Journalism as Model for Civic and Information Literacies

Natalia Smirnov*, Gulnaz Saiyed, Matthew Wayne Easterday, Wan Shun Eva Lam

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

4 Scopus citations

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.

Original languageEnglish (US)
Pages (from-to)1-29
Number of pages29
JournalCognition and Instruction
Volume36
Issue number1
DOIs
StatePublished - Jan 2 2018

Keywords

  • civic literacies
  • cognitive task analysis
  • connected civics
  • design-based research
  • information literacies
  • journalism
  • participatory politics

ASJC Scopus subject areas

  • Experimental and Cognitive Psychology
  • Education
  • Developmental and Educational Psychology
  • Psychology(all)

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