by Tom Gayda
Rights vs. responsibilities. Or, just because you can, doesn’t mean you should. These are the phrases to keep in mind when living in a social media world.
Putting the First Amendment in action is our right, but with that right is the need to be responsible. There are many things a person can say, but sometimes those things aren’t always smart.
Even adults have to be careful. I may not agree with a decision made professionally, but to call out my boss or colleague and question his or her integrity might not be wise. My job doesn’t owe me my First Amendment rights the way sitting on my back porch talking to a friend does. Sure, I can say what I want, but if I want employment I might want to be careful. My boss probably isn’t as interested in my right to free speech when it knocks him or his company.
A student encounters similar situations. Perhaps not even that bad. Say a math student gets a poor grade on a test. Math student takes to Twitter and says the math teacher doesn’t know how to teach. Not really the worst thing a kid could say but if the math teacher hears about the comment, extra credit opportunities might dry up pretty fast. If the same math student calls the teacher a more colorful name the punishment might just be a little harsher.
Not that long ago we actually lived in a world where a lot of things we were thinking were left unsaid, but now the majority of us our gridded up we can’t go too many minutes without sharing something with someone.
The best thing to do is think first. Does your comment add something to life? Is it necessary someone see what you are thinking? Sometimes it might be wiser to act responsibly and keep a comment or two private.
Everyone is working their way through how to speak their mind and be responsible. And while we are lucky to have the First Amendment to protect us, it is important to keep in mind that our words matter whether they are protected or not.
Dear Sir or Madam:
Here’s a little suggestion for Teacher Appreciation Week gift-giving. It will make your journalism teacher happier. Besides it will make you and, most important, your students a lot happier.
My suggestion: An open forum, no-prior-review policy where students, under the guidance of a trained journalism teacher, make the content decisions.
All that freedom sounds scary, you say? Having a Main Office set of eyeballs look over student media before it goes out may sound like a good idea, but doing so has often been a whole lot scarier for some. Consider these lessons from the archives of the Student Press Law Center showing how some principals learned the hard way:
As the national organizations of journalism educators committed to the training of future journalists and the preparation of citizens for life in our democracy, we write to express our vigorous opposition to the proposed policy changes under consideration by the Neshaminy Board of School Directors that relate to school-sponsored student publications
We find the proposed policy changes, which give school officials virtually unlimited authority to censor student journalism even of the highest quality, educationally unsound, constitutionally insufficient and morally indefensible. They are inconsistent with the student media policies recommended by national education experts.
By Megan Fromm
Sometimes, pop culture and reality align to provide the perfect anecdote for our weekly SPRC posts. This week, the timing of Jimmy Fallon and Emma Stone’s heated lip sync battle on the Tonight Show couldn’t have come at a better time. Earlier this week, the celebrities dueled over who could best move their mouth to a famous pop or rap segment, emulating thousands of videos already online in which people — often teens — attempt to look just like the musicians who originally released a song.
And while fans may have crowned Emma the lip sync queen, anyone concerned with copyright infringement should take this example to heart: When a person publishes a video — even if it’s only seconds long — of his/herself miming along to copyright music, that person could be violating copyright.
Take, for instance, the case against Vimeo, a popular video sharing website. In an ongoing lawsuit that started in 2009, Capitol Records is suing the website, accusing Vimeo of posting videos that violated hundreds of the record company’s copyrights.
What makes music copyright especially complicated is that compositions may exist under several copyrights — one for the lyrics and musical arrangement, one for any particular production of the composition, and often one for the arts or imagery that accompany a musical record. Strictly speaking, without permission from the copyright holder, others cannot legally reproduce or redistribute the work in question.
Students initiating school-wide lip dubs is becoming increasingly common (for example, students in both Pennsylvania and Indiana produced their own), but simply calling it an “educational activity” because it happens on school grounds or during the school day is not protection against potential copyright infringement.
So, students and teachers beware. And more importantly, be safe, legal, and respectful by obtaining written permission before producing and publishing lip syncs as part of your student media program.
by Stan Zoller
If you were to make a list of the amazing advisers who grace the walls of journalism scholastic education notoriety, odds are you would start rattling of the awards he or she has won.
Pacemakers, Write-off winner, state JOY winners, Best of Show winners, etc. And the list would keep on going.
Dr. James Tidwell
Recently, journalism education paid homage to a journalism educator whose program never won an award.
But there’s a reason for that – he never taught scholastic journalism.
That, however, did not stop James Tidwell, chairman of the Journalism Department at Eastern Illinois from taking the lead as an advocate for student press rights in Illinois. Nor did it stop him from heading up the Eastern Illinois Scholastic Press Association and being Executive Director of the Illinois Journalism Education Association.
Oh, by the way, he was also instrumental in starting the Illinois High School Association’s state journalism tournament.
Although his “home” was the college campus, Tidwell knew journalism education began in high school.
So when pancreatic cancer beat Tidwell April 12, it was a loss for journalism and journalists everywhere – high school newsrooms, college newsrooms and professional newsrooms.
Tidwell quite simply not only talked the talk but walked the walk.
“James worked with high school journalism from his earliest years as a professional, but the fact is that his love of high school journalism started with his experiences as a high school journalist in Oklahoma, “notes Sally Renaud, IJEA Executive Director and professor of Journalism at EIU.
“He always talked fondly of his own high school adviser and her tremendous influence on his career, which included work on his campus newspaper and for professional newspapers. He has used his respect for his adviser and the passion she helped instill in him at an early age as motivating forces in his career in regards to high school journalism,” Renaud said.
How much so? Just ask longtime adviser Randy Swikle.
“In the mid-1990s, no one worked harder on state legislation defining scholastic press rights in Illinois than James. I know,” Swikle said, “because I was at his side as he lobbied from office-to-office in the Capitol building. Hundreds of hours were spent devising strategy and campaigning for HB 156. At day’s end, the House passed the legislation 109-4, and the Senate approved 57-0. Unfortunately, the governor unexpectedly vetoed the bill.
Why? Because Tidwell believed in a free and responsible press for scholastic journalism. It was his passion.
And he instilled that passion through not only his knowledge, but through an uncanny ability to take – or rather make – time to work with advisers and journalism teachers.
“James was often called upon to offer his expertise and advice in such areas as prior review, copyright and libel. I often heard him on the phone with high school advisers who sought his counsel, who asked his advice on a concern or problem in their school,” Renaud said.
“He always made those of us who had the privilege of serving on the IJEA board as though we were a part of his family,” IJEA President Sarah Doerner said. “It will be difficult to imagine IJEA without him.”
Fittingly, the IJEA has renamed its annual Educator of the Year in Mr. Tidwell’s honor as the “Dr. James Tidwell IJEA Educator of the Year” Award.
It will be difficult to imagine the battle for press rights without him. Tidwell was a rare breed. Awards and honors were not a motivating force for him. Preserving the First Amendment and making sure scholastic journalists had a foundation steeped in press rights from which they could build a journalistic future was all the motivation he needed.
Awards? They may look good on the wall, or on your desk.
But having the opportunity to work with James Tidwell and absorb his warmth, knowledge and passion was an award I know I will cherish.
The challenge I, and my guess is most journalism educators, face is how we can embody and continue the spirit and passion for journalism education and student press rights that James had.
I guess I just need to heed the advice of the late David ben Gurion, Israel’s first prime minister who once said “this is the land of miracles; the miraculous we can do today; the impossible will take a little longer.”
Emulating James Tidwell will take a little longer.
MAKING A DIFFERENCE Series
Students at Woodrow Wilson High School in Washington, DC, spoke out when a faculty committee chose officers for the upcoming student government offices instead of holding an election. That misstep caught the attention of The Beacon staff who wrote about the injustice in several issues. By the end to the year, the coverage in The Beacon resulted in a reversal of the decision, thus reinstating the election process to the school.
Adviser, Mary Stapp shared “In our September issue The Wilson Beacon wrote about the school’s administration changing the process of Student Government Association elections, including an editorial on p. 4. Instead of having students elect their leaders, administrators decided to appoint leaders themselves. Before the Beacon reported on it, no one knew how SGA officers had been [s]elected. In our April issue, Opinions Editor Christina Harn reflected on the “Lack of Leadership Opportunities” (p.5). Our June issue reported the resulting “SGA Elections Reinstated,” after the principal widely acknowledged the importance of the student voice and the meaning of democracy.”
See the packages the Beacon staff shared in the September and April issues.
Student voice in publications and student government makes a difference in schools. The Beacon staff made a difference by bringing the process of student elections back to the students instead of a faculty committee.