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.

Mandatory

- 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

Optional

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.

Mandatory

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.

Optional

At the beginning of this course, students will choose a topic of their personal interest and that is able to be the target of an intervention, as well as a supervisor, which will help the student to:
- Scientifically frame the problem chosen
- Gather relevant literature and develop a theoretical / empirical review
- Formulating hypotheses
- Designing an intervention
- Prepare materials
- Conduct the program
- Analyze and interpret results
- Evaluate program effectiveness
- Write a report

The project report 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 / methodological appropriateness for intervention in the domains of communication, culture and new technologies of information and communication.

Mandatory

«Utilizadores e Distribuidores. Cinema Europeu em Rede», FCT (CIES/ISCTE-IUL, em parceria com OBERCOM), 2010-2012; «Investigar, Publicar e Divulgar Ciência na Sociedade em Rede», Gulbenkian (CIES/ISCTE-IUL em parceria com MRC), 2008-2010; «As Novas Gerações de Jornalistas em Portugal», FCT (CIES/ISCTE-IUL em parceria com ICS-UL), 2009-2012; MOROCO, J (2007), Análise Estatística com utilização de SPSS, Lisboa: Edições Sílabo; GUERRA, I. C. (2006), Pesquisa Qualitativa e Análise de Conteúdo, Estoril: Principia.

Optional

The course is structured around six interrelated thematic axes:

P1: Definitions and typologies of the “fan” category;

P2: Social representations of fans in media and popular discourse; stigmatization and social construction processes;

P3: History and development of fan studies; key theoretical approaches and state of the art;

P4: Taste, distinction, and cultural hierarchies: from Bourdieu to contemporary perspectives (omnivores, cultural dissonance);

P5: Performative consumption, participatory practices, and fan cultural production;

P6: Limits of participatory culture: critique of technological determinism, social and digital inequalities, and free labour.


These programmatic contents are aligned with the learning outcomes, fostering a critical, historical, and sociological approach to fandom as a mediated and participatory phenomenon.

Assessment in this course follows the continuous assessment model, as outlined in the RGACC, and includes three distinct components:
1. Individual oral presentation of the final paper topic (10%): conducted during the semester, this assesses the student’s ability to define a topic, formulate a research question, literature research and establish initial theoretical connections.
2. Individual oral presentation and critical discussion of the final paper (20%): conducted in class, this evaluates argumentation skills, research design and operationalization, critical thinking, and conceptual depth.
3. Individual written paper (70%): submitted during the regular assessment period, based on a prompt provided by the instructor. It assesses independent research, conceptual application, argumentative structure, and academic writing quality. An oral discussion may be requested if deemed necessary by the instructor.
Continuous assessment requires a minimum attendance of two-thirds of classes and active participation.

Alternatively, students may choose the exam-based assessment, available in the regular, resit, and special periods. This consists of an individual written paper (100%), based on a prompt defined by the teacher. As with continuous assessment, an oral discussion may be requested if necessary.
The course does not include assessment exclusively by oral examination.
All assessment components are individual and aligned with the learning outcomes, ensuring coherence between evaluation criteria and expected results. Assessment emphasizes critical analysis, use of relevant theoretical frameworks, argumentative clarity, and originality in topic approach.

Mandatory

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.

Booth, P., & Williams, R. (2021). A fan studies primer: Method, research, ethics. University of Iowa Press.

Click, Melissa A. & Scott, S. (Eds.) (2025). The Routledge Companion to Media Fandom (2 ed). Routledge

Duffett, Mark (2013). Understanding Fandom. Bloomsbury Academic

Jenkins, H. (2012). Textual Poachers: television fans and participatory culture (2 ed). Routledge

Stanfill, Mel (2024). Fandom Is Ugly. Networked Harassment in Participatory Culture, New York University Press

Optional

Abercrombie, N., & Longhurst, B. (1998). Audiences: A sociological theory of performance and imagination. Sage.

Aranda, D., Sánchez-Navarro, J., & Roig, A. (Eds.). (2013). Fanáticos: La cultura fan. UOC Press.

Bickerdike, J. O. (2015). The secular religion of fandom: Pop culture pilgrim. Sage

Bourdieu, P. (2010). A distinção: Uma crítica social da faculdade do juízo. Edições 70.

Busse, K., & Gray, J. (2011). Fan cultures and fan communities. In V. Nightingale (Ed.), The handbook of media audiences (pp. 425–443). Wiley-Blackwell.

Devereux, E., Dillane, A., & Power, M. J. (Eds.). (2011). Morrissey: Fandom, representations and identities. Intellect Books.

Click, M. A. (Ed.). (2019). Anti-fandom: Dislike and hate in the digital age. New York University Press.

van Dijck, J. (2009). Users like you: Theorizing agency in user-generated content. Media, Culture & Society, 31(1), 41–58.

Gray, J., Sandvoss, C., & Harrington, C. L. (Eds.). (2017). Fandom: Identities and communities in a mediated world (2nd ed.). New York University Press.

Gray, J., & Murray, S. (2015). 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), 239–256.

Harris, C., & Alexander, A. (Eds.). (1998). Theorizing fandom: Fans, subcultures and identity. Hampton Press.

Hennion, A. (2007). Those things that hold us together: Taste and sociology. Cultural Sociology, 1(1), 97–114.

Hutchins, A., & Tindall, N. T. J. (Eds.). (2016). Public relations and participatory culture: Fandom, social media and community engagement. Routledge.

Hills, M. (2002). Fan cultures. Routledge.

Jancovich, M. (2002). Cult fictions: Cult movies, subcultural capital and the production of cultural distinctions. Cultural Studies, 16(2), 306–322.

Jenkins, H. (2006). Fans, bloggers, and gamers: Exploring participatory culture. New York University Press.

Kies, B., & Connor, M. (Eds.). (2022). Fandom: The next generation. University of Iowa Press.

Larsen, K., & Zubernis, L. (2013). Fan culture: Theory/practice. Cambridge Scholars Publishing.

Lewis, L. A. (Ed.). (1992). The adoring audience: Fan culture and popular media. Routledge.

Geraghty, L. (2014). Cult collections: Nostalgia, fandom and collecting popular culture. Routledge.

Geraghty, L. (Ed.). (2015). Popular media cultures: Fans, audiences and paratexts. Palgrave Macmillan.

Linden, H., & Linden, S. (2017). Fans and fan cultures: Tourism, consumerism and social media. Palgrave Macmillan.

Sandvoss, C. (2005). Fans: The mirror of consumption. Polity Press.

Williams, R. (2015). Post-object fandom: Television, identity and self-narrative. Bloomsbury.

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.

Mandatory

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.

Optional

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.

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.

Mandatory

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.

Optional

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

CP1. 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



Students 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.


Mandatory

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.

Optional

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.

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.

Mandatory

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

Optional

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.

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.

Mandatory

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

Optional

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.

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

Mandatory

Beissinger, M. 2017 'Conventional and 'Virtual Civil Societies in Autocratic Regimes, Comparative Politics 49(3): 351-371
Casteltrione, I. and M. Pieczka. 2019. 'Mediating the contributions of Facebook to political participation in Italy and the UK', Palgrave Communications 4(1): 56-56
Chiarini and S. Evans. 2019. 'Empowering political participation through artificial intelligence', Science and Public Policy 46(3): 369-380
Dalton, R, and H. Klingemann. 2007. The Oxford Handbook of Political Behavior, Oxford: OUP
Edwards, Lilian. 2022. The EU AI Act: a summary of its significance and scope, Disponível online
Hennen, L. et al. 2020. European E-Democracy in Practice, NYC: Springer.
McIlwain, C. 2020. Black Software. The Internet & Racial Justice, from the AfroNet to Black Lives Matter. Oxford: Oxford University Press
Teocharis, Y., et al 2019. 'Digitally Networked Participation and Lifestyle Politics as New Modes of Political Participation', Policy and Internet 13(1): 30-53

Optional

Accornero Guya and Pedro Ramos Pinto. 2015. '"Mild Mannered?" Protest and Mobilisation in Portugal under Austerity, 2010-2013'. West European Politics 38 (3): 491-515.
Accornero, G. 2017. ‘The Mediation of the Portuguese Anti-Austerity Protest Cycle. Media Coverage and its Impact’, in Media Representations of Anti-Austerity Protests in the EU: Grievances, Identities and Agency, ed. by Tao Papaioannou and Suman Gupta. Abingdon: Routledge, pp. 165-188
Accornero, Guya, and O. Fillieule. 2016. ‘So many as the stars of the sky in multitude, and as the sand which is by the sea shore innumerable’, in Social Movement Studies in Europe. The State of the Art, ed. by Olivier Fillieule and Guya Accornero. Oxford/New York, Berghahn, pp. 1-18
Adut, A. 2012. A Theory of the Public Sphere, Sociological Theory 30(4) 238262
Bosi, L. and L. Zamponi. 2015. ‘Direct Social Actions And Economic Crises. The Relationship Between Forms Of Action And Socio- Economic Context In Italy’, Partecipazione e Conflitto 8(2): 367-391.
Brooker, P. et al. 2018. ‘Researching with Twitter timeline data: A demonstration via everyday sociopolitical talk around welfare provision’, Big Data & Society 113
Cardoso, G. et al. 2017. ‘Social Movements, participation and crisis in Europe’, in Europe’s crisis, ed. by Manuel Castells, Olivier Bouin, Joao Caraca, Gustavo Cardoso, John Thompson and Michel Wieviorka. Cambridge: Polity Press, pp. 405-427
Choi, M. 2016. ‘A Concept Analysis of Digital Citizenship for Democratic Citizenship Education in the Internet Age’, Theory & Research in Social Education 44(4): 565-607.
Colebatch, H.K. 2014. ‘Making Sense of Governance’, Policy and Society 33(4): 307-316
De Blasio, E. and M. Sorice. 2018. ‘Populism between direct democracy and the technological myth’, Palgrave Communication 4(15): 1-11.
Della Porta, D. 2015. Social movements in times of austerity : bringing capitalism back into protest analysis, Hoboken: Wiley, chapter 4-5.
Della Porta, D. and M. Diani. Social Movements. An Introduction. Hoboken: Wiley, pp. 93-121, pp. 164-191, pp. 194-218.
Dencik, L., A. Hintz, and Z. Carey. 2018. ‘Prediction, pre-emption and limits to dissent: Social media and big data uses for policing protests in the United Kingdom’, New Media & Society 20 (4): 14331450
Dolata, U. and J.F. Schrape. 2016. ‘Masses, Crowds, Communities, Movements: Collective Action in the Internet Age’, Social Movement Studies 15(1): 1-18
Earl, J. and Kimport, K. 2013. Digitally Enabled Social Change. Activism in the Internet Age. Cambridge Massachusetts: MIT, Intro and chater 2.
Fillieule, O. 2015. ‘Demobilization and Disengagement in a Life Course Perspective’, in The Oxford Handbook of Social Movements, Oxford, Oxford University Press: 277-288.
Gerbaudo, P. 2017. ‘The indignant citizen: anti-austerity movements in southern Europe and the anti-oligarchic reclaiming of citizenship’, Social Movement Studies 16(1): 36-50
Gerbaudo, P. 2018. ‘Social media and populism: an elective affinity’, Media, Culture & Society 40(5): 745-753.
Govil, N. and A.K. Baishya. 2018. ‘The Bully in the Pulpit: Autocracy, Digital Social Media, and Right-wing Populist Technoculture’, Communication Culture & Critique 11: 67-84.
Habermas, J. 1995. ‘Três modelos normativos de democracia’, Lua Nova 36: 39-53.
Hale, S.A et. al. 2018. ‘How digital design shapes political participation: A natural experiment with social information’, PLoS ONE 13(4): e0196068.
Halupka, M. 2016. ‘Dont knock clicktivism: it represents the political participation aspirations of the modern citizen, DemocraticAudit; and Clicktivism: A Systematic Heuristic’, Policy and Internet 6(2): 115-132
Hupe, P. and A. Edwards, 2012. ‘The accountability of power: Democracy and governance in modern times’, European Political Science Review 4(2): 177194
Jasper, James, and Jan Duyvendak. 2015. Breaking Down the State. Protestors Engaged with Authorities. Amsterdam: Amsterdam University Press, chapters Introduction and 4.
Joyce, M. ed. 2010. Digital Activism Decoded. The New Mechanics of Change. NYC: International Debate Education Association.
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.
Klein, A. 2015. ‘Vigilante Media: Unveiling Anonymous and the Hacktivist Persona in the Global Press’, Communication Monographs 82(3): 379-401.
Koopmans, R. 2007. ‘Social Movements’, in The Oxford Handbook of Political Behavior, edited by R. J. Dalton and H.D. Klingemann. Oxford: OUP.
Kriesi, Hanspeter and Takkis Papas. 2015. Populism in the Shadow of the Great Recession, Colchester: ECPR Press (chap. 10-11)
Lane, J. 2016. ‘The Digital Street: An Ethnographic Study of Networked Street Life in Harlem’, American Behavioral Scientist 60(1) 43 58
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.
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.
McDonald, K. 2015. ‘From Indymedia to Anonymous: rethinking action and identity in digital cultures’, Information, Communication & Society 18(8): 968-928.
Parvin, P. 2018. ‘Democracy Without Participation: A New Politics for a Disengaged Era’, Res Publica 24: 31-52
Pink, S. et al. 2016. Digital Ethnography. Principles and Preactice. Thousand Oaks: SAGE.
Poell, T. 2019. ‘Social media, temporality, and the legitimacy of protest’, Social Movement Studies, DOI: 10.1080/14742837.2019.1605287
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.
Savaget, P., T. Chiarini and S. Evans. 2019. ‘Empowering political participation through artificial intelligence’, Science and Public Policy 46(3): 369380
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.
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)
Tarrow, S. 2011. Power in Movement. Social Movements and Contentious Politics. Cambridge: Cambridge University Press, pp.1-29; pp. 196-2014
Torcal, M. 2014. ‘The Decline of Political Trust in Spain and Portugal: Economic Performance or Political Responsiveness’, American Behavioral Scientist 58(12): 1542-1567
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.
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) 474490
Waisbord, S. and A. Amado. 2017. ‘Populist communication by digital means: presidential Twitter in Latin America, Information’, Communication & Society 20(9): 1330-1346.

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.

Mandatory

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.

Optional

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.

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.

Mandatory

Ragin, C2019Constructing social research.Pine Forge.
Quivy, R&Champenhoud,L2003Manual de Investigação em Ciências Sociais.Gradiva.
Leedy, P. D., & Ormrod, J. E. 2023 Practical Research: Planning and Design. Pearson. 
Della Porta, D&M Keating, eds 2008 Approaches and Methodologies in the Social Sciences.CUP.
Creswell, JW 2003 Research design: qualitative, quantitative, and mixed methods approaches.Sage.
Chen, H 2015 Practical program evaluation: theory-driven evaluation and the integrated evaluation perspective.Sage.
Capucha, L 2008 Planeamento e avaliação de projectos: guião prático.DGIDC.
Campenhoudt, L van 2003 Introdução à análise dos fenómenos sociais.Gradiva.
Booth, Wayne C. et al 2016 The Craft of Research.The University of Chicago Press.
Burgess, R 2001 A pesquisa de terreno.Celta.
Bryman, A 2016 Social Research Methods.UP.
Blaikie, N 2007 Approaches to social enquiry.Polity Press.
Alasuutari, P, Bickman, L., and Brannen, J. 2008 Sage Handbook on Social Research Methods. Sage.

Optional

Whyte, William Foote (ed.) (1991) Participatory Action Research. London: Sage Publications.
Turner, Jonathan (2005) "A new approach for theoretically integrating micro and macro analysis", in Craig Calhoun, C. Rojek,B. Turner (Ed.) , The Sage Handbook of Sociology. London: Sage Publications.
Roberts, B. 2007 Getting the Most Out of the Research Experience. London: Sage.
Turner, F J. (2005). Social Work Diagnosis in Contemporary Practice. New York, Oxford: University Press.
Silverman, D (ed.) (2011) Qualitative Research. London: Sage.
Scott, J. (1990) A Matter of Record: Documentary Sources in Social Research. Cambridge: Polity Press.
Schiefer, U, et al. (2007) Método aplicado de planeamento e Avaliação. Manual de Planeamento e Avaliação de Projectos. Estoril: Editora Principia.
Ragin, C C. (1987) The Comparative Method: Moving Beyond Qualitative and Quantitative Strategies. Berkeley/Los Angeles/London: University of California Press.
Oyen, Else (1990) Comparative methodology. Theory and practice in international social research. London: Sage.
Patton, M. (2018) Facilitating evaluation: principles in practice. Sage Thousand Oaks.
Kettner, P., Moroney, R. & Martin, L. (2016). Designing and managing programs: an effectiveness-based approach. (5nd. Ed.). Thousand Oaks: Sage.
Iphofen, R., Ed. (2020) Handbook of Research Ethics and Scientific Integrity. Springer.
Ghiglione, R & Matalon, B (1992) O Inquérito. Teoria e Prática. Oeiras: Celta Editora.
Foddy, William (1996) Como perguntar. Teoria e Prática da construção de perguntas para entrevistas e questionários. Oeiras: Celta Editora.
European Institute of Public Administration (2004) Improving an organization through self-assessment? common assessment framework. Maastricht: European Institute of Public Administration.
Dogan, M & Pelassy, D (1990, 1984) How to Compare Nations. Strategies in Comparative Politics. New Jersey: Chatham House Publishers.
Carvalho, H (2004) Análise Multivariada de Dados Qualitativos. Lisboa: Sílabo.
Calley, N. (2011). Program development in the 21st Century: an evidence-based approach to design, implementation and evaluation. Thousand Oaks: Sage.
Brannen, J (2005) Mixed methods research: a discussion paper, Economic & Social Research Council, National Centre for Research Methods. URL: http://eprints.ncrm.ac.uk/89/1/MethodsReviewPaperNCRM-005.pdf
Brady, H E & Collier, D (2004) Rethinking Social Inquiry: Diverse Tools Shared Standards. Lanham: Rowman & Littlefield Publishers.
Booth, W C, Colomb, G G e Williams, J M (2003) The Craft of Research. Chicago: The University of Chicago Press.
Bertaux, D. (2020) As narrativas de vida. Lisboa: Mundos Sociais.
Beckett, C (2010) Assessment and intervention in social work. Sage Publications: London.
Na medida em que o desenho de pesquisa pode ter algumas especificidades em função da área científica de pesquisa, listam-se abaixo algumas sugestões de suporte bibliográfico.
Becker, Howard S. (2017) Evidence, Chicago, The University of Chicago Press.
Mestrado em Sociologia
Shaw, I, Briar-Lawson, K, Orme, J & Ruckdeschel, R 2010 The Sage Handbook of Social Work Research. Londres: Sage.
Hardwick, L et al (eds) 2017 Innovations in Social Work Research. London: Jessica Kingsley Publishers.
Bell, L 2017 Research methods for Social Workers. Londres: Palgrave.
Mestrado em Serviço Social
Toshkov, D 2016 Research Design in Political Science. London: Palgrave.
Howard, C 2017 Thinking Like a Political Scientist: A Practical Guide to Research Methods. Chicago: University of Chicago Press.
Filho, Dalson Britto Figueiredo; Paranhos, Ranulfo; Rocha, Enivaldo Carvalho da; Silva Junior, José Alexandre da; Santos, Manoel Leonardo Wanderley Duarte 2012 Levando Gary King a Sério: Desenhos de Pesquisa em Ciência Política. In Revista Eletrônica de Ciência Política 3 (1-2), pp. 86-117.
Capucha, L. e Caramelo, S. (2024). Ciências Sociais Aplicadas - Planeamento e Avaliação de Políticas Públicas. Coimbra: Almedina.
Bukve, O 2019 Designing Social Science Research. Cham: Palgrave.
Mestrado em Políticas Públicas
Treadwell, D, & Davis, A 2016 Introducing communication research: Paths of inquiry. Thousand Oaks: SAGE Publications, 3ª ed.
Silverman, D. (2017) Doing Qualitative Research. Londres: Sage. https://us.sagepub.com/en-us/nam/doing-qualitative-research/book251108
Quan-Haase, A., & Sloan, L. (eds.). 2022 The SAGE handbook of social media research methods. Sage.
Kubitschko, S., & Kaun, A. (eds). 2016 Innovative methods in media and communication research. Cham: Palgrave Macmillan.
Hine, C. (2017). Digital Ethnography. In The Wiley-Blackwell Encyclopedia of Social Theory, B.S. Turner (Ed.).
Berger, A. A. 2018 Media and communication research methods: An introduction to qualitative and quantitative approaches. Thousand Oaks: SAGE Publications.
Mestrado em Gestão dos Novos Media
Klotz, A & Prakash, D (eds) 2008 Qualitative methods in International Relations: A pluralist guide. New York: Palgrave (v. plataforma moodle).
Sprinz, D F & Wolinsky, Y (eds.) 2004 Cases, numbers and models: International Relations research methods. Ann Arbor: Michigan University Press. (Em linha: https://pdfs.semanticscholar.org/89c3/34b5c514acb817b8862dcdf675bd7d4863de.pdf
https://uk.sagepub.com/sites/default/files/upm-binaries/71316_Lamont_Research_Methods_in_International_Relations_Chapter_1.pdf).
Lamont, C 2015 Research methods in International Relations. Thousand Oaks: Sage Publications (capitulo 1 on-line em:
Mestrado em Estudos Internacionais
Stein, T. S., Bathurst, J. R., & Lasher, R. 2022 Performing arts management: A handbook of professional practices. Simon and Schuster.
Quan-Haase, A., & Sloan, L. (Eds.). 2022 The SAGE handbook of social media research methods. Sage.
Osterwalder, A., & Pigneur, Y. 2010 Business model generation: a handbook for visionaries, game changers, and challengers (Vol. 1). John Wiley & Sons.
Mestrado em Estudos e Gestão da Cultura
Zeleza, T (ed) 2007 The study of Africa. The global and transnational engagements (Vol II). Dakar: CODESRIA.
Zeleza, T (ed) 2006 The Study of Africa. Disciplinary and interdisciplinary encounters (Vol I). Dakar: CODESRIA.
Ouédraogo, J-B & Cardoso, C (ed) 2011 Readings in methodology: African Perspectives. Dakar: CODESRIA. Em linha: https://www.codesria.org/spip.php?article1502&lang=en
Mestrado em Estudos Africanos
Amado, J. (Org.). (2013). Manual de investigação qualitativa em educação. Coimbra: Imprensa da UC.
Bogdan, R & Biklen, S 1994 Investigação qualitativa em educação: uma introdução à teoria e aos métodos. Porto: Porto Editora.Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th Ed.). London: Routledge.
Dal-Farra, R. A. & Lopes P. T. C. (2013). Métodos mistos de pesquisa em educação: pressupostos teóricos, Nuances: estudos sobre Educação, 24(3), 67-80.
Gay, L., Mills, G., & Airasian, P. (2012). Educational research. Competencies for analysis and applications. Columbus, OH: Pearson.
Tuckman, B. (2005). Manual de investigação em Educação. Lisboa: F.C.G.
Mestrado em Educação e Sociedade
Treadwell, D, & Davis, A 2016 Introducing communication research: Paths of inquiry. Thousand Oaks: SAGE Publications, 3ª ed.
Quan-Haase, A., & Sloan, L. (eds.). 2022 The SAGE handbook of social media research methods. Sage.
Kubitschko, S., & Kaun, A. (eds). 2016 Innovative methods in media and communication research. Cham: Palgrave Macmillan.
Berger, A. A. 2018 Media and communication research methods: An introduction to qualitative and quantitative approaches. Thousand Oaks: SAGE Publications.
Mestrado em Comunicação, Cultura e Tecnologias da Informação
Se necessário, solicitar referências adicionais ao/à(s) docente(s).
Mestrado em Ciências do Trabalho e Relações Laborais
Pollock III, Philip H.& Edwards, B C 2019 The Essentials of political analysis. 6ªed., Washington D.C.: CQ Press.
Silverman, D (2018) Doing qualitative research. Los Angeles: Sage.
Johnson, J B & Reynolds, H T 2020 Political Science research methods, 9ª ed. Los Angeles: Sage.
Mestrado em Ciência Política
Se necessário, solicitar referências adicionais ao/à(s) docente(s).
Mestrado em Administração Escolar
Se necessário, solicitar referências adicionais ao/à(s) docente(s).
Mestrado em Ação Humanitária