Seventh International Conference on Communication & Media Studies

Abstract

Today’s rapidly changing media landscape has led to a new post-truth era, defined by social media disinformation, biased reporting, astroturfing, and accusations of “fake news.” At the same time, we have seen a reduction in journalism jobs and an increase of skepticism towards mainstream media. In such a landscape, it is imperative to present students with a fact-based, reasoned approach to media literacy, imparting the skills necessary to identify and interpret credible information. This paper takes a pedagogical approach, exploring the role of student journalism education and experience in teaching critical thinking and media literacy skills. This research focuses on skills of student journalists, such as determining bias in media, identifying credible information, and interpreting such information in one’s own words, identifying key areas for improving students’ media literacy. At the same time, we explore the impact of student journalism education on students’ current careers, identifying the transferrable communications skills learned through student journalism experience. Through this research, we hope to make recommendations for institutions and educators to push for further journalism education for students, such as through General Education, internships, or student-run newspapers. By pushing for increased student journalism experience, institutions can improve students’ critical thinking, media literacy, and communication skills, leaving them better prepared for both the current media landscape and for their future careers. This new, truth-seeking generation would be well equipped for identifying facts in a post-truth era.