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Improving news literacy 7 to 9 year old children: an experiment with digital gaming
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As crianças são particularmente vulneráveis à exposição de conteúdo violento de
não ficção (Buckingham, 2004). Por isso, os investigadores têm defendido a necessidade
de se educar as crianças acerca das notícias (Frau-Meigs et al., 2017). No entanto, a
academia tem negligenciado o estudo da educação para os media para crianças
(Livingstone & Haddon, 2009). Outra área negligenciada pela investigação académica é a
educação informal para os media (Vraga & Tully, 2015). Já existem algumas plataformas
digitais para crianças sobre as notícias. Contudo, a investigação sobre os jogos digitais
de literacia para notícias continua a focar-se sobretudo nos usos de populações mais
velhas (Aayeshah, 2012).
Esta investigação procura colmatar essas falhas na bibliografia, examinando
como as plataformas digitais propõem educar as crianças, dos sete aos dez anos, sobre
as notícias. Para tal, esta tese desenvolveu quatro estudos com uma abordagem
metodológica mista. Numa primeira fase, esta tese avaliou as melhores práticas,
entrevistando cinco crianças e analisando nove plataformas. Numa segunda fase, criouse
um protótipo que foi testado duas vezes - primeiro com oito crianças (estudo piloto)
e depois com 50 crianças (teste final)
Os resultados sugerem que o uso de simulação e de histórias reais tem um
grande potencial na educação de crianças acerca das notícias. Os dados também
indicam que, quando se educa crianças acerca das notícias num ambiente digital, é
importante encontrar um equilíbrio entre elementos de brincadeira e de aprendizagem.
Sem grande surpresa, os resultados sugerem que as crianças poderão adquirir
competências práticas sobre a produção de notícias mais rapidamente do que conceitos
teóricos. No entanto, os dados também sugerem que as crianças têm curiosidade e
vontade de aprender mais acerca de ideias abstractas, como ética jornalística ou a
noção de verdade.
Outra conclusão desta dissertação aponta para a vantagem acrescida da
interacção humana em simbiose com o ambiente digital, apesar das várias vantagens no
uso de plataformas digitais para o ensino de crianças.
No fim desta tese, sugerem-se recomendações para melhorar as plataformas
digitais que educam crianças acerca das notícias, assim como se lançam pistas para
estudos futuros.
Children are particularly vulnerable to violent non fictional content (Buckingham, 2004). Therefore, scholars sustain the need to educate children about the news (Frau- Meigs, O’Neill, Soriani, & Tomé, 2017). However, news literacy education for young children has been overlooked by academics (Livingstone & Haddon, 2009). There is also a gap in the literature about media education in informal settings (Vraga & Tully, 2015). There are a few digital platforms to teach children about the news. But, again, research about newsgames has been focusing older population’s uses too (Aayeshah, 2012). This research aims at filling those gaps in the literature by examining how digital platforms propose to educate children from seven to ten years old about the news. To do so, this thesis implemented four studies, using a mixed methods approach. On a first stage, this thesis assessed the best practices by interviewing five children and by analyzing nine digital platforms. On a second stage, a prototype was created and tested twice, first among a group of eight children (pilot study) and then among a group of 50 children (final testing). Results suggest that there is a great potential in the use of simulation and real stories to teach children about the news. Also, data implies that, when educating children about the news in a digital environment, it is important to achieve a balance between elements of fun and of learning. Not surprisingly, results suggest that children may learn practical skills about the news faster than abstract concepts. Even so, data also indicates that children are curious to learn more about abstract concepts like journalism ethics and the idea of truth. Finally, another conclusion of this dissertation is that while the use of digital platforms to teach about the news presents many advantages, the learning process may be expanded when there is also human interaction in connection with the digital. Guidelines to improve digital platforms to educate children about the news are included at the end of this dissertation, as well as recommendations for future studies.
Children are particularly vulnerable to violent non fictional content (Buckingham, 2004). Therefore, scholars sustain the need to educate children about the news (Frau- Meigs, O’Neill, Soriani, & Tomé, 2017). However, news literacy education for young children has been overlooked by academics (Livingstone & Haddon, 2009). There is also a gap in the literature about media education in informal settings (Vraga & Tully, 2015). There are a few digital platforms to teach children about the news. But, again, research about newsgames has been focusing older population’s uses too (Aayeshah, 2012). This research aims at filling those gaps in the literature by examining how digital platforms propose to educate children from seven to ten years old about the news. To do so, this thesis implemented four studies, using a mixed methods approach. On a first stage, this thesis assessed the best practices by interviewing five children and by analyzing nine digital platforms. On a second stage, a prototype was created and tested twice, first among a group of eight children (pilot study) and then among a group of 50 children (final testing). Results suggest that there is a great potential in the use of simulation and real stories to teach children about the news. Also, data implies that, when educating children about the news in a digital environment, it is important to achieve a balance between elements of fun and of learning. Not surprisingly, results suggest that children may learn practical skills about the news faster than abstract concepts. Even so, data also indicates that children are curious to learn more about abstract concepts like journalism ethics and the idea of truth. Finally, another conclusion of this dissertation is that while the use of digital platforms to teach about the news presents many advantages, the learning process may be expanded when there is also human interaction in connection with the digital. Guidelines to improve digital platforms to educate children about the news are included at the end of this dissertation, as well as recommendations for future studies.
Descrição
Palavras-chave
News Literacy Informal education Digital Media Newsgames Children and media Media education Literacia para as notícias Crianças e media Vídeo jogos sobre notícias, Educação informal Educação para os media