" .m ‘5'.< 4 "i H II “I “ ‘ ' U .Ii W . I W1 ‘ ! [EH]! ‘1‘!“ ‘le 1‘ “‘11.! {i l b ‘H H I ‘ .- w I ‘ ' \ ‘ 1‘ 00—: l \10 Am I M HOW HIGH SCHOOL JOURNALISM TEACHERS ARE DEVELOPING CRETICAL NEWSPAPER READING HABITS IN STUDENTS: A STUDY Thesis for the Degree of M. A. MICHIGAN STATE UNIVERSKTY Sister M. Bernard Michael Brown, 0. P. 1966 IIIIIIII III IIIIIIIIIIIIIIIII J”; L; ”:29 3 129 01096 8984 . I‘VEECEISEQH State University HOW HIGH SCHOOL JOURNALEM TEACHERS ARE DEVELOPING CEITICAL NEWSPAPSLR READING HABITS IN STUDENTS: A STUDY By Sister M. Bernard Michael Brown. 0. P. The purpose of this study was to determine what methods, it any. wsrs being used by high school journalism teschers to de- vslop critical newspaper resding habits in their students. Rele- mt to this objsctivo was information regarding the educstionsl buckground of teachers of high school journalism. the nsturs and structure of the journalism class, and guides given students in critics! rsading habits. The study siso indicated it developing critics! newspaper res-cling habits is necessary for high school students . Sister H. Bernard Michael Brown. 0. P. The procedure followed in gathering data (or this study was a national survey takes among 3. 078 Journalism teachers who had received mats from The Newspaper Fund. incorporated. Priacotoss. New Jersey. to study journalism at a university sum- mer workshop to institute. The survey was conducted on three levels: (1) journalism as a separate course for credit on the curriculum. (2) journalism as a unit study in the English program (with the school newspaper as as outside activity). sad (3) journal- ism as III activity not (or credit and not on a scheduled curriculum time. Each teacher was asked to till in the one-pale queue—sire that dealt with the status of journalism in his school. and discard the other two forms. Fortyaovon states were represented by the 598 respondents. and. although all three levels of school programs were reported. three out of every {our teachers reporting were teaching a separate journalism course for credit as opposed to the English unit or the extracurricular activity situations. This study shows that the majority 01 teachers is the high ”heel journalism programs believe that there is a very definite need to teach their students critical newspaper reading habits. and till the majority of the English majors who comprised fifty-mus percent of the total respondents in this study said they theolht this development was not the sole responsibility oi the high school Stylish teacher. rather. that it should be shared. at least is part. m the social studies teacher. Sister M. Eernard Michael Brown. 0. i’. It appeared that teachers who had a journalism major or minor in college followed the same criteria as the English major and those whose majors were other than journalism or English in teaching their students how to evaluate the press. They directed their students to detect biased reporting. slanted news. and weak or faulty editorials. Few respondents gave any indica- tion that they referred to journalism history. press theories or communications ethics when evaluating the daily press in its role in modern society. Teachers' opinions about developing critical newspaper reading habits in their students were divided into two categories. One group thinks of journalism only as a technique of writing, and thus assumes that critical reading habits should be developed by the social studies teacher. The other group views journalism as an avenue of vital information whereby man is informed of the society in which he lives. Some teachers in each group stated that they had time only to advise and produce the school news- paper, and, consequently. they did not use a newspaper in the curriculum for purposes of developing critical newspaper reading habits. It is the author's belief that high school journalism educators would have some comprehensive understanding of the history. philosophy and ethics of mass communications before teaching future generations how to evaluate the press and its re. lated media. HOW HIGH SCHOOL JOURNA LIESM TEACHERS ARE DEVELOPING CRITIC-AL NEWEP‘AF’LCR REA DING HABITS IN STUS‘ENTS: A STUT'EY By Sister M. Bernard Michael Brown, 0. P. A THESIS Submittod to Michigan State University In partial fulfillment of the require menu for the degree of BIASTER OF ARTS School of Journalism 1966 Copyright by SISTER M. BERNARD MICE-$2953.21, BRO‘A'N, O. P. 1966 A CKNOW LEDGM E NTS To Mr. Patrick 15. Kennedy. assistant to the Director. The Nonpsper Fund, Incorporated. of Princeton. New Jersey, who made it possible for me to make this study. I winh to ex- press my grstitndo snd appreciation. in particular. 1 acknowledge the interest and sncourngc- tnent rendered to me by Professors W. Cameron Movers. and Frnnk B. Sanger of the School of Journalism, Michigan: State University. without whose sssistnnce this thesis would not be realized. iii TABLE: OF CONTE -. 'TS Page ACEQ‘JOWLEDGMENTS................ iii LIST OF lLLUSTRaq-TIQNS O O O O I O O O O C O O I 0 v Chapter !. {NTR Brut: '1 IQN O O C O O O O I O I O O O O 1 ll. EDUCATIONAL BACKGRO’ Nit-S ANS? .JIEZOCEXAPE-Il-CAL LOCATIONS OF RESPONDENTS 0 O I O O C O O O O O O 0 10 Teacher Background . . . . . . . . . . l2 Etngliah Majors Journalism Majors and Minors Majors not Lietod Geographical Distribution of Teachers in the Three Programs . . . . . . . 21 ill. HIGH SCHOOL JDURNALlSi‘d FROGRAMS . 29 Journalism as a Unit Study in the English Program. . . . . . . . . . . 3l Journalism as an Activity not for Credit and not on Scheduled Curriculum Time . . . . . . . . . . 37 Journalism as a Separate Course for Credit in the Curriculum . . . . . . 40 1v. (:ON{:LUEI'3:€S I C O O O O O C D C C O D O 0 so fi‘BlomeAplIYossoooooooooooooooo 5‘ APPENEIX . C C O O O C C O O O O O O O I I O I O 0 60 iv 7. LIST OF ILLUSTRATIONS Page Background of 598 Teachers Responding “thCSQM’ssssssssssssssss 13 Journalists: Background of 34.? English Majors inJournelism Programs . . . . . l5 Distribution of 164 Journalism Majors and Minors in the Three Programs . . . . 11 Journalism Background of ”2 Teachers Whose Majors are not Known. or who Indicated Majors in Fields other than £11311th? Jourmu'm s s s e s s s s e s s 19 Map of the United States showing the Locations of English Majors . . . . . . . 22 Map or the United States showing the Locations of Journalism Majors andh‘iinorl................. 23 Map of the United States showing the Locations of Teachers whose Majors are neither English nor Journalism . . . . 24 CHAPTER I INTRODUC TION Journalism in the high school curriculum should be more than a mere workshop for those istudents who publish a school newspaper.“ instruction should be broadly cultural rather than narrowly technical by emphasizing laboratory snark and mechanical ékill development." ideally. journalism instruction should ac- quaint students with the role of the press in a free society rather thanticonveyi'ng impressions that journalism is little more than publishing a nesvspaper. After graduating from high school. most vvill drop their copypelncils and abandon their galley proofs without even so much as having realized that journalism will become a vital part'of their future. The teacher of journalism should be qualified to initiate necessary motives that will bring students virithin his cognizance to an essential awareness of the impact of the mass media on their daily lives. The high school generation today is exposed to more in- formation than ever before in the history of man. But the com- plexity of today's society requires that students know more than facts; they must learn to understand the relationships and mean- ings of those facts. Today's high school journalism student es - an. .1 . I f . r e,. ;« . . f u w ._ -_ .1. tab . a a , - ‘ . ls. l L. A . i p a v ’ . e O t . K . u. . I n p ' . . e . . . , . . V . _ .Jd . i Q a \r A . p . O J! w l . A . s V s . , 7 I ,.‘ ,. c . ~ u _ . . . , . o ,v - p A . J r ... . V i . J. . « v c . n t . . p . _ z I. 4 . 1 ‘ 4 v I s \ . . ,0, t . . l . k e «4 ‘ . . ..\ . .. o I 'L - . l v' w a should be taught more than news determinants and hen' to write a lead fora news story: he should be taught how to understand the power 0! interpretation and the consequences of a free and responsible press. The high school level is the crucial area wherein the comic strip {an becomes tomorrow's editorial critic. He may well be influenced to follow a career in the field of mass communi‘ cations. but. in any event. he can be both learned judge and in- formed jury that will keep the press free and responsible. Regardless of the field the high school journalist will pursue. he will conduct himself in an adult society according to the knowledge he has gained through mass media. it would behoovs every student. therefore. to understand the basic elements of mass communications. and in particular. the philosophy. ethics. and theories of the American press. For those reasons. therefore. the writer believes that journalism should be taught within the framework of social studies. emphasising critical reading of the newspapers rather than as a unit study in an English‘curriculum. which. in most cases. places the emphasis on writing. A national survey determining if and how critical news- paper reading habits are being developed in journalism students was spurred. in part. by an incident that occurred in a Chicago ‘ V» J! 4. .‘, an. .i Tl.) Ge .3 a ' 0; 6‘ v . n. . . .v ‘va girlsf high school in November. 1965. Aquinas-Dominican High School was the pilot school for the educational services program of the Chicago Tribune. More than 250 copies of the morning newspaper were distributed to juniors and seniors each school day. On. Friday. November 12. the Tribune published an editorial cartoon that caused immediate commotion among the students even before the first hour class had begun. The two- colun'ln cartoon depicted United States Senator Robert Kennedy carrying a placard that read: ”i am willing to give my blood to the communist enemy in Viet Nam -- Bobby Kennedy." The Senator stood ne act to a flag—draped coffin labeled "A merican Casualties in ‘v'ict Nam. " The caption above the cartoon read: ”Others i-iave Already Given. " Before noon. officers of the high school press associa- tion had sent a telegram to Don Maxwell, editor of the Chicago Tribune, which read: ' ’ YOUR rusum TlON oz: i-iOLLAND'S maroon ON TOEAY'S FRONT PAC-:3 If? INEEICATIVL; OF VILE‘. DE:- SI‘RUC‘I‘lON TO THE AMERIOAN RIGHT TO KNOW ANT.) EXP-AESS THE TRUTH. NO Eff-‘ITORIAL STAND CAN USE FAIR PLAY TO MAEOE FALSE“ OR MIS EASING CONCLUSIONS ON PUBLIC STATEMENTS IN THE lNTERt-SI‘ OF PARTY POLITICS. MR. {ENNEDY'S "WILLING TO GIVE: BLOOD TO ANYONE: WHO NETDS Y!" 15 FOUNCEIT} ON CHRISTIAN PRINCIPLES (INCL-R- LYING "II-:33 EECLARATION OF lNOE:PENf:-*LNCE. WHAT YOU ARE: ATTACKING IN THIS CARTOON 13 NOT Ml . KLNNEISY EUT THE VERY BASIC lfiiC-ENCY OF MAN IN HIS RELATION TO inf-AN. WE OBJECT TO SUCH IRRESPONEIBILITY ON THE GROUNDS OF VIOLATION OF CODE OF ETHICS OF THE AMERICAN SOCIETY OF NEWSPAPER EDITORS. IF THE: TRUTH IS TOO DIFI-‘ICULT TO PRINT ON THE. FRONI‘ PAGE. OF YOUR NEWSPAPER, IT WILL BE LIKEWISE DIFFICULT FOR THIS ASSOCIATION TO EXPECT THE-3 TRIBUNE TO CIRCULATE. IRE-ELY IN THIS AMERICAN CATHOLIC HIGH SCHOOL. On their on. senior government students drew up several petitions objecting to the Tribune's distorted editorial coverage of Senator Kennedy's interview in Los Angeles by the press on distribution of Red Cross blood to Vietnamese. No journalism student expected the editor to publish a retraction of any kind in the days that followed the incident. They we re. however. somewhat astonished to learn that members oi their families. their friends. and other student associates ac- cepted the interpretation of the cartoon as presenting the truth. Only then did it become evident to the journalism students that an apathetic attitude toward the functions of the press could he detrimental to the right of the people to be properly inlet-med. The critical reading habits they had developed in their studies of the nature of the press and its relationship with society gave them a greater insight into evaluating the functions o! the press. Most high school journalism textbooks today direct students to detect biased reporting, slanted news. and propaganda devices. This approach is perhaps the more familiar method followed in developing critical newspaper reading habits. but it is the writer's belief that it falls short of the criteria needed to evalu- ate the conduct of the press. It fails to recognise the historical reason for the existence of the press within the framework of the American society. It is only with an understanding of the historical background this: one can critically evaluate whether the mass media are fulfilling their obligations. In The Mass Media and Modern Society, Peterson writes that in criticising the media. “one must clearly understand the communication system in the context of its historical and con- 1 temporary setting. " The historical background is further ex- plained by Curtis D. Maci‘iougall: Properly to evaluate any journalistic performance. the original purpose of the freedom of the press clause in the first amendment to the Constitution must be borne in mind . . . that wide-open freedom for any and all to publish or s peak as they chose . even untruthfully and unfairly, would, in the long run. serve the public in- terest beet. Thus. freedom of the press is a means to an end (the right to be informed - cd.). not primarily an end in itself. 2 This criterion would lead the student into the study of what the purpose of the press is in contemporary American 1Theodore E. Peterson. Jay W. Jensen. and \‘.’illiam L. Rivers, The Mass Media and Modern-f Society New York: Holt. Rinehart and Winston, Inc... l9b5). p. 245. z-‘Surtis D. liac ‘Dougall. Interpretative Reporting. 4th ed. (New York: Macmillan Company, 1963). p. 27. W.- society. and to determine, accordingly. if the press is fulfilling its role. Conclusions in this kind of analysis could not be drawn by scrutinising a newspaper for syntax. writing styles. verbiage. paragraph development. or vocabulary alone. 0! far greater im- portance is the fact that the newspaper is a social interaction with the America-hind. and therefore. should reflect the public con- eensds' toward situations reported in the daily press. This concept of a critical evaluation oi the press is not as uncommon one. and while teachers responding to the survey may have the background to develop critical newspaper reading habits in their students with the historical and social respond- hility interpretation. the lack of reference to this method seems to suggest that this is not the case. ‘ The .‘Lquinas High School journalism students criticised the Chicap Tribune's interpretation of Senator Kennedy‘s state- tnent oa blood donations to the Vietnamese because this news- paper. according to their evaluation. failed to act in a responsible way in that can he expected of the role of the press in a free society. Io help determine whether high school journalism pro- grams are developing critical newspaper reading habits in Journalism students, questionnaires were mailed to 3. 078 Journal- ism teachers throughout the United States who had been recipients of a grant from the Newspaper Fund. Incorporated. of Princeton. Net! Jersey. to study journalism at university workshops and in- stitutes. The Fund program makes its grants to assist those who have. little or no formal training in their journalism backgrounds. The teacher usually has been advising school publications for at 1 It was be- least a year; the average is probably three years. lieved that these teachers represented a particular group of journalism instructors and advisers who have had some specific credits oritraining in a journalism course. The survey was conducted in three levels: (1) journalism as a separate course for credit on the curriculum. (2) journalism as a unit study in the English program (with the school newspaper as outside activity). (3) journalism as an activity not for credit anci'not on a scheduled curriculum time. Each teacher was asked to fill in the one-page questionnaire that dealt with the status of journalism in his school and to discard the other two forms. ‘ The questionnaire was a combination of open and closed forms.z Most questions required answers in the teacher's own yards. The section dealing with specific uses of a newspaper in his classes called for a check mark. although each teacher was tree to add his own comments at the end of each question. 1Letter from Patrick W. Kennedy. Assistant to the Director. The Newspaper Fund. Incorporated. Princeton. N. 1.. July 6. l966. zSee Appendix A for samples of the questionnaires sent. The survey inquired into: (i) the educational background of the teacher. (2) the nature and structure of the journalism class. (3) the extent to which the newspaper was being used in the classroom. (4) the guides given students in critical reading habits. and (5) Opinions of teachers in regard to the need of teaching critical newspaper reading habits on a high school level. No attempt was made to define what was want by "critical“ newspaper reading habits. It was intended that the teachers' interpretations of the word be indicated in their answers to the questions proposed without being influenced by the survey author. The survey was conducted in the final quarter of the school year so that teachers would have the immediate scholastic year from which to draw their answers. Because of the many demands usually made on educators' time at the close of the school year. each questionnaire listed only five to alga questions that could be answered briefly. The purpose of the survey was to indicate what. if any. methods were being used to guide journalism students into developing critical newspaper reading habits in the class situa- tion as it exists in the school. Authors of high school journalism textbooks propose similar ways to evaluate or characterise the nature of the local newspaper according to content. editorial stand. political affiliations. etc. . but few include any of the criteria suggested by Peterson and Macfiougnll in assessing and evaluating the performance of the mass media. Journalism educators should be concerned about develop- ing critical newspaper reading habits in high school students. in too many cases. however. because of lack of time or inadequate educational background, this basic training is lay-passed. Journal— ism. in this situation. is short~lived and ineffective for adult use. in rice of the results of the study made. it may well becorne evident that journalism is in need of special educational programs in which teachers are brought out of mechanical mnddles of press production and are given broad interpretations oi the natur; oi the press. its theories. philosophy. and history. With abacitground in social studies, the instructor who teaches jour- nalism in the high school probably will motivate students to understand the meaning and privileges of a concept so essential to the success of American democracy from the earliest begin- nings of the colonies that confederated as the United States to the present: n free and responsible press. ~e CHAPTER ll EDUCATIONAL BAC KCROUNDS ANS GEOGRAPHICAL LOCATIONS 0F RESPONDENTS Introduction to the Emil The analysis or conclueions drawn from the survey responses used in this study merely indicate a possible trend of what“ being done at present by high school journalism teachers in the United States. ' The .study begins with a general picture of the background of teachers responding to the survey. and a geographical relation- ship of teachers and the programs they conduct throughout the country. Specific analyses are then made of each of the three programs. tailored in teaching journalism in high schools. ' Two major factors predominate in this study. They are derived iron: the tabulated results of the questionnaires which indicate that first. more than half of the teachers responding are English ninjors; and. second. that three out of {our teachers are teaching Journalism in a separate course {or credit. as opposed to the English unit or extracurricular activity situations. Certain sections of the survey questionnaires were either overlooked or lay-passed by some teachers completing the forms. 10 ll Questions pertaining to the teacher's major field and credits earned in Journalism were unanswered by some teachers. it was intended that the survey show how many respondents teaching Journalism or advising school newspapers in high school had any college credits in journalism. Teachers were asked to indicate it theyhad a major in journalism. a minor in journalism. or. if their major was in English or in another field, to indicate how many credits they have received in journalism courses. Whether the teacher was certified by his State Board of Education to teach journalism is a fact not relevant to this study. For the purposes ofwthis study. "journalism majors and minors" simply means that the teacher has majored or minored in this field in the under- ;raduate or graduate program. ‘ Twenty-one percent of the teachers treated the state- ment "Major not listed” with a check mark or by giving the name of their“ major field. or by simply leaving a blank. With the exception 0‘ “1’ blank returns. the "not-listed" or major-named type of answers is still considered significant in that such answers indicate that the teacher is neither a journalism major- minor. nor an English major. - _ .n . .- A ' IA . I , . - " ' o -‘ ‘ I o . ' v r ‘ , ‘7 1 J >4. v o . ‘ V a_, l . .1. A ‘ I - -.‘ 4 ‘0," t. . u. .. r K ‘ u - . Q 5‘ . ‘ - ' - A . . ' ‘ f ’ I .' o '. . L ‘ . . . . 12 The Touche r F. ackground 1:3 nglish Majors It lppears to be generally true that most high school teachers of journalism are E nglish majors who. in addition to teaching English classes. ere moderators or advisers for the school newspaper and teach some phase of journnlism regardless of the type of school program offered, Le. . as s. unit in the English curriculum. es a separate course for credit. or as an extracurricular activity not for credit. This fact is supported by the returns made in this national survey. Figure 1 shows that 51 percent of the 598 teachers re- ‘sponding to the survey were English majors, the majority of whom are tssching s full credit course in journalism. How these teachers developed critical news paper re acting habits in their journalism 1“students is explored more thoroughly in the section that discusses the separate credit course program. There were more English majors teaching journalism in ssch of the three programs than there were journalism majors end minors in the sums respective progrnms. Furthermore. in the breakdown of the distribution of journalism majors end minors (see Figure 3. page 17). 59 percent of the journalism minors were teschers with English majors. in addition to the 302 teachers tebnlatsd as English majors. there were actually 45 more listed ’40 g5 a). .l.‘ . s I o . g . . . . A. Q ‘ , l . ,J a . .. s 4, \ N w , a. m\_ ' ' . . v . . . .f 350 300 250 200 150 100 60 13 51% .P—"rm_.____4. I. 28% F L I E H I l . English Journalism Majors Majors - Minors Teaching journalism as an English unit Teaching an activity not for credit Teaching a credit course in journalism 21% L..-. ._--_.J, L_,_._ l---._-__4i Majors Other than Journalism/ English or Not Known Fig. 1. --Background of 598 Teachers Responding to the Survey 14 in the category of journalism minors. A closer study at each of the programs indicates that the English major differs little in procedures from the journalism major in teaching what is referred to as "critical" reading of the press. This finding. of course. says nothing about the potential of the journalism major as compared with that of the English major in teaching critical reading. How much professional education in journalism the 341 English majors reported to have is shown in Figure 2. this graph includes the English majors who had a journalism minor. Only four percent specifically indicated they had no credits at all in journalism. but this cannot be taken to exclude the possibility that some of them might have attended non-credit journalism institutes or workshops in a summer program at a college or university. This inference also may be applicable to some of the additional 2.2 percent who did not indicate any credits. . 01 the remaining 74 percent who had credits from pro- fessional education in journalism. 17 percent (56 teachers) had learned from Il-h credits: 16 percent earned from 740 credits: l3 percent have a minor in journalism and an equal number of _ teachers (45) had earned only l-3 credits. An additional it per- cent-Hi teachers) had earned from 11-15 credits. and l3 more indicated they had credits totaling up to 20 in journalism. The ve .‘e. .2... 22% 80 15 7o “I i 60 17% hm-» “er r 16% r 50 13% 13% 12% 40 F” ‘ ' L __ .___“. _ _ mi I f“ “ "'1 3o g 1 20 ; !; E—AL : 3% i 1 -l--—-=——---- ---«-- It 10 [___ _ _. .._..__.__. l _ ..____L_..._.,a.._e..__._..l Mm - Have no 1-3 4-6 7-10 1 1-15 Over With Did not Journ. Journ. Journ. Journ. Journ. 15 Journ. Indicate Credits Credits Credits Credits Credits Credits Minor Credits - Teaching journalism as an English unit Teaching journalism as an activity not for credit Teaching a credit course in journalism Fig. 2. --Journa1ism Background of 347’:< English majors in Journalism programs (*figure includes those with Journalism minors). lo questionnaire did not differentiate between quarter or term credits and semester credits. While 45 checked themselves as journalism minors and > not in terms of credits. 54 others recorded total credits earned over 15 and did not indicate that they had journalism minors. In tabulatlng these figures, no attempt was made to convert any ‘ certain number of credits into a journalism minor. Therefore, it shoruld be kept in mind that although the graph indicates only 45 English majors with a minor in journalism. 13 or more, perhaps, had as many credits in journalism as a journalism minor. Significantly. this would indicate that most of the English majors . represented in this survey would be expected to have a basic background in journalism, so that the opinions they expressed in regards to this teaching situation were well-founded and valid. In other words, the writer believes this particular group of English majors. for the most part. should be capable of de- _ veloping critical newspaper reading habits in some effective way ‘ other than by way of the negative approach used in merely detecting slanted news, biased reporting, and propaganda devices. Journalism Majors and Minors Distribution of 164 journalism majors and minors within the three programs is shown in Figure 3. Almost half the total number of these teachers hold a minor in journalism; and. as 80 7O 60 50 40 3O 20 44% rams. _.., o —-..'...4 59% of journalism minors are teach- ers with English i majors 13% of journalism minors indicated i they have majors L in fields other than. i English or : Journalism E 1 i E 8% a ¢ i am... F l l ! 4 Ln} Holds Holds M.A. in Journalism Journalism Major 17 48% A-_~‘-...- -a.-._.___—-- 6- A w Holds Journalism Minor Teaching journalism as an English unit Teaching an activity not for credit Teaching a credit course in journalism .L._. English majors Fig. 3. --Distribution of 164 Journalism majors and minors in the three programs. 18 stated previously. 59 percent in this particular group were teachers with English majors. it may not seem too significant to note that ill percent of the journalism minors indicated they had a specific major in a field other than English or journalism. This figure added to the 94 teachers who stated that their major field. however. was not listed (see Figure 4) or Who had a major in a field other. than English or journalism. shows that. in all. one of every six teach. ers who responded to the survey was teaching journalism as a collateral field not specifically inter-related, in most cases. with his own major-bachground. Some major fields named included music, art, mathematics, science. library science. speech. physical education. business administration. and Latin. The few who indicated that their major field was history. economics. or social studies might be expected to have adequate background in handling the news content of the daily press. Just how effective this heterogeneous group of journalism majors and minors appeared to be in developing critical newspaper reading habits with their journalism students. is discussed in the section dealing with the specific type of programs. The majority of teachers who had majored in journalism are teaching a full-credit course in the subject. which gives them the advantage of teaching with greater depth in the subject and 60 50 40 3O 20 10 19 37% 20% 15% 12% 8% 5% _ 3% 'L l-Iave no 1-3 4-6 7-10 11-15 Over Did not Journ. 15 Indicate Credits Credits Credits Credits Credits Credits Credits Teaching journalism as an English unit I Teaching journalism as an activity not for credit Teaching a credit course in journalism Fig. 4. --Journalism background of 132 teachers whose majors are not known or who indicated majors in fields other than English or Journalism. with greater consistency in time than would be possible in the other two situations. The teacher who had a master's degree in journalism and who taught the subject as a nine-week unit study in English could not be using his teaching potential to the fullest capacity. This situation. fortunately. was an exception. in that only two majors out of 85 were teaching the English unit. Two respondents with master's degrees in journalism. and three respondents with majors in journalism are teaching journalism as an extracurricular activity. Majors Not Listed 0‘ the 132 teachers whose majors are not known or who indicated majors in fields other than English or journalism. 6? or 51 percent ere teaching full-credit courses. as indicated in Figure 4. The majority of those teaching a credit course had earned from 4 to 10 journalism credits. Only two teachers in- dicated they had no credits in journalism. and seven others had from H to 23 credits. A tabulation of credits of 57 teachers who conducted journalism classes as an activity and not as a scheduled class showed a similar pattern in the journalism background. ‘w ith the exception of the 24 teachers who did not indicate the number of credits they had earned in journalism. the majority of the remain- in; number of teachers in this category had from i to 6 credits in +u .J Q r 2.1 journalism. Two had accrued from 7 to 10 credits; six. as runny as 15‘ credits; and one teacher showed he had more than 15 credits in journalism. but failed to indicate his major field. Thirty-seven percent of the responc‘zents did not indicate what credits they did have in journalism. Had the information been recorded. it could have shown more clearly what background these teachers may have in teaching journalism, which is rele- vant to this study. Geographical i‘istribution of Teachers in the Three Programs Of the 3. 078 questionnaires mailed in mid-h-iay. i966. 19 percent. or 598 replies. were received within the first six: _' weeks. All states but three (Alaska. New Hampshire. and Wyoming). the I'T-istrict of Columbia. and the Commonwealth of Puerto Rico were represented. The geographical distribution of -' teachers with journalism majors and minors. English majors. anti teachers whose majors were not known. or who indicated I I m;jors in fields other than English or journalism. are shown in Figures 5. 6. and 7. Teachers from eight states -- California. Texas. Ohio. New York. Pennsylvania. Michigan. Illinois. and Vi isconsin -- ' made the highest number of returns in the order named. account- ing for 45 percent of the total number of respondents. California. SIZE 8% x 11 UNITED STATES 22 STATE OUTLINE MAP RAN D McENALLV mom 3&5. OH ANS ”:35 Amfimnm o< q 83 33:8 5.0 Sud 3.38 2.698 4 U VI .0. I all, m2. ./ , 90 .. I ‘ l I .’ 23 £033 5 mfionmonm Emfiddndon mo mom?— 33 one $0>n5m may on. wovaommon 0&3 nachos“ smfiwnm mo mooflnoofi owgmnnwooo..- .m .mmh wwnovwsfimmg A... SIZE 8% x 11 UNITED STATES 23 1“. I c _ Iiw - a ‘11 u . g n.o~ 8. 00.3 o . .. . a . muzuc z. “:13.“ . s . . . «A: ...H<.H.O.H. .oq .- ll . - 8v :5 gunman 5.. q :3 inflow 3. O 3*: omnsoo «gone <0 m3 . 59:5 :38 g . . I. 9 252009; .. .o . a . . _ .. . .181 x _ . ,. . E E In .1 on no/ OIV 6 . ‘ nu 0'. . . Q. . «a. /:\ «1.). 50322.: ...Immooionmmwz \ .._ .. :.. L... I: I :.IEI : e N i «@536 [:..Eé. .. / IOAUIE 41. . ... (v.4 79335 Emwfinandom so?» agenda nmfiwdm $5.303 393 Some» >23 £9.33 5 mannmonm 933.9352. mo momtf 2.3 can Socrgm 9.3 o» wovoommon 0:3 muonwe one muonee Emfleaudoh. mo mnoflooofi oEmnumooOI .o .mwm STATE OUTLINE MAP RAN D M9NALLY SIZE 8% x 11 UNITED STATES 24 Lli 1 ‘ q 4 8n 8. Oam~ 0 mm H ”JQHOH. r. 8V :28 gunman 3.4 . ”/11 , P :3 Rangoon c<0 o f.fl “Q .. AN. 0V QQHHHOU “.mfivmho < U :33: 3:0 $3...) U m § , . .V AV 0 , r . » ‘ a ’ ..a V . o . . .. C . . . r .. . a ‘4- . .. ..i y . , ‘¢ . . o , k . p . r. v I a“ \ A . m ..- . _r 4 . I . t .Ll :. l . \ t u . . . .r . r _ . _ . . . 4 a ‘ . . . \ , . o 4 I . . 40' or twice o wook throughout the school your ore not too infrequent to onoo time to cover o brosdor syllabus of the journalism pro- grom. It in true that obility of tho student sud bsckground of tho teacher sro influentiol factors not to be ignored in this considera- tioo. In this cose. however, only five teachers indicated. thot the newspspor could not he rood criticslly becsuso tho obility level of "Monte did not warrant a study of news in depth. Elovon other anchors checked that they themselves lacked the am. to scquiro the hockground knowledge of the press. Ton sold they believe they did not have odequato ability to interpret current events. The majority merely replied they bod no timo ot on. It oppeors. therefore. that while student ability may not present o problem in guiding students in resding newspapers critically. whot the teacher himself lacks. namely. ability sad time. are poseibio deterring factors in achieving this aim. Journalism as 3 Separate {Course for Credit in the Curric uiurfl From a one-semester course meeting two or three times a week. to a three-yoar program. journalism was taught as 3 separate course for credit by 72 percent of the respondents to tho survey. This type program compared with the two just studied obeorbs tho greater number of journalism majors and ’1 41 minors and English majors. and the least number of majors who are in fields other than the two named or those whose majors are hot known. (This comparison was shown in Figure l on page l3.) The findings. therefore. in this particular analysis. most likely have a principal bearing on the results brought out by this entire study. The data presented in Chapter ii on the teacher status showed that. for the most part. those teaching“ journalism as a separate course {or credit average more credits in journalism man those teaching in the other two programs. Consequently. the opinions the teachers in the credit program hold regarding the necessity of teaching journalism students how to road the news- paper critically are noteworthy. There are only 18 teachers who reported they did not believe that developing critical newspaper reading skills is vital to a high school journalism program. "Studonts will learn about newspapers by producing them. " an Ohio teacher with an English teaching-major’writos. A Virginia teacher agrees. adding that she found that interest in school exchange papers sometimes leads students to a closer attention to dailies and an evaluation of what is read. Another English major in New York felt that developing such reading habits were probably important. but not vital. "l i I . . . v N . ‘ .- 0} ;‘ ..A .- t ' w J - '0 i e: .. 4 , .- .J ‘5 . e- I" ' . v .-. s ) fi‘ 42 teach journalism as writing. not reading. " he added. No news- paper was used in his curriculum because "a journalism book is better. " An Oklahoma teacher. an English major. believes that it is just as important that the student learn to make a good inter- view as to read a newspaper critically. that the student learn to ”its an interesting and accurate report in well chosen words. "i feel this belongs in the English and social studies classes. Journalism class should be devoted to developing writ- ing and editing skills. " writes an English major in California. Time was another facet evident in the opinions of these teachers who do not think that developing critical reading skills is vital to the high school journalist. A teacher with a journal- ism minor. who conducted a daily journalism class for the year. said that the journalist ”hardly has time to produce the school paper. and the daily papers -- of necessity -~ are neglected. " The journalism program in a Florida high school was offered for as long as three years. it was taught by a journalism major who feels that developing critical nc wspapor reading skills is not vital in the sense that the pragram would collapse without it. "But. “ he added. "without an interest in the journalistic products available. a portion of the program must necessarily go down the drain." He further indicated that he used the newspaper for enjoyment -— ”too often overlooked. " 43 There were five teachers who indicated that they teach a three-year pro‘ram. One teacher who had nocredits in journal- ism (indicated “experience only") writes. We teach (critical reading skills) incidentally. Our ap- proach is from the writer's point of view. We feel com- patent to teach the media and to teach tbs children to write and judge weekly their own and others' writing techniques. Another: teacher in the three-year program stressed "elements of style. make-up practices. areas of difference. ire. . editorial opinions. sins of omission. " as a means of developing critical newspaper reading habits. A journalism major in Oregon wrote that most students taking journalism should be able to think critically before taking the course. "Journalism students usually read things far more advanced than newspapers. " He would rather have them read Opinion magazines and scholarly journals. "Most papers." he added. "show a complete disregard for the reader. " Finally. a Texas teacher answered: "No -- having been a professional journalist for several years. i know too many good newspaper men and women who never read a newspaper other than their own publication except in a casual manner. " The best way to teach students to read newspaper critically. he noted. was to . . . interest them in journalism. htudents. like most other human beings. read and pay attention to what in- terests them. if the class is dull and uninteresting. little 44 can he expected. ln a dynamic educational environ- ment. the majority of the students will voluntarily begin additional reading and study of various publications. One of the reasons why some teachers said they thought that developing critical newspaper reading habits was vital to the high school journalism program seems to be based on their sus- picions of news reporting by the press. Unless high school students learn to evaluate what is being disseminated under the guise of "truth" they will lose their freedom. Complainant ignorance (allowing ‘ "George” to do it) will end in the U.S. being a robot state under the control of a few masters. This California teacher. an English major. found lack of time and student ability to study news media in depth the prime difficulties in developing critical reading of the press. . Another West Coast teacher. who has a teaching minor in journalism. reflected the thinking mentioned above when he questioned: By "7!. half of our population will be under 35. If today‘s youngsters do not develop critical reading of all news media. how will they handle the world. nation. and local affairs? A good citizen is a well- infermed citiaen. All the methods he used in teaching the students to read critically stemmed from English classes. These were detecting biased opinions. fallacious reasoning. grammatical and typographical OI’I'OI'I. . . ... m . It: . R . s Q . a . . Q . L ' .‘ a I A ‘ . _ . 3 . c . . o i o .- H . .1 ‘ C. .. a .. . . as v .. V. I A ' v 1 ~ e s o . . ..l .. .. J c. . . . ' A o . . L o . . . o . . . A . r , . . . . I. I .a p . v I x. r r a. .I . . J . u I. 45 An East Coast teacher with a journalism minor -. former newspaper reporter in emphasised critical newspaper reading be- cause "without this. we would develop avid newspaper readers who were gullible to half truths and propaganda. This is self-evident. " it is interesting to note that this same teacher reported he used a newspaper only to demonstrate news writing. and he lacked the time availahle to develop adequate understanding and ability to interpret current events needed to use the daily newspaper with studsfis'. The most forceful answer reflecting attitudes of teachers toward the press in its suspected inability to cope with the truth comes from a West Coast teacher with a master's degree in journalism: i believe that students should be taught that because something appears in a newspaper it is not necessarily accurate. objective. or even factual. I believe studeds should know about slanting either by omission or com- mission. I believe they should be wary of what purports to be news and is actually gossip. rumor. or persuasion. I believe all newspapers either overtly. or covertly seek to form their readers' opinions for them. 1 be- lieve students should particularly be aware of papers claiming to be objective. i believe newspapers very “ten create hysteria where there was little or none. hit all journalism teachers in this program have such adverse Opinions of the press. Many of them recognise the need (or students to acquire a habit of reading a newspaper for their own benefit in adult life. 46 A Caliloruia teacher With a major in the Mass Media wrote... "i believe this (developing critical newspaper reading habits) is the primary purpose of any high school journalism program. w s must develop citlaens who make the best use of the American press. The production of a paper is secondary. " The lnlormed-citiaen theme is again shown in the remarks by an English major who teaches in Arkansas: - To be an informed voting citizen is most necessary for the growth of one's community. To be informed one must have more than a passing acquaintance with the news media; one must know how to discriminate. to judge the competence of the reporter. to detect bias in reporting. etc. If students do not learn how to read newspapers with some depth while they are in high school. few will ever acquire the ability. Again. newspaper production is of a secondary importance to a journalism major in Iowa who reports. - ‘ Most of my students will not work full time in a com- munlcations vocation. They will have to depend on the mass media for information upon which to build their lives. Therefore. i feel that developing critical reading. listening. and viewing habits is one of my first concerns. Ability to read newspapers critically was considered the chief "deferred value" that far outweighs the immediate. according to a New Jersey teacher who holds a master's degree in English. He referred to the quotation. ”The newspaper is the poor man's university" as a parallel to a release undo by the Rutgers Press Association. which said that newspapers are the I, . I A) I. . I» , ”A . \r a r 47 only historical document most people will read for the rest of their lives after high school and even college. It did not seem possible to a teacher in Pennsylvania. an English major. that "journalism could be taught effectively if students could not evaluate other newspapers on the basis for news. We lsara‘ through analysis. " Other teachers wrote that developing critical newspaper reading habits ”Justifies teaching Was in high school“ (California). "increases the logic and stresses integrity of reporters" (iiiinoie). " . . . is a must. Need. less ts say. if they are headed for a career in the field. they need doubly to be critical readers so they can become better writers” {Texas}. One teacher expressed what seems to be a paradox to emphasise the need (or teaching students to read critically: "A student who thoroughly reads papers daily needs no training in journalism. " Few as the above quoted remarks may number in relation to the 434 teachers answering the Questionnaire in this particular program. nonetheless. they are the summation of teacher opinions for or against developing critical newspaper reading habits. Their opinions may differ. but the ways in which these teachers conduct their classes are almost stereotyped. Newspapers are used {or exampice oi news writing. {or comparison of nujor stories with other news media. {or propaganda . v , 4 O | ‘ . {xi 0 t u a ’ V V e-p V g . a A 1 ‘ ~ . . ' . x. \ b . ' I I . I . - . . V] o . . . - 1 ': . : ' ' s -' w . ‘ ' y I ' ’. . A l, _ . . , ‘ ‘ D . ‘ ’ l 'L ‘ . . a I I . . a ‘ . . )V r a - ‘ ‘ I . ,- _ ‘_ ‘ t . A. ‘ . 5 .I W v I, 7' I“ ‘ n‘rl‘i . a w -‘ I . - A . I l f A- 1 - J ‘ r- I- - f‘ - e) . ‘-_‘ C v _ .v- ' ‘3 . .‘ _ i I I . ‘ “ I t , ’ ‘ ‘ ‘ v , . r < . ‘ O {‘7' I , v I - - >1 . ‘ r ‘ I. ’ ‘ J a! - § 7 _ A , . )7 e . ' . . 7 . . I 1‘ _ . ‘ ‘ v ‘A H ' - . ‘ ~ , P . _.. ‘ I ‘ 1‘ s 4 . _ _ ‘ t. ‘ ‘ h L: A . ,. _ -. _ . - H ' v I C “ , r - e - / ' ' ' -. e \ . . 48 detection. and in many cases. students are quisaed on current sveats save. or are assigned reports {or a panel discussion on tsp sews. When stating that they "analyse the news. “ teachers tailed to indicate specifically how this was done. ' - 01 the ill jouaalism majors and minors. more than 40 percent and newspapers primarily for examples 0! types of news writing. or tor detection at biased or slated news. or propaganda devices. Another ten of these teachers reported they had no time available to use the paper. yet all but one of then: taught a daily class for the year. Almost 80 percent oi‘ the journalism classes scheduled as a credit course met on a daily basis for at least one year. Nearly all classes were on a senior level; all but 58 classes (86 percent) were on a junior level. or included juniors in the class. Forty-three percent of all the classes in this program reached the sophomore level. and as many as 50 classes included freshmen. The frequency of classes varied from a daily schedule for one year (342). a daily schedule for one semester (69), two to three times a week in a year (8). to a two- or three—year sequence (l 0). It appears that with the correlation of three major factors. namely. a qualified teacher. high student ability. and c 9* 49 an established time schedule. journalism as a separate course for credit in the school curriculum would be preferred over the other two programs so far as the effectiveness in developing critical newspaper reading habits is concerned. it is not evident. however. that teachers made the most of the time available to work on developing these habits; but the potential to do so is seen in boththe teacher background and the nature of the classes indicated. CHAPTER IV CONCLUSIONS ' A criticsi svslnstion presupposes certsin criteris or some bssic students by which s compsrison is possible. so ”simian made sad conclusions drum. The 598 josrsslism tssehers who psrtieipstsd in this survey sppssrsd to have hsd csrtsie criteris in common by which they tsnght their students he. to svslusts the press medis. s. g. . detecting hissed rspert- - iel. slanted news. week or i’sulty editorials, etc. With such criteris. they hoped to enlighten the present gessrstios of students is critically evsluating the performance of sevspspsrs is s contemporary society. Teachers with majors in English. who represented 51 psresn oi the totsl number of reepondents. agreed that there is I defidts used for developing criticsl newspaper resdin; hsbits in high school students; however. they indicated thst they be- limd this responsibility must be shared by the social studies “her. For journalism majors or minors reflected this thinking. but they used the some methods of spprosch to the subject nutter as did the English majors. 50 o3 51' in most cases. it may he that teachers engaged in . teaching journslism. regardless of their major fields. may have enough basic background to help their journslism students develop critical newspspsr resding habits. The number of credits earned. however.‘ is not the prime (actor thst determines the shility of the teacher to schim this goal. The proof oi the sflectivsnsss si s journalism teacher to denies these vitally needed rssdin; habits lies isths understsnding the teacher has of the osturs of the press. and of the nature oi the society in which it operates. Academic iournslism is torn between two categories of teachers: those who use it as an avenue of writing only. sod these who see it as an avenue of vital information whereby no. is in- {armed of the society in which he lives. Until the Isturs of high school Journslism is specifically defined. it will most lihsly con- timss to he split between these two points of view. The lack of time "to do more " with the journalism class is the reason most teachers offer when indicating they do not use s newspaper in tho curriculum {or purposes of developing critical reading habits. This complaint is shared squslly .139” teachers Who have master's degrees in journalism as well so teachers with majors whose fields are neither journalism nor English. sod Who have but few credits in journalism. In ms some sense. time is no discriminating factor when comparing what is done in the three types of journalism 52 classes .. the concentrated study running a few weeks in the English program, the extracurricular activity that meets spar- ingly during the month. or even the fullocredit course taught as a daily class throughout the school year. ls all these programs there are teachers who claim that most of their time is absorbed in producing a school news- paper. it would seem that. at least. teaching a daily class in journalism could enhsnce the program by teaching some broad but pertinent aspects of mass media that would affect the studem generation in their adult reading. it is revealing. and surprisingly so. that journalism is permitted to be taught by teachers of such hots rogeneoue hack- grounds. Aside from the fact that the majority of the respondents in this study are teachers of English with ample credits in jour- nalism. there still remains a significant number of teachers whose major fields are not specifically related in a pedagogical sense to Journalism. Le. . majors in art, music. mathematics, science. physical education. or Latin. Technological progress in mass communications has far out-raced the ability of man to cope with the volume and velocity oi information at his immediate disposal. The mass media have made a move to select and interpret what they consider to be man's need to know in order for him to make an effective con- tribution to his society. By what standards and with whose ~_. , , Ir ' ' 3 n , . i v ' , 4 'v‘ '7 . : . . 4 i‘. . \ , - ’ ‘ . ‘ ~ J a b , . ( u 4 ' ' I - .‘ . r, , .- a Q‘ . _ . .v , ‘ ‘ Y . ’ . u . . , ’ l O ’ v ' 9 , . v ‘A . ~ i {L . c n ' I 1 ‘- - -. . ~ ' > « ' ’J . _ . . . .. 4: “'5 - . .4 . D - , . b - ’ " ’ - g ‘_ , ‘ ‘ i ' A . .- \ o . u g . n ‘ ‘ - ' ‘- I - - ‘ ’ - . A ' ‘ I - - ' . i —. 4 9 w.- 53 permission this Is done is contingent upon men‘s understanding of the nature and function of the press. and his subsequent demands to know the truth of those things affecting his own destiny. High school journalism educators. themselves. should have some comprehensive understanding of the history. philosophy snd ethics of mus communications before teaching future genero- tions how to sveluate the press and Its related media. BIBLIOGRAPHY Ungubllshed Mate rials Qusstlonnslrss completed sad returned from a nationsl survey during May end June. 1966. end entitled "Developing Crlticnl Newspnper Rendlng Habits in Journalism Stud.ms M E’- ooks Ashley. Paul P. f’gzlt Safelx. Seattle: University of Washington Press, 1959. Barrett. Edward W. (ed.). ganglia” in Action. Manhunt, N. Y.: Channel Press. 1963. Barrett. James W. (0.4.). The Eng}! the World. 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New York: Harcourt. Lrace and World.1nc.. 1931. Stokes. Thomas L. ('2 hip of! M Shoulder. Princeton. N. 1.: “NV-nee Princeton University Press. 1940. Strauss. Leo. ligature! Rights and History. Chicago: University of Chicago” Press. 1953. Swnnberg. W.A. Citizen Hearst: 3 Biography of William Enndolph Hearst. New York: Charles bcribner's Sons. 1961. ‘“ Tebbel. John. The Compact History of the A mericnn Newgpeyer. New York: Hawthorn Books. lnc. . 1963. Thiem. George. 'ihe Hodge Scand. :11. New York: St. Martin's Press. 1963. . 1 s u . v r e e. . . v.. . v i ’ . . c. 4 . e I . r . , I . . o ,. 'ls w e . .— _ c , t y ;- ‘ . 4. .- .. t T. . . . e . .V . .. . U s t: . Y . n, 7... u , . . . u‘ i . . . ... . . . . e t I .- s . . z. , u . . u . D a n . . . . . a i v , O , . r 59 United Nations Department of Social Affairs. Freedom of Information. 2 vols. New York: Lake Success. 1950. Veatch. Henry B. fictional Men: A Modern interpretation of Aristotelian Ethics. Bloomington: Indiana. University Press. 1962. White. William Allen. The Autotl'iography of William Allen \thfle New York: The Macmillan Company. 1946. Wiggins. James Russell. Effigflflfi’ Sect-eel. New York: Oxford University Press. 1956. Wright. Charles R. lines Communication: A Sociolo‘glcel Perspective. New York: .iendom House. 1961. Other Sources Letter of Patrick W. Kennedy. Assistant to the liwirector. The Newspaper Fund. incorporated. Princeton. N. 1.. July 6. 1966. 0 major Englle. 19.0? (name of state) nfil‘um 27-: ; Credits in journalism INC: C 014131.27 TE D ? * jou :: 1.1.3.30? ,- A 4 I! it ,. -. IG‘ 6;: l , e" v 9‘ I. h lat ll 9C1! One) :0 .11' 'v'y‘HERE 15 11-113 tTUEfE'I’IONRAIRE B i s Singer no 9 (:.. % I O ~«e 3 R STATE. 7"! u 4.. TEACH I‘Iw’tlh-Zf :Cr ~'ti 1631N?W’”;“ Ell-'1'.» I ‘in-t? H5": in 5.23 “was“. “Z-hr'fi‘u." J..'k. ,7.-\ ‘-.-'..- .l r L UL':-.!,3 W “ ..Q-s em mus-‘40". JGUIENJ‘ LITE-.1 STA TUB: .9: 1.1.1.1; 3“. fly in flat 17:15:11.." 1. 2. 3. 5. program (wz-th the sr. hool news- page: no outside sctivit’y) How long is the mail; sin-{z}! in journalism-a? iiiimt journalism or Inglis}: textbook do you use during this study? To whet extent 60 you actually use a newspaper? if it is used for critical analysis. is it from the content anproach (WE‘JIT is being said) or 53.9. the style anti written expression environ: h (IICW it '19 bein- ' 1:") How frequently :3: you: use the newspaper? In what specific 't . y :2 Ii :3 yet: CE‘ch your sizndnnia to team it .e :1th I: Inper (1': iii: 33:} anti 3' ”Jib-.4411? .9 re our onrnaii 1n azizdonts 'iven en enide 5 tr:- rending the 51:: 3:; n-::.v.'r..-;mpcr for current err-rite ”nowleaE; .? Claim explain. Should th eIn 3.1%.. ts" C3151" be 1‘19. one to :.chclop (rit :I: '~ :..-‘3'" {‘02’ rear} in I habits in iii-.2. station: 2? I :s'izin. 60 or gtsallsh major j r p Journalism min Major not listed _ 3 C rséits in journalism "' TIONNAIRE BEING COELPLETED ? TEACHER STATU3: {check one) Jemllsm msjo Y”? N “ WHERE IS THIS GU (am of cute) 33 61 [.1337ENDIX A -- {93011312155351} '" 23.22.31 “3).: STA '1‘ ‘3: t: e:-;;mr:::e course for credit Cm 1'25. «.'.Llrrlculuz'n 1. 112919 is yam- jou: .; lium 5.3.: :3 5521525313 led? ~51. Dr: 11}: for _- . , 0.33;}! (5.12.5...- 5gusz‘rznr, One semester. etc-r.) ‘15-. times a week fur (one quarter, one semester; 535:; J 2. £33 what level in year 335:.rnaliam class 2’ Freshmen : Sowmmore ____3 Junior _______3 Senior 3. De you believe that dewdeping critical newspaper :iadlng habits ls: vi :3! to a high school journaliam , gram? Flame m:::l..'l:. 4. fife you use I newepngcr in s curriculum plan? If YES, how is it used? (rhea-.15. one) flier produuhm or :..-...:.Lanicsl examples of nmke-up. benefit.» writing. new: develop- :5':eut. etc. ___for content - m v.55: sources are studie-ai, “defied 752550.... 3 {:..-I- :..-.5 Led, euitor'u. “I! est )2. as analyzed -. 121.1' uses: ...h A._.__._ If 3330, why not? {check mile) ”13.5.35; of tits-m :.I:“: £13123 ,1 in curriculum bility level 5.51 :....5' -.-.';:a would not warrant a $5115.13; 01' news 25; 453.15: in map: h lack of time st?~'""1~:1--:: to acquirs the back- g-round Err 0132 .53.: (2.15 53:55:83 media I would need :0 feel 5. $2.55? I i: ..m in teaching wlacic; 01' time Eva 7:!- 1.15. ..o devalop sdecmate *Lnderstazutiirzg e:- :3 0.2:: ‘5? to {Interpret currez' t events Whi'.' :1 I "““:;s 121-232: 525:. I to use the e daily newsp .per 5.- .$;.‘2 f. ‘ 41.323.25.53: reassure: _ :‘E‘? ‘1 ,\ :J ' .2 44-. S. In. what specific wrya 573 yam teach your students 5.6 read the newags'fier £521.59]! and hfl'zrii'xzxdzx? 5 ; English major :I:-:3 minor jourunli ; Credits 12233222223132”: ~PLETED? 2.32:1 major R1 n. J. ER 337: TUSI: (:hcck one) lat-2r: TEACH~ 1.0!}. 15 IONNA 15'. E 32211“ :C: CO' -.jor not I .- ‘0! b. 'I 1" fit- ' "F O- \ J Q”. "J‘ E’AHERE 1'3 TEL? {31. (“am a: of state) .- 62 922"}:3121‘2'DIX A -- (COTxiiunc‘mf) DA‘9n‘fl" ;-' 9‘1 Mgriti: '11 Nn‘Or.e-g& e\.~.:- f3.“‘3,‘; ir1rf }{q}-xit 3 in :..-D“.- '0” 2 -‘ D. 0.:— M a ...- - mw¢¢g¢~w- u‘ errar? ‘3'” s: chident! IGURN: LEM STATUS: 2‘ n :22: ii viiy not for credit and “at: 23:21 5.1:: 22.13:! curl-{mum l. '5.sz often do ya»: firm-223.2333: students nucct. 3: 2:3. for how 10:1,; 3 :22: 2:112:17 Z. "5.375.331: textbook 6.23: ym: 2.22:2 for than mac lags? 3. 1‘0 you 111:: lude 1: J32: :..-5.211 332:}: -y of the-102311 rwwapapcr maria; tins-a ricoiings '? Explain. 4. 1: YES. in what wa'g'a 212:, yen mm the newspapér? 5. 172' N0. why not? (21: '3: one) 2:1..__fllack of ti: 232-.- aw.i}::2‘.2la 2:. :ability 12:93.31 05 Maxim-2:3 would not war- rant :1 Windy of 13:31:33 mefiia in depth t”. “lack of tiv-o Para:- £13.12]; to at quire: the: “ham: are .2222: xsmvhxwe of gar-239. nmuin I mld 1:32:21 m 12;» e1 con-u. ’ortable in tzzaching «:.. "lack of tiz't'rea 2.. ”.2 ale to develop adequat 3 munéeeratngl‘nty and ability to intern-rat current (min-313.5; wfi... h I would need to nae. the! 523.521)“ 1:223u’rtg":;w;r with Marian!!! (22.22222: reagens: .2... 6. 3:3 you belie: ve t ‘ Pt. 1:32;; loning critical news“??? 1' 3'. «taking hrs-23in i2: Viz? I m a high school journ321ia...23 ptogranu? 37'} ~.' 2323 {'.";:2:; in. A PPENE IX B TAEULATION OF RETURNS MAF‘E IN REET‘JPONSE TO NATIONAL SURVEY REGARDING THE DEVELOPMENT OF CRITICAL NEWS- PAPER REAPING HABITS. IN JOURs £11.15le STUDENTS * Frog! rams Ilegorted No. of No. Of “ A ‘1 Questionu- Returns I! King. A ctiv- Credit State Intro. 5318 Made 'F Unit ity Course 5mm 31 s - z 3 Alaska 5 - . - .. A rixona 57 5 - ~ 5 Arkansas 22 6 - - 6 Califo'rnl‘a 280 56 3 6 47 Collor‘glo 56 l 4 l - l 3 Connoctic at 22 4 - Z 2 Washington. D. C. l 3 Z - - 2 Delaware 8 3 - 3 - Fllorida. 51 9 - l 8 Gaga-git 61 10 - Z 8 Hum“. 19 l - l - Idaho I 2.0 4 - - 4 Ilflnoil A l 70 25 4 6 l5 halal-n 73 19 - l 18 low; - 89 l 3 - 3 9 K1343” 55 15 - 4 ll 63 ..F.‘ 64 AP})£NDIX B .- (Continued) " Programs Kept) fled No. of No. of * An Question» Returns '|' Eng. Activ- Credit State nah-ea Sent Mada * Unit ity Course Bio-tacky 38 3 - l 2 Lamina; 19 4 l l 2 Main. ‘~ 8 3 l l ! Muyland 40 13 3 4 6 lemma-ut- 53 13 2 5 6 Michigan - 142 29 2 ‘ 3 24 ' Lumbar: 66 13 3 s to bfliluoippi so 4 . 3 1 MlOloufl 67 11 l 2 14 Manual 25 6 - l 5 Nolan-kn 45 6 — l 5 Nevada 13 4 - - 4 New Hampuhiro 4 - . .. .. New 10:00)! 68 13 - 5 8 New Moflco 50 8 1 - 7 New York ZIS 30 3 ll 16 North Carolina 30 4 - l 3 North Dakota 29 5 l l 3 Ohio 107 32 3 10 19 65 APPENE-IX B. .- (Continued) 1: No. of No. of * An Quootion- Returns . Eng. Activ- Credit no.1": Sent Mode ' Unit ity Com-u Oklohomu 44 17. 2 1 9 Oregon 73 20 - l 1 9 Penn-yum: 179 29 - 12 1'1 Rhoda Island 18 z . — ‘ 2 South Carolina 18 6 - 1 3 S outh Dokotn 23 6 «- 1 5 Tonnes". 98 8 . 5 3 Tom. 21 Z 43 - 4 39 Utah 43 6 1 1 4 Vermont 4 1 «- - 1 Virgin“ 3 9 1 1 - 4 7 Washington 67 22 [-.- z 20 Was: Virginia 73 7 - - 7 W1- conoln 90 24 4 9 1 1 W yom1ng 1 o - - - - Pucrto Rico 1 1 ~ - 1 "7'1! @T'EJ'LIWL' WWW"