Accreditations
With a 2-year study cycle (4 semesters), the MCCTI operates on a day and after-work basis* and corresponds to a total of 120 credits (European Credit Transfer System - ECTS).
With a set of mandatory curricular units, the MCCTI also offers optional courses in different subject areas.
The mandatory curricular units are the following:
1st semester:
- Internet Social Dynamics
- Discursive Practices
- Theories in Media and Communication
- Online Social Networks
- Fans and Participatory Culture
2nd semester:
- Research Design
- Media and Public Opinion
- Media Literacy
- Media and Political Participation
Second-year:
- Dissertation in Communication, Culture and Information Technology or Project Work in Communication, Culture and Information Technology
2nd semester:
- Dissertation in Communication, Culture and Information Technology or Project Work in Communication, Culture and Information Technology.
At the end of the course, students will have to present and defend a dissertation or master's capstone project (48 ECTS) in Communication, Culture, and Information Technology with a topic chosen by the candidate.
In addition to the curricular units already indicated, students choose:
In the 2nd semester of their 1st year:
An elective (optional) in Communication Sciences, including the following:
• Media and Journalism
• Geopolitics of the Media
• Political Communication
• Creative Industries Management
• Social Media Management
1st Semester of the 2nd Year:
In addition to the Dissertation and/or Work Project curricular unit, students must also attend two elective courses, one that the student is free to choose (from an existing course offered at ISCTE), and another elective related to one Social Research Method** to support the completion of the dissertation or project.
The ability to personally design the course is one of the differentiating assets of this master's degree.
Among the options offered in the field of communication sciences, the following courses are recommended to be attended as an elective:
• Political Marketing
• Reception, Enjoyment and Public of Culture
• Digital Narratives and Transmedia Entertainment
Or
• Internship in Communication, Culture and Information Technologies
The availability of electives is contingent on enrollment. The electives are available in different schedules during the day or after work and can be attended by students enrolled in either schedule.
At the end of the course, students will have to present and defend a dissertation or master's project (48 ECTS) in Communication, Culture, and Information Technology with a topic chosen by the candidate.
The in-person sessions are predominantly distributed over the first 3 days of the week. Students can select electives taught in any of the shifts (day or after work).
* the choice of shift (daytime or evening) is made at the time of registration and is limited to the places available.
** Social Research Method:
· Analysis of Archives and Other Documentary Sources
· Content Analysis with Computer Programs
· Analysis of Statistical Indicators
· Analysis of Networks in Social Sciences
· History and Images
· Oral History
· Advanced Methods of Data Analysis
· Methods of Data Analysis
· Multimedia Analysis
· Field Research
Programme Structure for 2024/2025
| Curricular Courses | Credits | |
|---|---|---|
| 1st Year | ||
|
Social Dynamics of the Internet
6.0 ECTS
|
||
|
Fandom and Participatory Culture
6.0 ECTS
|
||
|
Discursive Practices
6.0 ECTS
|
||
|
Online Social Networking
6.0 ECTS
|
||
|
Theories in Media and Communications
6.0 ECTS
|
||
|
Research Design
6.0 ECTS
|
||
|
Media Literacy
6.0 ECTS
|
||
|
Media and Public Opinion
6.0 ECTS
|
||
|
Media and Political Participation
6.0 ECTS
|
||
| 2nd Year | ||
|
Master Dissertation in Communication, Culture and Information Technology
48.0 ECTS
|
||
|
Master Project in Communication, Culture and Information Technology
48.0 ECTS
|
||
|
2nd Cycle Internship
6.0 ECTS
|
Social Dynamics of the Internet
LO1. Identify and understand the main theoretical frameworks for studying the social dynamics of the internet. LO2. Critically examine the impact of the internet on various aspects of society, including sociability, culture and the media, politics and the economy. LO3. Use theoretical frameworks and critical thinking to examine contemporary issues and phenomena such as digital inequalities, datification, platformization and the governance of the internet and associated technologies. LO4. Critically evaluate and discuss the ethical and social implications of Internet technologies. The LOs are in line with the teaching methods adopted. The lessons provide an in-depth understanding of the theoretical frameworks, complemented by readings, case studies and class discussions. The ethical and social challenges related to the digital transformation of contemporary societies are addressed throughout the lessons and in the discussion of concrete case studies.
ProgramCP1. Introduction: Internet and society CP2. Internet and social change: Transforming social structures and institutions CP3. Platformization, datification, algorithms and AI: Internet governance trends, policies and models CP4. Digital divides and disconnections: Factors of the digital divide; Digital challenges and disconnections CP5. Internet and media and creative industries: Media transformation. Business models and the attention economy CP6. Internet, journalism, public communication and information disorders: Challenges for journalism; Disinformation CP7. Online communities and sociability on the Internet: Communities and the psychosocial impacts of the Internet CP8. Privacy and surveillance: Privacy, data protection and surveillance CP9. Internet, Education, Labor Market and Gamification: Gamification in consumption, education and work CP10. Digital Culture, Prosumption and Participation: Participatory culture and its critics; Social movements and digital activism
Evaluation processStudents can choose between assessment throughout the semester or a final exam. Assessment throughout the semester includes active participation in all sessions. Students will have to write an in-depth thematic essay, which is estimated to require around 20 hours of research. The final version of the essay will account for 70% of the final grade. The originality and innovation demonstrated in the research for the essay will contribute 20% of the assessment. Participation and attendance at classes will be assessed at 10%. Students who do not opt for assessment throughout the semester, or who do not succeed in this way, can take an exam. This also includes the submission of an in-depth thematic assignment on the social dynamics of the internet.
BibliographyTitle: Cardoso, G. (2023). A comunicação da comunicação. As pessoas são a mensagem. Lisboa: Mundos Sociais.
Cardoso G, (org.) (2024). A Nova Comunicação. Coimbra: Almedina.
Cardoso, G., da Costa, A. F., Coelho, A. R., & Pereira, A. (2015). A sociedade em rede em Portugal: uma década de transição. Coimbra: Almedina.
Castells, M. (2020). The information city, the new economy, and the network society. In The information society reader (pp. 150-164). Routledge.
Castells, M. (2020). A new society. In The new social theory reader (pp. 315-324). Routledge.
Chayko, M. (2020). Superconnected: The internet, digital media, and techno-social life. SAGE Publications, Incorporated.
Van Dijk, J. (2020). The digital divide. John Wiley & Sons.
Webster, F. (2014). Theories of the information society. Londres: Routledge, 2nd edition.
Authors:
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Title: Altay, S., Berriche, M., & Acerbi, A. (2023). Misinformation on misinformation: Conceptual and methodological challenges. Social media+ society, 9(1)
Baldi, V. (2024). Otimizados e desencontrados: ética e crítica na era da inconsciência artificial. Braga: Húmus.
Bakardjieva, M. (2005) Internet Society, Sage
Berker, T, Hartmann, M., Punie, Y and Ward, K. (Eds) (2005) Domestication of Media and Technologies, Open University Press
Buckingham D. and R. Willett (Eds) (2006) Digital Generations, Erlbaum
Burgess, J., Marwick, A., & Poell, T. (Eds.). (2017). The SAGE handbook of social media. Sage.
Cardoso, G. et al. (2013). A sociedade dos ecrãs. Lisboa: Tinta da China.
Cardoso, G., Lapa, T., & Di Fatima, B. (2016). People are the message? Social mobilization and social media in Brazil. International Journal of Communication, 10, 22.
Cardoso, G., Accornero, G., Lapa, T. & Azevedo, J. (2017). Social movements, participation and crisis in Europe. In Manuel Castells, Olivier Bouin, Joao Caraça, Gustavo Cardoso, John Thompson, Michel Wieviorka (Ed.), Europe’s crises. (pp. 405-427). Cambridge: Polity Press.
Castaño-Pulgarín, S. A., Suárez-Betancur, N., Vega, L. M. T., & López, H. M. H. (2021). Internet, social media and online hate speech. Systematic review. Aggression and violent behavior, 58, 101608.
Castells, M. (2001), Internet Galaxy, OUP, Oxford.
Dahlgren, P. (2018). Media, knowledge and trust: The deepening epistemic crisis of democracy. Javnost-The Public, 25(1-2), 20-27.
Dias, P., Martinho, L., & Jorge, A. (2023). Desconexão Digital e Jovens Portugueses: Motivações, Estratégias e Reflexos no Bem-Estar. Comunicação e sociedade, (44), 1-22.
Evangelista, R., & Bruno, F. (2019). WhatsApp and political instability in Brazil: targeted messages and political radicalisation. Internet policy review, 8(4), 1-23.
Flew, T., Thomas, J., & Holt, J. (2022). The SAGE handbook of the digital media economy. Sage
Graham, M., & Dutton, W. H. (Eds.). (2019). Society and the internet: How networks of information and communication are changing our lives. Oxford University Press.
Haddon, L. (2004) Information and Communication Technologies in Everyday Life: A Concise Introduction and Research Guide, Berg
Helsper, E. J. (2021) The digital disconnect: the causes and consequences of digital inequalities. EBSCOhost
Hirsch-Kreinsen, H. (2023). Artificial intelligence: A “promising technology”. AI & SOCIETY, 1-12.
Ito, M., Matsuda, M. & Okabe, D. (Eds) (2005) Personal, Portable, Pedestrian, Mobile Phones in Japanese Life, MIT Press
Ito, M. (2010) Hanging Out, Messing Around and Geeking Out: Kids Living and Learning with New Media, MIT Press, Cambridge, MA
Kitchin, R. (2014). The data revolution: Big data, open data, data infrastructures and their consequences. Sage.
Lapa, T. et al (2018) “As desigualdades digitais e a sociedade portuguesa: divisão, continuidades e mudanças” In Carmo et al (Orgs.) Desigualdades Sociais: Portugal e a Europa, Lisboa: Mundos Sociais.
Lima-Quintanilha, T., Torres-da-Silva, M., & Lapa, T. (2019). Fake news and its impact on trust in the news. Using the Portuguese case to establish lines of differentiation. Communication & Society, 32(3), 17-33.
Ling, R. (2004) The Mobile Connection: The Cell Phone's Impact on Society, Morgan Kaufmann
Moe, H., & Madsen, O. J. (2021). Understanding digital disconnection beyond media studies. Convergence, 27(6), 1584-1598.
Munn, L. (2022). Thinking through silicon: Cables and servers as epistemic infrastructures. New Media & Society, 24(6), 1399-1416.
Ragnedda, M., & Muschert, G. W. (2013). The digital divide. Florence, KY: Routledge.
Rowell, L., & Call-Cummings, M. (2020). Knowledge Democracy, Action Research, the Internet and the Epistemic Crisis. Journal of Futures Studies, 24(4).
Üzelgün, M. A., Giannouli, I., Archontaki, I., Odstrčilová, K., Thomass, B., & Álvares, C. (2024). Transforming Toxic Debates towards European Futures: Technological Disruption, Societal Fragmentation, and Enlightenment 2.0. Central European Journal of Communication, 17.
Van Dijck, J., Poell, T., & De Waal, M. (2018). The platform society: Public values in a connective world. Oxford university press.
Wellman, B. & Haythornthwaite, C. (Eds) (2002) The Internet in Everyday Life, Oxford University Press.
Zuboff, S. (2019). The age of surveillance capitalism. Profile Books.
Authors:
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Fandom and Participatory Culture
LO1: list several proposals for defining "fan"
LO2: problematizing the pathological definitions of fans, by deconstructing social construction processes
LO3: take a historical look at fan studies by describing influences from various schools of thought.
LO4: to understand the social construction of cultural value hierarchies. Look at consumption as an instrument of distinction using Bourdieu's classic contributions alongside contemporary visions: from omnivores to cultural dissonants.
LO5: perceive consumption as a performative practice and how some fans assume more productive and creative roles in a participatory culture context;
0A6: Balance the triumphalist visions of participatory culture with social inequalities and the diversity of (non) access, uses and ICT literacies.
This class addresses the study of fans unfolding the pedagogical route on several constitutive dimensions.
P1: Proposals to define the category of "fan"
P2: Fans in common sense and in the media and social construction processes
P3: Influences and genesis of fans studies. A state of the art of fans studies
Q4: Taste and the social distinction
P5: From performative consumption to fan participation and production.
Q6: Epistemological limits to the triumphalist views of participatory culture. The danger of technological determinism. Social and digital inequalities.
Assessment throughout the semester consists of 2 moments of room presentation (30%) and 1 of written work (70%):
1) Individual oral presentation of the theme of final work in class in the academic period (10%)
2) Individual oral presentation and problematization of final work in class in the academic period (20%)
3) An individual written work weighing 70% according to guidelines provided by the teacher in class and delivering in the 1st period.
The possibility of assessment throughout the semester implies a minimum attendance of 2/3 of the classes.
The examination by exam (in the first season, 2nd and special season) will be by an written individual work with a weight of 100% with guidelines to be provided by the teacher and can be complemented with an oral discussion, if the teacher considers necessary.
The evaluation of this UC does not include the possibility of sole evaluation exclusively by oral test.
Title: Bennett, Lucy & Booth, P. (2016). Seeing Fans: Representations of Fandom in Media and Popular Culture. Bloomsbury
Booth, P. (2018). A Companion to Media Fandom and Fan Studies. Wiley Blackwell.
Click, Melissa A. & Scott, S. (Eds.) (2018). The Routledge Companion to Media Fandom. Routledge
Duffett, Mark (2013). Understanding Fandom. Bloomsbury Academic
Jenkins, H. (2012). Textual Poachers: television fans and participatory culture (2 ed). Routledge
Authors:
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Title: Abercrombie, N. & Longhurst, Brian (1998) Audiences: A sociological theory of performance and imagination. Londres: Sage.
Amesley, Cassandra (1989) ""How to Watch Star Trek."" Cultural Studies 3.3: 323-339.
Aranda, Daniel; Jordi Sánchez-Navarro & Antoni Roig Fanáticos (eds.) (2013) Fanáticos. La cultura fan. Barcelona, UOC Press
Bickerdike, Jennifer Otter (2015) The Secular Religion of Fandom. Pop Culture Pilgrim, Londres, Sage
Bourdieu, Pierre (2010) A Distinção. Uma Crítica Social da Faculdade do Juízo, Lisboa, Edições 70
Busse, Kristina & Gray, Jonathan ""Fan Cultures and Fan Communities"" in Nightingale, Virginia (ed.) (2011) The Handbook of Media Audiences, Malden, Wiley-Blackwell, pp. 425-443
Devereux, Eoin, Dillane, Aileen & Power, Martin J. (Eds.) (2011) Morrissey: Fandom, Representations and Identities, Bristol: Intellect Books
Dijck, J. (2009) Users Like You: Theorizing Agency in User-Generated Content, Media, Culture and Society, 31 (1), pp.41-58.
Gray, Jonathan A; Cornel, S.& Harrington, C. L. (Eds.) (2007) Fandom: Identities and Communities in a Mediated World (2nd ed.), New York University Press
Gray, Jonathan A. & S Murray (2016) 'Hidden: Studying media dislike and its meaning', International Journal of Cultural Studies 19(4), 357-372.
Hargittai, e. & Walejko, G. (2008) The Participation Divide: Content creation and sharing in the digital age. Information, Communication & Society, 11 (2), pp.239 - 256.
Harris, Cheryl & Alexander, Alison (Editores) (1998) Theorizing Fandom: fans, subcultures and identity. Nova Jersey: Hampton Press
Hennion, Antoine (2007), ""Those things that hold us together: Taste and Sociology"", in Cultural Sociology, 1, pp. 97-114
Hutchins, Amber & Natalie T. J. Tindall (eds) (2016) Public relations and participatory culture: fandom, social media and community engagement, New York, Routledge
Hills, M. (2002) Fan Cultures. Routledge
Jancovich, Mar (2002) ""Cult Fictions: Cult Movies, Subcultural Capital and the Production of Cultural Distinctions."" Cultural Studies 16.2 : 306-322.
Jenkins, Henry (2006) Fans, bloggers and gamers: exploring participatory culture. Nova Iorque: New York University Press.
Larsen, Katherine & Zubernis, L. (2013) Fan Culture. Theory/Practice. Cambridge
Lewis, Lisa A. (ed.) (1992) The Adoring audience: fan culture and popular media. Routledge
Lincoln Geraghty (2014) Cult Collections: Nostalgia, Fandom and Collecting Popular Culture, New York: Routledge
Lincoln Geraghty (ed.) (2015) Popular Media Cultures: Fans, Audiences and Paratexts, Hampshire, Palgrave Macmillan
Linden, Henrik e Sara Linden (2017) Fans and fan cultures. Tourism, consumerism and social media, Londres, Palgrave Macmillan
Sandvoss, C. (2005) Fans: the mirror of consumption. Cambridge: Polity Press
Williams, Rebecca (2015) Post-Object Fandom: Television, Identity and Self-narrative, Londres, Bloomsbury"
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Discursive Practices
I. To understand the media as having a catalysing role in the illocutory force of arguments that may be politically used against any external group;
II. To flag up the similarities between populist political and journalistic discourse, both of which tending towards the cancellation of differences against a common enemy, and social media profiles, based on 'identity pegs', which also seek to cover up possible contradictions and ambiguities;
III. To understand the institutionalisation of 'public problems' as a result of strategic media frames that translate as practices of naturalisation.
I - Frames and Discourse Analysis
II - Critical Discourse Analysis (Historical Discursive)
III - Critical Discourse Analysis (Sociocognitive)
IV - Foucauldian Discourse Analysis
V - Corpus-Based Linguistic Approach to Discourse Analysis
VI - Systemic Functional Linguistic Approach to Discourse Analysis
VII - Discourse-Mythological Analysis
VIII - Visual Social Semiotics
IX - Semiotic Approaches to Frames
The student is asked to deliver, on the ISCTE Moodle platform, a final essay, written on an individual basis, on two distinct methods of discourse analysis, which were taught in class, with the objective of applying both to excerpts of a selected political, journalistic or advertising discourse. The essay should demonstrate the differences and similarities in the results of the analyses carried out with either of the two methods.
The essay contributes 100% to the final grade.
Title: Wodak, R. (2009) ´The Irrationality of Politics', in The Discourse of Politics in Action: Politics as Usual. Hampshire: Palgrave Macmillan, pp. 28-56.
Van Dijk, T. A. (2017) Discurso, Notícia e Ideologia. Estudos na Análise Crítica do Discurso, trad. Z. Pinto-Coelho. Famalicão: Edições Húmus.
Rose, G. (2008) ?Discourse Analysis I?, in Visual Methodologies: An Introduction to the Interpretation of Visual Materials. London: Sage, pp. 141-171.
Entman, R. (1993) ?Framing: Toward Clarification of a Fractured Paradigm.' Journal of Communication 43(4): 51?58.
Caldas-Coulthard, C. R., & Moon, R. (2010). ?Curvy, hunky, kinky?: Using corpora as tools for critical analysis. Discourse & Society, 21(2), 99?133. doi:10.1177/0957926509353843
Banks, D. (2002) ?Systemic Functional Linguistics as a model for text analysis.? ASp [Online]: 35-36: 1-14.
Authors:
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Title: Wodak, R. (2007) ?Pragmatics and Critical Discourse Analysis. A cross-disciplinary Analysis.? Pragmatics and Cognition, 15 (1): 203?225.
Van Dijk, T. A. (1993) ?Principles of Critical Discourse Analysis.? Discourse & Society 4(2), 249?283.
Tjondro, M. (2014) ?Culpability across borders: print media of the DSK affair from an SFL perspective.? Journal of World Languages 1(2): 99-134.
Moore, S. (1997) ??Whom does this discourse serve?? Some requirements for communication suggested by Foucault?s analysis of power.? New Jersey Journal of Communication 5(2), 150?166.
Moon, R. (2013). From gorgeous to grumpy: adjectives, age, and gender. Gender and Language, 8(1), 5?41. doi:10.1558/genl.v8i1.5
MacMillan, C. (2020) ?A profoundly discriminatory entity? A discourse mythological analysis of the AKP?s discourse on the EU.? Journal of Contemporary European Studies, 1?14.
Kress, G. & van Leeuwen, T. (1996) Reading Images: The Grammar of Visual Design. Victoria: Deakin University.
Kelsey, D. (2015) ?Defining the ?sick society?: Discourses of class and morality in British right-wing newspapers during the 2011 England riots.? Capital & Class 39(2): 243?264.
Graham, L. (2005) ?Discourse Analysis and the Critical use of Foucault?. Paper presented at Australian Association for Research in Education. 2005 Annual Conference, Sydney, 27th November ? 1st December.
Boomgaarden, H./De Vreese, C. (2003) ?Valenced news frames and public support for the EU?. In: Communications, Vol. 28, pp. 361?381.Goffman, E. (1986) Frame Analysis: An Essay on the Organisation of Experience. Boston, Massachusetts: Northeastern University Press.
Alvares, C. (2017) ?Mediatising the Radical: The Implied Audience in Islamic State Propaganda Videos?. In: Digitale Medien und politischweltanschaulicher Extremismus im Jugendalter: Erkenntnisse aus Wissenschaft und Praxis, ed. Sally Hohnstein & Maruta Herding. Halle: Deutsches Jugendinstitut e.V.: pp. 39-58.
Álvares, C. (2018) ?Book review: Darren Kelsey, Media, Myth and Terrorism: A Discourse-Mythological Analysis of the ?Blitz Spirit? in British Newspaper Responses to the July 7th Bombings?, Discourse & Society 29(2): 224-226.
Authors:
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Online Social Networking
Students will have to be able to identify, analyze and investigate:
O1. the genesis and evolution of ties and social networks to critically compare them with those that occur in the digital context;
O2. the formation of nodes that in online networks play the role of connectors and hub;
O3. comparison between the various types of participation in online social networks;
O4. the "affordances" of online social networks and their most problematic effects on behaviors;
O5. characterize the main social media platforms and their strategies;
O6. the political economy associated with the use of data by social media platforms;
O7. the main questions that arise about the role of algorithms in online social networking platforms.
P1. Understand the structure and dynamics of social networks: centralized, decentralized, distributed;
P2. Actors and catalyst devices in social networks: entertainment and leisure, identity expression, management of social bonds, influencers;
P3. Personal and professional strategies to gain prominence in online social networks: social and political activism, disinformation, cyber-aggressions;
P4. Online social networks as triggers of psychological dependence and cultural radicalism;
P5. Characterization and analysis of digital platforms as new dimensions of the public sphere;
P6. The dating of digital practices and the political challenges of "echo chambers";
P7. Algorithms and their role in social networks.
Students may opt for assessment throughout the semester or final exam.
The assessment of the acquired knowledge is based on the appreciation of the participation and intervention in the different sessions (10%), on the assessment of an individual test (50%), and on the group presentation on one of the topics covered in the classes and the consequent written work to be carried out at the end of the semester (40%).
The work will consolidate a review of the current literature, a research question, theoretically informed about online social networks and oriented network methodology.
In the evaluation by final exam, the grade obtained in the exam will correspond to 100% of the UC grade.
Title: Williams, M. (2022) A ciência do ódio. Lisboa: Contrponto;
Turner, F. (2006). From Counterculture to Cyberculture: Stewart Brand, the Whole Earth Network, and the Rise of Digital Utopianism. Illinois: University Of Chicago Press.
Ferreira, G. B. (2018) SOCIOLOGIA DOS NOVOS MEDIA. Covilhã: Ed. LabCom;
Boyd, D. (2016). É complicado. As vidas sociais dos adolescentes em rede. Lisboa: Relógio D'Água;
Berger, J. (2014). Contágio. O que torna as coisas populares à escala mundial?. Lisboa: Clube do Autor;
Barabasi, L. (2009). Linked. A nova ciência dos networks. Belo Horizonte: Leopardo;
Baldi, V. (2024). Otimizados e Desencontrados. Ética e Crítica na era da Inconsciência Artificial. Braga: Húmus.
Cabanas, E. Illouz, E. (2022). A ditadura da felicidade. Lisboa: Temas e Debates;
Nichols, T. (2019). A morte da competência. Lisboa: Quetzal.
Zuboff S. (2019). The age of Surveillance Capitalism: The Fight for a Human Future at the New Frontier of Power. London: Profile Books.
Authors:
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Title: Citton, Y. (2022). Descontentamentos democráticos e mediarquia. Electra nº19. Lisboa: EDP, pp. 51-66.
Cotter, K. (2019). “Playing the visibility game: How digital influencers and algorithms negotiate influence on Instagram”. New Media & Society, 21(4), 895–913. https://doi.org/10.1177/ 1461444818815684
Couldry, N., Mejias, U. A. (2019) The Costs of Connection: How Data Is Colonizing Human Life and Appropriating It for Capitalism. Standford University Press.
Crawford, K. (2021). Atlas of AI: Power, Politics, and the Planetary Costs of Artificial Intelligence. Yale University Press. Kant, T. (2020). Making it personal: Algorithmic personalization, identity, and everyday life. Oxford University Press
Lavigne S (2021). Zoom Escaper. Disponível em: https://zoomescaper.com (visitado a 24 de março).
Magalhães, J., & Couldry, N. (2021). Giving by Taking Away: Big Tech, Data Colonialism, and the Reconfiguration of Social Good. International Journal Of Communication, 15, 20. Retrieved from https://ijoc.org/index.php/ijoc/article/view/15995/3322 Noble, SU (2018). Algorithms of Oppression: How Search Engines Reinforce Racism. New York: NYU Press.
Poell, T., Brooke, D. B., Duffy, E. (2021). Platforms and Cultural Production. London: Polity.
Royal Society, Explainable AI: the basics, Policy briefing, 2019.
Seaver N (2017) “Algorithms as culture: Some tactics for the ethnography of algorithmic systems”. Big Data and Society 4(2).
Thomas, SL. Nafus, D. and Sherman, J. (2018). “Algorithms as fetish: Faith and possibility in algorithmic work”. Big Data & Society 5(1). DOI: 10.1177/2053951717751552 Tufekci, Z. (2017). Twitter and tear gas: The power and fragility of networked protest. Yale University Press.
Vicente, P. N. (2023). Os Algoritmos e Nós. Lisboa: Fundação Francisco Manuel dos Santos.
Virno, P. (2001). A Grammar of the Multitude: For an Analysis of Contemporary Forms of Life. Los Angeles: Semiotext.
Yang, G. (2016). Narrative agency in hashtag activism: The case of #blacklivesmatter. Media and Communication, 4(4), 13. https://doi.org/10.17645/mac.v4i4.692
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Theories in Media and Communications
LO1 Acquisition of knowledge about the history and role of the media in the context of contemporary societies.
LO2 Ability to expound the main theoretical lines of the 20th century on media and mediated communication pointing out the potentialities and weaknesses of each one.
LO3 Development of abilities to apply theoretical knowledge acquired in solving specific problems in communication sciences.
1 - Introduction to the study of Communication and Media
- Definitions and frameworks for a scientific approach to communication.
2 - Classic Theories of Media and Communication
- Hypodermic theory
- Theory linked to the empirical-experimental approach: persuasion
- Theory deriving from empirical field research: limited effects
- Structural-functionalist theory of communication. pasta
- Critical theory of mass media and cultural industries
- Cultural Studies
- Canadian school
3 - Media and construction of reality
- Agenda-setting
- Newsmaking
- Gatekeeping
- Framing
There are 3 possible phases for carrying out the evaluation: 1st season, 2nd season and special season.
The assessment comprises two modes:
a) 1st season – Assessment throughout the semester
Group presentation in class with mandatory individual intervention (10%)
Group essay on a topic within the scope of the course (90%);
b) 2nd season and special season – Assessment by exam
individual article/essay on a topic within the scope of the course (100%).
Possibility of taking an oral test, in addition to the written test.
Title: Wolf, Mauro (2006) Teorias da Comunicação (8ª. ed.). Presença
McQuail, Denis & Deuze, Mark (2020). McQuail’s Media and Mass Communication Theory (7ª. ed.). Sage
Balnaves, Mark; Stephanie Hemelryk Donald & Brian Shoesmith (2009). Media Theories and Approaches. A Global Perspective. Palgrave Macmillan
Authors:
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Title: Breton, Philippe & Proulx, Serge (1997) A Explosão da Comunicação. Bizâncio.
Castells, M. (2009) Communication Power. Oxford University Press.
Carey, James W (2009) Communication as Culture: Essays on Media and Society (Revised Edition). Routledge.
Couldry, N. and Hepp, A. (2016) The Mediated Construction of Reality. Polity.
Danesi, Marcel (2009) Dictionary of Media and Communications. M. E. Sharpe.
Esteves, João Pissara (2011) Sociologia da Comunicação. Calouste Gulbenkian.
Gradim, Anabela (2016) Framing: o enquadramento das notícias. Livros Horizonte
Griffin, E., Ledbetter, A. & Sparks, G. (2019). A First Look at Communication Theory (10ª edição). McGraw Hill Education.
Hall, Stuart (2005) Enconding/Decoding. In Hall, S., Hobson, D., Love, A., & Willis, P. (Eds.). Culture, Media, Language: Working Papers in Cultural Studies, 1972-79 (pp. 117-127). Routledge.
Hartley, John (2020) Communication, Cultural and Media Studies: The Key Concepts (5th ed). Routledge
Hesmondhalgh, David & Jason Toynbee (eds.) (2008) The Media and Social Theory. Routledge
Littlejohn, Stephen & Karen A. Foss (Eds.) (2009) Encyclopedia of Communication Theory. Sage
Mattelart, Armand & Mattelart, Michèle (1997) História das teorias da comunicação. Campo das Letras.
Robert S. Fortner, P. Mark Fackler (Eds.) (2014) The Handbook of Media and Mass Communication Theory. Wiley
Serra, J Paulo (2007) Manual de teoria da Comunicação. Labcom.
Silverstone, Roger (1999), Why Study The Media?. Sage
Watson, James & Anne Hill (2012) Dictionary of Media and Communication Studies (8th ed.). Bloomsbury.
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Research Design
At the end of the CU students should be able to:
1) recognize and use different types of methodological strategies, mastering its theoretical, methodological and technical requirements, in order to make adequate choices;
2) identify central problems in research design, from problem definition to conceptualisation, operationalization, observation and proposal writing;;
3) write a research and/or intervention project proposal.
1. Research as a producer of knowledge to know and/or to intervene.
1.1. Empirical research as theoretically oriented.
1.2. Research as problem solving: diagnosis, evaluation, intervention.
1.3. Ethics in different types of research.
2. How to design a research project and/or intervention.
2.1. Formulation of the problem and definition of objectives.
2.2. Conceptualization.
2.3. Operationalization and observation.
2.4. Project's design.
3. Methodological strategies.
3.1. Adequacy of the methodological strategies to the objectives of tthe research.
3.2. Extensive research: large surveys, statistical databases, etc..
3.3. Intensive research: case studies, field research, participant observation, ethnographic approach, etc.
3.4. Action research and social intervention.
3.5. Comparative research: objectives and problems of comparison.
3.6. Mixed methods.
The learning process proceeds trough theoretical-practical classes, seminar presentations and debate (which are given prevalence), tutorials and students' autonomous work.
|
Evaluation along the semester, comprising the following components:
(a) Class participation and presentation of the research and/or intervention project (35%)
b) Final written work: research project and/or intervention (65%).
OR
Final assessment, consisting of a final written work: research project and/or intervention, complemented with an oral discussion, if the teacher considers necessary (100%).
The evaluation of this course does not include a final exam.
Media Literacy
Students will develop their knowledge and critical thinking about media reality with the following learning objectives (LO):
OA1. Identify the dimensions of the concept of media literacy.
OA2. Understand the contemporary challenges imposed by media technologies in the development of skills and abilities.
OA3. Socialization in the debate about the importance and relevance of new forms of media literacy.
OA4. Understand the relationship between media cultures and social institutions such as school or work contexts.
OA5. Identify the impacts and transformation processes associated with an ocularcentric media culture marked by audiovisual technologies.
OA6. Understand the challenges of digital networks in their technical and social complexity.
OA7. Identify the impacts of technology on digital divisions and full social participation.
The course is structured in ten sessions:
Part 1 - Media literacy and social change
CP1. The plurality and complexity of the media literacy concept.
CP2. Relationship between media literacy and the social construction of childhood and generations
Part 2 - Literacy and communicational types
CP3. Visual Literacy.
CP4 The semiotic aspects of literacy and the relationship between language and digital networks.
CP5. Digital games, gamification and media literacy.
Part 3 - Literacy, education and citizenship
CP6. Education with the media and educational processes in the Network Society.
CP7. The challenges of media education.
CP8. The relationship between media literacy and citizenship. The challenges posed by digital platforms and the circulation of misinformation for this relationship.
Part 4 - Future trends and action research
CP9. Current trends and likely future challenges of media literacy.
CP10. Moving from research to practice in the field of media literacy.
In the assessment throughout the semester, students will carry out an individual essay or project proposal, in consultation with the instructor, which will make an academic or pedagogical contribution to the understanding of media literacy and its application in different contexts. Weekly readings will promote student participation. Furthermore, each student, for each class, must make a contribution by commenting on the readings, approaches and case studies, and indicating some themes or questions to be explored during class discussions.
The final grade will be based on the following calculation: individual work or project (90%) and participation/attendance (10%). Assessment throughout the semester implies a minimum frequency, which must not be less than 2/3 of the classes actually taught.
Students who do not opt for assessment throughout the semester or who are not successful in it, can resort to assessment by exam, which also involves the delivery of in-depth thematic essay or a project relating to the application of media literacy in specific contexts.
Title: Spiezia, V., Koksal-Oudot, E. & Montagnier, P. (2016). New skills for the digital economy: measuring the demand and supply of ICT skills at work. Paris: OECD.
Mason, L. E., Krutka, D., & Stoddard, J. (2018). Media literacy, democracy, and the challenge of fake news. Journal of Media Literacy Education, 10(2), 1-10.
Kellner, D., & Share, J. (2019). The critical media literacy guide: Engaging media and transforming education. Leiden/Boston: Brill.
Kavanagh, K. & O?Rourke, K. C. (2016). Digital Literacy: Why It Matters. Dublin Institute of Technology.
Ito, M. et al. (2009), Hanging Out, Messing Around, And Geeking Out: Kids Living and Learning With New Media, Cambridge: MIT Press/MacArthur Foundation.
Espanha, R. & Lapa, T. (Org.) (2019). Literacia dos Novos Média, Mundos Sociais, Lisboa.
Carretero, S., Vuorikari, R., & Punie, Y. (2017). The digital competence framework for citizens. Publications Office of the European Union
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Title: Tomé, V. Fazer o mundo inteiro*-atividades de STEAM e Literacia dos media do Pré-escolar ao 2º Ciclo. Art Education, 69(6), 44-49.
Lapa, Tiago, Vieira, Jorge, Guerreiro, Cristina, Crespo, Miguel, Branco, Sofia (2021). ?Implementation of the European Mediacoach Initiative In Portugal? in Celot, Paulo (Org.) MEDIA COACH - How to become a media literacy coach, Bruxelas, EAVI
Art, S. (2018). Media literacy and critical thinking. International Journal of Media and Information Literacy, 3(2).
Amaral, I. (2019). Transmedia storytelling e literacia: histórias multimédia participativas. In M. J. Brites, I. Amaral & M. T. Silva (Eds.), Literacias cívicas e críticas: refletir e praticar (pp. 43-57). Braga: CECS.
Aula 10 - Literacia dos novos média: da pesquisa à ação
Livingstone, S. e Brake, D. (2012). ?Sobre o rápido crescimento das redes sociais: Resultados e implicações para políticas?, em Ponte, C., Jorge, A., Simões, J. A. e Cardoso, D. (Org.) Crianças e Internet em Portugal, Coimbra: Minerva.
Glenn, M. (2008). The future of higher education: How technology will shape learning (pp. 1-27). The New Media Consortium.
Cappello, G. (2017). Literacy, media literacy and social change. Where do we go from now?. Italian Journal of Sociology of Education, 9(1).
Bulger, M., & Davison, P. (2018). The promises, challenges, and futures of media literacy. Journal of Media Literacy Education, 10(1), 1-21.
Aula 9 - Tendências atuais e desafios futuros da literacia dos novos média
Pinto-Martinho, A., Paisana, M. & Cardoso, G. (2019). ?Literacia e notícias na era das fake news. O caso português?. In Espanha, R. e Lapa, T. (Ed.), Literacia dos Novos Media. (pp. 63-86). Lisboa: Editora Mundos Sociais.
Lopes, P. (2015) "Literacia mediática e cidadania: Uma relação garantida?". Análise Social 216 L(3º), 546-580.
Lima Quintanilha, T., Torres da Silva, M., Lapa, T. (2019) Fake news and its impact on trust in the news. Using the portuguese case to establish lines of differentiation. Communication & Society, 32(3), 17-33
Loader, B. D. (Ed.). (2007). Young citizens in the digital age: Political engagement, young people and new media. Routledge.
Aula 8 - Literacia, exercício da cidadania e desinformação
Nash, V. (2014). ?The Politics of Children?s Internet Use, em Graham, M. e William H. Dutton, W. H. (Eds.). Society and the Internet: How information and social networks are changing our lives. Oxford: Oxford University Press.
Livingstone, S., Haddon, L., Görzig, A., et al. (2011). Risks and Safety on The Internet: The Perspective of European Children. London: EU Kids Online Network, The London School of Economics and Political Science.
Livingstone, S., e Bober, M. (2006). ?Regulating the internet at home: contrasting the perspectives of children and parents?, em Buckingham, D. e Willett, R. (Eds.). Digital generations: children, young people and new media. Mahwah, N.J.: Lawrence Erlbaum, 93?113.
Jacob, L., & Coelho, A. R. (2020). Atividades online nas universidades seniores em tempos de pandemia. Interacções, 16(54), 126-143.
Aula 7 - Educação para os media
Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. F. (2017). Everyday schooling in the digital age: High school, high tech?. Routledge.
Papert, S. (1993) The Children's Machine: Rethinking School in the Age of the Computer, HarperCollins
Lankshear, C. e Knobel, M. (2006), New Literacies: Everyday Practices and Classroom Learning, Maidenshead: Open University Press.
Krumsvik, R. J., Berrum, E., & Jones, L. Ø. (2018). Everyday digital schooling?implementing tablets in Norwegian primary school. Nordic Journal of digital literacy, 13(03), 152-176.
Aula 6 - A sociedade em Rede e a educação com os media
Walz, S. P., & Deterding, S. (Eds.). (2014). The gameful world: Approaches, issues, applications. Mit Press.
Penenberg, A. L. (2015). Play at work: How games inspire breakthrough thinking. Portfolio.
Kirkpatrick, G. (2013). Computer Games and the Social Imaginary. Cambridge: Polity Press.
Gee, J. P. (2008). What Video Games Have to Teach Us About Learning and Literacy?. Basingstoke: Palgrave Macmillan.
Aula 5 - Jogos digitais e literacia
Stavans, A., Eden, M. T., & Azar, L. (2021). 11 Multilingual Literacy: The Use of Emojis in Written Communication. In Multilingual Literacy (pp. 233-259). Multilingual Matters.
Lapa, Tiago (2015) ?A língua e a Internet no contexto global? in Cardoso, Gustavo (Org.) O Livro, o Leitor e a Leitura Digital, Lisboa: Fundação Calouste Gulbenkian.
Crystal, D. (2011). Internet linguistics: A student guide. Routledge.
Crystal, D. (2008). Txtng: The gr8 db8. OUP Oxford.
Aula 4 ? OMG! Língua, Internet e Literacia
Subtil, F. M. D. B. G. (2012). Literacia visual. Estudos sobre a inquietude das imagens. Media & Jornalismo, (20), 171-175.
Frey, N., & Fisher, D. (2008). Teaching visual literacy: Using comic books, graphic novels, anime, cartoons, and more to develop comprehension and thinking skills. Corwin Press.
Elkins, J. (Ed.). (2009). Visual literacy. Routledge.
Campos, R. (2010). Juventude e visualidade no mundo contemporâneo: uma reflexão em torno da imagem nas culturas juvenis. Sociologia, Problemas e Práticas, (63), 113-137.
Aula 3 - Literacia visual
Simões, J. A., Ponte, M. C. M. D., Simões, J. A., Ferreira, M. E., Doretto, J., & Azevedo, C. (2014). Crianças e meios digitais móveis em Portugal. CESNOVA
Ponte, C., Jorge, A., Simões, J. A., & Cardoso, D. S. (2012). Crianças e Internet em Portugal: acessos, usos, riscos, mediações: resultados do inquérito europeu, EU Kids Online. C. Ponte (Ed.). Coimbra: Minerva.
Livingstone, S. (2002). Young people and new media: childhood and the changing media environment. Londres: Sage.
Cardoso, G., Espanha, R. e Lapa, T. (2009), ?Do Quarto de Dormir para o Mundo: Jovens e Media em Portugal?, Lisboa, Âncora Editora
Almeida, A. N. de, Alves, N. de A., e Delicado, A. (2011). ?As crianças e a internet em Portugal: Perfis de uso?. Sociologia, Problemas e Práticas, 65, 9-30.
Aula 2 - Novas literacias, ?nova infância??
van Deursen, A. J. A. M., Helsper, E. J. (2018). Collateral benefits of Internet use: Explaining the diverse outcomes of engaging with the Internet. New Media and Society, 20(7), 2333-2351.
Livingstone, S. (2008). Engaging with media: a matter of literacy?. Communication, culture & critique, 1(1), 51-62.
Jenkins, H. et al. (2009). Confronting the challenges of participatory culture: Media education for the 21st century (p. 145). The MIT Press.
Cardoso, G., et al. (2013) A sociedade dos ecrãs. Lisboa, Tinta da China Edições.
Buckingham, David (2007). Media education: literacy, learning and contemporary culture (Reprinted. ed.). Cambridge, Polity
Aula 1 - Literacia: um conceito plural e complexo
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Media and Public Opinion
1. To enable students to critically understand the evolution of the concept of public opinion, from its origins to the impact of polling and the challenges associated with its accuracy.
2. To critically analyze the impact of the media on the political process and the formation of public opinion.
3. To explore the function of Agenda-Setting and the Media's Effects on Public Opinion.
4. To assess the impact of social media and disinformation on public opinion.
The combination of theoretical lectures, case studies, debates, and independent research ensures coherence between teaching methods and learning objectives, allowing students to develop a critical and applied understanding of the subjects taught.
I. Introduction to Public Opinion: When Polls Fail
II. History of Public Opinion
III. Mediatization and Public Opinion
IV. The Political Institutionalization of Public Opinion
V. Two-Step Flow of Communication
VI. Agenda-Setting and Public Opinion: Media Effects
VII. The Third-Person Effect in Communication
VIII. Public Opinion in the Digital Era
Students may choose between either assessment throughout the semester or the final exam. Only students who have completed their presentations in class will be allowed to submit work during the 1st Assessment Period.
Assessment throughout the semester comprises the following elements:
Oral Presentation on a Case Study (35%)
The student must develop a current news topic, either national or global, according to the parameters taught in one of the course modules. The case study presentation (based on news media) will be done in groups and must not exceed 10 minutes, with 5 minutes reserved for comments.
Final Individual Assignment (60%)
The student is required to submit, via the ISCTE-IUL Moodle platform, a final individual paper (3,000 words) in which they develop the topic previously presented in class with greater complexity. This will involve integrating, in their analysis, relevant theories and debates discussed in the module. The expected higher level of sophistication also involves incorporating the feedback provided by the instructor during the presentation.
Collaboration in the Classroom (5%)
Collaboration in the classroom evaluates the student's ability to work cooperatively in a classroom setting, contributing positively to collective learning and demonstrating communication skills and team spirit.
Title: Williams, M. (2021). A ciência do ódio. Lisboa: Contraponto
Schudson, M. (2020). Journalism. Why it matters. Cambridge: Polity Press
Schudson, M. (2011). The Sociology of News. New York-London: Norton
Sandel, M. (2022). A tirania do mérito. O que aconteceu ao bem comum? Lisboa: Ed. Presença
Nichols, T. (2018). A morte da competência. Os perigos da campanha contra o conhecimento estabelecido. Lisboa: Quetzal;
Luhman, N. (2006). Complexidade social e Opinião Pública. In J. P. Esteves "Niklas Luhman. A impossibilidade da comunicação". Lisboa: Vega;
Esteves, J. P. (2005). O espaço público e os media. Sobre a comunicação entre normatividade e facticidade. Lisboa: Ed. Colibri;
Eco, U. (2013). A passo de caranguejo. Lisboa: Difel
Correia, V. (2021). O mundo problemático das redes sociais. Lisboa: Ed. Colibri
Bourdieu, P. (2003) A opinião pública não existe. In "Questões de sociologia". Lisboa: Fim de Século;
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Title: Outros textos e artigos de revistas científicas serão disponibilizados durante as aulas.
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Media and Political Participation
LO1: To understand essential concepts for polical analysis in the digital age
LO2: To assimilate a basic knowledge of the key processes and moments of the digitalization of politics
LO3: To identify and analyse the main challenges, opportunities and risks of the digitalization of politics and of the public sphere
LO4: Assess the implications of the development of AI on politics
LO5: Analyse the processes of regulation and governance of digital and AI at national and supranational level
LO6: To explore and apply different methodologies in the study of politics in the digital age.
LO7: To develop a critical and rigorous understanding about the digital processes that involve politics in contemporary times.
1. 'Political participation', institutions and governance
2. 'E-participation, e-governance and e-democracy'
3.' Digital activism'
4. 'Policing protest in the digital age' (new technologies in police control of conflict and public order)
5. 'Digital parties and populism'
6. 'The digital design of democracy and participation'
7. 'Digital citizenship and digital democracy' (Public sphere and digital public sphere)
8. 'The impact of AI on politics and the policies of AI regulation'
9. 'The fruition and production of digital political content and their potential inequalities'
10. Studying political participation in the digital age
ASSESSMENT THROUGHOUT THE SEMESTER
- Each week, one or more groups of students present a piece of work which can be: a project of the social network of a social movement or other political actor; a call for an online demonstration; creating/inventing an online activist group or a new party; a short digital ethnography, a critical discussion of a text, an analysis of an event, etc. (40% of the final grade)
- A written assignment is due in the last class. Students can choose between two options: a test on the subjects covered during the classes or a short essay on a specific topic. In the latter case, students must refer to at least 3 texts from the bibliography (the topic of the short essay is suggested by the teacher). (60% of the final grade)
ASSESSMENT BY EXAM (1st season, 2nd season, special season)
Essay on at least 6 readings from the bibliography: 100% of the final mark.
To successfully complete a curricular unit with a pass grade, the student must obtain a
minimum final grade of 10 points
Title: Teocharis, Y., J. de Moor, and J.W. van Deth. 2019. ?Digitally Networked Participation and Lifestyle Politics as New Modes of Political Participation?, Policy and Internet https://doi.org/10.1002/poi3.231
Hennen, L. et al. 2020. European E-Democracy in Practice, NYC: Springer.Savaget, P., T.
Dalton, R, and H.D. Klingemann. 2007. The Oxford Handbook of Political Behavior, Oxford: OUP, Chapter ?Citizens and Political Behavior, Civil Society and Democratization, and Political Communication.
Chiarini and S. Evans. 2019. Empowering political participation through artificial intelligence, Science and Public Policy 46(3): 369?380
Casteltrione, I. and M. Pieczka. Mediating the contributions of Facebook to political participation in Italy and the UK: the role of media and political landscapes, Palgrave Communications 4(1): 56-56.
Beissinger, M. Conventional and Virtual Civil Societies in Autocratic Regimes, Comparative Politics 49(3): 351-371.
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Title: Waisbord, S. and A. Amado. 2017. ?Populist communication by digital means: presidential Twitter in Latin America?, Information, Communication & Society 20(9): 1330-1346.
Vicari, S. 2013. ?Public reasoning around social contention: A case study of Twitter use in the Italian mobilization for global change?, Current Sociology 61(4) 474?490
Trmayne, M. 2014. ?Anatomy of Protest in the Digital Era: A Network Analysis of Twitter and Occupy Wall Street?, Social Movement Studies 13(1): 110-126.
Torcal, M. 2014. ?The Decline of Political Trust in Spain and Portugal: Economic Performance or Political Responsiveness?, American Behavioral Scientist 58(12): 1542-1567
Tarrow, S. 2011. Power in Movement. Social Movements and Contentious Politics. Cambridge: Cambridge University Press, pp.1-29; pp. 196-2014
Schroeder, R. 2018. ?Digital media and the rise of right-wing populism?, in Social Theory after the Internet. Media, Technology, and Globalization. London: UCL Press, pp. 60-81 (full book available here: https://discovery.ucl.ac.uk/id/eprint/10040801/1/Social-Theory-after-the-Internet.pdf)
Schäfer, M. 2015. ?Digital Public Sphere?, in Mazzoleni, Gianpietro et al. (2015, Eds.): The International Encyclopedia of Political Communication. London: Wiley Blackwell. Pp. 322-328.
Savaget, P., T. Chiarini and S. Evans. 2019. ?Empowering political participation through artificial intelligence?, Science and Public Policy 46(3): 369?380
Sassen, S. 1996. ?Losing Control? Sovereignty in an Age of Globalization?, Intro of Losing Control?: Sovereignty in an Age of Globalization, NYC: Columbia University Press.
Poell, T. 2019. ?Social media, temporality, and the legitimacy of protest?, Social Movement Studies, DOI: 10.1080/14742837.2019.1605287
Pink, S. et al. 2016. Digital Ethnography. Principles and Preactice. Thousand Oaks: SAGE.
Parvin, P. 2018. ?Democracy Without Participation: A New Politics for a Disengaged Era?, Res Publica 24: 31-52
Owen, S. 2017. ?Monitoring social media and protest movements: ensuring political order through surveillance and surveillance discourse?, Social Identities Journal for the Study of Race, Nation and Culture 23(6): 688-700.
McDonald, K. 2015. ?From Indymedia to Anonymous: rethinking action and identity in digital cultures?, Information, Communication & Society 18(8): 968-928.
Luhtakallio, E. and N. Eliasoph. 2014. ?Ethnography of Politics and Political Communication: Studies in Sociology and Political Science?, The Oxford Handbook of Political Communication, Edited by Kate Kenski and Kathleen Hall Jamieson, pp. 1-11.
Lindquist, E. and I. Huse, 2017. ?Accountability and monitoring government in the digital era: Promise, realism and research for digital-era governance?, Canadian Public Administration 60(4): 627-656.
Lane, J. 2016. ?The Digital Street: An Ethnographic Study of Networked Street Life in Harlem?, American Behavioral Scientist 60(1) 43?58
Kriesi, Hanspeter and Takkis Papas. 2015. Populism in the Shadow of the Great Recession, Colchester: ECPR Press (chap. 10-11)
Koopmans, R. 2007. ?Social Movements?, in The Oxford Handbook of Political Behavior, edited by R. J. Dalton and H.D. Klingemann. Oxford: OUP.
Klein, A. 2015. ?Vigilante Media: Unveiling Anonymous and the Hacktivist Persona in the Global Press?, Communication Monographs 82(3): 379-401.
Kaase, M. 2007. ?Perspectives on Political Participation?, in The Oxford Handbook of Political Behavior, edited by Russell J. Dalton and Hans?Dieter Klingemann. Oxford: Oxford University Press.
Joyce, M. ed. 2010. Digital Activism Decoded. The New Mechanics of Change. NYC: International Debate Education Association.
John Thompson and Michel Wieviorka. Cambridge: Polity Press, pp. 405-427
Jessop, B. ?The State and State Power?, in S. Clegg and M. Haugaard, eds, The SAGE Handbook of Power, London: SAGE, 367-382.
Jasper, James, and Jan Duyvendak. 2015b. Breaking Down the State. Protestors Engaged with Authorities. Amsterdam: Amsterdam University Press, chapters Introduction and 4.
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Master Dissertation in Communication, Culture and Information Technology
The purpose of the course is to enable students to develop empirical research that tests scientific hypotheses in the context of Communication Science as well as New Technologies of Information and Communication. The preparation of the dissertation will incorporate the students as active participants, in the scientific community, and will enhance their critical skills in theoretical and empirical research.
Students who successfully complete this course should be able to:
- Formulate research hypotheses
- Gather the appropriate literature
- Develop methods and materials for the hypotheses? empirical testing
- Analyze results and reject / confirm hypotheses
- Writing a scientific paper and a poster
In close relation with the research supervisor, students will:
- Formulate the question of departure
- Identify relevant literature and develop a theoretical and empirical review
- Formulate the research problem and hypotheses
- Design a study to test the hypotheses
- Create a procedure and its materials
- Conduct the study
- Analyze and interpret results
- Develop the dissertation plan
- Write a dissertation
The dissertation will be evaluated by a jury in a public examination, after the supervisor has confirmed that the work is completed and is ready to be publicly presented and discussed. The evaluation will be based on the study?s scientific merit and its theoretical and methodological appropriateness.
BibliographyTitle: APPADURAI, Arjun (2004), Dimensões culturais da globalização, Lisboa: Teorema; CASTELLS, Manuel (2009), Communication Power, Oxford: Oxford University Press; CHOMSKY, Noam e HERMAN, Edward (2008, ed. orig. 1994), La fabrication du consentement: de la propagande médiatique en démocratie, Marselha: Agone; DAVIS, A. (2007), The mediation of power: a critical introduction, New York: Routledge; FLICK, U. (2005), Métodos Qualitativos na Investigação Científica, Lisboa: Monitor.
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2nd Cycle Internship
The learning outcomes of the Internship are adapted to each internship and the institution where it is developed. These are:
LO1. To acquire technical skills linked to methods and techniques for action within different kinds of institutions related to the general objectives and learning outcomes of the master's degree;
LO2. To develop research and action-research skills within organizations related to the master's degree;
LO3. To prepare an internship report that reveals analytical reflection of the professional or academic context;
LO4. Develop indicators for recording and evaluating professional practice.
1. Topic and problem of the internship
2. Internship plan
3. Theoretical and methodological framework
4. Methodology of collaborative action research
5. Evaluation
6. Report
Individual report, which contains the following elements:
a) Characterization of the institutional context (history, organization, policies and services, activities, organizational structure and functioning);
b) Framing the internship institution;
c) Description of the activities developed (roles, responsibilities, agents, work processes, methodologies used)
d) Critical and theoretically based conclusions
e) References
The UC does not contemplate the modality of evaluation by Exam.
Title: - Sweitzer, H. Frederick e King, Mary A. (2014), The Successful Internship: Personal, Professional, and Civic Development in Experiential Learning, Belmont, CA: Brooks/Cole, Cengage Learning.
- Reeher, Gant e Mariani, Mack (2002), The Insider's Guide To Political Internships: What To Do Once You're In The Door, Nova Iorque: Basic Books
- Neves, José, Garrido, Margarida, Simões Eduardo (2008), Manual de Competências Pessoais, Interpessoais e Instrumentais. Teoria e Prática, Lisboa: Editora SÍLABO
- Della Porta, Donatella e Keating Michael (eds.) (2008) Approaches and Methodologies in the Social Sciences. A Pluralist Perspective, Cambridge: Cambridge University Press
- Courtney, Roger (2013), Strategic Management in the Third Sector, Basingstoke: Palgrave Macmillan
- Capucha, Luís (2008), Planeamento e Avaliação de Projetos. Guião Prático, Lisboa: ME/DGIDC
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Recommended optative
Optional courses will only be held if they achieve a minimum number of enrollments.
01976 | Cultural Marketing (MEGC)
01174 | Cultural Entrepreneurship (MEGC)
01986 | Digital Storytelling and Transmedia Entertainment (MEGC)
03364 | Digital and Social Media Marketing (MM – IBS)
01814 | New Trends in Marketing (MM- IBS)
03426 | Public Opinion and Polls (MCP)
02678 | Political Campaigns Analysis (MCP)