Article: Fostering the integration of information literacy and journalism practice: a long term study of journalism students (http://dx.doi.org/10.11645/8.2.1941)
Huge thanks to Margy MacMillan for writing this blog post and agreeing to join us in the discussion!
When I first received the invitation to the Journal Club, I had to read it a few times to make sure I wasn`t hallucinating (in my defence, it was 5 a.m. my time). I am so honoured to be part of this as I have enjoyed lurking or catching up on discussions after the fact and find them fascinating. I’m really looking forward to this! Thanks to those who set up these events, and also to previous authors for providing excellent model blog posts.
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Students used information skills and knowledge for a number of journalistic processes: finding story ideas, identifying sources to interview, fact-checking, and reviewing the work of others to use as models, or identify gaps in coverage. Intriguingly, they included personal traits among their information skills such as curiosity and persistence – equally useful in journalism and IL. Comments throughout the résumés included many indications of knowledge transfer from one information task or ecosystem to another, and some students were explicit about this, perhaps exhibiting metaliteracy.
While I was writing the article, the ACRL was developing a new Framework for Information Literacy, informed by Hofer, Townsend and Brunetti’s work on threshold concepts. I had seen their early work and was really intrigued by this approach. Many Twitter discussions of the Framework centred around assessment and it occurred to me that the longer term, qualitative data I had might provide evidence of threshold crossing. I think it does… and I’m REALLY interested to hear what YOU think. Where I see the data being useful is in providing examples of how students describe threshold knowledge. They might not come right out and say “Authority is Constructed and Contextual”, but when they talk about finding new voices to add to a story, or bringing conflicting expert opinions together, or understanding biases in information I think they’re talking about this concept.
I don’t want to anticipate or pre-direct where the discussion will go – but here are some things that I’ve been thinking about since I hit the send button on the final copy of the article…
How much of a role did the discipline play in knowledge transfer? I was very interested to read the last discussion of Michelle Dalton’s work on healthcare professionals, and wonder what integration looks like in practical and academic work across disciplines. What does it look like for you?
What can we do in our teaching to promote this integration? – or is it just a factor of time and practice?
If this kind of evidence hints at threshold concepts, are there ways of developing assessment that will capture students’ understanding. (My mind went to the trailcams we use here for wildlife – if only we could do something similar to capture threshold crossing)…
What questions do you have about the study?
How does this discussion work? Anyone can join this discussion! Participants aim to read at least some of the article in advance, then come along at 8pm GMT and join in the discussion by adding comments to this blog post. You can see how this works by looking at previous discussions (just scroll down the blog for previous posts).