Fostering the integration of information literacy and journalism practice:

a long-term study of journalism students

Abstract

Journalism students draw on a range of information skills and resources to complete both practical and academic assignments. A five-year qualitative study gathered annual reflections on information use from a total of 215 students. A thematic analysis of the statements made by students demonstrates the value of reconfiguring information literacy (IL) instruction to align with the professional needs and practices in their discipline. Deliberate scaffolding encouraged students to transfer ways of understanding and using information between personal, academic, and journalistic contexts. Student statements provide evidence that many are integrating formal learning with experience to develop IL that serves their academic and professional information needs. The long-term nature of the study also provides evidence of students developing their understanding of threshold concepts in IL and internalising those concepts into their practice. Insights from the study may inform changes to instruction within and beyond professional programmes to encourage transfer of IL skills and knowledge between students’ personal, professional, and academic information ecosystems.