Duration
30h Th
Number of credits
| Master in multilingual communication (120 ECTS) (Digital media education) | 5 crédits |
Lecturer
Language(s) of instruction
English language
Organisation and examination
Teaching in the second semester
Schedule
Units courses prerequisite and corequisite
Prerequisite or corequisite units are presented within each program
Learning unit contents
Description of the teaching unit:
We'll start by examinig the challenges of media literacy in the digital environment, drawing on institutional and scientific texts. We'll then apply the key concepts of media literacy to digital texts, taking care to consider the devices that organize their circulation.
Table of Content
- 0. Why (digital) media education?
- 1. What is media/digital literacy?
- 2. (Digital) media education: elements of an institutional framework (UNESCO, EU, Belgium)
- 3. Surveillance capitalism and transparency issues
- 4. The culture of convergence/participatory culture and their opportunities for the development of (trans-)media literacy. The digital commons
- 5. Analyzing a digital text
- 6. Key components for designing a digital media education activity
- 7. Analyzing a digital media education activity
- 8. Guidance for carrying out the evaluation task.
Learning outcomes of the learning unit
After this teaching unit, the student will be able:
- to explain what media education/media literacy means and what are the current issues in view of the digitization of media and of communication tools;
- to produce critical analysis of digital media by questioning them with the concepts and methods discussed in the course;
- (i) to identify key elements of a digital media education activity (learning goals, competencies, materials, etc.) and (ii) discuss the relevance of the proposed learning activity, with regards to discuss their relevance to the current challenges in digital media education, using theoretical readings presented in the course.
Prerequisite knowledge and skills
Bachelor's level course (see admission requirements for the Master's degree in Multilingual Communication with a focus on Digital Media Education).
Planned learning activities and teaching methods
Oral lecture and note-taking by the student; explanation and discussion of texts; case study discussions.
Mode of delivery (face to face, distance learning, hybrid learning)
Face-to-face course
Additional information:
Face-to-face courses (except where adaptations are required by the sanitary context).
Recommended or required readings
Mandatory reading:
Buckingham, David. 2019. The Media Education Manifesto. Cambridge, UK: Polity Press.
Reading portfolio (eCampus). This portfolio consists of the following texts, to be prepared by the student, discussed during the course andw where appropriate, used as input for the assessment:
- Hobbs, Renee. 2021. "Chapter 1. What is Media Literacy?". Media Literacy in Action: Questioning the Media. Rowman & Littlefield Publishers. p. 2-31
- UNESCO 2014. Paris Declaration on Media and Information Literacy in the Digital Era (Extracts)
- UNESCO. 2023. Media and information literate citizens: think critically, click wisely! (Extracts)
- Ptaszek Grzegorz. 2020. "Media Education 3.0.? How Big Data, Algorithms, and AI Redefine Media Education" in Frau-Meigs, Divina, Sirkku Kotilainen, Manisha Pathak-Shelat, Michael Hoechsmann, and Stuart R. Poyntz, éd.The Handbook of Media Education Research. Hoboken, NJ: Wiley-Blackwell. p. 230-240.
- Buckingham, David. 2020. « Epilogue: Rethinking Digital Literacy: Media Education in the Age of Digital Capitalism ». Digital Education Review, n o 37: 230-39.
- Teurlings, Jan, and Markus Stauff. 2014. « Introduction: The Transparency Issue ». Cultural Studies ? Critical Methodologies 14 (1): 3-10.
- Jenkins, Henry, Mizuko Ito, and danah boyd. 2015. "4. Learning and Literacy" in Participatory Culture in a Networked Era: A Conversation on Youth, Learning, Commerce, and Politics. Cambridge, UK?; Malden, MA: Polity Press.
- Corrigan, Thomas F., "Chap. 3. "Who's Tracking me? Investigating and Publicly Documenting the Surveillance Economy Using Lightbeam and Wikipedia"; in Frechette, Julie D., and Rob Williams. 2016. Media Education for a Digital Generation. Routledge Research in Cultural and Media Studies 33. New York, NY: Routledge, 46-57
- Scharrer E., C. J. Olson et L. Sekarasih, "Chap. 10. Encouraging critical thinking about cyberbullying", in Frechette, Julie D., and Rob Williams. 2016. Media Education for a Digital Generation. Routledge Research in Cultural and Media Studies 33. New York, NY: Routledge, 143-156.
- Hobbs, Renee. 2021. Media Literacy in Action: Questioning the Media. Rowman & Littlefield Publishers.
- Souchier, Emmanuël, Gustavo Gomez-Mejia, Valérie Jeanne-Perrier, et Étienne Candel, éd. 2019. Le numérique comme écriture. Théories et méthode d'analyse. Paris: Armand Colin.
Exam(s) in session
Any session
- Remote
written exam
Written work / report
Additional information:
The assessment will be based on a personal work, to be submitted on eCampus on the first day of the examination session.
The assessment will be based on the following criteria:
- Formally: compliance with the requirements for the submission of an academic work (correct use of language, layout, clarity, coherence, structure, referencing of sources in bibliography, etc.)
- In terms of content: correct use of the theoretical and analytical tools covered in the course in order to produce a relevant analysis of the digital media; ability to show reflexivity.
Work placement(s)
Organisational remarks and main changes to the course
Contacts
Ingrid.Mayeur@uliege.be