What do Facts Have to Do with It? Exploring Instructional Emphasis in the Stony Brook News Literacy Curriculum
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.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.
Fleming, J. (2016). What do Facts Have to Do with It? Exploring Instructional Emphasis in the Stony Brook News Literacy Curriculum. Journal of Media Literacy Education, 7(3), 73-92. https://doi.org/10.23860/jmle-7-3-6
APPENDIX A Taxonomy of Information Neighborhoods.docx
Communication Technology and New Media Commons, Curriculum and Instruction Commons, History Commons, Mass Communication Commons, Other Communication Commons, Other Education Commons