"The Daily Show vs. The New York Times": Comparing Their Effects on Student Political Knowledge and Engagement

Autor/in	Baranowski, Michael
Titel	"The Daily Show vs. The New York Times": Comparing Their Effects on Student Political Knowledge and Engagement
Quelle	In: Journal of Political Science Education, 16 (2020) 3, S.300-313 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-2169
DOI	10.1080/15512169.2019.1578225
Schlagwörter	News Reporting; Periodicals; Information Sources; Political Issues; Political Attitudes; Trust (Psychology); Pretests Posttests; Learner Engagement; Comparative Analysis; Teaching Methods; Political Science; Student Interests; College Students + Suchen Sie Ihr Suchwort? News report; Reportage; Periodical; Journal; Zeitschrift; Fachzeitschrift; Periodikum; Information source; Informationsquelle; Politischer Faktor; Political attitude; Politische Einstellung; Teaching method; Lehrmethode; Unterrichtsmethode; Staatslehre; Politikwissenschaft; Politische Wissenschaft; Studieninteresse; Collegestudent
Abstract	Satirical news shows such as "The Daily Show" are popular with students, but are they appropriate for classroom use? In this two-group, pretest-posttest study, I examine differences in engagement, political knowledge, and political attitudes between two American Government classes: one assigned to watch "The Daily Show" and the other assigned to read "The New York Times." The findings reveal no differences in engagement between the groups, but greater political knowledge in "The Daily Show" group, as well as more cynicism and less trust in government. I conclude that given the surprising lack of greater engagement in "The Daily Show" class, along with higher levels of cynicism and mistrust in government, "The Daily Show" may not be an appropriate substitute for "The New York Times" as a primary political information resource. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01