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Newspapers as Teaching Tools for Media Literacy Education: What Makes Teachers Use Newspapers in Their Classrooms?

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Title: Newspapers as Teaching Tools for Media Literacy Education: What Makes Teachers Use Newspapers in Their Classrooms?
Language: English
Authors: Simons, Mathea, Smits, Tom F. H., Janssenswillen, Paul
Source: Educational Media International. 2020 57(4):332-352.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 21
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Secondary Education
Higher Education
Postsecondary Education
Descriptors: Newspapers, Teaching Methods, Media Literacy, Program Effectiveness, Foreign Countries, Elementary School Teachers, Secondary School Teachers, Student Teachers
Geographic Terms: Belgium
DOI: 10.1080/09523987.2020.1848510
ISSN: 0952-3987
Abstract: In many countries stakeholders take initiatives to stimulate students' media literacy, such as (free) distribution of newspapers to teachers, the so-called Newspapers in Education (NiE) programmes. The aim of these initiatives is to promote reading, stimulate interactive ways of teaching and create a generation of critical thinkers and informed citizens. The success and effectiveness of initiatives of this kind depend on how teachers use newspapers as teaching tools in class. In this study we examine the use of a local NiE programme and shed light on its determining factors. 454 Flemish teachers (Belgium) in primary and secondary education and 219 student teachers (Bachelors and Masters) participated in the study, which followed a mixed-methods approach. The results show that if newspapers are (freely) distributed, teachers use them as teaching tools quite intensively as teaching tools. One of the most determining factors is the extent to which teachers use media themselves and work on media creation in their classrooms. This finding indicates that school board members, pedagogical counsellors and teacher educators can support and stimulate NiE programmes by paying explicit attention to these elements, e.g., during pre- and in-service training as well as by focusing on the development of media literacy competencies of teachers.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1282321
Database: ERIC
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  Value: <anid>AN0147857527;5b101dec.20;2021Jan02.03:03;v2.2.500</anid> <title id="AN0147857527-1">Newspapers as teaching tools for media literacy education what makes teachers use newspapers in their classrooms? </title> <p>In many countries stakeholders take initiatives to stimulate students' media literacy, such as (free) distribution of newspapers to teachers, the so-called Newspapers in Education (NiE) programmes. The aim of these initiatives is to promote reading, stimulate interactive ways of teaching and create a generation of critical thinkers and informed citizens. The success and effectiveness of initiatives of this kind depend on how teachers use newspapers as teaching tools in class. In this study we examine the use of a local NiE programme and shed light on its determining factors. 454 Flemish teachers (Belgium) in primary and secondary education and 219 student teachers (Bachelors and Masters) participated in the study, which followed a mixed-methods approach. The results show that if newspapers are (freely) distributed, teachers use them as teaching tools quite intensively as teaching tools. One of the most determining factors is the extent to which teachers use media themselves and work on media creation in their classrooms. This finding indicates that school board members, pedagogical counsellors and teacher educators can support and stimulate NiE programmes by paying explicit attention to these elements, e.g., during pre- and in-service training as well as by focusing on the development of media literacy competencies of teachers.</p> <p>Keywords: Newspapers; media literacy; media education; teaching tools; teacher education</p> <hd id="AN0147857527-2">Promoting media literacy through newspapers in education (NiE) programmes</hd> <p>Promoting media literacy in students is part of the pedagogical mission of education. Media literacy education comprises two aspects. On the one hand, teachers are faced with the challenge of having their students make use of media actively and creatively, within and outside school, as well as reflect critically on the impact of media in society (critical thinking, citizenship education). On the other hand, teachers need to foster reading, strengthen reading skills and increase literacy and knowledge of current affairs in students. In order to help teachers to achieve these goals, stakeholders take initiatives to promote the use of media in education. Such an initiative is the free supply of newspapers, also known as the Newspapers in Education (NiE) programmes. Today, more than 52 countries have such programmes (Claes & Quintelier, [<reflink idref="bib5" id="ref1">5</reflink>]; Steen, [<reflink idref="bib22" id="ref2">22</reflink>]), intending to make young people more familiar with current affairs, and to stimulate interactive ways of teaching to attain the goals that are often specified for civic education (Claes & Quintelier, [<reflink idref="bib5" id="ref3">5</reflink>]; Huerta & Jozwiak, [<reflink idref="bib10" id="ref4">10</reflink>]; Raeymaeckers et al., [<reflink idref="bib16" id="ref5">16</reflink>]). These programmes, moreover, proclaim the firm intention to create a generation of critical thinkers and informed citizens (Amadeo et al., [<reflink idref="bib2" id="ref6">2</reflink>]; Steen, [<reflink idref="bib22" id="ref7">22</reflink>]).</p> <p>Previous research into NiE programmes reports several kinds of effects that are generally very positive (Claes & Quintelier, [<reflink idref="bib5" id="ref8">5</reflink>]). Teachers who participated in NiE programmes respond in a more positive way to newspapers or other media. Likewise, they appear to become more positive about news coverage and about the use of newspapers as teaching tools (Raeymaeckers, [<reflink idref="bib15" id="ref9">15</reflink>]; Raeymaeckers et al., [<reflink idref="bib17" id="ref10">17</reflink>], [<reflink idref="bib18" id="ref11">18</reflink>]; Segers & Bauwens, [<reflink idref="bib20" id="ref12">20</reflink>]; Simons et al., [<reflink idref="bib21" id="ref13">21</reflink>]). NiE programmes also stimulate teachers to use new, interactive ways of teaching (Abbott, [<reflink idref="bib1" id="ref14">1</reflink>]).</p> <p>Stakeholders tend to invest a great deal of money in this type of initiatives. For instance, in Flanders (the northern part of Belgium with a population of 6 million inhabitants) the government invests 1.2 million euros in the NiE programme every year (Diependaele, [<reflink idref="bib7" id="ref15">7</reflink>]). Their success, however, depends particularly on the teachers involved. The compatibility between initiatives to promote media literacy in education and existing teacher beliefs about the importance of and the possibility to use newspapers as teaching tools as well as about their own competencies in the field determine whether these initiatives are accepted and successful. As is the case with other educational innovations, existing beliefs function as a filter through which teachers evaluate these initiatives (Pajares, [<reflink idref="bib14" id="ref16">14</reflink>]). Therefore it is important for policy makers and stakeholders to gain insight in the use that teachers actually make of NiE during their lessons and to get a clearer view on the key factors that determine the programmes' use.</p> <hd id="AN0147857527-3">Research questions</hd> <p>This article aims to answer the following research questions (RQ) regarding the current offer of NiE programmes: "To what extent do teachers use newspapers (and other NiE materials) as teaching tools (RQ1)?" and "Which are the factors that determine their use (RQ2)?"</p> <p>Research into teachers' use of Newspapers in Education may not only contribute to gaining insight into the type of supply of newspapers and the required support for teachers, it may also inform stakeholders (i.e. school boards, pedagogical support services, teacher education programmes) on determining factors (i.e. factors to which they can subsequently respond within their organization).</p> <hd id="AN0147857527-4">Research context: the KIK programme (Kranten in de Klas)</hd> <p>Newspapers in Education (abbreviated in Dutch as KiK – <emph>Kranten in de Klas</emph>, and renamed into <emph>Nieuws in de Klas</emph> since October 2018) is the media education programme of the Flemish News Media and is supported by the Flemish Minister of Media. Since the 2003–2004 school year the programme offers schools and teachers of the last years of primary education and throughout secondary education a free newspaper package containing seven different national newspapers in the course of two subsequent school weeks (10 days). In addition, KiK provides didactic support by means of digital info, a lesson database and an online tool to create newspapers. Since the 2012–2013 school year, the programme also provides digital materials and digital newspapers. Accessible with a personal code, the digital press database Gopress and digital newspaper packages can be consulted and/or used in class.</p> <p>The programme is funded by the Flemish government. Each year more than 1.6 million newspapers and more than 300,000 digital newspapers are distributed to 175,000 students (i.e. 6,800 class groups), of which 58% in secondary education, 36% in primary education, 4% in adult education, 1% in higher education, and 1% in other types of education (Nieuwsmedia, [<reflink idref="bib13" id="ref17">13</reflink>]). As compared to other NiE programmes, KiK aims at stimulating critical media use among young people by increasing their global knowledge, their information literacy and media literacy. At the same time, KiK wants to promote reading (Nieuwsmedia, [<reflink idref="bib13" id="ref18">13</reflink>]). Therefore, KiK can be considered an educational programme that builds bridges between education, media and society.</p> <p>The programme is regularly evaluated, internally as well as externally. By means of internal evaluations, the providers gauge the satisfaction of participating teachers and students. The results of these surveys are mainly used to improve the programme itself (newspaper delivery, services, etc.). In addition to these internal evaluations, KiK has been externally evaluated six times already. In some studies, the focus was on students' and teachers' attitudes and on perceptions of the programme, i.e. to what extent can KiK contribute to an increased interest in newspapers and reading newspapers? (Raeymaeckers et al., [<reflink idref="bib18" id="ref19">18</reflink>]). Other studies focused on the concrete use of the KiK materials during lessons, but also on how KiK can be used more efficiently to promote media literacy (Vandenbrande, [<reflink idref="bib24" id="ref20">24</reflink>]). Next to this externally funded research, KiK was also the (indirect) object of other research. For example, Claes and Quintelier ([<reflink idref="bib5" id="ref21">5</reflink>]) carried out a quantitative study into the learning effects of KiK. They found that participating students follow up current affairs more frequently and demonstrate a slightly higher knowledge of politics.</p> <p>All evaluations show that teachers are very satisfied with the supply and use of the KiK programme. KiK has a loyal audience: more than 50% of the respondents had participated more than three times already. Teachers confirm that, thanks to the programme, they notice in their students a more positive attitude towards newspapers and a higher level of media literacy.</p> <p>So far, however, the research has not focused on the concrete use of newspapers as teaching tools nor on the determining factors of their use by teachers. In this article, we will therefore focus on these research questions allowing stakeholders to get a better insight into the use of newspapers as teaching tools, and critical factors that determine this practice.</p> <hd id="AN0147857527-5">Research design</hd> <p></p> <hd id="AN0147857527-6">Participants</hd> <p>In order to answer the research questions, two respondent groups were involved in the research: both teachers and student teachers were questioned. It was decided to also involve student teachers because we can expect them to have a different profile in terms of openness to digital newspapers, which might have an impact on their (future) use of newspapers as teaching tools in the classroom (Cakir et al., [<reflink idref="bib4" id="ref22">4</reflink>]).</p> <hd id="AN0147857527-7">Teachers</hd> <p>The teachers were identified on the basis of the distribution lists of the KiK programme. We opted to use the entire group and not to make a sample selection, since the response to a web survey is by definition lower ‒ generally around 10% (Dijkstra & Van der Zouwen, [<reflink idref="bib8" id="ref23">8</reflink>]; Fan & Yan, [<reflink idref="bib9" id="ref24">9</reflink>]). We registered a response of 461 teachers (13.7%). The total number of "usable" respondents in the sample was 454, including teachers of primary as well as secondary education. Table 1 provides an overview of the profile of this first respondent group compared to the complete (Flemish) teacher population, based on the official data of the Ministry of Education (Ministerie van Onderwijs en Vorming, [<reflink idref="bib12" id="ref25">12</reflink>]), to give an idea of the representativeness of the respondent group.</p> <p>Table 1. Profile of respondent group 1 – teachers</p> <p> <ephtml> <table><thead><tr><td /><td>Respondent Group: Teachers</td><td>(Flemish) Teacher Population</td></tr><tr><td>N = 454</td><td>%</td><td /></tr></thead><tbody><tr><td><bold>Gender</bold><list list-type="Bullet"><list-item><p>female</p></list-item><list-item><p>male</p></list-item></list></td><td>313 137</td><td>69.4% 30.6%</td><td>72.9% 27.1%</td></tr><tr><td><bold>Education level</bold><list list-type="Bullet"><list-item><p>primary education</p></list-item><list-item><p>secondary education</p></list-item></list></td><td>169 233</td><td>37.2% 51.3%</td><td>37.5% 52.5%</td></tr><tr><td><bold>Age</bold><list list-type="Bullet"><list-item><p>20–29</p></list-item><list-item><p>30-39</p></list-item><list-item><p>40–49</p></list-item><list-item><p>50-59</p></list-item><list-item><p>+60</p></list-item></list></td><td>33 106 142 117 10</td><td>8.1% 26% 34.8% 28.7% 2.5%</td><td>15.7% 29.1% 24.8% 26.2% 4.1%</td></tr></tbody></table> </ephtml> </p> <p>In comparison with the (Flemish teacher) population, it appears that the gender distribution is adequate. Furthermore, the representation of the education levels (i.e. primary and secondary education) is also suitable. We see a slight underrepresentation of the youngest age group and a slight overrepresentation of the 40–49 age group, although without being problematic.</p> <hd id="AN0147857527-8">Student teachers</hd> <p>Student teachers were identified on the basis of direct contact with teacher educators of colleges of higher education and universities. 219 student teachers answered the survey. Table 2 provides an overview of their profile. In the colleges, we questioned third-year students (= last year of their teacher education programme). At the universities the student teachers have obtained a Master's degree prior to their teacher education which serves to attain the extra teacher degree. As all surveyed student teachers have a subject-specific profile (i.e. behavioural sciences, cultural sciences, Dutch (mother tongue), social sciences – subjects in which the KiK programme is generally applied), assessing the representativeness of the respondent group compared to the whole student teacher population is not possible.</p> <p>Table 2. Profile of respondent group 2 – Student teachers</p> <p> <ephtml> <table><thead><tr><td /><td>Respondent Group: Student Teachers</td></tr><tr><td>N = 219</td><td>%</td></tr></thead><tbody><tr><td><bold>Gender</bold><list list-type="Bullet"><list-item><p>female</p></list-item><list-item><p>male</p></list-item></list></td><td>177 42</td><td>80.8% 19.2%</td></tr><tr><td><bold>Age</bold><list list-type="Bullet"><list-item><p>20</p></list-item><list-item><p>20–29</p></list-item><list-item><p>30-39</p></list-item><list-item><p>40–49</p></list-item><list-item><p>50-59</p></list-item><list-item><p>+60</p></list-item></list></td><td>1 191 9 3 1 0</td><td>0.5% 93.1% 4.4% 1.5% 0.5% 0%</td></tr><tr><td><bold>Teacher education programme</bold><list list-type="Bullet"><list-item><p>Bachelor primary education</p></list-item><list-item><p>Bachelor secondary education</p></list-item><list-item><p>Academic teacher education programme (Post-Master)</p></list-item></list></td><td>55 121 40</td><td>25.1% 56.0% 18.3%</td></tr></tbody></table> </ephtml> </p> <p>The table shows that more female than male student teachers participated in the survey, which corresponds to the gender distribution in teacher education in Flanders (Ministerie van Onderwijs en Vorming, [<reflink idref="bib12" id="ref26">12</reflink>]). The average age of the respondents is 23.4 years (SD = 4.43). The 20–29 age group represents 93.1% of the sample, which comes as no surprise, taking into account that most student teachers take teacher education between the age of 18 and 22. 6.3% of the respondents are older than the regular target group.</p> <p>As far as the teacher education programme of students is concerned, we observe a larger number of respondents from the Bachelor's programme compared to the Academic teacher education programme, which also corresponds to their share in the global population of student teachers in Flanders (Ministerie van Onderwijs en Vorming, [<reflink idref="bib12" id="ref27">12</reflink>]).</p> <hd id="AN0147857527-9">Method</hd> <p>A web survey was developed and made available through Evasys. A first stage saw the development of the research instrument for teachers. This survey was used as a basis for the student teacher survey in order to allow maximum comparison between both respondent groups. Prior to the research itself, a short pilot with three teachers and three student teachers took place to check whether instructions were clear and the required completion time feasible.</p> <p>The research instrument covered three parts: (<reflink idref="bib1" id="ref28">1</reflink>) education and media profile of the respondent; (<reflink idref="bib2" id="ref29">2</reflink>) prior experience with the NiE programme and (<reflink idref="bib3" id="ref30">3</reflink>) experience with teaching media literacy and reading skills.</p> <hd id="AN0147857527-10">Part 1 – educational and media profile</hd> <p>In order to describe and explain the current (and future) use of the NiE programme, a number of underlying variables had to be mapped. In addition to a number of personal and education-related characteristics (gender, age, education level, subjects), we also assessed the respondents' competencies in the fields of media literacy and reading education, as well as their attitudes towards media and their use in the classroom.</p> <p>In order to question the respondents' competencies in the field of media literacy, we started from three clusters of media literacy competencies: using media, understanding media and creating media. Using media refers to competencies reflecting the technical-instrumental use of media, Understanding media to analysis, evaluation and reflection on media content and Creating media to competencies related to the creation and the communication of media messages. For the development and validation study of this scale, see Authors ([<reflink idref="bib3" id="ref31">3</reflink>]). Each of them was assessed on a 5-point Likert scale. See the examples in Table 3 the following table:</p> <p>The same method was used to map competencies in the field of reading education, i.e. the use of specific reading strategies. Table 4 presents some sample statements.</p> <p>Table 3. Sample items – personal media literacy competencies</p> <p> <ephtml> <table><thead><tr><td>To what extent do the following statements apply to you?</td><td>Totally disagree</td><td /><td>Totally agree</td></tr></thead><tbody><tr><td>Using Media <list list-type="Bullet"><list-item><p>I handle classic tools well. (e.g., computer, projector)</p></list-item></list> Understanding Media <list list-type="Bullet"><list-item><p>I am aware of the effects of media. (e.g., influence of purchase behaviour, unwanted effects such as hate and addiction)</p></list-item></list> Creating Media <list list-type="Bullet"><list-item><p>I create my own media content (e.g., to write an article, to do a photo or video session, to create a blog)</p></list-item></list></td><td>1 1 1</td><td>2 2 2</td><td>3 3 3</td><td>4 4 4</td><td>5 5 5</td></tr></tbody></table> </ephtml> </p> <p>Table 4. Sample items – personal reading competencies</p> <p> <ephtml> <table><thead><tr><td>To what extent do the following statements apply to you?</td><td>Totally disagree</td><td /><td>Totally agree</td></tr></thead><tbody><tr><td><list list-type="Bullet"><list-item><p>When reading, I consciously and/or unconsciously use reading strategies (e.g., skimming, scanning, reading titles and subtitles).</p></list-item><list-item><p>When reading texts with multimedia elements (hyperlinks), I deal with them in a systematic way.</p></list-item></list></td><td>1 1</td><td>2 2</td><td>3 3</td><td>4 4</td><td>5 5</td></tr></tbody></table> </ephtml> </p> <p>To draw the respondents' profile as concerns news consumption, both the frequency with which they keep abreast of current events was gauged as well as the carrier (from more traditional to more innovative) used for this purpose (please see Table 5).</p> <p>The extent to which a more digitally oriented supply of newspapers can be successful is partly determined by the attitude (student) teachers adopt to the use of (more) innovative carriers or learning materials in the classroom. A validated scale to map this variable was not readily available. Therefore, we decided to develop our own set of items based on the Technology Acceptance Model (TAM) (Davis, [<reflink idref="bib6" id="ref32">6</reflink>]). Although not very recent, this model is frequently used in educational studies and assumes that a new technology is only accepted and used by teachers if they see its usefulness and ease of use (Lee et al., [<reflink idref="bib11" id="ref33">11</reflink>]; Teo et al., [<reflink idref="bib23" id="ref34">23</reflink>]). In the survey, we split technology into two groups, traditional and innovative tools, which led to the scale presented in Table 6.</p> <p>We combined these items with an attitude scale on ICT integration in education (Sang et al., [<reflink idref="bib19" id="ref35">19</reflink>]). The items give an idea of the advantages the use of innovative carriers entails in terms of learning efficiency, motivation and differentiation (see Table 7).</p> <hd id="AN0147857527-11">Part 2 – (Prior) experience with the NiE programme</hd> <p>This part of the survey mapped the respondents' experience with NiE programmes according to the number of school years, the frequency of use, the sources used (newspapers on paper, digital newspapers, supporting tools) and their overall satisfaction.</p> <hd id="AN0147857527-12">Part 3 – Experience with media literacy education and reading skills in the classroom</hd> <p>In this part of the survey, the respondents were asked to specify to what extent they work with their students on the different clusters of media literacy competencies on the one hand and on reading comprehension on the other. Each time they were asked to indicate whether they used the NiE (i.e. KiK) programme for this purpose. After all, it is possible that a teacher works on media literacy competencies without the aid and tools of the NiE programme. An example is offered in Table 8.</p> <p>Table 5. Sample items – personal news consumption</p> <p> <ephtml> <table><thead><tr><td>How often do you use the following tools in order to follow-up current affairs?</td><td>Never</td><td /><td>Very often</td></tr></thead><tbody><tr><td><list list-type="Bullet"><list-item><p>Radio</p></list-item><list-item><p>Television</p></list-item><list-item><p>Newspapers (on paper)</p></list-item><list-item><p>Digital newspapers</p></list-item><list-item><p>Magazines</p></list-item><list-item><p>Websites of newspapers</p></list-item><list-item><p>Websites of television channels</p></list-item><list-item><p>Alternative media (e.g., Newsmonkey, Apache.be)</p></list-item><list-item><p>Social media (Facebook, Twitter, Instagram)</p></list-item><list-item><p>News applications for smartphone or tablet</p></list-item></list></td><td>1 1 1 1 1 1 1 1 1 1</td><td>2 2 2 2 2 2 2 2 2 2</td><td>3 3 3 3 3 3 3 3 3 3</td><td>4 4 4 4 4 4 4 4 4 4</td><td>5 5 5 5 5 5 5 5 5 5</td></tr></tbody></table> </ephtml> </p> <p>Table 6. Sample items – Attitude towards media</p> <p> <ephtml> <table><thead><tr><td /><td>Totally disagree</td><td /><td>Totally agree</td></tr></thead><tbody><tr><td><list list-type="Bullet"><list-item><p>I handle classic tools well (e.g., computer, projector).</p></list-item></list></td><td>1</td><td>2</td><td>3</td><td>4</td><td>5</td></tr><tr><td><list list-type="Bullet"><list-item><p>I handle innovative tools well (e.g., tablets, smartphones, digiboard).</p></list-item></list></td><td>1</td><td>2</td><td>3</td><td>4</td><td>5</td></tr><tr><td><list list-type="Bullet"><list-item><p>I find it useful to integrate classic tools in my lessons (e.g., computer, projector).</p></list-item></list></td><td>1</td><td>2</td><td>3</td><td>4</td><td>5</td></tr><tr><td><list list-type="Bullet"><list-item><p>I find it useful to integrate innovative tools in my lessons (e.g., tablets, smartphones, digiboard).</p></list-item></list></td><td>1</td><td>2</td><td>3</td><td>4</td><td>5</td></tr></tbody></table> </ephtml> </p> <p>Table 7. Sample items – Attitude towards media in education</p> <p> <ephtml> <table><thead><tr><td>The use of innovative carriers (e.g., tablets, smartphones) in class</td><td>Totally disagree</td><td /><td>Totally agree</td></tr></thead><tbody><tr><td><list list-type="Bullet"><list-item><p>offers opportunities to improve learning outcomes.</p></list-item><list-item><p>increases student motivation.</p></list-item></list></td><td>1 1</td><td>2 2</td><td>3 3</td><td>4 4</td><td>5 5</td></tr></tbody></table> </ephtml> </p> <p>Table 8. Sample items – Working on media literacy in the classroom</p> <p> <ephtml> <table><thead><tr><td>UNDERSTANDING MEDIA</td><td>I work on this competency during my lessons.</td><td>In order to do so, I use the NiE programme</td></tr><tr><td>Totally disagree</td><td /><td>Totally agree</td></tr></thead><tbody><tr><td><list list-type="Bullet"><list-item><p>Students learn to understand their own media behaviour (e.g., copyright and illegal downloads, risky media behaviour).</p></list-item></list></td><td>1</td><td>2</td><td>3</td><td>4</td><td>5</td><td>Yes</td><td>No</td></tr></tbody></table> </ephtml> </p> <p>Table 9. Sample items – Effectiveness of the NiE programme</p> <p> <ephtml> <table><thead><tr><td /><td>Totally disagree</td><td /><td>Totally agree</td></tr></thead><tbody><tr><td><list list-type="Bullet"><list-item><p>By using the NiE programme during my lessons, the students use media in a better way.</p></list-item></list></td><td>1</td><td>2</td><td>3</td><td>4</td><td>5</td></tr><tr><td><list list-type="Bullet"><list-item><p>By using the NiE programme during my lessons, the students use media more frequently.</p></list-item></list></td><td>1</td><td>2</td><td>3</td><td>4</td><td>5</td></tr></tbody></table> </ephtml> </p> <p>Table 10. Frequency of NiE use</p> <p> <ephtml> <table><thead><tr><td>Frequency of use</td><td>Sample</td><td>Teachers using NiE materials <italic>only</italic> during the NiE weeks</td><td>Teachers using NiE materials during the whole school year</td></tr><tr><td /><td>n = 446</td><td>%</td><td>n = 288</td><td>64.5%</td><td>n = 157</td><td>35.5%</td></tr></thead><tbody><tr><td><list list-type="Bullet"><list-item><p>the full two weeks (10 days)</p></list-item><list-item><p>1 full week (5 days)</p></list-item><list-item><p>maximum 5 days</p></list-item><list-item><p>maximum 3 days</p></list-item><list-item><p>none</p></list-item></list></td><td>327 43 31 37 8</td><td><bold>73.3%</bold> 9.6% 6.9% 8.3% 1.8%</td><td>218 26 17 23 4</td><td>75.7% 9% 5.9% 8.0% 1.4%</td><td>109 17 14 14 4</td><td>69% 10.9% 8.9% 8.9% 2.5%</td></tr></tbody></table> </ephtml> </p> <p>Table 11. Frequency of NiE use beyond NiE weeks</p> <p> <ephtml> <table><thead><tr><td>How often do you work with the NiE materials outside the NiE weeks? Outside of these weeks:</td><td>Sample</td></tr></thead><tbody><tr><td /><td>n = 157</td><td>%</td></tr><tr><td><list list-type="Bullet"><list-item><p>1 to 2 times during the school year</p></list-item><list-item><p>once per trimester</p></list-item><list-item><p>once per month</p></list-item><list-item><p>once a week</p></list-item><list-item><p>several times a week</p></list-item></list></td><td>35 33 52 27 10</td><td>22.3% 21% <bold>33.1%</bold> 17.2% 6.4%</td></tr></tbody></table> </ephtml> </p> <p>Table 12. NiE use in teacher education and field experiences</p> <p> <ephtml> <table><thead><tr><td>NiE use in teacher education</td><td>n = 219</td><td>%</td></tr></thead><tbody><tr><td><list list-type="Bullet"><list-item><p>No</p></list-item><list-item><p>Yes. it was mentioned</p></list-item><list-item><p>Yes. I have learned to use it</p></list-item></list></td><td>132 76 11</td><td><bold>60.3%</bold> 34.7% 5.0%</td></tr><tr><td>NiE use in field experiences</td><td>n = 217</td><td><bold>%</bold></td></tr><tr><td><list list-type="Bullet"><list-item><p>No</p></list-item><list-item><p>Yes. once</p></list-item><list-item><p>Yes. twice to five times</p></list-item><list-item><p>Yes. more than five times</p></list-item></list></td><td>192 17 6 2</td><td><bold>88.5%</bold> 7.8% 2.8% 0.9%</td></tr></tbody></table> </ephtml> </p> <p>Table 13. Sources (student) teachers use in NiE lessons</p> <p> <ephtml> <table><thead><tr><td /><td>Teachers</td><td>Student Teachers</td></tr><tr><td>Sources</td><td>n = 445</td><td>%</td><td>n = 25</td><td>%</td></tr></thead><tbody><tr><td>Exclusively NiE materials:</td><td><list list-type="Bullet"><list-item><p>(Delivered) newspapers</p></list-item><list-item><p>Student handouts with exercises</p></list-item><list-item><p>Newspaper Makera</p></list-item><list-item><p>Database with lesson plans</p></list-item><list-item><p>Lessons for the interactive whiteboard (IWB lessons)</p></list-item><list-item><p>Board books</p></list-item><list-item><p>KiK-quiz</p></list-item><list-item><p>Digital newspaper via GoPress</p></list-item></list></td><td>406 229 80 115 84 50 100 105</td><td><bold>91.2%</bold><bold>51.5%</bold> 18.0% <bold>25.8%</bold> 18.9% 11.2% <bold>22.5%</bold><bold>23.6%</bold></td><td>20 9 8 4 3 2 3 3</td><td>80% 36% <bold>32%</bold> 16% 12% 8% 12% 12%</td></tr><tr><td /><td>n = 240</td><td>%</td><td>n = 10</td><td>%</td></tr><tr><td>Other sources:</td><td><list list-type="Bullet"><list-item><p>Self-made handouts</p></list-item><list-item><p>News sites from the newspapers of the NiE programme</p></list-item><list-item><p>Alternative news sites</p></list-item><list-item><p>Social media</p></list-item><list-item><p>News apps</p></list-item></list></td><td>205 137 25 26 44</td><td><bold>85.4%</bold><bold>57.1%</bold> 10.4% 10.8% 18.3%</td><td>10 5 0 2 2</td><td>100% 50% 0% 20% 20%</td></tr></tbody></table> </ephtml> </p> <p>1 aNewspaper Maker is an online tool which makes it possible to make your own newspapers (krantenmaker.be).</p> <p>Table 14. Carriers teachers use during NiE lessons</p> <p> <ephtml> <table><thead><tr><td /><td>Teachers</td><td>Student Teachers</td></tr><tr><td>Carriers</td><td>n = 454</td><td>%</td><td>n = 25</td><td>%</td></tr></thead><tbody><tr><td><list list-type="Bullet"><list-item><p>Newspapers (on paper)</p></list-item><list-item><p>Tablets</p></list-item><list-item><p>PC and projector</p></list-item><list-item><p>Interactive Whiteboard (IWB)</p></list-item><list-item><p>Computers (per individual student e.g., in computer class)</p></list-item><list-item><p>Smartphones</p></list-item><list-item><p>Other</p></list-item></list></td><td>439 67 244 131 234 19 0</td><td><bold>96.7%</bold> 14.8% <bold>53.7%</bold> 28.9% <bold>51.5%</bold> 4.2% 0%</td><td>25 5 15 8 9 1 0</td><td><bold>100%</bold> 20% <bold>60%</bold> 32% 36% 4% 0%</td></tr></tbody></table> </ephtml> </p> <p>Table 15. Variables that influence participation in the NiE programme</p> <p> <ephtml> <table><thead><tr><td /><td>NiE use (dependent variable)</td></tr><tr><td /><td>β</td><td>T</td><td>p</td></tr></thead><tbody><tr><td>Characteristics – Age</td><td>.143</td><td>2.26</td><td>.024</td></tr><tr><td>Competencies – Own media use</td><td>.179</td><td>2.46</td><td>.014</td></tr><tr><td>News consumption – Carrier</td><td>−.119</td><td>−1.76</td><td>.079</td></tr><tr><td>Attitude towards innovative carriers</td><td>−.147</td><td>−1.67</td><td>.095</td></tr><tr><td>Media creation in the classroom</td><td>.224</td><td>3.54</td><td>.000</td></tr></tbody></table> </ephtml> </p> <p>The respondents were then asked to estimate the effect of the use of the NiE programme on the acquisition of each competence. For each cluster of competencies (Using Media, Understanding Media, Creating Media, and Reading Comprehension), the respondents evaluated whether the use of the NiE programme had improved these competencies, as the examples in Table 9 illustrate.</p> <p>The student teacher survey was almost the same as the survey used for teachers. In Part 2 (Prior experience with the NiE programme), student teachers were asked if they had already heard of the NiE programme and used it in teacher education and/or field experiences. In Part 3, the same competencies were assessed. The use of the NiE programme was not addressed as this was thought to be too abstract for them.</p> <p>The <emph>Evasys</emph> programme makes it possible to analyse the data with various software applications. We started with descriptive statistics in SPSS (to answer RQ1) and subsequently mapped correlations and causal effects by means of analysis of variance and regression analysis. Next, in order to answer RQ2, we searched for a global explanatory model by using Structural Equation Modelling (SEM) via AMOS for SPSS.</p> <hd id="AN0147857527-13">Results</hd> <p></p> <hd id="AN0147857527-14">RQ 1: Use of the NiE programme</hd> <p>Research question 1 asks: "To what extent do teachers use newspapers (and NiE materials) as teaching tools?" We will successively report on the (global) satisfaction of the respondents with the NiE programme, the frequency and the type of use – with specific attention to the sources and carriers. These questions are answered primarily on the basis of the teachers' data and will be complemented, whenever relevant, with results from the student teachers. Any results assessed as striking will be bold-faced in the tables.</p> <hd id="AN0147857527-15">Overall satisfaction of the NiE programme</hd> <p>The teachers are satisfied (50.4%) to very satisfied (33.6%) with the NiE programme. They give an overall average score of 4.5 out of 5 (SD = 0.82). One teacher out of four says they use the NiE materials to bring current events into the classroom and more than half of the teachers (55.2%) see NiE materials as necessary tools in order to work on media literacy in the classroom. Using NiE appears to be related to its ease of use. The survey shows that the materials are relatively easy to use, although 55.7% of the respondents feel the need to adapt the materials to their specific student group.</p> <hd id="AN0147857527-16">Frequency of use of the NiE materials</hd> <p>More than half of the teachers (51%) appear to be experienced NiE users; they have been working with the programme materials for more than five years. Of more than one out of three respondents the experience reaches back three to five years, and only a small group of respondents (6.4%) has only used NiE once.</p> <p>The largest group of teachers work with the newspapers and the NiE programme in the course of the (two) weeks in which they receive the printed papers (64.5%). Still, it is noticeable that 35.5% say that they also use the materials at other times throughout the school year. During the weeks they receive the newspapers, the respondents use them in their classes (very) frequently. Table 10 sheds light on the use of the NiE materials and gives more details on its frequency by the group of teachers that use NiE only during the two weeks they receive newspapers in print and the group that uses the material all through the year.</p> <p>The largest group of teachers (73.3%) indicate that they work with the NiE materials during the two NiE weeks. Within the group that uses the NiE materials only during the NiE weeks, this percentage is even slightly higher. Eight respondents (1.8%) say they do not actually use any NiE materials.</p> <p>An important group of teachers also work with the NiE materials beyond the two weeks period (n = 157; 35.5%). Table 11 shows how frequently they do so.</p> <p>The table shows that these teachers use NiE materials frequently and on a regular basis. Within this group, 33.1% report to use the NiE materials once a month; while more than one teacher out of five uses the materials (more than) once a week.</p> <p>In the group of teachers who have been using the NiE materials for two years or more (n = 387; 85.2%), the largest group (n = 305; 78.8%) states that their use of the NiE materials has increased during the years, mainly because they evaluate the materials as interesting for their students. Motives are diverse, but mainly refer to the importance of news coverage in the classroom, motivational factors, and the importance of teaching media literacy.</p> <p>Teachers find it important to bring current affairs into the classroom but also to keep their lessons up-to-date. They believe that NiE materials are an excellent tool to attain these objectives. Moreover, a large number of teachers observe that their pupils are motivated and enjoy working with the NiE newspapers. Teachers also say that their use of the materials has increased because the programme allows them to work specifically on media literacy competencies ‒ not only in regular class groups, but also with children with special needs: "<emph>It is a real challenge to stimulate media literacy in our special needs students pupils and to learn them to filter information correctly because they are highly impressionable. The KiK materials help us to achieve this goal</emph>" (respondent teacher survey).</p> <p>Student teachers observe that in teacher education the NiE materials are not frequently used. Less than half of them heard about it during their teacher education programme, mostly in a passive way, and only 5% of them learned to work with the materials.</p> <p>Table 12 shows that the permeation of NiE materials in teacher education is low. A little more than one student teacher out of ten has worked with the NiE materials during field experiences; almost 4% of them used the materials twice or more. All student teachers who used the materials either during teacher education or during field experiences (n = 35) are satisfied with the programme and its materials.</p> <p>Almost all of them say that they would like NiE materials for their future lessons (92%). From the analysis of the open question that sounded out the reasons for their enthusiasm, it appears that the student teachers mainly report the usefulness of the NiE programme (112 coded excerpts). A total of 78 coded excerpts specify this: the fact that the materials bring news events into the classroom (<reflink idref="bib29" id="ref36">29</reflink>) along with the possibility to work on one or more competencies of media literacy (<reflink idref="bib31" id="ref37">31</reflink>). A smaller part of the student teachers think that the materials can motivate their pupils (<reflink idref="bib13" id="ref38">13</reflink>) and make a welcome change.</p> <hd id="AN0147857527-17">Type of use</hd> <p>Apart from its frequency, the use of NiE materials is determined by the sources (a.) teachers recur to and the carriers (b.) that teachers prefer for in-class activities.</p> <p> <emph>a. Sources</emph>. Teachers who work with NiE can use the dedicated materials (the delivered newspapers, the data base with the lesson plans, etc.), but they can also use other sources (e.g., social media, (alternative) news sites, news apps, etc.)</p> <p>Almost half of the teachers (46.1%) only work with the NiE materials, the other half (53.9%) use both the materials and other sources. Table 13 gives an overview of these NiE/other sources. Although the number of student teachers who had already worked with any of the materials is small, they have been included.</p> <p>It is not surprising that the printed newspapers are used by almost all teachers. The student handouts with exercises provided by the NiE programme are employed by more than half of the respondents. Digital (GoPress) newspapers appear to be adopted by almost one teacher out of four, which may indicate a trend towards digitalization. More than one teacher out of five plays the KiK quiz in class. The other tools (board books, IWB lessons, Newpaper Maker tool) are also used by more than one teacher out of ten.</p> <p>The group of teachers who recur to other materials, in addition to the NiE materials, primarily use their personal handouts. More than half of them also surfs to the news sites of the delivered newspapers. News apps, alternative news sites and social media have lower usage, though they also find their way to the classroom (with a (limited) group of teachers).</p> <p>Within the (small) group of student teachers who had used NiE materials during their field experiences (n = 25, 11.5%), just over half only used the NiE materials; the other half also used other sources. A large group worked with the newspapers. The fact that this percentage is lower than with the teachers is not surprising because field internships do not necessarily coincide with the weeks in which newspapers are delivered to schools. More than one student teacher out of three took full advantage of the NiE student handouts with exercises and of Newspaper Maker. As far as the use of Newspaper Maker is concerned, student teachers differ from teachers, who use this tool much less. We see the opposite for the lesson plan database which is recurred to by 16% of the student teachers ‒ 10% less than among teachers.</p> <p>Within the (even smaller) group of student teachers who also used other sources in class (n = 10), self-made handouts and the newspapers' websites were mainly used. They also seem to bring in social media and news apps more often, but numbers are too small in order to substantiate this statement.</p> <p> <emph>b. Carriers</emph>. In addition to the sources used during NiE classes, the carrier plays a role too. Do teachers and student teachers stimulate digital reading and learning by using (innovative) carriers themselves in their classes?</p> <p>Table 14 shows that teachers and student teachers la0rgely use the same carriers for NiE lesson, i.e. the print version of the newspapers from the programme. Next, a distinction can be made between rather traditional and innovative carriers. More traditional carriers such as PC and projector or computers in computer rooms are used by just over half of the respondents. Yet innovative carriers are clearly present as well. The IWB is involved in almost one out of three of the respondents' classes and nearly 15% use tablets. Smartphones are not often used in NiE lessons: less than 5% of the respondents say they do so.</p> <hd id="AN0147857527-18">RQ 2: explanatory factors for participation in the NiE programme</hd> <p>Research question 2 states: "Which are the factors that determine the use of the NiE programme by teachers?" Based on the web survey, we identified a range of variables that could explain NiE classes. In addition to personal (e.g., gender, age) and educational characteristics (e.g., education level, type of education (Flanders has three educational networks with their particular pedagogical project, but all represent subsidized public schools)), the respondents' competencies in the field of media literacy were mapped, as well as their news consumption and their attitude towards innovative carriers. Furthermore, variables that reflect media literacy education, teaching reading comprehension and current events education were identified.</p> <p>In order to explain NiE use in the classroom, we developed the following theoretical model, composed of the dependent variable (NiE use) and the aforementioned independent variables.</p> <p>PHOTO (COLOR): Figure 1. NiE use – Theoretical explanatory model</p> <p>In order to verify the influence of the independent variables on the (dependent) variable (NiE use), we performed regression analyses and examined the significance of the independent variables.</p> <p>A model including all independent variables explains the use of the NiE programme in a significant way (F (<reflink idref="bib16" id="ref39">16</reflink>, 233) = 2.18, p <.01, R2 = 0.07). Collinearity between the independent variables is adequate. Table 15 provides an overview of the variables that have a significant influence on the use of NiE programmes by teachers (based on linear regression analysis, backward method).</p> <p>The extent to which teachers work on media creation in the classroom, i.e. pupils create media content, pupils present with media and/or participate in the social debate via media, appears to have the most significant (p =.000) and positive influence on the degree to which the NiE programme is used (β =.224). The extent to which teachers think they can handle media themselves (= own media use) is also a significant explanatory variable. The variables age, personal news consumption and attitude towards innovative carriers (i.e. websites, alternative and social media) also appear to have an influence on the NiE use, but to a lesser degree.</p> <p>However, the variables that appear to have an influence can also be interrelated or show mutual causal effects. That is why we looked for an explanatory model that visualizes mediating relationships using SEM (<emph>Structural Equation Modelling</emph>) via AMOS for SPSS. Step by step we looked for variables that explain participation in the NiE programme</p> <p>PHOTO (COLOR): Figure 2. NiE use – Global data-driven explanatory model</p> <p>Figure 2 gives an overview of the influences of the independent variables. As far as media literacy education in the classroom is concerned, we see a lot of significant and a range of quite important influences. The extent to which teachers assess their media use and their understanding of media significantly influences the way they address these competencies in the classroom (p = <.001; β >,20). The same goes for the extent to which teachers evaluate their media creation and their competencies in reading comprehension. Age and (to a smaller extent) gender (i.e. female gender) are significant underlying explanatory variables.</p> <p>In this study, however, we were primarily interested in NiE use and the factors that have a significant influence on it. Therefore, using SEM, we looked for a more parsimonious model in which influences on NiE use become more visible. Figure 3 shows the end result of this process:</p> <p>PHOTO (COLOR): Figure 3. NiE use – Parsimonious data-driven explanatory model</p> <p>The key figures of the model (CFI =.932; RMSEA =.03) indicate that the model is adequate. It is clear that an important number of variables have disappeared in this final model. In the figure, the effects are indicated on the basis of their β-value. The effect strengths are (very) significant (p <.001) but (rather) moderate (<.30).</p> <p>The figure shows that the extent to which teachers work on media creation in the classroom has the most important predictive value regarding active teacher participation in the NiE programme. Whether teachers work on this competence in their lessons, is influenced in turn by the extent to which teachers assess their competencies in the field of media use: do they think they are able to use classic and/or innovative tools easily?; do they consciously choose between different media devices based on their function and/or do make targeted use of different information sources?</p> <p>The model obtained with SEM illustrates that the estimation of a teacher's personal media use has an indirect effect on the use they make of the NiE programme. If stakeholders want to stimulate NiE programmes in class, they should seek to reinforce these underlying competencies and beliefs because they have a direct influence on the extent to which teachers work on competencies of media creation in the classroom, which ultimately has a direct influence on participation in the NiE programme.</p> <hd id="AN0147857527-19">Conclusion and discussion</hd> <p>The goal of this study was to evaluate to what extent teachers use newspapers as teaching tools through Newspapers in Education (NiE) programmes, and to find out what the determining factors are in this respect. In conclusion, we will briefly discuss the main results for each research question.</p> <p>The objective of <bold>research question 1</bold> was to disclose the implementation of a specific NiE programme, the <emph>KiK</emph> programme in Flanders (Belgium). The answers of 454 teachers and 219 student teachers demonstrate overall satisfaction with the programme. Not only do teachers score high on the variable Satisfaction (4.1 out of 5), satisfaction with the programme is also apparent from the intensive use teachers make of NiE materials throughout the school year, the increasing use over the years and the intensive use of the didactic tools included in the NiE programme. Teachers rely on NiE in order to discuss news events with their class, and to work on media literacy competencies. 55% of the respondents evaluate the programme as indispensable to stimulate these competencies in their students. Student teachers also show their enthusiasm for the programme although they do not always get the opportunity to discover or work with the NiE materials in teacher education or field experiences.</p> <p>Regarding the <emph>frequency of NiE use</emph>, we observed that NiE materials are called upon frequently, especially, although not exclusively, during the weeks when schools and teachers receive the newspapers. One teacher out of three also uses the NiE materials at other times. These teachers use the materials more regularly (e.g., once a month). Teachers who have more than two years of experience with the programme report an increasing use over time. Frequency of use is related to a desire to discuss current affairs with pupils, to motivate them and to work with them on media literacy competencies. Despite this positive result, there is also room for improvement. Although student teachers are enthusiastic about NiE programmes and 92% of them state they would like to use it in the future, they hardly ever discover or use is during teacher education or field experiences. Only 5% had the opportunity to use the NiE materials.</p> <p>As far as the <emph>type of use</emph> of NiE materials is concerned, i.e. sources and carriers, it shows that more than half of the teachers use complementary sources such as their own lesson materials (85%) and the news sites of the distributed newspapers (57%). The database with lesson plans, provided by the programme is also used frequently. The study reveals that student teachers are more willing than teachers to use social media and news apps in NiE classes, but none of them find their way to alternative news media, which also happens to be the case with the teachers.</p> <p>The aim of <bold>research question 2</bold> was to find an explanatory model for the use teachers make of NiE programmes in class. A step by step procedure including all independent variables in SEM led to such a model. We can conclude that NiE adoption is mainly influenced by the extent to which teachers work with their students on competencies of media creation in the classroom. This variable can be explained by the assessment teachers make about their competencies in the field of media creation, in other words: to what extent does the teacher think (s)he is capable of conveying and presenting subject matter through media, of producing media and of participating in societal debate via media?</p> <p>The biggest threat to NiE use seem to be the teachers themselves. If we want pupils to be active and creative users of media, if we want them to participate in public debate as well as critically reflect on media in society, then their teachers must possess the required competencies too. As regards competencies for using media and understanding media, teachers seem to be on the right track. However, as far as competencies for media creation are concerned, this does not (yet) seem to be the case for teachers and student teachers, as they make very little use of innovative media sources. News apps, social media and alternative media are rarely used by teachers (except for social media, which are frequently used by student teachers). With regard to media creation this is a problem as these types of media are suitable tools for citizen participation. Moreover, in their open answers teachers indicated that they would need extra training in the field of media literacy.</p> <p>For educational stakeholders, the message is therefore to focus on teacher competencies and attitudes. Our extensive explanatory model (Figure 1) can be used as a framework for doing so. It demonstrates the positive effects specific variables have on the use of NiE programmes in the classroom. The assessment of teachers' competencies and attitudes has a positive effect on the extent to which they work on media literacy and text comprehension skills in the classroom. 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  Label: Title
  Group: Ti
  Data: Newspapers as Teaching Tools for Media Literacy Education: What Makes Teachers Use Newspapers in Their Classrooms?
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Simons%2C+Mathea%22">Simons, Mathea</searchLink><br /><searchLink fieldCode="AR" term="%22Smits%2C+Tom+F%2E+H%2E%22">Smits, Tom F. H.</searchLink><br /><searchLink fieldCode="AR" term="%22Janssenswillen%2C+Paul%22">Janssenswillen, Paul</searchLink>
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  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Educational+Media+International%22"><i>Educational Media International</i></searchLink>. 2020 57(4):332-352.
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  Label: Availability
  Group: Avail
  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 21
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2020
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Newspapers%22">Newspapers</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Media+Literacy%22">Media Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Teachers%22">Student Teachers</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Belgium%22">Belgium</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/09523987.2020.1848510
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0952-3987
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: In many countries stakeholders take initiatives to stimulate students' media literacy, such as (free) distribution of newspapers to teachers, the so-called Newspapers in Education (NiE) programmes. The aim of these initiatives is to promote reading, stimulate interactive ways of teaching and create a generation of critical thinkers and informed citizens. The success and effectiveness of initiatives of this kind depend on how teachers use newspapers as teaching tools in class. In this study we examine the use of a local NiE programme and shed light on its determining factors. 454 Flemish teachers (Belgium) in primary and secondary education and 219 student teachers (Bachelors and Masters) participated in the study, which followed a mixed-methods approach. The results show that if newspapers are (freely) distributed, teachers use them as teaching tools quite intensively as teaching tools. One of the most determining factors is the extent to which teachers use media themselves and work on media creation in their classrooms. This finding indicates that school board members, pedagogical counsellors and teacher educators can support and stimulate NiE programmes by paying explicit attention to these elements, e.g., during pre- and in-service training as well as by focusing on the development of media literacy competencies of teachers.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2021
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1282321
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        Value: 10.1080/09523987.2020.1848510
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 21
        StartPage: 332
    Subjects:
      – SubjectFull: Newspapers
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Media Literacy
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Elementary School Teachers
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      – SubjectFull: Secondary School Teachers
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      – SubjectFull: Student Teachers
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      – SubjectFull: Belgium
        Type: general
    Titles:
      – TitleFull: Newspapers as Teaching Tools for Media Literacy Education: What Makes Teachers Use Newspapers in Their Classrooms?
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            NameFull: Simons, Mathea
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