Accreditations
With a 2-year study cycle (4 semesters), the MCCTI operates on a day and after-work basis* and corresponds to a total of 120 credits (European Credit Transfer System - ECTS).
With a set of mandatory curricular units, the MCCTI also offers optional courses in different subject areas.
The mandatory curricular units are the following:
1st semester:
- Internet Social Dynamics
- Discursive Practices
- Theories in Media and Communication
- Online Social Networks
- Fans and Participatory Culture
2nd semester:
- Research Design
- Media and Public Opinion
- Media Literacy
- Media and Political Participation
Second-year:
- Dissertation in Communication, Culture and Information Technology or Project Work in Communication, Culture and Information Technology
2nd semester:
- Dissertation in Communication, Culture and Information Technology or Project Work in Communication, Culture and Information Technology.
At the end of the course, students will have to present and defend a dissertation or master's capstone project (48 ECTS) in Communication, Culture, and Information Technology with a topic chosen by the candidate.
In addition to the curricular units already indicated, students choose:
In the 2nd semester of their 1st year:
An elective (optional) in Communication Sciences, including the following:
• Media and Journalism
• Geopolitics of the Media
• Political Communication
• Creative Industries Management
• Social Media Management
1st Semester of the 2nd Year:
In addition to the Dissertation and/or Work Project curricular unit, students must also attend two elective courses, one that the student is free to choose (from an existing course offered at ISCTE), and another elective related to one Social Research Method** to support the completion of the dissertation or project.
The ability to personally design the course is one of the differentiating assets of this master's degree.
Among the options offered in the field of communication sciences, the following courses are recommended to be attended as an elective:
• Political Marketing
• Reception, Enjoyment and Public of Culture
• Digital Narratives and Transmedia Entertainment
Or
• Internship in Communication, Culture and Information Technologies
The availability of electives is contingent on enrollment. The electives are available in different schedules during the day or after work and can be attended by students enrolled in either schedule.
At the end of the course, students will have to present and defend a dissertation or master's project (48 ECTS) in Communication, Culture, and Information Technology with a topic chosen by the candidate.
The in-person sessions are predominantly distributed over the first 3 days of the week. Students can select electives taught in any of the shifts (day or after work).
* the choice of shift (daytime or evening) is made at the time of registration and is limited to the places available.
** Social Research Method:
· Analysis of Archives and Other Documentary Sources
· Content Analysis with Computer Programs
· Analysis of Statistical Indicators
· Analysis of Networks in Social Sciences
· History and Images
· Oral History
· Advanced Methods of Data Analysis
· Methods of Data Analysis
· Multimedia Analysis
· Field Research
Programme Structure for 2024/2025
| Curricular Courses | Credits | |
|---|---|---|
| 1st Year | ||
|
Social Dynamics of the Internet
6.0 ECTS
|
Mandatory Courses | 6.0 |
|
Fandom and Participatory Culture
6.0 ECTS
|
Mandatory Courses | 6.0 |
|
Discursive Practices
6.0 ECTS
|
Mandatory Courses | 6.0 |
|
Online Social Networking
6.0 ECTS
|
Mandatory Courses | 6.0 |
|
Theories in Media and Communications
6.0 ECTS
|
Mandatory Courses | 6.0 |
|
Research Design
6.0 ECTS
|
Mandatory Courses | 6.0 |
|
Media Literacy
6.0 ECTS
|
Mandatory Courses | 6.0 |
|
Media and Public Opinion
6.0 ECTS
|
Mandatory Courses | 6.0 |
|
Media and Political Participation
6.0 ECTS
|
Mandatory Courses | 6.0 |
| 2nd Year | ||
|
Master Dissertation in Communication, Culture and Information Technology
48.0 ECTS
|
Final Work | 48.0 |
|
Master Project in Communication, Culture and Information Technology
48.0 ECTS
|
Final Work | 48.0 |
|
2nd Cycle Internship
6.0 ECTS
|
Optional Courses > Free Optional | 6.0 |
Social Dynamics of the Internet
The course will identify the strengths and weaknesses of the different approaches of the social sciences. Will cover major theoretical debates and empirical evidence necessary for their evaluation. The course is cross a few key issues - including the role of information and communication technologies in everyday life, the digital divide between developed societies and in the process dedesenvolvimento, and the relationship between the Internet and other technologies like mobile phones - so illustrate the breadth and variety of study areas of the Internet. The topics will address "The Internet in Everyday Life: Domestication and Globalization", "User Experience Research: An Industry Perspective," "The Social Psychology of Computer-Mediated Relationships", "Mobile Phones, Internet and Contactibilidade Standing"; "youth and New Media "," search and Access to Information and Knowledge "," Politics and the Internet "and" Internet and Society: Visions and Realities. "
ProgramThe course will identify the strengths and weaknesses of different social science approaches. It will cover major theoretical debates and the empirical evidence that is needed to assess them. The course will range across some key topics including the role of information and communication technology in everyday life, digital divides between developed and developing societies, and the relation between the Internet and other technologies such as mobile phones in order to illustrate the breadth and variety of substantive areas of study of the Internet. Topics will address The Internet in Everyday Life: Domestication and Globalization; User Experience Research: An Industry Perspective; The Social Psychology of Computer-Mediated Relations; Mobile Phones, the Internet, and Perpetual Contact; Young People and New Media; Search and Access to Knowledge and Information; The Internet and Politics; The Internet and Society: Visions and Realities.
Evaluation process
Active participation in all sessions. Writing a first draft of a research paper. The total working time required for the draft of this work is estimated in about 20 hours of library research and / or fieldwork. The final paper will represent 70% of the grade. The originality and innovation in research work for the drafting of the article will contribute to the assessment with 20%. The participation at the seminar will be assessed at 10%.
Title: Haddon, L. (2004) Information and Communication Technologies in Everyday Life: A Concise Introduction and Research Guide, Berg; Ling, R. (2004) The Mobile Connection: The Cell Phone's Impact on Society, Morgan Kaufmann; Wellman, B. & Haythornthwaite, C. (Eds) (2002) The Internet in Everyday Life, Oxford University Press; 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; Ito, M., Matsuda, M. & Okabe, D. (Eds) (2005) Personal, Portable, Pedestrian, Mobile Phones in Japanese Life, MIT Press; Buckingham D. and R. Willett, Digital Generations (Eds) (2006) Digital Generations, Erlbaum; Ito, M. (2010) Hanging Out, Messing Around and Geeking Out: Kids Living and Learning with New Media, MIT Press, Cambridge, MA; Van Dijk, J. (2005) The Deepening Divide: Inequality in the Information Society, Sage, London; Castells, M. (2001), Internet Galaxy, OUP, Oxford.
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Fandom and Participatory Culture
LO1: list several proposals for defining "fan"
LO2: problematizing the pathological definitions of fans, by deconstructing social construction processes
LO3: take a historical look at fan studies by describing influences from various schools of thought.
LO4: to understand the social construction of cultural value hierarchies. Look at consumption as an instrument of distinction using Bourdieu's classic contributions alongside contemporary visions: from omnivores to cultural dissonants.
LO5: perceive consumption as a performative practice and how some fans assume more productive and creative roles in a participatory culture context;
0A6: Balance the triumphalist visions of participatory culture with social inequalities and the diversity of (non) access, uses and ICT literacies.
This class addresses the study of fans unfolding the pedagogical route on several constitutive dimensions.
P1: Proposals to define the category of "fan"
P2: Fans in common sense and in the media and social construction processes
P3: Influences and genesis of fans studies. A state of the art of fans studies
Q4: Taste and the social distinction
P5: From performative consumption to fan participation and production.
Q6: Epistemological limits to the triumphalist views of participatory culture. The danger of technological determinism. Social and digital inequalities.
Periodic evaluation consists of 2 moments of room presentation (30%) and 1 of written work (70%):
1) Oral presentation of the theme of final work in class in the academic period
2) Oral presentation and problematization of final work in class in the academic period
3) An individual written work weighing 70% according to guidelines provided by the teacher in class and delivering in the 1st season.
The possibility of periodic evaluation implies a minimum attendance of 2/3 of the classes.
The examination by exam (in the first season, 2nd and special season) will be by an written individual work with a weight of 100% with guidelines to be provided by the teacher and can be complemented with an oral discussion, if the teacher considers necessary.
The evaluation of this UC does not include the possibility of sole evaluation exclusively by oral test.
Title: Bennett, Lucy & Booth, P. (2016) Seeing Fans: Representations of Fandom in Media and Popular Culture, Londres, Bloomsbury
Booth, P. (2018) A Companion to Media Fandom and Fan Studies, Oxford, Wiley Blackwell.
Click, Melissa A. & Scott, S. (Eds.) (2018) The Routledge Companion to Media Fandom, Londres, Routledge
Duffett, Mark (2013) Understanding Fandom. Londres: Bloomsbury Academic
Gray, Jonathan A; Cornel, S.& Harrington, C. L. (Eds.) (2007) Fandom: Identities and Communities in a Mediated World (2nd ed.), Nova Iorque: New York University Press
Hills, M. (2002) Fan Cultures. Nova Iorque: Routledge
Jenkins, H. (2012) Textual Poachers: television fans and participatory culture (2 ed). Nova Iorque: Routledge
Larsen, Katherine & Zubernis, L. (2013) Fan Culture. Theory/Practice. Cambridge: Cambridge
Lewis, Lisa A. (ed.) (1992) The Adoring audience: fan culture and popular media. Nova Iorque: Routledge
Sandvoss, C. (2005) Fans: the mirror of consumption. Cambridge: Polity Press
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Title: "Abercrombie, N. & Longhurst, Brian (1998) Audiences: A sociological theory of performance and imagination. Londres: Sage.
Amesley, Cassandra (1989) ""How to Watch Star Trek."" Cultural Studies 3.3: 323-339.
Aranda, Daniel; Jordi Sánchez-Navarro & Antoni Roig Fanáticos (eds.) (2013) Fanáticos. La cultura fan. Barcelona, UOC Press
Bickerdike, Jennifer Otter (2015) The Secular Religion of Fandom. Pop Culture Pilgrim, Londres, Sage
Bourdieu, Pierre (2010) A Distinção. Uma Crítica Social da Faculdade do Juízo, Lisboa: Edições 70
Busse, Kristina & Gray, Jonathan ""Fan Cultures and Fan Communities"" in Nightingale, Virginia (ed.) (2011) The Handbook of Media Audiences, Malden, Wiley-Blackwell, pp. 425-443
Devereux, Eoin, Dillane, Aileen & Power, Martin J. (Eds.) (2011) Morrissey: Fandom, Representations and Identities, Bristol: Intellect Books
Dijck, J. (2009) Users Like You: Theorizing Agency in User-Generated Content, Media, Culture and Society, 31 (1), pp.41-58.
Gray, Jonathan A. & S Murray (2016) 'Hidden: Studying media dislike and its meaning', International Journal of Cultural Studies 19(4), 357-372.
Hargittai, e. & Walejko, G. (2008) The Participation Divide: Content creation and sharing in the digital age. Information, Communication & Society, 11 (2), pp.239 - 256.
Harris, Cheryl & Alexander, Alison (Editores) (1998) Theorizing Fandom: fans, subcultures and identity. Nova Jersey: Hampton Press
Hennion, Antoine (2007), ""Those things that hold us together: Taste and Sociology"", in Cultural Sociology, 1, pp. 97-114
Hutchins, Amber & Natalie T. J. Tindall (eds) (2016) Public relations and participatory culture: fandom, social media and community engagement, New York, Routledge
Jancovich, Mar (2002) ""Cult Fictions: Cult Movies, Subcultural Capital and the Production of Cultural Distinctions."" Cultural Studies 16.2 : 306-322.
Jenkins, Henry (2006) Fans, bloggers and gamers: exploring participatory culture. Nova Iorque: New York University Press.
Lincoln Geraghty (2014) Cult Collections: Nostalgia, Fandom and Collecting Popular Culture, New York: Routledge
Lincoln Geraghty (ed.) (2015) Popular Media Cultures: Fans, Audiences and Paratexts, Hampshire, Palgrave Macmillan
Linden, Henrik e Sara Linden (2017) Fans and fan cultures. Tourism, consumerism and social media, Londres, Palgrave Macmillan
Williams, Rebecca (2015) Post-Object Fandom: Television, Identity and Self-narrative, Londres, Bloomsbury"
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Discursive Practices
I. To understand the media as having a catalysing role in the illocutory force of arguments that may be politically used against any external group;
II. To flag up the similarities between populist political and journalistic discourse, both of which tending towards the cancellation of differences against a common enemy, and social media profiles, based on 'identity pegs', which also seek to cover up possible contradictions and ambiguities;
III. To understand the institutionalisation of 'public problems' as a result of strategic media frames that translate as practices of naturalisation.
I - Frames and Discourse Analysis
II - Critical Discourse Analysis (Historical Discursive)
III - Critical Discourse Analysis (Sociocognitive)
IV - Foucauldian Discourse Analysis
V - Corpus-Based Linguistic Approach to Discourse Analysis
VI - Systemic Functional Linguistic Approach to Discourse Analysis
VII - Discourse-Mythological Analysis
VIII - Visual Social Semiotics
IX - Semiotic Approaches to Frames
The student is asked to deliver, on the ISCTE Moodle platform, a final essay, written on an individual basis, on two distinct methods of discourse analysis, which were taught in class, with the objective of applying both to excerpts of a selected political, journalistic or advertising discourse. The essay should demonstrate the differences and similarities in the results of the analyses carried out with either of the two methods.
The essay contributes 100% to the final grade.
Title: Wodak, R. (2009) ´The Irrationality of Politics', in The Discourse of Politics in Action: Politics as Usual. Hampshire: Palgrave Macmillan, pp. 28-56.
Van Dijk, T. A. (2017) Discurso, Notícia e Ideologia. Estudos na Análise Crítica do Discurso, trad. Z. Pinto-Coelho. Famalicão: Edições Húmus.
Rose, G. (2008) ?Discourse Analysis I?, in Visual Methodologies: An Introduction to the Interpretation of Visual Materials. London: Sage, pp. 141-171.
Entman, R. (1993) ?Framing: Toward Clarification of a Fractured Paradigm.' Journal of Communication 43(4): 51?58.
Caldas-Coulthard, C. R., & Moon, R. (2010). ?Curvy, hunky, kinky?: Using corpora as tools for critical analysis. Discourse & Society, 21(2), 99?133. doi:10.1177/0957926509353843
Banks, D. (2002) ?Systemic Functional Linguistics as a model for text analysis.? ASp [Online]: 35-36: 1-14.
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Title: Wodak, R. (2007) ?Pragmatics and Critical Discourse Analysis. A cross-disciplinary Analysis.? Pragmatics and Cognition, 15 (1): 203?225.
Van Dijk, T. A. (1993) ?Principles of Critical Discourse Analysis.? Discourse & Society 4(2), 249?283.
Tjondro, M. (2014) ?Culpability across borders: print media of the DSK affair from an SFL perspective.? Journal of World Languages 1(2): 99-134.
Moore, S. (1997) ??Whom does this discourse serve?? Some requirements for communication suggested by Foucault?s analysis of power.? New Jersey Journal of Communication 5(2), 150?166.
Moon, R. (2013). From gorgeous to grumpy: adjectives, age, and gender. Gender and Language, 8(1), 5?41. doi:10.1558/genl.v8i1.5
MacMillan, C. (2020) ?A profoundly discriminatory entity? A discourse mythological analysis of the AKP?s discourse on the EU.? Journal of Contemporary European Studies, 1?14.
Kress, G. & van Leeuwen, T. (1996) Reading Images: The Grammar of Visual Design. Victoria: Deakin University.
Kelsey, D. (2015) ?Defining the ?sick society?: Discourses of class and morality in British right-wing newspapers during the 2011 England riots.? Capital & Class 39(2): 243?264.
Graham, L. (2005) ?Discourse Analysis and the Critical use of Foucault?. Paper presented at Australian Association for Research in Education. 2005 Annual Conference, Sydney, 27th November ? 1st December.
Boomgaarden, H./De Vreese, C. (2003) ?Valenced news frames and public support for the EU?. In: Communications, Vol. 28, pp. 361?381.Goffman, E. (1986) Frame Analysis: An Essay on the Organisation of Experience. Boston, Massachusetts: Northeastern University Press.
Alvares, C. (2017) ?Mediatising the Radical: The Implied Audience in Islamic State Propaganda Videos?. In: Digitale Medien und politischweltanschaulicher Extremismus im Jugendalter: Erkenntnisse aus Wissenschaft und Praxis, ed. Sally Hohnstein & Maruta Herding. Halle: Deutsches Jugendinstitut e.V.: pp. 39-58.
Álvares, C. (2018) ?Book review: Darren Kelsey, Media, Myth and Terrorism: A Discourse-Mythological Analysis of the ?Blitz Spirit? in British Newspaper Responses to the July 7th Bombings?, Discourse & Society 29(2): 224-226.
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Online Social Networking
Students will have to investigate and understand:
O1. the genesis and evolution of ties and social networks to critically compare them with those that occur in the digital context;
O2. the formation of nodes that in online networks play the role of connectors and hub;
O3. compare the various types of participation in online social networks;
O4. relate the "affordances" of online social networks and their most problematic effects on behaviors;
O5. characterize the main social media platforms and their strategies;
O6. the political economy associated with the use of data by social media platforms;
O7. to identify the main questions that arise about the role of algorithms in online social networking platforms.
P1. Understand the structure and dynamics of social networks: centralized, decentralized, distributed;
P2. Actors and catalyst devices in social networks: entertainment and leisure, identity expression, management of social bonds, influencers;
P3. Personal and professional strategies to gain prominence in online social networks: social and political activism, disinformation, cyber-aggressions;
P4. Online social networks as triggers of psychological dependence and cultural radicalism;
P5. Characterization and analysis of digital platforms as new dimensions of the public sphere;
P6. The dating of digital practices and the political challenges of "echo chambers";
P7. Algorithms and their role in social networks.
Students may opt for periodic assessment 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 work (50%), and on the group presentation on one of the topics covered in the classes and the consequent work to be carried out. deliver at the end of the semester (40%).
The work will consolidate a review of the current literature, a research question, theoretically informed about online social networks and oriented network methodology.
In the evaluation by final exam, the grade obtained in the exam will correspond to 100% of the UC grade.
Title: Williams, M. (2022) A ciência do ódio. Lisboa: Contrponto
Turner, F. (2006). From Counterculture to Cyberculture: Stewart Brand, the Whole Earth Network, and the Rise of Digital Utopianism. Chicago, Illinois: University Of Chicago Press.
Pena, P. (2019). A fábrica de mentiras. Lisboa: Objectiva
Frenkel, S. (2022) Manipulados. Lisboa: Ed. Objectiva
Ferreira, G. B. (2018) SOCIOLOGIA DOS NOVOS MEDIA. Covilhã: Ed. LabCom
Correia, V. (2022). O mundo problemático das redes sociais. Lisboa: Colibri
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
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Title: Outros textos e artigos de revistas serão disponibilizados durante as aulas.
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Theories in Media and Communications
LG1 Acquisition of knowledge about the history and role of the media in the context of contemporary societies.
LG2 Ability to expose the main theoretical lines of the century. XX on the media and mediated communication, pointing to the strengths and weaknesses of each one.
LG3 Development of skills to apply the theoretical knowledge acquired in solving specific problems in communication sciences.
1 - Introduction to the study of Communication and Media
- Definitions and frameworks for a scientific approach to communication.
2 - Classic Theories of Media and Communication
- Hypodermic theory
- Theory linked to the empirical-experimental approach: persuasion
- Theory deriving from empirical field research: limited effects
- Structural-functionalist theory of communication. pasta
- Critical theory of mass media and cultural industries
- Cultural Studies
- Canadian school
3 - Media and construction of reality
- Agenda-setting
- Newsmaking
- Gatekeeping
- Framing
4 -New theoretical developments
- ICT Domestication Theories
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
article / essay on a topic within the UC (90%); and
participation in class debates (10%).
b) 2nd season and special season
article / essay on a topic within the UC (100%).
Title: Wolf, Mauro (2006) Teorias da Comunicação (8ª. ed.), Lisboa: Presença
McQuail, Denis & Mark Deuze (2020) McQuail?s Media and Mass Communication Theory (7ª. ed.), London; Sage
Balnaves, Mark; Stephanie Hemelryk Donald & Brian Shoesmith (2009) Media Theories and Approaches. A Global Perspective, Hampshire: Palgrave Macmillan
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Title: Watson, James & Anne Hill (2012) Dictionary of Media and Communication Studies (8th ed.) London: Bloomsbury.
Silverstone, Roger (1999), Why Study The Media?, London: Sage
Serra, J Paulo (2007) Manual de teoria da Comunicação, Covilhã: Labcom.
Robert S. Fortner, P. Mark Fackler (Eds.) (2014) The Handbook of Media and Mass Communication Theory, West Sussex: Wiley
Mattelart, Armand & Mattelart, Michèle (1997) História das teorias da comunicação, Porto: Campo das Letras.
Littlejohn, Stephen & Karen A. Foss (Eds.) (2009) Encyclopedia of Communication Theory, London: Sage
Hesmondhalgh, David & Jason Toynbee (eds.) (2008) The Media and Social Theory, Oxon: Routledge
Hartley, John (2020) Communication, Cultural and Media Studies: The Key Concepts (5th ed), London: Routledge
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) London: Routledge.
Griffin, E., Ledbetter, A. & Sparks, G. (2019). A First Look at Communication Theory (10ª edição). New York: McGraw Hill Education
Gradim, Anabela (2016) Framing: o enquadramento das notícias. Lisboa: Livros Horizonte
Esteves, João Pissara (2011) Sociologia da Comunicação, Lisboa: Calouste Gulbenkian.
Danesi, Marcel (2009) Dictionary of Media and Communications. New York: M. E. Sharpe.
Couldry, N. and Hepp, A. (2016) The Mediated Construction of Reality. Cambridge: Polity.
Castells, M. (2009) Communication Power, Oxford: Oxford University Press.
Carey, James W (2009) Communication as Culture: Essays on Media and Society, Revised Edition, New York: Routledge.
Breton, Philippe & Proulx, Serge (1997) A Explosão da Comunicação, Lisboa: Bizâncio
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Research Design
At the end of the CU students should be able to:
1) recognize and use different types of methodological strategies, mastering its theoretical, methodological and technical requirements, in order to make adequate choices;
2) identify central problems in research design, from problem definition to conceptualisation, operationalization, observation and proposal writing;;
3) write a research and/or intervention project proposal.
1. Research as a producer of knowledge to know and/or to intervene.
1.1. Empirical research as theoretically oriented.
1.2. Research as problem solving: diagnosis, evaluation, intervention.
1.3. Ethics in different types of research.
2. How to design a research project and/or intervention.
2.1. Formulation of the problem and definition of objectives.
2.2. Conceptualization.
2.3. Operationalization and observation.
2.4. Project's design.
3. Methodological strategies.
3.1. Adequacy of the methodological strategies to the objectives of tthe research.
3.2. Extensive research: large surveys, statistical databases, etc..
3.3. Intensive research: case studies, field research, participant observation, ethnographic approach, etc.
3.4. Action research and social intervention.
3.5. Comparative research: objectives and problems of comparison.
3.6. Mixed methods.
The learning process proceeds trough theoretical-practical classes, seminar presentations and debate (which are given prevalence), tutorials and students' autonomous work.
|
Periodic evaluation, 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.
Title: Silva, A S&Pinto, J M, org 1986 Metodologia das Ciências Sociais. Porto:Afrontamento.
Ragin, C 1994 Constructing social research. Thousand Oaks:Pine Forge.
Quivy, R&Champenhoud,L 2003 Manual de Investigação em Ciências Sociais.Lisboa:Gradiva.
Della Porta, D&M Keating, eds 2008 Approaches and Methodologies in the Social Sciences.Cambridge:CUP.
Creswell, JW 2003 Research design: qualitative, quantitative, and mixed methods approaches.Thousand Oaks:Sage.
Chen, H 2015 Practical program evaluation: theory-driven evaluation and the integrated evaluation perspective.Thousand Oaks:Sage.
Capucha, L 2008 Planeamento e avaliação de projectos: guião prático.Lisboa:DGIDC.
Campenhoudt, L van 2003 Introdução à análise dos fenómenos sociais.Lisboa:Gradiva.
Burgess, R 2001 A pesquisa de terreno.Oeiras:Celta.
Bryman, A 2012 Social Research Methods.Oxford:OUP.
Blaikie, N 2007 Approaches to social enquiry.Cambridge:PP.
Babbie, E 1989 The practice of social research.Belmont:CWP.
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Title: 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.
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.
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.
Outras referências bibliográficas complementares
Lenoir, R 1988 Objeto Sociológico e Problema Social. In: Champagen, P. et al. Iniciação A Prática Sociológica. Petropólis: Vozes, pp. 59-104.
Blaikie, N 2010 Designing Social Research. The logic of Anticipation. Cambridge: Polity Press.
Becker, H 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.
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.). https://doi.org/10.1002/9781118430873.est0628
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
Bogdan, R & Biklen, S 1994 Investigação qualitativa em educação: uma introdução à teoria e aos métodos. Porto: Porto Editora.
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
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.
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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 new 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 new media literacy.
CP10. Moving from research to practice in the field of new media literacy.
Students will submit an essay or project, in consultation with the lecturer, who will make a academic or pedagogical contribution to the understanding of media literacy and its application in different contexts. Weekly readings will promote students' participation. In addition, 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 explore during class discussions.
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The continuous assessment will have two moments: an individual work and a final group work. Group work should allow individual contributions to be placed.
Individual work consists of the presentation in class (20%)
Group work will be developed according to one of the modalities: essay or action-research project (70% of the grade) with submission at the end of the semester at the times defined for this purpose in the institution's rules. Class participation (10%).
Title: Spiezia, V., Koksal-Oudot, E. & Montagnier, P. (2016). New skills for the digital economy: measuring the demand and supply of ICT skills at work. Paris: OECD.
Mason, L. E., Krutka, D., & Stoddard, J. (2018). Media literacy, democracy, and the challenge of fake news. Journal of Media Literacy Education, 10(2), 1-10.
Kellner, D., & Share, J. (2019). The critical media literacy guide: Engaging media and transforming education. Leiden/Boston: Brill.
Kavanagh, K. & O?Rourke, K. C. (2016). Digital Literacy: Why It Matters. Dublin Institute of Technology.
Ito, M. et al. (2009), Hanging Out, Messing Around, And Geeking Out: Kids Living and Learning With New Media, Cambridge: MIT Press/MacArthur Foundation.
Espanha, R. & Lapa, T. (Org.) (2019). Literacia dos Novos Média, Mundos Sociais, Lisboa.
Carretero, S., Vuorikari, R., & Punie, Y. (2017). The digital competence framework for citizens. Publications Office of the European Union
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Title: Tomé, V. Fazer o mundo inteiro*-atividades de STEAM e Literacia dos media do Pré-escolar ao 2º Ciclo. Art Education, 69(6), 44-49.
Lapa, Tiago, Vieira, Jorge, Guerreiro, Cristina, Crespo, Miguel, Branco, Sofia (2021). ?Implementation of the European Mediacoach Initiative In Portugal? in Celot, Paulo (Org.) MEDIA COACH - How to become a media literacy coach, Bruxelas, EAVI
Art, S. (2018). Media literacy and critical thinking. International Journal of Media and Information Literacy, 3(2).
Amaral, I. (2019). Transmedia storytelling e literacia: histórias multimédia participativas. In M. J. Brites, I. Amaral & M. T. Silva (Eds.), Literacias cívicas e críticas: refletir e praticar (pp. 43-57). Braga: CECS.
Aula 10 - Literacia dos novos média: da pesquisa à ação
Livingstone, S. e Brake, D. (2012). ?Sobre o rápido crescimento das redes sociais: Resultados e implicações para políticas?, em Ponte, C., Jorge, A., Simões, J. A. e Cardoso, D. (Org.) Crianças e Internet em Portugal, Coimbra: Minerva.
Glenn, M. (2008). The future of higher education: How technology will shape learning (pp. 1-27). The New Media Consortium.
Cappello, G. (2017). Literacy, media literacy and social change. Where do we go from now?. Italian Journal of Sociology of Education, 9(1).
Bulger, M., & Davison, P. (2018). The promises, challenges, and futures of media literacy. Journal of Media Literacy Education, 10(1), 1-21.
Aula 9 - Tendências atuais e desafios futuros da literacia dos novos média
Pinto-Martinho, A., Paisana, M. & Cardoso, G. (2019). ?Literacia e notícias na era das fake news. O caso português?. In Espanha, R. e Lapa, T. (Ed.), Literacia dos Novos Media. (pp. 63-86). Lisboa: Editora Mundos Sociais.
Lopes, P. (2015) "Literacia mediática e cidadania: Uma relação garantida?". Análise Social 216 L(3º), 546-580.
Lima Quintanilha, T., Torres da Silva, M., Lapa, T. (2019) Fake news and its impact on trust in the news. Using the portuguese case to establish lines of differentiation. Communication & Society, 32(3), 17-33
Loader, B. D. (Ed.). (2007). Young citizens in the digital age: Political engagement, young people and new media. Routledge.
Aula 8 - Literacia, exercício da cidadania e desinformação
Nash, V. (2014). ?The Politics of Children?s Internet Use, em Graham, M. e William H. Dutton, W. H. (Eds.). Society and the Internet: How information and social networks are changing our lives. Oxford: Oxford University Press.
Livingstone, S., Haddon, L., Görzig, A., et al. (2011). Risks and Safety on The Internet: The Perspective of European Children. London: EU Kids Online Network, The London School of Economics and Political Science.
Livingstone, S., e Bober, M. (2006). ?Regulating the internet at home: contrasting the perspectives of children and parents?, em Buckingham, D. e Willett, R. (Eds.). Digital generations: children, young people and new media. Mahwah, N.J.: Lawrence Erlbaum, 93?113.
Jacob, L., & Coelho, A. R. (2020). Atividades online nas universidades seniores em tempos de pandemia. Interacções, 16(54), 126-143.
Aula 7 - Educação para os media
Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. F. (2017). Everyday schooling in the digital age: High school, high tech?. Routledge.
Papert, S. (1993) The Children's Machine: Rethinking School in the Age of the Computer, HarperCollins
Lankshear, C. e Knobel, M. (2006), New Literacies: Everyday Practices and Classroom Learning, Maidenshead: Open University Press.
Krumsvik, R. J., Berrum, E., & Jones, L. Ø. (2018). Everyday digital schooling?implementing tablets in Norwegian primary school. Nordic Journal of digital literacy, 13(03), 152-176.
Aula 6 - A sociedade em Rede e a educação com os media
Walz, S. P., & Deterding, S. (Eds.). (2014). The gameful world: Approaches, issues, applications. Mit Press.
Penenberg, A. L. (2015). Play at work: How games inspire breakthrough thinking. Portfolio.
Kirkpatrick, G. (2013). Computer Games and the Social Imaginary. Cambridge: Polity Press.
Gee, J. P. (2008). What Video Games Have to Teach Us About Learning and Literacy?. Basingstoke: Palgrave Macmillan.
Aula 5 - Jogos digitais e literacia
Stavans, A., Eden, M. T., & Azar, L. (2021). 11 Multilingual Literacy: The Use of Emojis in Written Communication. In Multilingual Literacy (pp. 233-259). Multilingual Matters.
Lapa, Tiago (2015) ?A língua e a Internet no contexto global? in Cardoso, Gustavo (Org.) O Livro, o Leitor e a Leitura Digital, Lisboa: Fundação Calouste Gulbenkian.
Crystal, D. (2011). Internet linguistics: A student guide. Routledge.
Crystal, D. (2008). Txtng: The gr8 db8. OUP Oxford.
Aula 4 ? OMG! Língua, Internet e Literacia
Subtil, F. M. D. B. G. (2012). Literacia visual. Estudos sobre a inquietude das imagens. Media & Jornalismo, (20), 171-175.
Frey, N., & Fisher, D. (2008). Teaching visual literacy: Using comic books, graphic novels, anime, cartoons, and more to develop comprehension and thinking skills. Corwin Press.
Elkins, J. (Ed.). (2009). Visual literacy. Routledge.
Campos, R. (2010). Juventude e visualidade no mundo contemporâneo: uma reflexão em torno da imagem nas culturas juvenis. Sociologia, Problemas e Práticas, (63), 113-137.
Aula 3 - Literacia visual
Simões, J. A., Ponte, M. C. M. D., Simões, J. A., Ferreira, M. E., Doretto, J., & Azevedo, C. (2014). Crianças e meios digitais móveis em Portugal. CESNOVA
Ponte, C., Jorge, A., Simões, J. A., & Cardoso, D. S. (2012). Crianças e Internet em Portugal: acessos, usos, riscos, mediações: resultados do inquérito europeu, EU Kids Online. C. Ponte (Ed.). Coimbra: Minerva.
Livingstone, S. (2002). Young people and new media: childhood and the changing media environment. Londres: Sage.
Cardoso, G., Espanha, R. e Lapa, T. (2009), ?Do Quarto de Dormir para o Mundo: Jovens e Media em Portugal?, Lisboa, Âncora Editora
Almeida, A. N. de, Alves, N. de A., e Delicado, A. (2011). ?As crianças e a internet em Portugal: Perfis de uso?. Sociologia, Problemas e Práticas, 65, 9-30.
Aula 2 - Novas literacias, ?nova infância??
van Deursen, A. J. A. M., Helsper, E. J. (2018). Collateral benefits of Internet use: Explaining the diverse outcomes of engaging with the Internet. New Media and Society, 20(7), 2333-2351.
Livingstone, S. (2008). Engaging with media: a matter of literacy?. Communication, culture & critique, 1(1), 51-62.
Jenkins, H. et al. (2009). Confronting the challenges of participatory culture: Media education for the 21st century (p. 145). The MIT Press.
Cardoso, G., et al. (2013) A sociedade dos ecrãs. Lisboa, Tinta da China Edições.
Buckingham, David (2007). Media education: literacy, learning and contemporary culture (Reprinted. ed.). Cambridge, Polity
Aula 1 - Literacia: um conceito plural e complexo
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Media and Public Opinion
Students will debate, research and promote their knowledge in the following dimensions:
- dialectical relations between techno-media conditions, epistemological, political and civic sensitivities;
- intersections between governance, info-communication systems and political culture;
- correlations between media languages, participatory processes, legitimation strategies and political polarization;
- impact of media business models on the quality of public opinion formation processes;
- the effects of digital platforms on democratic life and the repercussions of artificial intelligence in the perspective of "algocracy".
The syllabus of this course combines empirical examples and theoretical debates, ongoing research in the field of communication and democracy in the labyrinth of Web 2.0, and an in-depth study of specific topics. It is planned to articulate the following topics:
1 - Comparison between reference theoretical approaches on public opinion, political communication and media.
2 - Presentation and debate in class of texts and applied studies in specific areas of different domains related to the UC, namely: political communication and electoral campaigns; justice and crime; environment and climate; economy and crisis; well-being and illness; science and technology; migrations and ethnicities; security and hate phenomena etc.
3 - Deepening of the theme of political polarization, cyber-populism, the viral construction of reality in contemporary media.
The evaluation of the acquired knowledge is based on the appreciation of the participation and intervention in the different sessions (10%), on the evaluation of an individual work (50%), and on the group presentation on one of the topics covered in the classes and the consequent work to be carried out. deliver at the end of the semester (40%).
In the evaluation by final exam, the grade obtained in the exam will correspond to 100% of the UC grade.
Title: Williams, M. (2021). A ciência do ódio. Lisboa: Contraponto
Schudson, M. (2020). Journalism. Why it matters. Cambridge: Polity Press
Schudson, M. (2011). The Sociology of News. New York-London: Norton
Sandel, M. (2022). A tirania do mérito. O que aconteceu ao bem comum? Lisboa: Ed. Presença
Nichols, T. (2018). A morte da competência. Os perigos da campanha contra o conhecimento estabelecido. Lisboa: Quetzal;
Luhman, N. (2006). Complexidade social e Opinião Pública. In J. P. Esteves "Niklas Luhman. A impossibilidade da comunicação". Lisboa: Vega;
Esteves, J. P. (2005). O espaço público e os media. Sobre a comunicação entre normatividade e facticidade. Lisboa: Ed. Colibri;
Eco, U. (2013). A passo de caranguejo. Lisboa: Difel
Correia, V. (2021). O mundo problemático das redes sociais. Lisboa: Ed. Colibri
Bourdieu, P. (2003) A opinião pública não existe. In "Questões de sociologia". Lisboa: Fim de Século;
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Title: Outros textos e artigos de revistas científicas serão disponibilizados durante as aulas.
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Media and Political Participation
In this course, students should have an in-depth understanding of the changing nature of digital-era governance and politics and the theoretical, practical and ethical questions surrounding the role of the Internet and related technologies in social and political life.
Program1. 'Political participation' (concept, forms, its study, role fo the digital);
2. 'Power' (theories of the state, challenges to the power, governance);
3. 'Digital forms of power and governance';
4.'Social movements 1' (main concepts and definitions, why they emerge, how the act);
5.'Social movements 2' (their study);
6. 'Digital activism 1' (what has changed with the introduction of ICT);
7. 'Digital activism 2' (how ICT changed the way we study activism);
8. 'Policing protest in the digital era? (new technologies in the police control of conflict and public order);
9. 'Digital populism' (the relation between new technologies and the affirmation of populisms);
10.'Direct democracy and ICT' (relation between direct democracy and populism and role of new technologies);
11. 'Digital citizenship and digital democracy' (digital public sphere);
11. Digital etnography.
The evaluation has two different moments. A group's research presented in class around one of the topics of the course (40%) and an individual final written work (60%).
BibliographyTitle: Teocharis, Y., J. de Moor, and J.W. van Deth. 2019. ?Digitally Networked Participation and Lifestyle Politics as New Modes of Political Participation?, Policy and Internet https://doi.org/10.1002/poi3.231
Hennen, L. et al. 2020. European E-Democracy in Practice, NYC: Springer.Savaget, P., T.
Dalton, R, and H.D. Klingemann. 2007. The Oxford Handbook of Political Behavior, Oxford: OUP, Chapter ?Citizens and Political Behavior, Civil Society and Democratization, and Political Communication.
Chiarini and S. Evans. 2019. Empowering political participation through artificial intelligence, Science and Public Policy 46(3): 369?380
Casteltrione, I. and M. Pieczka. Mediating the contributions of Facebook to political participation in Italy and the UK: the role of media and political landscapes, Palgrave Communications 4(1): 56-56.
Beissinger, M. Conventional and Virtual Civil Societies in Autocratic Regimes, Comparative Politics 49(3): 351-371.
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Title: Waisbord, S. and A. Amado. 2017. ?Populist communication by digital means: presidential Twitter in Latin America?, Information, Communication & Society 20(9): 1330-1346.
Vicari, S. 2013. ?Public reasoning around social contention: A case study of Twitter use in the Italian mobilization for global change?, Current Sociology 61(4) 474?490
Trmayne, M. 2014. ?Anatomy of Protest in the Digital Era: A Network Analysis of Twitter and Occupy Wall Street?, Social Movement Studies 13(1): 110-126.
Torcal, M. 2014. ?The Decline of Political Trust in Spain and Portugal: Economic Performance or Political Responsiveness?, American Behavioral Scientist 58(12): 1542-1567
Tarrow, S. 2011. Power in Movement. Social Movements and Contentious Politics. Cambridge: Cambridge University Press, pp.1-29; pp. 196-2014
Schroeder, R. 2018. ?Digital media and the rise of right-wing populism?, in Social Theory after the Internet. Media, Technology, and Globalization. London: UCL Press, pp. 60-81 (full book available here: https://discovery.ucl.ac.uk/id/eprint/10040801/1/Social-Theory-after-the-Internet.pdf)
Schäfer, M. 2015. ?Digital Public Sphere?, in Mazzoleni, Gianpietro et al. (2015, Eds.): The International Encyclopedia of Political Communication. London: Wiley Blackwell. Pp. 322-328.
Savaget, P., T. Chiarini and S. Evans. 2019. ?Empowering political participation through artificial intelligence?, Science and Public Policy 46(3): 369?380
Sassen, S. 1996. ?Losing Control? Sovereignty in an Age of Globalization?, Intro of Losing Control?: Sovereignty in an Age of Globalization, NYC: Columbia University Press.
Poell, T. 2019. ?Social media, temporality, and the legitimacy of protest?, Social Movement Studies, DOI: 10.1080/14742837.2019.1605287
Pink, S. et al. 2016. Digital Ethnography. Principles and Preactice. Thousand Oaks: SAGE.
Parvin, P. 2018. ?Democracy Without Participation: A New Politics for a Disengaged Era?, Res Publica 24: 31-52
Owen, S. 2017. ?Monitoring social media and protest movements: ensuring political order through surveillance and surveillance discourse?, Social Identities Journal for the Study of Race, Nation and Culture 23(6): 688-700.
McDonald, K. 2015. ?From Indymedia to Anonymous: rethinking action and identity in digital cultures?, Information, Communication & Society 18(8): 968-928.
Luhtakallio, E. and N. Eliasoph. 2014. ?Ethnography of Politics and Political Communication: Studies in Sociology and Political Science?, The Oxford Handbook of Political Communication, Edited by Kate Kenski and Kathleen Hall Jamieson, pp. 1-11.
Lindquist, E. and I. Huse, 2017. ?Accountability and monitoring government in the digital era: Promise, realism and research for digital-era governance?, Canadian Public Administration 60(4): 627-656.
Lane, J. 2016. ?The Digital Street: An Ethnographic Study of Networked Street Life in Harlem?, American Behavioral Scientist 60(1) 43?58
Kriesi, Hanspeter and Takkis Papas. 2015. Populism in the Shadow of the Great Recession, Colchester: ECPR Press (chap. 10-11)
Koopmans, R. 2007. ?Social Movements?, in The Oxford Handbook of Political Behavior, edited by R. J. Dalton and H.D. Klingemann. Oxford: OUP.
Klein, A. 2015. ?Vigilante Media: Unveiling Anonymous and the Hacktivist Persona in the Global Press?, Communication Monographs 82(3): 379-401.
Kaase, M. 2007. ?Perspectives on Political Participation?, in The Oxford Handbook of Political Behavior, edited by Russell J. Dalton and Hans?Dieter Klingemann. Oxford: Oxford University Press.
Joyce, M. ed. 2010. Digital Activism Decoded. The New Mechanics of Change. NYC: International Debate Education Association.
John Thompson and Michel Wieviorka. Cambridge: Polity Press, pp. 405-427
Jessop, B. ?The State and State Power?, in S. Clegg and M. Haugaard, eds, The SAGE Handbook of Power, London: SAGE, 367-382.
Jasper, James, and Jan Duyvendak. 2015b. Breaking Down the State. Protestors Engaged with Authorities. Amsterdam: Amsterdam University Press, chapters Introduction and 4.
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Master Dissertation in Communication, Culture and Information Technology
The purpose of the course is to enable students to develop empirical research that tests scientific hypotheses in the context of Communication Science as well as New Technologies of Information and Communication. The preparation of the dissertation will incorporate the students as active participants, in the scientific community, and will enhance their critical skills in theoretical and empirical research.
Students who successfully complete this course should be able to:
- Formulate research hypotheses
- Gather the appropriate literature
- Develop methods and materials for the hypotheses? empirical testing
- Analyze results and reject / confirm hypotheses
- Writing a scientific paper and a poster
In close relation with the research supervisor, students will:
- Formulate the question of departure
- Identify relevant literature and develop a theoretical and empirical review
- Formulate the research problem and hypotheses
- Design a study to test the hypotheses
- Create a procedure and its materials
- Conduct the study
- Analyze and interpret results
- Develop the dissertation plan
- Write a dissertation
The dissertation will be evaluated by a jury in a public examination, after the supervisor has confirmed that the work is completed and is ready to be publicly presented and discussed. The evaluation will be based on the study?s scientific merit and its theoretical and methodological appropriateness.
BibliographyTitle: APPADURAI, Arjun (2004), Dimensões culturais da globalização, Lisboa: Teorema; CASTELLS, Manuel (2009), Communication Power, Oxford: Oxford University Press; CHOMSKY, Noam e HERMAN, Edward (2008, ed. orig. 1994), La fabrication du consentement: de la propagande médiatique en démocratie, Marselha: Agone; DAVIS, A. (2007), The mediation of power: a critical introduction, New York: Routledge; FLICK, U. (2005), Métodos Qualitativos na Investigação Científica, Lisboa: Monitor.
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Master Project in Communication, Culture and Information Technology
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.
Title: «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.
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2nd Cycle Internship
The learning outcomes of the Internship are adapted to each internship and the institution where it is developed. These are:
LO1. To acquire technical skills linked to methods and techniques for action within different kinds of institutions related to the general objectives and learning outcomes of the master's degree;
LO2. To develop research and action-research skills within organizations related to the master's degree;
LO3. To prepare an internship report that reveals analytical reflection of the professional or academic context;
LO4. Develop indicators for recording and evaluating professional practice.
1. Topic and problem of the internship
2. Internship plan
3. Theoretical and methodological framework
4. Methodology of collaborative action research
5. Evaluation
6. Report
Individual report, which contains the following elements:
a) Characterization of the institutional context (history, organization, policies and services, activities, organizational structure and functioning);
b) Framing the internship institution;
c) Description of the activities developed (roles, responsibilities, agents, work processes, methodologies used)
d) Critical and theoretically based conclusions
e) References
The UC does not contemplate the modality of evaluation by Exam.
Title: - Sweitzer, H. Frederick e King, Mary A. (2014), The Successful Internship: Personal, Professional, and Civic Development in Experiential Learning, Belmont, CA: Brooks/Cole, Cengage Learning.
- Reeher, Gant e Mariani, Mack (2002), The Insider's Guide To Political Internships: What To Do Once You're In The Door, Nova Iorque: Basic Books
- Neves, José, Garrido, Margarida, Simões Eduardo (2008), Manual de Competências Pessoais, Interpessoais e Instrumentais. Teoria e Prática, Lisboa: Editora SÍLABO
- Della Porta, Donatella e Keating Michael (eds.) (2008) Approaches and Methodologies in the Social Sciences. A Pluralist Perspective, Cambridge: Cambridge University Press
- Courtney, Roger (2013), Strategic Management in the Third Sector, Basingstoke: Palgrave Macmillan
- Capucha, Luís (2008), Planeamento e Avaliação de Projetos. Guião Prático, Lisboa: ME/DGIDC
Authors:
Reference:
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Recommended optative
Optional courses will only be held if they achieve a minimum number of enrollments.
01976 | Cultural Marketing (MEGC)
01174 | Cultural Entrepreneurship (MEGC)
01986 | Digital Storytelling and Transmedia Entertainment (MEGC)
03364 | Digital and Social Media Marketing (MM – IBS)
01814 | New Trends in Marketing (MM- IBS)
03426 | Public Opinion and Polls (MCP)
02678 | Political Campaigns Analysis (MCP)
Accreditations