Ioli Campos, investigadora doutoranda do ICNOVA, participa na 68ª Conferência da ICA – International Communication Association, em Praga, República-Checa, de 24 a 28 de maio de 2018. O tema geral da conferência será “Vozes”. A intervenção de Ioli Campos tem por título: “News Literacy Lessons for Children at Elementary School Level”.
Ioli Campos esteve também presente nos recentes Play2Learn e no 2nd Media Literacy Research Symposium com as comunicações “Digital Games to Teach News Literacy to Children” e “Protecting or Empowering: News Literacy Education in the Midst of the Post-Truth Debate”.
Abstracts das comunicações:
“Digital Games to Teach News Literacy to Children”
News literacy is being called upon as a possible solution for the spread of fake news in this post truth era, as well as a mean to empower young people to more critically engage in a participatory society. However, news literacy education may start even before teenage years, either in a formal or in an informal setting. Traditional role-playing games were already often used in journalism education classes. So you would think that the creation of digital games for teaching news literacy for a younger audience would be an obvious development, especially since pretend play, role-playing and simulations are such a natural method of learning for children (Gee, 2005; Jenkins, 2009).
Indeed, several digital games to teach news literacy have been created. Some scholars have been researching those sorts of games that teach news literacy. However, most of the literature analyzes platforms which target either teenagers or college students (Aayeshah, 2012; Bogost et al., 2010; Cameron, 2004; Frasca, n.d.). Less is known about news literacy digital games for younger children. And yet a few of those games exist too.
The goal of this paper is to fill the gap in the literature by examining how digital platforms support news literacy for children at elementary level. To do that, we analyzed six cases available to the public at the Newseum in Washington D.C., in the United States (Digital Stemworks, 2013). We examined how game elements were incorporated to teach news literacy, using a qualitative content analysis. We were particularly interested in seeking if the learning principles for news literacy education suggested by Renee Hobbs (2010) were followed and how. Our findings show that most of those principles were indeed present. For
example, some games use simulation creating a stronger connection with the users’ interest; others use real live case scenarios establishing a bridge between the learning experience and the world. With the renovated and growth interest in news literacy education, people may expect that more games of this sort will be created. Our work extends knowledge of how news literacy is being approached in interactive digital platforms and, ultimately, how those approaches can be improved.
“Protecting or Empowering: News Literacy Education in the Midst of the Post-Truth Debate”
Abstract: In the light of the debate about misinformation, particularly since the presidential 2016 U.S. election trail, Buckingham’s (2009) cautionary view about the move from protectionism to empowerment approaches of media literacy in the political discourse seems to be even more up-to-date. While several authors have sustained media literacy importance as a tool to react against the misinformation spread (Leetaru, 2016; McGivney, Kasten, Haugh, & DeVito, 2017), others have been cautioning against a possible backlash effect (boyd, 2017; Craft, Ashley, & Maksl, 2017). Based on an historical perspective, and following Mihailidis and Viotty’s (2017) suggestion for the need to reposition news literacy in the midst of the post-truth debate, this essay explores how news literacy should be providing means of protection while it also provides means of empowerment.