# **Detailed SUMMARY of "Class Notes" by Muna Khan (Published in Dawn, January 26th, 2025)**: The article discusses the observations and experiences of the writer, Muna Khan, as she resumes teaching a news media literacy course at a university. She notes positive changes, such as an increased enrollment of women, who are often smarter and more inquisitive than their male counterparts but are hesitant to pursue journalism careers. Reflecting on her class's perspectives, the writer highlights a growing disenchantment among students not only with politicians like Imran Khan but with institutions such as the army, Supreme Court, and media. In an engaging classroom exercise, students were asked to create a newspaper front page to understand news judgment and values. The exercise revealed intriguing insights: while many selected major stories like Imran Khan's conviction or economic issues, others highlighted empathetic stories, such as the tragic death of a young boy in Karachi or ignored regions like Balochistan. Environmental concerns and the resurgence of Covid were also prioritized. Despite their skepticism of traditional media, students showed surprising political awareness and a desire to amplify the voices of the vulnerable. The writer observes that most students' families no longer subscribe to newspapers, relying on digital media and TV for breaking news, while students themselves primarily consume content on mobile feeds. Although this small urban group represents a privileged demographic, their critical engagement with media and hope to reform it leave the writer optimistic about their potential to shape the future of journalism. # **Easy/Short SUMMARY**: The article by Muna Khan shares her experience teaching media literacy at a university. She notices positive changes, like more women in her classes, but sees students disillusioned with politicians, institutions, and the media. Through a fun exercise of creating newspaper front pages, students showed their awareness and care for important issues, such as the economy, Covid, and stories of vulnerable people. Most students don’t trust traditional media and prefer digital platforms, but their critical thinking and hope to improve journalism give the writer confidence in their potential to bring change. # **SOLUTIONS of The Problem**: ## *Encourage Media Literacy* Schools and universities should introduce media literacy as a subject to help students understand and trust media content. ## *Promote Empathy in Newsrooms* Journalists should prioritize empathetic storytelling, focusing on marginalized communities and neglected issues. ## *Improve Trust in Media* Media organizations should ensure accuracy, transparency, and balanced reporting to regain public trust. ## *Highlight Positive Stories* News outlets should balance negative news with stories of hope and progress to engage readers. ## *Strengthen Journalism Education* Institutions must update curricula to include digital journalism and ethics, preparing students for the modern media landscape. ## *Bridge Generational Gaps in News Consumption* Media should create content accessible and appealing to younger generations while maintaining credibility for older audiences. ## *Promote Regional Representation* News coverage should include stories from underrepresented areas like Balochistan to give a voice to the voiceless. ## *Adapt to Digital Platforms* Traditional media must embrace digital formats and interactive content to retain younger audiences. ## *Encourage Diverse Newsrooms* Hiring more women and people from different backgrounds can bring fresh perspectives to journalism. ## *Foster Critical Thinking in Students* Through exercises like creating front pages, students can better understand editorial decisions and media's role in society. # **IMPORTANT Facts and Figures Given in the article**: - Increased enrollment of women in journalism courses. - Growing distrust of politicians, institutions, and media among students. - Families rely on TV for breaking news and mobile platforms for analysis. - Students prioritize empathetic and underreported stories in news exercises. - Awareness of Covid and environmental issues remains high among students. # **MCQs from the Article**: ### 1. **What is the primary subject of the course taught by Muna Khan?** A. Environmental Studies B. Media Literacy **C. News Media Literacy** D. Political Science ### 2. **What has changed positively in Muna Khan’s classes over the years?** A. More men joining journalism **B. Increased enrollment of women** C. Decline in student interest D. Shift from digital to traditional media ### 3. **Which major story did many students prioritize in their front pages?** A. Pakistan’s economic growth B. Floods in Sindh **C. Imran Khan’s conviction** D. A sports event ### 4. **Which medium do students primarily use for news analysis?** A. Newspapers **B. YouTube** C. Radio D. Magazines ### 5. **What was the top concern for students in their newspaper exercise?** A. Celebrity gossip **B. Empathy for vulnerable groups** C. Technology trends D. Sports coverage # **VOCABULARY**: 1. **Enrolling** (داخلہ لینا): Signing up for a course or program. 2. **Inquisitive** (جستجو کرنے والا): Showing curiosity or interest in learning. 3. **Disenchanted** (مایوس): Disappointed with something once admired. 4. **Institutions** (ادارے): Organizations like the army, courts, or media. 5. **Negativity** (منفی رویہ): Focusing only on negative aspects. 6. **Judgment** (فیصلہ): The ability to make decisions or form opinions. 7. **Empathy** (ہمدردی): The ability to understand and share someone’s feelings. 8. **Resurgence** (دوبارہ ابھرنا): Rising or becoming active again. 9. **Pandemic** (عالمگیر وبا): A disease that spreads globally. 10. **Privilege** (امتیازی حیثیت): Special rights or advantages. 11. **Awareness** (شعور): Knowledge or understanding of something. 12. **Represent** (نمائندگی کرنا): To act on behalf of something or someone. 13. **Critical** (ناقدانہ): Involving judgment or analysis. 14. **Perspective** (نقطہ نظر): A particular attitude or viewpoint. 15. **Skepticism** (شک و شبہ): Doubting the truth of something. 16. **Editorial** (ادارتی): Related to the preparation of content for publication. 17. **Relatively** (نسبتاً): Compared to something else. 18. **Desensitization** (بے حسی): Reduced emotional response to something. 19. **Conviction** (سزا): A formal declaration of guilt in a court of law. 20. **Empower** (اختیار دینا): To give power or authority to someone. 📢 *Attention Please!* We appreciate your commitment to acquiring knowledge through our summaries. 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Since I began teaching journalism and news media courses eight years ago, there are many changes I’ve been happy to see: more women enrolling in the degree or class. They are always smarter (sorry guys) and more inquisitive, but also sadly, more reluctant to join the news industry. There are other observations I’d like to share, which I hope will help news media managers and owners with audience insight. When I last taught this course in fall 2023, I saw glimpses of a post-Imran generation, a large pocketful of students disenchanted by his promises of a Naya Pakistan. This time, however, the sentiment against all politicians, including Imran, is more pronounced. That disenchantment isn’t just limited to politicians. For example, we reviewed an old poll about Pakistanis’ trust in institutions where the army and Supreme Court ranked at the top and the class said they doubted this would hold true today. The media fared poorly then and now. “It’s because the media only shows negativity,” one girl said. Were they up for the task of changing? In a bid for them to understand how the news works, I ask them to create the front page of a newspaper. It is always their first assignment. If we’re so bad in the news media, how would you do it differently? The goal is simple: your front page must inform audiences of news you deem important. Students have to choose five stories for their paper’s front page. They do it as individuals and then, in the next class, in small groups where they inevitably differ among themselves on which stories to place. It is a really good introduction to news value and judgement. Later in the class, we revisit the exercise but this time with the intent to sell newspapers. If we’re so bad in the news media, how would you do it differently? It’s a fun exercise because we learn there is no one-size-fits all editorial judgement. Their responses are always full of surprises and tell you a lot about what they’re thinking, where they’re coming from, and about their — and their family’s — habits. As the years pass, I’m encountering more students whose families do not subscribe to newspapers unless they have grandparents; parents, too, consume news on mobile devices. Almost everyone’s family still watches the news on TV but it’s no longer the only source of information. TV for breaking news followed by YouTube for analysis. My students do not watch news on TV though they may come across it on their feeds. It is against this backdrop that I felt hopeful about their front pages. Many ran with Imran’s conviction as their top story, but they explained they had to do so because audiences had to be informed. Several students ran the devastating story about the seven-year-old boy’s body discovered in an underground water tanker in Karachi as their top story. This, they defended, was more important than everything else. The violence in Kurram and stories about the economy figured in their lists too. Only one student had a story about Balochistan and he said he specifically chose it because the province was ignored. An equally important story, by their standards, was PIA apologising for their ad about resumption of flights to Paris. Each student chose at least one, if not more, story that showcased empathy for the vulnerable, which included the environment. Almost everyone had the resurgence of Covid in their top three stories. I’d forgotten just how impacted this group was by the pandemic. Finally, they each chose a story that represented hope or something positive, something to feel good about, as they said. One student was horrified when I said one motorcyclist’s death on Ka­­rachi’s Sharea Fai­sal did not qualify as important; they said my desensitisation was the problem. Sometimes you have to take a stand, another said. Their assignments showed they were standing up for the voiceless. When I pointed out they were more political than they claimed, more aware about their surroundings than they admitted, I felt there was a collective nod. I’m sad how politics has been reduced, in their minds, to the content on our prime time shows, which they don’t even watch. Of course, this is not representative of an entire generation. As I stated up front, these are observations of a small urban group, whose families are relatively well-to-do; they are aware of their privilege and access to power. They know right from wrong but they do not trust the media to help inform them. Many told me they’ve signed up for my class because they want to understand how the media works and I hope they will teach me how it can work effectively. We need this generation to shape our future. The writer is a journalism instructor. X: *LedeingLady* Published in Dawn, January 26th, 2025