A era das “fake news”: o digital storytelling como promotor do pensamento crítico
Miniatura indisponível
Data
2018
Título da revista
ISSN da revista
Título do Volume
Editora
Universidade de Aveiro
Resumo
Neste artigo, consideramos que o contexto mediático e informacional atual constitui por si só um ambiente importante e a ter em conta na forma como os cidadãos se posicionam e protegem face às notícias falsas. Neste sentido, apresentamos uma base teórica e crítica da qual nos socorremos para pensar e implementar um projeto Europeu de educação para os media (Media In Action), no âmbito do qual está a ser preparada uma ação de formação para professores. Esta formação tem como objetivo contribuir para que professores e alunos possam usufruir de maiores capacidades para compreenderem e atuarem no atual ecossistema mediático. Refletimos sobre algumas questões, como quais as melhores metodologias para atuar no âmbito escolar e qual o papel dinâmico que o digital storytelling pode ter no trabalho com crianças e jovens. Apontamos para a necessidade de trabalharmos com metodologias dinâmicas e participativas e ainda para o cruzamento do digital storytelling com as ferramentas mais ligadas ao jornalismo.
In this article, we consider that the media and current informational context constitutes in itself an important environment to take into account when considering the way the citizens stand and protect with regard to false news. In this sense, we present a theoretical basis on which we resort to think about and implement an European project of media education (Media In Action), in which is being prepared training for teachers. This training aims to help teachers and students to benefit from a greater capacity to understand and act in the current media ecosystem. We reflect on some issues, such as what are the best methodologies to work within schools and the role that digital dynamic storytelling can have in working with children and young people. We point to the need to work with dynamic and participatory methodologies, and to the intersection of digital storytelling with more tools linked to journalism.
In this article, we consider that the media and current informational context constitutes in itself an important environment to take into account when considering the way the citizens stand and protect with regard to false news. In this sense, we present a theoretical basis on which we resort to think about and implement an European project of media education (Media In Action), in which is being prepared training for teachers. This training aims to help teachers and students to benefit from a greater capacity to understand and act in the current media ecosystem. We reflect on some issues, such as what are the best methodologies to work within schools and the role that digital dynamic storytelling can have in working with children and young people. We point to the need to work with dynamic and participatory methodologies, and to the intersection of digital storytelling with more tools linked to journalism.
Descrição
Journal of Digital Media & Interaction, Vol 1, No 1
Palavras-chave
FORMAÇÃO, NOTÍCIAS FALSAS, STORYTELLING, EDUCAÇÃO PARA OS MEDIA, FAKE NEWS, TRAINING, MEDIA EDUCATION, STORYTELLING
Citação
Brites , M J , Amaral , I & Catarino , F 2018 , ' A era das “fake news”: o digital storytelling como promotor do pensamento crítico ' , Journal of Digital Media & Interaction .