Hannah P. Luz
Current Organizations / Institutes
The organizations/institutes from the scholar's latest article
Hannah P. Luz has a total of 3 co-authors. Here are the top co-authors by number of shared publications:
- Brian Delaney
School of Communication and Journalism in the College of Liberal Arts, Auburn University, Auburn, AL 36849, USA
1 shared publication - Jessica Fargen Walsh
University of Nebraska-Lincoln, USA
1 shared publication - Justin C. Blankenship
School of Communication and Journalism in the College of Liberal Arts, Auburn University, Auburn, AL 36849, USA
1 shared publication
Latest Publications
- Open Access
- 9 April 2026
- Published by MDPI AG in Education Sciences
- Vol. 16 (4) , 598
Teaching the AP Stylebook to Novice Journalism Students: A Mixed-Methods Study Exploring Pedagogical Uncertainty and Perceived Learning Barriers
The Associated Press (AP) Stylebook, endearingly called “the journalist’s bible,” contains thousands of entries outlining style rules and situational guidance. Designed initially for practitioners, the AP stylebook is a seminal resource at many journalism education programs. Its density and complexity as a learning material inherently poses cognitive load risks for novices—and yet—it remains notably under researched. This explanatory sequential mixed methods study explored journalism instructor axiology, pedagogy, and perceptions of teaching effectiveness when introducing AP Style to novice students. Findings revealed that while AP Style remains a pillar of U.S. journalism curriculum, experienced instructors sometimes feel uncertain about the effectiveness of their introductory pedagogy. They described a hodgepodge of methods and design constraints often incongruous with knowledge of human cognitive architecture. We problematize these findings through cognitive load research, recommend Cognitive Apprenticeship Model principles to reduce load-inducing strategies, and suggest directions for future research.
- 9 April 2026
- Published by MDPI AG in Education Sciences
- Vol. 16 (4) , 598
Open AccessTeaching the AP Stylebook to Novice Journalism Students: A Mixed-Methods Study Exploring Pedagogical Uncertainty and Perceived Learning Barriers
The Associated Press (AP) Stylebook, endearingly called “the journalist’s bible,” contains thousands of entries outlining style rules and situational guidance. Designed initially for practitioners, the AP stylebook is a seminal resource at many journalism education programs. Its density and complexity as a learning material inherently poses cognitive load risks for novices—and yet—it remains notably under researched. This explanatory sequential mixed methods study explored journalism instructor axiology, pedagogy, and perceptions of teaching effectiveness when introducing AP Style to novice students. Findings revealed that while AP Style remains a pillar of U.S. journalism curriculum, experienced instructors sometimes feel uncertain about the effectiveness of their introductory pedagogy. They described a hodgepodge of methods and design constraints often incongruous with knowledge of human cognitive architecture. We problematize these findings through cognitive load research, recommend Cognitive Apprenticeship Model principles to reduce load-inducing strategies, and suggest directions for future research.