and the Media

4. REFERENCES

5. RESOURCES



INTRODUCTION

Media Education is an educational process that sets out to empower citizens to experience the ‘communicational ecology’ of today in a critical and interventionist spirit. It aims to harness the resources and opportunities that media and communication networks provide to enrich personal and social development, so that every person can live, learn and work with more quality. It involves addressing issues such as: conditions and opportunities to access technology equipment and applications; diversity and media use rules; ability to seek, assess and select relevant information, to critically analyse it and apply it significantly to the needs of everyday life; ability to communicate better with ourselves and others.

Citizens, as media consumers, are faced with ever-greater challenges due to the quantity and diversity of data and information, which requires increasingly accurate and sophisticated literacy levels in this area. In Portugal, as it happens in other countries of the European Union and the Organisation for Economic Cooperation and Development (OECD), Media Education should be regarded as lifelong education, a process for which education formal is a key step.

This document aims to propose a frame of reference for the pedagogical work on media education issues in preschool education and primary and secondary schooling, taking analogous documents from other countries as a reference, as well as the recent positions of European and international institutions. It is worth noting here Directive 2007/65/EC of the European Parliament and of the Council of 11 December 2007, concerning the engagement in television broadcasting activities (Recital 47); the Commission Recommendation of 20 August 2009 (Recitals 11 and 16); Communication from the Commission to the European Parliament, the Council, the European Economic and Social Committee and the Committee of the Regions - A European approach to media literacy in the digital environment; Recommendation 1466 (2000) of the Parliamentary Assembly of the Council of Europe and the Grünwald Declaration on Media Education (UNESCO, 1982)

1

The national documents considered included: Recommendation No. 6/2011 of the National Education Council on Education for Media Literacy2; the study commissioned and published by the Regulatory Authority for the Media, Media Education in Portugal: Experiences, Actors and Contexts, drafted by Manuel Pinto, Sara Pereira, Luis Pereira and Tiago Ferreira (2011); and Media Literacy - Braga Statement (2011).

The importance of Media Education in schools stems from the fact that children and young people are becoming more and more intensely identified as consumers and producers of media. They must therefore be equipped with the knowledge and skills for a well-informed consumption and understanding.

particularly considering the growing complexity of these resources and constexts in which the media emerge and develop.

Within the education system, pursuing Media Education will enable children and young people to take ownership of tools that equip them to use the potential of the media responsibly and alert them to the the dangers to which they may be exposed through them.

1 To view the content of these documents we suggest you go to the Media Literacy site: http://www. literaciamediatica.pt/pt/documentos-de-referencia. Equally useful are these two works from UNESCO: Media Education - A Kit for Teachers, Students, Parents and Professionals (UNESCO, 2006); Media and Information Literacy - Curriculum for Teachers (UNESCO, 2011).2 Diário da República, series 2, no. 250, of 30 December 2011.


The development of media literacy must be coordinated with all other forms of literacy, and there should be close coordination between the various thematic areas.

Media Education implies the ability to understand - or “read critically” - the media and the social and cultural processes through which images and representations of the world in which we live are presented, using different languages. Attention will naturally focus on the press, music, photography, comics, radio, television, advertising, film, video, video games - in both analogue and digital formats - but also for digital platforms and networks, mobile phones, tablets, smartphones and other forms of spreading and broadcasting messages.

“Reading [the media] critically” implies being able to recognise and value the content that contributes to the broadening of horizons, to understanding what is going on in the world, to welcoming the diversity of values and worldviews and to the construction of identities. It further involves the acquisition of processes of self-defence against the risks and threats, including those arising from the new media and social networks.

The media are not only the content and the technologies that convey and that, in some way, shape them. Understanding the media also requires looking beyond the screens (to see the professionals, the organisations, the editorial rationales and strategies, laws and regulations, etc.), as well as at users and consumers (what the latter do with the media, and their impact on people’s lives and communities).

Known in some parts of the world (e.g. in Latin America) as Education for Communication or Educommunication, it also assumes mastery of the savvy use of the media to receive the information, the message of others, and to learn to establish active, critical forms of communication with them. Its starting point is the most basic realities and experiences of life, like the ability to and difficulty of establishing rewarding relationships with one another and the ultimate aim is to develop interaction and communication at all levels, from the interpersonal to the global, through group and organisational.

Media Education is understood here, in the wake of a number of other authors, as one of the processes (experienced in the family, at school, in peer groups, in communities...) that will empower individuals to become sensitive, active and responsible citizens. It can be said that this type of training, to the extent that it invests in enabling people to make smart choices, is a civic and political alternative to censorship and excessive regulation by the State.

Media Education also involves the acquisition of thinking skills and a critical spirit that facilitates communication via the media and, indeed, with the media: taking an informative role on matters of public interest; exercising the constitutional right of reply and rectification; and/or collaborating with the criticism, the applause, the suggestion and the proposal through individual initiatives or organised movements.

Media Education is not limited to (nor should it be confused with) the use of media in education, even if it can benefit from that use. Nor, by any means, should it be confused with the mere use of technology, whether old or new. It is necessary to dispel such misunderstandings.

Media Education involves making the media - not just the “traditional”, but the new media, too - a subject for study, reflection and practice. And this is to be more savvy in their use; to critically understand their languages, messages and modes of operation; to shed light on the world that the screens conceal, which screens between us and the professionals, companies, and technologies.

Through the proposed route within the Media Education, the goal will be to achieve a high level of literacy with regard to communication and the media. This cultural and civic dimension inscribed in Education Literacy regarding the Media gives it a horizon that distinguishes it from Information Literacy, more focused on knowledge and skills relating to access, evaluation, ethical and effective use of data and information. But the concept of digital literacy is most commonly associated with the development of abilities and skills related to the understanding and effective use of technology - different types of hardware, software tools, the Internet and digital networks in general, as well as aspects related to the hypertext, interactive and multimedia languages. In any case, it is difficult, if not impossible, to develop digital literacy disconnected from information and the information phenomenon from the point of view of production, publication, presentation, access and use.

In the last decade, the United Nations Educational, Scientific and Cultural Organisation, (UNESCO) has made efforts to converge Media Education and Information Literacy, proposing the concept of Information Literacy and Media and highlighting the many common aspects and specifics of either tradition. In this process, UNESCO has given special emphasis to a facet that is, for Portugal, too, a critical point for the realisation and


practical interpretation of this Guidance - the training of teachers and educators3. Different actors have to be fully aware that without investment in this area many teachers are not going to feel equipped and confident to address a task that they can in fact see is important and necessary.

Curricular framework of Media Education Guidance

The angle for Schools to take in tackling and implementing Media Education will hardly involve unique, overly general initiatives; on the contrary, it will benefit from a wide-ranging methodology, since it is construed as a crosscutting and trans-disciplinary topic of education for citizenship.

Given the relevance of the promotion and implementation of Media Education, and taking into account the schooling context of children and young people, the Ministry of Education and Science joined the University of Minho’s Communication and Society Research Centre4, an institution with proven research work in this area, in preparing this Guidance, which should help schools with respect to Media Education.

This document is thus a set of guidelines for implementing Media Education in school and preschool. It can be used in a number of contexts if it is adapted, in full or in part, thus:

I - the cross-cutting aspect of Education for Citizenship, in the context of teaching and learning any subject or subject area, in the 1st, 2nd and 3rd cycles of basic education and in secondary education, and in the context of preschool education, taking into account the Curricular Guidance for Preschool Education in force;

II - the range of complementary curricular components in the 2nd and 3rd cycles of basic education, provided they have been created by the school, depending on the management of the time credit5, as stipulated in Decree-Law 139/2012, of 5 July;

III – the extra subjects6 of the 1st cycle of Basic Education, pursuant to Decree-Law 91/2013, of 10 July, which introduced amendments to Decree-Law 139/2012, of 5 July;

IV - the development of projects and activities whose purpose is to contribute to the personal and social preparation of the students, in coordination with the educational project of the School/School Cluster.

Organisation and structure of the Guidance

The organising scheme now proposed in this Guidance may, as part of Education for Citizenship, be adopted and adapted in different ways at the various levels and cycles of education and teaching. This Guidance takes into account both the scientific literature produced in this area of Media Education and the range of experiences that have been developed in Portugal, particularly in recent years. The Guidance has also tried to take into account the media and communications experience of children and adolescents in the conditions and contexts in which they gain such experience these days.

The approach taken by the Guidance sets out to be the most universal and inclusive possible. Otherwise, it would fall into reductionist positions such as those that restrict communication to the media, and the media to journalism; or into approaches that take the point of view of technology and subordinate its links with social life. This option turns out to make the operation of the rationale more complicated in that there are

3 f UNESCO (2011) Media and information literacy: curriculum for teachers, Paris (see: http://unesdoc.unesco.org/ images/0019/001929/192971e.pdf). A translation into Portuguese was published in Brazil in 2013, enti-tled Alfabetização midiática e informacional: currículo para formação de professores: http://unesdoc.unesco.org/images/0022/002204/220418por.pdf4 http://www.comunicacao.uminho.pt/cecs/

5 The number of extra hours allocated to projects, as a result of school success.6 Integrated activities promoting the development of transversal skills in citizenship education and ICT


numerous kinds of media considered, several of which converge with one another in digital networks and platforms, in addition to which they may be quite distinct from the angles of the approaches considered.

It is thus proposed to implement a progressive process, from preschool education up to basic and secondary levels, on a range of topics: 1. Communicating and informing; 2. Understanding the current world ; 3. Types of media; 4. ICT and screens; 5. Digital networks; 6. Entertainment and shows; 7. Advertising and brands; 8. Production and industry/Professionals and enterprises; 9. The Media as social construction; 10. Audiences and consumption; 11. Freedom and ethics, rights and duties; 12. We and the Media. Each of these topics covers sub-topics and goals.

Several objectives were included for each group of topics/sub-topics, the purpose being to give educators and teachers a benchmark as to what can be deemed more general or more specific, without prejudice to them being appropriate for the age group and the educational path of the children and young people.

The performance descriptors in each education and teaching level and cycle are also those deemed appropriate for the development stage and age group of the children and young people targeted. These descriptors include a set of areas of knowledge, abilities, attitudes/values and behaviours required to achieve the intended leavel of learning.

This Guidance also contains essential literature references and resources that can support the training and teaching activities in the cinematographic, videographic, sound, multimedia and other fields.

It is further considered that school libraries are an essential partner in Media Education and in the use of this Guidance, through initiatives - individual or collaborative – which could be developed in conjunction with either formal or informal learning.

1. TEN MAJOR PRINCIPLES FOR MEDIA EDUCATION

Generally speaking, Media Education is intended to get students to understand that:

1. As with the history course, people and societies experience the quality of the relationship that is established between them. This relationship in turn experiences the quality of communication (in the sense of sharing, listening, empathy, exchange of messages and gestures) and the quality of information (processed data that are exchanged and passed on).

2. The technology and processes of information and communication that have been developed over the course of human history, at the same time as they have shaped societies they have also been built up by them and appropriated and endowed with meaning, thereby responding to needs and anxieties and generating new dynamics and opportunities.

3. The Internet and especially the web, in its various developments, is presented not just as a new medium but also as an environment that enables different forms and levels of communication and information, from intra- and interpersonal and group communication to organisational and mass communication. Digital technology creates various possibilities, including those of interaction, intertextual circulation, combination of different media, and the creation and enhancement of memory.

4. What the media produce and make available to the public to some extent reflects the social reality, but it is always and above all, necessarily, an interpretation that reality. The interpretation does not have to be manipulation, but a way of seeing and stating, albeit guided by criteria of rigour and a search for truth. In this regard, it is often said that the media construct reality, in information, but also in fiction, entertainment, advertising and propaganda; not only in the media professionals, but also in self-media, in social media and social networks.

5. In a global world, information about what is happening around us is vital. Journalism is concerned with the present; not only with telling and reporting, but with setting contexts, interpreting, investigating, questioning,


choosing and checking. The constraints and challenges that journalism is subject to together with the changes that come from internal and external pressures have led to its role being questioned, though this role has been recognised as absolutely crucial for social life and for democracies.

6. The media neither exist nor function in the absence of society. This means that the interests, worldviews, traditions, identities and values that contextualise them play a fundamental role, whether as potential or as limiation. The same is true of the rules and laws set by the State or by autonomous institutions that may affect the performance of the organisations within the the media.

7. To understand the media we need to realise what people do with them; what practices, tastes and habits each of us cultivates in relation to them; how they engage with and interweave our lives; what places they occupy and the repecussions they prompt. For this we must observe and study the consumption and audiences, paying heed to the specifics of each socio-cultural and geographical context, the socio-economic and other factors.

8. The inequalities that are feature of society are inevitably condensed in the relationship with the media. Therefore, we also have to look at and understand the information and media ecosystem from the position of disadvantaged social groups, the outskirts and areas of poverty and places where access to the media and networks is more difficult. Unequal resources and circumstances can nurture new groups of the digitally excluded, even among those with access to the Internet.

9. As in the past, mastery of reading and writing skills has become a basic requirement for any citizen, and today these abilities extend to (and intersect with) new languages and forms of communication, requiring not only multiple literacies but the skills and resources that cross-cut these different literacies. Their learning is necessary both for the formation of critical, enlightened and reflective citizens, but also for the demands of everyday life, in terms of health, work, finance or relations with public services.

10. For all these reasons, information and media education has become an unavoidable aspect of the training of every individual and a path that, from family to school and other training bodies, must be encouraged and cultivated, so as to promote: media literacy, a life of greater dignity and more quality and an informed social and political participation.


2. TOPICS, GOALS AND LEARNING OUTCOMES

Table 1 - Topics, Sub-topics and Goals

TOPIC SUB-TOPICS GENERAL GOALS SPECIFIC GOALS

1. Communicating and Informing

- Communication situations

- Communication problems

- History of communication

- Communicating and informing

- Information resources

To understand the phenomenaof communication and information,their history, resources and issues.

- To understand what communicating is- To understand the nature of communication- To understand the rules of human communication- To be able to define the concept of information- To recognise what are sources of information- To recognise the selection and

ranking of information- To recognise how information circulates- To realise that there is true information and

false or distorted information, and know how to distinguish between them

- To realise that information is quantifiable

2. Understanding the current world

- What is happening in the world

- Journalism

- Public life and opinion

To understand the relationship of the media with current world

- To distinguish public space from private space- To realise what globalisation is- To understand how globalisation curtails time

and space- To realise the influence of the media on how

we see the world

3. Types of Media

- Instrument and culture

- Media languages

- Access and use practices

To learn about and understand the different types and characteristics of the media.

- To understand what a medium is- To identify the characteristics and languages

specific to the press, radio, television, cinema, and the new media (see point 4)

- To realise how each medium is produced- To distinguish private ownership media from

public ownership mediaThe Press- To know a brief history of the press- To know about a newspaper- To know the characteristics of a front page- To know about and be able to identify the sections of a newspaper- To be able to identify the characteristics of various journalistic genresRadio and Television- To know a brief history of radio and television- To know the specific characteristics of radio and

television- To know a radio and television channel- To know what directing and stage-setting areCinema- To know a brief history of the cinema- To know the specific characteristics of

cinematographic language- To identify the characteristics of cinema

and its importance and influence on young people’s lives


TOPIC SUB-TOPICSGENERAL

GOALS SPECIFIC GOALS

4. ICT and screens

- Technology- Information and

communication technology- Types of screen- Multi-screen society

To understand the importance of the new media and information and communication technology.

- To know a brief history of ICT- To think about the uses of the Internet, mobile phones and videogames- To identify the main features of the Internet- To identify the pros and cons of the

mobile phone- To reflect on the values spread by the

different kinds of videogames- To know about problems caused by prolonged use

of screens- To reflect on how ICT and screens have changed

the form of relationships, with others, with time and with space

5. Digital Networks

- Living in a network/making a network- Risks of being entangled- Cyberbullying and Sexting

To know about and understand the functioning of the main social networks.

- To know about the main digital social networks- To understand their pros and cons- To discuss the phenomenon of cyberbullying and sexting

and identify ways of tackling it

6. Entertainment and shows

- Business vs Creation- Heroes, stars, fans and cults- Promotional material(merchandising)

To know about and understand different kinds ofentertainment.

- To know about entertainment, past and present

- To know the history of leisure- To identify the main kinds of entertainment- To know what fame is and how a

star is built up- To know what promotional material is

(merchandising)

7. Advertising and brands

- Media and advertising- Arts of seduction

To understand the phenomenon of advertising.

- To understand what the consumer society is- To know about the rules of advertising and marketing- To know how a brand is built - To know about the elements in an advertising

image- To know how to distinguish advertising from information- To know about the main advertising ploys- To recognise the role of advertising in

mobilising social causes- To know how to identify situations where

the media exploit product placement (in telelvision programmes, videogames,...)

8. Production and industry/Professionals and enterprises

- Media enterprises andgroups- Media Professionals

To know aboutthe leading media businessmen and professionals

- To know which are the main mediaprofessionals

- To realise how the media business works- To know what a media company or group is


Table 2 - Summary of Learning Outcomes by Topic

TOPIC Learning outcomes

1. Communicating and InformingStudents understand the importance of communication and distinguish different ways of communicating They realise how information is seen and valued in and by society.

2. Understanding the current worldStudents understand what is happening in the world and are interested in topical issues, at home and abroad. They distinguish public communication space from private space. They understand the phenomenon of globalisation.

3. Types of MediaStudents identify different kinds of media, they characterise their main functions and understand their specific languages. They show an ability to analyse and critically interpret the media and their content and messages.

4. ICT and screens Students understand the various uses of ICT in different contexts, for different purposes. They are able to exploit the potential of ICT to search and learn.

5. Digital Networks Students identify different social networks and are aware of theirvarious uses and impact on people’s lives and relationships.

6. Entertainment and showsStudents understand the importance of entertainment and shows in people’s lives and examine their place in the various media. They are aware of the industry surrounding entertainment and exploit some of its products. They understand the phenomenon of fans.

7. Advertising and brandsStudents have grasped the objectives and functions of advertising and are ableto identify and critically analyse the diversity of techniques used.

8. Production and industry/professionals and enterprises

Students realise that the media are produced in certain social, cultural and economic contexts. Students understand how the issues of ownership and concentration of the media relate to the principles of democracy and freedom of expression. They explore the concept of editorial freedom and its importance to ensure the independence of the media (as to who owns and official or unofficial actors). The students become aware of the editorial charters of different media. Editorials

9. Audiences and Consumption

Students discover how people use the media in their lives and identify the diversity of uses and functions of the media. They are able to reflect on their own media practices and interpret them critically. They recognise the importance of the context (social, family) to receiving and interpreting messages/texts.

10. Freedom and ethics, rights and duties

Students realise that a more informed citizen is better prepared to make decisions and participate in a democratic society. Students understand freedom of expression as a fundamental human right, essential for critical thinking. Students identify cases where there are restrictions on freedom of expression.

11. The Media as social constructionStudents explore representation, presence and silence in the media in general. They are able to identify stereotypes conveyed by the media. They identify bias and manipulation strategies. They understand that the editing process gives the text/message a certain meaning.

12. We and the Media

Students are encouraged to produce content, getting involved in a process to explore, plan and do. Students use different types of media to express their ideas, voices and opinions through a creative process. They produce different messages that present various perspectives and representations. Use the media as a platform for the expression of their citizenship. They identify the different channels and platforms that the media provide for the public to interact and participate and assess them critically.


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asp

ects

of s

ome

theo

ries

of t

he m

edia

(ag

enda

-set

ting,

spir

al o

f sile

nce)

and

wri

tings

of t

he

mos

t re

leva

nt a

utho

rs s

o as

to

deve

lop

a cr

itica

l spi

rit


SUB

-TO

PIC

S C

omm

unic

atio

n si

tuat

ions

| C

omm

unic

atio

n pr

oble

ms

| His

tory

of c

omm

unic

atio

n | C

omm

unic

atin

g an

d in

form

ing|

The

med

ia

PE

RFO

RM

AN

CE

D

ESC

RIP

TO

RS

PR

ESC

HO

OL

1ST C

YC

LE2N

D C

YC

LE3R

D C

YC

LESE

CO

ND

ARY

- Le

arn

to d

iscu

ss i

deas

, to

defe

nd v

iew

s an

d to

arg

ue

- D

evel

op p

ositi

ve

attit

udes

and

res

pect

fo

r th

e in

terl

ocut

ors

in a

con

vers

atio

n or

di

alog

ue

- U

nder

stan

d w

hat

can

caus

e no

ise

in a

com

mun

icat

ion

proc

ess

and

how

to

deal

po

sitiv

ely

with

the

con

flict

- Id

entif

y m

eans

of

com

mun

icat

ion

and

info

rmat

ion

- Le

arn

to

disc

uss

idea

s, to

de

fend

vie

ws

and

to a

rgue

- Be

abl

e to

iden

tify

diffi

culti

es

in c

omm

unic

atin

g an

d re

ason

s fo

r th

em, t

o re

pres

ent

som

e of

the

se s

ituat

ions

and

dis

cuss

w

ays

to o

verc

ome

them

- U

nder

stan

d w

hat

the

func

tion

of a

n in

form

atio

n te

xt is

- R

egar

d th

e cu

ltura

l and

in

terc

ultu

ral i

ssue

as

rele

vant

to

the

effe

ctiv

enes

s of

com

mun

icat

ion

- Id

entif

y th

e ra

tiona

les

of in

form

atio

n pr

oduc

tion

and

poss

ible

ine

qual

ities

in

acc

ess


SUB

-TO

PIC

S W

hat

is h

appe

ning

in t

he w

orld

| J

ourn

alis

m |

Pub

lic li

fe a

nd o

pini

on

PE

RFO

RM

AN

CE

D

ESC

RIP

TO

RS

PR

ESC

HO

OL

1ST C

YC

LE2N

D C

YC

LE3R

D C

YC

LESE

CO

ND

ARY

- Be

ale

rt t

o w

hat

is g

oing

on

arou

nd t

hem

- Tal

k ab

out

curr

ent

wor

ld

even

ts, f

rom

the

clo

sest

(fa

mily

, sch

ool,

neig

hbou

rhoo

d,

loca

lity)

to t

hose

furt

hest

aw

ay

- Ex

pres

s th

eir

view

on

cert

ain

happ

enin

gs

- G

ain

curi

osity

abo

ut a

nd

inte

rest

in c

urre

nt e

vent

s

- Ex

pres

s th

e w

ay, w

ithin

you

r fa

mily

, th

ere

is

know

ledg

e ab

out

wha

t is

hap

peni

ng i

n th

e w

orld

- Be

abl

e to

giv

e an

d re

ceiv

e a

piec

e of

new

s

- Be

ale

rt t

o w

hat

is

goin

g on

in t

he w

orld

- G

ain

curi

osity

ab

out

and

inte

rest

in

cur

rent

eve

nts

- Le

arn

to e

xpre

ss t

heir

view

on

curr

ent

even

ts

- Id

entif

y th

e m

ain

way

s to

lea

rn a

bout

cur

rent

ev

ents

- Be

aw

are

of t

he

role

of t

he m

edia

in

info

rmat

ion

abou

t th

e cu

rren

t w

orld

- K

now

wha

t is

hap

peni

ng in

th

e w

orld

- D

iscu

ss c

urre

nt is

sues

with

co

lleag

ues

and

expr

ess

your

op

inio

n on

the

m

- Id

entif

y th

e m

ain

mea

ns o

f ge

ttin

g to

kno

w a

bout

cur

rent

ev

ents

- Be

aw

are

of t

he r

ole

of t

he

med

ia in

info

rmat

ion

abou

t th

e cu

rren

t w

orld

- Id

entif

y fo

rms

of c

ircul

atin

gan

d di

ssem

inat

ing

info

rmat

ion

- R

ecog

nise

pro

fess

iona

lsw

hose

job

is t

o re

port

wha

t is

hap

peni

ng in

the

wor

ld

(iden

tify

jour

nalis

ts, m

ake

cont

act

with

the

m, i

nter

view

th

em, e

tc.)

- U

nder

stan

d th

e co

ncep

t of

cu

rren

t is

sues

and

eve

nts

- K

now

abo

ut t

he m

ain

issu

es in

volv

ed

in c

urre

nt is

sues

- Dis

cuss

cur

rent

issu

es w

ith c

olle

ague

s an

d ex

pres

s th

eir

opin

ion

on t

hem

- U

nder

stan

d th

e im

port

ance

of

know

ing

wha

t is

hap

peni

ng in

the

w

orld

at

the

polit

ical

, eco

nom

ic,

soci

al le

vels

- R

ecog

nise

the

rol

e of

med

ia

info

rmat

ion

in t

oday

’s so

ciet

y

- In

vest

igat

e an

d ge

t to

kno

w t

he

dive

rsity

of

fu

nctio

ns

and

rank

s w

ithin

the

pro

fess

ion

of jo

urna

lism

- Ex

plor

e ho

w in

divi

dual

s (g

rand

pare

nts,

pare

nts,

cous

ins

and

frie

nds)

are

info

rmed

- Be

com

e aw

are

of h

ow t

he m

edia

ch

ange

peo

ple’

s liv

es a

nd h

ow t

hey

perc

eive

the

wor

ld

- Be

aw

are

of h

ow t

hem

edia

acc

eler

ate

the

wor

ld

- Be

aw

are

of h

ow t

hem

edia

shr

ink

the

wor

ld

- K

now

the

rol

es o

f the

med

ia in

tim

e of

w

ar a

nd in

tim

e of

pea

ce

- K

now

the

mile

ston

es in

the

hi

stor

y of

the

med

ia

- K

now

abo

ut c

erta

in s

cien

tists

, pa

rtic

ular

ly p

hysi

cist

s w

ho r

ecei

ved

Nob

el P

rize

s, w

hose

dis

cove

ries

ch

ange

d th

e w

orld

of c

omm

unic

atio

n

- K

now

wha

t Bi

g D

ata

is a

nd t

he e

ffort

s m

ade

to m

anag

e th

e ex

trao

rdin

ary

amou

nt o

f inf

orm

atio

n pr

oduc

ed e

ach

min

ute


SUB

-TO

PIC

S In

stru

men

t an

d cu

lture

| M

edia

lang

uage

s | A

cces

s an

d us

e pr

actic

es

PE

RFO

RM

AN

CE

D

ESC

RIP

TO

RS

PR

ESC

HO

OL

1ST C

YC

LE2N

D C

YC

LE3R

D C

YC

LESE

CO

ND

ARY

- Tal

k ab

out

the

med

ia t

hat

are

mos

t us

ed a

t ho

me

and

how

the

y ar

e us

ed

- Ex

pres

s th

eir

tast

es

in

tele

visi

on

prog

ram

mes

, pe

rson

aliti

es

- Id

entif

y sp

ecifi

c te

levi

sion

chan

nels

and

tal

k ab

out

them

- N

ame

favo

urite

TV

ch

anne

ls a

nd m

entio

n th

e re

ason

s

- Le

arn

wha

t TV

is li

ke

back

stag

e

- K

now

abo

ut o

ptic

al t

oys

- Id

entif

y an

d ch

arac

teri

sem

edia

her

oes

and

rela

te t

hem

to t

heir

tas

tes

and

pref

eren

ces

- Ex

pres

s re

ason

s fo

r lik

ing

and

disl

ikin

g ce

rtai

n pr

ogra

mm

es

- R

eflec

t on

the

im

port

ance

of t

he m

edia

in

peo

ple’

s liv

es

- D

escr

ibe

the

med

ia

habi

ts a

nd p

ract

ices

of

frie

nds

and

fam

ily

- K

now

abo

ut o

ptic

al

toys

and

the

ir h

isto

ry

- Ex

peri

men

t w

ithth

e ill

usio

n of

mov

ing

imag

es

- Fi

nd in

form

atio

n on

the

va

riou

s pr

ofes

sion

s re

late

d to

the

med

ia

- D

iffer

entia

te t

he

diffe

rent

func

tions

of

TV

- K

now

how

a T

V

prog

ram

me

is p

rodu

ced

- C

ompa

re a

nd d

raw

co

nclu

sion

s ab

out

the

prog

ram

min

g of

diff

eren

t T

V c

hann

els

- R

eflec

t on

the

tec

hnol

ogic

alpr

ogre

ss o

f the

med

ia

- K

now

how

to

iden

tify

diffe

rent

ki

nds

of m

edia

- K

now

the

dis

tinct

fun

ctio

ns o

f th

e m

edia

and

the

ir im

pact

on

peop

le’s

expe

rien

ces

- K

now

the

diff

eren

t m

edia

la

ngua

ges

(ver

bal,

oral

ver

bal,

icon

ic a

nd im

ager

y)

- Be

com

e aw

are

that

med

ia

mes

sage

s an

d co

nten

t ca

n ha

ve

a po

sitiv

e or

neg

ativ

e im

pact

on

peop

le, d

epen

ding

on

wha

t is

of

fere

d an

d ho

w it

is u

sed

- Id

entif

y an

d ch

arac

teri

se t

hedi

ffere

nt t

elev

isio

n ge

nres

- D

evel

op

a cr

itica

l at

titud

e to

war

ds

diffe

rent

st

yles

an

d pr

ogra

mm

e of

feri

ngs

- K

now

abo

ut t

he e

arly

day

sof

the

cin

ema

and

its r

ole

in

the

first

few

dec

ades

- K

now

and

dis

tingu

ish

the

diffe

rent

m

edia

lang

uage

s (v

erba

l, or

al v

erba

l, ic

onic

and

imag

ery)

- D

iffer

entia

te t

ypes

of t

elev

isio

n an

d th

eir

feat

ures

- Id

entif

y an

d ch

arac

teri

se t

hedi

ffere

nt t

elev

isio

n ge

nres

- K

now

the

org

anis

atio

nal c

hart

of

tele

visi

on c

ompa

nies

(hu

man

and

te

chni

cal)

- U

nder

stan

d th

e w

orki

ng o

fte

levi

sion

(an

alys

is o

f the

bus

ines

s or

gani

satio

n of

TV

)

- C

ompa

re t

he d

iffer

ent

com

mun

icat

ive

and

orga

nisa

tiona

l st

yles

of t

elev

isio

n st

atio

ns

- D

evel

op a

cri

tical

att

itude

to

war

ds d

iffer

ent

styl

es a

nd

prog

ram

me

offe

ring

s

- U

nder

stan

d th

at e

ach

com

mun

icat

ion

med

ium

has

its

own

lang

uage

, con

vent

ions

and

ge

nres

- U

se d

igita

l med

ia t

o im

prov

e co

mm

unic

atio

n sk

ill

- Try

the

pos

sibi

litie

s of

ora

l la

ngua

ge c

omm

unic

atio

n th

roug

h ra

diop

honi

c la

ngua

ge

- Ana

lyse

the

info

rmat

ion

and

opin

ion

offe

red

in a

new

spap

er

- R

ecog

nise

the

cha

ract

eris

tics

of r

adio

as

a m

eans

of c

omm

unic

atio

n

- Le

arn

how

to

use

the

Inte

rnet

sa

fely

: dev

elop

the

abi

lity

to

dist

ingu

ish

betw

een

“goo

d” a

nd

“bad

”in

form

atio

n; e

xam

ine

the

vera

city

and

re

leva

nce

of in

form

atio

n; le

arn

how

to

use

the

mul

tiple

adv

anta

ges

that

the

In

tern

et o

ffers

; not

dis

clos

e pe

rson

al

data

- K

now

the

mai

n ae

sthe

tic c

urre

nts

in fi

lm h

isto

ry

and,

in p

artic

ular

, the

van

guar

ds

(Rus

sian

form

alis

m, n

eore

alis

m,

Nou

velle

Vagu

e (‘N

ew W

ave’

)


SUB

-TO

PIC

S In

stru

men

t an

d cu

lture

| M

edia

lang

uage

s | A

cces

s an

d us

e pr

actic

es

PE

RFO

RM

AN

CE

D

ESC

RIP

TO

RS

PR

ESC

HO

OL

1ST C

YC

LE2N

D C

YC

LE3R

D C

YC

LESE

CO

ND

ARY

- Ana

lyse

tel

evis

ion

show

s, tr

ying

to

disc

over

the

ir

stru

ctur

e, c

hara

cter

s, sp

aces

...

- R

eflec

t on

the

rea

sons

lead

ing

them

to

lik

e or

di

slik

e a

cert

ain

prog

ram

me

- Le

arn

how

to

use

the

Inte

rnet

saf

ely:

deve

lop

the

abili

ty t

o di

stin

guis

h be

twee

n “g

ood”

and

“ba

d”

info

rmat

ion

- Ex

plor

e an

d un

ders

tand

th

e ill

usio

n of

m

ovem

ent

and

anim

atio

n

- Le

arn

how

to

use

the

Inte

rnet

sa

fely

: dev

elop

the

abi

lity

to

dist

ingu

ish

betw

een

“goo

d” a

nd

“bad

” in

form

atio

n

- Asc

erta

in h

ow c

erta

in g

roup

s (e

lder

ly, c

hild

ren,

wom

en,

hom

osex

uals

, im

mig

rant

s, et

c.)

are

repr

esen

ted

in t

he m

edia

- K

now

abo

ut t

he d

evel

opm

ent

of t

he

cine

ma:

from

sile

nt fi

lms

to t

alki

es,

from

bla

ck a

nd w

hite

to

colo

ur

- K

now

abo

ut t

he s

tar

syst

em

- R

ealis

e th

at t

he m

eani

ng o

f a t

ext

can

chan

ge d

epen

ding

on

the

med

ium

in w

hich

it is

tra

nsm

itted

- Le

arn

how

to

use

the

Inte

rnet

sa

fely

: dev

elop

the

abi

lity

to

dist

ingu

ish

betw

een

“goo

d” a

nd

“bad

” in

form

atio

n

- Le

arn

to u

se m

obile

pho

nes

sele

ctiv

ely

- U

nder

stan

d th

e ‘g

ram

mar

’ sp

ecifi

c to

ea

ch m

ediu

m a

nd t

he k

ey i

ngre

dien

ts

that

cha

ract

eris

e it

- K

now

how

to

dist

ingu

ish

priv

atel

y ow

ned

med

ia fr

om p

ublic

ly o

wne

d m

edia


SUB

-TO

PIC

S Te

chno

logy

|

Info

rmat

ion

and

com

mun

icat

ion

tech

nolo

gy |

Ty

pes

of s

cree

n |

Mul

ti-sc

reen

soc

ie

PE

RFO

RM

AN

CE

D

ESC

RIP

TO

RS

PR

ESC

HO

OL

1ST C

YC

LE2N

D C

YC

LE3R

D C

YC

LESE

CO

ND

ARY

- Le

arn

wha

t a

scre

en is

and

w

hat

it is

for

- Id

entif

y th

e sc

reen

s th

at

child

ren

have

at

hom

e an

d th

at t

heir

fam

ilies

use

- Be

abl

e to

say

whi

ch s

cree

ns

they

pre

fer

usin

g an

d w

hy

- Tal

k ab

out

how

the

y us

e sc

reen

s an

d ho

w t

hey

are

used

by

thei

r fa

mily

- Tal

k ab

out

the

time

they

sp

end

usin

g te

chno

logy

and

unde

rsta

nd t

hat

it is

im

port

ant

to d

o ot

her

thin

gs s

uch

as p

layi

ng

- Sh

are

feel

ings

and

ex

peri

ence

s ab

out

the

use

of d

igita

l med

ia

alon

eor

with

tth

eir

fam

ily (

for

exam

ple,

vid

eo g

ames

, In

tern

et, t

able

ts)

- Id

entif

y th

e ty

pes

of

scre

en t

hey

have

at

hom

e an

d w

hat

they

are

use

d fo

r

- M

entio

n th

e sc

reen

s th

ey u

se m

ost

and

for

wha

t

- U

nder

stan

d th

e co

ncep

t of

“in

form

atio

n an

d co

mm

unic

atio

n te

chno

logy

”

- Thi

nk a

bout

the

tim

e th

ey s

pend

usi

ng

tech

nolo

gyan

d un

ders

tand

the

im

port

ance

of d

oing

ot

her

thin

gs

- Be

aw

are

that

scr

een

use

can

gene

rate

scr

een

depe

nden

cy

- Id

entif

y an

d un

ders

tand

th

e op

port

uniti

es, r

isks

an

d po

tent

ial o

f Int

erne

t us

e

- Id

entif

y di

ffere

nt

info

rmat

ion

and

com

mun

icat

ion

tech

nolo

gy

(the

mor

e an

d le

ssaf

ford

able

, the

mor

e an

d le

ss in

tere

stin

g or

use

ful)

- D

isco

ver

and

begi

n to

be

able

to

get

thei

r be

arin

gs in

a

digi

tal e

nviro

nmen

t

- Le

arn

to r

espe

ct t

he

age

indi

catio

ns o

f pr

ogra

ms

- K

now

the

usu

al in

form

atio

n an

d co

mm

unic

atio

n te

chni

ques

- Be

sen

sitiv

e to

the

ris

ks

that

can

ari

se o

n th

e In

tern

et

- Be

aw

are

of t

he c

ondi

tion

of

scre

en c

onsu

mer

- Id

entif

y an

d un

ders

tand

th

e op

port

uniti

es, r

isks

and

po

tent

ial o

f Int

erne

t us

e

- D

eter

min

e th

e di

ffere

nt w

ays

tech

nolo

gy im

pact

s on

the

ir li

ves,

on t

hat

of t

heir

frie

nds,

fam

ily

and

on s

ocie

ty a

t la

rge

- Le

arn

to c

ontr

ol t

he t

ime

they

sp

end

in fr

ont

of s

cree

ns

- Le

arn

to r

espe

ct t

he a

ge

indi

catio

ns o

f pro

gram

s

- Le

arn

to t

alk

to t

he fa

mily

abo

ut

wha

t th

ey s

ee o

n te

levi

sion

- Be

abl

e to

mas

ter

ICT

and

kno

w

to u

se a

wor

d pr

oces

sor

prop

erly

- K

now

how

to

wri

te d

ocum

ents

in

dig

ital f

orm

- Tak

e ca

re w

ith In

tern

et s

earc

hes,

know

how

to

sele

ct a

nd v

alid

ate

the

info

rmat

ion

and

assi

gn a

utho

rshi

p to

th

e so

urce

s us

ed

- Pr

oper

ly id

entir

y th

e m

ain

risk

s th

at a

rise

on

the

Inte

rnet

- K

now

the

cri

teri

a th

at e

nabl

e th

em

to a

sses

s th

e qu

ality

of a

site

- Be

abl

e to

und

erst

and

the

spec

ifici

tyof

jour

nalis

tic in

form

atio

n

- U

nder

stan

d th

e de

velo

pmen

t of

co

mm

unic

atio

n to

ols

and

thei

r us

es

- U

nder

stan

d th

e op

port

uniti

es a

nd

risk

s th

at IC

T p

oses

for

educ

atio

n

- To

anal

yse

soci

al a

nd c

ultu

ral

ineq

ualit

ies

rela

ted

to t

he a

cces

s an

d us

e of

tec

hnol

ogy


SUB

-TO

PIC

S Te

chno

logy

|

Info

rmat

ion

and

com

mun

icat

ion

tech

nolo

gy |

Ty

pes

of s

cree

n |

Mul

ti-sc

reen

soc

iety

PE

RFO

RM

AN

CE

D

ESC

RIP

TO

RS

PR

ESC

HO

OL

1ST C

YC

LE2N

D C

YC

LE3R

D C

YC

LESE

CO

ND

ARY

- Sh

are

and

thin

k ab

out

the

way

s of

bei

ng o

nlin

e an

dus

ing

digi

tal m

edia

; the

mos

t vi

site

d an

d fa

vour

ite w

ebsi

tes

and

vide

ogam

es

- K

now

abo

ut t

he d

evel

opm

ent

of t

echn

olog

y th

roug

h th

eir

pare

nts’

and

gra

ndpa

rent

s’ a

nd

thei

r ow

n ge

nera

tions

- Sea

rch

for

the

pric

es o

f cer

tain

eq

uipm

ent

and

rela

te t

hem

to

the

valu

e of

wag

es

- Be

aw

are

of t

he p

hysi

cal a

spec

ts

rela

ted

to b

eing

a v

iew

er o

r co

nsum

er o

f scr

eens

(ne

ed fo

r at

tent

ion

to e

rgon

omic

s, ph

ysic

al

exer

cise

, etc

.)


SU

B-T

OP

ICS

Livi

ng in

a n

etw

ork/

mak

ing

a ne

twor

k | R

isks

of b

eing

ent

angl

ed |

Cyb

erbu

llyin

g

PE

RFO

RM

AN

CE

D

ESC

RIP

TO

RS

PR

ESC

HO

OL

1ST C

YC

LE2N

D C

YC

LE3R

D C

YC

LESE

CO

ND

ARY

- Be

aw

are

of t

he n

etw

ork

idea

: gr

oup

of

frie

nds,

grou

p of

re

lativ

es, v

irtu

ally

- K

now

why

it is

impo

rtan

t to

rep

ort

case

s of

cy

berb

ully

ing

in w

hich

th

ey o

r th

eir

frie

nds

are

invo

lved

(as

vic

tims

or

perp

etra

tors

)

- K

now

who

the

y sh

ould

co

ntac

t w

hen

they

lear

n of

a

case

of c

yber

bulli

yng

- K

now

wha

t yo

u ca

n an

d sh

ould

do

whe

n yo

u ar

e fa

ced

with

a s

ituat

ion

of

cybe

rbul

lyin

g

- R

ecog

nise

the

impo

rtan

ce o

f re

port

ing

case

s of

cyb

erbu

llyin

g in

whi

ch t

hey

or t

heir

frie

nds

are

invo

lved

(as

vic

tims

or

perp

etra

tors

)

- K

now

tha

t in

itiat

ives

can

an

d sh

ould

be

prom

oted

to

disc

oura

ge t

he p

ract

ice

of

cybe

rbul

lyin

g

- U

nder

stan

d w

hat

cybe

rbul

lyin

g is

and

kno

w h

ow t

o id

entif

y an

d ha

ndle

mor

e ag

gres

sive

be

havi

our,

by p

eopl

e th

ey k

now

or

do

not

know

, whi

ch c

an c

ause

an

ger,

hurt

, sad

ness

or

fear

- R

ecog

nise

the

impo

rtan

ce o

f re

port

ing

case

s of

cyb

erbu

llyin

g in

whi

ch t

hey

or t

heir

frie

nds

are

invo

lved

(as

vic

tims

or

perp

etra

tors

)

- K

now

tha

t in

itiat

ives

can

an

d sh

ould

be

prom

oted

to

disc

oura

ge t

he p

ract

ice

of

cybe

rbul

lyin

g

- K

now

how

to

deal

with

st

rang

ers

and

with

onl

ine

bulli

es

- K

now

tha

t da

ta o

r ph

otog

raph

spl

aced

on

soci

al n

etw

orks

are

in

prac

tice

alw

ays

publ

ic

- K

now

wha

t da

ta s

houl

d an

d sh

ould

not

pla

ced

onlin

e, b

y th

e da

nger

tha

t th

eir

publ

ic

know

ledg

e ca

n re

pres

ent

- K

now

how

to

set

priv

acy

on a

soc

ial

netw

ork,

whi

le r

emem

beri

ng t

hat

priv

acy

is a

lway

s lim

ited

- K

now

why

it is

impo

rtan

t to

rep

ort

case

s of

cyb

erbu

llyin

g in

whi

ch t

hey

or t

heir

frie

nds

are

invo

lved

(as

vi

ctim

s or

per

petr

ator

s)

- K

now

who

to

cont

act

whe

n th

ey le

arn

of a

cas

e of

cyb

erbu

llyin

g


SUB

-TO

PIC

S Bu

sine

ss v

s cr

eatio

n |

Her

oes,

star

s, fa

ns a

nd c

ults

PE

RFO

RM

AN

CE

D

ESC

RIP

TO

RS

PR

ESC

HO

OL

1ST C

YC

LE2N

D C

YC

LE3R

D C

YC

LESE

CO

ND

ARY

- Le

arn

abou

t he

roes

, id

entif

y th

e he

roes

of

the

child

ren’

s gr

oup,

wat

chin

g th

em a

nd

char

acte

risi

ng t

hem

- D

iffer

entia

te t

he m

edia

he

roes

from

rea

l life

he

roes

and

cha

ract

eris

e th

em

- Id

entif

y th

e ch

arac

teri

stic

s an

d th

e na

rrat

ive

of

supe

rher

oes,

esta

blis

h co

mpa

riso

ns in

var

ious

m

edia

: film

s, ca

rtoo

ns, b

ooks

, vi

deog

ames

.

- K

now

diff

eren

t ty

pes

of

and

ente

rtai

nmen

t pr

ogra

mm

es a

nd s

how

s

- K

now

abo

ut h

eroe

s an

d ex

ampl

es o

f ass

ocia

ted

mer

chan

disi

ng -

T-sh

irts

, do

lls, m

ugs,

scho

ol

mat

eria

ls, c

erea

l pac

kage

s -

rela

ted

to a

film

or

tele

visi

on s

how

and

di

scus

s th

eir

goal

s

- K

now

the

are

as w

ith

the

idol

s w

ith m

ost

fans

(fo

otba

llers

or

surf

ers?

m

usic

ians

or

scie

ntis

ts?)

and

iden

tify

adve

rtis

emen

ts t

hat

incl

ude

them

, try

ing

to u

nder

stan

d th

e re

latio

nshi

p be

twee

n be

ing

fam

ous

and

adve

rtis

ing

prod

ucts

- K

now

diff

eren

t ty

pes

of p

rogr

amm

e an

d en

tert

ainm

ent

show

s

- K

now

abo

ut h

eroe

s an

d ex

ampl

es o

f ass

ocia

ted

mer

chan

disi

ng -

T-sh

irts

, dol

ls,

mug

s, sc

hool

mat

eria

ls, c

erea

l pa

ckag

es -

rel

ated

to

a fil

m o

r te

levi

sion

sho

w a

nd d

iscu

ss

thei

r go

als

-Kno

w t

he a

reas

with

the

idol

s w

ith m

ost

fans

(fo

otba

llers

or

sur

fers

? m

usic

ians

or

scie

ntis

ts?)

and

iden

tify

adve

rtis

emen

ts t

hat

incl

ude

them

, try

ing

to u

nder

stan

d th

e re

latio

nshi

p be

twee

n be

ing

fam

ous

and

adve

rtis

ing

prod

ucts

- Be

abl

e to

iden

tify

the

kind

s of

com

mon

ly u

sed

prom

otio

nal p

rodu

cts,

dete

rmin

ing

whe

ther

the

y ar

e se

ries

, film

s or

oth

er

prog

ram

me

type

tha

t he

lp

sell

thes

e pr

oduc

ts o

r if

the

oppo

site

hap

pens

- R

eflec

t on

the

typ

es o

fen

tert

ainm

ent

- U

nder

stan

d th

e im

pact

of

ente

rtai

nmen

t pr

ogra

mm

es/c

onte

nt

on a

udie

nces

- Id

entif

y th

e el

emen

ts t

hat

are

used

in

tele

visi

on a

nd c

inem

atic

fict

ion

- Id

entif

y, ch

arac

teri

ze a

nd d

istin

guis

h th

e di

ffere

nt t

ypes

of e

nter

tain

men

t te

levi

sion

pro

gram

mes

: ser

ies,

soap

op

eras

, film

s, co

ntes

ts, s

port

- Be

abl

e to

iden

tify

and

disc

uss

the

med

ia w

orld

rol

e m

odel

s fo

r yo

ung

peop

le

- Be

abl

e to

iden

tify

expr

essi

ons,

gest

ures

and

clo

thes

, for

exa

mpl

e,

that

bec

ame

fash

iona

ble

afte

r be

ing

used

by

an id

ol, a

nd in

dica

te t

he

reas

ons

for

this

suc

cess

- U

nder

stan

d th

e co

ncep

t of

the

so

ciet

y of

the

spe

ctac

le

- U

nder

stan

d th

e co

ncep

t of

att

entio

n an

d ho

w e

nter

tain

men

t an

d sh

ows

try

to c

aptu

re a

nd k

eep

it

- U

nder

stan

d ho

w e

nter

tain

men

t an

d sh

ow v

alue

s co

ntam

inat

e ot

her

area

s, ev

en in

fluen

cing

the

tea

chin

g m

etho

d

- U

nder

stan

d ho

w t

he in

form

atio

n is

“co

ntam

inat

ed”

by t

he n

otio

n of

sh

ow

- K

now

abo

ut t

wo

com

mon

dev

ices

to

incr

ease

aud

ienc

es: s

ensa

tiona

lism

and

er

otic

ism

- Be

abl

e to

iden

tify

expr

essi

ons,

gest

ures

and

clo

thes

, for

exa

mpl

e,

that

bec

ame

fash

iona

ble

afte

r be

ing

used

by

an id

ol, a

nd in

dica

te t

he

reas

ons

for

this

suc

cess


SUB

-TO

PIC

S Bu

sine

ss v

s cr

eatio

n |

Her

oes,

star

s, fa

ns a

nd c

ults

PE

RFO

RM

AN

CE

D

ESC

RIP

TO

RS

PR

ESC

HO

OL

1ST C

YC

LE2N

D C

YC

LE3R

D C

YC

LESE

CO

ND

ARY

- Be

abl

e to

iden

tify

the

kind

of

audi

ence

cho

sen

as a

tar

get

of a

ttem

pts

to s

ell a

typ

e of

pro

duct

- c

hild

or

adul

t, gi

rls

or b

oys

- an

d ch

eck

for

ster

eoty

ped

mes

sage

s

- R

ecog

nise

tha

t m

erch

andi

sing

is

par

t of

a b

road

er m

arke

ting

cam

paig

n in

a s

erie

s, fil

m o

r ot

her

type

of p

rogr

amm

e

- U

nder

stan

d th

at t

he in

dust

ry

deve

lops

mar

ketin

g ca

mpa

igns

in

volv

ing

diffe

rent

pro

mot

iona

l st

rate

gies

to

diss

emin

ate

and

prom

ote

the

prod

ucts

- R

ealis

e th

at o

ther

peo

ple’

s ow

ners

hip

shou

ld b

e re

spec

ted,

w

hich

is w

hy t

hey

shou

ld n

ot m

ake

illeg

al c

opie

s of

the

wor

k of

oth

ers

(mus

ic, v

ideo

gam

es a

nd o

ther

pr

ogra

mm

es)


SUB

-TO

PIC

S M

edia

and

adv

ertis

ing

| A

rts

of s

educ

tion

PE

RFO

RM

AN

CE

D

ESC

RIP

TO

RS

PR

ESC

HO

OL

1ST C

YC

LE2N

D C

YC

LE3R

D C

YC

LESE

CO

ND

ARY

- Le

arn

to id

entif

y an

ad

vert

isem

ent

- Id

entif

y th

e el

emen

ts o

f an

ad

from

the

ir e

xper

ienc

e

- St

art

to b

e aw

are

of t

he

goal

s of

adv

ertis

ing

(kno

w it

s pu

rpos

e)

- Be

abl

e to

cre

ate

a s

loga

n to

sel

l a p

rodu

ct (

the

child

can

imag

ine

a pr

oduc

t)

- Be

abl

e to

iden

tify

wha

t th

ey li

ke m

ost

in a

n ad

vert

isem

ent,

and

expl

ain

why

- Id

entif

y th

e pr

esen

ce o

f an

adv

ertis

emen

t

- K

now

how

to

perf

orm

a

basi

c an

alys

is o

f an

adve

rtis

emen

t

- K

now

the

ele

men

ts t

hat

are

invo

lved

in a

dver

tisin

g: co

lour

, mes

sage

, rhy

thm

, m

usic

...

- K

now

the

goa

ls o

f ad

vert

isin

g

- Se

e if

adve

rtis

ing

fost

ers

com

petit

ive

attit

udes

, en

cour

ages

vio

lent

be

havi

our,

help

s su

stai

n si

tuat

ions

of i

njus

tice

and

low

ers

the

stat

us o

f peo

ple

to m

ere

cons

umer

s

- Id

entif

y so

me

elem

ents

th

at c

ompr

ise

an a

dver

tisin

g m

essa

ge

- K

now

the

ele

men

ts in

clud

ed

in a

dver

tisin

g m

essa

ges

- Id

entif

y th

e ke

y id

ea in

an

adve

rtis

emen

t, th

e va

lues

re

pres

ente

d, h

ow a

t tim

es, i

t su

gges

ts a

n id

ea o

f hap

pine

ss

- Id

entif

y so

me

elem

ents

tha

t m

ake

and

adve

rtis

ing

mes

sage

se

duct

ive

- Id

entif

y th

e pe

rsua

sive

inte

ntof

adv

ertis

ing

mes

sage

s

- K

now

the

obj

ectiv

es a

ndfu

nctio

ns o

f adv

ertis

ing

in

toda

y’s s

ocie

ty

- Be

aw

are

of t

he v

alue

s an

d m

odel

s pr

ojec

ted

in a

dver

tisin

g

- K

now

the

ele

men

ts in

clud

ed in

ad

vert

isin

g m

essa

ges

- D

istin

guis

h co

mm

erci

al a

dver

tisin

g an

d in

stitu

tiona

l adv

ertis

ing

- U

nder

stan

ding

the

diff

eren

ces

betw

een

esse

ntia

l con

sum

ptio

n (fo

od,

for

exam

ple)

and

sup

erflu

ous

ones

(g

adge

ts, f

or e

xam

ple)

- U

nder

stan

d th

e di

ffere

nce

betw

een

bene

ficia

l and

har

mfu

l con

sum

ptio

n;

indi

vidu

al c

onsu

mpt

ion

(food

and

cl

othi

ng, f

or e

xam

ple)

and

col

lect

ive

(roa

ds a

nd s

tree

t lig

htin

g, fo

r ex

ampl

e); p

riva

te c

onsu

mpt

ion

(by

hous

ehol

ds)

and

publ

ic (

by t

he s

tate

)

- K

now

how

to

iden

tify

the

mai

n fa

ctor

s on

whi

ch t

he c

onsu

mpt

ion

depe

nds:

econ

omic

(co

nsum

ers’

in

com

e, t

he p

rice

of g

oods

, te

chno

logi

cal i

nnov

atio

n) a

nd

soci

o-cu

ltura

l (th

e so

cio-

cultu

ral

envi

ronm

ent,

fash

ion,

tra

ditio

n,

adve

rtis

ing)

- K

now

tha

t co

mpa

nies

hav

e re

sour

ces

to s

tren

gthe

n an

d pr

ojec

t a

bran

d im

age:

a sp

eific

idea

, a s

loga

n, a

col

our,

a sy

mbo

l and

a s

erie

s of

sto

ries

- Id

entif

y th

e ki

nds

of a

dver

tisem

ents

th

at a

re m

ost

effe

ctiv

e at

cat

chin

g at

tent

ion

and

thin

k ab

out

how

the

y do

it

- R

ealis

e ho

w a

dver

tiser

s su

gges

t th

e id

ea t

hat

the

prod

uct

is c

lass

ic o

r m

oder

n, t

hat

it is

nat

ural

or

has

high

-tec

h ap

peal

, is

sim

ple

or r

efine

d

- Id

entif

y th

e el

emen

ts t

hat

mak

ean

adv

ertis

ing

mes

sage

tem

ptin

g

- U

nder

stan

d ho

w v

iral

mar

ketin

g, fa

shio

n, a

dver

tisin

g, et

c. ar

e us

ed t

o in

fluen

ce t

he s

ocio

-cul

tura

l env

ironm

ent,

to p

rom

ote

cons

umpt

ion

- K

now

abo

ut t

he d

iffer

ent

adve

rtis

ing

and

mar

ketin

g te

chni

ques

: pro

duct

pl

acem

ent

(inse

rtin

g pr

oduc

ts in

pr

ogra

mm

es s

o th

at t

heir

bra

nds

are

seen

by

the

audi

ence

) an

d br

ande

d co

nten

t (c

onte

nt s

pons

ored

by

a br

and,

bu

t th

e br

and

mes

sage

is c

onve

yed

in t

he

prog

ram

itse

lf)

- K

now

tha

t br

ands

ent

er o

ur d

aily

and

pr

ivat

e lif

e vi

a de

vice

s su

ch a

s de

riva

tive

prod

ucts

, pro

mot

iona

l ope

ratio

ns,

rela

tions

hip

mar

ketin

g


SUB

-TO

PIC

S M

edia

and

adv

ertis

ing

| A

rts

of s

educ

tion

PE

RFO

RM

AN

CE

D

ESC

RIP

TO

RS

PR

ESC

HO

OL

1ST C

YC

LE2N

D C

YC

LE3R

D C

YC

LESE

CO

ND

ARY

- R

ealis

e ho

w h

eroe

s th

at

emer

ge fr

om c

hild

ren’

s pr

ogra

mm

es a

re u

sed

to s

ell p

rodu

cts

of a

ll ki

nds

and

iden

tify

actu

al

exam

ples

- Be

abl

e to

con

side

r an

ad

vert

isem

ent

and

unde

rsta

nd

whe

ther

the

soc

iety

it s

ugge

sts

is a

ccep

tabl

e an

d fa

ir

- R

ecog

nise

tha

t ce

rtai

n pe

ople

, id

eas

and

obje

cts

are

neve

r re

pres

ente

d in

adv

ertis

men

ts,

and

deci

de if

the

situ

atio

ns t

he

adve

rtis

men

ts p

rese

nt a

re r

eal

- Be

aw

are

and

be a

ble

to t

ake

a cr

itica

l att

itude

tow

ards

th

e va

lues

, soc

ial r

oles

and

st

ereo

type

s co

nvey

ed b

y ad

vert

isin

g

- K

now

som

e su

blim

inal

or

hidd

en

devi

ces

of t

elev

isio

n ad

vert

isin

g

- K

now

abo

ut t

he d

iffer

ent

and

late

st a

dver

tisin

g an

d m

arke

ting

tech

niqu

es: p

rodu

ct

plac

emen

t (in

sert

ing

prod

ucts

in

pro

gram

mes

so

that

the

ir

bran

ds a

re s

een

by t

he a

udie

nce)

an

d br

ande

d co

nten

t (c

onte

nt

spon

sore

d by

a b

rand

, but

the

br

and

mes

sage

is c

onve

yed

in t

he

prog

ram

itse

lf)

- U

nder

stan

d ho

w a

dver

tisin

g in

fluen

ces

us

- U

nder

stan

d ho

w b

rand

s ar

e tr

ying

to

exp

lore

the

frag

ility

of s

elf-i

mag

e an

d th

e ne

ed t

o be

long

to

grou

ps

to s

ell t

heir

pro

duct

s

- U

nder

stan

d th

e co

ncep

t of

co

nsum

eris

m, a

com

mon

ter

m in

the

lit

erat

ure

on c

onsu

mer

edu

catio

n in

th

e co

ntex

t of

pro

tect

ing

cons

umer

ri

ghts

- U

nder

stan

d ho

w b

rand

s ar

e tr

ying

to

exp

lore

the

frag

ility

of s

elf-

imag

e an

d th

e ne

ed t

o be

long

to

grou

ps t

o se

ll th

eir

prod

ucts

- Be

abl

e to

ana

lyse

and

que

stio

n th

e su

blim

inal

mes

sage

s co

nvey

ed

by a

dver

tisin

g

- U

nder

stan

d th

e im

port

ance

of

resp

onsi

ble

cons

umpt

ion

and

avoi

d or

ref

use

to b

uy g

oods

and

se

rvic

es t

hat

infr

inge

hum

an r

ight

s or

the

env

ironm

ent

- U

nder

stan

d th

e co

ncep

t of

co

nsum

eris

m, a

com

mon

ter

m in

the

lit

erat

ure

on c

onsu

mer

edu

catio

n in

the

con

text

of t

he p

rote

ctin

g co

nsum

er r

ight

s


SUB

-TO

PIC

S M

edia

ent

erpr

ises

and

gro

ups

| Med

ia p

rofe

ssio

nals

PE

RFO

RM

AN

CE

D

ESC

RIP

TO

RS

PR

ESC

HO

OL

1ST C

YC

LE2N

D C

YC

LE3R

D C

YC

LESE

CO

ND

ARY

- Le

arn

the

rudi

men

ts o

f the

pr

oduc

tion

proc

ess:

plan

sho

rt

sequ

ence

s of

a s

tory

on

pape

r an

d pr

oduc

e th

em o

n vi

deo

- Be

abl

e to

iden

tify

wor

ds o

f fil

m la

ngua

ge: u

se k

ey w

ords

to

desc

ribe

the

pro

duct

ion

wor

k (e

.g. c

amco

rder

, film

ing,

cutt

ing,

spec

ial e

ffect

s, fil

m)

- Le

arn

the

prod

uctio

n pr

oces

s: pl

an o

n pa

per

shor

t se

quen

ces

of a

sto

ry

and

prod

uce

them

on

vide

o

- Be

abl

e to

iden

tify

wor

ds

of fi

lm la

ngua

ge: u

se k

ey

wor

ds t

o de

scri

be t

he

prod

uctio

n w

ork

(e.g

. ca

mco

rder

, film

ing,

cutt

ing,

spec

ial e

ffect

s, fil

m)

- Be

ing

able

to

inve

nt a

su

perh

ero

and

deve

lop

a sc

ript

for

a m

ovie

abo

ut

supe

rher

oes

- R

ealis

e th

at t

he p

ress

is a

lso

a bu

sine

ss t

hat

invo

lves

diff

eren

t pe

ople

, suc

h as

the

sel

ler

of

pape

r fo

r pr

intin

g th

e ne

wsp

aper

or

mag

azin

e an

d ki

osk

empl

oyee

- Id

entif

y w

hat

can

be s

ourc

es o

f re

venu

e fo

r th

e pr

esss

- R

ealis

e th

at a

new

spap

er h

as a

n ow

ner

- R

ealis

e th

at a

new

spap

er a

lso

has

a am

angi

ng e

dito

r (a

nd

it is

com

mon

to

have

sev

eral

de

putie

s), a

n ed

itor-

in-c

hief

, se

vera

l edi

tors

, rep

orte

rs,

jour

nalis

ts, c

orre

spon

dent

s, co

lum

nist

s, co

pyde

sks,

phot

ogra

pher

s, ca

rtoo

nist

s, de

sign

ers,

tele

phon

e op

erat

ors,

com

pute

r te

chni

cian

s, ar

chiv

ists

, et

c., a

nd b

e ab

le t

o in

dica

te w

hat

each

one

doe

s an

d w

hy t

his

wor

k m

atte

rs

- R

ealis

e th

at a

new

spap

er,

in a

dditi

on t

o ed

itori

al s

taff,

ha

s de

part

men

ts t

o ha

ndle

co

mm

erci

al a

nd m

arke

ting

issu

es

and

know

wha

t ea

ch o

f the

m

does

- R

ealis

e th

at t

he p

ress

is a

lso

a bu

sine

ss t

hat

invo

lves

diff

eren

t pe

ople

, suc

h as

the

sel

ler

of p

aper

for

prin

ting

the

new

spap

er o

r m

agaz

ine

and

kios

k em

ploy

ee

- Id

entif

y w

hat

can

be s

ourc

es o

f re

venu

e fo

r th

e pr

esss

- R

ealis

e th

at a

new

spap

er h

as a

n ow

ner

(a p

erso

n or

a g

roup

of p

eopl

e,

a co

mpa

ny o

r gr

oup

of c

ompa

nies

) an

d th

at it

can

influ

ence

the

new

s th

at

the

new

spap

er p

ublis

hes

or d

oes

not

publ

ish

- K

now

who

are

the

ow

ners

of t

he

mai

n Po

rtug

uese

dai

ly a

nd w

eekl

y ne

wsp

aper

s an

d kn

ow if

the

y ar

e al

so

owne

rs o

f rad

io a

nd /

or t

elev

isio

n st

atio

ns

- R

ealis

e th

at a

new

spap

er a

lso

has

a am

angi

ng e

dito

r (a

nd

it is

com

mon

to

have

sev

eral

de

putie

s), a

n ed

itor-

in-c

hief

, sev

eral

ed

itors

, rep

orte

rs, j

ourn

alis

ts,

corr

espo

nden

ts, c

olum

nist

s, co

pyde

sks,

phot

ogra

pher

s, ca

rtoo

nist

s, de

sign

ers,

tele

phon

e op

erat

ors,

com

pute

r te

chni

cian

s, ar

chiv

ists

, etc

., an

d be

abl

e to

in

dica

te w

hat

each

one

doe

s an

d w

hy t

his

wor

k m

atte

rs

- R

ealis

e th

at a

new

spap

er a

lso

has

a am

angi

ng e

dito

r (a

nd it

is c

omm

on

to h

ave

seve

ral d

eput

ies)

, an

edito

r-in

-chi

ef, s

ever

al e

dito

rs, r

epor

ters

, jo

urna

lists

, cor

resp

onde

nts,

colu

mni

sts,

copy

desk

s, ph

otog

raph

ers,

cart

ooni

sts,

desi

gner

s, te

leph

one

oper

ator

s, co

mpu

ter

tech

nici

ans,

arch

ivis

ts, e

tc.,

and

be

able

to

indi

cate

wha

t ea

ch o

ne d

oes

and

why

thi

s w

ork

mat

ters

- Rea

lise

that

a n

ewsp

aper

, in

addi

tion

to e

dito

rial

sta

ff, h

as d

epar

tmen

ts t

o ha

ndle

com

mer

cial

and

mar

ketin

g is

sues

and

kno

w w

hat

each

of t

hem

do

es

- Id

entif

y th

e te

chno

logi

es t

hat

are

used

to

prod

uce

and

dist

ribu

te

med

ia c

onte

nt

- Id

entif

y th

e di

ffere

nt p

rofe

ssio

nals

who

pr

oduc

e m

edia

con

tent

and

kno

w t

heir

fu

nctio

ns


SUB

-TO

PIC

S M

edia

ent

erpr

ises

and

gro

ups

| Med

ia p

rofe

ssio

nals

PE

RFO

RM

AN

CE

D

ESC

RIP

TO

RS

PR

ESC

HO

OL

1ST C

YC

LE2N

D C

YC

LE3R

D C

YC

LESE

CO

ND

ARY

- Id

entif

y ot

her

prof

essi

ons

som

ehow

invo

lved

with

the

pr

ess

indu

stry

- K

now

tha

t if

they

wan

t to

m

ake

a ne

wsp

aper

at

scho

ol

it is

als

o us

eful

to

have

jo

urna

lists

, dra

ught

smen

an

d ph

otog

raph

ers,

grap

hic

desi

gner

s, re

spon

sibl

e fo

r pr

oduc

tion,

sal

es a

nd o

ne o

r tw

o of

ficer

s

- U

nder

stan

d ro

les

of t

he

diffe

rent

pro

fess

iona

ls fr

om a

ra

dio

stat

ion

and

a te

levi

sion

ch

anne

l

- R

ealis

e th

at a

new

spap

er, i

n ad

ditio

n to

edi

tori

al s

taff,

ha

s de

part

men

ts t

o ha

ndle

co

mm

erci

al a

nd m

arke

ting

issu

es

and

know

wha

t ea

ch o

f the

m

does

- Id

entif

y ot

her

prof

essi

ons

som

ehow

invo

lved

with

the

pre

ss

indu

stry

- U

nder

stan

d ro

les

of t

he d

iffer

ent

prof

essi

onal

s fr

om a

rad

io s

tatio

n an

d a

tele

visi

on c

hann

el

- Id

entif

y th

e m

ajor

gro

ups

that

ow

n th

e m

edia

com

pani

es a

nd r

eflec

t on

th

e pr

os a

nd c

ons

of b

eing

run

by

big

busi

ness

- K

now

the

ent

ities

tha

t re

gula

te t

he

actio

n of

the

med

ia, u

nder

tand

the

ir

role

and

kno

w h

ow a

nd w

hen

they

can

an

d sh

ould

be

utili

sed

- K

now

the

mai

n se

arch

eng

ines

and

th

eir

busi

ness

mod

el, a

nd r

ealis

e ho

w

they

wor

k an

d w

hat

dict

ates

the

or

deri

ng o

f pag

es fo

r th

e se

arch

item


SUB

-TO

PIC

S M

edia

con

sum

ptio

n |

Aud

ienc

e m

easu

rem

ent

PE

RFO

RM

AN

CE

D

ESC

RIP

TO

RS

PR

ESC

HO

OL

1ST C

YC

LE2N

D C

YC

LE3R

D C

YC

LESE

CO

ND

ARY

- Id

entif

y th

e ta

rget

aud

ienc

e of

a p

rogr

amm

e: w

atch

di

ffere

nt k

inds

of c

lips

and

say

for

who

m e

ach

is

inte

nded

(ch

ildre

n, y

outh

, ad

ults

, fam

ily),

expl

aini

ng t

he

reas

on fo

r th

eir

deci

sion

- Be

abl

e to

tal

k ab

out

thei

r ex

peri

ence

as

a vi

ewer

, pl

ayer

of v

ideo

gam

es, e

tc .

- R

ealis

e th

at fr

iend

s ca

n en

joy

diffe

rent

pro

gram

mes

an

d ga

mes

and

tha

t th

ey c

an

wat

ch o

r pl

ay in

diff

eren

t w

ays

- U

nder

stan

d th

e co

ncep

t of

and

aud

ienc

e

- Id

entif

y ev

eryd

ay

situ

atio

ns in

whi

ch t

hey

are

audi

ence

s

- Id

entif

y th

e ta

rget

au

dien

ce o

f a p

rogr

am o

r an

adv

ertis

emen

t

- U

nder

stan

d th

e im

port

ance

of t

he

audi

ence

for

the

med

ia:

with

out

an a

udie

nce

ther

e is

no

tele

visi

on, n

o ne

wsp

aper

s w

ould

be

sold

, no

film

s w

ould

be

mad

e

- Be

aw

are

that

aud

ienc

es

have

diff

eren

t ta

stes

and

pr

efer

ence

s

- U

nder

stan

d th

e di

ffere

nce

betw

een

imm

edia

te a

nd

med

iate

d au

dien

ce a

nd r

elat

e to

co

ncre

te s

ituat

ions

- Id

entif

y th

e ta

rget

aud

ienc

e of

a p

rogr

amm

e or

an

anno

unce

men

t (b

y vi

ewin

g di

ffere

nt c

lips

or a

dver

tisem

ents

an

d sa

y fo

r w

hom

the

y ar

e in

tend

ed, g

ivin

g re

ason

s)

- R

ecog

nise

, fro

m t

he t

aste

s an

d pr

efer

ence

s of

the

gro

up, t

hat

peop

le h

ave

diffe

rent

rea

ctio

ns

and

resp

onse

s to

med

ia

prod

ucts

- Id

entif

y th

e m

echa

nism

s th

at t

he

med

ia u

se t

o re

ach,

att

ract

and

bu

ild a

udie

nces

- R

esea

rc h

ow p

eopl

e us

e th

e m

edia

in t

heir

live

s, w

hat

thei

r ha

bits

and

usa

ge p

atte

rns

are

- K

now

how

aud

ienc

es u

se t

he

med

ia in

eve

ryda

y lif

e, w

hat

thei

r us

age

habi

ts a

re a

nd w

hat

form

s th

is u

sage

can

tak

e

- R

eflec

t on

the

use

s of

the

med

ia

- K

now

the

his

tori

cal d

evel

opm

ent

of t

he c

once

pt o

f aud

ienc

e

- D

istin

guis

h th

e co

ncep

ts

of a

udie

nce

and

publ

ic a

nd

unde

rsta

nd t

he r

elat

ions

hips

and

te

nsio

ns b

etw

een

them

;

- U

nder

stan

d au

dien

ce

segm

enta

tion;

iden

tify

any

soci

al

diffe

renc

es in

the

rel

atio

ns a

nd

beha

viou

r of

aud

ienc

es -

gen

der,

age,

soc

io-e

cono

mic

gro

up,

occu

patio

n

- Id

entif

y th

e “v

oice

s th

at a

re

hear

d” in

the

med

ia a

nd t

he

“voi

ces

that

rem

ain

unhe

ard”

- R

eflec

t on

the

use

s of

the

med

ia

- U

nder

stan

d th

at t

he m

edia

co

nten

t/m

essa

ges

do n

ot h

ave

the

sam

e m

eani

ng fo

r al

l peo

ple

- U

nder

stan

d th

at a

udie

nces

use

, in

terp

ret

and

reac

t to

the

med

ia

in d

iffer

ent

way

s

- U

nder

stan

d ho

w t

he a

udie

nces

of t

he

vari

ous

med

ia a

re m

easu

red

and

refle

ct

on t

he im

port

ance

of t

hese

dat

a fo

r co

mpa

nies

and

adv

ertis

ers


SUB

TE

MA

S C

onsu

mos

de

Med

ia |

Med

ição

de

audi

ênci

as

PERF

ORM

AN

CE

DES

CRIP

TORS

PRES

CHO

OL

1ST C

YCLE

2ND C

YCLE

3RD CY

CLE

SECO

NDA

RY- D

isting

uish

the

limita

tions

of t

he

audi

ence

mea

sure

men

t pro

cess

- Und

erst

and

how

the

med

ia ta

rget

th

eir a

udie

nces

and

wha

t im

age

med

ia

prod

ucer

s hav

e of

thei

r aud

ienc

es

- Und

erst

and

how

aud

ienc

es in

terp

ret t

he

med

ia a

nd w

hat m

eani

ngs a

nd p

leas

ure

they

der

ive

from

them


SUB

-TO

PIC

S Fr

eedo

m o

f exp

ress

ion

| R

ight

s an

d du

ties

PE

RFO

RM

AN

CE

D

ESC

RIP

TO

RS

PR

ESC

HO

OL

1ST C

YC

LE2N

D C

YC

LE3R

D C

YC

LESE

CO

ND

ARY

- Le

arn

the

impo

rtan

ce o

f a

wor

k ha

ving

the

nam

e of

w

ho d

oes

it

- Le

arn

the

impo

rtan

ce

of t

heir

wor

k (p

aint

ings

, dr

awin

gs)

havi

ng t

heir

nam

e

- Sh

ow r

espe

ct fo

r th

e w

ork

of c

olle

ague

s

- Le

arn

that

tel

evis

ion

prog

ram

s (c

arto

ons,

soap

op

eras

, film

s), c

inem

a, et

c.,

alw

ays

have

a p

erso

n w

ho

has

desi

gned

and

pro

duce

d th

em

- Fe

el fr

ee t

o ex

pres

s th

eir

idea

s an

d le

arn

to r

espe

ct

thos

e of

oth

ers

- U

nder

stan

d th

e co

ncep

tfr

eedo

m o

f exp

ress

ion

- Be

aw

are

of t

he

impo

rtan

ce o

f alw

ays

refe

rrin

g to

aut

hors

hip

of

wor

ks

- R

ecog

nise

the

impo

rtan

ce

of a

ssig

ning

aut

hors

hip

toth

eir

own

wor

k;

- U

nder

stan

d th

ey m

ust

not

copy

the

wor

k of

oth

ers

and

pass

it o

ff as

the

ir o

wn

- Fe

el fr

ee t

o ex

pres

s th

eir

idea

s an

d le

arn

to r

espe

ct

thos

e of

oth

ers

- R

ecog

nise

the

impo

rtan

ce

of r

efer

enci

ng a

utho

rshi

p of

w

orks

, whe

ther

in d

igita

l for

mat

, au

diov

isua

l or

pape

r

- Id

entif

y th

e ba

sic

elem

ents

to

give

cre

dit

to a

wor

k: t

itle,

nam

e an

d da

te

- K

now

the

doc

umen

ts, i

n Po

rtug

al

and

abro

ad, t

hat

guar

ante

e fr

eedo

m o

f exp

ress

ion

- K

now

the

pri

ncip

les

of t

he r

ight

of

repl

y an

d re

ctifi

catio

n in

rel

atio

n to

the

med

ia

- K

now

per

sona

litie

s w

ho d

efen

ded

and

defe

nd fr

eedo

m o

f exp

ress

ion

- K

now

org

aniz

atio

ns t

hat

defe

nd

free

dom

of e

xpre

ssio

n

- K

now

how

to

refe

renc

e a

text

ta

ken

the

Inte

rnet

- Le

arn

that

the

act

of c

opyi

ng t

he

wor

k of

oth

ers

and

pres

entin

g it

as

his

own

is c

alle

d pl

agia

rism

- Und

erst

and

and

desc

ribe

the

pri

ncip

les

of fr

eedo

m o

f exp

ress

ion,

pre

ss

free

dom

and

free

dom

of i

nfor

mat

ion

- K

now

abo

ut t

he m

ain

docu

men

ts t

hat,

over

tim

e, h

ave

soug

ht t

o gu

aran

tee

free

dom

of e

xpre

ssio

n

- K

now

the

per

sona

litie

s an

d or

gani

satio

ns t

hat

defe

nd fr

eedo

m o

f ex

pres

sion

- U

nder

stan

d th

e im

port

ance

of a

free

pr

ess,

defe

nder

of h

uman

rig

hts

- K

now

abo

ut c

enso

rshi

p, its

his

tory

and

its

cha

ract

eris

tics

- U

nder

stan

d th

at m

edia

con

sum

ptio

n ra

ises

eth

ical

issu

es (

exam

ples

: te

levi

sion

pro

gram

mes

offe

ndin

g ri

ghts

an

d hu

man

dig

nity

, pro

mot

ing

som

e ki

nd o

f deg

rada

tion)

- U

nder

stan

d th

e im

port

ance

and

kno

w

abou

t th

e m

ost

rele

vant

legi

slat

ion

on

prot

ectin

g fr

eedo

m o

f exp

ress

ion,

chi

ld

prot

ectio

n, r

espe

ct fo

r pr

ivat

e lif

e, t

he

righ

t of

per

sona

l por

tray

al, t

he r

ight

to

per

sona

l rep

utat

ion,

inte

llect

ual

prop

erty


SUB

-TO

PIC

S Fr

eedo

m o

f exp

ress

ion

| R

ight

s an

d du

ties

PE

RFO

RM

AN

CE

D

ESC

RIP

TO

RS

PR

ESC

HO

OL

1ST C

YC

LE2N

D C

YC

LE3R

D C

YC

LESE

CO

ND

ARY

- U

nder

stan

d un

ders

tand

wha

t pu

blic

in

tere

st in

form

atio

n is

and

see

why

pu

blic

inte

rest

is n

ot t

he s

ame

as

the

publ

ic b

eing

inte

rest

ed

- K

now

and

be

able

to

exer

cise

th

e ri

ghts

and

dut

ies

of c

itize

ns

in r

elat

ion

to t

he a

ctio

n of

the

m

edia

in g

ener

al a

nd jo

urna

lism

in

part

icul

ar, n

otab

ly t

he r

ight

of r

eply

an

d re

ctifi

catio

n an

d th

e ri

ght

to

part

icip

ate

- K

now

the

wor

k of

the

pre

ss

ombu

dsm

an, r

adio

om

buds

man

and

te

levi

sion

om

buds

man

, un

ders

tand

ing

thei

r fu

nctio

n, p

ayin

g he

ed t

o w

hat

they

say

and

app

ealin

g to

the

m

whe

neve

r ju

stifi

ed (

whe

n a

new

s re

port

is in

accu

rate

or

cont

ains

lin

guis

tic e

rror

s, fo

r ex

ampl

e)

- K

now

abo

ut c

opyr

ight

and

see

w

hy it

sho

uld

be r

espe

cted

- D

efine

pla

giar

ism

and

des

crib

e its

co

nseq

uenc

es


SUB

-TO

PIC

S R

epre

sent

atio

ns o

f the

wor

ld |

Ef

fect

s, im

pact

s an

d ri

sks

PE

RFO

RM

AN

CE

D

ESC

RIP

TO

RS

PR

ESC

HO

OL

1ST C

YC

LE2N

D C

YC

LE3R

D C

YC

LESE

CO

ND

ARY

- Le

arn

to t

ell a

sto

ry o

r re

port

an

even

t fr

om

diffe

rent

poi

nts

of v

iew

- Le

arn

that

new

s is

als

o to

ld

and

repo

rted

in d

iffer

ent

way

s

- R

ealis

e th

at t

he m

edia

pr

esen

t ev

ents

from

di

ffere

nt p

oint

s of

vie

w

(tel

l a s

tory

from

diff

eren

t po

ints

of v

iew

)

- K

now

how

to

iden

tify

diffe

renc

es a

nd s

imila

ritie

s be

twee

n ne

ws

item

s; di

scus

s tr

eatm

ents

(tit

les,

pict

ures

, act

ors

...)

rece

ived

by

the

sam

e ne

ws

item

, pu

blis

hed

or b

road

cast

in

diffe

rent

new

spap

ers

or

chan

nels

- Be

abl

e to

iden

tify

maj

or

cate

gori

es o

f pro

gram

me

genr

es, f

or e

xam

ple,

new

s, fic

tion,

ent

erta

inm

ent

- K

now

wha

t st

ereo

type

s ar

e an

d id

entif

y so

me

of t

hose

co

nvey

ed b

y th

e m

edia

- R

ecog

nise

suc

h di

ffere

nces

as

the

re m

ay b

e be

twee

n an

ev

ent

and

how

it is

rep

orte

d in

the

med

ia

- Pe

rfor

m a

naly

tical

exe

rcis

es

of m

edia

con

stru

ctio

n pr

oces

ses,

part

icul

arly

the

se

lect

ion

and

orde

ring

of

info

rmat

ion,

and

thi

nk a

bout

th

em

- D

istin

guis

h be

twee

n an

ev

ent

and

new

s ite

m -

the

la

tter

is a

lway

s pr

oduc

ed

by a

jour

nalis

t, fr

om t

heir

pe

rspe

ctiv

e an

d in

terp

reta

tion

of r

ealit

y

- K

now

and

use

the

jour

nalis

tic

genr

es a

s fo

rms

of e

xpre

ssio

n of

id

eas

and

info

rmat

ion

- U

nder

stan

d th

e co

ncep

ts

of s

elec

tion

and

rank

ing

of

info

rmat

ion,

vie

wed

from

man

y an

gles

(se

riou

s pr

ess

vs t

ablo

id

pres

s)

- Id

entif

y th

e is

sues

and

sub

ject

s th

at a

re in

clud

ed a

nd w

hich

are

ex

clud

ed in

the

med

ia w

orld

- N

otic

e w

ho is

incl

uded

in t

he

med

ia w

orld

and

who

is e

xclu

ded

- U

nder

stan

d ho

w s

tere

otyp

es

mar

k th

e re

pres

enta

tion

of

soci

al r

elat

ions

hips

in t

he c

inem

a, ad

vert

isin

g, so

aps

(for

exam

ple,

ric

h an

d po

or; m

en a

nd w

omen

; new

an

d ol

d)

- R

ecog

nise

and

ana

lyse

the

st

ruct

ure,

pur

pose

and

con

tent

of

diffe

rent

jour

nalis

tic g

enre

s (n

ews,

repo

rtag

e, a

rtilc

es, o

pini

on p

iece

s, ed

itori

al ..

.)

- D

iscu

ss h

ow t

he m

edia

rep

rese

nt

cert

ain

soci

al g

roup

s

- K

now

som

e pr

inci

ples

of t

he

theo

ries

of t

he m

edia

(ag

enda

se

ttin

g, sp

iral

of s

ilenc

e) a

nd t

exts

of

som

e of

the

mor

e re

leva

nt

auth

ors

- D

istin

guis

h ob

ject

ivity

and

im

part

ialit

y

- K

now

why

cer

tain

tex

ts s

eem

m

ore

real

istic

tha

n ot

hers

- U

nder

stan

d ho

w t

he m

edia

re

pres

ent

real

ity, i

dent

ifyin

g w

hat

“is

said

” an

d w

hat “

is n

ot s

aid”

- U

nder

stan

d ho

w m

edia

tex

ts

supp

ort

part

iucl

ar w

orld

co

ncep

tions

and

com

mun

icat

e m

oral

or

polit

ical

val

ues

- Ass

ess

how

the

med

ia r

epre

sent

pa

rtic

ular

soc

ial g

roup

s an

d kn

ow

how

to

judg

e if

thes

e re

pres

enta

tions

ar

e ac

cura

te


SUB

-TO

PIC

S R

epre

sent

atio

ns o

f the

wor

ld |

Ef

fect

s, im

pact

s an

d ri

sks

PE

RFO

RM

AN

CE

D

ESC

RIP

TO

RS

PR

ESC

HO

OL

1ST C

YC

LE2N

D C

YC

LE3R

D C

YC

LESE

CO

ND

ARY

- U

nder

stan

d w

hy t

he p

ublic

acc

epts

ce

rtai

n re

pres

enta

tions

, dee

min

g th

em

true

, and

rej

ectin

g ot

hers

, dee

min

g th

em

fals

e

- R

ealis

e th

at m

edia

rep

rese

ntat

ions

hav

e an

impa

ct o

n ho

w w

e vi

ew g

roup

s or

pa

rtic

ular

soc

ial i

ssue

s

- U

nder

stan

d ho

w t

he d

iffer

ent

uses

of

lang

uage

bec

ome

fam

iliar

and

how

the

y be

com

e ge

nera

lly a

ccep

ted

- U

nder

stan

d ho

w t

he c

onve

ntio

ns a

nd

code

s of

med

ia la

ngua

ge w

ork

in t

he

vari

ous

text

s (e

.g. t

exts

of t

oday

or

the

horr

or g

enre

tex

ts)

- Ex

amin

e ho

w t

he c

ombi

natio

n or

su

cces

sion

of i

mag

es, s

ound

s or

wor

ds

prod

uces

mea

ning

s


SUB

-TO

PIC

S

Part

icip

atin

g in

/thr

ough

the

med

ia |

Prod

ucin

g co

nten

t/m

essa

ges

PE

RFO

RM

AN

CE

D

ESC

RIP

TO

RS

PR

ESC

HO

OL

1ST C

YC

LE2N

D C

YC

LE3R

D C

YC

LESE

CO

ND

ARY

- C

reat

e yo

ur o

wn

med

ia:

a pr

inte

d or

dig

ital w

all

new

spap

er; a

vid

eo; a

com

ic

book

- Pu

t yo

urse

lf in

the

rol

e (m

ake-

belie

ve)

of s

ome

med

ia

prof

essi

onal

s

- U

se e

-mai

l, a

vide

o co

nfer

enci

ng a

nd v

ideo

ca

lling

sys

tem

(lik

e Sk

ype,

for

exam

ple)

- Se

nd n

ews

item

s to

the

loca

l m

edia

- Bu

ild a

n op

tical

toy

, sim

ple

(e.g

. tha

umat

rope

)

- C

reat

e an

d fe

ed a

bl

og a

s a

plat

form

fo

r ex

pres

sion

and

co

mm

unic

atio

n

- Par

ticip

ate/

colla

bora

te in

th

e sc

hool

new

spap

er o

r m

agaz

ine

- U

nder

stan

d th

e ro

le o

f so

me

med

ia p

rofe

ssio

nals

(v

isit,

inte

rvie

w)

- R

epor

t ne

ws

item

s to

loca

l m

edia

- Bu

ild a

mor

e so

phis

ticat

ed

optic

al t

oy (

eg, fl

ip-b

ook)

- C

reat

e a

stor

y an

d pe

rfor

m a

sto

rybo

ard

for

an a

nim

ated

film

, als

o co

nstr

uct

the

char

acte

rs

and

scen

ario

s

- Wor

k in

a g

roup

to

mak

e an

ele

men

tary

ani

mat

ed

film

- Be

com

e fa

mili

ar w

ith a

blo

g co

nten

t cr

eatio

n to

ol s

o as

to

be a

ble

to p

rodu

ce in

form

atio

n to

com

mun

icat

e w

ith o

ther

s an

d m

ake

the

blog

an

aest

hetic

ally

pl

easi

ng a

nd in

vitin

g pl

ace

- Pa

rtic

ipat

e/co

llabo

rate

in t

he

scho

ol n

ewsp

aper

or

mag

azin

e

- U

nder

stan

d th

e ro

le o

f som

e m

edia

pro

fess

iona

ls (

visi

t, in

terv

iew

)

- R

epor

t ne

ws

item

s to

loca

l m

edia

- In

vest

igat

e an

d di

ssem

inat

e in

form

atio

n on

asp

ects

of c

inem

a hi

stor

y or

abo

ut a

film

the

y ha

ve

seen

- C

reat

e a

stor

y an

d pe

rfor

m

a st

oryb

oard

for

an a

nim

ated

fil

m, a

lso

cons

truc

t th

e ch

arac

ters

and

sce

nari

os

- Ani

mat

e a

blog

as

a sp

ace

to s

hare

pe

rson

al e

xper

ienc

es (

e.g.

wri

te

revi

ews

of b

ooks

, mov

ies,

show

s, m

usic

vid

eos,

trav

el r

epor

ts a

nd

even

ts; b

iogr

aphi

es o

f sin

gers

, act

ors,

spor

tspe

ople

and

oth

er fa

vour

ite

star

s )

- R

elat

e th

e po

tent

ial o

f a b

log

to t

he

impo

rtan

ce o

f int

ercu

ltura

l dia

logu

e

- Pa

rtic

ipat

e/co

llabo

rate

in t

he s

choo

l ne

wsp

aper

or

mag

azin

e or

tak

e th

e in

itiat

ive

with

col

leag

ues

to c

ompi

le

one

of t

hese

sch

ool m

edia

- U

nder

stan

d th

e ro

le o

f som

e m

edia

pr

ofes

sion

als

(vis

it, in

terv

iew

)

- R

epor

t ne

ws

item

s to

the

loca

l m

edia

- D

isse

min

ate

initi

ativ

es t

hrou

gh

post

ers,

digi

tal a

ds a

nd s

peci

al

page

s on

the

Inte

rnet

- K

now

how

to

take

ow

ners

hip

of s

ever

al

med

ia (

audi

o, v

isua

l, w

ritt

en, d

igita

l) to

be

hear

d an

d to

exp

ress

cre

ativ

ity

- M

ake

a sc

hool

new

spap

er, a

mag

azin

e, a

ra

dio

stat

ion

or t

elev

isio

n

- Ani

mat

e a

blog

as

a sp

ace

to s

hare

pe

rson

al e

xper

ienc

es (

e.g.

wri

te r

evie

ws

of b

ooks

, mov

ies,

show

s, m

usic

vid

eos,

trav

el r

epor

ts a

nd e

vent

s; bi

ogra

phie

s of

si

nger

s, ac

tors

, spo

rtsp

eopl

e an

d ot

her

favo

urite

sta

rs )

- D

esig

n, p

rodu

ce, e

dit

and

publ

ish

info

rmat

ion,

doc

umen

tary

and

cre

ativ

e vi

deos

- D

isse

min

ate

initi

ativ

es t

hrou

gh p

oste

rs,

digi

tal a

ds a

nd s

ocia

l net

wor

ks

- Wri

te o

pini

on p

iece

s, ar

ticle

s or

lett

ers

to t

he e

dito

r of

a n

ewsp

aper

- Su

gges

t to

a lo

cal r

adio

sta

tion

that

it m

akes

pro

gram

mes

aim

ed a

t en

cour

agin

g th

e pa

rtic

ipat

ion

of y

oung

pe

ople


SUB

-TO

PIC

S

Part

icip

atin

g in

/thr

ough

the

med

ia |

Prod

ucin

g co

nten

t/m

essa

ges

PE

RFO

RM

AN

CE

D

ESC

RIP

TO

RS

PR

ESC

HO

OL

1ST C

YC

LE2N

D C

YC

LE3R

D C

YC

LESE

CO

ND

ARY

- Fi

lm e

very

day

life,

like

the

Lu

miè

re b

roth

ers,

(use

sim

ple

tech

nolo

gy li

ke a

mob

ile p

hone

or

a c

amco

rder

)

- Pa

rtic

ipat

e in

rad

io p

rogr

amm

es,

for

exam

ple,

in a

reas

inte

nded

for

liste

ners

- Wri

te a

rev

iew

of a

mov

ie (

e.g.

, for

the

scho

ol n

ewsp

aper

or

web

site

- C

reat

e a

scri

pt a

nd m

ake

ash

ort

film

- Fi

lm e

very

day

life

and

asse

mbl

e th

e cl

ips

to m

ake

a sh

ort

film

- Pr

oduc

e ra

dio

prog

ram

mes

and

br

oadc

ast

them

via

the

Inte

rnet

or

sugg

est

that

a lo

cal r

adio

sta

tion

broa

dcas

t th

em

- Se

t up

a r

adio

sta

tion

in s

choo

l

- Pr

oduc

e vi

deos

on

topi

cs r

elat

ed

to t

he p

rogr

amm

es’ c

onte

nt o

r, as

cr

eativ

e fr

eedo

m e

xerc

ises

, to

be

mad

e av

aila

ble

onlin

e or

ent

ered

for

com

petit

ions

- K

now

the

mos

t ef

fect

ive

mea

ns o

f co

mm

unic

atin

g th

e m

essa

ge t

hey

wan

t to

impa

rt

- K

now

abo

ut a

pplic

atio

ns u

sefu

l for

st

uden

t or

ado

lesc

ent

life


4. REFERENCES

The list of references below contains references used as the basis for the preparation of the Guidance and, more especially, references of the latest publications that are intended to supplement and expand the work in the field of media literacy.

AAVV (2005). Livro de Estilo. Lisbon: Público (2nd ed.)

Abrantes, J. C. (org.) (2006). Ecrãs em mudança. Lisbon: Livros Horizonte/CIMJ André, S. (2010). Mitos urbanos e boatos. Lisbon: A Esfera dos Livros

Arons de Carvalho, A., Figueiredo, J.P., Monteiro Cardoso, A. (2012). Direito da Comunicação Social. Alfragide: Texto Editores

Aubenas, F., Benasayag, M. (2002). A fabricação da informação. Os jornalistas e a ideologia da comunicação. Porto: Campo das Letras

Aumont, J. (2009). A imagem. Lisbon: Texto & Grafia

Balle, F. (2006). Os Media. Porto: Campo das Letras

Bertrand, C.-J. (2002) A deontologia dos media. Coimbra: MinervaCoimbra

Bevort, E., Frémont, P., Joffredo, L. (2012). Éduquer aux médias. Ça s’apprend! Paris: CLEMI

Bonixe, L. (2013). Rotinas e valores-notícia da reprodução da realidade na rádio portuguesa. Lisbon: Livros Horizonte/CIMJ

Bourdon, J. (2006). Introdução aos media. Porto: Campo das Letras

Breton, P. (2002). A palavra manipulada. Lisbon: Caminho

Breton, P. (2007). Pequeno manual para discussões complicadas. Porto:Asa

Buckingham, D. (2001). Media Education. A global strategy for development. A policy paper for UNESCO sector of communication and information.Disponível em:www.european-mediaculture.org/fileadmin/bibliothek/english/ buckingham_media_education/buckingham_media_education.pdf

Buckingham, D. (2003). Media education: Literacy, learning and contemporary culture. Polity Press

Cabecinhas, R.; Cunha, L. (2008). Comunicação intercultural - Perspectivas, dilemas e desafios. Porto: Campo das Letras

Cardoso. G. (2009). Do quarto de dormir para o mundo. Jovens e media em Portugal. Lisbon: Âncora

Carr, N. (2012). Os superficiais. O que a Internet está a fazer aos nossos cérebros. Lisbon: Gradiva

Castells, M.A (2007) A era da informação (3 vol.) Lisbon: Fundação Calouste Gulbenkian

Cintra Torres, E. (2006). Anúncios à lupa. Lisbon: Bizâncio

Cintra Torres, E. (2008). Mais anúncios à lupa. Lisbon: Bizâncio

Correia, F. (2006). Jornalismo, grupos económicos e democracia. Lisbon: Caminho

Correia, F., Baptista, C. (2007). Jornalistas: do ofício à profissão. Mudanças no jornalismo português (1956-1968). Lisbon: Caminho

Ferrão Tavares, C. (2004). A Escola e a televisão: Olhares cruzados. Lisbon: Plátano

Ferreira, G.B. (2012). Novos media e vida cívica. Estudos sobre deliberação, Internet e jornalismo. Universidade da Beira Interior: Livros LabCom Disponível em: http://www.livroslabcom.ubi.pt/book/92

Fiolhais, C., Marçal, D. (2012). Pipocas com telemóvel e outras histórias de falsa ciência. Lisbon: Gradiva


Furtado, J.A. (2012). Uma cultura da informação para o universo digital. Lisbon: Fundação Francisco Manuel dos Santos

Ganito, C. (2007). O telemóvel como entretenimento. Lisbon: Paulus

Gardies, R. (org.) (2008). Compreender o cinema e as imagens. Lisbon:Texto & Grafia

Gillmor, D. (2005) Nós, os media. Lisbon: Presença

Gonnet, J. (2007). Educação para os media.As controvérsias fecundas. Porto: Porto Editora

Guerreschi C. (2009). As novas dependências. Internet, trabalho, sexo, telemóvel e shopping compulsivo. PriorVelho: Paulinas

Hartley, J. (2004). Comunicação, estudos culturais e media. Conceitos-chave. Lisbon: Quimera

Jacquinot, R, Saint-Vincent, R., Saint-Vincent, O. (2006). Guia prático do storyboard.Avanca: Edições Cine-Clube de Avanca

Jäger,T., Stelter, C.,Amado, J., Matos,A., Pessoa,T. (ed.) (2012). Cyberbullying – Um manual de formação de pais. Disponível em: http://ct4p.zepf.eu/CT4P_Training_manual_PT.pdf

Johnson, S. (2006) Tudo o que é Mau faz Bem. Como os jogos de vídeo, a TV e a Internet nos estão a tornar mais

inteligentes. Porto: Lua de Papel

Kapuscinski, R. (2008). Os cínicos não servem para este ofício. Conversas sobre o bom jornalismo. Lisbon: Relógio d’Água

Kotler, P. (2006). Marketing para o século XXI. Lisbon: Presença (3rd ed.)

Kovach, B., Rosenstiel,T. (2005). Os elementos do jornalismo. O que os profissionais do jornalismo devem saber e o

público deve exigir. Porto: Porto Editora

Lindstrom, M. (2009). Buy.ology.A ciência do neuromarketing. Lisbon: Gestão Plus

Lopes, F. (2012). Vinte anos deTV privada em Portugal. Lisbon: Editora Guerra e Paz

McLuhan, M. (2008). Compreender os meios de comunicação. Extensões do homem. Lisbon: Relógio d’Água

Marôpo, L. (2008). A construção da agenda mediática da infância. Lisbon: Livros Horizonte/CIMJ Martins, M. L., et al. (2011). Imagem e Pensamento. Coimbra: Grácio Editor

Matos,A. P. (2006). Televisão e violência. (Para) Novas formas de olhar. Coimbra:Almedina

Media and Information Literacy (MIL) for Teachers - http://www.mil-project.org/ Neveu, E. (2005). Sociologia do jornalismo. Porto: Porto Editora

Pereira, L. (2013). Literacia digital e políticas tecnológicas para a educação. Santo Tirso: DeFacto Editores

Pereira, S. (2007). A minha TV é um mundo. Programação para crianças na era do ecrã global. Porto: Campo das

Letras

Pereira, S. (2007). Por detrás do ecrã.Televisão para crianças em Portugal. Porto: Porto Editora

Pérez Tornero, J. M. (2007). Comunicação e educação na sociedade da informação. Novas linguagens e consciência crítica. Porto: Porto Editora

Pinto, M. (2000). ATelevisão no quotidiano das crianças. Porto: Edições Afrontamento

Pinto, M. (2002). Televisão, família, escola – Pistas para a acção. Lisbon: Editorial Presença

Pinto, M., Pereira, S., Pereira, L., Dias, T. (2011). Educação para os media em Portugal: Experiências, Actores e Contextos. Lisbon: ERC. Available at: http://www.erc.pt/pt/estudos-e-publicacoes/publicacoes

Ponte,C.(2012).Crianças & media.Pesquisa internacional e contexto português do século XIX à actualidade.Lisbon: Imprensa de Ciências Sociais


Ponte, C., Jorge,A. et al. (2012). Crianças e Internet em Portugal. Coimbra: Minerva

Portela, P. (2011). Rádio na Internet em Portugal - A abertura à participação num meio em mudança. Ribeirão: Húmus/Universidade do Minho, CECS

Radu, M., Chabrol, C. (2010). Psicologia da comunicação e persuasão. Lisbon: Instituto Piaget

Ramonet, I. (2001). Propagandas silenciosas. Porto: Campo das Letras Ricardo, D. (2010). Ainda bem que me pergunta. Lisbon: Casa das Letras Rieffel, R. (2004). Sociologia dos media. Porto: Porto Editora

Rodrigues,A.D. (1999). Comunicação e cultura:A experiência cultural na era da informação. Lisbon: Editorial Pre- sença

Serra, J.P. (2008). Manual de teoria da comunicação. Covilhã: UBI, Livros Labcom. Disponível em: http://bit. ly/1fLfD88

Sunstein, C. (2010). Dos rumores. D. Quixote

Tengarrinha, J. (2013). Nova história da imprensa portuguesa. Das origens a 1865. Lisbon: Temas e Debates

Tisseron, S. (2004). As crianças e a violência nos ecrãs.A influência da televisão, cinema e jogos de computador nas

crianças. Porto: Âmbar

Tisseron, S. (2007). Manual para pais cujos filhos vêem demasiada televisão. Lisbon: Edições 70

Trindade, L. (2007). Primeiras páginas. O século XX nos jornais portugueses. Lisbon: Tinta da China

Trindade, L. (2008). Foi você que pediu uma história da publicidade? Lisbon: Tinta da China

Ventura, I. (2012) As primeiras mulheres repórteres. Portugal nos anos 60 e 70. Lisbon: Tinta da China

Vieira, J. (2010). A nossa telefonia. 75 anos de rádio pública em Portugal. Lisbon: Tinta daChina

Wolton, D. (2006). É preciso salvar a comunicação. Casal de Cambra: Caleidoscópio

Zagalo, N. (2013) Videojogos em Portugal – História,Tecnologia e Arte. Lisbon: FCA Editora

5. RESOURCES

Agir contra o cyberbullying – Um manual de formação. Disponível em: http://www.cybertraining-project.org/book/pt/.

Boletins “Público na Escola”. Disponível em: http://blogues.publico.pt/pagina23/category/boletim-publico-na-

-escola/

Cintra Torres, E., Fonseca T. (2006). Vamos ler imagens – imagens fixas, imagens em movimento. [2 CD-ROM] Lisbon: Direcção-Geral de Inovação e de Desenvolvimento Curricular

Créer un jornal lycéen – http://www.creerunjournallyceen.fr/

NOESIS, Revista trimestral. Available at: http://www.dge.mec.pt/index.php?s=directorio&pid=277

Pereira, S., Aguiar, A., Pereira, L. (2013). Agenda de Atividades de Literacia Digital. Escolinhas Criativas - Projeto

QREN SI ID&T 13720. Available at: http://www.literaciamediatica.pt/pt/artigo/agenda-de-atividades-de-

-literacia-digital

Pereira, S., Pereira, L.,Tomé,V. (2011). 25+UM – Agenda de Atividades de Educação para os Media. Braga: CECS

e GMCS. Available at: http://www.literaciamediatica.pt/pt/artigo/agenda-de-actividades-de-educacao-para-

-os-media


Pereira, S.; Pereira, L., Pinto, M. (2009). ComoTVer. Braga: CECS / Universidade do Minho. Available at: http://

www.lasics.uminho.pt/edumedia/?page_id=69

Pereira, S.; Pereira, L., Pinto, M. (2010). Videojogos: Saltar para Outro Nível. Braga: CECS, Universidade do Minho. Available at: http://www.lasics.uminho.pt/edumedia/?page_id=64

Pereira, S.; Pereira, L., Pinto, M. (2011). Internet e Redes Sociais.Tudo o que vem à Rede é Peixe?. Braga: CECS, Universidade do Minho. Available at: http://www.lasics.uminho.pt/edumedia/?page_id=36

UNESCO (2006). L’éducation aux médias. Un kit à l’intention des enseignants, des élèves, des parents et des pro- fessionnels. Available at: http://unesdoc.unesco.org/images/0014/001492/149278F.pdf (French) http://unesdoc. unesco.org/images/0014/001492/149278e.pdf (English)

UNESCO (2011). Media and Information Literacy. Curriculum ForTeachers. Paris: UNESCO. Available at: http://

unesdoc.unesco.org/images/0022/002204/220418por.pdf (in Portuguese).

5.1. Internet sites related to media education

Media education journals

Aulária – Revista Digital de Educomunicación: http://www.aularia.org/

Communications in Information Literacy: http://www.comminfolit.org/index.php?journal=cil

Comunicar: www.comunicar.com

International Journal of Learning and Media: http://ijlm.net/journal

The Journal of Media Literacy: http://journalofmedialiteracy.org/

The Journal of Media Literacy Education: http://digitalcommons.uri.edu/jmle/ Nordic Journal of Digital Literacy: http://www.idunn.no/ts/dk

Portugal

Blogue Educomunicação: http://comedu.blogspot.pt/ Blogue Página 23: http://blogues.publico.pt/pagina23/

Catálogo BloguesEDU: https://www.portaldasescolas.pt/portal/server.pt/community/04_catalogo_blogs/284

Documentos de referência sobre Educação para os Media: http://www.literaciamediatica.pt/pt/documentos-

-de-referencia

Educommunication: http://www.scoop.it/t/educommunication

Equipa de Recursos e Tecnologias Educativas, Direção-Geral da Educação: http://erte.dge.mec.pt/ Media Smart Portugal:http://www.mediasmart.com.pt/media_smart.1.html

Miúdos Seguros na Net: http://miudossegurosna.net/

Portal da Literacia Mediática: http://www.literaciamediatica.pt/ Portal de Jornais Escolares: http://jornaisescolares.dge.mec.pt/ Rádios e Televisões Escolares na Net: http://rten.dge.mec.pt/ Seguranet: http://seguranet.pt


Foreign

Associação Brasileira de Pesquisadores e Profissionais em Educomunicação: http://www.abpeducom.org.br/

Centre de Liaison de l’Enseignement et des Moyens d’Information: www.clemi.fr

Cine y Educación: http://www.uhu.es/cine.educacion/cineyeducacion/ Common Sense Media: http://www.commonsensemedia.org/ Edutopia: http://www.edutopia.org/

EMEDUS - European Media Literacy Education Study: http://eumedus.com/

European Commission: Media Literacy: http://ec.europa.eu/culture/media/media-literacy/index_en.htm

Gabinete de Comunicación y Educación (UAB): http://www.gabinetecomunicacionyeducacion.com/

Grupo Comunicar – Colectivo Andaluz de Educacion y Comunicación http://www.grupocomunicar.com/ Media and Information Literacy: http://milunesco.unaoc.org/

Media Animation: http://www.media-animation.be/ Media Smarts: http://mediasmarts.ca/

OFCOM-Media Literacy: http://stakeholders.ofcom.org.uk/market-data-research/other/media-literacy/ The News Literacy Project: http://www.thenewsliteracyproject.org/

UNESCO-UNAOC UNITWIN on Media and Information Literacy and Intercultural Dialogue: http://www. unaoc.org/communities/academia/unesco-unaoc-milid/

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