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In plain view from public places: Photojournalists and free speech

Posted by on Oct 18, 2016 in Blog, Law and Ethics, Legal issues, Scholastic Journalism, Teaching, Visual Reporting | 0 comments

freespeechweek_logo_mainWhat can and cannot be photographed continues to fall under question, bringing attention to photojournalists and igniting important First Amendment conversations. As part of other Free Speech Week lessons and activities, teachers may use this opportunity to incorporate key readings and discussion geared toward visual storytellers.

For starters, journalism students paying attention to current events likely caught last week’s story of documentarian Deia Schlosberg arrested while filming an oil pipeline protest in North Dakota. If needed, teachers can engage students in a quick research activity to update each other. Key questions: What’s the story? How does this relate to the First Amendment? How does a photojournalist’s role compare to that of a documentarian?

Photojournalists use the phrase “in plain view from public spaces” to describe in broad terms their interpretation of access and privacy as related to their First Amendment rights. What does this mean? Teachers can consider this as a warm-up writing prompt or partner conversation between students before sharing as a larger group.

To read more about photojournalists and the First Amendment, teachers can assign small groups to read and report on any of these articles:

NYT Lens blog: Criminalizing photography

University of Missouri protest “muscle” incident

Pennsylvania student shooting routine traffic stop

First Amendment Center: Photographs as speech

ACLU: What to do if you’re detained

Police, cameras and the Constitution

To tie in a media literacy component, teachers may add “Photography and the Law: Know Your Rights” from Photojojo. How is this article more or less credible? How does the material compare to the other articles under discussion? What factor(s) affected your analysis?


It’s likely that most journalism classes already discussed this photo from Aleppo and a related article
 back in August, but the connection here is strong between the power of a photo and why the world depends on photojournalists to capture what audiences need to see, regardless of how terrifying, depressing or controversial those images may be.

The National Press Photographers Association offers this statement about its advocacy work protecting photojournalists’ rights.
After reading related articles and discussing efforts underway to protect those constitutional freedoms, teachers may want to present powerful storytelling images that may spark debate about free speech and/or the ethical considerations photojournalists face. One option is to assign students to find and share photos on their own.

Here is a simple list of possible photos and/or photographers to research and discuss:

  • Yannis Behrakis, winner of the 2016 Pulitzer Prize for breaking news photography, on the refugee crisis in Greece
  • General Nguyen Ngoc Loan Executing a Viet Cong Prisoner in Saigon” by Eddie Adams in 1968
  • Pulitzer Prize-winning photos taken by photojournalist Paul Watson of a dead American soldier being dragged through the streets of Mogadishu
  • Image galleries showing treatment of Iraq prisoners in the Abu Ghraib prison complex
  • “The vulture and the little girl” by South African photojournalist Kevin Carter in 1993
  • “The Falling Man” by Richard Drew during 9/11 attacks
  • “Fire on Marlborough Street” or “Fire escape collapse” by Stanley Forman
  • “The Burning Monk” by Malcolm Browne

From celebrating Free Speech Week and First Amendment protection of what photojournalists can do legally to the ongoing considerations of what they should do ethically, the topic is one worth exploring on a regular basis.

by Sarah Nichols, MJE

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Temper social media rights
with journalistic responsibility

Posted by on Feb 17, 2014 in Blog, Hazelwood, Law and Ethics, News, Scholastic Journalism, Teaching | 0 comments

By Tom Gayda
I am a First Amendment fighter. I have long stood by supporting people’s rights to say and do what they want. But then came social media.SJW-2014

There is a fine line between what is right and what is wrong sometimes. Sadly, with the never-ending onslaught of posts, likes and tweets, the notion of acting responsibly has at times taken a backseat.

It isn’t my intent to curtail one’s First Amendment rights. However, I think we must all do a better job showing future adults that not everything in life is post-worthy and what one posts can follow a person for life.

There are responsibilities that come with one’s rights. And while one can basically say anything he or she wants on social media, that isn’t always the smartest thing to do. I warn my own students to think about the image they are projecting by their social media use. Dropping “f-bombs” like nothing might make one hip with their social circle, however others who see such warfare might think twice about interacting with the offender.

I also ask my students to tell me how it’s going to be when their kids are old enough to take advantage of the latest Internet craze and can see everything their mom or dad posted when they were teenagers. Ouch! (Never mind the dancing!) Life went on for millions of years without people sharing with the world their every innermost secret. Somehow we can survive with fewer posts.

Schools patrolling their students Internet activities hardly seems like a good use of time, however it is important kids know there can be consequences to what they post, be it legally or not. Many folks tend to get extra courage behind the safety of their smartphone. We can support free speech and teach how to use it responsibly.

Times are changing and so do the ways we communicate. Think first, and remember, everything you say today will be out there forever.

 

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