Information Literacy Competency Standards for Journalism Students and Professionals

 

Background

The American Library Association of College & Research Libraries (ACRL) Education & Behavioral Sciences Section (EBSS) Communication Studies Committee developed information literacy competency standards for Journalism undergraduate students, graduate students, and professionals. The Communication Studies Committee (Missy Murphey, Kate E. Adams, Natasha Cooper, Amanda Hornby, Cathy Michael, Heidi Senior and Monique Threatt) developed the standards collaboratively over a two-year period. Committee members conducted a literature review and consulted with professional journalism organizations from 2007-2009, met with Communication and Journalism faculty in 2007, attended the 2007 National Communication Association conference, attended ACRL discussions related to information literacy competency standards in the disciplines and met with an ACRL Information Literacy consultant in 2008.

 

The Communication Studies Committee wishes to thank the following faculty for their contributions to the standards: Kathy Campbell and Stephen Ponder, School of Journalism and Communication, University of Oregon; and David Ortiz, Cascadia Community College Media & Communication Studies faculty; Lynne Flocke and Barbara Fought, S. I. Newhouse School of Public Communications, Syracuse University.

 

Introduction

The Information Literacy Competency Standards for Journalism document aims to adapt and apply the ACRL Information Literacy Competency Standards, http://www.ala.org/ala/mgrps/divs/acrl/standards/informationliteracycompetency.cfm , to Journalism and related disciplines, including Mass Media. The intended audience for the standards are Journalism educators, professionals, undergraduate and graduate students and librarians.

 

Information literacy is defined as the ability to recognize when information is needed and the ability to locate, evaluate, effectively use and ethically apply the needed information. The information literacy competencies for Journalism also include visual and media literacy, which is defined as the ability to read, evaluate and use visual images and media. Journalism students and professionals who develop information literacy competencies are better able to select, critically read and ethically use information amidst the proliferation of information resources and technological transformation.

Support for information literacy competency standards by educators, professionals and librarians can help promote critical thinking and interpretation of information, effective research and writing in the discipline, and the ethical use of information in students and professionals.

 

Journalism is an interdisciplinary and rapidly changing field of study. Technological change and media convergence continue to redefine the scope of Journalism education for undergraduate and graduate students, as well as the Journalism profession itself. For the sake of simplicity, this document uses the term Journalism with the understanding that this also refers to the fields of Mass Media and New Media Journalism. As with many interdisciplinary fields, research and the ethical use of information in Journalism pose specific challenges to the researcher and professional. For the student and professional researcher, there is the particular challenge of the need to continually scan and keep current with a wide body of interdisciplinary research and information, the need to be able to use a diverse set of information resources, and the need to be able to apply the information to a variety of communication media, including newspaper articles, new media communication outlets, and television. The ethical use of information and information sources is of critical importance to the field and may pose additional challenges to professionals and students.

 

Many journalism education organizations help promote standards of excellence in the field, including The Association for Education in Journalism and Mass Communication, Investigative Reporters and Editors, Inc., the Knight Foundation, the National Communication Association, the Poynter Institute, and the Society for Professional Journalists. Journalism education research also advocates for advanced knowledge in information literacy education. The literature advocates that the development and application of information literacy competencies for Journalism can enhance the quality of research and reporting, can provide Journalism students and professionals more competitive job market skills, and even an improvement in the level of public discourse (Bornstein 2003).

 

The main purpose of the standards is to:

- enable the evaluation of the information literacy and research skills of Journalism students and professionals by providing a set of standards and competencies to assess

- provide faculty and librarians involved in curriculum planning, instructional settings and research consultations with common language to integrate information literacy competencies into Journalism curriculum.

 

The objective of the Committee is to provide the academic and professional journalism community with a useful set of competencies and examples for successful research in the discipline. The Committee welcomes feedback and suggestions, and considers these standards as an ongoing work in progress, as the discipline, curricula and profession change over time.

 

Standard One - Determine the Information Need

 

The student or professional:

 

1. Defines the information need based on the story idea

a. Develops a story idea based on alerts

Sources of topics: alerts, blogs, briefs, interviews, news feeds, press releases, speeches, wires, and blogs

Examples of wires: LexisNexis: News Wire Service; RSS feeds from organizations, companies, and associations; AP, Bloomberg, Businesswire, PR Newswire, Reuters, UPI, Yahoo!Finance

b. Selects the appropriate writing style and voice for the media outlet selected

Examples of writing styles: op-ed, feature, human interest, review, event coverage

Examples of outlets: television, newspapers, community blogs, radio

c. Formulates questions about the scope and audience

Addresses questions such as: Who are my readers? How long can it be? Can I use jargon? Where will the media outlet post the story?

Example of scope: local/community, national, international

Examples of audience: academic, community, interest groups (politicians, lawyers, business professionals)

d. Initiates research by reading and exploring background information

Examples of background resources: event histories (Facts.com, historical newspapers), biographical information, company histories, and encyclopedia entries

e. Focuses the story idea based on information found

Addresses questions such as: What news has not yet been covered? What new event has happened? Has it happened before? Do laws apply? Who are they key players? What does my audience need to know? How soon do they need to know it?

f. Brainstorms related topics and concepts for the key subject areas involved

Example: A story on global warming involves science, government policy, business interests, etc.

 

2. Identifies a variety of information sources that would satisfy the information need

a. Identifies where in the information cycle the information needed falls

Examples: from press releases, to news articles, to scholarly journals, and then to books

Addresses questions such as: Do I need to read personal blog coverage of a topic/issue? Do I need to read historical materials and books? Do I need to read scholarly analysis of a topic/issue?

b. Identifies core resources required to begin researching

Examples: LexisNexis; Communication Mass Media Complete; AccuNet AP Multimedia Archive; ABI Inform; U.S. Census; public records; etc

c. Correlates story idea subject-specific and alternative resources

Example: For a story on a pharmaceutical company, search both health (Medline) and business databases (ABI Inform, Business Source Premier) in addition to LexisNexis

Example 2: For a story on the impact of a dump site on a community, search both environmental (Geobase) and alternative materials (Alt Press Index, Ethnic News Watch, and local weeklies)

d. Identifies additional types of resources that may provide the information

Example: Identifies experts in the field and their contact information gathered from: criss-cross directories, online white pages and websites, and databases (Marquis Who's Who)

Example of types of resources: advocacy group publications, almanacs, data sets, directories, documentary films, encyclopedias, government documents, industry reports, journal articles, opinion polls, television and radio transcripts, think tank reports, trade publications, etc.

e. Understands the difference between primary and secondary resources and can evaluate and use primary resources especially when secondary resources are not available

Example: Accesses the governor's budget as well as commentary on the budget

f. Plans to conduct original research when necessary

Example: When investing Justice Department's effectiveness in prosecuting high crimes on Indian Reservations, reporter Michael Riley of the Denver Post collected statistics to enhance his reporting (see Expose on Bill Moyers Journal, 11/14/08 http://www.pbs.org/moyers/journal/11142008/profile2.html )

 

3. Considers financial costs and time required to obtain information

a. Evaluates other avenues of free or lower cost access when information is not readily accessible

Examples: Utilizes libraries or interlibrary loan rather than purchasing a book, conducts a telephone interview rather than traveling to a location for an interview, accesses an archive/digitized collection rather than traveling to an archive, uses government records rather than subscription databases, files a FOIA requests, accesses open access scholarship, etc.

b. Works with a translator if feasible

c. Manages time by creating a schedule of when research / field work will be completed in accordance with deadlines

Examples: Creates research or story outline, utilizes shared calendar sources like Google calendar, etc.

 

Standard Two - Access information effectively and efficiently

 

The student or professional:

 

1. Selects the most appropriate investigative methods, information sources, or databases.

a. Identifies appropriate investigative methods

Examples: computer assisted research, interviews, books, journal articles, primary source research, secondary research via subscription databases

b. Understands the scope and content of the chosen resource

Questions: Who is the producer of the content? Does the database embargo current issues? Does it contain fulltext? Images? Audio/video?

 

2. Constructs and implements effectively designed search strategies, including:

a. Considers broader, narrower, and related terms and language used by those in the discipline, Example: Global warming: Broader term=Environment ; Related term=Climate change; Narrower terms: climate change AND developing countries

b. Develops research strategy using Boolean operators, truncators, proximity operators, etc. Examples: ("global warming" or "climate change")and (garden* or plant* or farm*)

c. Expands research using controlled vocabularies specific to the discipline, Example: search the LC heading “Climate changes” in Library catalog, "paleoclimatology" in GeoRef.

d. Is able to apply search strategies in various information retrieval systems, using different user interfaces, protocols, and search parameters

Example: Two databases use different wildcard characters, wom!n and wom?n

 

3. Retrieves information online or in person using a variety of methods

a. Applies search strategies to identified sources

b. Uses services available to retrieve information needed (interlibrary loan/document delivery, professional associations, institutional research offices, community resources, experts and practitioners)

c. Uses research methods to conduct original research. Examples: surveys, letters, interviews, archival research, and other forms of inquiry to retrieve primary information

 

4. Refines investigative methods and search strategies

a. Assesses the quantity, quality, and relevance of the search results

b. Identifies gaps in the information retrieved

Questions: Would polls or statistics enhance my research? Are there other experts or angles I might consider? Would databases or resources in another subject area provide an additional perspective? Would other search terms be more effective?

c. Refines and repeats the search using the revised strategy as necessary

 

5. Uses records management and resource citation skills

a. Creates a system for organizing the information

Example: computer files, folders, reference management software, Google documents, etc.

b. Records all pertinent citation information for future reference

Example: reporter’s notebook

c. Cites information correctly using a style manual, if assigned

Example: Associated Press Stylebook

 

Standard Three - Evaluate the information:

 

The student or professional:

 

1. Summarizes and synthesizes the main ideas of the information gathered.

a. Examines source material and identifies main ideas.

Example: Reads and summarizes newspaper article, interview notes, or television footage, etc.

b. Restates ideas in his/her own words and in a language that his/her readers will understand

Example: Reads a study in the Journal of the American Medical Association and is able to summarize it for a general, non-medical audience.

c. Identifies verbatim material for appropriate quotations and accurately quotes his/her sources

Example: Reviews audio-recording of interview for relevant quotes; verifies quote with source.

 

2. Assesses the credibility of the information gathered.

a. Examines and compares information from various sources in order to evaluate reliability, validity, accuracy, authority, timeliness, and point of view or bias.

Example: Checks public records to verify a statement made by a interviewee. Finds a statistic in a story in the LA Times and then locates the original source of the data for review.

b. Seeks differing viewpoints in alternative news sources, books, Web sites, and articles, always evaluating the source of the information or argument.

Example: Searches Ethnic News Watch for articles in Jewish-American newspapers in addition to mainstream newspapers when covering a story on a Jewish community.

c. Determines whether to incorporate or reject viewpoints encountered always with the goal of fair and balanced reporting.

Example: Student/professional covering a labor union strike includes statements issued by both the union leaders and the company executives.

d. Analyzes the structure and logic of supporting arguments or methods used

Example: When using opinion polls, student/professional knows how to find and understand the methodology used in conducting the poll.

e. Recognizes the cultural, physical, or other context within which the information was created and understands the impact of context on interpreting the information.

Example: When covering an event situated in the Middle East, student/professional consults international and U.S. news sources.

 

3. Synthesizes main ideas to generate new concepts, story ideas, or angles.

a. Recognizes interrelationships among concepts and combines them into potentially useful original statements with supporting evidence

b. Extends initial synthesis, when possible, to a higher level of abstraction to construct new story idea/angle that may require additional information

Example: Student/professional sees a news article about city budget cuts. At a local board meeting, the s/he hears complaints about an increase in the number of rats. S/he decides to explore relationship between the recent budget cuts (have they affected trash-pickup, street cleaning) and the increase in the rat population.

 

4. Compares new knowledge with prior knowledge to determine the value added, contradictions, or other unique characteristics of the information

a. Determines whether enough research has been done for the story, multimedia presentation, etc.Example: Consults interview and research notes and identifies missing information.

b. Determines whether the information contradicts or verifies information used from other sources

Example: Student/professional is given two different dates for an event and checks a third source to verify.

c. Integrates new information with previous information or knowledge

Example: Consults court filings to verify statement made by an interviewee.

d. Draws conclusions based upon information gathered

Example: Uses information gathered to construct a lede.

e. Tests theories with discipline-appropriate techniques.

Examples of theory-testing techniques: simulators, experiments

f. Determines probable accuracy by questioning the source of the data, the limitations of the information gathering tools or strategies, and the reasonableness of the conclusions

Example: Uses newspaper articles to identify a recent health study linking dieting to increased weight-gain during pregnancy; consults original publication of health study in medical journal; and reads about other studies of pregnancy, dieting, and weight gain in women in order to better question the validity and reliability of the original study.

 

5. Determines whether the new knowledge has an impact on the individual’s value system and takes steps to reconcile differences

a. Investigates differing viewpoints encountered in information sources, following strategies outlined elsewhere in this document.

b. Determines whether to incorporate or reject viewpoints encountered

 

6. Validates understanding and interpretation of the information through dialogue with other individuals, texts, subject-area experts, and/or professionals.

a. Participates in critical discussions, either in person or online

Example: Blogs on a topic; comments in online forums.

b. Seeks expert opinion through a variety of mechanisms

Example: Interviews an expert; emails a professor; calls a professional association.

 

7. Determines whether the initial question or story idea should be revised

a. Determines if additional information is needed.

Example: Consults interview and research notes and identifies missing information or information that needs to verified.

b. Generates new ideas or revises story angles based on gaps in information sources.

Example: After reviewing stories on gentrification in Chicago neighborhoods,professional/student realizes there is a glut of information on the topic; professional/student realizes that very little has been written on the impact of gentrification on homeless shelters and re-focuses story.

c. Reviews search strategy and incorporates additional concepts as necessary.

Example: Revises search terms used when searching LexisNexis to incorporate new terms based on search results.

d. Reviews information retrieval sources used and expands to include others as needed.

Example: Expands search beyond Google and LexisNexis to include other sources of material including scholarly databases, reports, etc.

 

 

Standard Four - Apply and contextualize the information gathered

 

The student or professional:

 

1. Applies information gathered to the planning and creation of a particular story

a. Organizes the content in a manner that supports the purposes and format of the story; analyzes the organization of the content within the framework of the discipline.

Example: Student/professional organizes and writes story according to guidelines associatied with a style--feature, op-ed, multi-media, blog, etc. or particular publication.

b. Articulates knowledge, as well as biases or affiliations that may influence the story

Example: Student/professional writing story discloses potential conflicts of interest to editor or in story piece (if appropriate or permissible).

c. Integrates the new and prior information, including quotations and paraphrases, in a manner that supports the purposes of the story.

d. Effectively uses or incorporates digital text, images, quotes, and data, as appropriate.

Example: Incorporates multimedia piece with images of homeless with article about the closing of a local homeless shelter.

 

2. Revises the development process for the story

a. Maintains a journal or log of activities related to the information seeking, evaluating, and communicating process

Example: Maintains a reporter's handbook or uses web tool such as Zotero to keep track of information sources and findings.

b. Seeks new information sources or sources with opposing points of view as needed

Example: Includes a variety of interviewees, news stories, scholarly sources, statistics and facts, politically conservative/liberal, multicultural and gender perspectives, alternative information sources, etc.

c. Reflects on progress and alternative strategies as needed

Example: Periodically assesses information gathered, successes and failures; identifies alternative ways to find information.

 

3. Conveys the story or project effectively to others

a. Analyzes the presentation of the story, project or performance within the framework of Journalism.

Example: Organizes and writes story according to guidelines associated with a style--feature, op-ed, multi-media, blog, etc. or particular publication or media outlet.

b. Incorporates principles of graphic design and visual communication when appropriate

Examples:Critically considers layout of the story and incorporates photographs, inclusion of sidebars and graphics, or videos as appropriate.

c. Communicates clearly and with a style that is appropriate for the story, performance, or project’s audience.

 

 

Standard Five - Ethically apply the information

 

The student or professional:

 

1. Understands the ethical, legal and socio-economic issues surrounding information and technology

a. Understands the role of journalists in the ethical use and publication of information, including reporting and seeking the objective truth, minimizing harm, acting independently, interviewing a variety of sources, fact-checking, and public accountability

b. Demonstrates familiarity with issues related to privacy and security in both the print and electronic environments

c. Demonstrates familiarity with issues related to censorship and freedom of speech

d. Demonstrates familiarity with the Freedom of Information Act (FOIA) and the First Amendment and their impact on the journalism profession and society

e. Demonstrates an understanding of intellectual property, copyright, and fair use of copyrighted material

 

2. Follows laws, regulations, institutional policies, and etiquette of the ethical use of information

a. Participates in electronic discussions following accepted practices

b. Demonstrates awareness of the journalism’s professional code of conduct and complies with institutional policies on access to information resources

c. Legally obtains, stores, and disseminates text, data, images, or sounds; retains transcripts and notes from interviews

d. Demonstrates an understanding of what constitutes plagiarism and does not represent work attributable to others as their own

e. Demonstrates an understanding of policies related to interviewing people and human subjects research; the student understands the journalists’ ethical obligation to provide equal time and access to different interviewees as information sources

f. Understands the citing conventions and professional standards for the ethical use of information

Examples: Professional ethical standards from organizations including, SPJ, AEJMC, Poynter, NPPA, RTNDA, etc.

 

3. Cites the work of others and seeks permission when required

a. Selects an appropriate documentation style and uses it consistently to cite all information sources

b. Posts permission granted notices for copyrighted material

c. Accurately attributes quotes to appropriate interviewees and information sources

 

 

 

 

Appendix A: Resource Lists for Journalism

 

The following web pages include lists of core journals and subscription resources, as well as freely-available online resources:

 

• Journalism

• Media/Ethics

• Media/Communication Law

• News sources

• Photojournalism

 

The above pages are part of the Library Resources for Communication Studies website.

 

Poynteronline Resource Center

 

Support for information literacy:

Information literacy is supported by national collegiate accrediting bodies including:

 

• Middle States Association of Colleges and Schools (Standard 11, pgs 34-35, Standard 12, p. 37)
• Northwest Commission on Colleges and Universities (Standards 2 & 5)
• North Central Association of Colleges and Schools (p. 11)
• New England Association of Schools and Colleges (Standard Four, 4.6, 4.18)
• Southern Association of Colleges and Schools Commission on Colleges (sec. 3.4.14, 3.6.2, 3.8.1, 3.8.2, & 3.8.3)
• Western Association of Schools and Colleges (Standard 2.2).

 

Appendix B: Recommended Readings

 

Bolding, J. (1996). Research Skills Instruction in Undergraduate Programs. Journalism & Mass Communication Educator, 51(1), 15-22.

 

Bornstein, Jerry. (2003). Journalism Students and Information Competencies. Academic Exchange Quarterly 7(3), 204-209.

 

Dates, J. L., Glasser, T. L., Stephens, M., & Stuart, A. G. (2006, February). Does Journalism Education Matter? Journalism studies, 7(1), 144-156.

 

Dickson, T. (2000). Mass Media Education in Transition: Preparing for the 21st Century. Mahwah, N.J.: L. Erlbaum.

 

Singh, A. B. (2005, July). A report on faculty perceptions of students’ information literacy competencies in journalism and mass communications programs: The ACEJMC survey. College & Research Libraries, 66(4), 294-311.

 

ENTIRE BIBLIOGRAPHY

Information Literacy Competencies in Journalism Literature Review

Submitted by Amanda Hornby, Cathy Michael and Missy Murphey

EBSS Communication Studies Committee

 

Summary

This is a selected bibliography of current articles and books providing scholarly and professional discussion and analysis of information literacy in the disciplines of Communication and Journalism; critical thinking and learning outcomes in these disciplines; and models for Journalism education and research.

 

__Bibliography__

 

Educational Research

 

Bornstein, J. (2003). Journalism students and information competencies. Academic Exchange Quarterly, 7(3), 204-209.

 

Brocato, M. K., Furr, P. F., Henderson, M. V., & Horton, S. G. (2005, September). Assessing student written communications skills: A gateway writing proficiency test for aspiring journalism majors. College Student Journal, 39(3), 510-517.

 

Castaeda, L., Murphy, S., & Hether, H. J. (2005). Teaching print, broadcast, and online journalism concurrently: a case study assessing a convergence curriculum. Journalism & Mass Communication Quarterly, 60(1), 57-70.

 

Dates, J. L., Glasser, T. L., Stephens, M., & Stuart, A. G. (2006, February). Does journalism education matter? Journalism studies, 7(1), 144-156.

 

Deuze, M. (2006, February). Global journalism education. Journalism Studies, 7(1), 19-34.

 

Dickson, T. (2000). Mass media education in transition: Preparing for the 21st Century. Mahwah, NJ: L. Erlbaum.

 

Geimann, S. (2000, August). A grade for the graduates. Quill, 88(7), 38-40.

 

Gohen, J. (2005, Winter). Connecting the dots between journalism practice and communication scholarship. Journalism & Mass Communication Educator, 59(4), 335-338.

 

Iorio, S. H. (Ed.). (2004). Taking it to the streets: Qualitative research in journalism. Mahwah, NJ: Lawrence Erlbaum.

 

Kraeplin, C., & Criado, C. A. (2005, Spring). Building a case for convergence journalism curriculum. Journalism & Mass Communication Educator, 60(1), 47-56.

 

Lepre, C., & Bleske, G. L. (2005, Summer). Little common ground for magazine editors and professors surveyed on journalism curriculum. Journalism & Mass Communication Educator, 60(2), 190-200.

 

Links to top journalism schools. (n.d.). Editor and Publisher. Retrieved September 19, 2006, from http://www.editorandpublisher.com/eandp/resources/journalism_schools.jsp

 

Lowrey, W., & Becker, L. B. (2001). The Impact of technological skill on job-finding success in the mass communication labor market. Journalism & Mass Communication Educator, 78(1), 754-70.

 

Ludtke, M., Fiore, L., Wirth, P., & Smiley, D. (Eds.). (2002, Winter). Journalist’s Trade: Journalism Education: What Should it be? Special section. Neiman Reports, 56(4), 100-110. Retrieved February 4, 2009, from Nieman Foundation Web site: http://www.nieman.harvard.edu/assets/pdf/Nieman%20Reports/backissues/02winter.pdf

 

Macdonald, I. (2006, October). Teaching journalists to save the profession. Journalism Studies, 7(5), 745-764.

 

Mihailidis, P. (2006, January). Media literacy in journalism/mass communication education: Can the United States learn from Sweden? Journalism & Mass Communication Educator, 60(4), 416-428.

 

Murray, M. D., & Moore, R. L. (2003). Mass communication education. Ames, IA: Iowa State Press.

Peck, L. A. (2006, August). Core requirement. Quill, 94(6), 16-17.

 

Tuggle, C. A., Carr, F., & Huffman, S. (2007). Broadcast news handbook: Writing, reporting, and producing in a converging media world (3rd ed.). Boston: McGraw-Hill.

 

Ward, D. (2005, Fall). A digital camera as a research tool. American Journalism Historians Association, 22(4), 121-123.

 

Wimmer, R. D., & Dominick, J. R. (2006). Mass media research: an introduction (8th ed.). Belmont, CA: Thomson/Wadsworth.

 

Codes and Standards of Professional Organizations and Associations

 

AHCJ Statement of Principles. (n.d.). Association of Health Care Journalists. Retrieved September 19, 2006, from http://www.healthjournalism.org/resource/ethics.htm

 

AMWA Code of Ethics. (n.d.). American Medical Writers Association. Retrieved January 21, 2009, from http://www.amwa.org/default.asp?Mode=DirectoryDisplay&id=114

 

AMS certification programs: Certified Broadcast Meteorologist Program. (n.d.). American Meteorological Society. Retrieved January 21, 2009, from http://www.ametsoc.org/amscert/#cbm

• There are also subject-specific certification/accreditation agencies & programs such as this one from the AMS. More on this topic can be found in Elizabeth Jensen’s article, “Journalists divided on a need for certification” in Television Week, 3/13/2006, v.25 issue 11, p. 34.

 

APME Statement of Ethical Principles. (2009). Associated Press Managing Editors. Retrieved January 21, 2009, from http://www.apme.com/ethics/

 

ASNE Statement of Principles. (November 29, 2006). American Society of Newspaper Editors. Retrieved January 21, 2009, from http://www.asne.org/kiosk/archive/principl.htm

• The ASNE Ethics and Values Committee is currently working on a Code of Ethics.

 

Code of Ethics. (n.d.). Society of Professional Journalists. Retrieved January 21, 2009, from http://www.spj.org/ethicscode.asp

 

Core Principles of Media Literacy Education. (n.d.). National Association for Media Literacy Education. Retrieved February 4, 2009, from http://www.namle.net/core-principles.

 

Goldstein, N. (Ed.). (2006). Associated Press stylebook and briefing on media law. New York: Associated Press.

 

Investigative Reporters and Editors, Inc. (2009). The investigative reporter’s handbook (B. Houston, Ed., 5th ed.). Boston: Bedford/St. Martin’s.

 

National Council for the Training of Journalists (UK). (n.d.). Retrieved September 20, 2006, from http://www.nctj.com/

• The UK has a National Certificate Examination (NCE) that is “the professional qualification for senior newspaper journalists, press photographers and photo journalists.” The NCTJ not only grants the NCE -- the ultimate in training certification, but also preliminary certificates in journalism, continuing education, and accredits journalism training courses at 35 J-schools in the UK. Qualifications are on their website. See also: “Context and debates” by Angela Phillips in the Journal of Media Practice, 2002, Vol. 3 issue 1, p 5, 11p.

 

NPPA Code of Ethics. (n.d.). National Press Photographers’ Association. Retrieved January 21, 2009, from http://www.nppa.org/professional_development/business_practices/ethics.html

 

NPPA Digital Code of Ethics. (1991). National Press Photographers’ Association. Retrieved January 21, 2009, from http://www.nppa.org/professional_development/business_practices/digitalethics.html

 

NPPA Ethics in the Age of Digital Photography. (1999). National Press Photographers’ Association. Retrieved January 21, 2009, from http://www.nppa.org/professional_development/self-training_resources/eadp_report/

 

RTNDA Code of Ethics and Professional Conduct. (n.d.). Radio-Television News Directors Association. Retrieved January 21, 2009, from http://www.rtnda.org/pages/media_items/code-of-ethics-and-professional-conduct48.php?id=48

 

SABEW's Revised Code of Ethics. (n.d.) Society of American Business Editors and Writers. Retrieve January 21, 2009, from http://www.sabew.org/ethics/RevisedCodeofEthics.htm

 

 

Library & Interdisciplinary Research

 

Altschiller, D. (2002). A librarian’s plea to journalists: Give us a clue! Columbia Journalism Review, 40(6), 70.

 

Dilevko, J. (1998). Bibliographic instruction and mass media news literacy: A theoretical background. Library Quarterly, 68(4), 431-474.

 

Friedman, B. (2004). Web search savvy: strategies and shortcuts for online research. Mahwah, NJ: L. Erlbaum.

Garber, B. (2006, March/April). Journalism. College & Research Libraries News, 67(3), 151-154.

 

Giovanna, M. F., Vercellesi, L., & Bruno, F. (2004, September). Information sources in biomedical science and medical journalism: methodological approaches and assessment. Pharmacological Research, 50(3), 267-272.

 

Henderson, H. (2004). Library in a book: power of the news media. New York: Facts On File. Bibliography w/ bio & historical info on media research.

 

Singh, A. B. (2005, July). A report on faculty perceptions of students’ information literacy competencies in journalism and mass communications programs: The ACEJMC survey. College & Research Libraries, 66(4), 294-311.

 

Organizations, state of the profession, and examples of best practices

 

ACEJMC Member Associations. (n.d.). ACEJMC Online Information. Retrieved September 19, 2006, from http://www2.ku.edu/~acejmc/PROGRAM/MEMBASSOCSLIST.SHTML

 

John S. and James L. Knight Foundation, & Carnegie Corporation of New York. (n.d.). Curriculum Enrichment, News21 Incubators, Carnegie-Knight Task Force. In Carnegie-Knight Initiative on the Future of Journalism Education. Retrieved September 19, 2006, from http://newsinitiative.org/

• Regarding the Task Force: Hosted by the Shorenstein Center at Harvard’s John F. Kennedy School of Government, the task force is the high-profile arm of the initiative’s three-pronged approach to improving journalism education. First task was to write the Manifesto for the Initiative.

 

Journalism and mass communication education: 2001 and beyond. (2001). Association for Education in Journalism and Mass Communication (AEJMC). Retrieved January 22, 2009, from http://www.aejmc.org/_scholarship/_publications/_resources/_reports/jmc_beyond.php

 

Journalism Education Committee: Resources for Educators. (n.d.). Society of Professional Journalists. Retrieved September 19, 2006, from http://www.spj.org/educators.asp

• “This committee’s purpose is to promote excellence in education programs and practical research. It acts as a clearinghouse for the Society’s academic members and students. It also works with annual convention planners on mentor programs both at the college and high school level.”

 

Newslab (Resources for journalists). (n.d.). Retrieved September 19, 2006, from http://newslab.org/resources.htm

 

Research, resources and ideas to improve journalism. (n.d.). Journalism.org. Retrieved September 19, 2006, from http://journalism.org

 

Research & Publications. (n.d.). John S. and James L. Knight Foundation. Retrieved November 10, 2008, from http://www.knightfoundation.org/research_publications/

 

Resource Center. (n.d.). IRE: Investigative Reporters and Editors, Inc. Retrieved September 19, 2006, from http://www.ire.org/resourcecenter/

 

State of the news media 2008: An annual report on American journalism. (©2008). State of the Media. Retrieved October 27, 2008, from http://www.stateofthenewsmedia.org/2008/

 

Survey Reports: News Media. (n.d.). Pew Research Center for the People and the Press. Retrieved September 19, 2006, from http://people-press.org/reports/

 

Training Tracks. (n.d.). American Press Institute. Retrieved September 19, 2006, from http://americanpressinstitute.org/pages/resources/training_tracks