Is the sun shining? A qualitative study on the presence of sunshine laws in the college and university journalism curriculum

Abstract

This case study focusing on journalism curriculum in Tennessee sheds light on the obstacles that journalism schools face in efforts to include more instruction of sunshine laws into courses. Journalists use these laws to gather information to write their stories, either by attending public meetings or by filing open records requests. This study identified three issues-curriculum structure, faculty background, and ongoing sunshine law developments-as emergent themes that may pose similar concerns for journalism educators elsewhere. Pedagogical recommendations also are offered.