Educator Summary 

Article: Half of U.S. teens think journalists make up quotes and do favors for sources, new report finds

A new national study released by the News Literacy Project (NLP) reveals a striking trend in how American teenagers perceive journalism: many teens hold deep misunderstandings about journalistic practices, conflating misinformation and unethical behaviors with the norms of credible reporting. This has profound implications for educators seeking to foster critical literacy and civic engagement among students.

Widespread Negative Perceptions

The NLP survey titled “Biased, Boring and Bad” finds that a staggering 84% of U.S. teens describe news media negatively, using terms like “fake,” “biased,” “boring,” and “crazy.” This perception isn’t limited to a loose skepticism about the media industry; it reflects deeper misconceptions about the nature of reporting, verification, and journalistic ethics.

These sentiments reflect broader patterns of distrust in American news media more generally. Longitudinal Gallup data from 2025 shows historically low trust among adults as well, with only about 28% of Americans expressing confidence in the press to report fairly and accurately.

Cynicism Rooted in Misunderstanding

According to Peter Adams, NLP’s senior vice president of research and design, the danger lies not just in skepticism, but in cynicism—a hardened belief that journalists are no better or more ethical than random online content creators or influencers. Many teens fail to distinguish credible reporting from misinformation or social media content, which leaves them vulnerable to manipulation by low-quality sources and online conspiracy narratives.

This misunderstanding was evident in responses to specific journalistic practices; when teens were asked about how often journalists engaged in certain actions, their answers flipped ethical realities on their head. For example:

• About half of teens believe journalists frequently fabricate quotes or make up details — with roughly 50% or more saying this happens “always,” “almost always,” or “often.”

• 51% believe journalists regularly pay or do favors for sources in exchange for information.

• 49% think journalists give advertisers special treatment, compromising editorial independence.

• A majority (around 60%) even think journalists take photos and videos out of context to mislead audiences.

These perceptions contrast sharply with standards-based journalism practices — such as gathering information from multiple sources, confirming facts before reporting, and correcting errors — which only about a quarter to a third of teens believe occur often in real newsrooms.

Disconnect Between Teens and the News Profession

The report also underscores a cultural disconnect: many teens struggle to name actual journalists or credible news organizations, and when prompted, instead cite characters like Spider-Man or fictional news anchors from entertainment media. This reflects the influence of omnipresent social media algorithms that prioritize sensational content over traditional news, making it harder for reputable outlets to “break through” to younger audiences.

Moreover, teens vastly underestimate newsroom transparency practices, such as how often legitimate outlets issue corrections. Because most news literacy education remains optional or absent in many schools, teens aren’t exposed systematically to how newsrooms operate ethically or why standards-based reporting differs from rumor, gossip, or influencer posts.

News Literacy as a Civic Competency

For educators, this study suggests that news literacy must be treated not as an add-on media skill but as a core civic competency. Understanding how journalism works — including verification, sourcing, ethics, and the role of the press in a democracy — is vital to young people’s ability to make informed decisions and resist manipulation in an era of misinformation and generative AI.

Encouragingly, the data shows that 94% of teens believe media literacy should be part of their education, and even a single lesson can correlate with more active news engagement and greater trust in credible reporting. This indicates both a demand and opportunity for schools to integrate news literacy into curriculum, whether through civics, English, social studies, or dedicated media literacy units.

Practical Implications for Educators

To counteract widespread misconceptions, schools should consider:

• Explicit instruction on distinguishing credible journalism from social media content, including practice with real news articles and fact-checking exercises.

• Discussions about journalistic ethics and newsroom standards, clarifying misconceptions around fabrication and bias.

• Collaborations with local journalists or newsroom partnerships to demystify the reporting process and highlight its role in accountability.

• Media literacy is integrated across subjects, emphasizing how information sources influence public opinion, civic participation, and personal decision-making.

In a rapidly evolving information ecosystem, educators play a pivotal role in helping students not just consume news critically but understand the structures and values that underpin high-quality journalism. That understanding is essential not just for academic skills, but for nurturing informed, engaged citizens in a democratic society.

Original Article

Source: https://www.editorandpublisher.com/stories/half-of-us-teens-think-j...

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Prepared with the assistance of AI software

OpenAI. (2025). ChatGPT (4) [Large language model]. https://chat.openai.com