In case you missed something we’ve done …
In case you might have missed some of our key projects and materials, here is a quick and easy way to locate them. Materials range from access to the Panic Button to passing free expression legislation in your state.
Online comments:
Allow anyone to post,
or monitor and approve first
An ethics lesson
Considering online comments: Allow anyone to comment to protect the forum or keep comments focused?
by John Bowen
Description
Should online comments be allowed without review? Does doing so protect the forum concept?
Students will examine the following questions:
• What are the purposes of having comments for online and social media, for news as well as opinion pieces?
• What, if any, are difference between print and online comments.
• What are the pros and cons of allowing online comments, reviewed or unreviewed?
• What should student media consider before allowing online comments?
• What should guidelines for handling online comments include in scholastic media?
Objectives
• Students will read guidelines for online commenting
• Students will evaluate real-world issues concerning online comments.
• Students will create guidelines concerning online comments and posting.
Common Core State Standard
CCSS.ELA-LITERACY.RI.11-12.7
Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
CCSS.ELA-LITERACY.RI.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RH.11-12.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
CCSS.ELA-LITERACY.CCRA.W.6
Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
CCSS.ELA-LITERACY.SL.11-12.1.C
Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
Length: one day
50 minutes
Materials / resources
• Allowing comments or keeping people silent: which is more ethical?
http://www.pbs.org/mediashift/2013/11/new-media-new-ethical-considerations-for-the-buisness-side-too/
• Scholastic Press Rights Committee’s guidelines
• Computers
Lesson step-by-step
1. Introduction — 2 minutes
Survey students to find out how many have read an online comment within the past week.
Ask students how many of them have commented.
2. Transition — 3 minutes
Explain to the students that today, they will be examining whether student publications should allow online comments and if they do, what type of comments they should allow.
3. Readings — 10 minutes
Have students read the “Commenting vs silence” section of this article and guidelines from JEA’s Scholastic Press Rights Committee. Click on the online ethics guidelines link, and go to Section 5, handling online comments.
4. Group work — 10 minutes
In groups have students list on paper the pros and cons of allowing online comments. Part of their discussion should look at:
–Allowing any comments
–Allowing reviewed comments
–Allowing unfettered comments
Students, as a whole, or in groups should prepare a process for handling comments, and be able to explain their decision in a press release, to:
–Their audiences/general public
–School administrators
–School board
5. Group reports — 10 minutes
Ask groups to debrief on what they decided.
6. Assessment — 15 minutes
Ask students to prepare guidelines for their ethics and staff manual, and for publication concerning online comments.
Welcome back – here’s a look
at what to expect in the coming weeks
As we all head back to school, look for some new content in the next week:
• An article focusing who who owns scholastic media content and choices to establish best approach for students
• An article discussing points of questions involving yearbook ethics
• A first look at a Policy Package to will help staffs decide what they want as the best editorial policy, ethical guidelines and staff manual
• Continued access to our ongoing columns on journalism pedagogy, FOIA, broadcast legal and ethical issues, news literacy and more Making a Difference reporting
• Our annual Constitution Day lessons and activities
• In the meantime, check out these major points from the press rights commission:
• Takedown demands guidelines
• The Panic Button means of reporting censorship
• Our Press Rights Minute
• JEA’s position prior review
• JEA’s existing model editorial policy and support
• Online, photo and yearbook ethical statements
• First Amendment Press Freedom Award application
• A teacher’s kit for curing Hazelwood
• Our Foundations series for scholastic journalism
Something you would like us to report? Let us know.
Read MoreResources for takedown demands
Resources for the guidelines:
• Responding to takedown demands
http://www.splc.org/knowyourrights/legalresearch.asp?id=111
• Responding to takedown demands
http://www.splc.org/pdf/takedowndemand.pdf
• Responding to takedown demands
http://studentpressblogs.org/nspa/responding-to-takedown-requests/
• 5 ways news organizations respond to ‘unpublishing requests
http://www.poynter.org/latest-news/top-stories/104414/5-ways-news-organizations-respond-to-unpublishing-requests/
• Post grapples with how to ‘unpublish’ and correct the record
http://www.washingtonpost.com/wp-dyn/content/article/2010/08/06/AR2010080604341.html
• The ethics of unpublishing
http://www.caj.ca/?p=1135
• If you must unpublish, here’s how to maintain credibility
http://www.poynter.org/author/kellymcbride/
See more for the complete package:
Evaluating legal demands
Evaluating ethical choices
Decision models
10 steps to a “Put Up” policy
Handling online comments
Takedown demands?
Possible takedown models
Possible takedown choices
Model A: Leave everything as is, if:
• The request is designed to retain image or avoid embarrassment
• No discernible evidence of factual or legal issue
• Value of not changing information for historical, reality reasons
• Publishing the truth, as best we can determine it
• Credibility of the student media is paramount
• Your mission is to be an accurate record of events and issues
Model B: Publish corrections, retractions or updates, if:
• The information is proven factually false or otherwise legally deficient as of the time it was published
• There is a need for transparency concerning source inaccuracy
• There is a need to provide context and perspective of published information
• The staff needs to clarify or update information
• The staff feels the situation is considered a gray area best solved by compromise
• The staff can write a follow-up story
Model C: Take down information, if
• One-time reasons, like fabrications, protection of sources exist
• Staffs need to correct something they determine, as best they can, harm to the persons identified outweighs all other factors
See more for the complete package:
Evaluating legal demands
Evaluating ethical choices
10 steps to a “Put Up” policy
Resources
Handling online comments
Takedown demands?
Read More