How media education activities led by journalists affect trust? A case study in french high schools
(2025) Building Media Trust — ISBN: [978-989-9229-25-9], p. 276, published
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- Abstract
- This article investigates the roles of news media education activities in enhancing trust in the news media. The literature review section presents the current news environment challenges for news users, the lack of trust in news media, the importance of questioning young people's information practices, and various media education approaches. The paper then explores a study case in France. Journalists have guided high-school students through the process of news creation during six two-hour sessions. The students’ levels of trust were measured before and after participating in the workshops. Participants were asked to rate their level of agreement or disagreement with eight trust-related items on a 5-point Likert scale. A control group, who had not participated in the activities, also completed the questionnaire twice. It was found that students who participated in the activities improved their trust in media, compared to students who did not take part in the workshops. These trust levels were also compared with the trust levels of journalists, in order to determine the maximum achievable level. In contrast to journalists, and despite the rise in scores, students tend to distrust the news media more than they trust it. The article concludes with a discussion of limitations and perspectives and highlights the importance of measuring trust in relation to other dimensions of news literacy, rather than as an independent factor.
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Marc, L. (2025). How media education activities led by journalists affect trust? A case study in french high schools. In Pedro Jerónimo, Inês Amaral (ed.), Building Media Trust (LabCom Books, p. p. 276). University of Beira Interior. https://doi.org/10.25768/9229-26-6