Boundaries, Barriers, and Champions: Understanding Digital Security Education in US Journalism Programs

Abstract

ABSTRACT Journalists are increasingly attacked in response to their work yet they often lack the necessary support and training to protect themselves, their sources, and their communications. Despite this, there has been limited scholarly attention that addresses how journalism schools approach digital security education. This paper draws from an analysis of 106 US programs and 23 semi-structured interviews with journalism students and professors to examine how the next generation of journalists learn about digital security practices. Our findings show that most programs (88.7%) don’t offer formal digital security programming and that digital security skills are often deprioritized in favor of skills seen as more significant contributors to post-graduate hiring—a key priority of journalism programs. Additional barriers include a lack of space and time in existing curricula for added digital security coursework, a perception that students are not interested, and few professors with related knowledge. When security education is introduced, it’s done so in often informal and ad-hoc ways, largely led by “security champions,” both within and outside of journalism, who advocate for its legitimacy. These findings have important implications for journalism education and journalists’ capacity to carry out their work amidst a deteriorating safety environment in the United States.