may12b.indd C&RL News May 2012 274 Beginning in 2006, the Communication Studies Committee (ACRL, Education and Behavioral Sciences Section) collaborated with a variety of organizations to develop in- formation literacy competency standards for journalism undergraduate students, graduate students, and professionals. Committee mem- bers conducted a literature review, consulted with professional journalism organizations from 2007 to 2009, met with communication and journalism faculty in 2007, presented a draft at the 2007 National Communication Association conference, participated in ACRL discussions related to information literacy competency standards in the disciplines, and met with an ACRL Information Literacy consultant in 2008. The Communication Studies Committee wishes to thank the following for their contri- butions to the standards: Kathy Campbell and Stephen Ponder, School of Journalism and Communication, University of Oregon; David Ortiz, Cascadia Community College Media and Communication Studies faculty; Lynne Flocke and Barbara Fought, S. I. Newhouse School of Public Communications, Syracuse University; Leigh Montgomery, Christian Sci- ence Monitor; Margot Williams, SNS Global LLC; LeeAnne Peck, University of Colorado; Joe Peyronnin, New York University; and Christy Stevens, ACRL Information Literacy Consultant of California State Polytechnic University-Pomona. Introduction The Information Literacy Competency Stan- dards for Journalism Students and Profes- sionals aim to adapt and apply the ACRL Information Literacy Competency Standards1 to journalism. Information literacy is defined as the ability to recognize when information is needed and the ability to locate, evalu- ate, effectively use, and ethically apply the needed information. The information literacy competencies for journalism take into ac- count related literacies, such as data, visual, news, and media. The intended audiences for the standards are journalism educators, professionals, post-secondary students, and the librarians who serve them. Journalism students and professionals who cultivate information literacy competencies are better able to select, critically read, and ethically use information. Journalism is an interdisciplinary and rapidly changing field of study. Technological change and media convergence are redefining the scope of journalism education. This document uses the term journalism with the understanding that this includes the fields of mass media and new media journalism. Research and the ethical use of information in journalism pose specific challenges to students and professionals. Challenges include the need to scan enormous amounts of multidisciplinary information, use a diverse array of informa- tion resources, and submit stories to multiple Information literacy competency standards for journalism students and professionals Approved by the ACRL Board of Directors, October 2011 by the ACRL Education and Behavioral Sciences Section Communication Studies Committee ACRL standards and guidelines May 2012 275 C&RL News communication outlets (for example: news- papers, new media, radio, and television). Technologies such as blogging software and social networking resources make it easy for anyone to broadcast content. Journalists are concerned with the added challenge of lever- aging these technologies while continuing to uphold the professional ethics and standards that distinguish them from citizen journalists. A strong information literacy foundation helps to build these ethics and ensures that journal- ists produce accurate and quality work in this rapid-paced news environment. Journalism education research confirms the need for information literacy education. The research advocates that the develop- ment and application of information literacy competencies for journalism can enhance the quality of research and reporting, can provide journalism students and profes- sionals more competitive job market skills, and improve the level of public discourse (Bornstein 2003). For this reason, many jour- nalism education organizations already help promote standards of excellence in the field.2 The main purposes of the standards are to: • enable the evaluation of the informa- tion literacy and research skills of journalism students and professionals by providing a structured set of competencies to assess, and • provide faculty and librarians involved in curriculum planning, instructional settings, and research consultations with common language to integrate information literacy competencies into journalism curricula. The committee aims to provide the academic and professional journalism com- munity with a useful set of competencies and examples for successful research in the discipline. The committee welcomes feedback and suggestions, and considers these standards a work in progress, as the discipline, curricula, and profession change over time. Prepared by: Missy Murphey, Kate E. Adams, Natasha Cooper, Amanda Hornby, Cathy Michael, Heidi Senior, Jessica Guthrie, Monique Threatt, Christina Gola, Kathy Dab- bour, Linda Hofschire, Danielle Rowland, Joyce Garczynski, Jodie Borgerding, and Julie Ann Petr. OUTCOMES EXAMPLES a. Develops a story idea or research question Possible sources of topics: Alerts, blogs, briefs, interviews, news feeds, press releases, speech- es, and wires b. Identifies who the audience for the story is Story scope: Local/community, national, international Audiences: Academic, community, interest groups (politicians, lawyers, business profes- sionals) c. Selects the appropriate writing style and voice for the media outlet selected Writing styles: Op-ed, feature, human interest, review, event coverage, literary reportage Media outlets: Television, newspapers, com- munity blogs, Web publication, radio, multi- media presentation d. Initiates research by reading and exploring background information in order to identify appropriate sources Examples of background resources: Cur- rent newspaper and magazine articles, event histories (Facts.com, historical newspapers), biographical information, company histories, and scholarly encyclopedia entries STANDARD ONE—PLAN Identifies needed resources, determines where to find resources, and estimates time and financial costs to access information The student or professional: 1. Defines the information need based on the story idea or research question C&RL News May 2012 276 e. Focuses the story idea or research question based on information found Addresses questions such as: What news has not yet been covered? What news event has happened? Has it happened before? Who are the stakeholders? What does my audience need to know? How soon do they need to know it? What aspect of this story would my reader care about? f. Brainstorms related topics and concepts for the key subject areas involved Example: A story on global warming involves science, government policy, business interests, and local, national, international communities The student or professional: 2. Identifies a variety of information sources to meet the information need OUTCOMES EXAMPLES a. Identifies what type of information source is needed to meet the information need Addresses questions such as: Will I need to interview sources? Do I need to read personal blog coverage of a topic/issue? Do I need to consult historical or archival materials? Do I need to read scholarly analysis of a topic/ issue? b. Identifies core research resources required to meet the information need LexisNexis, Communication & Mass Media Complete, Ethnic News Watch, U.S. Census, government Web sites, social media networks (to identify contacts), etc. c. Identifies appropriate investigative methods Interviews, computer-assisted research, pri- mary source research, etc. d. Identifies additional types of resources to include multiple perspectives Enhances coverage of research question through a variety of resources. Examples: Advocacy group publications, scholarly experts, data sets, government documents, industry reports, opinion polls, television and radio transcripts, think tank reports, etc. e. Evaluates the scope and content of the chosen resources Addresses questions such as: Who is the producer of the content? Does the database contain scholarly or news articles, images, audiovisual, etc.? Do I need to col- lect data? What are the pros and cons of the selected resources? f. Plans to conduct original research Design surveys, collect and analyze data, conduct interviews, etc. The student or professional: 3. Considers financial costs and time required to obtain information OUTCOMES EXAMPLES a. Explores free or lower cost resources Uses public or academic libraries or interli- brary loan rather than purchasing a book, uses government records rather than subscription databases, files a Freedom of Information Act (FOIA) request, uses open access journals, etc. May 2012 277 C&RL News b. Manages time by creating a schedule of when research or field work will be com- pleted in accordance with deadlines Creates research or story outline, defines short- and long-term deadlines, creates a research plan, etc. STANDARD TWO—FIND Begins research using search strategies that are effective and efficient The student or professional: 1. Constructs and implements effectively designed research strategies OUTCOMES EXAMPLES a. Considers broader, narrower, and related terms and language used by those in the discipline Global warming: Broader term=Environment, Related term=Climate change, Narrower terms=Climate change AND Developing countries b. Develops a research strategy using Boolean operators, truncators, proximity operators, etc. (“Global warming” or “Climate change”) and (Garden* or Plant* or Farm*) c. Expands research using database-controlled vocabularies specific to the discipline Uses selected database’s subject headings (sometimes called the thesaurus, topic, or descriptor) and Library of Congress subject headings to clarify or narrow research results d. Applies search strategies to various research resources, adjusting for different user inter- faces Runs a search in LexisNexis and then adjusts the search strategy for other appropriate databases The student or professional: 2. Retrieves information online or in person using a variety of methods OUTCOMES EXAMPLES a. Retrieves information needed through col- lections, services, and individuals Examples: Government documents, public records, court records, interlibrary loan/docu- ment delivery, professional associations, com- munity resources, experts, and practitioners b. Uses research methods to conduct original research Conducts research through surveys, inter- views, archival research, and other forms of inquiry to retrieve primary information The student or professional: 3. Refines investigative methods and search strategies OUTCOMES EXAMPLES a. Identifies gaps in the information retrieved Questions to address: Would polls or statistics enhance my research? Are there other experts or angles I might consider? Would databases or resources in another subject area provide an additional perspective? b. Refines and repeats the search using the revised strategy as necessary Questions to address: Would other search terms be more effective? Where else can I ap- ply my search strategy? C&RL News May 2012 278 The student or professional: 4. Uses records management and resource citation skills OUTCOMES EXAMPLES a. Creates a system for organizing the informa- tion Electronic files, reference management tools (RefWorks, Zotero, EndNote), Google docu- ments, Delicious, etc. b. Records all pertinent citation information for future reference Maintains a reporter’s notebook, creates a document, or creates a voice-recording with backup notes STANDARD THREE—EVALUATE FOR ACCURACY AND FAIRNESS Appraises information gathered for accuracy, balance, and relevance The student or professional: 1. Summarizes and synthesizes the main ideas of the information gathered OUTCOMES EXAMPLES a. Examines source material and identifies main ideas and facts Reads and summarizes newspaper articles, interview notes, television footage, etc. b. Restates relevant source material in his or her own words in the language appropriate for the audience Reads a study in the Journal of the American Medical Association and is able to summarize it for a general audience c. Identifies verbatim material for appropri- ate quotations and accurately quotes sources, respecting context. Reviews audio-recording of interview for rel- evant quotes and verifies quotes with sources The student or professional: 2. Assesses the credibility of the information gathered OUTCOMES EXAMPLES a. Examines and compares information from various sources in order to evaluate reliability, validity, accuracy, authority, timeliness, and bias Checks public records to verify a statement made by an interviewee, reviews information sources to ensure balance and representation of different viewpoints, cross-checks facts, etc. b. Identifies sources with alternate viewpoints to provide context and balance Searches Ethnic News Watch to find articles in Jewish-American newspapers, in addition to mainstream news, when covering a story on a Jewish community c. Decides whether to incorporate or reject viewpoints encountered, always with the goal of fair and balanced reporting Student/professional covering a labor union strike includes statements issued by both the union leaders and the company executives d. Analyzes the structure and logic of support- ing arguments and methods used When conducting media analysis, uses sound methodology, evaluates, and cross-checks the methodology used in other research, such as public opinion polls e. Recognizes cultural, physical, or other con- text within which the information was created and its impact on interpreting the information When covering an event situated in the Middle East, student/professional consults international and U.S. news sources; works with community members when interviewing specific community groups May 2012 279 C&RL News The student or professional: 3. Synthesizes main ideas to generate new knowledge or story ideas OUTCOMES EXAMPLES a. Recognizes interrelationships among concepts and combines them into potentially useful original statements with supporting evidence Effectively synthesizes scholarly sources, origi- nal media analysis, and primary sources to examine media coverage of a event or person, such as the 1999 WTO protests in Seattle b. Extends initial synthesis, when possible, to a higher level of abstraction to construct new story idea/angle that may require additional information Student/professional sees a news article about city budget cuts. She decides to explore rela- tionship between the recent budget cuts and the increase in the vermin population The student or professional: 4. Compares new knowledge with prior knowledge to determine the value added, contradictions, or other unique characteristics of the information OUTCOMES EXAMPLES a. Evaluates whether the new knowledge has an impact on the individual’s value system and takes steps to reconcile differences Investigates differing viewpoints encountered in information sources, following strategies outlined elsewhere in this document b. Draws conclusions based upon information gathered Uses information gathered to construct a lede or nut graf c. Tests theories with discipline-appropriate techniques Examples of theory-testing techniques: simula- tors, experiments d. Decides whether to incorporate or reject different viewpoints encountered Questions to address: Does the information presented support my argument or add to my story? Which viewpoint(s) fairly represent a situation? The student or professional: 5. Validates knowledge of and interpretation of the information through dialogue with others OUTCOMES EXAMPLES a. Participates in critical discussions, either in person or online Monitors blogs on a topic or comments in online forums b. Seeks expert opinion through a variety of mechanisms Interviews an expert, e-mails a professor, calls a professional association, or consults with a reference librarian The student or professional: 6. Decides whether the initial question or story idea should be revised OUTCOMES EXAMPLES a. Generates new ideas or revises story angles based on gaps in information sources After reviewing stories on gentrification in Chicago neighborhoods, the journalist realizes there is a glut of information on the topic but that very little has been written on the impact of gentrification on homeless shelters. He or she re-focuses the story C&RL News May 2012 280 STANDARD FOUR—DRAFT AND CREATE Writes the story by integrating information gathered The student or professional: 1. Applies information gathered to the planning and creation of a story or research product OUTCOMES EXAMPLES a. Organizes the content in a manner that sup- ports the purpose and format of the story Organizes and writes story according to guide- lines associated with a style—news story, feature, op-ed, multi-media, blog, or academic publication b. Articulates own knowledge and any biases or affiliations that may influence the story Discloses potential conflicts of interest to editor or in story piece (if appropriate or permissible) c. Integrates new and prior information, in- cluding quotations and paraphrases, in a man- ner that supports the purposes of the story or research question Uses quotes and analysis from scholarly journal articles, news articles, interviews, and other sources to support research claim d. Effectively incorporates digital images, quotes, and data, as appropriate; ensures that graphics, etc. do not distort the tone or mean- ing of the story Incorporates multimedia piece with images of homeless with article about the closing of a local homeless shelter The student or professional: 2. Revises the development process for the story or research product OUTCOMES EXAMPLES a. Maintains a journal or log of activities related to the information-seeking, evaluating, and communicating process Maintains a reporter’s handbook or uses Web tool such as Zotero to keep track of informa- tion sources and findings b. Reflects on progress and identifies alterna- tive strategies, as needed Periodically assesses information gathered, as well as successes and failures. Identifies alter- native ways to present information The student or professional: 3. Effectively presents the story or research project to the intended audience OUTCOMES EXAMPLES a. Analyzes the presentation of the story, project or performance within the framework of journalism Organizes and writes story according to guidelines associated with the style of the publication (e.g., New York Times guidelines) or media outlet (e.g., blog) b. Incorporates principles of graphic design and visual communication when appropriate Critically evaluates layout of the story or research product and effectively incorporates photographs, sidebars and graphics, or videos, as appropriate c. Communicates clearly and with a style that is appropriate for the story, performance, or audience Questions to address: What information should I include in my story in order to give my audience fair and objective reporting? Is my writing or presentation style appropriate for an academic audience or general audi- ence? Does my story need to include a local perspective? May 2012 281 C&RL News STANDARD FIVE—ETHICAL AND LEGAL STANDARDS Applies professional standards throughout the research process The student or professional: 1. Recognizes the ethical, legal, and socio-economic issues surrounding information and technol- ogy OUTCOMES EXAMPLES a. Recognizes the role of journalists in the ethical use and publication of information Abides by journalism ethics guidelines, as outlined by professional associations and organizations, such as Society of Professional Journalists and Poynter Institute. Seeks the objective truth, minimizes harm, acts inde- pendently, interviews a variety of sources, fact-checks, is publicly accountable b. Recognizes issues related to privacy and security in both the print and electronic envi- ronments Examines privacy policies for different types of data or information accessed c. Recognizes issues related to censorship and freedom of speech Reads and analyzes professional journal- ism organizations’ censorship or freedom of speech guidelines and policies www.rcfp.org /handbook/ d. Recognizes the FOIA and the First Amend- ment and their impact on the journalism profession and society Recognizes how to apply First Amendment and knows how to file a FOIA request e. Recognizes and applies intellectual prop- erty, copyright, and Fair Use policies Questions to address: Do I have enough information to properly cite my sources? Am I using copyrighted material ethically and in accordance with Fair Use? The student or professional: 2. Follows laws, regulations, institutional policies, and etiquette around the ethical use of infor- mation OUTCOMES EXAMPLES a. Participates in online discussions following accepted practices Uses personal information from social net- working sites ethically, communicates in an appropriate, ethical, and transparent manner in online discussions or blog comments b. Applies journalism’s professional code of conduct and complies with institutional poli- cies on access to information resources Story or research product complies with pro- fessional or institutional policy on accessing information c. Legally obtains, stores, and disseminates text, data, images, or sounds Adheres to fair use and/or obtains copyright clearances and permissions through Creative Commons or the author of the work d. Retains transcripts and audio-recordings from interviews Considers the efficacy of preserving interview recordings and/or notes for a substantial period after the interview is published should questions regarding the source and/or veracity of the quoted interviewee(s) arise C&RL News May 2012 282 e. Examines the meaning of plagiarism and does not represent work attributable to others as his or her own Questions to address: How much of the mate- rial presented is my own and how much is the work of another? Have I consulted my university’s academic integrity policy? Have I consulted with a librarian, writing center tutor, or professor if I have questions about plagiarism? f. Applies policies related to interviewing people and human subjects research; recog- nizes the ethical obligation to provide equal time and access to different interviewees as information sources Example: “Shows compassion for those who may be affected adversely by news coverage. Uses special sensitivity when dealing with children and inexperienced sources or sub- jects.” From Society of Professional Journalists Code of Ethics. g. Applies professional standards for the ethi- cal use of information Uses professional ethical standards from organizations including Society of Profes- sional Journalists, Association for Education in Journalism and Mass Communication, Poynter, National Press Photographers Association, Radio-Television News Directors Association, etc. The student or professional: 3. Cites the work of others and seeks permission when required OUTCOMES EXAMPLES a. Selects an appropriate documentation style and uses it consistently to cite all information sources Uses the Associated Press Stylebook or the cita- tion style required by the publication, media outlet, or discipline b. Posts permission-granted notices for copy- righted material Provides photography credit and copyright information for images used in a published news story c. Accurately attributes quotes to appropriate sources Provides citation information or attribution for all interviews, quotes from journal articles, statistics, etc. Notes 1 . A C R L I n f o r m a t i o n L i t e r a - cy Competency Standards: www.ala. o r g / a l a / m g r p s / d i v s / a c r l / s t a n d a r d s /informationliteracycompetency.cfm. Sup- port for information literacy also comes from national collegiate accrediting bodies, including Middle States Association of Col- leges and Schools (Standard 11, pgs 34-35, Standard 12, p. 37); Northwest Commission on Colleges and Universities (Standards 2 & 5); North Central Association of Colleges and Schools (p. 11); New England Asso- ciation of Schools and Colleges (Standard Four, 4.6, 4.18); Southern Association of Colleges and Schools Commission on Colleges (sec. 3.4.14, 3.6.2, 3.8.1, 3.8.2, & 3.8.3); Western Association of Schools and Colleges (Standard 2.2). 2. Organizations include Association for Education in Journalism and Mass Communication; Investigative Reporters and Editors, Inc.; the Knight Foundation; May 2012 283 C&RL News National Communication Association; Poynter Institute; National Association for Media Literacy Education; and Society of Professional Journalists. Appendix A: Resource lists for journalism The following resources include lists of core journals and subscription resources, as well as freely available online resources: Desai, S. (2011, January 24). New media. Re- trieved May 14, 2011, from the Association of College & Research Libraries wiki: http:// wikis.ala.org/acrl/index.php/New_Media_ /_Cyberculture Garber, B. (2006, March/April). Journalism. College & Research Libraries News, 67(3), 151-154. Kanter, E. (2007, June 11). Communication studies. Retrieved May 14, 2011, from the Association of College & Research Libraries wiki: http://wikis.ala.org/acrl/index.php/I. _Communication_Studies_Specific Kanter, E. (2010, January 15). News sources. Retrieved May 14, 2011, from the Asso- ciation of College & Research Libraries wiki: http://wikis.ala.org/acrl/index.php/ News_Sources Lebbin, V. (2007, June 8). Journalism. Re- trieved May 14, 2011, from the Asso- ciation of College & Research Libraries wiki: http://wikis.ala.org/acrl/index.php/ Journalism M a c i e j e w s k i , F. E . ( 2 0 0 6 , D e c e m - ber 13). Photojournalism. Retrieved May 14, 2011, from the Association of College & Research Libraries wiki: http://wikis.ala.org/acrl/index.php /Photojournalism Media ethics. (2009, July 8). Retrieved May 14, 2011, from the Association of College & Re- search Libraries wiki: http://wikis.ala.org /acrl/index.php/Media_Ethics Appendix B: Selected bibliography This is a selected bibliography of current articles and books providing scholarly and professional discussion and analysis of in- formation literacy in the disciplines of com- munication and journalism; critical thinking and learning outcomes in these disciplines; and models for journalism education and research. Recommended readings Bolding, J. (1996). Research skills instruction in undergraduate programs. Journalism & Mass Communication Educator, 51(1), 15-22. Bornstein, Jerry. (2003). Journalism students and information competencies. Academic Exchange Quarterly, 7(3), 204-209. Dates, J. L., Glasser, T. L., Stephens, M., & Stuart, A. G. (2006, February). Does journalism education matter? Journalism Studies, 7(1), 144-156. Dickson, T. (2000). Mass media education in transition: Preparing for the 21st century. Mahwah, NJ: Lawrence Erlbaum. Singh, A. B. (2005, July). A report on fac- ulty perceptions of students’ information literacy competencies in journalism and mass communications programs: The ACE- JMC survey. College & Research Libraries, 66(4), 294-311. Works consulted and additional reading Brocato, M. K., Furr, P. F., Henderson, M. V., & Horton, S. G. (2005, September). Assessing student written communications skills: A gateway writing proficiency test for aspiring journalism majors. College Student Journal, 39(3), 510-517. Castaeda, L., Murphy, S., & Hether, H. J. (2005). Teaching print, broadcast, and online jour- nalism concurrently: A case study assessing a convergence curriculum. Journalism & Mass Communication Quarterly, 60(1), 57-70. Deuze, M. (2006, February). Global journalism education. Journalism Studies, 7(1), 19- 34. Dilevko, J. (1998). Bibliographic instruction and mass media news literacy: A theoretical back- ground. Library Quarterly, 68(4), 431-474. Farhi, P. (2009). The Twitter explosion. Ameri- can Journalism Review, 31(3), 26-31. Gazze, M. (2009). Getting the most out of Face- book. Media, 14(2), 24-27. C&RL News May 2012 284 George Washington University, & Ci- sion. (2009). 2009 social media & on- line usage study. Retrieved from http:// us.cision.com/journalist_survey_2009 /GW-Cision_Media_Report.pdf Giovanna, M. F., Vercellesi, L., & Bruno, F. (2004, September). Information sources in biomedical science and medical journalism: Methodological approaches and assessment. Pharmacological Research, 50(3), 267-272. Gohen, J. (2005, Winter). Connecting the dots between journalism practice and commu- nication scholarship. Journalism & Mass Communication Educator, 59(4), 335-338. Hermida, A. (2010). Twittering the news. Jour- nalism Practice, 4(3), 297-308. Iorio, S. H. (Ed.). (2004). Qualitative research in journalism: Taking it to the streets. Mahwah, NJ: Lawrence Erlbaum. Kraeplin, C., & Criado, C. A. (2005, Spring). Building a case for convergence journalism curriculum. Journalism & Mass Communica- tion Educator, 60(1), 47-56. Lariscy, R., Avery, E., Sweetser, K., & Howes, P. (2009). An examination of the role of online social media in journalists’ source mix. Public Relations Review, 35(3), 314-316. Lepre, C., & Bleske, G. L. (2005, Summer). Little common ground for magazine editors and Professors surveyed on journalism cur- riculum. Journalism & Mass Communication Educator, 60(2), 190-200. Ludtke, M., Fiore, L., Wirth, P., & Smi- ley, D. (Eds.). (2002, Winter). Journal- ist’s trade: Journalism education. Nei- man Reports, 56(4), 100-110. Retrieved from http://www.nieman.harvard.edu /assets/pdf/Nieman%20Reports/backissues /02winter.pdf Lynch, L. (2010). We’re going to crack the world open. Journalism Practice, 4(3), 309- 318. McClure, J., & Middleberg, D. (2009). Key findings from the 2009 Middleberg/SNCR survey of media in the wired world. Re- trieved from http://sncr.org/sites/default /files/Middleberg-_-SNCR-Study-Exec -Summary_0.pdf Mihailidis, P. (2006, January). Media literacy in journalism/mass communication education: Can the United States learn from Sweden? Journalism & Mass Communication Educa- tor, 60(4), 416-428. Murray, M. D., & Moore, R. L. (2003). Mass communication education. Ames, IA: Iowa State Press. Paskin, J. (2009). Man on the (digital) street. Columbia Journalism Review, 48(4), 10- 11. Schafraad, P., Wester, F., & Scheepers, P. (2006). Using ‘new’ data sources for ‘old’ newspaper research: Developing guidelines for data collection. Communications: The European Journal of Communication Research, 31(4), 455-467. Tuggle, C. A., Carr, F., & Huffman, S. (2007). Broadcast news handbook: Writing, report- ing, and producing in a converging media world (3rd ed.). Boston: McGraw-Hill. Wimmer, R. D., & Dominick, J. R. (2006). Mass media research: An introduction (8th ed.). Belmont, CA: Thomson/Wadsworth. Yarnall, L., Johnson, J.T., Rinne, L., & Ranney, M. (2008). How post-secondary journalism educators teach advanced CAR data analysis skills in the digital age. Journalism and Mass Communication Educator, 63(2), 146-164. Professional journalism organizations: Codes and standards Association of Health Care Journalists. (2011). Statement of principles of the Associa- tion of Health Care Journalists. Retrieved from http://www.healthjournalism.org /secondarypage-details.php?id=56 American Medical Writers Association. (2008, June). AMWA code of ethics. Retrieved from http://www.amwa.org/default.asp?Mode=D irectoryDisplay&id=114 American Meteorological Society. (2011, May 10). AMS certification programs: Certi- fied broadcast meteorologist program. Retrieved from http://www.ametsoc.org/ amscert/#cbm American Society of Newspaper Editors. (1996). ASNE statement of principles. Retrieved from http://www.asne.org/kiosk/archive/ principl.htm Associated Press Managing Editors. (1994). APME statement of ethical principles. May 2012 285 C&RL News Retrieved from http://www.apme. com/?page=EthicsStatement Goldstein, N. (Ed.). (2009). Associated Press stylebook and briefing on media law. New York, NY: Associated Press. Investigative Reporters and Editors, Inc. (2009). The investigative reporter’s handbook B. Houston, (Ed.). (5th ed.). Boston, MA: Bedford/St. Martin’s. National Association for Media Literacy Edu- cation. (2011). Core principles of media literacy education. Retrieved from http:// www.namle.net/core-principles National Council for the Training of Journal- ists. (n.d.). National Council for the Training of Journal- ists. Retrieved from http://www.nctj.com/ National Press Photographers’ Associa- tion. Digital manipulation code of eth- ics. (1991). Retrieved from http://www. nppa.org/professional_development /business_practices/digitalethics.html National Press Photographers’ Association. (1999). Ethics in the age of digital photography. Retrieved from http://www.nppa.org/profes- sional_development/self-training_resources /eadp_report/ N a t i o n a l P r e s s P h o t o g r a p h e r s ’ A s - sociation. (2011). NPPA code of eth- i c s . R e t r i e v e d f r o m h t t p : / / w w w . nppa.org/professional_development /business_practices/ethics.html Radio-Television News Directors Association. (2011). Ethics. Retrieved from http://www. rtdna.org/pages/best-practices/ethics.php S o c i e t y o f A m e r i c a n B u s i n e s s E d i - tors and Writers. (2011). SABEW’s code of ethics. Retrieved from http:// s a b e w . o r g / a b o u t / c o d e s - o f - e t h i c s /sabews-code-of-ethics/ Society of Professional Journalists. (1996). SPJ code of ethics. Retrieved from http://www. spj.org/ethicscode.asp Strupp, J. (2009, August). Social realism. Editor & Publisher, 142(8), 24-28. Professional journalism organizations consulted Association for Education in Journalism and Mass Communication. (2011). About. Retrieved from http://www.aejmc.org /about. Carnegie-Knight Initiative on the Future of Journalism Education. (n.d.). Revitalizing journalism education. Retrieved from http://newsinitiative.org/initiative/. Investigative Reporters and Editors. (2011). About IRE. Retrieved from http://www. ire.org/about/. John S. and James L. Knight Foundation. (2011). Our mission. Retrieved from http:// www.knightfoundation.org/about_knight/. Pew Research Center’s Project for Excellence in Journalism. (2011). Overview. Retrieved from http://www.journalism.org/about_pej /about_us. Poynter. (2010). About us. Retrieved from http://about.poynter.org/. Society of Professional Journalists Journalism Education Committee. (2011). Tools for educators. Retrieved from http://www.spj. org/educators.asp. LibQUAL+® ClimateQUAL® ARL Statistics® MINES for Libraries® StatsQUAL® Visit Booth 1231 For Library Assessment News ALA Annual Conference Anaheim, CA www.statsqual.org