Celebrating Student Achievements: University News Recognition

University news outlets are increasingly turning to students for help in reporting and producing news stories. This trend has been accelerated by the pandemic, political and economic turmoil, and the decline of local news outlets. In the US, around 10% of state capitol reporters are students, and this figure is even higher in some states. For example, in Missouri, students make up more than half of the statehouse press corps. University news outlets benefit from the collaboration by gaining additional reporting capabilities, while students gain valuable experience and the opportunity to publish their work. These partnerships also help to sustain local news in places where news coverage is diminishing or underreported.

Students' trust in traditional news media is dwindling

While students are not indifferent to the news and care about staying informed, their trust in traditional news media is dwindling. This is not to say that it is at an all-time low, but the rise of digital platforms and mobile devices has brought about the age of instant information, delivered through online channels and networks. Students are turning to social media and other forms of digital media to get their news, with 74% of 13-39-year-olds in America receiving their information from their phones. However, only 23% of this demographic use an actual news app, instead expecting to find news on the platforms they already use.

A Project Information Literacy survey found that 93% of respondents obtained news from discussions with their peers, and a recent study showed that 7 in 10 students had learned of news stories in the past week from their professors, especially those pursuing degrees in the humanities, arts, social sciences, and business administration. This indicates that news has become a social event, with people discussing headlines and sharing updates on their social media stories.

Students' preference for digital sources may be due to the fact that reading a daily newspaper or watching a television broadcast is seen as an outdated concept. Additionally, the convenience of having news delivered through a device they already use cannot be overlooked. The expectation is that news should be readily available in a video format, rather than having to take the time to read it.

Furthermore, students' trust in traditional media may be impacted by their skepticism about journalistic practices. While a large majority of students believe journalism is essential to democracy and feel a civic responsibility to stay informed, nearly half feel that journalists inject bias into their stories. The attention economy and the presence of "fake news" may contribute to this wariness, with students preferring to "read laterally" and check multiple sources to understand an issue.

Despite their skepticism, students are not indifferent to the news. They actively seek out information and are engaged in current events, recognizing the importance of staying informed. However, their trust in traditional news media has diminished, with digital sources and word-of-mouth becoming the preferred methods of staying up-to-date.

Students get news from peers and faculty

Students get news from a variety of sources, with peers and faculty being two of the most prominent. In a Project Information Literacy survey, 93% of respondents said they obtained news from discussions with their peers, and 70% said they learned news from professors. This trend is supported by another study, which found that 93% of students got their news from conversations with peers in a given week, and 70% learned about news in discussions with professors.

Students value the social aspect of news consumption, with many preferring to get their news from word-of-mouth sources rather than traditional media outlets. This may be due to the rise of digital platforms and mobile devices, which have made instant information readily available through online channels and networks. Additionally, students may find it easier to access news through their peers and faculty members, who can provide context and help navigate the vast amount of information available.

While students recognize the importance of journalism in a democracy, they also struggle to trust the news they consume. The concept of "fake news" has made it difficult for students to discern what is real and what is not. This is exacerbated by the multitude of news sources available and the different incentives of various news channels. Students are aware of the influence of the attention economy on news presentation and are wary of biased or misleading information.

To address this challenge, students often check multiple sources and seek out quality news organizations to understand an issue thoroughly. They take their reputations seriously and are cautious about sharing news without verifying its validity. This critical approach to news consumption demonstrates that students are engaged and thoughtful consumers of information, even as they navigate the complexities of the modern news landscape.

Students are selective about the news they follow

Trust in traditional news media is declining, and students are increasingly skeptical of journalistic bias. They are aware of the influence of the attention economy on news presentation and are wary of "fake news". As a result, they often check multiple sources and seek out quality news organizations to understand issues. Students' news habits are also shaped by their desire for efficiency and convenience. They prefer consuming news in video format and tend to seek out selective reading practices to manage the overwhelming amount of information available.

To address these trends, educators can play a crucial role in helping students develop media literacy skills. This includes teaching them to identify different "information neighborhoods", such as op-ed/editorial, entertainment, or public relations sections, and understanding the role of news producers and gatekeepers. By asking critical questions about media messages, such as "Who created this message?" and "Which techniques are used to attract my attention?", students can become more discerning consumers and creators of news.

Despite the challenges, students are not indifferent to news. They recognize its importance and feel a civic responsibility to stay informed. By providing them with the necessary tools and guidance, educators can empower students to navigate the complex media landscape and develop a lifelong habit of engaging with quality news sources.

Students are inundated with a constant stream of news

A Project Information Literacy survey found that 93% of respondents obtained news from discussions with their peers. This is in addition to consuming news through social media, podcasts, newsletters, television, print publications, and radio.

A large majority of students believe journalism is essential to democracy and feel they have a civic responsibility to be informed. However, the volume of news available can be overwhelming, and the variety of sources makes it difficult to distinguish between real and "fake" news.

To manage the influx of information, students often seek out news related to their area of study or that aligns with their interests. They may also prefer to consume news in a video format or through concise summaries rather than reading full articles.

While social media is a popular source of news, it is not the only way students stay informed. They also turn to trusted online newspapers, national news outlets, and college news outlets. Additionally, classrooms play a significant role in news consumption, with professors often being a source of information for students.

The news landscape is constantly evolving, and while the way news is consumed may change, it is clear that students value staying informed and are actively seeking out information.

Students are worried about bias in the news

A large majority of students believe journalism is essential to democracy, and feel they have a civic responsibility to stay informed. However, a Project Information Literacy survey found that almost half of students feel journalists inject bias into their stories. This concern is understandable, given the multitude of channels through which news is now disseminated, and the different incentives behind each. Traditional news organisations rely on ad placement for revenue, while social media platforms use targeted advertising. This has led to a wariness about "fake news" and politically-motivated fabrications.

Students are aware that the attention economy has influenced the way news is presented, and many are taking steps to verify the information they receive. For example, students are "reading laterally", checking multiple sources and seeking out quality news organisations to understand an issue. They are also aware of the impact of their reputation when sharing news with friends.

The concern about bias is not limited to students. A Knight/Gallup study found that six in seven Americans think there is a fair amount of political bias in news coverage, and half said there was a fair amount of bias in their most-relied-upon news source. However, the study also found that younger, more educated Americans are more worried about bias in the news than their older counterparts.

To address these concerns, it is important to teach students how to sort through and make sense of information in multiple formats, and to develop better methods for evaluating information. This will help students increase their information literacy and make informed judgments about the news they consume.

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