Ana F. Oliveira – Lusófona University, CICANT, Portugal [ORCID: https://orcid.org/0000-0003-3655-9984]

Abstract
This chapter delves into the relevance and richness of intergenerational media education, shedding light on its role in bridging generational divides and fostering a conscientious use of digital devices and technologies. Drawing from previous research experience, we reflect upon the pivotal factors of access, knowledge, competencies, connections, interests, and motivations in moulding the landscape of media and information literacy (MIL). Taking these conditions into account and exploring the impact of each one in digital media usage and literacy’s generational gaps can point a picture of how to promote intergenerationality and collectively and collaboratively develop MIL competences. Ultimately, this reflective analysis underscores the urgency of understanding these aspects for the effective implementation of intergenerational media education, charting a course towards an all-encompassing, well-informed, and harmonious digital landscape.

Keywords: Intergenerational Media Education; Generational Divides; Digital Media; Media and Information Literacy; Digital Landscape.

Cite as: Oliveira, A. F. (2023). Minding the Gap: Building Bridges through Intergenerational Media and Information Literacy. In C. Sousa, & A.H. Tkaczyk (Eds.), Media Literacy and Assistive Technologies for Empowerment in Autism (pp. 64-71). Edições Universitárias Lusófonas.
https://www.doi.org/10.24140/asdigital.v1.p01.07

Didi Figueiredo – Portugal

Abstract
This chapter recounts the life journey of Didi, a non-binary individual diagnosed with Asperger’s Syndrome at the age of 16, now a 30-year-old adult. Didi shares their experiences of growing up in the autism spectrum, navigating the challenges of social interaction, and discovering their unique interests and passions. Didi’s journey is a testament to resilience, self-discovery, and the power of shared interests through media to forge connections. Pokémon has been a constant companion throughout their life, offering not only a source of joy and nostalgia but also a means to initiate interactions in unfamiliar environments. Didi’s story serves as an inspiring example of how passion and perseverance can lead to personal growth and meaningful connections, despite the challenges of living in the spectrum.

Keywords: Autism Spectrum; Gender Identity; Non-Binary; Self-Advocacy; Media Franchises; Resilience.

Available also in Portuguese | Disponível também em Português

Cite as: Figueiredo, D. (2023). Bringing Hues to the Spectrum: A Journey with Autism, Gender Identity, and Pokémon. In C. Sousa, & A.H. Tkaczyk (Eds.), Media Literacy and Assistive Technologies for Empowerment in Autism (pp. 54-63). Edições Universitárias Lusófonas. https://www.doi.org/10.24140/asdigital.v1.p01.06

Sara Rye – University of Bradford, United Kingdom [ORCID: https://orcid.org/0000-0001-5264-149X]

Abstract
In this chapter, the transformative potential of using analogue games, like board or card games, in higher education is explored in order to improve conceptual learning. Analogue games offer tangible, engaging experiences that connect theoretical ideas with real-world applications. They provide tangible representations of intricate concepts, easing cognitive load and promoting knowledge transfer. Along with encouraging critical thinking, problem-solving, and analytical skills, analog games actively involve students. These games contextualize information so that students can explore ideas in contexts that are relevant to them and thus increase comprehension. In line with social constructivist learning theories, social interaction and collaboration are encouraged, improving communication and interpersonal skills. By promoting practical experience, reflection, and metacognition, analog games aid experiential learning. They encourage multisensory learning by involving a variety of senses for better comprehension. They also foster problem-solving and critical thinking abilities, which are applicable across a variety of fields. Analogue games promote metacognition, which empowers students to manage their own learning by enabling self-regulated learning. Finally, analogue games provide a dynamic and engaging approach to conceptual learning in higher education, encouraging active engagement, teamwork, critical thinking, and multisensory experiences, ultimately enhancing the learning process.

Keywords: Analogue Games; Higher Education; Conceptual Learning; Experiential Learning; Multisensory Education.

Cite as: Rye, S. (2023). Hands-On Minds:Fostering Conceptual Learning through Tangible Analogue Games in Higher Education. In C. Sousa, & A.H. Tkaczyk (Eds.), Media Literacy and Assistive Technologies for Empowerment in Autism (pp. 42-53). Edições Universitárias Lusófonas. https://www.doi.org/10.24140/asdigital.v1.p01.05

Conceição Costa – Lusófona University, CICANT, Portugal [ORCID: https://orcid.org/0000-0002-3544-722X]
Vera Pradiante – Lusófona University, CICANT, Portugal

Abstract
In this chapter the process of ideation and development of the serious game “Desktop Adventure” is presented. Desktop Adventure is a point-andclick game to develop digital competencies in youth with autism spectrum disorder (ASD). Our conceptualization of digital competencies emphasizes the development of critical thinking in “children’s digital interactions” as well the empowerment of their creative expression. Children and youth are diverse, and while this gamified app was developed for the specificities of teachers and their ASD students, Desktop Adventure aims to contribute to Educational Open resources that can be used with all children and by children themselves.

Keywords: Children; Youth and Media; Educational Game; Autism Spectrum Disorder; Digital Competencies.

Cite as: Costa, C., & Pradiante, V. (2023). “Desktop Adventure”: a Tool for the Development of Digital Competencies in Students with Autism Spectrum Disorder. In C. Sousa, & A.H. Tkaczyk (Eds.), Media Literacy and Assistive Technologies for Empowerment in Autism (pp. 33-41). Edições Universitárias Lusófonas. https://www.doi.org/10.24140/asdigital.v1.p01.04

Ewa Litwinczuk – Szkola Podstawowa Nr 11 Z Oddzialami Integracyjnymi Im. Kornela Makuszynskiego, Białystok, Poland
Carla Sousa – Lusófona University, CICANT, Portugal [ORCID: https://orcid.org/0000-0003-1036-963X]

Abstract: This chapter emerges from the ASDigital project and offers innovative insights, from a partnership between the views of a practicioner and scholar knowledge. Focusing on Treatment and Education of Autistic and Related Communication-Hazardous Children (TEACCH) and Picture Exchange Communication System (PECS), the chapter provides practical guidance for professionals in fostering literacy skills in secondary education students with Autism Spectrum Disorder (ASD), with an emphasizes on digital competences. The reflection provided in this study explores how both approaches offer structured, visually supported learning environments, benefiting those with autism or communication diversity who struggle with traditional methods. Therefore, it explores how these visual supports can also extend to digital literacy, facilitating communication, social skills, and familiarity with digital symbols. The chapter’s insights, also intend to open avenues for future research, through the generation of empirical data for the further validation of these premises.

Keywords: Autism; TEACCH; PECS; Secondary Education; Literacy

Cite as: Litwinczuk, E., & Sousa, C. (2023). The Potential Role of TEACCH and PECS for Secondary Education Students with a Focus on Literacy. In C. Sousa, & A.H. Tkaczyk (Eds.), Media Literacy and Assistive Technologies for Empowerment in Autism (pp. 20-32). Edições Universitárias Lusófonas. https://www.doi.org/10.24140/asdigital.v1.p01.03

Carla Sousa – Lusófona University, CICANT, Portugal [ORCID: https://orcid.org/0000-0003-1036-963X]

Abstract: In the present-day context, media literacy assumes significant importance due to the growing integration of digital media into our everyday existence. Given the inherent vulnerabilities of certain audiences, it is imperative to emphasise the significance of taking action to address their specific accessibility requirements and literacy needs. The objective of this chapter was to provide a conceptual framework that delineates the primary needs and characteristics of individuals in the autism spectrum and establish connections between these attributes and the contemporary notion of “media literacy”. Through this mapping, it was possible to identify and critically explore a set of opportunities for neurodiversity-driven media education, including: (1) promoting authentic representations; (2) enhancing empathic media literacy; (3) foster neurodivergent talent in media production; and (4) advancing social advocacy through media. These pillars also intend to emphasize priorities for the forthcoming research endeavours in the topic.

Keywords: Media Literacy; Autism Spectrum Disorder; Neurodiversity; Accessibility; Empathic Media Education

Cite as: Sousa, C. (2023). Decoding the Digital Landscape: Media Literacy for Autism Spectrum Disorder. In C. Sousa, & A.H. Tkaczyk (Eds.), Media Literacy and Assistive Technologies for Empowerment in Autism (pp. 8-19). Edições Universitárias Lusófonas. https://www.doi.org/10.24140/asdigital.v1.p01.02