This article describes an original international approach to inclusion and non-formal learning of socially excluded young people, through participatory internet radio -RadioActive101. First, we critically discuss the social and digital exclusion of young people. We then describe our approach -that includes participatory action research methods that are influenced by the work of Dewey and Freire, and operate as a process of complex intervention. This supports the inclusive co-production of radio content in ways that support nonformal learning in two EU contexts -the UK and Portugal. We then summarise and compare a qualitative investigation of RadioActive101. This showed positive results, with important similarities and differences between the two contexts. Participants reported that RadioActive101 was motivating and contributed to the development of contemporary skills, and also stimulated improvements in psychosocial dimensions such as confidence (self-efficacy) and self-esteem. This investigation informed the development of an original recognition system for non-formal learning that maps EU Key Competences for Lifelong Learning to radio practices and activities that are recognised through electronic badges. Our final reflections emphasise that in order to support the non-formal learning of socially excluded young people we must foreground our attention to fostering psychosocial dimensions alongside developing contemporary competences.
The role of digital literacy in strengthening citizens' resilience to misinformation and 'fake news' has been the subject of research projects and networking and academic and policy discourses in recent years, given prominence by an escalation of the perceived crisis following election and referendum results in the US and UK respectively. This special issue sets out to take forward critical dialogue in the field of media and digital literacy education by publishing rigorous research on the subject. The research disseminated in this collection speaks to the political and economic contexts for 'fake news', the complex issue of trust and the risks of educational solutionism; questions of definition and policy implementation; teaching about specific subgenres such as YouTube and clickbait; international comparisons of pedagogic approaches and challenges for teachers in this changing ecosystem.
ResumoAs práticas digitais que decorrem da ubiquidade dos media e da sua utilização possibilitaram a combinação de múltiplas plataformas no consumo de notí-cias. Neste artigo, procurámos identificar repertó-rios mediáticos (padrões de uso dos media noticiosos) em Portugal, de modo a compreender como são construídas as preferências mediáticas das audiên-cias e de que forma o consumo noticioso integra os seus hábitos quotidianos. Neste sentido, desenvolvemos uma análise a padrões de consumo de media noticiosos a partir de uma abordagem mista de mé-todos qualitativos e quantitativos baseada na Metodologia Q (Davis & Michelle, 2011), a partir de uma amostra constituída por 36 participantes. A análise dos padrões de consumo de notícias permitiu identificar e analisar sete repertórios mediáticos em função do uso, relevância e utilidade atribuída pelos sujeitos aos media noticiosos. Os resultados revelam perfis híbridos de consumo mediático e uma tendên-cia para consumos de notícias numa lógica móvel e multiplataforma, embora os media tradicionais continuem a desempenhar um papel determinante nos repertórios mediáticos em Portugal.Palavras-chave: audiências; consumos noticiosos; repertórios mediáticos; Cross-Media; metodologia Q.
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