Universidade Nova de Lisboa
Communication Sciences Department
In the ever changing landscape of (old and new) media and their audiences, convergence between children’s cultures and media cultures is an increasingly topical field of study. To name but some of the challenges this reality presents, one... more
In the ever changing landscape of (old and new) media and their audiences, convergence between children’s cultures and media cultures is an increasingly topical field of study. To name but some of the challenges this reality presents, one could note how children and adolescents are continually exposed to the expansion of global digital TV channels addressed to them; how the growing investment in marketing activities is often associated with new forms of publicity and participation in new platforms like SNS sites or mobile communication; how new social practices born of changing family structures and the fast paced rhythm of everyday life make children’s lives not only far more institutionalised, but also increasingly individualistic. In fact, today children’s lives are influenced by a culture that is dominated by personal and mobile media far more than it ever was in past generations. […]
The connection between children's cultures and media cultures can be considered a privileged area of innovation, in which many different actors and stakeholders (children, parents, educators, producers, marketing agents, regulators, policy makers and, last but not least, scholars) constantly negotiate the meaning of childhood in our globalised societies. […]
In this special issue, some of the aforementioned topics are studied in greater depth and debated on different levels, starting with children’s experience of everyday life and arriving at the concepts put forward by public policies and institutions
The connection between children's cultures and media cultures can be considered a privileged area of innovation, in which many different actors and stakeholders (children, parents, educators, producers, marketing agents, regulators, policy makers and, last but not least, scholars) constantly negotiate the meaning of childhood in our globalised societies. […]
In this special issue, some of the aforementioned topics are studied in greater depth and debated on different levels, starting with children’s experience of everyday life and arriving at the concepts put forward by public policies and institutions
- by Piermarco Aroldi and +2
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- Children and Media
... Hasebrink, U. and Livingstone, Sonia and Haddon, L. and Kirwil, L. and Ponte, C. (2007) Comparing children's online activities and risks across Europe: a preliminary report comparing findings for Poland,... more
... Hasebrink, U. and Livingstone, Sonia and Haddon, L. and Kirwil, L. and Ponte, C. (2007) Comparing children's online activities and risks across Europe: a preliminary report comparing findings for Poland, Portugal and UK. EU Kids Online, London, UK. ...
- by Cristina Ponte and +2
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Research on the ways children are presented in the mainstream news media has recently become a focus of attention in Media Studies, stressing news approaches that oscillate between demonizing children and picturing them as a powerful... more
Research on the ways children are presented in the mainstream news media has recently become a focus of attention in Media Studies, stressing news approaches that oscillate between demonizing children and picturing them as a powerful symbol of victimization. Furthermore, children themselves do not make any statements: they are simply not heard. Similarly, there is an emphasis on episodic events, imbued with emotional or moral components. There is also a focus on risk situations, delinquency or parental advice on how to deal with new generations. This contrasts with little attention being paid to economic and social policies based on the UN Convention on the Rights of the Child. Based on these ambivalences, a longitudinal analysis of Portuguese newspapers (1970–2000) and a comparative analysis of European newspapers during a week in 2000, have been carried out in order to determine what and how they report children and related issues, and what frames have been changed or maintained. Consequently, the article explores the many facets of reporting and the implications for our public life, particularly with regards to children.
Resultados nacionais do inquérito europeu EU Kids Online 2010
Ponte, C., Jorge, A., Simões, J. & Cardoso, D (eds). Crianças e Internet em Portugal. Coimbra, MinervaCoimbra, 2012
Ponte, C., Jorge, A., Simões, J. & Cardoso, D (eds). Crianças e Internet em Portugal. Coimbra, MinervaCoimbra, 2012
- by Cristina Ponte and +4
- •
- Children and internet
Resultados Nacionais do Projeto Net Children Go Mobile, 2014
... Hasebrink, U. and Livingstone, Sonia and Haddon, L. and Kirwil, L. and Ponte, C. (2007) Comparing children's online activities and risks across Europe: a preliminary report comparing findings for Poland,... more
... Hasebrink, U. and Livingstone, Sonia and Haddon, L. and Kirwil, L. and Ponte, C. (2007) Comparing children's online activities and risks across Europe: a preliminary report comparing findings for Poland, Portugal and UK. EU Kids Online, London, UK. ...
- by Leslie Haddon and +3
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This article presents a research and teaching experience that took place within an international research project, Digital Inclusion and Participation (2009-2011) involving researchers from Portugal and the USA (Texas). The main aim of... more
This article presents a research and teaching experience that took place within an international research project, Digital Inclusion and Participation (2009-2011) involving researchers from Portugal and the USA (Texas). The main aim of the project is to understand the conditions and tendencies of access and appropriation of digital media by users and non-users, with a particular focus on families and groups which are more vulnerable to digital exclusion (elderly people, immigrants, ethnic and linguistic minorities). Together with this aim the project also includes advanced education in digital media, focusing on the training of graduate students through supervised research among those social groups. These two objectives came together in an interdisciplinary Seminar on Methods of Researching Media and Journalism (2009-10 and 2010-11) co-lectured by the authors of this paper, respectively from the Departments of Media Studies and Sociology. This article focuses on the process of research and teaching that was activated in the Seminar, how graduate students were prepared and supervised to conduct interviews with two members of the same family from different generations, how they were actively involved in the adaptation of the original questions, used at the University of Texas in Austin, into a narrative script focused on life stories and relationships with the media (see Annex), and in the sampling process of the interviewee families. The implications of using such a qualitative methodology and research-based learning for the students, as well as the other advantages and pitfalls found during this process, are discussed in detail.
- by Revista Comunicar and +1
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- Education
This article reflects on Portuguese children’s perceptions of online risk and safety, based on an adaptation of the EU Kids Online survey to a small and purposive sample of disadvantaged children participating in a nationwide social... more
This article reflects on Portuguese children’s perceptions of online risk and safety, based on an adaptation of the EU Kids Online survey to a small and purposive sample of disadvantaged children participating in a nationwide social intervention program, Escolhas. Both samples include children from 9 to 16 years old. Children’s answers to the open-ended question about online risk in the EU Kids Online survey were compared with children’s answers to the open-questions about online safety in the Escolhas survey. Theoretical frameworks on risk and on online risks used in the EU Kids Online project, on the one hand, and methodological tools from the cognitive sciences and critical discourse analysis, on the other, oriented the research on children’s answers to questions, considering each one as a text. The analysis of these texts allowed us not only to capture children’s own discourses on online risk and safety, which are complex, often ambivalent and affected by hegemonic public discourses expressing media panics and fears particularly concerning sexual and violent content and contact with strangers. It also allowed us to problematise the ways in which different constructions of questions may lead to different response processes and to distinctive places in which children positioned themselves, from apparently excluded from the risk situations to keen advisors of their peers on online safety.
- by Cristina Ponte and +3
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- Children and internet, Internet
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