Media Education Lab collaborated with PBS NewsHour to evaluate the Student Reporting Labs (www.studentreportinglabs.com) program. Research shows the program improved media literacy and media production skills, and increased intellectual curiosity, collaboration, appreciation for quality news sources, and civic engagement.

1. Renee Hobbs
Mary Moen
Katie Donnelly
Jonathan Friesem
@reneehobbs
@mary_moen
@katestryker
@yonty

2. In Today’s Session
• Describe the PBS NewsHour Student Reporting Labs program
• Share some details of the program evaluation process and key
findings of the research
• Discuss and reflect upon the opportunities and challenges in
developing high school programs that use the genre of broadcast
TV news

3. www.studentreportinglabs.com

7. STUDENT REPORTING LABS
Program incudes:
• Curriculum materials & resources
• Online collaborative space
• Network of public broadcasting
mentors
• Opportunities to produce original
TV news reports for an authentic
audience
• Professional development &
networking for teachers

8. Participants
• 50+ high schools, middle schools, and community programs
• ELA, Social Studies, and Vocational teachers
• Over 1,000 students from diverse backgrounds
• Mentors from local PBS news stations
• Dedicated staff members from PBS NewsHour

9. Learning Objectives
1.
Understand the purpose of journalism in
society
2. Develop curiosity and interest in local,
national and global news issues
3. Analyze news media messages to determine
credibility and quality
4. Practice the creative process of generating
ideas, interviewing, shooting and editing
video
5. Develop initiative, enterprise, collaboration
and problem-solving skills

11. Approach to Evaluation
2010 – 2011. Classroom observation and interviews with program
participants
2011 – 2012. Pilot study to develop and refine research instruments
2012 – 2013. Research on program impact. Pre- and post
intervention / no control group / online survey / student profiles

12. Sample
Teachers from 38 schools recruited students to participate in the research
Participants
Time 1 566 students took the pre-test, 429 complete records
Time 2, 358 students took the post-test, 283 complete records
Ethnicity
White
African American
Hispanic
Asian,
Native American
Other
30%
13%
36%
2%
2%
17%
Gender
Male
Female
60%
40%
About 35% of students came from families whose parents had a high school
education or less.

13. Theoretical Framework
Characteristics of the
Instructional Program
Social & Collaborative
Focus on News and
Current Events
Creative Hands-on
Activities
Reach Authentic
Audiences

14. Theoretical Framework
Characteristics of the
Instructional Program
Social & Collaborative
Focus on News and
Current Events
Creative Hands-on
Activities
Reach Authentic
Audiences
Primary Outcomes
Communication
& Technical
Skills
Media Literacy
Analysis Skills

15. Theoretical Framework
Characteristics of the
Instructional Program
Social & Collaborative
Focus on News and
Current Events
Creative Hands-on
Activities
Reach Authentic
Audiences
Primary Outcomes
Secondary Outcomes
Intellectual Curiosity
Communication
& Technical
Skills
Collaboration
Media Literacy
Analysis Skills
Positive Attitudes towards
News & Journalism
Civic Engagement

17. Media Literacy Competencies




Message. What is the main message of the video?
Authors. Who are the authors of this video?
Purpose. What is the purpose of this video?
Target Audience. Who is the target audience? What
evidence supports your idea?
 Techniques. What are the techniques used in this
video to attract and hold your attention?
 Interpretations. What are some different
interpretations that different people might have of
this video?
 Omissions. What is left out of this video?
TURN OFF & DISCUSS
!
 !
!
Reality(
Check(
!
Private(
Gain(
or( What’s(
Public(
Good?( Left(
Out?(
!
Values(
(
Check(
 !! ! 
!
!
Read(
Between(Stereotype( Solutions( Record/Save(
too(
Easy(
for(
Later(
the(
Lines(
Alert(
@!
Off
Newspapers(
Internet(
TV(
! ! ! !
Movies(
Tablets(
Radio(
Comics(
!! ! !
Books(
Music(
Social(
Media( Video(
Games(

18. TURN OFF & DISCUSS
!
 !
!
What is the Purpose?
This question asks students to make an inference about the producer’s
intent, which is a combination of informational,
persuasive/advocacy/social change goals and feeling-mood-emotion
goals.
STUDENT ANSWER 1. To inform the public about the injustices of the education
system.
STUDENT ANSWER 2. To show the story of the two parents that lied to get their
children a good education
STUDENT ANSWER 3. Not to lie
Reality(
Check(
!
Private(
Gain(
or( What’s(
Public(
Good?( Left(
Out?(
!
Values(
(
Check(
 !! ! 
!
!
Read(
Between(Stereotype( Solutions( Record/Save(
too(
Easy(
for(
Later(
the(
Lines(
Alert(
@!
Off
Newspapers(
Internet(
TV(
! ! ! !
Movies(
Tablets(
Radio(
Comics(
!! ! !
Books(
Music(
Social(
Media( Video(
Games(

19. TURN OFF & DISCUSS
!
 !
!
What Techniques are Used?
Reality(
Check(
Values(
(
Check(
!
Read(
Between(Stereotype( Solutions( Record/Save(
too(
Easy(
for(
Later(
the(
Lines(
Alert(
@!
Off
Newspapers(
Internet(
TV(
! ! ! !
Movies(
Tablets(
Radio(
Comics(
!! ! !
Books(
Music(
STUDENT ANSWER 1. There was a lot of interesting b-roll used in the video, as well
as ambient sounds and interesting interviews which attract and hold your
attention.
STUDENT ANSWER 3. What people will do for their family
!
!
This question measures students’ ability to identify formal elements of
media composition including storytelling and production techniques.
STUDENT ANSWER 2. Interviews
!
Private(
Gain(
or( What’s(
Public(
Good?( Left(
Out?(
 !! ! 
Social(
Media( Video(
Games(

20. Research Findings
1. COLLABORATION, TEAMWORK & INTELLECTUAL CURIOSITY. Significant increases in
collaboration and teamwork competencies, including intellectual curiosity, the ability
to give and receive feedback, and confidence in self-expression and advocacy.
2. IMPROVED ANALYSIS SKILLS & A PREFERENCE FOR QUALITY. Strong media literacy
analysis skills, more selectivity in their media use choices, and a shift towards
high‐quality news sources over entertainment--type news.
3. POSITIVE ATTITUDES TOWARD JOURNALISM. A less apathetic view of news and
journalism, as well as orientation toward journalism careers.
4. CREATIVE AND TECHNICAL SKILLS. The development of media production skills that
involved gathering and synthesizing information, using digital media and technology to
communicate ideas in the format of a broadcast news package, and engaging in cycles
of revision and feedback to polish their work.
5. CIVIC ENGAGEMENT. Increased commitment to civic activism and an interest in civic
engagement activities, particularly ones that are digital and collaborative.

21. 1. COLLABORATION, TEAMWORK
& INTELLECTUAL CURIOSITY
Intellectual Curiosity
I want to learn about all sides of a given issue.
I am curious about ways to solve issues in my community
I often find myself questioning things that I hear or read.
TIME 1
3.08
2.67
3.10
TIME 2 CHANGE
3.31
+.23*
2.97
+.30*
3.33
+.23*

22. TURN OFF & DISCUSS
2. IMPROVED MEDIA ANALYSIS SKILLS
!
 !
!
Reality(
Check(
!
Private(
Gain(
or( What’s(
Public(
Good?( Left(
Out?(
!
Values(
(
Check(
 !! ! 
!
!
Read(
Between(Stereotype( Solutions( Record/Save(
too(
Easy(
for(
Later(
the(
Lines(
Alert(
@!
Off
Newspapers(
Internet(
TV(
! ! ! !
Movies(
Tablets(
Radio(
Comics(
!! ! !
Books(
Music(
Social(
Media( Video(
Games(
MESSAGE AUTHORS PURPOSE TECHNIQUES TARGET AUDIENCE INTERPRETATIONS OMISSION
T1 1.38
1.23
1.43
1.57
1.32
1.72
1.88
T2 1.50*
1.44*
1.69*
1.87*
1.48*
1.72
2.00*
N = 348

23. 2. A PREFERENCE FOR QUALITY INFORMATION
Magazines like “Entertainment Weekly”
or “Sports Illustrated”
TV news programs like "TMZ"
or "SportsCenter”
TIME 1
2.18
2.57
TIME 2
1.91
2.19
CHANGE
-.27*
-.38*

24. 2. A PREFERENCE FOR QUALITY INFORMATION
NPR shows like “All Things Considered”
Or “Morning Editition
PBS News Shows like News Hour
TIME 1
1.38
TIME 2
1.56
1.55
1.72
CHANGE
+.18*
+.17*

25. 3. LESS APATHY TOWARDS NEWS
News and current events
don’t really affect me.
News and journalism doesn’t make
a difference one way or the other.
I don’t really care about news
and current events
TIME 1
2.12
TIME 2
1.90
CHANGE
-.22*
2.04
1.89
-.15*
2.18
2.01
-.17*

26. 4. CREATIVE AND TECHNICAL SKILLS
Gathering and Synthesizing Information
Analyzed videos
70%
Created a story board
65%
Conducted interviews
68%
Fact-checked information
49%
Pitched a news story
54%
Discussed different points of view
53%

27. 3. CREATIVE AND TECHNICAL SKILLS
Using Digital Media to Communicate Ideas
Used a video camera to record visuals
69%
Wrote a script
64%
Performed in front of the camera
65%
Worked behind the scenes in different roles
64%
Logged footage
43%
Edited visuals and sounds
68%
Used images and sounds to tell a story
54%
Posted videos online
38%

28. 3. CREATIVE AND TECHNICAL SKILLS
Using Digital Media to Communicate Ideas
Used a video camera to record visuals
69%
Wrote a script
64%
Performed in front of the camera
65%
Worked behind the scenes in different roles
64%
Logged footage
43%
Edited visuals and sounds
68%
Used images and sounds to tell a story
54%
Posted videos online
38%

29. 4. CREATIVE AND TECHNICAL SKILLS
Engaging in Cycles of Revision and Feedback
Edited reports in response to feedback
38%

30. 5. CIVIC ENGAGEMENT
TIME 1
I will sign an online petition or write a comment
on a website about an issue I care about.
I will blog about an issue I care about.
2.57
2.29
TIME 2
CHANGE
2.87
2.44
+.30*
+.15*

31. Summary of Results
Characteristics of the
Instructional Program
Social & Collaborative
Focus on News and
Current Events
Creative Hands-on
Activities
Reach Authentic
Audiences
Primary Outcomes
Secondary Outcomes
Intellectual Curiosity
Communication
& Technical
Skills
Collaboration & Teamwork
Media Literacy
Analysis Skills
Positive Attitudes towards
News & Journalism
Civic Engagement

32. Questions for Discussion
1. What are the most important characteristics of
media literacy instructional programs that
explore news and journalism?

33. Questions for Discussion
2. What are some of the challenges or limitations
of K-12 programs that explore broadcast news
and journalism?

34. Questions for Discussion
3. What additional learning outcomes or research
questions could be measured in future research?

35. Questions for Discussion
4. How do students and teachers perceive the
advantages of participating in a program like PBS
NewsHour Student Reporting Labs?

36. Questions for Discussion
5. What approaches to professional development are
most effective?

37. Renee Hobbs
hobbs@uri.edu
@reneehobbs
Mary Moen
Mary.Moen@chariho.k12.ri.us
@mary_moen
Katie Donnelly
katie_donnelly@etal.uri.edu
@katestryker
Jonathan Friesem
yonty@my.uri.edu
@yonty