Listen Here
By Professor Amy Rogan, Rogan@Findlay.edu
I found myself feeling an immense sense of pride for my students this week.
As a journalism professor, news literacy is extremely important to me. Next week (Feb. 3-7) is National News Literacy week and I usually try to incorporate it into my classes each spring.
One of the courses I’m teaching this semester is COMM320 Interviewing. The students are working on survey interviews for news literacy week and as I listened to their conversations in class as they prepare and read through some of their prep work and research, I found myself filling with pride.
They get it. They read. They cross-check information. They compare. They have actual news apps on their phones!
I know when students come in as freshman, staying on top of daily news events isn’t high on their priority list. But watching them learn, grow, and mature into understanding, capable, critical thinking individuals fills me with joy.
The News Literacy Project defines news literacy as “the ability to determine the credibility of news and other information and recognize the standards of fact-based journalism.”
Standards of fact-based journalism — this is crucial to our understanding of REAL journalism. This week, the new White House press secretary, Karoline Leavitt, announced some adjustments to the White House briefing room, opening it up to “new media voices who produce news-related content and whose outlet is not already represented by one of the seats in this room. We welcome independent journalists, podcasters, social media influencers, and content creators to apply for credentials to cover this White House.”
I think podcasters, social media influencers, and content creators have a place in our media landscape. I do not think they have a place equivalent to serious, professionally trained journalists who deal in fact-based journalism.
Leavitt appeared to level a threat to professionally trained journalists as well.
“We know for a fact there have been lies that have been pushed by many legacy media outlets in this country about this president, about his family, and we will not accept that. We will call you out when we feel that your reporting is wrong or there is misinformation about this White House,” Leavitt said.
The American Psychological Association explains misinformation as “false or inaccurate information — getting the facts wrong. Disinformation is false information which is deliberately intended to mislead — intentionally misstating the facts.”
Real, fact-based journalists do not lie but may report things that are not popular with political office holders when they contradict their messaging or spin. This is what the Fourth Estate was meant to do: hold power to account.
Morgan Trau, WEWS political reporter, identifies as a watchdog reporter. She spoke this past fall on campus for a Wilkin Series event.
“Watchdogs are people that look at the government, evaluate the government and it combines explanatory factchecking and investigation,” Trau said. “So, my job is basically to explain what’s going on in the government, hold politicians accountable and fact check claims that powerful people, or not–so–powerful people, make.”
This kind of work is difficult. People don’t want to hear what they don’t want to hear. And Trau went on to explain some of the threats she has received from viewers and readers simply for reporting facts.
Fact-based reporting is the foundation of a free press and crucial to an educated electorate and a functioning democracy.
But what happens when people fall into the algorithmic vortex of misinformation — and worse — disinformation? News illiteracy. That term sure sounds harsh. But it’s real. And the only way to fight it is with a tenacious and enduring spirit that continues to seek fact-based story telling.
I see that in my students. I’m so proud of their excitement, the work they’re doing, and their expressed knowledge that people need to be open, look outside the algorithm, and step outside the echo chamber.
Inside Higher Ed’s new Student Voice flash survey with Generation Lab on media literacy shows 62 percent of the 1,026 students surveyed express some or a lot of concern about the spread of misinformation among their college peers.
Don’t get me wrong, I know students love their TikTok and Instagram, but I see University of Findlay students growing and learning how to combat misinformation. And I see their own pride when they recognize the knowledge, they have personally gained by seeking out fact-based journalism.
