Avaliação de competências de literacia mediática: o caso português

Lopes, Paula; Pereira, Sara; Moura, Pedro; Carvalho, Anabela

doi:10.20873/uft.2447-4266.2015v1n2p42

Cited by 3 publications

(4 citation statements)

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“…The proliferation of terms frequently considered as synonymous (capacity, knowledge, ability, etc. ) and the diverse fields in which it is employed make it difficult to define (Drexel, 2003;Guzmán Marín, 2012;Lopes et al, 2015;Perrenoud, 1995;Sultana, 2009).…”

Section: The Concept Of Competence and Media Literacy Competencementioning

confidence: 99%

“…2 Despite this, Ashley et al (2013) maintain that progress has been made. Lopes et al (2015) looked into the work conducted in Portugal on the assessment of media literacy levels and determined that studies do exist, are growing in number and are all recent. In her PhD thesis, Paula Lopes (2013) points out that the assessment of media literacy levels has 'been mainly theoretical-empirical and quantitative-extensive in nature, focusing actually more on practices than competences' (p. 100).…”

Section: Assessing Media Literacy Competencesmentioning

confidence: 99%

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Assessing media literacy competences: A study with Portuguese young people

Pereira

Moura

2018

European Journal of Communication

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Daily life is indelibly marked by the media, which create (or help to create) different forms of leisure, entertainment and work. Reading, analysing, decoding, understanding and interpreting the media and the content they convey, as well as creating and producing messages, are today fundamental competences required to deal with and manage the flows of communication and information that reach us through various media and platforms. The following study involved administering an online questionnaire to a sample of 679 Portuguese students, mostly between the ages of 17 and 18. The aim was to characterize their media access and use in their final year of compulsory education, to determine their knowledge of the media, as well as their analysis, interpretation and production competences, which were placed on a three-level scale of media literacy. Findings suggest that knowledge is at a basic level, in most cases at the lowest level of the scale.

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Section: The Concept Of Competence and Media Literacy Competencementioning

confidence: 99%

Section: Assessing Media Literacy Competencesmentioning

confidence: 99%

Assessing media literacy competences: A study with Portuguese young people

Pereira

Moura

2018

European Journal of Communication

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“…Similarly, the media literacy test developed by Ashley, Maksl and Craft (2013) measured news media literacy alone, and the participants were college students taking a news media course or a journalism course. In Portugal, studies on media and information literacy skills assessment started to be developed in the last decade (Lopes, Pereira, Moura and Carvalho, 2015). More recently, the work developed by the Iberian-American Alfamed network seeks to capture the media literacy competences of students and teachers from different educational levels [www.redalfamed.org].…”

Section: Introductionmentioning

confidence: 99%

Measuring media and information literacy skills: Construction of a test

et al. 2018

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Abstract:Research on media and information literacy has been growing exponentially over the past years, but it has focused more on the examination of media practices than on the assessment of media and information literacy skills. In this paper we describe the process of designing and implementing a Media and Information Literacy Test comprising 20 items. We present the results of the analysis carried out to validate the items and to construct a scale of media and information literacy skills using Item Response Theory (IRT). Findings indicate that the conceptual framework adopted is adequate to measure media and information literacy and that the test has good discrimination and difficulty parameters. The test is based on a more comprehensive framework used to assess media and information literacy skills than those used in previous studies and can be used on an item-by-item basis. In this sense, it is a novel contribution to current efforts to measure media and information literacy skills.

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“…O pensamento complexo é desafiador para todos que trabalham na educação pois defende que o processo de ensino-aprendizagem deve ser considerados a partir do contexto do aluno.SegundoSuanno (2015), as teorias de Morin e o conceito de transdisciplinariedade têm influenciado professores a buscar uma reforma do pensamento, da educação e do estilo de vida, onde o educar seja feito com vistas à mudança no modo de perceber, pensar e agir. A autora usa o termo "ontologia complexa" para falar sobre esse paradigma emergente, onde "se reconfiguram as relações entre sujeito e objeto, entre ser e realidade, entre pensamento e fenômeno pesquisado, entre o ser que aprende e o apreendido, que passar ser considerados inseparáveis entre si"(SUANNO, 2015, p.203;NUNES;PORTO JUNIOR et al, 2018;BERNARDO et al, 2015;MACHADO et al, 2018; SILVEIRA JUNIOR, 2015;MELO, 2017;LOPES et al, 2015).…”

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Os Olhares Da Comunicação Organizacional No Brasil Para O Ensino Sob O Paradigma Da Complexidade

Theodoro

Pôrto

2019

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RESUMO Inseridos em um mundo onde o processo de ensino-aprendizagem carece superar a visão conteudista para se tornar, no mínimo, eficiente, já não é possível pensarmos em pesquisas sobre formação na área da comunicação organizacional sem antes relacioná-la a novas metodologias que objetivam melhorias em sala de aula. Nesse contexto é que esse artigo pretende buscar como o termo Paradigma da Complexidade tem aparecido nos artigos publicados nos Anais do Congresso da Abrapcorp, o mais representativo da área no Brasil. PALAVRAS-CHAVES: Paradigma da Complexidade; Abrapcorp; Congresso. ABSTRACT Inserted in a world where the teaching-learning process needs to overcome the contentist vision to become, at least, efficient, it is no longer possible to think about research on training in the area of organizational communication without first relating it to new methodologies that aim at improvements in the classroom. In this context, this article intends to look for how the term Complexity Paradigm has appeared in articles published in the Annals of the Congress of Abrapcorp, the most representative of the area in Brazil. KEYWORDS: Complexity paradigm; Abrapcorp; Congress. RESUMEN Insertado en un mundo donde el proceso de enseñanza-aprendizaje necesita superar la visión contendiente para ser, al menos, eficiente, ya no es posible pensar en la investigación sobre capacitación en el área de comunicación organizacional sin primero relacionarla con nuevas metodologías que apuntan a mejorar En el aula. En este contexto, este artículo tiene la intención de buscar cómo ha aparecido el término Paradigma de complejidad en los artículos publicados en el Annals of Abrapcorp Congress, el más representativo del área en Brasil. PALABRAS CLAVE: paradigma de complejidad; Abrapcorp; Congreso.

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Avaliação de competências de literacia mediática: o caso português

Cited by 3 publications

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Assessing media literacy competences: A study with Portuguese young people

Assessing media literacy competences: A study with Portuguese young people

Measuring media and information literacy skills: Construction of a test

Os Olhares Da Comunicação Organizacional No Brasil Para O Ensino Sob O Paradigma Da Complexidade

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