Abstract
ABSTRACT In this study, we test the potential of a simulation for encouraging situated, peer-based encounters for news literacy learning. High school students responded to news literacy awareness and news appreciation measures before, immediately after, and two weeks after taking part in a breaking news simulation. Before the simulation, an intervention group was shown a supplementary video featuring a journalist explaining news skills and standards. Findings show that overall the simulation did not work beyond increasing teenagers’ own perceived understanding of the concept of news literacy. However, when paired with the simulation, those who saw the journalist video reported more understanding of the value of news sourcing and appreciation for the work of journalists. This research informs the pedagogy of news literacy by showing the ineffectiveness of simulations to teach concepts to teenagers but the potential benefits of having journalists deliver them in short video messages.
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