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Developing standards for social media use in your student media: Part 1

Posted by on Mar 22, 2011 in Blog, Law and Ethics, News, Scholastic Journalism, Teaching | 0 comments

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by Marina Hendricks, SPRC commissioner

For “Social Role of the Mass Media,” a Kent State University online graduate course, John Bowen asked us to draft a position paper on social media as a tool for student journalists. I found it easier to think through the assignment by approaching it as a hypothetical letter from an adviser to students. Here’s the result.

Dear students,

Before we launch our Facebook page and Twitter feed, I’d like you to think about how you will use them in your coverage of the school community.

Keep in mind that our editorial policy applies not only to our print edition and website, but also to our social network platforms. As a result, your Facebook posts and tweets must be accurate, objective and fair. Information you collect from or share via Facebook and Twitter must be checked and verified – with no exceptions. This is especially critical for breaking news. You must get it right, even when it takes time to verify facts. Your audience depends on you for accurate information and trusts you to provide it. You don’t want to jeopardize that trust. Once it’s gone, it may never return. And readers and users will go with it.

Just as important, you must practice transparency. For readers and users, that means letting them know where you obtained information and under what circumstances. For sources, that means telling them how you plan to use information they provide. And as always, refer to the policy for guidance on anonymous sourcing.

Be vigilant about Facebook and Twitter content that is libelous, obscene, materially disruptive of the school process, an unwarranted invasion of privacy, a violation of copyright or a promotion of products or services unlawful (illegal) as to minors as defined by state or federal law.

Speaking of promotion, remember that you are in the news business, not public relations. You wouldn’t include rah-rah statements in print or online stories, would you? The same rule applies for social media content.

We’ve talked a lot about the responsibilities associated with being journalists. As tempting as it sometimes is, we don’t use our power of publication to promote personal agendas or settle scores. The instantaneous nature of social networks makes that even more tempting. However, I know you will continue to use the same exceptional judgment you bring to our print and online publications by remembering at all times that you represent (school publication name). I know your posts and tweets will reflect your professionalism as journalists.

Our Facebook page and Twitter feed give us two new ways to reach our school community. Use them to start conversations, seek feedback and provide another window into our newsroom.

Finally, take a look at our editorial policy and see if there’s anything you want to update with respect to our social media platforms.

Good night, and good luck …

Your Adviser

Resource: “Online Ethical Considerations,” provided through Social Role of the Mass Media, Kent State University, spring 2011

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Reaching out: Informing the community about key principles of journalism

Posted by on Mar 20, 2011 in Blog, Law and Ethics, News, Scholastic Journalism, Teaching | 0 comments

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by Marina Hendricks, SPRC member

Recently, I drafted the following plan for student journalists to use to educate their communities about the role of school publications as forums for public criticism and compromise. I did so as part of my ongoing work for “Social Role of the Mass Media,” a Kent State University online graduate course this semester taught by John Bowen.

“In a world where millions are spent annually by those wanting to influence public opinion, it is crucial that the news media play the role of honest broker and referee as it carries the common discussion. … So journalism must provide a forum for public criticism and compromise,” Bill Kovach and Tom Rosensteil write in “The Elements of Journalism: What Newspeople Should Know and the Public Should Expect.”

“Yet in a new age, it is more important, not less, that this public discussion be built on the same principles as the rest of journalism, starting with truthfulness, facts, and verification. For a forum without regard for facts fails to inform,” the authors add.

Scholastic journalists are often hindered in their efforts to provide public forums for criticism and compromise by administrators, district officials and other well-meaning adults whose desire to safeguard schools and their students leads to acts of prior review and restraint. Students at large may not understand and appreciate their First Amendment rights, which undermines their support for the public forums of expression provided to them through their school publications. Local media professionals and local citizen may not understand and support the role of school publications as public forums in the community at large.

To address these issues, student journalists could organize a series of outreach activities. These events could be scheduled on a regular basis – once a month, once every nine weeks, once a semester – whatever best fits the school publication’s schedule. More frequent activities could take place during homeroom, lunch, breaks or other open periods during the school day. Less frequent activities could be scheduled after school, in conjunction with other events (such as parent-teacher conferences, PTO meetings, etc.), on Saturdays or even as part of a community fair or festival.

Activities could include:

1) An open house in the newsroom for anyone interested in the school publication and how it operates;

2) A scholastic journalism fair to showcase the work of student journalists in the school district, to raise First Amendment awareness and to provide training opportunities for student journalists;

3) Visits to feeder schools to train and network with aspiring young journalists;

4) Presentations to the faculty senate, PTO, booster and alumni organizations, the local school district board and local organizations to raise awareness of the school publication and its role in the school community;

5) Educational sessions with local media professionals, moderated by student journalists, to help members of the school community learn more about issues that interest them;

6) Operating booths at local events to raise awareness of the school publication, its role in the school community and the First Amendment;

7) Expanding distribution of the school publication (local library branches, malls/shopping centers, community centers, restaurants, etc.) to raise awareness of its role in the community;

8) Forming a parent booster/support group for the school publication;

9) Designating a “reader advocate” to handle questions, concerns, story suggestions, etc.

10) Preparing a “press kit” for school organizations to help them understand how to submit information, news releases, story ideas, requests for photos, etc. (Then, deliver it in person so members of the organizations can ask questions.)

*Note: We welcome your additions of outreach that work to this list. List them, plus your school, in the comments section below.

 

 

 

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Arcata High School (AHS) student’s lawsuit against the Northern Humboldt Union High School District (NHUSD) can proceed

Posted by on Mar 10, 2011 in Blog, News | 0 comments

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Another step forward for student First Amendment rights: Arcata High School (AHS) student’s lawsuit against the Northern Humboldt Union High School District (NHUSD) is given green light to proceed to court.

See the rest of the response from the National School Board Association Legal Clips at http://tinyurl.com/4faz2wr

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