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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 cog...
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... Smirnov et al. (2018) defined campus journalism as a distinct subfield of journalism practiced by students at colleges and universities giving young people a platform to share their perspectives and shedding light on issues that are frequently ignored by established media. A campus journalist, therefore, is a student who actively participates in journalistic activities within their educational institution. ...
The main purpose of the study is to investigate the information needs and seeking behavior of campus journalists from different universities in Bangladesh. Data were collected from the participants using a convenience sampling technique. A total of 244 campus journalists participated in this survey. The study found that campus journalists primarily sought information to write news, covering university prosperity, hall or residence-related issues, the university's political issues, and cultural activities. They used a variety of media tools to enhance their reporting and cross-checked facts to ensure the authenticity of the news they received. The results also showed that the campus journalists mainly collected news by visiting the place physically and listening to witnesses’ stories. Lack of training, lack of authority's cooperation, and insufficient time were found as significant barriers to seeking information. Furthermore, the study found significant differences in the motivations for seeking information among journalists from different age groups and levels of experience.
... To represent the expert model, we organize mentors' cognitive strategies following Smirnov and colleagues' [37] example of hierarchical task analysis [10]. This is an appropriate form of knowledge representation for this project because it includes perceptions, action, and goals structures that led mentors to use their strategies. ...
... In organizing spaces, disciplinary knowledge has been both used and critiqued as a tool for advancing narratives that served the goals of campaigns (e.g., Davis & Schaeffer, 2019;Scipio, 2014). These critical disciplinary practices are not limited to collective action in campaigns, but have also been successfully cultivated in formal educational spaces designed to support consciousness-raising and democratic participation (e.g., Kirshner, 2015;Smirnov et al., 2018). ...
This study builds on the communication mediation model of political socialization and self-efficacy research, and focuses on journalism civic self-efficacy, an individual’s confidence in using journalistic skills to promote the awareness of a community issue. The study tests the premise that journalism civic self-efficacy explains, in part, how journalism education supports individuals’ political participation, by examining links between political interest, journalism civic self-efficacy, school and classroom contexts, and future political participation with data from U.S. high school journalists (n = 769) and their teachers (n = 42). The study’s key results are: (1) journalism civic self-efficacy partially mediates the relationship between political interest and prospective political participation, and (2) journalism civic self-efficacy increases when students feel a supportive school climate and when their instructors exert little control over students’ journalistic output. These results can inform the design of journalism education and outreach initiatives, prioritizing activities and settings that cultivate journalism civic self-efficacy among participants. The findings also highlight the value of such initiatives regardless of whether or not participants pursue newsroom careers. The study contributes empirical evidence to civic development literature of a pathway between journalism education and political participation, distinct from other school-sponsored activities (i.e., debate, student government).
Introduction. Information literacy and critical thinking are discussed as distinct concepts by authors in different disciplines. This paper seeks to analyse their conceptions to determine the extent to which they overlap, and identify areas for collaboration across disciplinary lines. Method. A hermeneutic literature review was conducted, followed by a content analysis of information literacy papers discussing content evaluation, and critical thinking papers from key authors. Analysis. Proportions of identified themes represented within the two groups of papers were compared. Similarities and differences were assessed in conjunction with findings from the hermeneutic literature review. Results. Though divergent in their basic underpinning skills, critical thinking and information literacy conceptions pertaining to content evaluation were found to be strongly overlapping in their broader conceptions. Modern pressures giving rise to content evaluation concerns such as the ‘fake news’ phenomenon suggest a need for strong sense conceptions, and an avenue for integration between information literacy and critical thinking when evaluating information. Conclusion. Taken in their strong sense, information literacy and critical thinking conceptions show a high degree of overlap. Engagement across disciplinary lines could offer an enrichment to both concepts.
