The role of mediagraphies for media research and education

TitleThe role of mediagraphies for media research and education
Publication TypeConference Paper
Author(s)Ponte, C.
Affiliation (1st Author)CIMJ FCSH- Universidade Nova de Lisboa
Section or WGMedia Education Research Section
DateSat 29 June
Slot CodeMERS1a
Slot Code (Keyword)MERS1a
Time of Session9:00-10:30
RoomCG20
Session TitleIntegrative methodologies and research methods
Submission ID5343
Abstract

The potential of students’ability to learn beyond their current knowledge level through guidance from and collaboration with adults or with groups of more able peers has been more explored in Education than in Media Studies. However, learning contexts developed in Media and Communication classes, such as students carrying out research on their own families, have shown its potentialities for a contextual knowledge about media and society, both at macro and micro levels. Life story interviews and focus groups conducted by students have provided them with media memories and practices of media users from different generations. In Portugal, this learning approach has been developed in a Master Seminar on Media and Journalism Studies at FCSH-UNL in the last four years, as part of international research projects (Ponte and Simões, 2012; Aroldi and Ponte, 2012). In 2012-2013, this seminar focused on Portuguese families and how they are living the current economic and social crisis. Theoretically grounded in concepts such as generational belonging (Aroldi, 2011) or media domestication (Silverstone et al., 1993) and using mediagraphies (Rantanen, 2005; Vetteranta (2011), graduate students interviewed three generations of their family (a young adult, his/her mother or father and his/her grandmother/grandfather). In their final individual essays, students critically assessed the collected data, paying special attention to the visions of the present expressed by these different generations. Students also discussed the reflexivity that this process involved for themselves and their participants. This paper presents this learning process and a cross-reading of the results in terms of generations. The pedagogical approach confirmed that students strengthen their self-reflection and theoretical awareness. As one student concluded: “Several research issues emerged from this work presenting challenges for further analysis: how can the elderly provide an historical memory that facilitates understanding of the present? How does inverse media socialisation work as far as digital inclusion of the elderly is concerned?” Finally, mediagraphies may also be used with younger students, in media education both in schools and in other educational contexts. They can contribute to place children and young people in a research perspective enlarging their historical sense of belonging.     References Aroldi, P. (2011). Generational belonging between media audiences and ICT users. In Colombo, F. & Fortunati, L. (Eds.), Broadband society and generational changes. Frankfurt am Main: Peter Lang; 51-66. Aroldi, P. and C. Ponte (2012). "Adolescents' media consumption in the 1960's and 1970's: an Italian-Portuguese comparison between two generations of audiences." Cyberpsychology: http://www.cyberpsychology.eu/view.php?cisloclanku=2012081004&article=3 6(2). Ponte, C. & Simões, J. A. (2012). Training graduate students as young researchers to study families’ use of media, Comunicar, 38; 103-112. Rantanen, T. (2005). The media and globalization. London, Sage. Silverstone, R., E. Hirsch, et al. (1993). Tecnologías de la información y de la comunicación y la economía moral de la familia. Los Efectos de la Nueva Comunicación. R. Silverstone and E. Hirsch. Barcelona, Bosch: 39-57. Vettenranta, S. (2011). "From feather quill to digital desk: teaching globalisation through mediagraphy." Nordic Journal of Digital Literacy 6; 369-382.

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