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In this paper, Kim Pearson, Monisha Pulimood, and Diane Bates (2017) discuss an innovative interdisciplinary approach to teaching computational thinking to journalism students. The article details a collaboration between journalism, computer science, and sociology faculty to develop a curriculum that integrates data-driven storytelling and computational tools. The authors describe the benefits of this cross-disciplinary model, including enhanced critical thinking, improved digital literacy, and the ability to create impactful, data-rich journalism. They argue that such initiatives are essential for preparing students to thrive in a media landscape increasingly shaped by technology and data.

Pearson, K., Pulimood, M., & Bates, D. (2017). Collaborating across boundaries to engage journalism students in computational thinking. Teaching Journalism & Mass Communication, 7(1), 77.

Audette-Longo and Alexiou (2024) surveyed and interviewed journalism students in a Canadian post-secondary program to assess their views on remote learning. They found that remote learning diminished students' interest in the profession, as journalism relies on observation and close interaction with people. The authors suggest that incorporating in-field working experiences into journalism education would better engage students and enhance their learning.

Audette-Longo, T., & Alexiou, C. (2024). Shifting Spaces: How Journalism Students Perceive their Training through the COVID-19 Pandemic. Journalism Practice, 1-22.

Bhaskaran, Mishra and Nair (2019) employed a focus group study with journalism graduate students in an Indian university to understand their perception about fake news. The researchers recommend pedagogical approaches to focus on improving journalistic agency in students to deal with fake news situations.

Bhaskaran, H., Mishra, H., & Nair, P. (2019). Journalism education in post-truth era: Pedagogical approaches based on Indian journalism students’ perception of fake news. Journalism & Mass Communication Educator, 74(2), 158-170. 

Bosley and Vallance-Jones (2022) conducted a survey on recent journalism and communication graduates of two Canadian journalism schools to examine their attitudes toward what constitutes useful technology in their field. The finding shows journalism students favored use of tools that could be applied to traditional tasks such as finding stories. On the other hand, communication students were more likely than journalists to perform tasks such as collecting and organizing data in a spreadsheet. The results raise questions about the appropriate mix of technological instruction in journalism curricula.  

Bosley, A., & Vallance-Jones, F. (2022). Technology and journalism: The experience of recent graduates from two Canadian journalism schools. Facts & Frictions: Emerging Debates, Pedagogies and Practices in Contemporary Journalism, 1(2), 1-26.

Broersma and Singer (2022) conducted a three-year longitudinal survey, followed by interviews with journalism students, to examine how they engage with new technologies in their studies and their perceptions of journalistic innovation and entrepreneurial journalism. The findings reveal that students recognize journalism as being in flux, markedly different from a decade ago, and in need of ongoing change to stay relevant. However, they largely view these changes through a technological lens. Most students believe that acquiring the latest tech skills is essential. When asked to describe journalism innovation and entrepreneurial journalism, terms like “social media,” “online,” “technology,” and “digital” were most frequently cited. The interesting finding is, despite this focus on technology, students still consider traditional reporting, writing, editing skills, and ethical standards to be fundamental.

Broersma, M., & Singer, J. B. (2022). Teaching innovation and entrepreneurship: Journalism students as change agents?. In The Routledge Companion to News and Journalism (pp. 421-429). Routledge. Teaching Innovation and Entrepreneurship | 50 | v2 | Journalism Studen (taylorfrancis.com)

Coleman, Lee, Yaschur, Meader, and McElroy (2018) conducted a focus group and survey to examine journalism students’ motivations for pursuing the major and their perceptions of journalists’ roles. The study found that students view these roles and story selection differently from professionals. Based on the findings, the researchers recommended that universities emphasize the positive impact journalism can have while recognizing the evolving role perceptions of emerging journalists. They suggested integrating blogging and social media across curricula and offering ethical guidance on navigating the new landscape, where journalists are active participants in public conversations.

Coleman, R., Lee, J. Y., Yaschur, C., Meader, A. P., & McElroy, K. (2018). Why be a journalist? US students’ motivations and role conceptions in the new age of journalism. Journalism, 19(6), 800-819. 

Finneman, Heckman, and Walck (2022) used case studies and examined three student-run online newspapers in the U.S. to investigate how student reporters perceive their roles as journalists compared to traditional professional norms. The study found that students prioritized journalism’s service-oriented and altruistic roles over the watchdog function typically emphasized by professional journalists and other student media.

Finneman, T., Heckman, M., & Walck (2022) Reimagining Journalistic Roles: How Student Journalists Are Taking On the U.S. News Desert Crisis, Journalism Studies, 23:3, 338-355, DOI: 10.1080/1461670X.2021.2023323 

López-Meri, Alonso-Muñoz, and Casero-Ripollés (2020) investigate the factors driving journalism students' intentions to pursue entrepreneurial ventures in the field. Using survey data, the authors identify different types of aspiring journalism entrepreneurs based on student perceptions. The study reveals that students’ entrepreneurial ambitions are influenced by their personal values, attitudes toward journalism's evolving landscape, and the opportunities for innovation in digital media. The findings underscore the need for journalism education to adapt, fostering entrepreneurial skills and mindsets to help students navigate and succeed in the changing media environment.

López-Meri, A., Alonso-Muñoz, L., & Casero-Ripollés, A. (2020). What is Behind the Entrepreneurship Intention in Journalism? Entrepreneur Typologies Based on Student Perceptions. Journalism Practice, 15(3), 402–419. 

In this article, the authors explore the experiences of Australian journalism students who worked in newsrooms during the COVID-19 pandemic lockdowns. The study examines the challenges and opportunities that arose as these students navigated a rapidly changing media landscape. It discusses how the students adapted to remote reporting, dealt with the pressures of covering a global crisis, and grappled with the limitations imposed by the lockdown. Many students reflected positively on the experience, noting that despite the difficulties, it provided them with unique insights into journalism during a major global event. The article also touches on the future implications for journalism education, suggesting that the skills learned during this period may influence how future journalists work in increasingly digital and remote environments.

McCarthy, B., Bird, D., Sherwood, M., & Zion, L. (2022). ‘I can say I was a journalist during a global pandemic’: Australian students’ experiences of a newsroom in lockdown. australian journalism review, 44(1), 83-99.  

Mellado et al. (2013) investigate the professional values and attitudes of journalism students from seven different countries, offering insights into how future journalists perceive their roles before entering the profession. The study covers students in Chile, Spain, Brazil, Switzerland, Germany, Australia, and the United States. Key findings indicate that journalism students across these countries share certain core values, such as an emphasis on objectivity and a belief in journalism's role as a watchdog. However, there are also significant national differences. For instance, students in Latin American countries tend to emphasize journalism's advocacy role, whereas students in European countries prioritize impartiality and accuracy. The study reveals that these varying perspectives are shaped by local journalistic cultures, as well as by the specific nature of media systems in each country. The authors conclude that the pre-socialization process of journalism students plays a critical role in shaping their professional identities, which may impact the way they approach the profession in the future. The study also suggests the need for journalism education to acknowledge and address these differences in order to prepare students for the realities of a globalized media environment.

Mellado, C., Hanusch, F., Humanes, M. L., Roses, S., Pereira, F., Yez, L., ... & Wyss, V. (2013). The pre-socialization of future journalists: An examination of journalism students' professional views in seven countries. Journalism Studies, 14(6), 857-874. 

Pavlovic (2022) examines how journalism students perceive journalistic ethics as part of their education. The study explores the students' understanding of key ethical principles, such as truthfulness, objectivity, and responsibility, and assesses how their education shapes these perceptions. Findings suggest that while students generally recognize the importance of ethics in journalism, their views are often influenced by practical challenges and the media environment they observe. The study highlights the need for stronger integration of ethical discussions in journalism curricula to better prepare students for real-world ethical dilemmas.

Pavlovic, D. (2022). Education of journalism students and their perception of journalistic ethics. Facta Universitatis, Series: Teaching, Learning and Teacher Education, 059-072.  

In their 2020 paper, Singer and Broersma explore how journalism students interpret the concepts of innovation and entrepreneurship in a rapidly evolving media landscape. The study examines students' attitudes toward the shifting nature of journalism, focusing on how they perceive the need for adaptability, creativity, and business skills alongside traditional journalistic values. Through interviews and surveys, the authors find that while students recognize the importance of innovation and entrepreneurial thinking, they often struggle to integrate these ideas with their views of journalism as a public service. The paper highlights the growing need for journalism education to balance these entrepreneurial skills with ethical and professional norms.

Singer, J. B., & Broersma, M. (2020). Innovation and entrepreneurship: Journalism students’ interpretive repertoires for a changing occupation. Journalism practice, 14(3), 319-338.

In the Teen Vogue article "How Student Journalists Are Redefining the Media Industry" by R. Stauffer (2019), student journalists are highlighted as pivotal in shaping the future of journalism. The report discusses how these young journalists are breaking traditional boundaries, covering important social issues like climate change, racial justice, and political accountability. They bring fresh perspectives, often leading conversations around activism and reform. Their work is contributing to the evolution of media, particularly through digital platforms and independent reporting, which empowers their voices despite challenges like budget cuts and censorship in school settings.

Stauffer, R. 2019, December 31. How student journalists are redefining the media industry. Teen Vogue. 

In the 2018 report "Journalism Students’ Professional Identity in the Making: Implications for Education and Practice" by Williams, Guglietti, and Haney, the authors examine how journalism students develop their professional identity during their education. The study focuses on the processes through which students adopt the norms, values, and practices of the journalism profession, shaped by both academic training and hands-on experiences. The findings suggest that the formation of a professional identity is influenced by students' engagement with real-world journalism, their interactions with industry professionals, and the challenges they face in navigating ethical and practical aspects of the field. The report emphasizes the need for journalism education to better support students in this identity-building process to prepare them for the realities of the industry.

Williams, A., Guglietti, M. V., & Haney, S. (2018). Journalism students’ professional identity in the making: Implications for education and practice. Journalism, 19(6), 820-836.