Publicação
Promoting Critical Media Literacy through Project-based Learning
| Resumo: | This report is the product of the investigation conducted within the Supervised Teaching Practicum (STP) for teaching English at the 3rd cycle and secondary education levels throughout the 2023/2024 school year. The goal of which was to promote understanding and competencies of media literacy making use of project-based learning (PBL) practical pedagogy that leads to students taking responsibility for their learning and bridging the classroom with the school community. In most national and international guidelines for pedagogical action, it is established that teachers of all disciplines need to develop critical thinking with their students. However, there is often a lack of frameworks that can be employed for this purpose, resulting in a tendency for inertia in maintaining transmissive methodologies. Additionally, there is a pressing need for teacher-researchers to empirically document their best practices to address the disconnection between theory and practice in terms of media literacy education (McDougall et al., 2018). This report aims to contribute to the suppression of this need. It employed an experimental framework to gauge and develop critical media literacy (CML) and digital media literacy (DML) among adolescent students through PBL. The intervention consisted of two different student-led projects – A video about families for an intercultural exchange and a newspaper about social problems. The process of creation was accompanied by lessons of preparation on crucial skills for a media-literate citizen. The framework was developed and applied to a class of 11th graders in the English as Foreign Language (EFL) context, with two projects having been refined using action research (AR) methodology. |
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| Autores principais: | Paleta, Diogo Miguel Magalhães |
| Assunto: | Literacia Mediática Critica Metodologia de Projeto Literacia Digital Critical Media Literacy Project-Based Learning Digital and Media Literacy, Critical Thinking Relatório de estágio |
| Ano: | 2025 |
| País: | Portugal |
| Tipo de documento: | dissertação de mestrado |
| Tipo de acesso: | acesso aberto |
| Instituição associada: | Universidade Nova de Lisboa |
| Idioma: | inglês |
| Origem: | Repositório Institucional da UNL |
| Resumo: | This report is the product of the investigation conducted within the Supervised Teaching Practicum (STP) for teaching English at the 3rd cycle and secondary education levels throughout the 2023/2024 school year. The goal of which was to promote understanding and competencies of media literacy making use of project-based learning (PBL) practical pedagogy that leads to students taking responsibility for their learning and bridging the classroom with the school community. In most national and international guidelines for pedagogical action, it is established that teachers of all disciplines need to develop critical thinking with their students. However, there is often a lack of frameworks that can be employed for this purpose, resulting in a tendency for inertia in maintaining transmissive methodologies. Additionally, there is a pressing need for teacher-researchers to empirically document their best practices to address the disconnection between theory and practice in terms of media literacy education (McDougall et al., 2018). This report aims to contribute to the suppression of this need. It employed an experimental framework to gauge and develop critical media literacy (CML) and digital media literacy (DML) among adolescent students through PBL. The intervention consisted of two different student-led projects – A video about families for an intercultural exchange and a newspaper about social problems. The process of creation was accompanied by lessons of preparation on crucial skills for a media-literate citizen. The framework was developed and applied to a class of 11th graders in the English as Foreign Language (EFL) context, with two projects having been refined using action research (AR) methodology. |
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