Accreditations
With a 2-year study cycle (4 semesters), the MCCIT 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 MCCIT also offers optional courses in different subject areas.
1st YEAR
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
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
A Postgraduate Diploma in Communication, Culture and Information Technology is awarded to students who successfully complete all coursework (60 credits) in the first year.
2nd YEAR
Dissertation in Communication, Culture and Information Technology or Project Work in Communication, Culture and Information Technology.
1st Semester of the 2nd Year
In addition to the Dissertation 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.
Students can select electives taught in either shift (daytime or evening).
The ability to personally design the course is one of the differentiating assets of this master's degree.
* the choice of shift (daytime or evening) is made at the time of registration and is limited to the places available.
Programme Structure for 2025/2026
| Curricular Courses | Credits | |
|---|---|---|
| 1st Year | ||
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Media and Public Opinion
6.0 ECTS
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Online Social Networking
6.0 ECTS
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Fandom and Participatory Culture
6.0 ECTS
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Media Literacy
6.0 ECTS
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Discursive Practices
6.0 ECTS
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Research Design
6.0 ECTS
|
||
|
Theories in Media and Communications
6.0 ECTS
|
||
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Media and Political Participation
6.0 ECTS
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Social Dynamics of the Internet
6.0 ECTS
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| 2nd Year | ||
|
Master Project in Communication, Culture and Information Technology
48.0 ECTS
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Master Dissertation in Communication, Culture and Information Technology
48.0 ECTS
|
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|
2nd Cycle Internship
6.0 ECTS
|
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.
Álvares, C. (2024) “A História não é bem como a Contam”: Lutas pelo Controlo da Mente do Cidadão Comum e a sua Legitimação Científica nos Primórdios da Comunicação de Massas. In A Nova Comunicação (org. G. Cardoso). Lisboa: Almedina, pp. 61-78.
Conners, J. L. (2005). Understanding the Third-Person Effect. Communication Research Trends, 24(2), 2-21.
Katz, E. (1957). The Two-Step Flow of Communication: An Up-To-Date Report on an Hypothesis. Public Opinion Quarterly, 21(1), 61-78.
McCombs, M. E., & Shaw, D. L. (1995). The Agenda-Setting Function of Mass Media. In Oliver Boyd-Barrett & Chris Newbold (Eds.), Approaches to Media: A Reader (pp. 153-163). London: Arnold.
Splichal, S. (1997). Political Institutionalisation of Public Opinion through Polling. Javnost – The Public, 4(2), 17-38.
Strömbäck, J. (2008). Four Phases of Mediatization: An Analysis of the Mediatization of Politics. The Harvard International Journal of Press/Politics, 13(3), 228-246.
Brosius, H. B., & Weimann, G. (1996). Who Sets the Agenda?: Agenda-Setting as a Two-Step Flow. Communication Research, 23(5), 561–580.Davison, W. P. (1983). The Third-Person Effect in Communication. Public Opinion Quarterly, 47(1), 1-15.
Bruns, A. (2019). It’s Not the Technology, Stupid: How the ‘Echo Chamber’ and ‘Filter Bubble’ Metaphors Have Failed Us. Paper presented at the IAMCR 2019 Conference in Madrid, Spain, 7-11 July 2019. Submission nº 19771 (Mediated Communication, Public Opinion and Society Section).
Duguay, S. (2017). Social Media’s Breaking News: The Logic of Automation in Facebook Trending Topics and Twitter Moments. Media International Australia, 166(1), 20-33.
Flaxman, S. R., Goel, S., & Rao, J. M. (2016). Filter Bubbles, Echo Chambers, and Online News Consumption. Public Opinion Quarterly, 80(S1), 298-320.
Rieffel, R. (2003). Os Media, a Opinião Pública e o Espaço Público. In Joaquim Fidalgo & Manuel Pinto (Eds.), Sociologia dos Media. Porto: Porto Editora, Col. Comunicação, pp. 33-53.
Silva Junior, J. A. da, Procópio, P. P., & Santos Melo, M. dos. (2008). Entrevista a Maxwell McCombs: Um Panorama da Teoria do Agendamento, 35 anos depois de sua formulação. Intercom – Revista Brasileira de Ciências da Comunicação, 31(2), 205-221.
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.
Cho, H., Cannon, J., Lopez, R., & Li, W. (2024). Social media literacy: A conceptual framework. New media & society, 26(2), 941-960.
Espanha, R. & Lapa, T. (Org.) (2019). Literacia dos Novos Média, Mundos Sociais, Lisboa.
Hobbs, R. (2021). Media literacy in action: Questioning the media. Rowman & Littlefield.
Kavanagh, K. & O’Rourke, K. C. (2016). Digital Literacy: Why It Matters. Dublin Institute of Technology.
Kellner, D., & Share, J. (2019). The critical media literacy guide: Engaging media and transforming education. Leiden/Boston: Brill.
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.
Pereira, S., Pinto, M., & Madureira, E. J. (2023). Referencial de educação para os media: educação pré-escolar, ensino básico, ensino secundário. Ministério da Educação
Potter, W. J. (2021). Media literacy. Sage publications, 10th Edition
Aula 1 - Literacia: um conceito plural e complexo
Buckingham, David (2007). Media education: literacy, learning and contemporary culture (Reprinted. ed.). Cambridge, Polity
Cardoso, G., et al. (2013) A sociedade dos ecrãs. Lisboa, Tinta da China Edições.
Jenkins, H. et al. (2009). Confronting the challenges of participatory culture: Media education for the 21st century (p. 145). The MIT Press.
Livingstone, S. (2008). Engaging with media: a matter of literacy?. Communication, culture & critique, 1(1), 51-62.
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.
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.
Aula 2 –Literacia dos média e a construção social da infância e das gerações
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.
Cardoso, G., Espanha, R. e Lapa, T. (2009), Do Quarto de Dormir para o Mundo: Jovens e Media em Portugal, Lisboa, Âncora Editora
Coelho, A. R. (2017). Os seniores na sociedade em rede: dinâmicas de promoção da inclusão e da literacia digitais em Portugal.
Ito, M. et al. (2009), Hanging Out, Messing Around, And Geeking Out: Kids Living and Learning With New Media, Cambridge: MIT Press/MacArthur Foundation.
Lapa, T., & Reis, C. (2021). Seniores portugueses em confinamento: redes sociais online combatem o isolamento social e a solidão. Observatorio (OBS*).
Livingstone, S. (2002). Young people and new media: childhood and the changing media environment. Londres: Sage.
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.
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
Aula 3 - Literacia visual
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.
Elkins, J. (Ed.). (2009). Visual literacy. Routledge.
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.
Subtil, F. M. D. B. G. (2012). Literacia visual. Estudos sobre a inquietude das imagens. Media & Jornalismo, (20), 171-175.
Aula 4 - OMG! Língua, Internet e Literacia
Crystal, D. (2008). Txtng: The gr8 db8. OUP Oxford.
Crystal, D. (2011). Internet linguistics: A student guide. Routledge.
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.
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.
Aula 5 - Jogos digitais e literacia
Gee, J. P. (2008). What Video Games Have to Teach Us About Learning and Literacy?. Basingstoke: Palgrave Macmillan.
Kirkpatrick, G. (2013). Computer Games and the Social Imaginary. Cambridge: Polity Press.
Penenberg, A. L. (2015). Play at work: How games inspire breakthrough thinking. Portfolio.
Walz, S. P., & Deterding, S. (Eds.). (2014). The gameful world: Approaches, issues, applications. Mit Press.
Aula 6 - A sociedade em Rede e a educação com os media
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.
Lankshear, C. e Knobel, M. (2006), New Literacies: Everyday Practices and Classroom Learning, Maidenshead: Open University Press.
Papert, S. (1993) The Children's Machine: Rethinking School in the Age of the Computer, HarperCollins
Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. F. (2017). Everyday schooling in the digital age: High school, high tech?. Routledge.
Aula 7 - Educação para os media
Jacob, L., & Coelho, A. R. (2020). Atividades online nas universidades seniores em tempos de pandemia. Interacções, 16(54), 126-143.
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.
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.
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.
Aula 8 - Literacia, exercício da cidadania e desinformação
Carretero, S., Vuorikari, R., & Punie, Y. (2017). The digital competence framework for citizens. Publications Office of the European Union
Loader, B. D. (Ed.). (2007). Young citizens in the digital age: Political engagement, young people and new media. Routledge.
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
Lopes, P. (2015) "Literacia mediática e cidadania: Uma relação garantida?". Análise Social 216 L(3º), 546-580.
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.
Aula 9 - Tendências atuais e desafios futuros da literacia dos novos média
Bulger, M., & Davison, P. (2018). The promises, challenges, and futures of media literacy. Journal of Media Literacy Education, 10(1), 1-21.
Cappello, G. (2017). Literacy, media literacy and social change. Where do we go from now?. Italian Journal of Sociology of Education, 9(1).
Glenn, M. (2008). The future of higher education: How technology will shape learning (pp. 1-27). The New Media Consortium.
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.
Aula 10 - Literacia dos novos média: da pesquisa à ação
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.
Art, S. (2018). Media literacy and critical thinking. International Journal of Media and Information Literacy, 3(2).
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
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.
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.
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.
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.
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.
BibliographyAPPADURAI, 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.
Recommended optative
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.
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
- Multimedia Narratives
- Digital Languages in Media
Or
• Internship in Communication, Culture and Information Technologies
** Electives related to 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
Thesis / Final work
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.