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The student journalist: Roles of the scholastic press in the 21st Century
Unformatted Document Text:  Scholastic press roles 6 teaching English and composition; vocational, which focuses on using journalism programs as a training ground for a career as a journalist; public relations, which emphasizes the role the school newspaper has in promoting good news coming from the school; and informational, which focuses on the strength of the paper to inform school audiences, just as a professional paper might inform a community. The conceptual perspective, they say, focuses on the process. It includes an integrative viewpoint, which focuses on the ability for the school journalism program to foster critical thinking skills, and a free-expression viewpoint, which presents the school publication as a vehicle for all students to express opinions. Throughout the history of the scholastic press, various roles have been emphasized over others. It’s difficult to know exactly when the first high school newspaper started. Most histories of scholastic journalism point to Boston Latin Grammar School’s Literary Journal, first published around 1829, as one of the earliest examples of student journalism (Redford, 1939), though Campbell (1942) believed the very first student publication to be The Student’s Gazette, published a year after the signing of the Declaration of Independence by students at the William Penn Charter School in Philadelphia. Most of these early papers were likely literary in nature. The very first issue of Boston Latin’s paper, for example, was said to have a description of a trip to St. Petersburg, Russia, written by Charles Francis Adams, son of John Quincy Adams (Redford, 1939). It wasn’t until much later, however, when high school publications started to become more popular, that educators started to ponder the purpose of the student press. In the start of the 20 th century, A.P. Hollis (1901, p. 174), a former high school principal,

Authors: Maksl, Adam.
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Scholastic press roles 
teaching English and composition; vocational, which focuses on using journalism 
programs as a training ground for a career as a journalist; public relations, which 
emphasizes the role the school newspaper has in promoting good news coming from the 
school; and informational, which focuses on the strength of the paper to inform school 
audiences, just as a professional paper might inform a community. The conceptual 
perspective, they say, focuses on the process. It includes an integrative viewpoint, which 
focuses on the ability for the school journalism program to foster critical thinking skills, 
and a free-expression viewpoint, which presents the school publication as a vehicle for all 
students to express opinions.
Throughout the history of the scholastic press, various roles have been 
emphasized over others. It’s difficult to know exactly when the first high school 
newspaper started. Most histories of scholastic journalism point to Boston Latin 
Grammar School’s Literary Journal, first published around 1829, as one of the earliest 
examples of student journalism (Redford, 1939), though Campbell (1942) believed the 
very first student publication to be The Student’s Gazette, published a year after the 
signing of the Declaration of Independence by students at the William Penn Charter 
School in Philadelphia. Most of these early papers were likely literary in nature. The very 
first issue of Boston Latin’s paper, for example, was said to have a description of a trip to 
St. Petersburg, Russia, written by Charles Francis Adams, son of John Quincy Adams 
(Redford, 1939). 
It wasn’t until much later, however, when high school publications started to 
become more popular, that educators started to ponder the purpose of the student press. In 
the start of the 20
 century, A.P. Hollis (1901, p. 174), a former high school principal, 

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