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Journalism as Model for Civic and Information Literacies

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Bibliographic Details
Title: Journalism as Model for Civic and Information Literacies
Language: English
Authors: Smirnov, Natalia, Saiyed, Gulnaz, Easterday, Matthew W., Lam, Wan Shun Eva
Source: Cognition and Instruction. 2018 36(1):1-29.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 29
Publication Date: 2018
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Descriptors: Information Literacy, Task Analysis, Journalism Education, Journalism, Teaching Methods, Civics, Politics, Citizen Participation, Models, Schemata (Cognition), Interviews, News Reporting
DOI: 10.1080/07370008.2017.1392964
ISSN: 0737-0008
Abstract: Journalism can serve as a generative disciplinary context for developing civic and information literacies needed to meaningfully participate in an increasingly networked and mediated public sphere. Using interviews with journalists, we developed a cognitive task analysis model, identifying an iterative sequence of production and domain-specific cognitive constructs of journalism expertise. We diagnose common discrepancies between professional practices and typical youth journalism pedagogies, and offer suggestions for teaching participatory politics and civic literacies through journalism.
Abstractor: As Provided
Number of References: 59
Entry Date: 2018
Accession Number: EJ1174067
Database: ERIC
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: Journalism can serve as a generative disciplinary context for developing civic and information literacies needed to meaningfully participate in an increasingly networked and mediated public sphere. Using interviews with journalists, we developed a cognitive task analysis model, identifying an iterative sequence of production and domain-specific cognitive constructs of journalism expertise. We diagnose common discrepancies between professional practices and typical youth journalism pedagogies, and offer suggestions for teaching participatory politics and civic literacies through journalism.
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