JLI doesn’t disrupt classrooms. It empowers them.

We believe education should be engaging, relevant, and meaningful to students and their teachers.

JLI transcends the traditional boundaries of education to create empowered classrooms.

Time

Learning is no longer restricted to the school day or school year. The Internet and proliferation of mobile devices give students the ability to learn any time.

Place

Learning is no longer restricted to within the walls of a classroom. Mobile access to the Internet allows students to learn anywhere and everywhere.

Path

The “sage on the stage” approach to teaching is obsolete. JLI methods cultivate authentic student ownership of learning, engaging students at deeper levels.

Pace

Learning is no longer restricted to the pace of an entire classroom of students. Digital, interactive, and adaptive software allow students to learn at their own pace by spending more or less time on a given lesson to achieve optimal learning.

Technology

Technology is the tool, not the instruction. Conscious use of technology can enhance student learning. It includes Internet access and hardware, which encompasses a multitude of desktop and mobile devices.

Instruction

Technology may change the role of the teacher, but it will never eliminate the need for a teacher. With digital learning, teachers are able to provide students with personalized guidance, mentorship, coaching, and assistance that can be a catalyst for lifelong learning.

Assessment

JLI’s content management software systems provide teachers with a dashboard of real-time indicators that track students’ progress and learning outcomes. These tools give educators the means to make modifications that meet the unique needs of each student.
The Journalistic Learning Initiative was formed by a team of distinguished educators with vast experience in curriculum development.
The JLI Difference

JLI classrooms support student-driven, inquiry-based learning to create informed thinkers and competent communicators.

Traditional Learning

  • “Sage on the Stage”
  • Teacher has total authority
  • Micromanaged students “stay in line” and don’t speak out of turn
  • Students feel distanced from assignments
  • Learning takes place in the classroom
  • Technology as threat
  • Grade-dependent
  • Students feel pride in learning and achieving good grades
  • Students are excited about the assignment at hand
  • “You don’t have the answers, I do”

Journalistic Learning

  • “Guide on the Side”
  • Students question everything, including you
  • Students speak up
  • Students can explore their intrinsic interests
  • Learning takes place anytime, anywhere
  • Technology as tool
  • Engagement-dependent
  • Students feel pride in their community and themselves
  • Students develop the tools and voice to communicate their excitement
  • “Neither of us have the answers, so let’s discover them together”

OUR CORE PRINCIPLES
Relevance

Tying curricular content to contemporary themes engages students in authentic learning. Schoolwork becomes meaningful and less conceptual. Students connect class assignments to everyday life. Those who may appear “checked out” are actually asking themselves: ‘Why should I care?” When coursework is relevant, students thrive.

OUR CORE PRINCIPLES
Discovery

Encouraging exploration frees students to experiment, chart new paths, and grapple with complexity. Curricular emphasis shifts from memorizing facts to cultivating what JLI refers to as informed thinking – a deeper level of critical thinking.

OUR CORE PRINCIPLES
Sharing

Publishing is critical to journalistic learning. Students share the gift of their perspective with an authentic audience. It can be a transformative experience when young people discover that their informed opinions matter. While students are actively sharing online through various social media platforms, it often occurs without guidance from trained educators.

OUR CORE PRINCIPLES
Collaboration

Journalistic Learning occurs when curricular power is shared between teachers and students; when students are no longer thought of as “empty vessels” to be filled. It occurs when they are genuinely acknowledged, not as content consumers, but as self-determined content creators with innate abilities. Meeting students where they are academically creates engaging learning environments where peers support one another through team-oriented projects.