What Do Facts Have to Do with It? Exploring Instructional Emphasis in Stony Brook News Literacy Curriculum

Autor/in	Fleming, Jennifer
Titel	What Do Facts Have to Do with It? Exploring Instructional Emphasis in Stony Brook News Literacy Curriculum
Quelle	In: Journal of Media Literacy Education, 7 (2015) 3, S.73-92 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2167-8715
Schlagwörter	Curriculum Research; Media Literacy; Journalism Education; Multiple Literacies; Qualitative Research; Observation; Position Papers; Behavioral Objectives; Units of Study; Ideology; Autobiographies; Production Techniques; Accuracy; Cognitive Objectives; College Curriculum; Educational Principles; New York + Suchen Sie Ihr Suchwort? Curriculum; Research; Curriculumreform; Lehrplan; Forschung; Media skills; Medie competence; Medienkompetenz; Qualitative Forschung; Beobachtung; Positionspapier; Lerneinheit; Ideologie; Autobiography; Autobiografie; Autobiographie; Production engineering; Produktionstechnik; Kognitives Lernziel; Bildungsprinzip
Abstract	An analytic matrix comprised of multiple media literacy teaching and learning principles is conceptualized to examine a model of news literacy developed by journalism educators at Stony Brook University. The multidimensional analysis indicates that news literacy instructors focus on teaching students how to question and assess the veracity of news texts, and their approach favors cognitive skill development over other ways people make meaning of media messages. Based on these findings, a cognitive theory of news literacy is proposed as a means to situate the journalistic methods and mindsets that informed the Stony Brook curriculum within the parameters of established media literacy education theories and practices. (As Provided).
Anmerkungen	National Association for Media Literacy Education. 10 Laurel Hill Drive, Cherry Hill, NJ 08003. Tel: 888-775-2652; e-mail: editor@jmle.org; Web site: http://digitalcommons.uri.edu/jmle/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01