Integrating the Daily Newspaper into the College Classroom

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Zachary Schrank


Newspaper readership has declined dramatically over the last few decades. Millennials and students of college age report reading a daily newspaper less frequently than any other generational cohort in America. However, credible newspapers continue to provide in-depth coverage and analysis of key contemporary issues that facilitate civic literacy and a sociological understanding of the world. This case study discusses an exploratory approach to integrating the newspaper into the college classroom as a way of connecting journalism with theoretical knowledge. In an Introductory Sociology course, I provided daily copies of The New York Times to students throughout the duration of a semester. Students worked in assigned groups, regularly read articles in the paper, and searched for stories related to a wide variety of sociological issues. As a final project, students wrote detailed summaries of several articles published throughout the semester and explained how they were connected with key sociological concepts studied in the class.  Nearly all students in the course reported that consistent readership over a 12-week period of the semester to be an effective learning activity that expanded their understanding and exposure to core sociological issues.


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How to Cite
Schrank, Z. (2020). Integrating the Daily Newspaper into the College Classroom. Journal of the Scholarship of Teaching and Learning, 20(2).
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Author Biography

Zachary Schrank, Indiana University South Bend

Assistant Professor, Department of Sociology and Anthropology.