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The student journalist: Roles of the scholastic press in the 21st Century
Unformatted Document Text:  Scholastic press roles 8 students. While the following few decades saw the normative roles — as espoused by textbooks and research (including several master’s theses and doctoral dissertations) — continue to focus on the successful teaching of composition, many texts started to incorporate additional roles, such as those that focused on the scholastic press’s ability to inform public opinion within the school (Reddick, 1949) or the ability to act like the professional press in its informational or dissemination role (Campbell, 1944). However, while the role of the high school paper started to expand, that did not mean its mechanistic or public relations goals were abandoned. For instance, Reddick (1949) said that while the primary goals of the high school newspaper incorporated these composition, PR, and social goals resembling the professional press, it should not be forgotten that the newspaper is an arm of the school that should help build school- community relationships and increase school spirit; Reddick argued that this was actually a service to the student readers. Spears and Lawshe (1956, p. 8) espoused a very facilitative role, it central purpose to “capitalize” school achievements, to unify groups in the school, and “to express idealism and reflect the spirit of the school.” In the 1960s, the student press role widened even more. Adams and Stratton (1963) said that the school newspaper should focus on more integrative roles that stressed aspects of what we might today call media literacy. These included emphasizing the skills of being able to constructively and critically analyze problems, discriminate between fact and opinion, and understand the relationship between media and democracy. They also mentioned a vocational role, though that was not the main function. Most textbooks in these formative days of high school journalism focused almost

Authors: Maksl, Adam.
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Scholastic press roles 
8
students. 
While the following few decades saw the normative roles — as espoused by 
textbooks and research (including several master’s theses and doctoral dissertations) — 
continue to focus on the successful teaching of composition, many texts started to 
incorporate additional roles, such as those that focused on the scholastic press’s ability to 
inform public opinion within the school (Reddick, 1949) or the ability to act like the 
professional press in its informational or dissemination role (Campbell, 1944). However, 
while the role of the high school paper started to expand, that did not mean its 
mechanistic or public relations goals were abandoned. For instance, Reddick (1949) said 
that while the primary goals of the high school newspaper incorporated these 
composition, PR, and social goals resembling the professional press, it should not be 
forgotten that the newspaper is an arm of the school that should help build school-
community relationships and increase school spirit; Reddick argued that this was actually 
a service to the student readers. Spears and Lawshe (1956, p. 8) espoused a very 
facilitative role, it central purpose to “capitalize” school achievements, to unify groups in 
the school, and “to express idealism and reflect the spirit of the school.” 
In the 1960s, the student press role widened even more. Adams and Stratton 
(1963) said that the school newspaper should focus on more integrative roles that stressed 
aspects of what we might today call media literacy. These included emphasizing the skills 
of being able to constructively and critically analyze problems, discriminate between fact 
and opinion, and understand the relationship between media and democracy. They also 
mentioned a vocational role, though that was not the main function.
Most textbooks in these formative days of high school journalism focused almost 


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