Working to develop ethical fitness
It’s the perfect storm as Covid-19, questions of police brutality and subsequent violent protestor response mix into an already seething atmosphere of political unease. Each of these issues alone could deeply stress scholastic journalism’s ethical framework.
Together, these and many other questions and incidents, will provide scholastic media students with challenges as they strive to become ethically fit as they bring national issues into local perspective.
Mark’s presentation dealt with legal rights and rules when covering protests. Ethical questions are more like whether students should report the incident. How report it? What if….
Information in this blog is created for a presentation to scholastic teachers, advisers and students Aug. 5 through remote connection to an AEJMC workshop. Please feel free to use it. Links are stories illustrating or about the ethical issue.
Law is “will;” ethics is “should.”
Ethical decisions likely will have varying possible solutions, with few rights or wrongs. Ethical thinking is often about the process as much as the decision.
Read MoreIf covering protests, note these points
With the promised spread of federal agents to additional cities to protect federal buildings, student media will likely join protestors and commercial media in the streets.
Police and federal agents have, several times, injured not only protestors but also student media and those from commercial media groups.
To help student reporters and visual reporters better know how to avoid issues with authorities and to protect themselves, the Student Press Law Center released 20 important points to know. The SPLC also has other points as does JEA’s Student Press Rights Committee.
Other valuable information focused on reporting by 17-year-old Eddy Winford-Ross, a scholastic media editor at Portland’s South Salem High School. Here’s another article about Winford-Ross . Here’s another SPLC story about her, and more.
Other coverage that could provide contextual information about events and issues surrounding protests:
• Photographers are being called on to stop showing protesters’ faces. Should they?
• Leaf-blower wars: How Portland protesters are fighting back against tear gas and forming ‘walls’ of veterans, lawyers, nurses
• Navy vet asked federal in Portland to remember their oaths. Then they broke his hand
• A dangerous new factor in an uneasy moment: unidentified law enforcement officers
Hold the agenda
When information changes rapidly, give the public balance and verification to act on
by Stan Zoller, MJE
During the onslaught of media coverage during the COVID-19 pandemic, one thing reporters have been doing is meticulously checking the facts surrounding the outbreak, especially data emanating from the White House.
Student journalists need to follow the same standards as professional journalists. However, it is essential reporting is not only verified, but also balanced.
As news about the pandemic seemingly changes hourly, reporters need to be vigilant in not just taking the word of a single source with a specific view, especially when details about the outbreak have a political overtone.
Welcome to a crisis in an election year.
It seems clear that White House officials are not happy when counter points of view are reported by news organizations. The reality is, however, news consumers want and need to hear multiple sides of the story.
While the facts, such as number of tests, deaths and new cases are quantifiable, explanations about data need additional sources, preferably those independent of ties to current or previous administrations.
Mainstream media has done an excellent job in seeking out researchers at major medical centers and universities for independent data. These sources augment your reporting through their independent research.
It is, however, important to cite any underwriting they may be getting from corporations or foundations as this could skew the independence if the support is connected to a market or political strategy.
But what if there’s not a major medical research facility in proximity to your school? Seeking out experts near your school who can explain data, guidelines and other questions related to COVID-19 will add an excellent dimension to your reporting.
Not only will this give you independent sources, but it will also give you an opportunity to localize, if not hyper-localize, your coverage. While you want to keep your pandemic coverage balanced and independent, the same is true for coverage about political issues related to outbreaks.
It’s also important to make sure comments about the Administration’s handling of COVID-19 in the United States are balanced by comments from politicians on both sides of the aisle.
This is true not only for state legislators, but also for county and municipal officials as well.
Read MoreFinding and using copyright-free artwork
by Susan McNulty, CJE, The Stampede and The Hoofbeat adviser, J.W. Mitchell High School, Trinity, Florida
As scholastic journalism programs moved from classroom to homes this spring, students and advisers adjusted to a virtual newsroom. Just a few of the success stories of scholastic journalism across the country include Scarsdale High School’s Maroon, The Diamondback at the University of Maryland, and the Granite Bay Gazette at Granite Bay High School.
Yet student journalists confined to their homes lack the opportunity to capture photos to accompany their stories. They face the challenge of finding appropriate, copyright-free images and artwork to attract readers. Fortunately, free online sources exist to find the eye-catching artwork necessary to gain reader’s attention, while still observing copyright laws and providing proper attribution.
Here are four sources for copyright-free images and artwork for use by the public that do not require creation of an account, as well as links to additional sources and lessons that could be adapted for distance learning.
Description: “When you do a Google Search, you can filter your results to find images, videos or text you have permission to use. To do this, use an Advanced Search filter called ‘usage rights’ that lets you know when you can use, share or modify something you find online.”
Directions: Fill in the blanks to complete your search. Select usage rights appropriate to meet your needs.
Google’s disclaimer: “Note: Before reusing content, make sure that its license is legitimate and check the exact terms of reuse. For example, the license might require that you give credit to the image creator when you use the image. Google can’t tell if the license label is legitimate, so we don’t know if the content is lawfully licensed.”
Google’s disclaimer: “Note: Before reusing content, make sure that its license is legitimate and check the exact terms of reuse. For example, the license might require that you give credit to the image creator when you use the image. Google can’t tell if the license label is legitimate, so we don’t know if the content is lawfully licensed.”
Description: “CC Search is a tool that allows openly licensed and public domain works to be discovered and used by everyone. Creative Commons, the nonprofit behind CC Search, is the maker of the CC licenses, used over 1.4 billion times to help creators share knowledge and creativity online.”
Directions: Use keywords to search for the artwork you need. On the left side, click Licenses and choose CC0 for “no rights reserved.”
Description: “High quality vector graphics with worry-free licensing for personal and commercial use.”
Directions: Use keywords to search for the artwork you need. On the left side, limit your search to Free License. Follow instructions for downloading and providing attribution if required
Description: “A vibrant community of creatives, sharing copyright free images and videos. All contents are released under the Pixabay License, which makes them safe to use without asking for permission or giving credit to the artist – even for commercial purposes.”
Directions: Use keywords to search for the photograph you need. Click on the photo of your choice. Follow instructions for downloading and providing attribution if required.
Additional Resources:
Student Press Law Center Student media guide to copyright law
10 Best Websites for Public Domain Images
High-res public domain photos that are 100% free
Find free-to-use images on Google
JEA Curriculum Lessons:
Understanding copyright and creative commons
SPLC media law presentation: copyright
Read MoreBasic lessons for teachers to use during online learning
by Lori Keekley, MJE
Several members of the Scholastic Press Rights Committee developed some lessons for advisers to use with their journalism students. The lessons are intended to be asynchronous basic introductions. The goal is to introduce students to the content and provide resources they then can examine further.
The lessons include information on the First Amendment, copyright, libel, staff manual creation, how to choose a forum concept, prior review and some situational legal and ethical considerations.
First Amendment — Freedom of Speech rights, especially when it comes to students in any sort of student publication, can be very complex, but there are some overall principles that can lead to a solid understanding of the basics. This lesson provides details and background on what rights student journalists generally possess, gives resources for understanding how any local policies affect those rights and supplies scenarios and links to promote further discussion and involvement.
Copyright — This online lesson helps students independently learn the basics of copyright law and the exceptions to it. After a brief tutorial, students will then either draw or create an online infographic explaining what they have learned.
Libel — This online lesson guides students through the basics of libel law and the specifics of how it applies to real-world situations. It includes a brief instructional video, a quiz for understanding, and a discussion/writing prompt.
Manual — Staff manuals provide student journalists with resources and guidance during times of need. Now is the perfect time to reevaluate (and review) your current guidelines — and maybe even policies. These virtual conversations will not only help students understand what to do, but also what they may want to examine for future.
Forum status –– This online lesson guides students through the basics of forum status for student media and the specifics of how it applies to student media. A statement of forum status is an essential part of a staff manual.
Prior review and restraint –– This online lesson guides students through the basics of prior review and prior restraint and the specifics of how it applies to student media. Almost every national journalism education group and professional journalism organization opposes prior review and restraint as having little to no educational value. A position on prior review is an essential part of a staff manual.
Legal and ethical scenarios — Teachers could do this as one scenario per day unit or sprinkle them throughout many weeks while addressing other areas as well. Topics covered include both legal and ethical concerns such as copyright, photo ethics, basic reporting, takedown requests, etc.
If you have any questions, please contact Lori Keekley.
Other contributing committee members:
John Bowen, MJE, Kent State University (OH)
Lori Keekley, MJE, St. Louis Park High School (MN)
Matthew Smith, CJE, Fond du Lac High School (WI)
Kristin Taylor, CJE, The Archer School for Girls (CA)
Read More