Mobile Stories would like to thank the teachers for their dedication and answers: John Forrest, St. Patrick’s Secondary School, Castleisland, Ireland; Moja Ladvelin, Vasa Övningsskola Gymnasiet, Finland and the Octavian Goga High School, Sibiu, Romania for the teachers’s collective answer.
Teaching media literacy and journalism skills to students is no small challenge. Many educators struggle to find the time, resources, and tools necessary to teach these essential competencies effectively. In an era of fake news, overwhelming digital content, and increasingly polarised media, the task of helping young people critically evaluate information and create meaningful content can feel overwhelming.
This is where Mobile Stories comes in. Designed to address these challenges, the innovative publishing platform provides teachers with useful resources. They include ready-made lesson plans, a teachers’ guide, and an intuitive tool with step-by-step instructions supported by video tutorials and tips from professional journalists. These resources and features will empower young people to become responsible and informed producers, consumers and distributors of digital media.
We interviewed teachers from Ireland, Romania, and Finland – countries in which the piloting of the tool is taking place. They shared their experiences, offering insights into how the tool has helped overcome obstacles, engage students, and foster critical skills.
Could you describe the context in which you used Mobile Stories in your classroom? For example, what subject or topic did you focus on, and how did the tool fit into your lesson plans?
Teachers integrated Mobile Stories into their classrooms in different ways, tailoring the tool to their curriculum.
In Ireland, Mobile Stories was a key component of a Digital Media Literacy module for Transition Year students. The teacher focused on teaching students to evaluate the “validity and reliability of the news they see online” and to “distinguish between news that is reliable, honest, and shows different perspectives.” The Code of Ethics provided by Mobile Stories was used as a guide, while the platform itself supported lesson plans by enabling students to “see their progress on an article and see what areas they can improve.”
In Romania, Mobile Stories was used in English and Romanian classes to enhance media literacy. The teacher explained that the tool helped students practice “investigative journalism, asking questions, [and distinguishing] fact vs. opinion.” It served as an additional resource to equip students with skills to navigate the “abundance of information” they encounter daily.
Meanwhile, in Finland, the platform was incorporated into an upper secondary school course called “Text and Influence.” The course focused on media, with students learning to write “different newspaper genres, like articles and reviews.” According to the teacher, Mobile Stories fit well into the curriculum and complemented their efforts to teach media literacy.
How did your students respond to using Mobile Stories? Did you notice any changes in their level of engagement or enthusiasm compared to traditional learning methods?
Teachers observed that students responded positively to Mobile Stories, often showing increased enthusiasm and engagement.
In Ireland, students enjoyed the structured and professional feel of the platform. The teacher noted a “positive change in their engagement” and highlighted how students appreciated the professional look of their articles. This aspect was “something that would be hard to replicate using traditional learning methods or software.” The variety of options, such as featured stories, news articles and opinion pieces, also appealed to students.
Romanian students were generally enthusiastic, though some found writing about personal experiences challenging. Still, most were “willing to contribute and put in the extra work required by the project.”
In Finland, the teacher shared that students liked working as if they were part of “an actual newspaper editorial staff” and appreciated the features provided by Mobile Stories.
In your experience, how did the tool impact your students’ skills, such as critical thinking, fact-checking, storytelling or more broadly media literacy and journalism? Were there any particular skills that stood out?
Mobile Stories contributed positively to students’ skill development, particularly in critical thinking, fact-checking, and storytelling.
In Ireland, students became more aware of the importance of evaluating the news they consumed. The teacher noted that students improved their “researching skills” and their “ability to fact-check.” The lesson plans encouraged students to explore different news outlets and compare them against the Code of Ethics, which helped them see “huge differences in the quality” of reporting.
In Romania, the experience of becoming “reporters” and “journalists” gave students a better understanding of the media. The teacher highlighted how the platform fostered habits of “skepticism and diligence,” encouraging students to investigate and confirm facts. However, they also pointed out that students often needed teacher support to fully grasp the theoretical information provided by the platform.
In Finland, the tool prompted students to reflect on issues like plagiarism and improve their media literacy. The teacher observed that students became “more aware of critical thinking and fact-checking” and developed strong storytelling skills, especially when combining text with visuals for their articles.
What challenges, if any, did you encounter while implementing Mobile Stories in your teaching? How did you address these challenges?
In Ireland, convincing students to question the reliability of online news was initially difficult. The teacher explained that it “took a lesson or two” for students to fully engage with the idea that “not all news is reliable.” To address this, the teacher leaned heavily on the Code of Ethics and used examples of news stories with varying levels of accuracy to illustrate the point.
Romanian teachers found that writing polished articles under time constraints could overwhelm students. To overcome this, they broke the task into “smaller, manageable stages” and provided consistent support. Additionally, the fact that only a subset of students participated in the project posed challenges for time management and balancing activities in class.
In Finland, the main challenge was ensuring enough time for students to familiarise themselves with the tool.
How would you describe the overall impact of Mobile Stories on student learning outcomes?
The tool had a significant impact on student learning outcomes: in Ireland, the teacher observed that students developed a deeper understanding of journalism and the importance of research. “Some students realised they like journalism,” while others gained valuable skills in evaluating the reliability of news.
Romanian students learned to analyse, create, and interpret media more critically. The teacher emphasised how students became “more objective in their writing” and took greater care in choosing subjects and sources, while also respecting copyright.
In Finland, the teacher found that students were motivated and inspired by the professional feel of the platform. “They felt that they were writing real stuff,” which encouraged them to put in extra effort and take pride in their work.
Do you have any memorable stories or anecdotes about how a particular student used Mobile Stories in a unique or impactful way?
Irish students used Mobile Stories to produce impactful work, some of which featured prominently in their Transition Year Showcase. Topics included local issues like “the closure of local bars in Castleisland” and broader themes such as “clothing brands using kids for labour” and “public transport in the Munster region.” The teacher noted that students were particularly proud of their articles and enjoyed presenting them.
Romanian and Finnish teachers didn’t share specific anecdotes but highlighted how proud students were to share their work with peers and family.
The use of Mobile Stories in classrooms highlights the importance of giving young people the tools, skills, and guidance they need to become responsible media creators and consumers. By providing an intuitive platform, valuable resources, and structured lesson plans, Mobile Stories enables educators to foster critical thinking, media literacy, and journalistic skills in their students.
For more information, visit the Mobile Stories website or check out the newsroom and get a free test account: newsroom.mobilestories.com.
