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How do we assist teachers about
understanding the First Amendment?

Posted by on Feb 12, 2017 in Blog, News, Scholastic Journalism, Teaching | 0 comments

The Knight Foundation’s recently released 2016 study of student and teacher beliefs, Future of the First Amendment, reported teacher responses that raise First Amendment concerns.

Teacher results showed:
• When asked if  high school students should be allowed to report on controversial issues in their student newspapers without the approval of school authorities, 66 percent of students strongly or mildly agreed. Teachers had a 61 percent disapproval rate.
• When asked whether students should be allowed to express their opinions about teachers and school administrators on Facebook or other social media without worrying about being punished by teachers or school administrators for what they say, 33 percent of teachers strongly or mildly agreed while 54 percent of students did.
• When asked whether schools should be allowed to discipline students who post material on social media outside of school that school officials say is offensive, 28 percent of students strongly or mildly agree while 52 percent of  teachers did.

To get a better idea of how journalism education organizations can react to these findings, we would appreciate your thoughts:

• How can journalism teachers reach out to their peers who don’t understand journalistic freedoms or the importance of those freedoms?
• How can journalism teachers reach out to their non-journalism peers  who don’t support journalistic freedoms for scholastic media about the importance of those freedoms?
• What types of materials should JEA develop to assist these teachers?
• How can journalism teachers and media advisers support other journalism teachers who face prior review and restraint of student media (especially those who do not or cannot attend JEA conventions)?
• How can journalism teachers and media advisers support other journalism  teachers who don’t support freedom of expression for scholastic media  (especially those who do not or cannot attend JEA conventions)?
• What additional resources or materials should JEA develop to support journalism and non-journalism teachers  (especially those who do not or cannot attend JEA conventions)?
• Other comments or suggestions?

Please use the comment section below or contact SPRC current director John Bowen or committee member Lori Keekley with your thoughts.

The Knight Foundation survey, compiled by Kenneth Dautrich of the Stats Group, polled 11,998 high students and 726 teachers. It is the sixth Knight FoundationFuture of the First Amendment since 2004. Past results can be found here.

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Understanding the perils of
prior review and restraint

Posted by on Aug 31, 2015 in Blog, Legal issues, News, Scholastic Journalism, Teaching | 0 comments

Title
Understanding the perils of prior review and restraint

Description
This lesson asks the viewers to participate by providing the answers to several questions concerning prior review and restraint. Following each slide, the correct answer is provided as well as a description of the reasoning for the answer.

Objectives
• Students will learn the difference between prior review and restraint.
• Students will understand why prior review and restraint are not beneficial to any involved including students, teachers and administrators.
• Students will have understand the benefits of not having prior review.

Common Core State Standards

CCSS.ELA-Literacy.RI.9-10.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
CCSS.ELA-Literacy.RI.9-10.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

Length
40 minutes

Materials / resources
CD2015 Prior Review pdf

Lesson step-by-step
Step 1: partner work — 2-5 minutes

Students should work in pairs to define the terms prior review and prior restraint. Teacher should ask several pairs to report their definitions.

Step 2: slideshow — 25 minutes
Teacher and students should work through the slideshow.

Step 3: debrief — 10-13 minutes
Students should review why prior review and restraint can negatively affect student media.

Differentiation
Teacher could ask students to research how an administrator reviewing content is not like the publisher or editor of media. Students could access resources and report back to the group.

Additional Resources
Prior review button on menu bar, JEA Scholastic Press Rights Committee
JEA Board Statement on Prior Review, JEA Scholastic Press Rights Committee
Building a Climate of Trust Can Ease Prior Review, JEA Scholastic Press Rights Committee
Seeking a Cure for the Hazelwood Blues: A call to Action, JEA Scholastic Press Rights Committee
Audio: Panic Button, JEA Scholastic Press Rights Committee, Press Rights Minute
Audio: Eliminating Prior Review, JEA Scholastic Press Rights Committee, Press Rights Minute

 

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What’s in your editorial policies,
board- and publication-level,
does make a difference

Posted by on May 10, 2015 in Blog, Hazelwood, Law and Ethics, News, Scholastic Journalism, Teaching | 0 comments

sprclogoSometimes adversity can be a blessing in disguise. At least that is the point SaraRose Martin, co-editor of Fauquier High School’s The Falconer published May 8.

In a column, Martin said administrative censorship helped her learn she had rights and how political the world is.

“I learned how much I believe in free speech and the significance of fighting for it,” she wrote.

The article that drew administrative censorship was coverage of “dabbing,” a term for smoking a concentrated form of marijuana. An opinion piece about censorship of the story can be found here. The dabbing article can be found here. An SPLC article on the censorship can be found here.

Martin also published two additional articles May 8, on the school’s prior review policies and her view of its limitations and the other examining prior review as an extension of curriculum.

Martin’s passion over the importance of unreviewed and unrestrained scholastic journalism is evident throughout the articles.

Also evident is the importance of strong editorial policies as well as student media being forums for student expression.

Reflect on the articles and the passion behind them. Then do everything you can to ensure strong editorial policies prevent the interruption of student learning evident here.

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Fighting censorship?
Here are ideas that can help

Posted by on Apr 27, 2015 in Blog, Ethical Issues, Legal issues, News, Scholastic Journalism, Teaching | 0 comments

sprclogoBecause so many advisers have talked about prior review situations lately, and how to handle them, her is a link to an Student Press Law Center-Newspaper Association of America Foundation project that might offer some help.

Titled Press Freedom in Practice, besides reviewing basics of press law, it highlights adviser stories  about how they overcame issues like prior review and other forms of censorship.

Sections of the pamphlet include strategies for success that include communication, setting high standards for students, letting students lead the fight against censorship and identifying allies in the fight.

We hope to update the project during the next year.

For additional materials, look here.

 

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The freedom to speak:
the John Wall Voices Act

Posted by on Jan 27, 2015 in Blog, Legal issues, News, Scholastic Journalism, Teaching | 1 comment

by Faith Harron, sophomore
Century High School
Century Star newsmagazine

sprclogoThe Constitution of the United States guarantees all are created free and equal and endowed with the same rights.

When it comes to journalism, though, many high school and college students are not equal to their adult counterparts.

Some a few in North Dakota are trying to change that. With the backing of representatives Jessica Haak and Corey Mock, a bill was written by college students at the University of Jamestown and introduced it in the House this month.

The current bill, the John Wall New Voices Act, is something different. It would grant student journalists in high school (like me) as well as college limited First Amendment rights to publish school newspapers.

“The John Wall New Voices Act is a wonderful tool to ensure student journalists are provided the same freedoms that professional journalists are awarded thanks to our First Amendment,” said Corey Mock, assistant minority leader in the North Dakota House of Representatives. “Since I had been working on the bill with Rep. Haak since April of 2013, sponsoring the bill was the easiest decision I have made all session long.”

Censorship is akin to blunting a pen, or even writing in invisible ink. What purpose does the story serve if it never sees the light of day? This is sometimes the case when prior review is allowed.

This allows the censorship of “questionable content.”

But who is the judge of “questionable content?” Is it the authorities in the school? The journalism advisers? The students, who have been taught to judge between right and wrong?

Jeremy Murphy was a West Fargo teacher who was fired because there “was a difference in philosophy when it came to student journalism and how students decided content for the publications,” he said.

He was later rehired by the school district and continues to teach journalism with no prior review, and adds “there is probably a fear factor when it comes to a bill on student expression…some people might think it allows students free reign on what they can do.”

However, there are guidelines written into the bill for appropriate student speech. But there are other concerns about the bill.

Censorship and the chilling effect are hard to prove. We can show how…widespread this issue is nationally, and we hope that our legislators will know that we North Dakotans are not immune. – Steven Listopad, University of Jamestown

 

“[A] threat to a bill like this is the ‘ain’t broke, don’t fix it’ principle,” said Steven Listopad, the teacher who helped his Jamestown students draft the bill. “Censorship and the chilling effect are hard to prove. We can show how…widespread this issue is nationally, and we hope that our legislators will know that we North Dakotans are not immune. We North Dakotans, just like any other human being, will choose more control over less in any given situation even though when it comes to your right to speak less control is exactly what we need.”

What started as a class project in COMM 412: Civics and Citizen Journalism at the University of Jamestown has become a bill…and possibly a law.

“The John Wall New Voices Act will be heard by the House Education committee this month and hopefully given a ‘do pass’ recommendation before it comes to a final vote on the House floor,” Mock said.

I’m just one high school journalist, and I can’t say I speak for all undergraduate nonfiction writers out there. But I would never consider writing something libelous or obscene. Knowing my peers, I don’t believe they would, either.

It’s a bill. It won’t solve the world’s hunger problems, and it won’t make everyone equal. It probably doesn’t matter to everyone in the world.

But it matters to me, and my peers, and maybe it can help someone share their story. At the very least, it’s a start.

 

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