Letters to the editor and online comments
Ethical guidelines
Student media should accept letters to the editor or online comments from outside the staff to solidify their status as a designated public forum where students make all final decisions of content. This allows their audience to use their voices as well.
Staff manual process
Print/online
• A student editor must know the name of the author, and verify the response, even if the letter is published “name withheld by request.” False names or nicknames should not be published.
• Each letter should be no longer than 250 words.
• The source of emailed letters should be verified prior to publication.
• Student staffs should strive to publish all letters received as part of the forum process.
• Student staffs should develop a policy concerning staff member comments or letters to the editor. Such staffers have other avenues to express their opinions in their media, and this is not a common practice for commercial media.
• Staff staffs should reserve the right to ask the writer to edit for grammar, length and clarity instead of editing letters for them.
Online only
• Online comments require a name and email address for verification prior to publication.
• Online comments will be moderated by student editors prior to publication.
Resources
Online Comments: Allow Anyone to Post or Monitor and Approve First. An Ethics Lesson, JEA Scholastic Press Rights Committee
Online Ethics Guidelines for Student Media, JEA Scholastic Press Rights Committee
A Newsroom Guide for Handling Online Comments, JEA Scholastic Press Rights Committee
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Read MoreLinking to sources
Ethical guidelines
To increase a publications’ transparency, students should clearly show links to sources u
sed in reporting in a consistent process.
Providing links to sources creates a sense of credibility and thoroughness in the reporting process.
Links do not signify endorsement but an attempt to cite as accurately as possible and in context.
Staff manual process
Staffs can use several approaches to show attribution to links
• Hot links from a key word within the story’s text
• URLs embedded in the story
• Source citations for additional information in a sidebar list of links
The key is consistency and providing accurate sourcing for information.
Resources
You Can Quote Me on That: Advice on Attribution for Journalists, Steve Buttry
Why We Link, Scott Karp, editor
The Ethic of the Link Layer on News, Jeff Jarvis
The Ethics of Linking: Jay Rosen , Jay Rosen, YouTube
Reinventing Journalism on the Web: Links as News, Links as Reporting, Scott Karp
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Read MoreProviding context
Ethical guidelines
Journalists should present relevant information in context so the audience has adequate information on which to base decisions. Context is just as important as factual accuracy and can help readers fully understand an issue and its relevance to their daily lives.
Staff manual process
Staff members should not only fact-check their information but should also ask themselves questions such as “What does this story mean to my readers?” and “What do I want my readers to take away from this information?” This means gathering not only the 5Ws and H but also connecting dots for readers by helping them see related ideas, important relationships or significant background information. By assuming a topic is new to readers, editors can revise from the perspective of the audience and look for any holes that might be present.
Suggestions
• Writing checklists should address covering all 5Ws and H. Training materials and checklists in the staff manual also should address helping readers understand what the information means and why it’s significant.
• Part of the process may including asking members with no prior knowledge of a story to give feedback before publication or airing on whether the information provided is clear and paints a full picture of what is happening.
• The staff manual should include material about how to solicit feedback from readers about what kinds of stories, details or information they need in order to better understand school events or policies.
• Student media staffs should label analysis/personal perspective pieces so readers understand these are not typical, straight news pieces.
Resources
Principles of Journalism, Pew Research Center
Informing the News: The Need for Knowledge-Based Reporting, Journalist’s Resource
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Read MoreWriting process
Ethical guidelines
Journalists should not be so rushed in their writing, even during a 24-hour news cycle, they fail to engage fully in the writing process of drafting, editing and revising. Journalists should approach their writing from the position of “sense-maker.” That is, they are trying to help readers make sense of an issue for which they likely have little understanding or perspective. In this way, journalists should also act as gatekeepers, selecting the information and context most useful to the reader.
Staff manual process
Student media staffs should establish tiered deadlines that enable accurate and excellent work. This process alone will ensure adequate time to engage fully in the writing process. The staff manual should outline a specific editing sequence that includes multiple drafts and revisions for different sets of eyes.
Suggestions
• Students should let their media goals guide their writing deadline process. It may be helpful to ask “How often do we wish to publish, and what revision timeline will that allow?” and “How will we set up a process that meets these goals and also allows for multiple drafts and editors working with each article?”
• Student editors may choose to pair new writers with more experienced ones for their first few stories or create a system in which cub reporters can shadow and collaborate with veteran reporters for the first few stories.
• Because the publication will be judged on the quality of writing, and some administrators may attempt to use poor writing as justification for shutting down a program, it is important for student journalists to put their best work forward at all times.
Resources
The New Role for Journalists in a Multimedia World, Reportr.net Blog
Lesson: Collaborate and Coach Writers, Journalism Education Association
The Power of Choosing the Right Words and Images, JEA Scholastic Press Rights Committee
Audio: Getting It Right, JEA Press Rights Committee, Press Rights Minute
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Read MoreAdvertising
Ethical guidelines
Students should not discriminate against advertising based on their 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.
Staff manual process
Student editors should develop a position on advertising requests and procedures.
Suggestions
Students should factor the following into staff manual decisions:
• The decision-making process
• When to reject advertisements
• Control of funds (based on school and district requirements) and services received
• Student ad sales requirements
Sample policy
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.
Resources
Lesson: Advertising and Fundraising, Journalism Education Association
Student Media Guide to Advertising Law, Student Press Law Center
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