Seeking visual truth is just as important
as written truth QT48
by Kristin Taylor
A reporter working on a story pauses from her transcription. “Hm,” she thinks. “This is a good quote, but my source could have said it so much better. I’ll just change it around and add a bit …”
By this point, responsible student journalists and their advisers are horrified. Of course you can’t change a source’s quote! Our job is to seek truth and report it, not to create fiction.
Yet those same students may have a harder time understanding why photo manipulation is just as problematic. In a time where social media platforms include an array of pre-made filters and changing a picture is as easy as swiping left or right, student journalists may need a reminder about the difference between ethical photo editing and unethical manipulation.
Photojournalism is still journalism, which means visual images should reflect the truth as accurately as other forms of reporting. Just as journalists shouldn’t manipulate a quote because it will “make the story sound better,” they also shouldn’t manipulate a photograph beyond basic editing that maintains the journalistic truth of the image.
Students wondering about the consequences of faking photographs professionally might benefit from reading cautionary tales about people such as Brian Walski, Souvid Datta or Narciso Contreras — these once respected photojournalists lost jobs, reputation or even awards as a result of their photo manipulation.
Here are some tips to ensure student journalists are being truthful visually:
- Edit digital photographs minimally; limit changes to basic cropping (without removing important context), adjusting brightness or contrast, and minor color adjustments.
- Do not flip images or edit out elements of the photo.
- Avoid staging photographs and passing them off as candid shots; this is similar to asking someone to say something for a quote you need rather than gathering candid quotes.
- Clearly label manipulated images used as art (filters, colorized images, etc.) as photo illustrations and use these sparingly to maintain the journalistic credibility of your publication
Quick Tip: Ethical photo editing vs. unethical manipulation 
Guideline: Student media should avoid electronic manipulation that alters the truth of a photograph unless it is used as art. In that case it should be clearly labeled as a photo illustration.
Social Media Post: Filters are fun on social media, but are they journalistic? How do you know when editing crosses the line to unethical manipulation?
Reasoning/suggestions:
Photojournalism is still journalism, which means visual images should reflect the truth as accurately as other forms of reporting. Just as journalists shouldn’t manipulate a quote because it will “make the story sound better,” they also shouldn’t manipulate a photograph beyond basic editing that maintains the journalistic truth of the image.
Here are some tips to ensure you are being truthful visually:
- Edit digital photographs minimally; limit changes to basic cropping (without removing important context), adjusting brightness or contrast, and minor color adjustments.
- Do not flip images or edit out elements of the photo.
- Avoid staging photographs and passing them off as candid shots; this is similar to asking someone to say something for a quote you need rather than gathering candid quotes.
- Clearly label manipulated images used as art (filters, colorized images, etc.) as photo illustrations and use these sparingly to maintain the journalistic credibility of your publication.
Resources:
Visual ethics guidelines, Principal’s Guide to Scholastic Journalism
Visual Journalism, NPR Code of Ethics
Posing Questions of Photographic Ethics, James Estrin, New York Times
Lesson: A Picture Never Lies, Journalism Education Association
Lesson: When Journalists Err Ethically, Journalism Education Association
Lesson: Pushing Photo Editing Boundaries, Journalism Education Association
Lesson: With Freedom of the Press Comes Great Responsibility, Journalism Education Association
SPJ Code of Ethics, Society of Professional Journalists
NPPA Code of Ethics, National Press Photographers Association
Photojournalism ethics needs a reexamination, The Poynter Institute
Visual ethical guidelines join online, yearbook ethics, JEA Scholastic Press Rights Committee
Audio: Using Images from Social Media, JEA Scholastic Press Rights Committee Press Rights Minute
Audio: Ethics in Editing News Photos, JEA Scholastic Press Rights Committee. Press Rights Minute
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Respecting privacy and public space
important for photographers, too QT47
Student journalists should never invade the privacy of others while accessing information or photos for a story.
However. it is their journalistic duty to know what constitutes invasion of privacy or what spaces they are legally allowed to access and what spaces they are not legally allowed to access.
Student journalists should check the legal and ethical parameters of public space and the latest recommendations for journalistic activity from the Student Press Law Center.
Bottom line: Student photographers should familiarize themselves with where they can, and cannot, legally take pictures in order to avoid legal consequences and/or stand up for themselves when legally taking pictures
Guideline
Student journalists should check the legal and ethical parameters of public space and the latest recommendations for journalistic activity from the Student Press Law Center.
Question:
What (and where) can student photographers legally photograph?
Stance:
Student journalists should never invade the privacy of others while accessing information or photos for a story, however it is their journalistic duty to know what constitutes invasion of privacy or what spaces they are legally allowed to access and what spaces they are not legally allowed to access.
Key points/action:
- Public space = Any space that is deemed “public” in nature. For example, the sidewalk, street, hallways in public schools or government owned buildings, etc. Journalists can take pictures of whatever they want as long as they are standing in a public place. If they can see something from that public space there is no expectation of privacy. (I.e. It is not an “invasion of privacy” for a student journalist to take a picture of a couple kissing in the hallway of a public school because there is no “reasonable expectation of privacy.”
- Semi-public space = this is public space in a privately owned space (such as the food court at the mall). In this space, journalists can take photos because there is no “reasonable expectation of privacy.” In this situation, they do not have to stop taking pictures if a customer asks them to stop. However, they DO have to stop taking pictures in this situation if the owner of the space asks them to do so (or if authorities ask them to do so).
- Private space = these are places where there is a “reasonable expectation of privacy” and journalists should gain permission before taking pictures. Note, these places are not always “privately” owned, but they always have a “reasonable expectation of privacy.” A locker room, for example, may be a public space but there is a reasonable expectation of privacy. Homes, offices, etc. all have expectations of privacy and journalists cannot invade that privacy.
- Scenarios:
- A classroom in a public high school – if the journalist is taking pictures from an established public place (such as the hallway) and the door is open, they can then take pictures as there is no “reasonable expectation of privacy” and they are standing in a public place. If the door of the classroom is closed, they issue becomes more of a legal grey area and, depending on the nature of the photographs, it may best to let everyone know pictures are being taken.
- An open window to a house – if the journalistic is taking pictures of someone’s house and then shades are open, they can take pictures of the inside of the house as long as they do not trespass and stay on the “public space.” Because the shades are open, there can no longer be a claim for a “reasonable expectation of privacy.”
Student journalists have a legal right to photograph public spaces, regardless of what administrators may tell them.
Reasoning/suggestions:
Students should know their legal rights when it comes to accessing public and private spaces for information.
Bottom line: Student photographers should familiarize themselves with where they can, and cannot, legally take pictures in order to avoid legal consequences and/or stand up for themselves when legally taking pictures. Resources:
- Missouri protest video
- Video captures Missouri protesters’ clash with media
- SPLC – Taking photos and shooting video at protests, demonstrations and crime scenes
Related: Transparency
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Student should ask permission to record
before interviews begin QT 44
As school begins, advisers often find now is the time for some legal and ethical reminders about interviewing.
One of those areas easily overlooked is asking for permission to record interviews. Ethically — and in some states legally — students should always ask permission to record an interview.
A good practice is to start recording — not only does this clarify the source being on the record, it also allows the journalist to review what the source said to ensure accuracy in quotes and context.
Recording the interview may allow for nontraditional coverage as well. For example, the journalist may opt to have a side “In their own voice” podcast to accompany a web story.
Additionally, now is a great time to review the following terms: on the record, off the record, on background and unnamed sources. Additional resources may be found here.
The use of unnamed sources can be found here.
Guideline
Whenever possible, reporters should record their interviews. It may be legal in some states to record sources during an interview without their permission, but ethically, journalists should identify themselves as journalists and ask permission to record. Best practice for the journalist is to thank the source for allowing the recording for the student media program.
Social media post/question:
What’s the first question you should ask when you want to record an interview? (HINT: You should do it before you even turn on the recording device.)
Stance:
Students should record interviews whenever the source gives permission — but only after permission is granted.
Reasoning/suggestions:
Ethically — and in some states legally — students should always ask permission to record an interview. Not only does this clarify the source being on the record, it also allows the journalist to review what the source said to ensure accuracy in quotes and context. Additionally, recording may allow for nontraditional coverage as well. Students should be reminded that a recording device is not a substitute for notetaking. Reporters should still take notes as if they did not have a recorder in case of technical problems.
Resources:
https://journalistsresource.org/tip-sheets/reporting/interviewing-a-source
https://www.spj.org/ethics-papers-anonymity.asp :
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Quick Tips index
A summary of SPRC
Forum status of student media
• If you’re developing a new policy, the Scholastic Press Rights Committee recommends using language something like this:
[Name of publication] is a designated public forum for student expression. Student editors make all content decisions without prior review from school officials.
Prior review v. prior restraint
In brief, the Journalism Education Association has found prior review has no educational value. Instead, JEA believes it is simply the first step toward censorship and fake news. Prior review also contributes to self-censorship and lack of trust between students, advisers and administrators. Prior review conflicts with JEA’s adviser code of ethics.
What should go into an editorial policy? What should not?
Editorial policies are the foundations for your journalism program. Often short, these statements address forum status, who makes final decisions of content and prior review.
Student media policy may be the most important decision you make
Students should understand while they can and should adopt best legal practices and ethical guidelines for their publication, the school district’s or school board’s media policy (if one exists) could impact the legal and ethical decisions of student editors.
What do you do in the event of student faculty death?
It’s important to have a guideline in place before a student or staff member dies. Journalists should report a student or staff death in an objective, consistent manner that has been decided when the staff manual is being revised. Choosing what to publish at the time of any tragedy is not wise and can cause staffs to make choices that create problems in the future.
Balance and objectivity are key to reporting
Balance and objectivity don’t mean isolation and a lack of care about people and their stories.
They do mean trying to report all points of view as best you can and providing background and context for the story.
Free press –– why students should make all decisions of content
For students to prepare themselves for their roles in a democracy, they must be able to practice guarantees of the First Amendment, thus knowing they can make a difference.
Avoid senior quotes; give them to senior class for publishing
The question of using senior quotes in student media came up recently on JEA’s listserv. The Scholastic Press Rights committee would urge schools not to run them, but turn them over too the senior class as part of its responsibility.
Should student media publish senior superlatives?
Publishing senior superlatives, if seniors decide they are worthwhile at all, is one of those “traditions” best moved from student media to those who most clearly benefit – the senior class.
So your student media want to do senior wills?
Because senior wills have minimal journalistic value and great potential for damage, they should not be used in school publications.
The issues with April Fools coverage
April Fool’s issues are fake news and can damage student media’s credibility.
Yes, some find them acceptable, but their negatives far outweigh their positives. The ultimate question is are they worth the risks?
Allowing sources to preview content is ethically questionable
The newest reporter on staff chooses to cover the story about the Science Department’s new policy on studying animal life. To do so, she must interview the head about a new policy on studying animal life. It’s fairly controversial because People for the Ethical Treatment of Animals (PETA) is strongly opposed to dissection and the new curriculum for advanced biology includes that.
What to do if sources, including the expert, want to see the story ahead of time?
Takedown requests: When the right to preserve history conflicts with the desire to forget it
As more student newspapers move to digital platforms, editors and advisers are facing a new and insidious form of post-publication censorship: takedown requests.
The requests usually go something like this: “I was a student at [fill in name] high school [fill in number] years ago, and I was interviewed/wrote a story/was in a photo/made a comment that I regret now. I don’t want this showing up in Google searches. Please remove this story from your site.”
Publishing memes also means knowing copyright rules
Entertainment. Political statements. A way to comment on issues, events, people
And, if not done correctly, says Mark Goodman, Knight Chair in Scholastic Journalism, a way to violate the owner’s copyright. A violation several owners pursued.
Who should be on student media editorial boards, make decisions?
Because student media are productions of student work, only students should be on editorial boards of student media. That would include the general manager and producers of broadcast media.
The importance of staff editorials
Student editors are busy. In addition to leading their staffs, making publication decisions and helping reporters, they are likely also still reporting and creating their own news content — not to mention carrying a full academic high school load.
Covering controversy
Although some administrators would like for students to only publish “positive” stories, a journalist’s job is to watch and report on the school. This may involve students including stories that might make the school “look bad.”
Disturbing images: public’s right to know v. invasion of privacy
A 9-year-old girl, burning from napalm, runs naked down a Vietnam road. A vulture watches a Sudanese child, emaciated from famine, crawl across the ground. Two yellow-clad health workers carry a limp 8-year-old boy who might be infected with Ebola to a treatment facility.
Determine who owns student work before publication begins
Absent a written agreement indicating otherwise, student journalists own the copyright to the works they create. Each media outlet should ensure it has clear policies in place for staff members and the publication that spell out ownership and the right of the publication to use student work
The role of the adviser is multifold, but ethically, practically not a doer
The role of the adviser in student-run media incorporates teacher, coach, counselor, listener and devil’s advocate but not doer. We like the JEA Adviser Code of Ethics as guides for advisers.
That role means letting students make all decisions including content, context and grammar.
How can my school get involved in the New Voices campaign?
Almost a quarter of all states have now passed legislation protecting voice in student media, and instilling the virtues of the First Amendment as state statute for student media. North Dakota’s success in 2015 seemed to spark the latest fire that has seen legislative recognition of student speech in Illinois, Maryland, Vermont and Rhode Island.
Empowering student decision-making
The role of the adviser in student-run media incorporates teacher, coach, counselor, listener and devil’s advocate but not doer. We like the JEA Adviser Code of Ethics as guides for advisers
Responsibility in scholastic media starts with ethics, accuracy, complete story
Administrators may want student media that depicts the school in a positive light, that promotes good news and overlooks the negative.
Is this responsible journalism?
Advisers may want student media that reflects students’ technical proficiency such as mechanics, grammar and style. Little else matters.
Is this responsible journalism?
Decision-making for most student broadcasts protected same as print, online
As more schools expand their journalism programs to include broadcast and radio, it should be clear how Tinker and Hazelwood positively or negatively affect broadcast programs
The answer is: it depends.
If they go out over the broadcast airways, Federal Communications Commission regulations apply.
Muzzle Hazelwood with strong journalism status as an open public forum
Forum concept reinforced by Dean v. Utica Community schools decision
Dealing with unwanted, forced prior review?
JEA historically has opposed prior review of student media by school officials.
That opposition continues.
Prior review leads only to control, active censorship and iis the first step toward the spread of fake news and less than complete disinformation.
What, students have rights? Since 1943
Before the Barnette decision,when students came into conflict with public schools, the courts decided their cases—often against the students—without mentioning students’ right. They considered if the punishment was excessive (beating with a rawhide strap was okay in 1859). They also debated if it was the parents’ right or the schools’ right to discipline the students. The First Amendment was never mentioned.
Journalism integrity guides student media
As scholastic media advisers and students develop policies and guidelines to guide them with journalism standards, they should note these words: The only thing students have to lose as journalists is their credibility.
Ethical guidelines for monitoring yearbook coverage
Arguably, the two biggest complaints most yearbook staffs hear are that a wide cross section of the school is not covered adequately, and quotes are not represented accurately. These are tough criticisms to hear, but staffs must consider the potential criticism while they create the book.
Equipment purchase does not mean content control
It has long been understood that school purchase of equipment or provision of a room that is not the only factor in who controls the content.
There other factors, including a guiding court decision.
Ethical photo editing, visuals
Student media should avoid electronic manipulation that alters the truth of a photograph unless it is used as art. In that case it should be clearly labeled as a photo illustration.
Academic dishonesty lessens media effectiveness
Dishonesty compromises the integrity and credibility of the student publication. The editorial board and/or adviser should address any instance of academic misconduct immediately
Social media that works in high school classrooms
Social media has had such a profound effect on journalism that it’s sometimes hard to remember how traditional news functioned before it. Reading this 2009 MediaShift article is a powerful reminder that Twitter wasn’t always the source of breaking news. In fact, as author Julie Posetti wrote just eight years ago, “Some employers are either so afraid of the platform or so disdainful about its journalistic potential that they’ve tried to bar their reporters from even accessing Twitter in the workplace.”
Handling online comments
Deciding whether to accept online comments can be a tough decision they can carry a lot of baggage. How to review and verify them? How does refusing to run them affect your forum status?
And that’s only the first decision.
When sources don’t respond
The publication staff will provide every reasonable opportunity for sources to respond to a request for an interview. Students must first attempt to contact the source in person or through an administrative assistant. If the person is not available, they should attempt calling and leaving a message with a request for an in-person interview. If, after 24 hours, the source does not respond to the telephone call, staffers should send an email requesting an in-person interview with a clear deadline by which the staffer will include the line “the source did not respond to an interview request.”
The perks of being a wallflower: How a school district escaped a lawsuit by fostering an independent student press
Because Lexington High School students made all the editorial, business and staffing decisions for both the LHS Yearbook and the school paper, a suit against the district failed. The school’s superintendent, principal, the two publication advisers and the five school members of the school committee escaped unharmed from the suit that alleged they were violating the First and Fourteenth amendments when the school publications refused two ads.
Choosing topics for editorials
The best and most effective staff editorials are those that tackle an important topic and then give audiences a reason and a way to address it.
The importance of staff edits: critical thinking, leadership
Student editors are busy. In addition to leading their staffs, making publication decisions and helping reporters, they are likely also still reporting and creating their own news content — not to mention carrying a full academic high school load.
Given all of these responsibilities, it’s easy to see why writing an unsigned staff editorial might seem a lower priority than getting the next edition to print or finishing that great feature on the new student body president.
What is the process if someone wants to submit a guest commentary
Accepting guest commentaries, offered randomly, reinforces student media’s role as a public forum for student expression.
Letters or commentary can enhance public forum role
Publishing letters to the editor is another way of fulfilling student media’s forum obligations to engage audiences through journalistic responsibility.
That said, students should establish clear criteria for identifying the authors, receiving and verifying the information. Such viewpoint neutral guidelines do not violate the author’s free expression rights.
The process of deciding staff editorials
Keys to effective editorials include focused positions, credible sources and meaningful topics. If the topic is focused on issues and problems, strong editorials include a call to action or possible solutions.
“I wrote that just to get a grade:” Students should write what they believe
To ensure credibility, students should only write opinion stories that represent their beliefs. If, during the research phase, the student changes his or her mind, then the story should be reassigned or the content of the story be altered to reflect the change in view.
Interviewing ‘people on the street’
Four categories of sources exist: experts, authorities, knowledgeable and reactors (sometimes called bozos). The first three should be credible. The last not so much.
Why ask “what do you think about the tax levy?” if the person has no knowledge at all?
Students should ask permission to record before interviews begin and ethical reminders about interviewing
One of those areas easily overlooked is asking for permission to record interviews. Ethically — and in some states legally — students should always ask permission to record an interview.
Make it matter: Scholastic journalism must do more than give facts
How can student journalists keep their publications relevant when information spreads faster than they can report it?
Professional journalists have struggled with this problem for years. Before the advent of the internet and social media, news producers — whether newspaper, radio or broadcast — were citizens’ primary source of information. News consumers found out about terrorist attacks and new government policies when they opened the morning paper or turned on the evening news
Make it matter: Verification essential as journalists seek truth
One key component of every journalist’s ethical code is truth. Given that Oxford Dictionaries named “post-truth” their 2016 word of the year and the president has called venerable traditional news sources “fake news,” getting the facts right is more crucial than ever.
Verifying information is an essential part of the reporting process.
Respecting privacy and public space important for photographers
Student journalists should never invade the privacy of others while accessing information or photos for a story.
However. it is their journalistic duty to know what constitutes invasion of privacy or what spaces they are legally allowed to access and what spaces they are not legally allowed to access.
Seeking visual truth is just as important as written truth
A reporter working on a story pauses from her transcription. “Hm,” she thinks. “This is a good quote, but my source could have said it so much better. I’ll just change it around and add a bit …”
By this point, responsible student journalists and their advisers are horrified. Of course you can’t change a source’s quote! Our job is to seek truth and report it, not to create fiction.
Consider emotional impact as well as news values when choosing images
When the editors of the Panther Prowler, the student-run school newspaper for Newbury Park High School, decided to write a feature article about teenagers having sex in 2015, they knew it was going to be controversial. The controversy wasn’t just about the content of the article, however — it was also about the image they paired with it, which appeared on the cover of their special edition magazine.
Since the article’s focus was the impact of limited sex education in and out of the classroom, the editors decided to use an iconic sex ed image: a condom on a banana.
Keeping ads and content separate
Student journalists should maintain a wall between promotional/paid content and journalistic content.
That historical wall should remain intact to help reassure audiences the content they receive is as thorough and complete as possible.
As Bill Kovach and Tom Rosenstiel say in The Elements of Journalism, journalists’ first loyalty is to the truth while maintaining an independence from those they report.
Handling controversial ads/content
Student media should not discriminate against advertising based on students’ personal beliefs.
For example, students should attempt to include advertisers from multiple perspectives. According to the federal court decision in Yeo v. Lexington, student editors have the right to reject advertisements and school administrators are not legally responsible for advertising decisions students make.
Handling sponsored content, native ads
Although it is quite possible scholastic media will never face making a decision to run material known as sponsored content or native ads, students and advisers should prepare guidelines just in case.
Sponsored content and native advertising, two media terms for paid materials, are becoming a fact of life for media and consumers. That said, student media, when faced with publishing them, should act carefully and with the best interests of the audience/consumer first.
Ad placement
Newspapers used to keep in-depth, front page and opinion pages completely separated from advertising.
The thinking was the advertising and promotion of products should not appear to influence a newspaper’s editorial choices. They wanted to keep their most important pages dedicated to the content they deemed most important.
Political ads: Who can place an advertisement
Students make all content decisions, including those related to advertising, and maintain the right to reject any ads.
Student media do not necessarily endorse the products or services offered in advertisements. Students should strive to retain as much control of funds or services obtained from the sale of advertising, subscriptions or other student fundraisers as possible. All businesses should have a street address
Accepting ads from competing organizations
Students who sell ads sometimes hesitate to solicit advertising from competing companies. They sometimes have a loyalty to one of their clients or they believe their clients will be frustrated if their competitor is also advertising in the same publication.
This is a good problem to have. Too many advertisers want to support your publication, and you should encourage a forum for advertising that is as robust as your editorial content
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Obstacles and criticism can inspire
by Lindsay Coppens, adviser of The Harbinger, Algonquin Regional High School, Northborough, MA
Being a scholastic journalist or publication adviser isn’t always easy. Sure, there are days when everything falls into place and journalists are thanked and congratulated for their hard work. However, if each print issue or online post was easy to produce and received with nothing but smiles, your days would be smoother but you likely would not be doing all you can to fulfill your publication’s important social role.
Good, hard-hitting journalism can make people uncomfortable. It illuminates hardship, gives voice to the voiceless, questions the status quo, and encourages people to find solutions to problems. It can be challenging to secure important interviews for stories that pursue challenging topics. Those who agree to an interview may not want to answer all your questions. Editorials that question and challenge policy, procedures, and those in power may be accused of having a political agenda.
However, if you adhere to strong journalistic procedure and ethics, these obstacles and criticisms can, in fact, help your journalism become even stronger. [pullquote]When gathering facts and trying to secure interviews, if you hit what seems to be a wall of “no’s,” look at these obstacles not as stop points but as opportunities for growth, problem-solving, and empowerment.[/pullquote]
When gathering facts and trying to secure interviews, if you hit what seems to be a wall of “no’s,” look at these obstacles not as stop points but as opportunities for growth, problem-solving, and empowerment.
As advisers we must help our students see that “no” is not always the end, but can be the beginning of moving in a different, perhaps even better, direction to get where they want to go. For example, if an administrator refuses to share public information, have students research your state’s public records laws and find out how to make an official request in writing. Have them also look into what to do if that written request is rejected.
If an interview is denied, brainstorm other sources, perhaps even your desired source’s superior. The principal won’t grant an interview on a given topic? Contact the superintendent or other relevant district administrator for an interview. If an essential source refuses to comment, say so in your article. Often that statement will speak louder than any quote.
When a published piece is criticized, take time to listen to the criticism and reflect on its merit. Was the reporting thorough? Was there unintended bias in the reporting or selection of sources? If there was bias or the reporting was lacking, consider reporting on the topic again, from another angle with different sources.
Perhaps this can be the beginning of a series of articles. Were there factual errors? If you did make a mistake, own it and learn from it. Thoroughly and transparently identify what went wrong and promptly make a correction. Become a stronger publication by developing protocol to avoid similar errors in the future.
If there is a negative response to your publication’s news coverage or opinion pieces but you know your journalism is thorough, don’t be intimidated by critics. Instead, consider the conversation you provoked a step toward possible change. Excellent high school journalism doesn’t just report on and celebrate the good that happens in your school and community — it promotes discussion and debate.
Called the epithet “Fake News” in a Twitter tirade that says scholastic newspapers shouldn’t express opinion? Maybe you need to work to educate your readers helping them understand the difference between news reporting and opinion pieces.[pullquote]Be sure all columns, editorials, reviews, and analyses are clearly labeled. Fact-check opinion pieces and all quotes in news articles. Encourage student critics to join your publication’s staff, submit a guest column, or write a Letter to the Editor [/pullquote]
Be sure all columns, editorials, reviews, and analyses are clearly labeled. Fact-check opinion pieces and all quotes in news articles. Encourage student critics to join your publication’s staff, submit a guest column, or write a Letter to the Editor (You’ll likely find many won’t make the effort or are not brave enough to put their opinions in print).
Celebrate that your publication is being read and promoting debate! Take heart in joining the echelons of prestigious publications including The New York Times and The Washington Post that are frequently called “Fake News” by those they critique and those they make uncomfortable.
If you shy away from challenging topics, you may be safer but you are not better.
Yes, use your publication to recognize achievements, but also investigate hard-hitting topics and community concerns through incisive reporting, columns, and editorials. Journalists help readers see the truth and understand multiple sides so citizens can make educated judgments for themselves.
Good journalism can make people uncomfortable and angry, but it will also start important conversations and perhaps even effect change.
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