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Journal Article 1: Lule, J. (1995). I.F. Stone: The practice of reporting. Journalism & Mass Communication Quarterly, 72, 499–510; Issue published: September 1, 1995

Abstract: I.F. Stone, the life-long radical journalist, often was lauded for his superior reporting. No work, however, has dealt systematically with his method of reporting. The purpose of this article is to analyze and assess the benefits and limitations of I.F. Stone's approach to reporting. Drawing on analyses of Stone's work, published interviews, secondary sources, and conversations held shortly before his death, the article identifies four key emphases in Stone's method: his strategic approach to documents, his commitment to history, his devotion to on-the-scene research, and his independence from sources. The article then considers limitations and adaptations of Stone's approach for the practice of reporting and for understanding the role of the reporter in contemporary American journalism.

Journal Article 2: Parks, P. (2014). A collaborative approach to experiential learning in university newswriting and editing classes; A case study. Journalism & Mass Communication Educator, 70, 125–140; Article first published online: December 11, 2014;Issue published: June 1, 2015

Abstract: This case study examines a creative approach by two journalism professors to enhance experiential learning in separate skills-based newswriting and editing courses by collaborating to produce a live online news report from campus each week on a four-hour deadline. The study builds on previous research into how innovative classroom structures that engage students in practical, published journalistic work affect learning and students’ response to their experiences.

Journal Article 3: Yang, J., & Arant, D. (2016). How American and Chinese journalism students prioritize values: A comparative approach. Journalism & Mass Communication Educator, 71, 175–188. Article first published online: January 14, 2016;Issue published: June 1, 2016.

Abstract: This study found that Chinese journalism students and American journalism students are more different than similar in their value systems. Overall, American students give greater weight to social-interaction values and self-improvement values, and Chinese students give greater importance to morality-oriented values and competency-oriented values. Both groups prioritize “honest” and “responsible” as among the top five values. American students, however, give priority to the values of “courageous,” “ambitious,” and “broadminded,” whereas Chinese students give priority to the values of “civic-minded,” “justice,” and “aboveboard.” Furthermore, Chinese students rank “justice” higher than American students do. Although their similar rankings on honesty and responsibility may suggest that the Chinese and U.S. students share some common understanding of journalism practice, their differing rankings of the values may reflect the social and media realities in which the students study and practice journalism.