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 two parts:

Part I
CP1. Learning in a Participatory Culture
CP2. Overview of our current moment of change in the media, the types of informal learning that take place in the context of participatory culture.
CP3. How schools respond to the challenges posed by new technologies.
CP4. Background debates between those who value and those who criticize new media literacy.

Part II
CP5. Core Skills and Competencies.
CP6. Full participation in an emerging media culture.
CP7. Framing social and cultural skills, illustrating them through cultural phenomena such as online video game player teams, YouTube video production, Wikipedia, fan-generated fiction, audiovisual content remix and social networking sites.

Continuous assessment: presentation of a media literacy project (20%) and written project on one of the topics covered (70% of the grade). Originality and innovation will weigh in the assessment. Working time is estimated at around 20 hours of bibliographic and / or field research. Participation in class (10%).
Students who do not opt for continuous assessment or who fail, can resort to the final exam (100% of the grade) at the stages planned for this purpose.

Upon completion of the UC the student should be able to:
LO1. Know and understand the key concepts of OSINT, such as data typology, research methodology and its integration in the Information cycle.
LO2. Understand the applicability of OSINT tools in the investigation of information disorders.
LO3. Master OSINT tools with practical applicability in data verification.
LO4. Master OSINT tools with practical applicability in mapping the creation, distribution and dissemination of disinformative narratives.
LO5. Internalize the importance of ethics as a first priority in the use of OSINT tools and techniques.

PC1 Key OSINT Concepts
-The Information Cycle
-OSINT as a Data Typology, Methodology and in Academic Research
PC2 Ethical and Legal Challenges
-Current challenges - the post API environment and deplatforming;
-Ethical issues: public vs private
-Ethical issues: consent
-National and platform legal framework
PC3 Information Disorders and OSINT
-Information disorder research, concept of narrative, fact-checking, dissemination
-OSINT and Fact-Checking
-OSINT and the analysis of disinformative narratives and their circulation in time and space
PC4 OSINT Tools and Techniques for Fact-Checking
-Fact-checking techniques applied by IFCN
-Data Verification
-Geolocation
-Forensic analysis of images and videos
-Internet archaeology
PC5 OSINT tools and techniques for analyzing disinformative narratives
-Temporal and spatial mapping of a narrative
-Organic vs. non-organic behavior
-Disinformation distribution network analysis

The evaluation is carried out in one of two phases: 1) during the school period or 2) unique final evaluation.
1)
Classes participation: 20 % + Individual written work of application of the learned methodology and techniques to a practical case: 80 %
2)
Individual written work of application of the learned methodology and techniques to two practical cases: 100%.

Gustavo Leitão Cardoso

Vania Baldi

LO1. Identify and understand the main theoretical frameworks for studying the social dynamics of the internet. 
LO2. Critically examine the impact of the internet on various aspects of society, including sociability, culture and the media, politics and the economy. 
LO3. Use theoretical frameworks and critical thinking to examine contemporary issues and phenomena such as digital inequalities, datification, platformization and the governance of the internet and associated technologies. 
LO4. Critically evaluate and discuss the ethical and social implications of Internet technologies. 
The LOs are in line with the teaching methods adopted. The lessons provide an in-depth understanding of the theoretical frameworks, complemented by readings, case studies and class discussions. The ethical and social challenges related to the digital transformation of contemporary societies are addressed throughout the lessons and in the discussion of concrete case studies.

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.


No final da UC o estudante deverá:
OA1 | distinguir aos géneros jornalísticos tradicionais, versão online (de que forma existem)
OA2 | identificar os géneros jornalísticos digitais ou a destruição do género jornalístico
OA3 | explicar a navegação e usabilidade na web, o jornalismo por ecrã
AO4 | distinguir diferentes marcas, diferentes formatos, diferentes conteúdos
AO5 | resolver o alinhamento num jornal televisivo e num programa de informação
AO6| distinguir as redes sociais num site e num programa de informação
AO7 | identificar o meio, a audiência e o alinhamento: a ditadura do utilizador
AO8| categorizar trends, mais vistas, mais comentadas, mais partilhadas
AO9| resolver relacionamento com fontes (oficiais e informais)
AO10| avaliar as redes sociais e a internet como fonte de informação
AO11| avaliar o acesso direto do público às fontes de informação

1. - Géneros digitais
1.Os géneros jornalísticos tradicionais
2.Os géneros jornalísticos tradicionais, versão online (de que forma existem)
3.Os géneros jornalísticos digitais
4.Twitter ou a destruição do género jornalístico

2. - Alinhamento
1.A navegação na web
2.A usabilidade na web
3.O jornalismo por ecrã
4.Diferentes marcas, diferentes formatos, diferentes conteúdos
5.O alinhamento num jornal televisivo
6.O alinhamento num programa de informação
7.As redes sociais num site e num programa de informação
8.O meio, a audiência e o alinhamento: a ditatura do utilizador
9.Trends, mais vistas, mais comentadas, mais partilhadas


3. - Fontes jornalísticas
1.Relacionamento com fontes
2.Fontes oficiais
3.Fontes informais
4.As redes sociais como fonte de informação
5.A internet como fonte de informação
6.O acesso direto do público às fontes de informação

A avaliação é realizada em 2 momentos: 1) ao longo do período letivo e 2) avaliação final.

1) Ao longo do período letivo, serão utilizados os seguintes instrumentos de avaliação: assiduidade (e pontualidade) igual ou superior a 80%, participação oral ativa nas sessões e exercícios de grupo (avaliada em 20%); produção de conteúdos jornalísticos integrando as temáticas e assuntos apresentados na UC, que serão reunidos num portefólio final.
2) Avaliação do portefólio final composto pelos conteúdos jornalísticos produzidos no âmbito da UC ao longo do período letivo. O tempo total de trabalho necessário para a redação deste trabalho é contabilizada em cerca de 20 horas de pesquisa em biblioteca, e/ou trabalho de campo. A versão final do portefólio representará 80% da nota. A originalidade e a inovação no trabalho contribuirá para a avaliação.
Esta avaliação pressupõe a revelação das competências de escrita e orais, qualidade da pesquisa bibliográfica realizada, conhecimentos adquiridos e a capacidade de análise e síntese.
Ficam aprovados os alunos que tenham notas superiores a 9,5 valores nas duas avaliações (só são admitidas 2 faltas).

The exploration of the perspectives, trends and challenges of disinformation will allow the student to know and critically discuss the following:

LO1. Understand the specificities and requirements of fact-checking journalism.
LO 2. Structure the application of theoretical and deontological principles of journalism in the practice of fact-checking specialty, in a working environment in a newsroom
LO 3. Develop the ability to overcome the most characteristic challenges and dilemmas of this professional activity.
LO 4. Exponentiate research techniques (monitoring social networks, use of search engines, preponderance of primary sources, etc.) and analysis (photographs, videos, etc.)
LO 5. Obtain skills in editorial and deontological practices, journalistic writing, effectiveness and accuracy at the communicational level, definition of titles and framing, among other elements

PC1 The importance of fact-checking journalism and media literacy in the face of the emergence of disinformation phenomena
PC 2 Theoretical and deontological principles of journalism and their practical application in fact checking
PC 3 Election coverage: The paradigmatic examples of the Trump (USA) and Bolsonaro (Brazil) elections
PC 4 Election coverage: the practical examples of the last legislative, presidential and European elections in Portugal
PC 5 Research techniques (monitoring social media, use of search engines, preponderance of primary sources, etc.)
PC 6 Techniques of content analysis (photos, videos, etc.)
PC 7 Editorial and deontological practices of journalistic writing, effectiveness and accuracy at the communicational level, definition of titles and frameworks
PC 8 Methods of preventing errors, subjectivity, and bias
PC 9 Concepts of disinformation and freedom of expression and the limits and responsibilities of fact-checking programs in social media

In continuous evaluation there is a practical individual assignment (70% of the final grade) to evaluate fact-checking articles: 2 pre-determined and 2 resulting from research and selection by each student. Individual presentation and analysis of the work is worth 20% and the remaining 10% is for class participation.
Alternatively, there may only be a single final assessment, individual, corresponding to a final essay: carry out fact-checking of 5 pre-determined cases and reflect on the results.

The exploration of the perspectives, trends and challenges will allow the student to:
LO1. Create an innovative editorial design concept with a focus on misinformation
LO 2. Critically analyze the strategy of reference projects in worldwide fact-checking
LO 3. Understand the importance and scope of collaborative journalism in fact-checking
LO 4. To perceive the relevance of international codes of principles as critical success factors - the International Fact-Checking Network
LO 5. Identify the economic challenges of the fact-checking as a multiplatform business
LO 6. Know the methodological rigor in research and editorial development in the field of disinformation.
LO 7. Understand the relevance of television presence to obtain scale in a fact-checking project
LO 8. Identify the importance of teamwork to obtain good results in digital and television
LO 9. To identify the elements for success in radio fact-checking

PC1. How to plan an innovative editorial project, with particular focus on the field of fact-checking.
PC2. The challenge of financing a fact-checking project: for-profit or not-for-profit? - the fundamental question.
PC3. The main worldwide fact-checking success stories: Maldita.es, Politifact, Washington Post, Chequeado, Full Fact, Agência Lupa
PC4. Three international collaborative fact-checking projects: Coronavirus Fact Alliance, Latam Chequea and Ukraine Facts
PC5. The central importance of multiplatform editorial partnerships to make a fact-checking business economically viable in an ecosystem in crisis.
PC6. The Code of Principles of the International Fact-Checking Network: the "bible" of global fact-checking.
PC7. Who does fact-checking for fact-checkers?
PC8. The case of the Polígrafo SIC: from the initial idea to the implementation and development of the project.

The evaluation is carried out in two phases: 1) during the school period and 2) final evaluation.
1)
- Class participation: 10%.
- Individual essay with reflection on the fact-checking market: 50%.
- Team development of Editorial Project: 40%
2) Individual single essay with reflection on the fact-checking market and the development of an innovative project. (100%)

Miguel Crespo

The students will debate, research and foster their knowledge in the following dimensions:
- To analyze the impact of technological transformations in the context of production and consumption practices of narratives and languages in the infosphere;
- Understand the challenges of Journalism at the time of media convergence: press, radio, TV and digital frames;
- Gain knowledge about the Economics of Media and Media Management in an Age of Media Uncertainty;
- To understand debates around the Media Regulation: insights from regulators and visions from the audiences;
- Carry out comparative analysis of cases;

This Curricular Unit will discuss the reconfiguration of contemporary media spaces from the perspective of "remediation" and media convergence, highlighting the role of journalism in today's society.
The normative and empirical links between journalism, news production and ethical considerations will be evaluated.
Contemporary discussions about the challenges brought by "information disorder" (disinformation) and its implications for media and democratic literacy will be critically evaluated.
The normative and empirical links between journalism, news production and ethical considerations will be assessed.
To better understand the needs, obligations, and constraints of journalism, students will be challenged to build journalism, so as to have an insight into the processes of news construction.

Intermediate individual work on critical syntheses of recommended readings (30%)
Essay with critical analysis on one of the following topics: a Portuguese social media; or about a news case to choose from; or about a cross-platform narrative strategy; or about viral info-communication phenomenon. (70%).
The active participation of students contributes to the final assessment.
Or Assessment by Exam: the exam consists of the elaboration of an individual critical essay that articulates and deepens some of the topics taught (100%).

OA1 | describe analytically and critically the data journalism definitions
OA2 | identify what new developments data journalism brings
OA3 | describe open data policies: at the governmental level, the scientific level and business level
OA4 | explain the challenges of data journalism in today's society
OA5 | identify new profiles and competencies for journalists and sustainability models for data journalism
OA6 | know how to extract data and find the right sources
OA7 | identify techniques and tools to analyze data
OA8 | identify techniques and tools to visualize data

1.Data journalism characterization:
1.2Definitions
1.3Differentiating from other 'types' of journalism
1.4What is new with data journalism
1.5data journalism's evolution
2.Open data policies and new technologies
2.1Main axes of open data policies: the governmental level,the scientific level and business level
2.2European and national policies on open data
2.3Information and communication technologies and new media's contribution for open data policies
3.Challenges of data journalism in today's society
3.1journalist's new profiles and competencies
3.2Sustainability models for data journalism
4.Data journalism is primarily journalism
4.1ethics
4.2Reflection on the role of journalism in the world of 'Big Data'
5.Extracting data
5.1Finding the right sources
5.2Data Extraction Tools
6.Analyze data
6.1Techniques for analysis
6.2Tools for analyzing data
7.Data Visualization
7.1Visualization techniques
7.2Data visualization tools

2 stages:
1)Throughout the semester: attendance and punctuality less than 80% and oral participation (10%)
2)Individual written work. The time for the job is booked at around 20h of library research and/or fieldwork.Final version represent 70% of the grade. The originality and innovation in research work for writing the article will contribute 20%.
Students with higher grades than 9.5 on the 2 reviews are approved (2 absences allowed)
Alternative: a final written exam representing 100%

The Learning Objectives (LO) are in line with the teaching methods adopted. The classes provide an understanding of the theoretical frameworks and an eminently practical approach from a hands-on perspective and from a learning-by-doing perspective. The challenges and limitations of researching and analyzing communication in a digital context using specific tools for data collection are addressed throughout the lectures and in the discussion of specific case studies.

The Learning Outcomes (LO) are as follows:
LO1. Understand the relevance of digital methods for the study of social sciences.
LO2. Identify the main challenges and limitations when conducting online research.
LO3. Define a research design that favors adequate data collection according to the medium and object of study.
LO4. Process and prepare databases for analysis.
LO5. Build solutions to analyze data.

PC1. Digital methods for the study of social sciences.
PC2. Query design and data collection.EDC: Instagram.
PC3. Database preparation and image visualization. EDC: Instagram.
PC4. Preparing a search on online social media platforms. EDC: Facebook, X.
PC5. Data collection: advantages and limitations. EDC: Facebook, X.
PC6. Collecting information in a structured and focused way.EDC: Google Trends.

Assessment throughout the semester is carried out through four individual exercises, each with a weighting of 25% in the final grade. The minimum mark for each exercise is 10 points.
Students who do not opt for assessment throughout the semester, or who fail in this way, may take an exam. This includes the submission of an individual assignment comprising four exercises and a discussion of the results in order to understand the subject under study.

No final da UC o estudante deverá:
OA1 | descrever o que é a rede social virtual
OA2 | identificar as diferenças da produção jornalística para redes sociais
OA3 | descrever como integrar elementos multimédia nas redes sociais
OA4 | explicar como planear e gerir dentro da atividade jornalística uma rede social ou um conjunto de várias redes para um mesmo projeto
OA5 | categorizar as redes sociais segundo as suas características principais
OA6 | avaliar as redes sociais segundo rapidez, imagem, geo localização e vídeo
OA7| identificar os prós e contras da utilização jornalística das redes sociais
OA8| Definir objetivos, estratégias, ações e limitações das redes sociais