Dissertation
A News Literate Journalism: building a more sustainable future for journalism practice and education with news literacy
University of Iowa
Doctor of Philosophy (PhD), University of Iowa
Spring 2024
DOI: 10.25820/etd.007516
Abstract
This dissertation introduces and elaborates on the model of News Literate Journalism (NLJ), a normative framework to guide journalists toward a more sustainable, educational, and ethical form of practice. News Literate Journalism is defined as: A metacognitive model rooted in prioritizing a process-oriented approach to journalism that emphasizes news-literate behaviors – assessing credibility, studying current, relationship building, and understanding audiences – and values – service, engagement, and transparency – in practice.
Drawing inspiration from Stanley Fish’s (1987) model for legal studies, NLJ aspires to furnish journalism educators and practitioners with shared principles and ethical codes that lead to equitable outcomes for communities. The model of NLJ, comprised of three premises, fosters self-reflexivity within journalism, ultimately facilitating the resolution of persistent challenges in the field.
The first premise of NLJ establishes a unified model that integrates disparate definitions of journalism, journalistic roles, and news literacy. Within this framework, journalists are envisioned not just as storytellers or watchdogs, but as educational agents vested with a responsibility toward public service. NLJ thus aligns the multiple roles journalists play into a coherent educational framework. It responds to the conspicuous absence of journalists in existing discussions about news literacy, emphasizing that journalists should be news literate to uphold their societal functions credibly. The definition is constructed using open-ended survey questions and interviews about defining journalism, journalists’ roles, and news literacy.
Premise two of NLJ introduces the concept of News Literate Behaviors (NLB), which are critical actions journalists should engage in to enrich their practice. Derived from a survey – showing journalists score an average of 78% on the news literacy scale – and 30 interviews, the identified behaviors include assessing credibility, staying current, relationship-building, and audience understanding. These behaviors extend beyond the narrow confines of fact-checking to include transparent methodologies, continued learning, and a commitment to engagement journalism and social responsibility. Implementing these behaviors is posited to enhance the news literacy of journalists and their capability to serve communities better.
The third and final premise of NLJ reveals News Literate Values (NLV) as the ethical linchpins that distinguish authentic journalism from mere imitative behaviors. Comprising values like service, engagement, and transparency, NLV serves as a moral compass for journalism. While “service” emphasizes the ethical mandate of journalism to serve and educate communities, “engagement” foregrounds the audience’s pivotal role in shaping journalistic practice. “Transparency” demands accountability through openness about journalistic processes, including acknowledging biases and language barriers. The NLVs are derived from survey questions and interviews about how journalists value news literacy in their practice.
This mixed-method dissertation challenges journalists to move beyond production of news content to contemplate the processes and values that inform their work. It does so by introducing “metacognition,” which advocates for critical self-reflection among journalists, as a guiding principle to journalism practice and frames the News Literate Behaviors, News Literate Values, and model of News Literate Journalism. This dissertation argues that NLVs serve as a barometer for professionalism, effectively separating authentic journalists from those lacking a normative framework. The adoption of NLJ and its constitutive behaviors and values is vital for elevating the educational and moral standards of journalism, thereby rendering it more resilient and sustainable in an era beset by issues of trust and information glut. This dissertation concludes with a curriculum that maps the model of News Literate Journalism into a journalism degree scope and sequence.
Details
- Title: Subtitle
- A News Literate Journalism: building a more sustainable future for journalism practice and education with news literacy
- Creators
- Patrick R. Johnson
- Contributors
- Melissa Tully (Advisor)Rachel Young (Committee Member)Thomas Oates (Committee Member)Stephanie Craft (Committee Member)
- Resource Type
- Dissertation
- Degree Awarded
- Doctor of Philosophy (PhD), University of Iowa
- Degree in
- Mass Communication
- Date degree season
- Spring 2024
- Publisher
- University of Iowa
- DOI
- 10.25820/etd.007516
- Number of pages
- xxvii, 390 pages
- Copyright
- Copyright 2024 Patrick R. Johnson
- Language
- English
- Date submitted
- 02/12/2024
- Description illustrations
- Tables
- Description bibliographic
- Includes bibliographical references (pages 248-281).
- Public Abstract (ETD)
This dissertation introduces the concept of News Literate Journalism (NLJ), a journalism practice model designed to guide journalists toward more ethical and educational practices through metacognition and critical attention to their news literacy. Building on three core premises, NLJ aims to help journalists become more self-aware and focused on serving the public good. The model identifies critical behaviors essential for responsible, news-literate journalism, such as assessing credibility, staying current, building relationships, and understanding audiences. It also underscores the importance of values like service, engagement, and transparency. By adopting this comprehensive approach, journalists can improve their news literacy, contribute positively to their communities’ news literacy and civic engagement, and distinguish themselves from their less ethical counterparts. The study aims to uplift the field of journalism by grounding it in education-forward and self-aware principles.
- Academic Unit
- School of Journalism and Mass Communication
- Record Identifier
- 9984647257802771
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