ICT Literacy in Journalism

  Compiled by Lesley Farmer, California State University Long Beach









  • Ashley, S. (2015). Media literacy in action? What are we teaching in introductory college media studies courses? Journalism & Mass Communication Educator, 70(2), 161-173. doi:10.1177/1077695815572191 Media literacy is a good way to incorporate ICT literacy into curriculum. Instructors should teach political and economic contexts of media and use active learning strategies.   
  • Brown, C. P., & Kingsley-Wilson, B. (2010). Assessing organically: turning an assignment into an assessment. Reference Services Review, 38(4), 536-556. doi:10.1108/00907321011090719 Journalism faculty and a librarian collaboratively designed realistic scenarios requiring research facilitated critical thinking, along with an authentic assessment instrument.   
  • Childers, C. C., & Levenshus, A. B. (2016). Bringing the digital world to students: Partnering with the university communications office to provide social media experiential learning projects. Communication Teacher, 30(4), 190–194.
  • Courtney, I. (2017). In an era of fake news, information literacy has a role to play in journalism education in Ireland. Doctoral dissertation, Dublin Business School.
  • Fang, F., Wei, W., & Huang, H. (2019). Keeping Up with Fast-Paced Industry Changes--Digital Media Education in U.S. Advertising and PR Programs. Journal of Advertising Education, 23(2), 80–99.
  • Friesem, Y. (2019). Teaching truth, lies, and accuracy in the digital age: Media Literacy as project-based learning. Journalism & Mass Communication Educator, 74(2), 185-198.
  • Frohlich, D. O., & Magolis, D. (2020). Developing a responsive and adaptable emergent media curriculum. Journal of Media Literacy Education, 12(1), 123-131.
  • Fu, J. S. (2016). Leveraging social network analysis for research on journalism in the information age. Journal of Communication, 66(2), 299–313.
  • Glisson, L. (2019). Breaking the spin cycle: Teaching complexity in the age of fake news. Portal: Libraries and the Academy, 19(3), 461–484.
  • Grata, L. (2016). Technology in the journalism classroom. In Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2016 (pp. 1168-1171). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE). Journalism students need to learn how to use multiple types of technology in order to assist them with a possible career choice in the future. If a teacher can use technology, teach students to use technology, and make learning fun student will progress both in the classroom and the real world.   
  • Ireland, S. (2018). Fake news alerts: Teaching news literacy skills in a meme world. Reference Librarian, 59(3), 122–128.
  • Jones, D. (2016). Using digital tools in WIL to enable student journalists' real world learning. In Conference Proceedings of the 33rd International Conference of Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education (ASCILITE 2016) (pp. 294-299). University of South Australia.
  • Kuban, A. J., & Mulligan, L. M. (2014). Screencasts and Standards: Connecting an Introductory Journalism Research Course with Information Literacy. Communication Teacher, 28(3), 188-195. Students often lack skill using databases and in evaluating information they find. This journalism courses uses screencasts to explain these tools and processes.   
  • MacMillan, M. (2014). Fostering the integration of information literacy and journalism practice: a long-term study of journalism students. Journal of Information Literacy, 8(2), 3-22.   
  • Maier, M., Rothmund, T., Retzbach, A., Otto, L., & Besley, J. C. (2014). Informal Learning through Science Media Usage. Educational Psychologist, 49(2), 86-103. The authors distinguish between journalists’ processes for selectin and depicting scientific information, and how audiences process such information. The authors argue that science literacy and media literacy in laypersons can be promoted by combining insights from the research on mass media production, laypersons' reception processes and the interplay of both’ they also note how online sources might change the interplay of information supply and demand.   
  • Moeller, S. (2009). Media literacy: Citizen journalists. Washington, DC: Center for International Media Assistance. 
  • Noe, J. (2015). Case studies and pervasive instruction. Reference Services Review, 43(4), 706 — 721. Provides examples of journalism teachers and librarians collaborating to create learning activities about ICT literacy for journalism majors.
  • Platt, C. A. (2011). Blogging in the communication technology course. Communication Teacher, 25(4), 228-233. doi:10.1080/17404622.2011.601719 By creating and maintaining blogs, journalism students gained digital literacy and skills in research, writing, and collaboration.   
  • Siitonen, M., Uotila, P., UskaliI, T., Varsaluoma, J., & Välisalo, T. (2019). A pilot study on developing newsgames in collaboration between journalism and computer science students. NORDICOM Review, 40(2), 143–155.
  • Song, Y. (2018). Multimedia news storytelling as digital literacies: An alternative paradigm for online journalism education. Journalism, 19(6), 837-859.
  • Veglis, A., & Pomportsis, A. (2014). Journalists in the age of ICTs: Work demands and educational needs. Journalism And Mass Communication Educator, 69(1), 61-75. Describes the ICT skills journalists need, and suggests continuing education programs that foster ICT tools and services.  
  • Yeoman, F., & Morris, K. (2019). Mapping the HE news literacy landscape in the UK. Journalism Education, 8(1), 69-78.

  • Ask students to research the same topic in two database aggregators (e.g., Communications and Mass Media Complete, Newsstand), and compare the process and results. 
  • Ask students select a seminal work on a journalism topic, and then identify sources that preceded and continued the conversation, analyzing the impact of the seminal work on the field. 
  • Ask students to create a citation "web" using a citation analysis database, and conduct a content analysis of the linked authors by affiliation (workplace, academic preparation, geography, subject expertise). Do authors cite each other? Are there some authors who are outliers in the web? How do such connections impact information generation?   Have students research the impact of digital format in journalism, including Open Source initiative. 
  • Ask students to keep research logs in which they note changes in particular research directions as they identify resources, read, and incorporate new learning for a topic in journalism. 
  • Ask students to compare book reviews from different sources for the same title.
  •  Ask students to research the history of technology as it impacts journalism (e.g., access to documents, writing, publishing).
  •  Ask students to create a concept map about one topic in journalism. 
  • Ask students to create a digital story about one news event. 
  • Ask students to create an infographic about an aspect of journalism.
  •  Ask students to create a graphic novel about an aspect of journalism.
  •  Ask students to produce a virtual museum about an aspect of photojournalism. 
  • Ask students to critique and compare movie depictions of journalism. 
  • Ask students to create a timeline for an aspect of journalism. 
  • Ask students to create a timeline about journalism “schools.” 
  • Ask students to research the creation, manufacturing, marketing, dissemination, and sales of a periodical issue. Ask them to make a flowchart of that process. 
  • Ask students to research the total cost of a periodical issue, from growing the fiber (e.g., tree) to its processing, including all manufacturing/production costs, marketing and sales. 
  • Ask students to research intellectual property law as it applies to journalism. 
  • Ask students to interview personnel in different jobs within the journalism sector. 
  • Ask students to debate the use of crowdsourcing. 
  • Ask students to create the ideal journalism curriculum.