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A publicação pode ser exportada nos seguintes formatos: referência da APA (American Psychological Association), referência do IEEE (Institute of Electrical and Electronics Engineers), BibTeX e RIS.

Exportar Referência (APA) 
Crespo, M., Tomé, V., Branco, S. & Nery, I, (2019). Portuguese policies in Media Education: the role of professional journalists. Media Literacy in a MEdia-Rich Ecology.
Exportar Referência (IEEE) 
M. Â. Crespo et al.,  "Portuguese policies in Media Education: the role of professional journalists", in Media Literacy in a MEdia-Rich Ecology, Lisboa, 2019
Exportar BibTeX 
@misc{crespo2019_1777338418783,
	author = "Crespo, M. and Tomé, V. and Branco, S. and Nery, I,",
	title = "Portuguese policies in Media Education: the role of professional journalists",
	year = "2019",
	howpublished = "Digital",
	url = "https://mediacoach.pt/"
}
Exportar RIS 
TY  - CPAPER
TI  - Portuguese policies in Media Education: the role of professional journalists
T2  - Media Literacy in a MEdia-Rich Ecology
AU  - Crespo, M.
AU  - Tomé, V.
AU  - Branco, S.
AU  - Nery, I,
PY  - 2019
CY  - Lisboa
UR  - https://mediacoach.pt/
AB  - This presentation is focused on the results of a Media Literacy
pilot-project (2017-2019) developed by the Portuguese Journalists Union,
with the support from the Portuguese Ministry of Education, which main aim
was to train up to 100 middle school teachers (through a certified
training course) nationwide, through a certified in-service teacher
training course taught by professional journalists (previously trained in
Media Literacy by the end of 2017), and then certified as teacher trainers
in Media Literacy and Journalism by the Scientific and Pedagogical
National Council.
The pilot-project was developed from January to April 2019, followed a
mixed-method approach, focused on action-research, and the teachers
attending the course were asked to design and develop Media Literacy
activities involving their students, their parents and other community
members. Data were collected through questionnaires, observation, and
interviews. Preliminary findings showed: teachers welcome Media Literacy
training courses and were able to develop activities involving their
students without changing their previous pedagogical plans; journalists
were able to collaborate directly with teachers and students; when school
board members are involved the projects are easy to implement; there is a
need to motivate parents and other community members to participate;
projects will need regular monitoring; and that a good practices handbook
is very welcome.
ER  -