Teaching Journalism Literacy in Schools: The Role of Media Companies as Media Educators in Germany
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://doi.org/10.17645/mac.v11i2.6389 |
Resumo: | German journalism is facing major challenges including declining circulation, funding, trust, and political allegations of spreading disinformation. Increased media literacy in the population is one way to counter these issues and their implications. This especially applies to the sub-concept of journalism literacy, focusing on the ability to consume news critically and reflectively, thus enabling democratic participation. For media companies, promoting journalism literacy seems logical for economic and altruistic reasons. However, research on German initiatives is scarce. This article presents an explorative qualitative survey of experts from seven media companies offering journalistic media education projects in German schools, focusing on the initiatives’ content, structure, and motivation. Results show that initiatives primarily aim at students and teachers, offering mostly education on journalism (e.g., teaching material) and via journalism (e.g., journalistic co-production with students). While these projects mainly provide information on the respective medium and journalistic practices, dealing with disinformation is also a central goal. Most initiatives are motivated both extrinsically (e.g., reaching new audiences) and intrinsically (e.g., democratic responsibility). Despite sometimes insufficient resources and reluctant teachers, media companies see many opportunities in their initiatives: Gaining trust and creating resilience against disinformation are just two examples within the larger goal of enabling young people to be informed and opinionated members of a democratic society. |
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Teaching Journalism Literacy in Schools: The Role of Media Companies as Media Educators in Germanydisinformation; journalism literacy; journalistic media education; media literacy; news media literacyGerman journalism is facing major challenges including declining circulation, funding, trust, and political allegations of spreading disinformation. Increased media literacy in the population is one way to counter these issues and their implications. This especially applies to the sub-concept of journalism literacy, focusing on the ability to consume news critically and reflectively, thus enabling democratic participation. For media companies, promoting journalism literacy seems logical for economic and altruistic reasons. However, research on German initiatives is scarce. This article presents an explorative qualitative survey of experts from seven media companies offering journalistic media education projects in German schools, focusing on the initiatives’ content, structure, and motivation. Results show that initiatives primarily aim at students and teachers, offering mostly education on journalism (e.g., teaching material) and via journalism (e.g., journalistic co-production with students). While these projects mainly provide information on the respective medium and journalistic practices, dealing with disinformation is also a central goal. Most initiatives are motivated both extrinsically (e.g., reaching new audiences) and intrinsically (e.g., democratic responsibility). Despite sometimes insufficient resources and reluctant teachers, media companies see many opportunities in their initiatives: Gaining trust and creating resilience against disinformation are just two examples within the larger goal of enabling young people to be informed and opinionated members of a democratic society.Cogitatio Press2023-04-28info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.17645/mac.v11i2.6389https://doi.org/10.17645/mac.v11i2.6389Media and Communication; Vol 11, No 2 (2023): Fakespotting: (Dis)Information Literacy as Key Tool to Defend Democracy; 53-632183-2439reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPenghttps://www.cogitatiopress.com/mediaandcommunication/article/view/6389https://www.cogitatiopress.com/mediaandcommunication/article/view/6389/6389Copyright (c) 2023 Michael Sengl, Elfi Heinkeinfo:eu-repo/semantics/openAccessSengl, MichaelHeinke, Elfi2023-06-29T17:45:27Zoai:ojs.cogitatiopress.com:article/6389Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T17:50:51.604507Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Teaching Journalism Literacy in Schools: The Role of Media Companies as Media Educators in Germany |
title |
Teaching Journalism Literacy in Schools: The Role of Media Companies as Media Educators in Germany |
spellingShingle |
Teaching Journalism Literacy in Schools: The Role of Media Companies as Media Educators in Germany Sengl, Michael disinformation; journalism literacy; journalistic media education; media literacy; news media literacy |
title_short |
Teaching Journalism Literacy in Schools: The Role of Media Companies as Media Educators in Germany |
title_full |
Teaching Journalism Literacy in Schools: The Role of Media Companies as Media Educators in Germany |
title_fullStr |
Teaching Journalism Literacy in Schools: The Role of Media Companies as Media Educators in Germany |
title_full_unstemmed |
Teaching Journalism Literacy in Schools: The Role of Media Companies as Media Educators in Germany |
title_sort |
Teaching Journalism Literacy in Schools: The Role of Media Companies as Media Educators in Germany |
author |
Sengl, Michael |
author_facet |
Sengl, Michael Heinke, Elfi |
author_role |
author |
author2 |
Heinke, Elfi |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Sengl, Michael Heinke, Elfi |
dc.subject.por.fl_str_mv |
disinformation; journalism literacy; journalistic media education; media literacy; news media literacy |
topic |
disinformation; journalism literacy; journalistic media education; media literacy; news media literacy |
description |
German journalism is facing major challenges including declining circulation, funding, trust, and political allegations of spreading disinformation. Increased media literacy in the population is one way to counter these issues and their implications. This especially applies to the sub-concept of journalism literacy, focusing on the ability to consume news critically and reflectively, thus enabling democratic participation. For media companies, promoting journalism literacy seems logical for economic and altruistic reasons. However, research on German initiatives is scarce. This article presents an explorative qualitative survey of experts from seven media companies offering journalistic media education projects in German schools, focusing on the initiatives’ content, structure, and motivation. Results show that initiatives primarily aim at students and teachers, offering mostly education on journalism (e.g., teaching material) and via journalism (e.g., journalistic co-production with students). While these projects mainly provide information on the respective medium and journalistic practices, dealing with disinformation is also a central goal. Most initiatives are motivated both extrinsically (e.g., reaching new audiences) and intrinsically (e.g., democratic responsibility). Despite sometimes insufficient resources and reluctant teachers, media companies see many opportunities in their initiatives: Gaining trust and creating resilience against disinformation are just two examples within the larger goal of enabling young people to be informed and opinionated members of a democratic society. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-04-28 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://doi.org/10.17645/mac.v11i2.6389 https://doi.org/10.17645/mac.v11i2.6389 |
url |
https://doi.org/10.17645/mac.v11i2.6389 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
https://www.cogitatiopress.com/mediaandcommunication/article/view/6389 https://www.cogitatiopress.com/mediaandcommunication/article/view/6389/6389 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2023 Michael Sengl, Elfi Heinke info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2023 Michael Sengl, Elfi Heinke |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Cogitatio Press |
publisher.none.fl_str_mv |
Cogitatio Press |
dc.source.none.fl_str_mv |
Media and Communication; Vol 11, No 2 (2023): Fakespotting: (Dis)Information Literacy as Key Tool to Defend Democracy; 53-63 2183-2439 reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository.name.fl_str_mv |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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