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About this module

The aim of this module consists in raising awareness about and developing critical reading skills concerning media discourses about climate change. Reliable scientific sources are identified, as well as types of discourses and examples of robust discussions of climate change and climate change denial. Students are encouraged to reflect themselves on such issues as stakeholders, what is at stake and typologies of discourse while analysing some sample texts themselves. The learning outcomes include heightened awareness about the different types of discourses one comes about, reading skills as well as concrete knowledge about where to find reliable information and accurate terminology.

Discourses about climate change develop fast, in reaction to events and research results. It is recommended to adapt the examples to a given context and to update the reports from IPCC and WMO, for instance, whenever possible. More recent examples of extreme weather events may be preferable, as well as examples students are likely to be more familiar with in a given geographical context. As some of the slides indicate, students should be encouraged to provide answers themselves to a number of issues such as stakeholders or what is at stake before these questions are debated in class.

  • Appreciate critically to what extent human activities impact climate change
  • Recognise what kind of point-of-view a given piece of academic writing or journalism is representing in relation to the issued man-made impact on climate change
  • Identify the vocabulary used to represent different points-of-view on climate change
  • Write a report on such writings clearly identifying the points-of-view expressed and placing them in a wider context
  • Use professional skills of critical thinking, media literacy, argumentation and presentation
  • Browsing, searching and filtering information and digital content
  • Evaluating data, information and digital content
  • Use their skills to implement attitudes of openness to cultural otherness and to other beliefs, world views and practices
  • Draw on their analytical and critical thinking skills
  • Draw on their knowledge and critical understanding of the world, esp. politics, cultures, economies, environment and sustainability
  • Use their linguistic, communicative and plurilingual skills
  • Proficiency in reading press and media articles in English