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New Voices podcasts
and valuable information

Posted by on Oct 14, 2018 in Blog, Digital Media, Ethical Issues, Legal issues, News, Scholastic Journalism, Teaching | 0 comments

Looking for information and ideas to challenge students and expand their journalistic experiences, try these first offerings. From challenging concepts to story ideas and approaches, we’ll bring you occasional packages like today’s.

• We’ve launched a new podcast resource from the Scholastic Press Rights Committee — Conversations at the Schoolhouse Gate: The New Voices Podcast!

Our first three episodes are posted. Direct links below; you can find the podcast anywhere you download podcasts, including Apple iTunes and Google Play.

Episode 1 – Neha Madhira – EiC, Eagle Nation Online (Prosper, Tex.)  Neha’s staff faced three rounds of censorship and prior review last year at PHS, and now she’s active in New Voices Texas.
https://pinecast.com/listen/9e9971c1-64ee-4f60-993b-229d9ecc3a3e.mp3

Episode 2 – Steve Listopad – Henderson State Univ. – Steve’s students in North Dakota kicked off the New Voices movement with a successful bipartisan bill in one of the reddest states in the country.

https://pinecast.com/listen/176c0e0f-29ed-4b6c-8d34-24debedd765d.mp3

Episode 3 – Kathy Schrier – Exec. Director, WJEA
The team in Washington were in this fight back in the early 90s, and stuck with it through March 21, 2018, when Governor Jay Inslee signed the New Voices bill into law!
https://pinecast.com/listen/f40e9aaf-bb3d-4b35-b5cc-bccffd0d6ac4.mp3

iTunes: https://itunes.apple.com/us/podcast/conversations-at-the-schoolhouse-gate/id1437339628

Be in touch – we welcome your feedback. Email Mike Simons at  iteachyearbook@gmail.com

Articles

Trump’s USA Today op-ed demonstrates why it’s time to unbundle news and opinion  content:  Brought to us by Eli Pariser,  originator of the term “filter bubbles,” this piece raises this  point: “Perhaps it’s time to reconsider the whole premise of bundling together hard news and opinion content under the same brand names and domains. If we believe there’s something special about the processes and norms that create journalism (and I do), publishers should draw a brighter line around it — a line that both people and algorithms can understand.

“Moving opinion content onto separately branded sites wouldn’t mean getting rid of it entirely. But the whole practice of op-edding deserves a shakeup anyway, in an era where anyone can self-publish and content is experienced in an atomized form.”

Do journalists spend too much time on Twitter:  “A new study attempts to get at whether journalists ascribe too much importance to Twitter. Shannon McGregor of The University of Utah and Logan Molyneux of Temple University performed an experiment involving about two hundred journalists—some who use Twitter heavily and some who use it only moderately,” writes Mathew Ingram.

The results are interesting, to say the least.

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What does your social media strategy say about your publication?

Posted by on Feb 3, 2016 in Blog, News, Scholastic Journalism, Teaching | 0 comments

By Megan Fromm, CJE

sprclogoToday’s student journalists are increasingly taking to social media to promote their work and network with other publications.

However, many scholastic publications do not have a social media strategy that is both ethical and effective.

We’ve covered the basics of an ethical social media policy, and I would encourage students to take this policy one step further by asking: what does your social media strategy say about your publication?

In other words, students should consider whether their social media strategy—across all platforms—reflects the kind of publication they aim to be. Of course, social media should be used both legally and ethically, but the totality of a publication’s social media presence should also represent the best of that publication.

Try this: Consider what might happen if a reader “met” your publication only through social media. Would they think your media is all sports, all the time? Would they believe your media was highly visual and interactive? Would they find easy ways to connect with or reach out to your staff and become part of the process?

Take, for example, what the Instagram and Facebook feeds of our presidential candidates currently convey about their campaigns. Taken together, these social media channels actual portray different or diverse sides of candidates that we might not otherwise experience via traditional, more journalistic platforms.

When used effectively, social media can help your audience see a side of your student media that often remains hidden. So, consider the various ways (beyond simply pushing content) that you can use these platforms: to connect with readers on a more personal level, to help your audience see the personalities and dynamics behind the scenes, or even to establish a level of authenticity in the process of journalism by bringing readers and viewers along for the ride.

Before posting, consider these questions:

  1. What part of the process can we share to help our audience become more invested?
  2. How can we show the personality of our staff and publication without being self-aggrandizing?
  3. Which social media platforms are best for communicating different messages?
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News literacy resource: Using NewsWhip in the classroom

Posted by on Sep 23, 2015 in Blog, News, Scholastic Journalism, Teaching | 0 comments

Teaching news and media literacy requires a seemingly endless set of contemporary resources. As media changes, examples become outdated, and students move on to the next technology.

A primary goal of news literacy education is to help students see how media operates and its effects on society—in other words, what does the “system” of media look like today?

With this outcome in mind, I’m constantly on the lookout for tools that can shed light on the dynamics of news, social media, technology, and human behavior.

One of my favorite (although admittedly also one of my newest) resources for exploring these topics in the most up-to-date way is via NewsWhip, a website that tracks social media content, how it’s shared, and the human influence of that content.

Screen Shot 2015-09-23 at 10.08.29 AM

Here’s how NewsWhip describes its work:

Through indicators like tweets, shares and comments, people signal what stories are engaging them every minute. NewsWhip’s technology tracks all of this activity for millions of stories to identify those getting the most discussion online.

While NewsWhip is designed as a sort of real-time consulting tool for media companies, its blog provides fresh content and analysis to help students discover more about media and news content today.

For example, an early September post looked at which Republican Candidate was most prominent on Facebook. Using their own data and analysis, including the tracking of shares and comments, NewsWhip provides facts and figures about how candidate information is circulating on Facebook.

The site’s blog posts are not only appropriate for teaching news literacy concepts, but they also often provide insight into using social media and media marketing tools more successfully. These are all topics student media explore on a regular basis, and they provide the perfect context for encouraging students to apply professional media lessons to student media operations.

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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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Three story ideas worthy of student media exploration

Posted by on Jan 7, 2014 in Blog, Hazelwood, Law and Ethics, News, Scholastic Journalism, Teaching | 0 comments

Looking for stories that enable your students to make a significant difference?

Here are three possibilities for localization and expansion:

• Should schools monitor students’ social media sites
http://www.eschoolnews.com/2013/12/23/schools-monitor-media-400/2/

This article raises the issue whether software can or should be expected to determine if students’ postings can be considered cyberbullying. The article seems to raise the same concepts and approaches those who supported Internet filtering did, saying software could be so finely designed to judge why students meant. Cyberbullying is a serious issue facing schools, but numerous groups also argue attempts to limit it must have a constitutional basis. Background on this topic should be extensive.

• SR: the right to be nonpolitical
http://www.nytimes.com/2013/12/15/magazine/the-first-amendment-right-to-nonpolitical-homework.html?_r=2&

Should homework assignments involve students in political activities? A similar question might challenge giving students class credit to engage in essay writing for contests or other prizes. Do your schools have policies on these practices?

•  Shools not inspiring student to participate in civic life, Stanford scholar says
http://news.stanford.edu/news/2013/november/civics-education-report-112613.html 

The premise of this article is that students are not taught who to become engaged in society, that facts about democracy, citizenship and government are not enough. Active participation, the author urges, is the key. In your school, what is billed as civic involvement, and are the students given a real change to make a difference?

 

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