Media Education Researh a.y. 2025-2026 – Corso di laurea magistrale in Scienze pedagogiche

CFU: 6
Course code: 804002962
SSD: PAED-02/B
Master’s Degree: Scienze pedagogiche
Language: Italian

Course delivery modalities: In-presence/on-line learning
Period: I semestre
Attendance: Optional
Assessment method: Oral examination

Pre-requisites:
None

Program:
The program is structured in three thematic areas: 1) introduction to Media Education; 2) critical-transformative trajectories of Media Education and Media Studies; 3) Hip-hop Pedagogy. The first part of the program (8 hours) is dedicated to the theoretical, epistemological and methodological foundations of Media Education. The second part of the lessons (12 hours) outlines some social and pedagogical researches particularly sensitive to the emerging contexts of heterogeneity and socio-cultural complexity, to the subjectivities at risk of educational and social exclusion and to the critical and transformative dimension of Media Education. The last series of lessons (10 hours) presents the so-called hip-hop “education” or “pedagogy” as a particular declination of Media Education for social justice.

Program:

The program is structured in three thematic areas: 1) introduction to Media Education; 2) critical-transformative trajectories of Media Education and Media Studies; 3) Hip-hop Pedagogy. The first part of the program (8 hours) is dedicated to the theoretical, epistemological and methodological foundations of Media Education. The second part of the lessons (12 hours) outlines some social and pedagogical researches particularly sensitive to the emerging contexts of heterogeneity and socio-cultural complexity, to the subjectivities at risk of educational and social exclusion and to the critical and transformative dimension of Media Education. The last series of lessons (10 hours) presents the so-called hip-hop “education” or “pedagogy” as a particular declination of Media Education for social justice.

Text books:
1) Rivoltella, P. C. (2019), Media education. Idea, metodo, ricerca. Scholé, Brescia. 2) Fant, D. (2015), Pedagogia hip-hop. Gioco, esperienza, resistenza, Carocci, Roma. 1 book among the following: 3a) Alison, H. (2023), Studi femministi dei media. Il campo e le pratiche, Meltemi, Milano. 3b) Cuomo, S., Ranieri, M., Biagini, G. (2024). Scuola e Intelligenza Artificiale. Percorsi di alfabetizzazione critica, Carocci, Roma. 3c) Felini, D., Trinchero, R. (a cura di) (2015), Progettare la media education. Dall’idea all’azione, nella scuola e nei servizi educativi, FrancoAngeli, Milano. 3d) Vassallo, B. (2023), Linguaggio inclusivo ed esclusione di classe, Tamu, Napoli. 3e) Zoletto D. (2020), A partire dai punti di forza. Popular culture, eterogeneità, educazione, FrancoAngeli, Milano. 3f) Zoletto, D. (2023), Superdiversità a scuola. Testi e linguaggi per educare nelle classi ad alta complessità, Scholé, Brescia.

Text books:

1) Rivoltella, P. C. (2019), Media education. Idea, metodo, ricerca. Scholé, Brescia.
2) Fant, D. (2015), Pedagogia hip-hop. Gioco, esperienza, resistenza, Carocci, Roma.
1 book among the following:
3a) Alison, H. (2023), Studi femministi dei media. Il campo e le pratiche, Meltemi, Milano.
3b) Cuomo, S., Ranieri, M., Biagini, G. (2024). Scuola e Intelligenza Artificiale. Percorsi di alfabetizzazione critica, Carocci, Roma.
3c) Felini, D., Trinchero, R. (a cura di) (2015), Progettare la media education. Dall’idea all’azione, nella scuola e nei servizi educativi, FrancoAngeli, Milano.
3d) Vassallo, B. (2023), Linguaggio inclusivo ed esclusione di classe, Tamu, Napoli.
3e) Zoletto D. (2020), A partire dai punti di forza. Popular culture, eterogeneità, educazione, FrancoAngeli, Milano.
3f) Zoletto, D. (2023), Superdiversità a scuola. Testi e linguaggi per educare nelle classi ad alta complessità, Scholé, Brescia.

Bibliography:

Educational goals and expected learning outcomes:
LEARNING OUTCOMES: The Course aims at introducing the research field of Media Education, inclusing the most recent critical-transformative trajectories of theoretical and empirical studies in this area. KNOWLEDGE AND UNDERSTANDING: – Knowing and understanding the theoretical, epistemological and methodological foundations of Media Education; – Knowing and understanding the purposes and characteristics of Hip-Hop Pedagogy in formal, non-formal and informal education contexts; APPLYING KNOWLEDGE AND UNDERSTANDING: – Ability to apply the analytical and conceptual tools described in class for the design and evaluation of media education projects; MAKING JUDGEMENTS: – Critically analyze (digital) media and their “hidden curricula”;; – Evaluate the ethical and pedagogical implications of empirical studies on media and Media Education; COMMUNICATION SKILLS: – Concisely illustrate the founding theories and practices of Media Education and hip-hop pedagogy at national and international level; – Illustrate cases of media analysis or media production on issues of socio-pedagogical relevance; – Provide examples of Media Education and Hip-hop Education/Literacy interventions at school and outside of school; LEARNING SKILLS: – Know how to read and understand the critical issues and opportunities inherent in the planning and evaluation of Media Education and Hip-hop Education/Literacy activities.

Educational goals and expected learning outcomes:

LEARNING OUTCOMES:
The Course aims at introducing the research field of Media Education, inclusing the most recent critical-transformative trajectories of theoretical and empirical studies in this area.
KNOWLEDGE AND UNDERSTANDING:
– Knowing and understanding the theoretical, epistemological and methodological foundations of Media Education;
– Knowing and understanding the purposes and characteristics of Hip-Hop Pedagogy in formal, non-formal and informal education contexts;
APPLYING KNOWLEDGE AND UNDERSTANDING:
– Ability to apply the analytical and conceptual tools described in class for the design and evaluation of media education projects;
MAKING JUDGEMENTS:
– Critically analyze (digital) media and their “hidden curricula”;;
– Evaluate the ethical and pedagogical implications of empirical studies on media and Media Education;
COMMUNICATION SKILLS:
– Concisely illustrate the founding theories and practices of Media Education and hip-hop pedagogy at national and international level;
– Illustrate cases of media analysis or media production on issues of socio-pedagogical relevance;
– Provide examples of Media Education and Hip-hop Education/Literacy interventions at school and outside of school;
LEARNING SKILLS:
– Know how to read and understand the critical issues and opportunities inherent in the planning and evaluation of Media Education and Hip-hop Education/Literacy activities.

Methods and criteria for verifying the learning:
The oral examination aims at assessing the student’s overall preparation, the ability to combine knowledge about each part of the syllabus, the coherence of argumentation, the analytical ability, and the autonomy of judgment. In addition, the student’s command of language and clarity of presentation are also assessed, in adherence with the Dublin descriptors (1. knowledge and understanding; 2. applying knowledge and experience; 3. making judgments; 4. learning skills; 5: communication skills). The final grade will be based 70% on the student’s depth of knowledge and 30% on the student’s ability for expression (written and oral) and independent critical thinking. The exam will be evaluated according to the following criteria: – Failed: significant deficiencies and inaccuracies in the knowledge and the understanding of the subject matter; poor analytical and synthesizing skills, recurrent generalizations, limited critical and judgmental skills; the arguments are exposed inconsistently and with inappropriate language. – 18-20: Knowledge and understanding of topics barely adequate, with occasional generalizations and imperfections possible; sufficient capacity for analysis synthesis and autonomy of judgment, the arguments are frequently exposed in an incoherent manner and with inappropriate/non technical language. – 21-23: Fair knowledge and understanding of the subject; proper analysis and synthesis skills with coherent, logical argumentation, but with language that is often inappropriate/non technical. – 24-26: Moderate knowledge and understanding of the subjects; good analytical and synthesis skills with arguments expressed rigorously but with language that is not always appropriate/technical. – 27-29: Comprehensive knowledge and understanding of the subjects; remarkable analytical and synthesis skills. Good autonomy of judgment. Topics expounded rigorously and with appropriate/technical language. 30-30L: Excellent level of in-depth knowledge and understanding of the subjects. Excellent skills in analysis, synthesis, and independent judgment. Arguments are expressed in an original way and with appropriate technical language.

Methods and criteria for verifying the learning:

The oral examination aims at assessing the student’s overall preparation, the ability to combine knowledge about each part of the syllabus, the coherence of argumentation, the analytical ability, and the autonomy of judgment. In addition, the student’s command of language and clarity of presentation are also assessed, in adherence with the Dublin descriptors (1. knowledge and understanding; 2. applying knowledge and experience; 3. making judgments; 4. learning skills; 5: communication skills).
The final grade will be based 70% on the student’s depth of knowledge and 30% on the student’s ability for expression (written and oral) and independent critical thinking.
The exam will be evaluated according to the following criteria:
– Failed: significant deficiencies and inaccuracies in the knowledge and the understanding of the subject matter; poor analytical and synthesizing skills, recurrent generalizations, limited critical and judgmental skills; the arguments are exposed inconsistently and with inappropriate language.
– 18-20: Knowledge and understanding of topics barely adequate, with occasional generalizations and imperfections possible; sufficient capacity for analysis synthesis and autonomy of judgment, the arguments are frequently exposed in an incoherent manner and with inappropriate/non technical language.
– 21-23: Fair knowledge and understanding of the subject; proper analysis and synthesis skills with coherent, logical argumentation, but with language that is often inappropriate/non technical.
– 24-26: Moderate knowledge and understanding of the subjects; good analytical and synthesis skills with arguments expressed rigorously but with language that is not always appropriate/technical.
– 27-29: Comprehensive knowledge and understanding of the subjects; remarkable analytical and synthesis skills. Good autonomy of judgment. Topics expounded rigorously and with appropriate/technical language.
30-30L: Excellent level of in-depth knowledge and understanding of the subjects. Excellent skills in analysis, synthesis, and independent judgment. Arguments are expressed in an original way and with appropriate technical language.

Attendance modalities:
The course is delivered in a blended mode, although mainly face-to-face. Face-to-face activities include lectures, exercises and group discussions. Distance learning activities consists of video-lectures and case studies. Attendance is not compulsory, but strongly recommended.