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Bring the magic of journalism into your ELA classroom today with the Effective Communicators program

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The Journalistic Learning Initiative 

[custom_font font_size=”14″ line_height=”26″ font_style=”normal” text_align=”center” font_weight=”400″ text_decoration=”none” text_shadow=”no” color=”#212121″]Our donor funded programs strengthen research, reading, and writing skills — and empower student voice through publication and reflection.[/custom_font]
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Common Core State Standards

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Our work is aligned with the Common Core State Standards, which challenge teachers to increase the mix of student exposure to nonfiction texts to 70% by 12th grade.

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JLI in Action

[custom_font font_size=”14″ line_height=”26″ font_style=”normal” text_align=”center” font_weight=”400″ text_decoration=”none” text_shadow=”no” color=”#212121″]See JLI’s work in action, enhancing academic outcomes for middle and high school students.[/custom_font]
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Institutional Partners

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The University of Oregon School of Journalism and Communication and the College of Education are collaborating to advance our work, along with numerous nonprofit and corporate partners.

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[custom_font font_size=”32″ line_height=”26″ font_style=”normal” text_align=”center” font_weight=”700″ text_decoration=”none” text_shadow=”no” color=”#353535″]Language Arts in Action available now![/custom_font]
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[custom_font font_size=”18″ line_height=”32″ font_style=”normal” text_align=”center” font_weight=”400″ text_decoration=”none” text_shadow=”no” color=”#353535″]Written by our Co-Founder and Executive Director Ed Madison, Instructional Design Consultant Melissa Wantz, and Education Consultant Rachel Guldin, Language Arts in Action is a thoughtful guide for teachers who want to implement a journalistic learning approach in their classroom. It’s available for purchase at wwnorton.com.[/custom_font]
[custom_font font_size=”32″ line_height=”26″ font_style=”normal” text_align=”center” font_weight=”700″ text_decoration=”none” text_shadow=”no” color=”#353535″]What We Believe[/custom_font]
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[custom_font font_size=”18″ line_height=”32″ font_style=”normal” text_align=”center” font_weight=”400″ text_decoration=”none” text_shadow=”no” margin=”” color=”#212121″]“When young people experience a sense of ownership in learning, competency with media and technology, and the freedom of self-expression, they thrive. They are empowered to make informed choices, to advance democracy, and to invent the future. If ever there was a time for us to harness the energy and fortify the ideals of our youth, it is now . . .”[/custom_font]
[custom_font font_size=”12″ line_height=”26″ font_style=”normal” text_align=”center” font_weight=”700″ text_decoration=”none” text_shadow=”no” color=”#232323″]- ESTHER WOJCICKI, JLI FOUNDER[/custom_font]
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[custom_font font_size=”18″ line_height=”32″ font_style=”normal” text_align=”center” font_weight=”400″ text_decoration=”none” text_shadow=”no” margin=”” color=”#212121″]“Journalistic Learning is a game changer. It fundamentally shifts the focus and purpose of learning from the teacher to the student, and builds and strengthens fundamental life skills necessary for success and fulfillment. It is simply the most conscious, values-based, holistic, and effective education program I have seen to date.”[/custom_font]
[custom_font font_size=”12″ line_height=”26″ font_style=”normal” text_align=”center” font_weight=”700″ text_decoration=”none” text_shadow=”no” color=”#232323″]-TARA LYNDA GUBER, JLI FOUNDER[/custom_font]
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[action full_width=”yes” content_in_grid=”yes” type=”normal” text_font_weight=”300″ show_button=”yes” button_target=”_self” background_color=”#00af83″ padding_top=”40″ padding_bottom=”40″ text_size=”22″ text_letter_spacing=”0″ button_text=”Discover Our Method” button_link=”https://journalisticlearning.com/our-method” button_text_color=”#191919″ button_hover_text_color=”#191919″ button_background_color=”#ffffff” button_hover_background_color=”#f4f4f4″ button_border_color=”#ffffff” button_hover_border_color=”#ffffff”]Journalistic Learning students create with confidence, communicate with conviction, and take ownership of their learning.[/action]
[qode_elements_holder number_of_columns=”two_columns” switch_to_one_column=”1000″][qode_elements_holder_item item_padding=”4% 4% 0 0 ” vertical_alignment=”top” advanced_animations=”no” item_padding_1024_1280=”7.5% 0 0 0″ item_padding_768_1024=”0 3% 0 0″ item_padding_600_768=”0 0 0 0″ item_padding_480_600=”0 0 0 0″ item_padding_480=”0 0 0 0″][custom_font font_size=”12″ line_height=”40″ font_style=”normal” text_align=”left” font_weight=”700″ text_decoration=”none” text_shadow=”no” letter_spacing=”1″ color=”#707070″]YALE CENTER[/custom_font][custom_font font_size=”32″ line_height=”40″ font_style=”normal” text_align=”left” font_weight=”700″ text_decoration=”none” text_shadow=”no” color=”#2d2d2d”]Overcoming Boredom[/custom_font]
[custom_font font_size=”14″ line_height=”26″ font_style=”normal” text_align=”left” font_weight=”400″ text_decoration=”none” text_shadow=”no” color=”#212121″]Marc Brackett, director of the Yale Center for Emotional Intelligence, told USA Today, “Unless what [students] are learning is engaging and interesting, they’re going to be bored — the boredom is related to the quality of instruction. It’s a shame that much of our nation’s education system is not focused on helping kids figure out their own goals, but rather [on] a standardized curriculum.” View Source[/custom_font]
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[custom_font font_size=”12″ line_height=”40″ font_style=”normal” text_align=”left” font_weight=”700″ text_decoration=”none” text_shadow=”no” letter_spacing=”1″ color=”#707070″]GALLUP[/custom_font][custom_font font_size=”32″ line_height=”40″ font_style=”normal” text_align=”left” font_weight=”700″ text_decoration=”none” text_shadow=”no” color=”#2d2d2d”]Increasing Student Engagement[/custom_font]
[custom_font font_size=”14″ line_height=”26″ font_style=”normal” text_align=”left” font_weight=”400″ text_decoration=”none” text_shadow=”no” color=”#212121″]”In its annual survey of 600,000 middle and high school students, Gallup has found student engagement drops precipitously from fifth through 12th grades. If our education system was working well, this finding would be the absolute opposite; students should be more engaged in school over time, not less.” – Brandon Busteed, Gallup[/custom_font]
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[qode_elements_holder number_of_columns=”two_columns” switch_to_one_column=”1000″][qode_elements_holder_item item_padding=”4% 4% 0 0 ” vertical_alignment=”top” advanced_animations=”no” item_padding_1024_1280=”7.5% 0 0 0″ item_padding_768_1024=”0 3% 0 0″ item_padding_600_768=”0 0 0 0″ item_padding_480_600=”0 0 0 0″ item_padding_480=”0 0 0 0″][custom_font font_size=”12″ line_height=”40″ font_style=”normal” text_align=”left” font_weight=”700″ text_decoration=”none” text_shadow=”no” letter_spacing=”1″ color=”#707070″]GALLUP[/custom_font][custom_font font_size=”32″ line_height=”40″ font_style=”normal” text_align=”left” font_weight=”700″ text_decoration=”none” text_shadow=”no” color=”#2d2d2d”]Strengths-Based Development[/custom_font]
[custom_font font_size=”14″ line_height=”26″ font_style=”normal” text_align=”left” font_weight=”400″ text_decoration=”none” text_shadow=”no” color=”#212121″]“Gallup has learned how important it is for all people–regardless of age–to have the opportunity to do what they do best every day. Rather than trying to fix weaknesses, the most successful people focus primarily on building on what they’re naturally good at and turning their talents into strengths. This fundamental insight about strengths-based development is derived from some of the most comprehensive research Gallup has ever done. But instead of using a strengths-based approach in education, we have created a system that approaches everything through a deficit-based lens: what’s wrong with students, what they don’t know, and how ineffective teachers are, for example. We even use phrases like ‘education reform’ and ‘remedial classes’ to describe how we hope to fix schools and students. Less than half of all students strongly agree they have an opportunity to do what they do best every day at school, and this is one of the key components of school engagement.” – Brandon Busteed, Gallup[/custom_font]
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[custom_font font_size=”12″ line_height=”40″ font_style=”normal” text_align=”left” font_weight=”700″ text_decoration=”none” text_shadow=”no” letter_spacing=”1″ color=”#ffffff”]YALE UNIVERSITY STUDY[/custom_font][custom_font font_size=”32″ line_height=”40″ font_style=”normal” text_align=”left” font_weight=”700″ text_decoration=”none” text_shadow=”no” color=”#ffffff”]Students are “Tired,” “Stressed,” and “Bored”[/custom_font]
[custom_font font_size=”15″ line_height=”26″ font_style=”normal” text_align=”left” font_weight=”400″ text_decoration=”none” text_shadow=”no” color=”#f4f4f4″]When a nationwide study asked 22,000 high school students to openly state “how they currently feel about school,” eight of top 10 responses were negative. The top three answers were “tired” (39%), “stressed” (29%), and “bored” (26%).[/custom_font]
[counter type=”zero” box=”no” position=”center” font_weight=”800″ text_font_weight=”700″ text_transform=”uppercase” separator=”no” digit=”39″ font_size=”60″ font_color=”#ffffff” text=”% of students are tired” text_size=”12″ text_color=”#cecece”][counter type=”zero” box=”no” position=”center” font_weight=”800″ text_font_weight=”700″ text_transform=”uppercase” separator=”no” digit=”29″ font_size=”60″ font_color=”#ffffff” text=”% of students are stressed” text_size=”12″ text_color=”#cecece”][counter type=”zero” box=”no” position=”center” font_weight=”800″ text_font_weight=”700″ text_transform=”uppercase” separator=”no” digit=”26″ font_size=”60″ font_color=”#ffffff” text=”% of students are bored” text_size=”12″ text_color=”#cecece”]

The Opportunity

[custom_font font_size=”14″ line_height=”26″ font_style=”normal” text_align=”left” font_weight=”400″ text_decoration=”none” text_shadow=”no” color=”#212121″]“School reform” is a talking point that rarely results in significant change. It is easy to criticize our educational system and place blame. However, 50 million US young people don’t have the luxury of waiting for policymakers to resolve their debates and come to an agreement. They need actionable interventions — now.[/custom_font]

Bridging The Gap

[custom_font font_size=”14″ line_height=”26″ font_style=”normal” text_align=”left” font_weight=”400″ text_decoration=”none” text_shadow=”no” color=”#212121″]What if there was an immediate, practical, affordable, and standards-based way to support teachers in engaging students, enhancing classroom experiences, and bridging achievement gaps?[/custom_font]

Raising the Standard

[custom_font font_size=”14″ line_height=”26″ font_style=”normal” text_align=”left” font_weight=”400″ text_decoration=”none” text_shadow=”no” color=”#212121″]Journalistic Learning fulfills this promise. It is aligned with the widely adopted (albeit often challenged) Common Core State Standards. Debates center on implementation and assessment. However, most educators agree that having standards benefits their students.[/custom_font]

 

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¹ Dvorak, J. (1998). Journalism student performance on advanced placement exams. Journalism & Mass Communication Educator, 53(3), 4–12.
Dvorak, J. (1988, Summer). High school publications experience as a factor in college-level writing. Journalism Quarterly, 65(2), 392–398.
Dvorak, J., & Choi, C. (2009, January 1). High school journalism, academic performance correlate. Newspaper Research Journal, 30(3), 75–89.

² Madison, E. (2012). Journalistic learning: Rethinking and redefining language arts curricula. Available online here.Madison, E. (2015) Newsworthy: Cultivating Critical Thinkers, Readers and Writers in Language Arts Classrooms. New York: Teachers College Press – Columbia University.

Madison, E. (2015) Newsworthy: Cultivating Critical Thinkers, Readers and Writers in Language Arts Classrooms. New York: Teachers College Press – Columbia University.
³ Blinn, J. R. (1982). A comparison of selected writing skills of high school journalism and non-journalism students. Available online here.
Dvorak, J. (1988, Summer). High school publications experience as a factor in college-level writing. Journalism Quarterly, 65(2), 392–398.
⁴ Madison, E., Anderson, R. & Bousselot, T. (2019). Self-determined to write: Leveraging interest, collaboration and self-direction through a journalistic approach. Reading and Writing Quarterly   DOI: 10.1080/10573569.2019.1579127 

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