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ERIC Number: EJ1088592
Record Type: Journal
Publication Date: 2015
Pages: 20
Abstractor: As Provided
Reference Count: 45
ISBN: N/A
ISSN: EISSN-2167-8715
What Do Facts Have to Do with It? Exploring Instructional Emphasis in Stony Brook News Literacy Curriculum
Fleming, Jennifer
Journal of Media Literacy Education, v7 n3 p73-92 2015
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.
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/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York