Teaching Journalism Literacy in Schools: The Role of Media Companies as Media Educators in Germany

Detalhes bibliográficos
Autor(a) principal: Sengl, Michael
Data de Publicação: 2023
Outros Autores: Heinke, Elfi
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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spelling 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
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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
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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)
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