In a survey Moss conducted in her classroom

In a survey Moss conducted in her classroom at the
beginning of the Fall 2016 semester, she asked her “Intro to Journalism”
students which outlets they used the most often to get their news. On that day,
there were 20 students in the introductory level class, and according to Moss,
only 2 students said that they received their news from a legacy news source
like CNN or The New York Times. The other 18 students indicated that they
either do not follow news at all, that they only get it from word of mouth, or
that they rely on social media for news. “The sample size is small, but based
off of observations, most of my 120 seniors from my journalism and English
courses cannot describe or discuss basic news,” Moss said. She also makes it a
point to ask about what the students know about their parent’s media diet. Moss
says that the results are often largely the same. According to Moss many of her
students, however, do enjoy watching short news clips on social media and are
interested in learning how to produce similar content.

“Many schools have had to begin to cater to this
trend by doing more interactive and visual reporting. Those who have support
from their administrators are beginning to use Twitter and other social media
outlets to produce scholastic journalism. Right now, I am in the middle of a
project where all three of our platforms high school yearbook, newspaper, and
CCTV station converge to bring news to students. Other schools with smaller
staffs have also done this around the state of Indiana. I am modeling what we
are doing after a few other schools, namely: Lake Central, Center Grove and
Greenwood,” Moss said. “It means really working together to try to buck the
trend of students not being aware of currents events—a lot of the time there is
even important news occurring at their own school.”

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Moss believes that the most important thing she can
teach future journalists and future news consumers, at the high school level,
is how to be more media literate. She wants her students to understand how the
news is gathered, put together, distributed, and consumed. She also wants her
students to care about what is going on at their school, in their communities,
and on national and international level. According to Moss once she can get a
student to both understand the news and care about current events they will be
more passionate journalists and news consumers. Moss says that the best way for
her to teach media literacy is to continually update her curriculum in order to
keep students interested.

Pike High School junior Rachel Wilson says the reason
she took the intro journalism class was because she wanted to join the school’s
newspaper for her senior year. “I heard that they were putting the school
newspaper and TV station together in one class and I thought it would be really
fun,” Wilson said. “I had never really thought about taking Moss’ journalism
class or joining the newspaper, but when I heard that they would be together I
thought that it would be really cool to learn about making articles and turning
them into a script for video or making them a package and putting them together
for online.” According to Wilson, “it makes it seem like it’s a lot more like a
real newspaper—the way that the Indy Star and the New York Times have videos,
and a website, and a newspaper; we make videos and write stories and will
hopefully have a website soon too,”.

Moss says that at the end of the day, it is
important to encourage student to keep taking journalism classes—especially in
high school. Moss says, to that end, she will continue to update her curriculum
in order to both keep student interested and to continue teaching media
literacy to students she finds are increasingly without it.