The hard way to tell the story: literacy challenges for media and news narratives

• Autor(es): Bonacho, Fernanda
• Data: 2024
• Identificador Persistente: http://hdl.handle.net/10400.21/17917
• Origem: Repositório Científico do Instituto Politécnico de Lisboa
• Assunto(s): Communication; Media literacy; News literacy; Reading
• Tipo de Documento: Capitulo
• Idioma: Inglês
• Contribuidor(es): RCIPL

Descrição

For a long time already, we have been searching for the best ways to promote critical thought, bearing in mind, for example, the phenomenon of disinformation. Additionally, scholars and journalists have also long hoped that media education could positively tackle this challenge and enhance social goals such as political and civic engagement, particularly among youngsters. There is a consensus in the literature that the purpose of education, and specifically media literacy education, is to provide people with the habits of inquiry and skills of expression they need to be critical thinkers, effective communicators, and active citizens in the world. The goal of this paper is to introduce the way the “Academy for Reading the World: Journalism, Communication and I” promotes critical thinking, self-regulation, and communication as key competencies to develop information narratives, whilst selecting an interdisciplinary approach to media literacy in an immersive experience for young participants (14y-21y). We propose to show that knowledge, skills, attitudes, and values can be mobilized together with a reflexive approach to the learning process, to be able to deal with contemporary media-challenging contexts that insist on hindering reality readings.