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media education 1 guidance
MEDIA EDUCATION GUIDANCE
Preschool education Basic education (1st, 2nd and 3rd cycles)
Secondary Education
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CREDITS
TitleMedia Education Guidance for Preschool Education, Basic Education and Secondary Education
AuthorsSara Pereira, Communication and Society Research Centre, University of Minho Manuel Pinto, Communication and Society Research Centre, University of Minho Eduardo Jorge Madureira, Projeto “Público na Escola” [“Público Newspaperc in School” project]Teresa Pombo, General Directorate of Education Madalena Guedes, General Directorate of Education
CoordinatorsLuís Filipe Santos, Deputy Director, General Directorate of EducationJosé Vítor Pedroso, Head of Project Department, General Directorate of Education
Published byMinistry of Education and Science
Director-General of the General Directorate of EducationFernando Egídio Reis
Graphic Design Isabel Espinheira
Date2014
ISBN978-972-742-374-3 (printed)978-972-742-373-6 (online)
Print run500
Legal Deposit
This Media Education Curriculum Guidance has been approved by the Secretary of State for Basic andSecondary Education, João Henrique Grancho, by order of 29 April 2014.
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CONTENTS
INTRODUCTION
1. TEN MAJOR PRINCIPLES FOR MEDIA EDUCATION
2. TOPICS, GOALS AND LEARNING OUTCOMES Table 1 - Topics, Sub-topics and Goals
Table 2 - Summary of Learning Outcomes by Topic 3. PERFORMANCE DESCRIPTORS BY TOPIC, LEVEL AND EDUCATION AND SCHOOLING CYCLE TOPIC 1: Communicating and Informing TOPIC 2: Understanding Today’s World TOPIC 3: Types of Media
TOPIC 4: ICT and Screens
TOPIC 5: Digital Networks TOPIC 6: Entertainment and Shows
TOPIC 7: Advertising and Brands
TOPIC 8: Production and Industry/Professionals and Enterprises
TOPIC 9: Audiences and Consumption
TOPIC 10: Freedom and Ethics, Rights and Duties
TOPIC 11: The Media as Social Construction
TOPIC 12: We and the Media
4. REFERENCES
5. RESOURCES
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INTRODUCTION
Media Education is an educational process that sets out to empower citizens to experience the ‘communicational ecology’ of today in a critical and interventionist spirit. It aims to harness the resources and opportunities that media and communication networks provide to enrich personal and social development, so that every person can live, learn and work with more quality. It involves addressing issues such as: conditions and opportunities to access technology equipment and applications; diversity and media use rules; ability to seek, assess and select relevant information, to critically analyse it and apply it significantly to the needs of everyday life; ability to communicate better with ourselves and others.
Citizens, as media consumers, are faced with ever-greater challenges due to the quantity and diversity of data and information, which requires increasingly accurate and sophisticated literacy levels in this area. In Portugal, as it happens in other countries of the European Union and the Organisation for Economic Cooperation and Development (OECD), Media Education should be regarded as lifelong education, a process for which education formal is a key step.
This document aims to propose a frame of reference for the pedagogical work on media education issues in preschool education and primary and secondary schooling, taking analogous documents from other countries as a reference, as well as the recent positions of European and international institutions. It is worth noting here Directive 2007/65/EC of the European Parliament and of the Council of 11 December 2007, concerning the engagement in television broadcasting activities (Recital 47); the Commission Recommendation of 20 August 2009 (Recitals 11 and 16); Communication from the Commission to the European Parliament, the Council, the European Economic and Social Committee and the Committee of the Regions - A European approach to media literacy in the digital environment; Recommendation 1466 (2000) of the Parliamentary Assembly of the Council of Europe and the Grünwald Declaration on Media Education (UNESCO, 1982)
1
The national documents considered included: Recommendation No. 6/2011 of the National Education Council on Education for Media Literacy2; the study commissioned and published by the Regulatory Authority for the Media, Media Education in Portugal: Experiences, Actors and Contexts, drafted by Manuel Pinto, Sara Pereira, Luis Pereira and Tiago Ferreira (2011); and Media Literacy - Braga Statement (2011).
The importance of Media Education in schools stems from the fact that children and young people are becoming more and more intensely identified as consumers and producers of media. They must therefore be equipped with the knowledge and skills for a well-informed consumption and understanding.
particularly considering the growing complexity of these resources and constexts in which the media emerge and develop.
Within the education system, pursuing Media Education will enable children and young people to take ownership of tools that equip them to use the potential of the media responsibly and alert them to the the dangers to which they may be exposed through them.
1 To view the content of these documents we suggest you go to the Media Literacy site: http://www. literaciamediatica.pt/pt/documentos-de-referencia. Equally useful are these two works from UNESCO: Media Education - A Kit for Teachers, Students, Parents and Professionals (UNESCO, 2006); Media and Information Literacy - Curriculum for Teachers (UNESCO, 2011).2 Diário da República, series 2, no. 250, of 30 December 2011.
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The development of media literacy must be coordinated with all other forms of literacy, and there should be close coordination between the various thematic areas.
Media Education implies the ability to understand - or “read critically” - the media and the social and cultural processes through which images and representations of the world in which we live are presented, using different languages. Attention will naturally focus on the press, music, photography, comics, radio, television, advertising, film, video, video games - in both analogue and digital formats - but also for digital platforms and networks, mobile phones, tablets, smartphones and other forms of spreading and broadcasting messages.
“Reading [the media] critically” implies being able to recognise and value the content that contributes to the broadening of horizons, to understanding what is going on in the world, to welcoming the diversity of values and worldviews and to the construction of identities. It further involves the acquisition of processes of self-defence against the risks and threats, including those arising from the new media and social networks.
The media are not only the content and the technologies that convey and that, in some way, shape them. Understanding the media also requires looking beyond the screens (to see the professionals, the organisations, the editorial rationales and strategies, laws and regulations, etc.), as well as at users and consumers (what the latter do with the media, and their impact on people’s lives and communities).
Known in some parts of the world (e.g. in Latin America) as Education for Communication or Educommunication, it also assumes mastery of the savvy use of the media to receive the information, the message of others, and to learn to establish active, critical forms of communication with them. Its starting point is the most basic realities and experiences of life, like the ability to and difficulty of establishing rewarding relationships with one another and the ultimate aim is to develop interaction and communication at all levels, from the interpersonal to the global, through group and organisational.
Media Education is understood here, in the wake of a number of other authors, as one of the processes (experienced in the family, at school, in peer groups, in communities...) that will empower individuals to become sensitive, active and responsible citizens. It can be said that this type of training, to the extent that it invests in enabling people to make smart choices, is a civic and political alternative to censorship and excessive regulation by the State.
Media Education also involves the acquisition of thinking skills and a critical spirit that facilitates communication via the media and, indeed, with the media: taking an informative role on matters of public interest; exercising the constitutional right of reply and rectification; and/or collaborating with the criticism, the applause, the suggestion and the proposal through individual initiatives or organised movements.
Media Education is not limited to (nor should it be confused with) the use of media in education, even if it can benefit from that use. Nor, by any means, should it be confused with the mere use of technology, whether old or new. It is necessary to dispel such misunderstandings.
Media Education involves making the media - not just the “traditional”, but the new media, too - a subject for study, reflection and practice. And this is to be more savvy in their use; to critically understand their languages, messages and modes of operation; to shed light on the world that the screens conceal, which screens between us and the professionals, companies, and technologies.
Through the proposed route within the Media Education, the goal will be to achieve a high level of literacy with regard to communication and the media. This cultural and civic dimension inscribed in Education Literacy regarding the Media gives it a horizon that distinguishes it from Information Literacy, more focused on knowledge and skills relating to access, evaluation, ethical and effective use of data and information. But the concept of digital literacy is most commonly associated with the development of abilities and skills related to the understanding and effective use of technology - different types of hardware, software tools, the Internet and digital networks in general, as well as aspects related to the hypertext, interactive and multimedia languages. In any case, it is difficult, if not impossible, to develop digital literacy disconnected from information and the information phenomenon from the point of view of production, publication, presentation, access and use.
In the last decade, the United Nations Educational, Scientific and Cultural Organisation, (UNESCO) has made efforts to converge Media Education and Information Literacy, proposing the concept of Information Literacy and Media and highlighting the many common aspects and specifics of either tradition. In this process, UNESCO has given special emphasis to a facet that is, for Portugal, too, a critical point for the realisation and
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practical interpretation of this Guidance - the training of teachers and educators3. Different actors have to be fully aware that without investment in this area many teachers are not going to feel equipped and confident to address a task that they can in fact see is important and necessary.
Curricular framework of Media Education Guidance
The angle for Schools to take in tackling and implementing Media Education will hardly involve unique, overly general initiatives; on the contrary, it will benefit from a wide-ranging methodology, since it is construed as a crosscutting and trans-disciplinary topic of education for citizenship.
Given the relevance of the promotion and implementation of Media Education, and taking into account the schooling context of children and young people, the Ministry of Education and Science joined the University of Minho’s Communication and Society Research Centre4, an institution with proven research work in this area, in preparing this Guidance, which should help schools with respect to Media Education.
This document is thus a set of guidelines for implementing Media Education in school and preschool. It can be used in a number of contexts if it is adapted, in full or in part, thus:
I - the cross-cutting aspect of Education for Citizenship, in the context of teaching and learning any subject or subject area, in the 1st, 2nd and 3rd cycles of basic education and in secondary education, and in the context of preschool education, taking into account the Curricular Guidance for Preschool Education in force;
II - the range of complementary curricular components in the 2nd and 3rd cycles of basic education, provided they have been created by the school, depending on the management of the time credit5, as stipulated in Decree-Law 139/2012, of 5 July;
III – the extra subjects6 of the 1st cycle of Basic Education, pursuant to Decree-Law 91/2013, of 10 July, which introduced amendments to Decree-Law 139/2012, of 5 July;
IV - the development of projects and activities whose purpose is to contribute to the personal and social preparation of the students, in coordination with the educational project of the School/School Cluster.
Organisation and structure of the Guidance
The organising scheme now proposed in this Guidance may, as part of Education for Citizenship, be adopted and adapted in different ways at the various levels and cycles of education and teaching. This Guidance takes into account both the scientific literature produced in this area of Media Education and the range of experiences that have been developed in Portugal, particularly in recent years. The Guidance has also tried to take into account the media and communications experience of children and adolescents in the conditions and contexts in which they gain such experience these days.
The approach taken by the Guidance sets out to be the most universal and inclusive possible. Otherwise, it would fall into reductionist positions such as those that restrict communication to the media, and the media to journalism; or into approaches that take the point of view of technology and subordinate its links with social life. This option turns out to make the operation of the rationale more complicated in that there are
3 f UNESCO (2011) Media and information literacy: curriculum for teachers, Paris (see: http://unesdoc.unesco.org/ images/0019/001929/192971e.pdf). A translation into Portuguese was published in Brazil in 2013, enti-tled Alfabetização midiática e informacional: currículo para formação de professores: http://unesdoc.unesco.org/images/0022/002204/220418por.pdf4 http://www.comunicacao.uminho.pt/cecs/
5 The number of extra hours allocated to projects, as a result of school success.6 Integrated activities promoting the development of transversal skills in citizenship education and ICT
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numerous kinds of media considered, several of which converge with one another in digital networks and platforms, in addition to which they may be quite distinct from the angles of the approaches considered.
It is thus proposed to implement a progressive process, from preschool education up to basic and secondary levels, on a range of topics: 1. Communicating and informing; 2. Understanding the current world ; 3. Types of media; 4. ICT and screens; 5. Digital networks; 6. Entertainment and shows; 7. Advertising and brands; 8. Production and industry/Professionals and enterprises; 9. The Media as social construction; 10. Audiences and consumption; 11. Freedom and ethics, rights and duties; 12. We and the Media. Each of these topics covers sub-topics and goals.
Several objectives were included for each group of topics/sub-topics, the purpose being to give educators and teachers a benchmark as to what can be deemed more general or more specific, without prejudice to them being appropriate for the age group and the educational path of the children and young people.
The performance descriptors in each education and teaching level and cycle are also those deemed appropriate for the development stage and age group of the children and young people targeted. These descriptors include a set of areas of knowledge, abilities, attitudes/values and behaviours required to achieve the intended leavel of learning.
This Guidance also contains essential literature references and resources that can support the training and teaching activities in the cinematographic, videographic, sound, multimedia and other fields.
It is further considered that school libraries are an essential partner in Media Education and in the use of this Guidance, through initiatives - individual or collaborative – which could be developed in conjunction with either formal or informal learning.
1. TEN MAJOR PRINCIPLES FOR MEDIA EDUCATION
Generally speaking, Media Education is intended to get students to understand that:
1. As with the history course, people and societies experience the quality of the relationship that is established between them. This relationship in turn experiences the quality of communication (in the sense of sharing, listening, empathy, exchange of messages and gestures) and the quality of information (processed data that are exchanged and passed on).
2. The technology and processes of information and communication that have been developed over the course of human history, at the same time as they have shaped societies they have also been built up by them and appropriated and endowed with meaning, thereby responding to needs and anxieties and generating new dynamics and opportunities.
3. The Internet and especially the web, in its various developments, is presented not just as a new medium but also as an environment that enables different forms and levels of communication and information, from intra- and interpersonal and group communication to organisational and mass communication. Digital technology creates various possibilities, including those of interaction, intertextual circulation, combination of different media, and the creation and enhancement of memory.
4. What the media produce and make available to the public to some extent reflects the social reality, but it is always and above all, necessarily, an interpretation that reality. The interpretation does not have to be manipulation, but a way of seeing and stating, albeit guided by criteria of rigour and a search for truth. In this regard, it is often said that the media construct reality, in information, but also in fiction, entertainment, advertising and propaganda; not only in the media professionals, but also in self-media, in social media and social networks.
5. In a global world, information about what is happening around us is vital. Journalism is concerned with the present; not only with telling and reporting, but with setting contexts, interpreting, investigating, questioning,
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choosing and checking. The constraints and challenges that journalism is subject to together with the changes that come from internal and external pressures have led to its role being questioned, though this role has been recognised as absolutely crucial for social life and for democracies.
6. The media neither exist nor function in the absence of society. This means that the interests, worldviews, traditions, identities and values that contextualise them play a fundamental role, whether as potential or as limiation. The same is true of the rules and laws set by the State or by autonomous institutions that may affect the performance of the organisations within the the media.
7. To understand the media we need to realise what people do with them; what practices, tastes and habits each of us cultivates in relation to them; how they engage with and interweave our lives; what places they occupy and the repecussions they prompt. For this we must observe and study the consumption and audiences, paying heed to the specifics of each socio-cultural and geographical context, the socio-economic and other factors.
8. The inequalities that are feature of society are inevitably condensed in the relationship with the media. Therefore, we also have to look at and understand the information and media ecosystem from the position of disadvantaged social groups, the outskirts and areas of poverty and places where access to the media and networks is more difficult. Unequal resources and circumstances can nurture new groups of the digitally excluded, even among those with access to the Internet.
9. As in the past, mastery of reading and writing skills has become a basic requirement for any citizen, and today these abilities extend to (and intersect with) new languages and forms of communication, requiring not only multiple literacies but the skills and resources that cross-cut these different literacies. Their learning is necessary both for the formation of critical, enlightened and reflective citizens, but also for the demands of everyday life, in terms of health, work, finance or relations with public services.
10. For all these reasons, information and media education has become an unavoidable aspect of the training of every individual and a path that, from family to school and other training bodies, must be encouraged and cultivated, so as to promote: media literacy, a life of greater dignity and more quality and an informed social and political participation.
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2. TOPICS, GOALS AND LEARNING OUTCOMES
Table 1 - Topics, Sub-topics and Goals
TOPIC SUB-TOPICS GENERAL GOALS SPECIFIC GOALS
1. Communicating and Informing
- Communication situations
- Communication problems
- History of communication
- Communicating and informing
- Information resources
To understand the phenomenaof communication and information,their history, resources and issues.
- To understand what communicating is- To understand the nature of communication- To understand the rules of human communication- To be able to define the concept of information- To recognise what are sources of information- To recognise the selection and
ranking of information- To recognise how information circulates- To realise that there is true information and
false or distorted information, and know how to distinguish between them
- To realise that information is quantifiable
2. Understanding the current world
- What is happening in the world
- Journalism
- Public life and opinion
To understand the relationship of the media with current world
- To distinguish public space from private space- To realise what globalisation is- To understand how globalisation curtails time
and space- To realise the influence of the media on how
we see the world
3. Types of Media
- Instrument and culture
- Media languages
- Access and use practices
To learn about and understand the different types and characteristics of the media.
- To understand what a medium is- To identify the characteristics and languages
specific to the press, radio, television, cinema, and the new media (see point 4)
- To realise how each medium is produced- To distinguish private ownership media from
public ownership mediaThe Press- To know a brief history of the press- To know about a newspaper- To know the characteristics of a front page- To know about and be able to identify the sections of a newspaper- To be able to identify the characteristics of various journalistic genresRadio and Television- To know a brief history of radio and television- To know the specific characteristics of radio and
television- To know a radio and television channel- To know what directing and stage-setting areCinema- To know a brief history of the cinema- To know the specific characteristics of
cinematographic language- To identify the characteristics of cinema
and its importance and influence on young people’s lives
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TOPIC SUB-TOPICSGENERAL
GOALS SPECIFIC GOALS
4. ICT and screens
- Technology- Information and
communication technology- Types of screen- Multi-screen society
To understand the importance of the new media and information and communication technology.
- To know a brief history of ICT- To think about the uses of the Internet, mobile phones and videogames- To identify the main features of the Internet- To identify the pros and cons of the
mobile phone- To reflect on the values spread by the
different kinds of videogames- To know about problems caused by prolonged use
of screens- To reflect on how ICT and screens have changed
the form of relationships, with others, with time and with space
5. Digital Networks
- Living in a network/making a network- Risks of being entangled- Cyberbullying and Sexting
To know about and understand the functioning of the main social networks.
- To know about the main digital social networks- To understand their pros and cons- To discuss the phenomenon of cyberbullying and sexting
and identify ways of tackling it
6. Entertainment and shows
- Business vs Creation- Heroes, stars, fans and cults- Promotional material(merchandising)
To know about and understand different kinds ofentertainment.
- To know about entertainment, past and present
- To know the history of leisure- To identify the main kinds of entertainment- To know what fame is and how a
star is built up- To know what promotional material is
(merchandising)
7. Advertising and brands
- Media and advertising- Arts of seduction
To understand the phenomenon of advertising.
- To understand what the consumer society is- To know about the rules of advertising and marketing- To know how a brand is built - To know about the elements in an advertising
image- To know how to distinguish advertising from information- To know about the main advertising ploys- To recognise the role of advertising in
mobilising social causes- To know how to identify situations where
the media exploit product placement (in telelvision programmes, videogames,...)
8. Production and industry/Professionals and enterprises
- Media enterprises andgroups- Media Professionals
To know aboutthe leading media businessmen and professionals
- To know which are the main mediaprofessionals
- To realise how the media business works- To know what a media company or group is
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Table 2 - Summary of Learning Outcomes by Topic
TOPIC Learning outcomes
1. Communicating and InformingStudents understand the importance of communication and distinguish different ways of communicating They realise how information is seen and valued in and by society.
2. Understanding the current worldStudents understand what is happening in the world and are interested in topical issues, at home and abroad. They distinguish public communication space from private space. They understand the phenomenon of globalisation.
3. Types of MediaStudents identify different kinds of media, they characterise their main functions and understand their specific languages. They show an ability to analyse and critically interpret the media and their content and messages.
4. ICT and screens Students understand the various uses of ICT in different contexts, for different purposes. They are able to exploit the potential of ICT to search and learn.
5. Digital Networks Students identify different social networks and are aware of theirvarious uses and impact on people’s lives and relationships.
6. Entertainment and showsStudents understand the importance of entertainment and shows in people’s lives and examine their place in the various media. They are aware of the industry surrounding entertainment and exploit some of its products. They understand the phenomenon of fans.
7. Advertising and brandsStudents have grasped the objectives and functions of advertising and are ableto identify and critically analyse the diversity of techniques used.
8. Production and industry/professionals and enterprises
Students realise that the media are produced in certain social, cultural and economic contexts. Students understand how the issues of ownership and concentration of the media relate to the principles of democracy and freedom of expression. They explore the concept of editorial freedom and its importance to ensure the independence of the media (as to who owns and official or unofficial actors). The students become aware of the editorial charters of different media. Editorials
9. Audiences and Consumption
Students discover how people use the media in their lives and identify the diversity of uses and functions of the media. They are able to reflect on their own media practices and interpret them critically. They recognise the importance of the context (social, family) to receiving and interpreting messages/texts.
10. Freedom and ethics, rights and duties
Students realise that a more informed citizen is better prepared to make decisions and participate in a democratic society. Students understand freedom of expression as a fundamental human right, essential for critical thinking. Students identify cases where there are restrictions on freedom of expression.
11. The Media as social constructionStudents explore representation, presence and silence in the media in general. They are able to identify stereotypes conveyed by the media. They identify bias and manipulation strategies. They understand that the editing process gives the text/message a certain meaning.
12. We and the Media
Students are encouraged to produce content, getting involved in a process to explore, plan and do. Students use different types of media to express their ideas, voices and opinions through a creative process. They produce different messages that present various perspectives and representations. Use the media as a platform for the expression of their citizenship. They identify the different channels and platforms that the media provide for the public to interact and participate and assess them critically.
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o th
e bu
lletin
and
to
the
citiz
en-r
epor
ter’s
art
icle
)
- G
et t
o un
ders
tand
asp
ects
of s
ome
theo
ries
of t
he m
edia
(ag
enda
-set
ting,
spir
al o
f sile
nce)
and
wri
tings
of t
he
mos
t re
leva
nt a
utho
rs s
o as
to
deve
lop
a cr
itica
l spi
rit
media education 14 guidance
SUB
-TO
PIC
S C
omm
unic
atio
n si
tuat
ions
| C
omm
unic
atio
n pr
oble
ms
| His
tory
of c
omm
unic
atio
n | C
omm
unic
atin
g an
d in
form
ing|
The
med
ia
PE
RFO
RM
AN
CE
D
ESC
RIP
TO
RS
PR
ESC
HO
OL
1ST C
YC
LE2N
D C
YC
LE3R
D C
YC
LESE
CO
ND
ARY
- Le
arn
to d
iscu
ss i
deas
, to
defe
nd v
iew
s an
d to
arg
ue
- D
evel
op p
ositi
ve
attit
udes
and
res
pect
fo
r th
e in
terl
ocut
ors
in a
con
vers
atio
n or
di
alog
ue
- U
nder
stan
d w
hat
can
caus
e no
ise
in a
com
mun
icat
ion
proc
ess
and
how
to
deal
po
sitiv
ely
with
the
con
flict
- Id
entif
y m
eans
of
com
mun
icat
ion
and
info
rmat
ion
- Le
arn
to
disc
uss
idea
s, to
de
fend
vie
ws
and
to a
rgue
- Be
abl
e to
iden
tify
diffi
culti
es
in c
omm
unic
atin
g an
d re
ason
s fo
r th
em, t
o re
pres
ent
som
e of
the
se s
ituat
ions
and
dis
cuss
w
ays
to o
verc
ome
them
- U
nder
stan
d w
hat
the
func
tion
of a
n in
form
atio
n te
xt is
- R
egar
d th
e cu
ltura
l and
in
terc
ultu
ral i
ssue
as
rele
vant
to
the
effe
ctiv
enes
s of
com
mun
icat
ion
- Id
entif
y th
e ra
tiona
les
of in
form
atio
n pr
oduc
tion
and
poss
ible
ine
qual
ities
in
acc
ess
media education 15 guidance
SUB
-TO
PIC
S W
hat
is h
appe
ning
in t
he w
orld
| J
ourn
alis
m |
Pub
lic li
fe a
nd o
pini
on
PE
RFO
RM
AN
CE
D
ESC
RIP
TO
RS
PR
ESC
HO
OL
1ST C
YC
LE2N
D C
YC
LE3R
D C
YC
LESE
CO
ND
ARY
- Be
ale
rt t
o w
hat
is g
oing
on
arou
nd t
hem
- Tal
k ab
out
curr
ent
wor
ld
even
ts, f
rom
the
clo
sest
(fa
mily
, sch
ool,
neig
hbou
rhoo
d,
loca
lity)
to t
hose
furt
hest
aw
ay
- Ex
pres
s th
eir
view
on
cert
ain
happ
enin
gs
- G
ain
curi
osity
abo
ut a
nd
inte
rest
in c
urre
nt e
vent
s
- Ex
pres
s th
e w
ay, w
ithin
you
r fa
mily
, th
ere
is
know
ledg
e ab
out
wha
t is
hap
peni
ng i
n th
e w
orld
- Be
abl
e to
giv
e an
d re
ceiv
e a
piec
e of
new
s
- Be
ale
rt t
o w
hat
is
goin
g on
in t
he w
orld
- G
ain
curi
osity
ab
out
and
inte
rest
in
cur
rent
eve
nts
- Le
arn
to e
xpre
ss t
heir
view
on
curr
ent
even
ts
- Id
entif
y th
e m
ain
way
s to
lea
rn a
bout
cur
rent
ev
ents
- Be
aw
are
of t
he
role
of t
he m
edia
in
info
rmat
ion
abou
t th
e cu
rren
t w
orld
- K
now
wha
t is
hap
peni
ng in
th
e w
orld
- D
iscu
ss c
urre
nt is
sues
with
co
lleag
ues
and
expr
ess
your
op
inio
n on
the
m
- Id
entif
y th
e m
ain
mea
ns o
f ge
ttin
g to
kno
w a
bout
cur
rent
ev
ents
- Be
aw
are
of t
he r
ole
of t
he
med
ia in
info
rmat
ion
abou
t th
e cu
rren
t w
orld
- Id
entif
y fo
rms
of c
ircul
atin
gan
d di
ssem
inat
ing
info
rmat
ion
- R
ecog
nise
pro
fess
iona
lsw
hose
job
is t
o re
port
wha
t is
hap
peni
ng in
the
wor
ld
(iden
tify
jour
nalis
ts, m
ake
cont
act
with
the
m, i
nter
view
th
em, e
tc.)
- U
nder
stan
d th
e co
ncep
t of
cu
rren
t is
sues
and
eve
nts
- K
now
abo
ut t
he m
ain
issu
es in
volv
ed
in c
urre
nt is
sues
- Dis
cuss
cur
rent
issu
es w
ith c
olle
ague
s an
d ex
pres
s th
eir
opin
ion
on t
hem
- U
nder
stan
d th
e im
port
ance
of
know
ing
wha
t is
hap
peni
ng in
the
w
orld
at
the
polit
ical
, eco
nom
ic,
soci
al le
vels
- R
ecog
nise
the
rol
e of
med
ia
info
rmat
ion
in t
oday
’s so
ciet
y
- In
vest
igat
e an
d ge
t to
kno
w t
he
dive
rsity
of
fu
nctio
ns
and
rank
s w
ithin
the
pro
fess
ion
of jo
urna
lism
- Ex
plor
e ho
w in
divi
dual
s (g
rand
pare
nts,
pare
nts,
cous
ins
and
frie
nds)
are
info
rmed
- Be
com
e aw
are
of h
ow t
he m
edia
ch
ange
peo
ple’
s liv
es a
nd h
ow t
hey
perc
eive
the
wor
ld
- Be
aw
are
of h
ow t
hem
edia
acc
eler
ate
the
wor
ld
- Be
aw
are
of h
ow t
hem
edia
shr
ink
the
wor
ld
- K
now
the
rol
es o
f the
med
ia in
tim
e of
w
ar a
nd in
tim
e of
pea
ce
- K
now
the
mile
ston
es in
the
hi
stor
y of
the
med
ia
- K
now
abo
ut c
erta
in s
cien
tists
, pa
rtic
ular
ly p
hysi
cist
s w
ho r
ecei
ved
Nob
el P
rize
s, w
hose
dis
cove
ries
ch
ange
d th
e w
orld
of c
omm
unic
atio
n
- K
now
wha
t Bi
g D
ata
is a
nd t
he e
ffort
s m
ade
to m
anag
e th
e ex
trao
rdin
ary
amou
nt o
f inf
orm
atio
n pr
oduc
ed e
ach
min
ute
media education 16 guidance
SUB
-TO
PIC
S In
stru
men
t an
d cu
lture
| M
edia
lang
uage
s | A
cces
s an
d us
e pr
actic
es
PE
RFO
RM
AN
CE
D
ESC
RIP
TO
RS
PR
ESC
HO
OL
1ST C
YC
LE2N
D C
YC
LE3R
D C
YC
LESE
CO
ND
ARY
- Tal
k ab
out
the
med
ia t
hat
are
mos
t us
ed a
t ho
me
and
how
the
y ar
e us
ed
- Ex
pres
s th
eir
tast
es
in
tele
visi
on
prog
ram
mes
, pe
rson
aliti
es
- Id
entif
y sp
ecifi
c te
levi
sion
chan
nels
and
tal
k ab
out
them
- N
ame
favo
urite
TV
ch
anne
ls a
nd m
entio
n th
e re
ason
s
- Le
arn
wha
t TV
is li
ke
back
stag
e
- K
now
abo
ut o
ptic
al t
oys
- Id
entif
y an
d ch
arac
teri
sem
edia
her
oes
and
rela
te t
hem
to t
heir
tas
tes
and
pref
eren
ces
- Ex
pres
s re
ason
s fo
r lik
ing
and
disl
ikin
g ce
rtai
n pr
ogra
mm
es
- R
eflec
t on
the
im
port
ance
of t
he m
edia
in
peo
ple’
s liv
es
- D
escr
ibe
the
med
ia
habi
ts a
nd p
ract
ices
of
frie
nds
and
fam
ily
- K
now
abo
ut o
ptic
al
toys
and
the
ir h
isto
ry
- Ex
peri
men
t w
ithth
e ill
usio
n of
mov
ing
imag
es
- Fi
nd in
form
atio
n on
the
va
riou
s pr
ofes
sion
s re
late
d to
the
med
ia
- D
iffer
entia
te t
he
diffe
rent
func
tions
of
TV
- K
now
how
a T
V
prog
ram
me
is p
rodu
ced
- C
ompa
re a
nd d
raw
co
nclu
sion
s ab
out
the
prog
ram
min
g of
diff
eren
t T
V c
hann
els
- R
eflec
t on
the
tec
hnol
ogic
alpr
ogre
ss o
f the
med
ia
- K
now
how
to
iden
tify
diffe
rent
ki
nds
of m
edia
- K
now
the
dis
tinct
fun
ctio
ns o
f th
e m
edia
and
the
ir im
pact
on
peop
le’s
expe
rien
ces
- K
now
the
diff
eren
t m
edia
la
ngua
ges
(ver
bal,
oral
ver
bal,
icon
ic a
nd im
ager
y)
- Be
com
e aw
are
that
med
ia
mes
sage
s an
d co
nten
t ca
n ha
ve
a po
sitiv
e or
neg
ativ
e im
pact
on
peop
le, d
epen
ding
on
wha
t is
of
fere
d an
d ho
w it
is u
sed
- Id
entif
y an
d ch
arac
teri
se t
hedi
ffere
nt t
elev
isio
n ge
nres
- D
evel
op
a cr
itica
l at
titud
e to
war
ds
diffe
rent
st
yles
an
d pr
ogra
mm
e of
feri
ngs
- K
now
abo
ut t
he e
arly
day
sof
the
cin
ema
and
its r
ole
in
the
first
few
dec
ades
- K
now
and
dis
tingu
ish
the
diffe
rent
m
edia
lang
uage
s (v
erba
l, or
al v
erba
l, ic
onic
and
imag
ery)
- D
iffer
entia
te t
ypes
of t
elev
isio
n an
d th
eir
feat
ures
- Id
entif
y an
d ch
arac
teri
se t
hedi
ffere
nt t
elev
isio
n ge
nres
- K
now
the
org
anis
atio
nal c
hart
of
tele
visi
on c
ompa
nies
(hu
man
and
te
chni
cal)
- U
nder
stan
d th
e w
orki
ng o
fte
levi
sion
(an
alys
is o
f the
bus
ines
s or
gani
satio
n of
TV
)
- C
ompa
re t
he d
iffer
ent
com
mun
icat
ive
and
orga
nisa
tiona
l st
yles
of t
elev
isio
n st
atio
ns
- D
evel
op a
cri
tical
att
itude
to
war
ds d
iffer
ent
styl
es a
nd
prog
ram
me
offe
ring
s
- U
nder
stan
d th
at e
ach
com
mun
icat
ion
med
ium
has
its
own
lang
uage
, con
vent
ions
and
ge
nres
- U
se d
igita
l med
ia t
o im
prov
e co
mm
unic
atio
n sk
ill
- Try
the
pos
sibi
litie
s of
ora
l la
ngua
ge c
omm
unic
atio
n th
roug
h ra
diop
honi
c la
ngua
ge
- Ana
lyse
the
info
rmat
ion
and
opin
ion
offe
red
in a
new
spap
er
- R
ecog
nise
the
cha
ract
eris
tics
of r
adio
as
a m
eans
of c
omm
unic
atio
n
- Le
arn
how
to
use
the
Inte
rnet
sa
fely
: dev
elop
the
abi
lity
to
dist
ingu
ish
betw
een
“goo
d” a
nd
“bad
”in
form
atio
n; e
xam
ine
the
vera
city
and
re
leva
nce
of in
form
atio
n; le
arn
how
to
use
the
mul
tiple
adv
anta
ges
that
the
In
tern
et o
ffers
; not
dis
clos
e pe
rson
al
data
- K
now
the
mai
n ae
sthe
tic c
urre
nts
in fi
lm h
isto
ry
and,
in p
artic
ular
, the
van
guar
ds
(Rus
sian
form
alis
m, n
eore
alis
m,
Nou
velle
Vagu
e (‘N
ew W
ave’
)
media education 17 guidance
SUB
-TO
PIC
S In
stru
men
t an
d cu
lture
| M
edia
lang
uage
s | A
cces
s an
d us
e pr
actic
es
PE
RFO
RM
AN
CE
D
ESC
RIP
TO
RS
PR
ESC
HO
OL
1ST C
YC
LE2N
D C
YC
LE3R
D C
YC
LESE
CO
ND
ARY
- Ana
lyse
tel
evis
ion
show
s, tr
ying
to
disc
over
the
ir
stru
ctur
e, c
hara
cter
s, sp
aces
...
- R
eflec
t on
the
rea
sons
lead
ing
them
to
lik
e or
di
slik
e a
cert
ain
prog
ram
me
- Le
arn
how
to
use
the
Inte
rnet
saf
ely:
deve
lop
the
abili
ty t
o di
stin
guis
h be
twee
n “g
ood”
and
“ba
d”
info
rmat
ion
- Ex
plor
e an
d un
ders
tand
th
e ill
usio
n of
m
ovem
ent
and
anim
atio
n
- Le
arn
how
to
use
the
Inte
rnet
sa
fely
: dev
elop
the
abi
lity
to
dist
ingu
ish
betw
een
“goo
d” a
nd
“bad
” in
form
atio
n
- Asc
erta
in h
ow c
erta
in g
roup
s (e
lder
ly, c
hild
ren,
wom
en,
hom
osex
uals
, im
mig
rant
s, et
c.)
are
repr
esen
ted
in t
he m
edia
- K
now
abo
ut t
he d
evel
opm
ent
of t
he
cine
ma:
from
sile
nt fi
lms
to t
alki
es,
from
bla
ck a
nd w
hite
to
colo
ur
- K
now
abo
ut t
he s
tar
syst
em
- R
ealis
e th
at t
he m
eani
ng o
f a t
ext
can
chan
ge d
epen
ding
on
the
med
ium
in w
hich
it is
tra
nsm
itted
- Le
arn
how
to
use
the
Inte
rnet
sa
fely
: dev
elop
the
abi
lity
to
dist
ingu
ish
betw
een
“goo
d” a
nd
“bad
” in
form
atio
n
- Le
arn
to u
se m
obile
pho
nes
sele
ctiv
ely
- U
nder
stan
d th
e ‘g
ram
mar
’ sp
ecifi
c to
ea
ch m
ediu
m a
nd t
he k
ey i
ngre
dien
ts
that
cha
ract
eris
e it
- K
now
how
to
dist
ingu
ish
priv
atel
y ow
ned
med
ia fr
om p
ublic
ly o
wne
d m
edia
media education 18 guidance
SUB
-TO
PIC
S Te
chno
logy
|
Info
rmat
ion
and
com
mun
icat
ion
tech
nolo
gy |
Ty
pes
of s
cree
n |
Mul
ti-sc
reen
soc
ie
PE
RFO
RM
AN
CE
D
ESC
RIP
TO
RS
PR
ESC
HO
OL
1ST C
YC
LE2N
D C
YC
LE3R
D C
YC
LESE
CO
ND
ARY
- Le
arn
wha
t a
scre
en is
and
w
hat
it is
for
- Id
entif
y th
e sc
reen
s th
at
child
ren
have
at
hom
e an
d th
at t
heir
fam
ilies
use
- Be
abl
e to
say
whi
ch s
cree
ns
they
pre
fer
usin
g an
d w
hy
- Tal
k ab
out
how
the
y us
e sc
reen
s an
d ho
w t
hey
are
used
by
thei
r fa
mily
- Tal
k ab
out
the
time
they
sp
end
usin
g te
chno
logy
and
unde
rsta
nd t
hat
it is
im
port
ant
to d
o ot
her
thin
gs s
uch
as p
layi
ng
- Sh
are
feel
ings
and
ex
peri
ence
s ab
out
the
use
of d
igita
l med
ia
alon
eor
with
tth
eir
fam
ily (
for
exam
ple,
vid
eo g
ames
, In
tern
et, t
able
ts)
- Id
entif
y th
e ty
pes
of
scre
en t
hey
have
at
hom
e an
d w
hat
they
are
use
d fo
r
- M
entio
n th
e sc
reen
s th
ey u
se m
ost
and
for
wha
t
- U
nder
stan
d th
e co
ncep
t of
“in
form
atio
n an
d co
mm
unic
atio
n te
chno
logy
”
- Thi
nk a
bout
the
tim
e th
ey s
pend
usi
ng
tech
nolo
gyan
d un
ders
tand
the
im
port
ance
of d
oing
ot
her
thin
gs
- Be
aw
are
that
scr
een
use
can
gene
rate
scr
een
depe
nden
cy
- Id
entif
y an
d un
ders
tand
th
e op
port
uniti
es, r
isks
an
d po
tent
ial o
f Int
erne
t us
e
- Id
entif
y di
ffere
nt
info
rmat
ion
and
com
mun
icat
ion
tech
nolo
gy
(the
mor
e an
d le
ssaf
ford
able
, the
mor
e an
d le
ss in
tere
stin
g or
use
ful)
- D
isco
ver
and
begi
n to
be
able
to
get
thei
r be
arin
gs in
a
digi
tal e
nviro
nmen
t
- Le
arn
to r
espe
ct t
he
age
indi
catio
ns o
f pr
ogra
ms
- K
now
the
usu
al in
form
atio
n an
d co
mm
unic
atio
n te
chni
ques
- Be
sen
sitiv
e to
the
ris
ks
that
can
ari
se o
n th
e In
tern
et
- Be
aw
are
of t
he c
ondi
tion
of
scre
en c
onsu
mer
- Id
entif
y an
d un
ders
tand
th
e op
port
uniti
es, r
isks
and
po
tent
ial o
f Int
erne
t us
e
- D
eter
min
e th
e di
ffere
nt w
ays
tech
nolo
gy im
pact
s on
the
ir li
ves,
on t
hat
of t
heir
frie
nds,
fam
ily
and
on s
ocie
ty a
t la
rge
- Le
arn
to c
ontr
ol t
he t
ime
they
sp
end
in fr
ont
of s
cree
ns
- Le
arn
to r
espe
ct t
he a
ge
indi
catio
ns o
f pro
gram
s
- Le
arn
to t
alk
to t
he fa
mily
abo
ut
wha
t th
ey s
ee o
n te
levi
sion
- Be
abl
e to
mas
ter
ICT
and
kno
w
to u
se a
wor
d pr
oces
sor
prop
erly
- K
now
how
to
wri
te d
ocum
ents
in
dig
ital f
orm
- Tak
e ca
re w
ith In
tern
et s
earc
hes,
know
how
to
sele
ct a
nd v
alid
ate
the
info
rmat
ion
and
assi
gn a
utho
rshi
p to
th
e so
urce
s us
ed
- Pr
oper
ly id
entir
y th
e m
ain
risk
s th
at a
rise
on
the
Inte
rnet
- K
now
the
cri
teri
a th
at e
nabl
e th
em
to a
sses
s th
e qu
ality
of a
site
- Be
abl
e to
und
erst
and
the
spec
ifici
tyof
jour
nalis
tic in
form
atio
n
- U
nder
stan
d th
e de
velo
pmen
t of
co
mm
unic
atio
n to
ols
and
thei
r us
es
- U
nder
stan
d th
e op
port
uniti
es a
nd
risk
s th
at IC
T p
oses
for
educ
atio
n
- To
anal
yse
soci
al a
nd c
ultu
ral
ineq
ualit
ies
rela
ted
to t
he a
cces
s an
d us
e of
tec
hnol
ogy
media education 19 guidance
SUB
-TO
PIC
S Te
chno
logy
|
Info
rmat
ion
and
com
mun
icat
ion
tech
nolo
gy |
Ty
pes
of s
cree
n |
Mul
ti-sc
reen
soc
iety
PE
RFO
RM
AN
CE
D
ESC
RIP
TO
RS
PR
ESC
HO
OL
1ST C
YC
LE2N
D C
YC
LE3R
D C
YC
LESE
CO
ND
ARY
- Sh
are
and
thin
k ab
out
the
way
s of
bei
ng o
nlin
e an
dus
ing
digi
tal m
edia
; the
mos
t vi
site
d an
d fa
vour
ite w
ebsi
tes
and
vide
ogam
es
- K
now
abo
ut t
he d
evel
opm
ent
of t
echn
olog
y th
roug
h th
eir
pare
nts’
and
gra
ndpa
rent
s’ a
nd
thei
r ow
n ge
nera
tions
- Sea
rch
for
the
pric
es o
f cer
tain
eq
uipm
ent
and
rela
te t
hem
to
the
valu
e of
wag
es
- Be
aw
are
of t
he p
hysi
cal a
spec
ts
rela
ted
to b
eing
a v
iew
er o
r co
nsum
er o
f scr
eens
(ne
ed fo
r at
tent
ion
to e
rgon
omic
s, ph
ysic
al
exer
cise
, etc
.)
media education 20 guidance
SU
B-T
OP
ICS
Livi
ng in
a n
etw
ork/
mak
ing
a ne
twor
k | R
isks
of b
eing
ent
angl
ed |
Cyb
erbu
llyin
g
PE
RFO
RM
AN
CE
D
ESC
RIP
TO
RS
PR
ESC
HO
OL
1ST C
YC
LE2N
D C
YC
LE3R
D C
YC
LESE
CO
ND
ARY
- Be
aw
are
of t
he n
etw
ork
idea
: gr
oup
of
frie
nds,
grou
p of
re
lativ
es, v
irtu
ally
- K
now
why
it is
impo
rtan
t to
rep
ort
case
s of
cy
berb
ully
ing
in w
hich
th
ey o
r th
eir
frie
nds
are
invo
lved
(as
vic
tims
or
perp
etra
tors
)
- K
now
who
the
y sh
ould
co
ntac
t w
hen
they
lear
n of
a
case
of c
yber
bulli
yng
- K
now
wha
t yo
u ca
n an
d sh
ould
do
whe
n yo
u ar
e fa
ced
with
a s
ituat
ion
of
cybe
rbul
lyin
g
- R
ecog
nise
the
impo
rtan
ce o
f re
port
ing
case
s of
cyb
erbu
llyin
g in
whi
ch t
hey
or t
heir
frie
nds
are
invo
lved
(as
vic
tims
or
perp
etra
tors
)
- K
now
tha
t in
itiat
ives
can
an
d sh
ould
be
prom
oted
to
disc
oura
ge t
he p
ract
ice
of
cybe
rbul
lyin
g
- U
nder
stan
d w
hat
cybe
rbul
lyin
g is
and
kno
w h
ow t
o id
entif
y an
d ha
ndle
mor
e ag
gres
sive
be
havi
our,
by p
eopl
e th
ey k
now
or
do
not
know
, whi
ch c
an c
ause
an
ger,
hurt
, sad
ness
or
fear
- R
ecog
nise
the
impo
rtan
ce o
f re
port
ing
case
s of
cyb
erbu
llyin
g in
whi
ch t
hey
or t
heir
frie
nds
are
invo
lved
(as
vic
tims
or
perp
etra
tors
)
- K
now
tha
t in
itiat
ives
can
an
d sh
ould
be
prom
oted
to
disc
oura
ge t
he p
ract
ice
of
cybe
rbul
lyin
g
- K
now
how
to
deal
with
st
rang
ers
and
with
onl
ine
bulli
es
- K
now
tha
t da
ta o
r ph
otog
raph
spl
aced
on
soci
al n
etw
orks
are
in
prac
tice
alw
ays
publ
ic
- K
now
wha
t da
ta s
houl
d an
d sh
ould
not
pla
ced
onlin
e, b
y th
e da
nger
tha
t th
eir
publ
ic
know
ledg
e ca
n re
pres
ent
- K
now
how
to
set
priv
acy
on a
soc
ial
netw
ork,
whi
le r
emem
beri
ng t
hat
priv
acy
is a
lway
s lim
ited
- K
now
why
it is
impo
rtan
t to
rep
ort
case
s of
cyb
erbu
llyin
g in
whi
ch t
hey
or t
heir
frie
nds
are
invo
lved
(as
vi
ctim
s or
per
petr
ator
s)
- K
now
who
to
cont
act
whe
n th
ey le
arn
of a
cas
e of
cyb
erbu
llyin
g
media education 21 guidance
SUB
-TO
PIC
S Bu
sine
ss v
s cr
eatio
n |
Her
oes,
star
s, fa
ns a
nd c
ults
PE
RFO
RM
AN
CE
D
ESC
RIP
TO
RS
PR
ESC
HO
OL
1ST C
YC
LE2N
D C
YC
LE3R
D C
YC
LESE
CO
ND
ARY
- Le
arn
abou
t he
roes
, id
entif
y th
e he
roes
of
the
child
ren’
s gr
oup,
wat
chin
g th
em a
nd
char
acte
risi
ng t
hem
- D
iffer
entia
te t
he m
edia
he
roes
from
rea
l life
he
roes
and
cha
ract
eris
e th
em
- Id
entif
y th
e ch
arac
teri
stic
s an
d th
e na
rrat
ive
of
supe
rher
oes,
esta
blis
h co
mpa
riso
ns in
var
ious
m
edia
: film
s, ca
rtoo
ns, b
ooks
, vi
deog
ames
.
- K
now
diff
eren
t ty
pes
of
and
ente
rtai
nmen
t pr
ogra
mm
es a
nd s
how
s
- K
now
abo
ut h
eroe
s an
d ex
ampl
es o
f ass
ocia
ted
mer
chan
disi
ng -
T-sh
irts
, do
lls, m
ugs,
scho
ol
mat
eria
ls, c
erea
l pac
kage
s -
rela
ted
to a
film
or
tele
visi
on s
how
and
di
scus
s th
eir
goal
s
- K
now
the
are
as w
ith
the
idol
s w
ith m
ost
fans
(fo
otba
llers
or
surf
ers?
m
usic
ians
or
scie
ntis
ts?)
and
iden
tify
adve
rtis
emen
ts t
hat
incl
ude
them
, try
ing
to u
nder
stan
d th
e re
latio
nshi
p be
twee
n be
ing
fam
ous
and
adve
rtis
ing
prod
ucts
- K
now
diff
eren
t ty
pes
of p
rogr
amm
e an
d en
tert
ainm
ent
show
s
- K
now
abo
ut h
eroe
s an
d ex
ampl
es o
f ass
ocia
ted
mer
chan
disi
ng -
T-sh
irts
, dol
ls,
mug
s, sc
hool
mat
eria
ls, c
erea
l pa
ckag
es -
rel
ated
to
a fil
m o
r te
levi
sion
sho
w a
nd d
iscu
ss
thei
r go
als
-Kno
w t
he a
reas
with
the
idol
s w
ith m
ost
fans
(fo
otba
llers
or
sur
fers
? m
usic
ians
or
scie
ntis
ts?)
and
iden
tify
adve
rtis
emen
ts t
hat
incl
ude
them
, try
ing
to u
nder
stan
d th
e re
latio
nshi
p be
twee
n be
ing
fam
ous
and
adve
rtis
ing
prod
ucts
- Be
abl
e to
iden
tify
the
kind
s of
com
mon
ly u
sed
prom
otio
nal p
rodu
cts,
dete
rmin
ing
whe
ther
the
y ar
e se
ries
, film
s or
oth
er
prog
ram
me
type
tha
t he
lp
sell
thes
e pr
oduc
ts o
r if
the
oppo
site
hap
pens
- R
eflec
t on
the
typ
es o
fen
tert
ainm
ent
- U
nder
stan
d th
e im
pact
of
ente
rtai
nmen
t pr
ogra
mm
es/c
onte
nt
on a
udie
nces
- Id
entif
y th
e el
emen
ts t
hat
are
used
in
tele
visi
on a
nd c
inem
atic
fict
ion
- Id
entif
y, ch
arac
teri
ze a
nd d
istin
guis
h th
e di
ffere
nt t
ypes
of e
nter
tain
men
t te
levi
sion
pro
gram
mes
: ser
ies,
soap
op
eras
, film
s, co
ntes
ts, s
port
- Be
abl
e to
iden
tify
and
disc
uss
the
med
ia w
orld
rol
e m
odel
s fo
r yo
ung
peop
le
- Be
abl
e to
iden
tify
expr
essi
ons,
gest
ures
and
clo
thes
, for
exa
mpl
e,
that
bec
ame
fash
iona
ble
afte
r be
ing
used
by
an id
ol, a
nd in
dica
te t
he
reas
ons
for
this
suc
cess
- U
nder
stan
d th
e co
ncep
t of
the
so
ciet
y of
the
spe
ctac
le
- U
nder
stan
d th
e co
ncep
t of
att
entio
n an
d ho
w e
nter
tain
men
t an
d sh
ows
try
to c
aptu
re a
nd k
eep
it
- U
nder
stan
d ho
w e
nter
tain
men
t an
d sh
ow v
alue
s co
ntam
inat
e ot
her
area
s, ev
en in
fluen
cing
the
tea
chin
g m
etho
d
- U
nder
stan
d ho
w t
he in
form
atio
n is
“co
ntam
inat
ed”
by t
he n
otio
n of
sh
ow
- K
now
abo
ut t
wo
com
mon
dev
ices
to
incr
ease
aud
ienc
es: s
ensa
tiona
lism
and
er
otic
ism
- Be
abl
e to
iden
tify
expr
essi
ons,
gest
ures
and
clo
thes
, for
exa
mpl
e,
that
bec
ame
fash
iona
ble
afte
r be
ing
used
by
an id
ol, a
nd in
dica
te t
he
reas
ons
for
this
suc
cess
media education 22 guidance
SUB
-TO
PIC
S Bu
sine
ss v
s cr
eatio
n |
Her
oes,
star
s, fa
ns a
nd c
ults
PE
RFO
RM
AN
CE
D
ESC
RIP
TO
RS
PR
ESC
HO
OL
1ST C
YC
LE2N
D C
YC
LE3R
D C
YC
LESE
CO
ND
ARY
- Be
abl
e to
iden
tify
the
kind
of
audi
ence
cho
sen
as a
tar
get
of a
ttem
pts
to s
ell a
typ
e of
pro
duct
- c
hild
or
adul
t, gi
rls
or b
oys
- an
d ch
eck
for
ster
eoty
ped
mes
sage
s
- R
ecog
nise
tha
t m
erch
andi
sing
is
par
t of
a b
road
er m
arke
ting
cam
paig
n in
a s
erie
s, fil
m o
r ot
her
type
of p
rogr
amm
e
- U
nder
stan
d th
at t
he in
dust
ry
deve
lops
mar
ketin
g ca
mpa
igns
in
volv
ing
diffe
rent
pro
mot
iona
l st
rate
gies
to
diss
emin
ate
and
prom
ote
the
prod
ucts
- R
ealis
e th
at o
ther
peo
ple’
s ow
ners
hip
shou
ld b
e re
spec
ted,
w
hich
is w
hy t
hey
shou
ld n
ot m
ake
illeg
al c
opie
s of
the
wor
k of
oth
ers
(mus
ic, v
ideo
gam
es a
nd o
ther
pr
ogra
mm
es)
media education 23 guidance
SUB
-TO
PIC
S M
edia
and
adv
ertis
ing
| A
rts
of s
educ
tion
PE
RFO
RM
AN
CE
D
ESC
RIP
TO
RS
PR
ESC
HO
OL
1ST C
YC
LE2N
D C
YC
LE3R
D C
YC
LESE
CO
ND
ARY
- Le
arn
to id
entif
y an
ad
vert
isem
ent
- Id
entif
y th
e el
emen
ts o
f an
ad
from
the
ir e
xper
ienc
e
- St
art
to b
e aw
are
of t
he
goal
s of
adv
ertis
ing
(kno
w it
s pu
rpos
e)
- Be
abl
e to
cre
ate
a s
loga
n to
sel
l a p
rodu
ct (
the
child
can
imag
ine
a pr
oduc
t)
- Be
abl
e to
iden
tify
wha
t th
ey li
ke m
ost
in a
n ad
vert
isem
ent,
and
expl
ain
why
- Id
entif
y th
e pr
esen
ce o
f an
adv
ertis
emen
t
- K
now
how
to
perf
orm
a
basi
c an
alys
is o
f an
adve
rtis
emen
t
- K
now
the
ele
men
ts t
hat
are
invo
lved
in a
dver
tisin
g: co
lour
, mes
sage
, rhy
thm
, m
usic
...
- K
now
the
goa
ls o
f ad
vert
isin
g
- Se
e if
adve
rtis
ing
fost
ers
com
petit
ive
attit
udes
, en
cour
ages
vio
lent
be
havi
our,
help
s su
stai
n si
tuat
ions
of i
njus
tice
and
low
ers
the
stat
us o
f peo
ple
to m
ere
cons
umer
s
- Id
entif
y so
me
elem
ents
th
at c
ompr
ise
an a
dver
tisin
g m
essa
ge
- K
now
the
ele
men
ts in
clud
ed
in a
dver
tisin
g m
essa
ges
- Id
entif
y th
e ke
y id
ea in
an
adve
rtis
emen
t, th
e va
lues
re
pres
ente
d, h
ow a
t tim
es, i
t su
gges
ts a
n id
ea o
f hap
pine
ss
- Id
entif
y so
me
elem
ents
tha
t m
ake
and
adve
rtis
ing
mes
sage
se
duct
ive
- Id
entif
y th
e pe
rsua
sive
inte
ntof
adv
ertis
ing
mes
sage
s
- K
now
the
obj
ectiv
es a
ndfu
nctio
ns o
f adv
ertis
ing
in
toda
y’s s
ocie
ty
- Be
aw
are
of t
he v
alue
s an
d m
odel
s pr
ojec
ted
in a
dver
tisin
g
- K
now
the
ele
men
ts in
clud
ed in
ad
vert
isin
g m
essa
ges
- D
istin
guis
h co
mm
erci
al a
dver
tisin
g an
d in
stitu
tiona
l adv
ertis
ing
- U
nder
stan
ding
the
diff
eren
ces
betw
een
esse
ntia
l con
sum
ptio
n (fo
od,
for
exam
ple)
and
sup
erflu
ous
ones
(g
adge
ts, f
or e
xam
ple)
- U
nder
stan
d th
e di
ffere
nce
betw
een
bene
ficia
l and
har
mfu
l con
sum
ptio
n;
indi
vidu
al c
onsu
mpt
ion
(food
and
cl
othi
ng, f
or e
xam
ple)
and
col
lect
ive
(roa
ds a
nd s
tree
t lig
htin
g, fo
r ex
ampl
e); p
riva
te c
onsu
mpt
ion
(by
hous
ehol
ds)
and
publ
ic (
by t
he s
tate
)
- K
now
how
to
iden
tify
the
mai
n fa
ctor
s on
whi
ch t
he c
onsu
mpt
ion
depe
nds:
econ
omic
(co
nsum
ers’
in
com
e, t
he p
rice
of g
oods
, te
chno
logi
cal i
nnov
atio
n) a
nd
soci
o-cu
ltura
l (th
e so
cio-
cultu
ral
envi
ronm
ent,
fash
ion,
tra
ditio
n,
adve
rtis
ing)
- K
now
tha
t co
mpa
nies
hav
e re
sour
ces
to s
tren
gthe
n an
d pr
ojec
t a
bran
d im
age:
a sp
eific
idea
, a s
loga
n, a
col
our,
a sy
mbo
l and
a s
erie
s of
sto
ries
- Id
entif
y th
e ki
nds
of a
dver
tisem
ents
th
at a
re m
ost
effe
ctiv
e at
cat
chin
g at
tent
ion
and
thin
k ab
out
how
the
y do
it
- R
ealis
e ho
w a
dver
tiser
s su
gges
t th
e id
ea t
hat
the
prod
uct
is c
lass
ic o
r m
oder
n, t
hat
it is
nat
ural
or
has
high
-tec
h ap
peal
, is
sim
ple
or r
efine
d
- Id
entif
y th
e el
emen
ts t
hat
mak
ean
adv
ertis
ing
mes
sage
tem
ptin
g
- U
nder
stan
d ho
w v
iral
mar
ketin
g, fa
shio
n, a
dver
tisin
g, et
c. ar
e us
ed t
o in
fluen
ce t
he s
ocio
-cul
tura
l env
ironm
ent,
to p
rom
ote
cons
umpt
ion
- K
now
abo
ut t
he d
iffer
ent
adve
rtis
ing
and
mar
ketin
g te
chni
ques
: pro
duct
pl
acem
ent
(inse
rtin
g pr
oduc
ts in
pr
ogra
mm
es s
o th
at t
heir
bra
nds
are
seen
by
the
audi
ence
) an
d br
ande
d co
nten
t (c
onte
nt s
pons
ored
by
a br
and,
bu
t th
e br
and
mes
sage
is c
onve
yed
in t
he
prog
ram
itse
lf)
- K
now
tha
t br
ands
ent
er o
ur d
aily
and
pr
ivat
e lif
e vi
a de
vice
s su
ch a
s de
riva
tive
prod
ucts
, pro
mot
iona
l ope
ratio
ns,
rela
tions
hip
mar
ketin
g
media education 24 guidance
SUB
-TO
PIC
S M
edia
and
adv
ertis
ing
| A
rts
of s
educ
tion
PE
RFO
RM
AN
CE
D
ESC
RIP
TO
RS
PR
ESC
HO
OL
1ST C
YC
LE2N
D C
YC
LE3R
D C
YC
LESE
CO
ND
ARY
- R
ealis
e ho
w h
eroe
s th
at
emer
ge fr
om c
hild
ren’
s pr
ogra
mm
es a
re u
sed
to s
ell p
rodu
cts
of a
ll ki
nds
and
iden
tify
actu
al
exam
ples
- Be
abl
e to
con
side
r an
ad
vert
isem
ent
and
unde
rsta
nd
whe
ther
the
soc
iety
it s
ugge
sts
is a
ccep
tabl
e an
d fa
ir
- R
ecog
nise
tha
t ce
rtai
n pe
ople
, id
eas
and
obje
cts
are
neve
r re
pres
ente
d in
adv
ertis
men
ts,
and
deci
de if
the
situ
atio
ns t
he
adve
rtis
men
ts p
rese
nt a
re r
eal
- Be
aw
are
and
be a
ble
to t
ake
a cr
itica
l att
itude
tow
ards
th
e va
lues
, soc
ial r
oles
and
st
ereo
type
s co
nvey
ed b
y ad
vert
isin
g
- K
now
som
e su
blim
inal
or
hidd
en
devi
ces
of t
elev
isio
n ad
vert
isin
g
- K
now
abo
ut t
he d
iffer
ent
and
late
st a
dver
tisin
g an
d m
arke
ting
tech
niqu
es: p
rodu
ct
plac
emen
t (in
sert
ing
prod
ucts
in
pro
gram
mes
so
that
the
ir
bran
ds a
re s
een
by t
he a
udie
nce)
an
d br
ande
d co
nten
t (c
onte
nt
spon
sore
d by
a b
rand
, but
the
br
and
mes
sage
is c
onve
yed
in t
he
prog
ram
itse
lf)
- U
nder
stan
d ho
w a
dver
tisin
g in
fluen
ces
us
- U
nder
stan
d ho
w b
rand
s ar
e tr
ying
to
exp
lore
the
frag
ility
of s
elf-i
mag
e an
d th
e ne
ed t
o be
long
to
grou
ps
to s
ell t
heir
pro
duct
s
- U
nder
stan
d th
e co
ncep
t of
co
nsum
eris
m, a
com
mon
ter
m in
the
lit
erat
ure
on c
onsu
mer
edu
catio
n in
th
e co
ntex
t of
pro
tect
ing
cons
umer
ri
ghts
- U
nder
stan
d ho
w b
rand
s ar
e tr
ying
to
exp
lore
the
frag
ility
of s
elf-
imag
e an
d th
e ne
ed t
o be
long
to
grou
ps t
o se
ll th
eir
prod
ucts
- Be
abl
e to
ana
lyse
and
que
stio
n th
e su
blim
inal
mes
sage
s co
nvey
ed
by a
dver
tisin
g
- U
nder
stan
d th
e im
port
ance
of
resp
onsi
ble
cons
umpt
ion
and
avoi
d or
ref
use
to b
uy g
oods
and
se
rvic
es t
hat
infr
inge
hum
an r
ight
s or
the
env
ironm
ent
- U
nder
stan
d th
e co
ncep
t of
co
nsum
eris
m, a
com
mon
ter
m in
the
lit
erat
ure
on c
onsu
mer
edu
catio
n in
the
con
text
of t
he p
rote
ctin
g co
nsum
er r
ight
s
media education 25 guidance
SUB
-TO
PIC
S M
edia
ent
erpr
ises
and
gro
ups
| Med
ia p
rofe
ssio
nals
PE
RFO
RM
AN
CE
D
ESC
RIP
TO
RS
PR
ESC
HO
OL
1ST C
YC
LE2N
D C
YC
LE3R
D C
YC
LESE
CO
ND
ARY
- Le
arn
the
rudi
men
ts o
f the
pr
oduc
tion
proc
ess:
plan
sho
rt
sequ
ence
s of
a s
tory
on
pape
r an
d pr
oduc
e th
em o
n vi
deo
- Be
abl
e to
iden
tify
wor
ds o
f fil
m la
ngua
ge: u
se k
ey w
ords
to
desc
ribe
the
pro
duct
ion
wor
k (e
.g. c
amco
rder
, film
ing,
cutt
ing,
spec
ial e
ffect
s, fil
m)
- Le
arn
the
prod
uctio
n pr
oces
s: pl
an o
n pa
per
shor
t se
quen
ces
of a
sto
ry
and
prod
uce
them
on
vide
o
- Be
abl
e to
iden
tify
wor
ds
of fi
lm la
ngua
ge: u
se k
ey
wor
ds t
o de
scri
be t
he
prod
uctio
n w
ork
(e.g
. ca
mco
rder
, film
ing,
cutt
ing,
spec
ial e
ffect
s, fil
m)
- Be
ing
able
to
inve
nt a
su
perh
ero
and
deve
lop
a sc
ript
for
a m
ovie
abo
ut
supe
rher
oes
- R
ealis
e th
at t
he p
ress
is a
lso
a bu
sine
ss t
hat
invo
lves
diff
eren
t pe
ople
, suc
h as
the
sel
ler
of
pape
r fo
r pr
intin
g th
e ne
wsp
aper
or
mag
azin
e an
d ki
osk
empl
oyee
- Id
entif
y w
hat
can
be s
ourc
es o
f re
venu
e fo
r th
e pr
esss
- R
ealis
e th
at a
new
spap
er h
as a
n ow
ner
- R
ealis
e th
at a
new
spap
er a
lso
has
a am
angi
ng e
dito
r (a
nd
it is
com
mon
to
have
sev
eral
de
putie
s), a
n ed
itor-
in-c
hief
, se
vera
l edi
tors
, rep
orte
rs,
jour
nalis
ts, c
orre
spon
dent
s, co
lum
nist
s, co
pyde
sks,
phot
ogra
pher
s, ca
rtoo
nist
s, de
sign
ers,
tele
phon
e op
erat
ors,
com
pute
r te
chni
cian
s, ar
chiv
ists
, et
c., a
nd b
e ab
le t
o in
dica
te w
hat
each
one
doe
s an
d w
hy t
his
wor
k m
atte
rs
- R
ealis
e th
at a
new
spap
er,
in a
dditi
on t
o ed
itori
al s
taff,
ha
s de
part
men
ts t
o ha
ndle
co
mm
erci
al a
nd m
arke
ting
issu
es
and
know
wha
t ea
ch o
f the
m
does
- R
ealis
e th
at t
he p
ress
is a
lso
a bu
sine
ss t
hat
invo
lves
diff
eren
t pe
ople
, suc
h as
the
sel
ler
of p
aper
for
prin
ting
the
new
spap
er o
r m
agaz
ine
and
kios
k em
ploy
ee
- Id
entif
y w
hat
can
be s
ourc
es o
f re
venu
e fo
r th
e pr
esss
- R
ealis
e th
at a
new
spap
er h
as a
n ow
ner
(a p
erso
n or
a g
roup
of p
eopl
e,
a co
mpa
ny o
r gr
oup
of c
ompa
nies
) an
d th
at it
can
influ
ence
the
new
s th
at
the
new
spap
er p
ublis
hes
or d
oes
not
publ
ish
- K
now
who
are
the
ow
ners
of t
he
mai
n Po
rtug
uese
dai
ly a
nd w
eekl
y ne
wsp
aper
s an
d kn
ow if
the
y ar
e al
so
owne
rs o
f rad
io a
nd /
or t
elev
isio
n st
atio
ns
- R
ealis
e th
at a
new
spap
er a
lso
has
a am
angi
ng e
dito
r (a
nd
it is
com
mon
to
have
sev
eral
de
putie
s), a
n ed
itor-
in-c
hief
, sev
eral
ed
itors
, rep
orte
rs, j
ourn
alis
ts,
corr
espo
nden
ts, c
olum
nist
s, co
pyde
sks,
phot
ogra
pher
s, ca
rtoo
nist
s, de
sign
ers,
tele
phon
e op
erat
ors,
com
pute
r te
chni
cian
s, ar
chiv
ists
, etc
., an
d be
abl
e to
in
dica
te w
hat
each
one
doe
s an
d w
hy t
his
wor
k m
atte
rs
- R
ealis
e th
at a
new
spap
er a
lso
has
a am
angi
ng e
dito
r (a
nd it
is c
omm
on
to h
ave
seve
ral d
eput
ies)
, an
edito
r-in
-chi
ef, s
ever
al e
dito
rs, r
epor
ters
, jo
urna
lists
, cor
resp
onde
nts,
colu
mni
sts,
copy
desk
s, ph
otog
raph
ers,
cart
ooni
sts,
desi
gner
s, te
leph
one
oper
ator
s, co
mpu
ter
tech
nici
ans,
arch
ivis
ts, e
tc.,
and
be
able
to
indi
cate
wha
t ea
ch o
ne d
oes
and
why
thi
s w
ork
mat
ters
- Rea
lise
that
a n
ewsp
aper
, in
addi
tion
to e
dito
rial
sta
ff, h
as d
epar
tmen
ts t
o ha
ndle
com
mer
cial
and
mar
ketin
g is
sues
and
kno
w w
hat
each
of t
hem
do
es
- Id
entif
y th
e te
chno
logi
es t
hat
are
used
to
prod
uce
and
dist
ribu
te
med
ia c
onte
nt
- Id
entif
y th
e di
ffere
nt p
rofe
ssio
nals
who
pr
oduc
e m
edia
con
tent
and
kno
w t
heir
fu
nctio
ns
media education 26 guidance
SUB
-TO
PIC
S M
edia
ent
erpr
ises
and
gro
ups
| Med
ia p
rofe
ssio
nals
PE
RFO
RM
AN
CE
D
ESC
RIP
TO
RS
PR
ESC
HO
OL
1ST C
YC
LE2N
D C
YC
LE3R
D C
YC
LESE
CO
ND
ARY
- Id
entif
y ot
her
prof
essi
ons
som
ehow
invo
lved
with
the
pr
ess
indu
stry
- K
now
tha
t if
they
wan
t to
m
ake
a ne
wsp
aper
at
scho
ol
it is
als
o us
eful
to
have
jo
urna
lists
, dra
ught
smen
an
d ph
otog
raph
ers,
grap
hic
desi
gner
s, re
spon
sibl
e fo
r pr
oduc
tion,
sal
es a
nd o
ne o
r tw
o of
ficer
s
- U
nder
stan
d ro
les
of t
he
diffe
rent
pro
fess
iona
ls fr
om a
ra
dio
stat
ion
and
a te
levi
sion
ch
anne
l
- R
ealis
e th
at a
new
spap
er, i
n ad
ditio
n to
edi
tori
al s
taff,
ha
s de
part
men
ts t
o ha
ndle
co
mm
erci
al a
nd m
arke
ting
issu
es
and
know
wha
t ea
ch o
f the
m
does
- Id
entif
y ot
her
prof
essi
ons
som
ehow
invo
lved
with
the
pre
ss
indu
stry
- U
nder
stan
d ro
les
of t
he d
iffer
ent
prof
essi
onal
s fr
om a
rad
io s
tatio
n an
d a
tele
visi
on c
hann
el
- Id
entif
y th
e m
ajor
gro
ups
that
ow
n th
e m
edia
com
pani
es a
nd r
eflec
t on
th
e pr
os a
nd c
ons
of b
eing
run
by
big
busi
ness
- K
now
the
ent
ities
tha
t re
gula
te t
he
actio
n of
the
med
ia, u
nder
tand
the
ir
role
and
kno
w h
ow a
nd w
hen
they
can
an
d sh
ould
be
utili
sed
- K
now
the
mai
n se
arch
eng
ines
and
th
eir
busi
ness
mod
el, a
nd r
ealis
e ho
w
they
wor
k an
d w
hat
dict
ates
the
or
deri
ng o
f pag
es fo
r th
e se
arch
item
media education 27 guidance
SUB
-TO
PIC
S M
edia
con
sum
ptio
n |
Aud
ienc
e m
easu
rem
ent
PE
RFO
RM
AN
CE
D
ESC
RIP
TO
RS
PR
ESC
HO
OL
1ST C
YC
LE2N
D C
YC
LE3R
D C
YC
LESE
CO
ND
ARY
- Id
entif
y th
e ta
rget
aud
ienc
e of
a p
rogr
amm
e: w
atch
di
ffere
nt k
inds
of c
lips
and
say
for
who
m e
ach
is
inte
nded
(ch
ildre
n, y
outh
, ad
ults
, fam
ily),
expl
aini
ng t
he
reas
on fo
r th
eir
deci
sion
- Be
abl
e to
tal
k ab
out
thei
r ex
peri
ence
as
a vi
ewer
, pl
ayer
of v
ideo
gam
es, e
tc .
- R
ealis
e th
at fr
iend
s ca
n en
joy
diffe
rent
pro
gram
mes
an
d ga
mes
and
tha
t th
ey c
an
wat
ch o
r pl
ay in
diff
eren
t w
ays
- U
nder
stan
d th
e co
ncep
t of
and
aud
ienc
e
- Id
entif
y ev
eryd
ay
situ
atio
ns in
whi
ch t
hey
are
audi
ence
s
- Id
entif
y th
e ta
rget
au
dien
ce o
f a p
rogr
am o
r an
adv
ertis
emen
t
- U
nder
stan
d th
e im
port
ance
of t
he
audi
ence
for
the
med
ia:
with
out
an a
udie
nce
ther
e is
no
tele
visi
on, n
o ne
wsp
aper
s w
ould
be
sold
, no
film
s w
ould
be
mad
e
- Be
aw
are
that
aud
ienc
es
have
diff
eren
t ta
stes
and
pr
efer
ence
s
- U
nder
stan
d th
e di
ffere
nce
betw
een
imm
edia
te a
nd
med
iate
d au
dien
ce a
nd r
elat
e to
co
ncre
te s
ituat
ions
- Id
entif
y th
e ta
rget
aud
ienc
e of
a p
rogr
amm
e or
an
anno
unce
men
t (b
y vi
ewin
g di
ffere
nt c
lips
or a
dver
tisem
ents
an
d sa
y fo
r w
hom
the
y ar
e in
tend
ed, g
ivin
g re
ason
s)
- R
ecog
nise
, fro
m t
he t
aste
s an
d pr
efer
ence
s of
the
gro
up, t
hat
peop
le h
ave
diffe
rent
rea
ctio
ns
and
resp
onse
s to
med
ia
prod
ucts
- Id
entif
y th
e m
echa
nism
s th
at t
he
med
ia u
se t
o re
ach,
att
ract
and
bu
ild a
udie
nces
- R
esea
rc h
ow p
eopl
e us
e th
e m
edia
in t
heir
live
s, w
hat
thei
r ha
bits
and
usa
ge p
atte
rns
are
- K
now
how
aud
ienc
es u
se t
he
med
ia in
eve
ryda
y lif
e, w
hat
thei
r us
age
habi
ts a
re a
nd w
hat
form
s th
is u
sage
can
tak
e
- R
eflec
t on
the
use
s of
the
med
ia
- K
now
the
his
tori
cal d
evel
opm
ent
of t
he c
once
pt o
f aud
ienc
e
- D
istin
guis
h th
e co
ncep
ts
of a
udie
nce
and
publ
ic a
nd
unde
rsta
nd t
he r
elat
ions
hips
and
te
nsio
ns b
etw
een
them
;
- U
nder
stan
d au
dien
ce
segm
enta
tion;
iden
tify
any
soci
al
diffe
renc
es in
the
rel
atio
ns a
nd
beha
viou
r of
aud
ienc
es -
gen
der,
age,
soc
io-e
cono
mic
gro
up,
occu
patio
n
- Id
entif
y th
e “v
oice
s th
at a
re
hear
d” in
the
med
ia a
nd t
he
“voi
ces
that
rem
ain
unhe
ard”
- R
eflec
t on
the
use
s of
the
med
ia
- U
nder
stan
d th
at t
he m
edia
co
nten
t/m
essa
ges
do n
ot h
ave
the
sam
e m
eani
ng fo
r al
l peo
ple
- U
nder
stan
d th
at a
udie
nces
use
, in
terp
ret
and
reac
t to
the
med
ia
in d
iffer
ent
way
s
- U
nder
stan
d ho
w t
he a
udie
nces
of t
he
vari
ous
med
ia a
re m
easu
red
and
refle
ct
on t
he im
port
ance
of t
hese
dat
a fo
r co
mpa
nies
and
adv
ertis
ers
media education 28 guidance
SUB
TE
MA
S C
onsu
mos
de
Med
ia |
Med
ição
de
audi
ênci
as
PERF
ORM
AN
CE
DES
CRIP
TORS
PRES
CHO
OL
1ST C
YCLE
2ND C
YCLE
3RD CY
CLE
SECO
NDA
RY- D
isting
uish
the
limita
tions
of t
he
audi
ence
mea
sure
men
t pro
cess
- Und
erst
and
how
the
med
ia ta
rget
th
eir a
udie
nces
and
wha
t im
age
med
ia
prod
ucer
s hav
e of
thei
r aud
ienc
es
- Und
erst
and
how
aud
ienc
es in
terp
ret t
he
med
ia a
nd w
hat m
eani
ngs a
nd p
leas
ure
they
der
ive
from
them
media education 29 guidance
SUB
-TO
PIC
S Fr
eedo
m o
f exp
ress
ion
| R
ight
s an
d du
ties
PE
RFO
RM
AN
CE
D
ESC
RIP
TO
RS
PR
ESC
HO
OL
1ST C
YC
LE2N
D C
YC
LE3R
D C
YC
LESE
CO
ND
ARY
- Le
arn
the
impo
rtan
ce o
f a
wor
k ha
ving
the
nam
e of
w
ho d
oes
it
- Le
arn
the
impo
rtan
ce
of t
heir
wor
k (p
aint
ings
, dr
awin
gs)
havi
ng t
heir
nam
e
- Sh
ow r
espe
ct fo
r th
e w
ork
of c
olle
ague
s
- Le
arn
that
tel
evis
ion
prog
ram
s (c
arto
ons,
soap
op
eras
, film
s), c
inem
a, et
c.,
alw
ays
have
a p
erso
n w
ho
has
desi
gned
and
pro
duce
d th
em
- Fe
el fr
ee t
o ex
pres
s th
eir
idea
s an
d le
arn
to r
espe
ct
thos
e of
oth
ers
- U
nder
stan
d th
e co
ncep
tfr
eedo
m o
f exp
ress
ion
- Be
aw
are
of t
he
impo
rtan
ce o
f alw
ays
refe
rrin
g to
aut
hors
hip
of
wor
ks
- R
ecog
nise
the
impo
rtan
ce
of a
ssig
ning
aut
hors
hip
toth
eir
own
wor
k;
- U
nder
stan
d th
ey m
ust
not
copy
the
wor
k of
oth
ers
and
pass
it o
ff as
the
ir o
wn
- Fe
el fr
ee t
o ex
pres
s th
eir
idea
s an
d le
arn
to r
espe
ct
thos
e of
oth
ers
- R
ecog
nise
the
impo
rtan
ce
of r
efer
enci
ng a
utho
rshi
p of
w
orks
, whe
ther
in d
igita
l for
mat
, au
diov
isua
l or
pape
r
- Id
entif
y th
e ba
sic
elem
ents
to
give
cre
dit
to a
wor
k: t
itle,
nam
e an
d da
te
- K
now
the
doc
umen
ts, i
n Po
rtug
al
and
abro
ad, t
hat
guar
ante
e fr
eedo
m o
f exp
ress
ion
- K
now
the
pri
ncip
les
of t
he r
ight
of
repl
y an
d re
ctifi
catio
n in
rel
atio
n to
the
med
ia
- K
now
per
sona
litie
s w
ho d
efen
ded
and
defe
nd fr
eedo
m o
f exp
ress
ion
- K
now
org
aniz
atio
ns t
hat
defe
nd
free
dom
of e
xpre
ssio
n
- K
now
how
to
refe
renc
e a
text
ta
ken
the
Inte
rnet
- Le
arn
that
the
act
of c
opyi
ng t
he
wor
k of
oth
ers
and
pres
entin
g it
as
his
own
is c
alle
d pl
agia
rism
- Und
erst
and
and
desc
ribe
the
pri
ncip
les
of fr
eedo
m o
f exp
ress
ion,
pre
ss
free
dom
and
free
dom
of i
nfor
mat
ion
- K
now
abo
ut t
he m
ain
docu
men
ts t
hat,
over
tim
e, h
ave
soug
ht t
o gu
aran
tee
free
dom
of e
xpre
ssio
n
- K
now
the
per
sona
litie
s an
d or
gani
satio
ns t
hat
defe
nd fr
eedo
m o
f ex
pres
sion
- U
nder
stan
d th
e im
port
ance
of a
free
pr
ess,
defe
nder
of h
uman
rig
hts
- K
now
abo
ut c
enso
rshi
p, its
his
tory
and
its
cha
ract
eris
tics
- U
nder
stan
d th
at m
edia
con
sum
ptio
n ra
ises
eth
ical
issu
es (
exam
ples
: te
levi
sion
pro
gram
mes
offe
ndin
g ri
ghts
an
d hu
man
dig
nity
, pro
mot
ing
som
e ki
nd o
f deg
rada
tion)
- U
nder
stan
d th
e im
port
ance
and
kno
w
abou
t th
e m
ost
rele
vant
legi
slat
ion
on
prot
ectin
g fr
eedo
m o
f exp
ress
ion,
chi
ld
prot
ectio
n, r
espe
ct fo
r pr
ivat
e lif
e, t
he
righ
t of
per
sona
l por
tray
al, t
he r
ight
to
per
sona
l rep
utat
ion,
inte
llect
ual
prop
erty
media education 30 guidance
SUB
-TO
PIC
S Fr
eedo
m o
f exp
ress
ion
| R
ight
s an
d du
ties
PE
RFO
RM
AN
CE
D
ESC
RIP
TO
RS
PR
ESC
HO
OL
1ST C
YC
LE2N
D C
YC
LE3R
D C
YC
LESE
CO
ND
ARY
- U
nder
stan
d un
ders
tand
wha
t pu
blic
in
tere
st in
form
atio
n is
and
see
why
pu
blic
inte
rest
is n
ot t
he s
ame
as
the
publ
ic b
eing
inte
rest
ed
- K
now
and
be
able
to
exer
cise
th
e ri
ghts
and
dut
ies
of c
itize
ns
in r
elat
ion
to t
he a
ctio
n of
the
m
edia
in g
ener
al a
nd jo
urna
lism
in
part
icul
ar, n
otab
ly t
he r
ight
of r
eply
an
d re
ctifi
catio
n an
d th
e ri
ght
to
part
icip
ate
- K
now
the
wor
k of
the
pre
ss
ombu
dsm
an, r
adio
om
buds
man
and
te
levi
sion
om
buds
man
, un
ders
tand
ing
thei
r fu
nctio
n, p
ayin
g he
ed t
o w
hat
they
say
and
app
ealin
g to
the
m
whe
neve
r ju
stifi
ed (
whe
n a
new
s re
port
is in
accu
rate
or
cont
ains
lin
guis
tic e
rror
s, fo
r ex
ampl
e)
- K
now
abo
ut c
opyr
ight
and
see
w
hy it
sho
uld
be r
espe
cted
- D
efine
pla
giar
ism
and
des
crib
e its
co
nseq
uenc
es
media education 31 guidance
SUB
-TO
PIC
S R
epre
sent
atio
ns o
f the
wor
ld |
Ef
fect
s, im
pact
s an
d ri
sks
PE
RFO
RM
AN
CE
D
ESC
RIP
TO
RS
PR
ESC
HO
OL
1ST C
YC
LE2N
D C
YC
LE3R
D C
YC
LESE
CO
ND
ARY
- Le
arn
to t
ell a
sto
ry o
r re
port
an
even
t fr
om
diffe
rent
poi
nts
of v
iew
- Le
arn
that
new
s is
als
o to
ld
and
repo
rted
in d
iffer
ent
way
s
- R
ealis
e th
at t
he m
edia
pr
esen
t ev
ents
from
di
ffere
nt p
oint
s of
vie
w
(tel
l a s
tory
from
diff
eren
t po
ints
of v
iew
)
- K
now
how
to
iden
tify
diffe
renc
es a
nd s
imila
ritie
s be
twee
n ne
ws
item
s; di
scus
s tr
eatm
ents
(tit
les,
pict
ures
, act
ors
...)
rece
ived
by
the
sam
e ne
ws
item
, pu
blis
hed
or b
road
cast
in
diffe
rent
new
spap
ers
or
chan
nels
- Be
abl
e to
iden
tify
maj
or
cate
gori
es o
f pro
gram
me
genr
es, f
or e
xam
ple,
new
s, fic
tion,
ent
erta
inm
ent
- K
now
wha
t st
ereo
type
s ar
e an
d id
entif
y so
me
of t
hose
co
nvey
ed b
y th
e m
edia
- R
ecog
nise
suc
h di
ffere
nces
as
the
re m
ay b
e be
twee
n an
ev
ent
and
how
it is
rep
orte
d in
the
med
ia
- Pe
rfor
m a
naly
tical
exe
rcis
es
of m
edia
con
stru
ctio
n pr
oces
ses,
part
icul
arly
the
se
lect
ion
and
orde
ring
of
info
rmat
ion,
and
thi
nk a
bout
th
em
- D
istin
guis
h be
twee
n an
ev
ent
and
new
s ite
m -
the
la
tter
is a
lway
s pr
oduc
ed
by a
jour
nalis
t, fr
om t
heir
pe
rspe
ctiv
e an
d in
terp
reta
tion
of r
ealit
y
- K
now
and
use
the
jour
nalis
tic
genr
es a
s fo
rms
of e
xpre
ssio
n of
id
eas
and
info
rmat
ion
- U
nder
stan
d th
e co
ncep
ts
of s
elec
tion
and
rank
ing
of
info
rmat
ion,
vie
wed
from
man
y an
gles
(se
riou
s pr
ess
vs t
ablo
id
pres
s)
- Id
entif
y th
e is
sues
and
sub
ject
s th
at a
re in
clud
ed a
nd w
hich
are
ex
clud
ed in
the
med
ia w
orld
- N
otic
e w
ho is
incl
uded
in t
he
med
ia w
orld
and
who
is e
xclu
ded
- U
nder
stan
d ho
w s
tere
otyp
es
mar
k th
e re
pres
enta
tion
of
soci
al r
elat
ions
hips
in t
he c
inem
a, ad
vert
isin
g, so
aps
(for
exam
ple,
ric
h an
d po
or; m
en a
nd w
omen
; new
an
d ol
d)
- R
ecog
nise
and
ana
lyse
the
st
ruct
ure,
pur
pose
and
con
tent
of
diffe
rent
jour
nalis
tic g
enre
s (n
ews,
repo
rtag
e, a
rtilc
es, o
pini
on p
iece
s, ed
itori
al ..
.)
- D
iscu
ss h
ow t
he m
edia
rep
rese
nt
cert
ain
soci
al g
roup
s
- K
now
som
e pr
inci
ples
of t
he
theo
ries
of t
he m
edia
(ag
enda
se
ttin
g, sp
iral
of s
ilenc
e) a
nd t
exts
of
som
e of
the
mor
e re
leva
nt
auth
ors
- D
istin
guis
h ob
ject
ivity
and
im
part
ialit
y
- K
now
why
cer
tain
tex
ts s
eem
m
ore
real
istic
tha
n ot
hers
- U
nder
stan
d ho
w t
he m
edia
re
pres
ent
real
ity, i
dent
ifyin
g w
hat
“is
said
” an
d w
hat “
is n
ot s
aid”
- U
nder
stan
d ho
w m
edia
tex
ts
supp
ort
part
iucl
ar w
orld
co
ncep
tions
and
com
mun
icat
e m
oral
or
polit
ical
val
ues
- Ass
ess
how
the
med
ia r
epre
sent
pa
rtic
ular
soc
ial g
roup
s an
d kn
ow
how
to
judg
e if
thes
e re
pres
enta
tions
ar
e ac
cura
te
media education 32 guidance
SUB
-TO
PIC
S R
epre
sent
atio
ns o
f the
wor
ld |
Ef
fect
s, im
pact
s an
d ri
sks
PE
RFO
RM
AN
CE
D
ESC
RIP
TO
RS
PR
ESC
HO
OL
1ST C
YC
LE2N
D C
YC
LE3R
D C
YC
LESE
CO
ND
ARY
- U
nder
stan
d w
hy t
he p
ublic
acc
epts
ce
rtai
n re
pres
enta
tions
, dee
min
g th
em
true
, and
rej
ectin
g ot
hers
, dee
min
g th
em
fals
e
- R
ealis
e th
at m
edia
rep
rese
ntat
ions
hav
e an
impa
ct o
n ho
w w
e vi
ew g
roup
s or
pa
rtic
ular
soc
ial i
ssue
s
- U
nder
stan
d ho
w t
he d
iffer
ent
uses
of
lang
uage
bec
ome
fam
iliar
and
how
the
y be
com
e ge
nera
lly a
ccep
ted
- U
nder
stan
d ho
w t
he c
onve
ntio
ns a
nd
code
s of
med
ia la
ngua
ge w
ork
in t
he
vari
ous
text
s (e
.g. t
exts
of t
oday
or
the
horr
or g
enre
tex
ts)
- Ex
amin
e ho
w t
he c
ombi
natio
n or
su
cces
sion
of i
mag
es, s
ound
s or
wor
ds
prod
uces
mea
ning
s
media education 33 guidance
SUB
-TO
PIC
S
Part
icip
atin
g in
/thr
ough
the
med
ia |
Prod
ucin
g co
nten
t/m
essa
ges
PE
RFO
RM
AN
CE
D
ESC
RIP
TO
RS
PR
ESC
HO
OL
1ST C
YC
LE2N
D C
YC
LE3R
D C
YC
LESE
CO
ND
ARY
- C
reat
e yo
ur o
wn
med
ia:
a pr
inte
d or
dig
ital w
all
new
spap
er; a
vid
eo; a
com
ic
book
- Pu
t yo
urse
lf in
the
rol
e (m
ake-
belie
ve)
of s
ome
med
ia
prof
essi
onal
s
- U
se e
-mai
l, a
vide
o co
nfer
enci
ng a
nd v
ideo
ca
lling
sys
tem
(lik
e Sk
ype,
for
exam
ple)
- Se
nd n
ews
item
s to
the
loca
l m
edia
- Bu
ild a
n op
tical
toy
, sim
ple
(e.g
. tha
umat
rope
)
- C
reat
e an
d fe
ed a
bl
og a
s a
plat
form
fo
r ex
pres
sion
and
co
mm
unic
atio
n
- Par
ticip
ate/
colla
bora
te in
th
e sc
hool
new
spap
er o
r m
agaz
ine
- U
nder
stan
d th
e ro
le o
f so
me
med
ia p
rofe
ssio
nals
(v
isit,
inte
rvie
w)
- R
epor
t ne
ws
item
s to
loca
l m
edia
- Bu
ild a
mor
e so
phis
ticat
ed
optic
al t
oy (
eg, fl
ip-b
ook)
- C
reat
e a
stor
y an
d pe
rfor
m a
sto
rybo
ard
for
an a
nim
ated
film
, als
o co
nstr
uct
the
char
acte
rs
and
scen
ario
s
- Wor
k in
a g
roup
to
mak
e an
ele
men
tary
ani
mat
ed
film
- Be
com
e fa
mili
ar w
ith a
blo
g co
nten
t cr
eatio
n to
ol s
o as
to
be a
ble
to p
rodu
ce in
form
atio
n to
com
mun
icat
e w
ith o
ther
s an
d m
ake
the
blog
an
aest
hetic
ally
pl
easi
ng a
nd in
vitin
g pl
ace
- Pa
rtic
ipat
e/co
llabo
rate
in t
he
scho
ol n
ewsp
aper
or
mag
azin
e
- U
nder
stan
d th
e ro
le o
f som
e m
edia
pro
fess
iona
ls (
visi
t, in
terv
iew
)
- R
epor
t ne
ws
item
s to
loca
l m
edia
- In
vest
igat
e an
d di
ssem
inat
e in
form
atio
n on
asp
ects
of c
inem
a hi
stor
y or
abo
ut a
film
the
y ha
ve
seen
- C
reat
e a
stor
y an
d pe
rfor
m
a st
oryb
oard
for
an a
nim
ated
fil
m, a
lso
cons
truc
t th
e ch
arac
ters
and
sce
nari
os
- Ani
mat
e a
blog
as
a sp
ace
to s
hare
pe
rson
al e
xper
ienc
es (
e.g.
wri
te
revi
ews
of b
ooks
, mov
ies,
show
s, m
usic
vid
eos,
trav
el r
epor
ts a
nd
even
ts; b
iogr
aphi
es o
f sin
gers
, act
ors,
spor
tspe
ople
and
oth
er fa
vour
ite
star
s )
- R
elat
e th
e po
tent
ial o
f a b
log
to t
he
impo
rtan
ce o
f int
ercu
ltura
l dia
logu
e
- Pa
rtic
ipat
e/co
llabo
rate
in t
he s
choo
l ne
wsp
aper
or
mag
azin
e or
tak
e th
e in
itiat
ive
with
col
leag
ues
to c
ompi
le
one
of t
hese
sch
ool m
edia
- U
nder
stan
d th
e ro
le o
f som
e m
edia
pr
ofes
sion
als
(vis
it, in
terv
iew
)
- R
epor
t ne
ws
item
s to
the
loca
l m
edia
- D
isse
min
ate
initi
ativ
es t
hrou
gh
post
ers,
digi
tal a
ds a
nd s
peci
al
page
s on
the
Inte
rnet
- K
now
how
to
take
ow
ners
hip
of s
ever
al
med
ia (
audi
o, v
isua
l, w
ritt
en, d
igita
l) to
be
hear
d an
d to
exp
ress
cre
ativ
ity
- M
ake
a sc
hool
new
spap
er, a
mag
azin
e, a
ra
dio
stat
ion
or t
elev
isio
n
- Ani
mat
e a
blog
as
a sp
ace
to s
hare
pe
rson
al e
xper
ienc
es (
e.g.
wri
te r
evie
ws
of b
ooks
, mov
ies,
show
s, m
usic
vid
eos,
trav
el r
epor
ts a
nd e
vent
s; bi
ogra
phie
s of
si
nger
s, ac
tors
, spo
rtsp
eopl
e an
d ot
her
favo
urite
sta
rs )
- D
esig
n, p
rodu
ce, e
dit
and
publ
ish
info
rmat
ion,
doc
umen
tary
and
cre
ativ
e vi
deos
- D
isse
min
ate
initi
ativ
es t
hrou
gh p
oste
rs,
digi
tal a
ds a
nd s
ocia
l net
wor
ks
- Wri
te o
pini
on p
iece
s, ar
ticle
s or
lett
ers
to t
he e
dito
r of
a n
ewsp
aper
- Su
gges
t to
a lo
cal r
adio
sta
tion
that
it m
akes
pro
gram
mes
aim
ed a
t en
cour
agin
g th
e pa
rtic
ipat
ion
of y
oung
pe
ople
media education 34 guidance
SUB
-TO
PIC
S
Part
icip
atin
g in
/thr
ough
the
med
ia |
Prod
ucin
g co
nten
t/m
essa
ges
PE
RFO
RM
AN
CE
D
ESC
RIP
TO
RS
PR
ESC
HO
OL
1ST C
YC
LE2N
D C
YC
LE3R
D C
YC
LESE
CO
ND
ARY
- Fi
lm e
very
day
life,
like
the
Lu
miè
re b
roth
ers,
(use
sim
ple
tech
nolo
gy li
ke a
mob
ile p
hone
or
a c
amco
rder
)
- Pa
rtic
ipat
e in
rad
io p
rogr
amm
es,
for
exam
ple,
in a
reas
inte
nded
for
liste
ners
- Wri
te a
rev
iew
of a
mov
ie (
e.g.
, for
the
scho
ol n
ewsp
aper
or
web
site
- C
reat
e a
scri
pt a
nd m
ake
ash
ort
film
- Fi
lm e
very
day
life
and
asse
mbl
e th
e cl
ips
to m
ake
a sh
ort
film
- Pr
oduc
e ra
dio
prog
ram
mes
and
br
oadc
ast
them
via
the
Inte
rnet
or
sugg
est
that
a lo
cal r
adio
sta
tion
broa
dcas
t th
em
- Se
t up
a r
adio
sta
tion
in s
choo
l
- Pr
oduc
e vi
deos
on
topi
cs r
elat
ed
to t
he p
rogr
amm
es’ c
onte
nt o
r, as
cr
eativ
e fr
eedo
m e
xerc
ises
, to
be
mad
e av
aila
ble
onlin
e or
ent
ered
for
com
petit
ions
- K
now
the
mos
t ef
fect
ive
mea
ns o
f co
mm
unic
atin
g th
e m
essa
ge t
hey
wan
t to
impa
rt
- K
now
abo
ut a
pplic
atio
ns u
sefu
l for
st
uden
t or
ado
lesc
ent
life
media education 35 guidance
4. REFERENCES
The list of references below contains references used as the basis for the preparation of the Guidance and, more especially, references of the latest publications that are intended to supplement and expand the work in the field of media literacy.
AAVV (2005). Livro de Estilo. Lisbon: Público (2nd ed.)
Abrantes, J. C. (org.) (2006). Ecrãs em mudança. Lisbon: Livros Horizonte/CIMJ André, S. (2010). Mitos urbanos e boatos. Lisbon: A Esfera dos Livros
Arons de Carvalho, A., Figueiredo, J.P., Monteiro Cardoso, A. (2012). Direito da Comunicação Social. Alfragide: Texto Editores
Aubenas, F., Benasayag, M. (2002). A fabricação da informação. Os jornalistas e a ideologia da comunicação. Porto: Campo das Letras
Aumont, J. (2009). A imagem. Lisbon: Texto & Grafia
Balle, F. (2006). Os Media. Porto: Campo das Letras
Bertrand, C.-J. (2002) A deontologia dos media. Coimbra: MinervaCoimbra
Bevort, E., Frémont, P., Joffredo, L. (2012). Éduquer aux médias. Ça s’apprend! Paris: CLEMI
Bonixe, L. (2013). Rotinas e valores-notícia da reprodução da realidade na rádio portuguesa. Lisbon: Livros Horizonte/CIMJ
Bourdon, J. (2006). Introdução aos media. Porto: Campo das Letras
Breton, P. (2002). A palavra manipulada. Lisbon: Caminho
Breton, P. (2007). Pequeno manual para discussões complicadas. Porto:Asa
Buckingham, D. (2001). Media Education. A global strategy for development. A policy paper for UNESCO sector of communication and information.Disponível em:www.european-mediaculture.org/fileadmin/bibliothek/english/ buckingham_media_education/buckingham_media_education.pdf
Buckingham, D. (2003). Media education: Literacy, learning and contemporary culture. Polity Press
Cabecinhas, R.; Cunha, L. (2008). Comunicação intercultural - Perspectivas, dilemas e desafios. Porto: Campo das Letras
Cardoso. G. (2009). Do quarto de dormir para o mundo. Jovens e media em Portugal. Lisbon: Âncora
Carr, N. (2012). Os superficiais. O que a Internet está a fazer aos nossos cérebros. Lisbon: Gradiva
Castells, M.A (2007) A era da informação (3 vol.) Lisbon: Fundação Calouste Gulbenkian
Cintra Torres, E. (2006). Anúncios à lupa. Lisbon: Bizâncio
Cintra Torres, E. (2008). Mais anúncios à lupa. Lisbon: Bizâncio
Correia, F. (2006). Jornalismo, grupos económicos e democracia. Lisbon: Caminho
Correia, F., Baptista, C. (2007). Jornalistas: do ofício à profissão. Mudanças no jornalismo português (1956-1968). Lisbon: Caminho
Ferrão Tavares, C. (2004). A Escola e a televisão: Olhares cruzados. Lisbon: Plátano
Ferreira, G.B. (2012). Novos media e vida cívica. Estudos sobre deliberação, Internet e jornalismo. Universidade da Beira Interior: Livros LabCom Disponível em: http://www.livroslabcom.ubi.pt/book/92
Fiolhais, C., Marçal, D. (2012). Pipocas com telemóvel e outras histórias de falsa ciência. Lisbon: Gradiva
media education 36 guidance
Furtado, J.A. (2012). Uma cultura da informação para o universo digital. Lisbon: Fundação Francisco Manuel dos Santos
Ganito, C. (2007). O telemóvel como entretenimento. Lisbon: Paulus
Gardies, R. (org.) (2008). Compreender o cinema e as imagens. Lisbon:Texto & Grafia
Gillmor, D. (2005) Nós, os media. Lisbon: Presença
Gonnet, J. (2007). Educação para os media.As controvérsias fecundas. Porto: Porto Editora
Guerreschi C. (2009). As novas dependências. Internet, trabalho, sexo, telemóvel e shopping compulsivo. PriorVelho: Paulinas
Hartley, J. (2004). Comunicação, estudos culturais e media. Conceitos-chave. Lisbon: Quimera
Jacquinot, R, Saint-Vincent, R., Saint-Vincent, O. (2006). Guia prático do storyboard.Avanca: Edições Cine-Clube de Avanca
Jäger,T., Stelter, C.,Amado, J., Matos,A., Pessoa,T. (ed.) (2012). Cyberbullying – Um manual de formação de pais. Disponível em: http://ct4p.zepf.eu/CT4P_Training_manual_PT.pdf
Johnson, S. (2006) Tudo o que é Mau faz Bem. Como os jogos de vídeo, a TV e a Internet nos estão a tornar mais
inteligentes. Porto: Lua de Papel
Kapuscinski, R. (2008). Os cínicos não servem para este ofício. Conversas sobre o bom jornalismo. Lisbon: Relógio d’Água
Kotler, P. (2006). Marketing para o século XXI. Lisbon: Presença (3rd ed.)
Kovach, B., Rosenstiel,T. (2005). Os elementos do jornalismo. O que os profissionais do jornalismo devem saber e o
público deve exigir. Porto: Porto Editora
Lindstrom, M. (2009). Buy.ology.A ciência do neuromarketing. Lisbon: Gestão Plus
Lopes, F. (2012). Vinte anos deTV privada em Portugal. Lisbon: Editora Guerra e Paz
McLuhan, M. (2008). Compreender os meios de comunicação. Extensões do homem. Lisbon: Relógio d’Água
Marôpo, L. (2008). A construção da agenda mediática da infância. Lisbon: Livros Horizonte/CIMJ Martins, M. L., et al. (2011). Imagem e Pensamento. Coimbra: Grácio Editor
Matos,A. P. (2006). Televisão e violência. (Para) Novas formas de olhar. Coimbra:Almedina
Media and Information Literacy (MIL) for Teachers - http://www.mil-project.org/ Neveu, E. (2005). Sociologia do jornalismo. Porto: Porto Editora
Pereira, L. (2013). Literacia digital e políticas tecnológicas para a educação. Santo Tirso: DeFacto Editores
Pereira, S. (2007). A minha TV é um mundo. Programação para crianças na era do ecrã global. Porto: Campo das
Letras
Pereira, S. (2007). Por detrás do ecrã.Televisão para crianças em Portugal. Porto: Porto Editora
Pérez Tornero, J. M. (2007). Comunicação e educação na sociedade da informação. Novas linguagens e consciência crítica. Porto: Porto Editora
Pinto, M. (2000). ATelevisão no quotidiano das crianças. Porto: Edições Afrontamento
Pinto, M. (2002). Televisão, família, escola – Pistas para a acção. Lisbon: Editorial Presença
Pinto, M., Pereira, S., Pereira, L., Dias, T. (2011). Educação para os media em Portugal: Experiências, Actores e Contextos. Lisbon: ERC. Available at: http://www.erc.pt/pt/estudos-e-publicacoes/publicacoes
Ponte,C.(2012).Crianças & media.Pesquisa internacional e contexto português do século XIX à actualidade.Lisbon: Imprensa de Ciências Sociais
media education 37 guidance
Ponte, C., Jorge,A. et al. (2012). Crianças e Internet em Portugal. Coimbra: Minerva
Portela, P. (2011). Rádio na Internet em Portugal - A abertura à participação num meio em mudança. Ribeirão: Húmus/Universidade do Minho, CECS
Radu, M., Chabrol, C. (2010). Psicologia da comunicação e persuasão. Lisbon: Instituto Piaget
Ramonet, I. (2001). Propagandas silenciosas. Porto: Campo das Letras Ricardo, D. (2010). Ainda bem que me pergunta. Lisbon: Casa das Letras Rieffel, R. (2004). Sociologia dos media. Porto: Porto Editora
Rodrigues,A.D. (1999). Comunicação e cultura:A experiência cultural na era da informação. Lisbon: Editorial Pre- sença
Serra, J.P. (2008). Manual de teoria da comunicação. Covilhã: UBI, Livros Labcom. Disponível em: http://bit. ly/1fLfD88
Sunstein, C. (2010). Dos rumores. D. Quixote
Tengarrinha, J. (2013). Nova história da imprensa portuguesa. Das origens a 1865. Lisbon: Temas e Debates
Tisseron, S. (2004). As crianças e a violência nos ecrãs.A influência da televisão, cinema e jogos de computador nas
crianças. Porto: Âmbar
Tisseron, S. (2007). Manual para pais cujos filhos vêem demasiada televisão. Lisbon: Edições 70
Trindade, L. (2007). Primeiras páginas. O século XX nos jornais portugueses. Lisbon: Tinta da China
Trindade, L. (2008). Foi você que pediu uma história da publicidade? Lisbon: Tinta da China
Ventura, I. (2012) As primeiras mulheres repórteres. Portugal nos anos 60 e 70. Lisbon: Tinta da China
Vieira, J. (2010). A nossa telefonia. 75 anos de rádio pública em Portugal. Lisbon: Tinta daChina
Wolton, D. (2006). É preciso salvar a comunicação. Casal de Cambra: Caleidoscópio
Zagalo, N. (2013) Videojogos em Portugal – História,Tecnologia e Arte. Lisbon: FCA Editora
5. RESOURCES
Agir contra o cyberbullying – Um manual de formação. Disponível em: http://www.cybertraining-project.org/book/pt/.
Boletins “Público na Escola”. Disponível em: http://blogues.publico.pt/pagina23/category/boletim-publico-na-
-escola/
Cintra Torres, E., Fonseca T. (2006). Vamos ler imagens – imagens fixas, imagens em movimento. [2 CD-ROM] Lisbon: Direcção-Geral de Inovação e de Desenvolvimento Curricular
Créer un jornal lycéen – http://www.creerunjournallyceen.fr/
NOESIS, Revista trimestral. Available at: http://www.dge.mec.pt/index.php?s=directorio&pid=277
Pereira, S., Aguiar, A., Pereira, L. (2013). Agenda de Atividades de Literacia Digital. Escolinhas Criativas - Projeto
QREN SI ID&T 13720. Available at: http://www.literaciamediatica.pt/pt/artigo/agenda-de-atividades-de-
-literacia-digital
Pereira, S., Pereira, L.,Tomé,V. (2011). 25+UM – Agenda de Atividades de Educação para os Media. Braga: CECS
e GMCS. Available at: http://www.literaciamediatica.pt/pt/artigo/agenda-de-actividades-de-educacao-para-
-os-media
media education 38 guidance
Pereira, S.; Pereira, L., Pinto, M. (2009). ComoTVer. Braga: CECS / Universidade do Minho. Available at: http://
www.lasics.uminho.pt/edumedia/?page_id=69
Pereira, S.; Pereira, L., Pinto, M. (2010). Videojogos: Saltar para Outro Nível. Braga: CECS, Universidade do Minho. Available at: http://www.lasics.uminho.pt/edumedia/?page_id=64
Pereira, S.; Pereira, L., Pinto, M. (2011). Internet e Redes Sociais.Tudo o que vem à Rede é Peixe?. Braga: CECS, Universidade do Minho. Available at: http://www.lasics.uminho.pt/edumedia/?page_id=36
UNESCO (2006). L’éducation aux médias. Un kit à l’intention des enseignants, des élèves, des parents et des pro- fessionnels. Available at: http://unesdoc.unesco.org/images/0014/001492/149278F.pdf (French) http://unesdoc. unesco.org/images/0014/001492/149278e.pdf (English)
UNESCO (2011). Media and Information Literacy. Curriculum ForTeachers. Paris: UNESCO. Available at: http://
unesdoc.unesco.org/images/0022/002204/220418por.pdf (in Portuguese).
5.1. Internet sites related to media education
Media education journals
Aulária – Revista Digital de Educomunicación: http://www.aularia.org/
Communications in Information Literacy: http://www.comminfolit.org/index.php?journal=cil
Comunicar: www.comunicar.com
International Journal of Learning and Media: http://ijlm.net/journal
The Journal of Media Literacy: http://journalofmedialiteracy.org/
The Journal of Media Literacy Education: http://digitalcommons.uri.edu/jmle/ Nordic Journal of Digital Literacy: http://www.idunn.no/ts/dk
Portugal
Blogue Educomunicação: http://comedu.blogspot.pt/ Blogue Página 23: http://blogues.publico.pt/pagina23/
Catálogo BloguesEDU: https://www.portaldasescolas.pt/portal/server.pt/community/04_catalogo_blogs/284
Documentos de referência sobre Educação para os Media: http://www.literaciamediatica.pt/pt/documentos-
-de-referencia
Educommunication: http://www.scoop.it/t/educommunication
Equipa de Recursos e Tecnologias Educativas, Direção-Geral da Educação: http://erte.dge.mec.pt/ Media Smart Portugal:http://www.mediasmart.com.pt/media_smart.1.html
Miúdos Seguros na Net: http://miudossegurosna.net/
Portal da Literacia Mediática: http://www.literaciamediatica.pt/ Portal de Jornais Escolares: http://jornaisescolares.dge.mec.pt/ Rádios e Televisões Escolares na Net: http://rten.dge.mec.pt/ Seguranet: http://seguranet.pt
media education 39 guidance
Foreign
Associação Brasileira de Pesquisadores e Profissionais em Educomunicação: http://www.abpeducom.org.br/
Centre de Liaison de l’Enseignement et des Moyens d’Information: www.clemi.fr
Cine y Educación: http://www.uhu.es/cine.educacion/cineyeducacion/ Common Sense Media: http://www.commonsensemedia.org/ Edutopia: http://www.edutopia.org/
EMEDUS - European Media Literacy Education Study: http://eumedus.com/
European Commission: Media Literacy: http://ec.europa.eu/culture/media/media-literacy/index_en.htm
Gabinete de Comunicación y Educación (UAB): http://www.gabinetecomunicacionyeducacion.com/
Grupo Comunicar – Colectivo Andaluz de Educacion y Comunicación http://www.grupocomunicar.com/ Media and Information Literacy: http://milunesco.unaoc.org/
Media Animation: http://www.media-animation.be/ Media Smarts: http://mediasmarts.ca/
OFCOM-Media Literacy: http://stakeholders.ofcom.org.uk/market-data-research/other/media-literacy/ The News Literacy Project: http://www.thenewsliteracyproject.org/
UNESCO-UNAOC UNITWIN on Media and Information Literacy and Intercultural Dialogue: http://www. unaoc.org/communities/academia/unesco-unaoc-milid/