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Concept Mapping In A Community Of Practice For University-Based Engagement With Rural Scholastic Journalism Programs

Hill, Monica
Abstract
Scholastic journalism has been a part of university-based outreach and engagement for more than a century, with higher education institutions hosting scholastic press association workshops and contests for high school journalists who produce yearbooks, newspapers, magazines, and broadcasts. Research indicates academic advantages and civic self-efficacy associated with high school journalism and the disproportionate number of suburban high school students with access to those advantages. This mixed-methods action research study employed a community of practice (CoP) frame to investigate university-based engagement with rural high school journalism programs. The CoP was comprised of rural high school journalism teachers, high school journalism mentors, and university-based scholastic press association directors. A rural scholastic journalism needs analysis revealed the pivotal role of the journalism teacher and a unique regard and disregard for journalism in the rural community. The CoP engaged in concept mapping, using interactive brainstorming software to illustrate the study’s findings in the form of concept maps, visual displays of data showing consensus around securing funding to launch, support, and sustain rural high school journalism programs and working with leaders in rural school districts to communicate its value. Recommendations suggest seeking a communication plan, asset maps, and engagement capacity to inform and determine next steps in the action research cycle, acknowledging divergent views between current scholastic press directors and current and former educators in this study’s CoP.
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2025-01-01
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Hill_wmed_0261F_10331.pdf
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Advisor
Thomas J. Ward
Margaret E. Constantino
Robert C. Knoeppel
Department
Education
DOI
https://dx.doi.org/10.25774/w4-at82-fz11
URI
https://scholarworks.wm.edu/handle/internal/9958
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