Correcting errors
Ethical guidelines
Mistakes happen. What matters is how student journalists handle such situations. Student editors should correct errors as quickly and visibly as possible. Sometimes this means correcting a print error on a website and then following up in the next issue.
Staff manual process
When a reader or viewer has identified an error, students should check first to see whether the information truly is erroneous. In addressing the mistake, the correction should identify the error, provide the correct information, explain how the error was made and detail what will be done to prevent future errors.
Transparency about what went wrong will help to restore credibility after a mistake is made. Students should know when to make corrections and when (if ever) to remove online stories entirely.
Suggestions
• In addition to printing a correction, student editors should reflect on the writing, editing and post-production process that allowed the error to occur. What should change to keep this from happening again?
• A news website should include a logical mechanism so readers can report errors or inaccurate information. If this generates an email to a shared account, students should have a system in place for checking the account regularly.
• Students should have a system in place for fact-checking reported errors, rather than taking someone’s word at face value.
• Students should create a designated fact-checker position on staff, or rotate students through the position for each publication cycle.
• When students determine an online correction is necessary, they should update the information accordingly and add an editor’s note, preferably at the beginning of the article, about when and why the correction was made. This act of transparency holds students accountable and provides readers with as much information as possible, rather than hiding the original error.
• Students should develop specific guidelines for correcting misinformation that appears in the publication’s social media accounts.
• Student editors should have a system in place for the rare online mistake they deem significant and serious enough to warrant immediate removal of content. For example, editors may choose to remove a story and issue a statement about why they took that action.
Resources
Why Journalists Make Mistakes & What We Can Do About Them, The Poynter Institute
Made a Mistake? Advice for Journalists On Online Correction, The Poynter Institute
To Err is Human, to Correct Divine, American Journalism Review
Correction Strategies: 6 Good Questions With Regret the Error’s Craig Silverman, American Press Institute
Audio: Correcting Errors, JEA Scholastic Press Rights Committee, Press Rights Minute
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Read MoreTakedown requests
Ethical guidelines
Journalists may be asked to remove online content for any number of reasons. Just because content is unpopular or controversial does not mean a media staff should comply with such requests. When journalists meet their goal of producing consistent, responsible journalism, they likely will choose to leave the content in question online even in the face of criticism.
All media – including student media – provide a historical record of issues, events and comments. As such, content should not be changed unless there are unusual circumstances.
Another alternative to takedown demands would be to create publishing standards we would call Put Up criteria. Train student editors and staffers in why and how something should be published so takedown requests are avoided.
Staff manual process
Content should not be removed unless the student editorial board determines it is factually inaccurate or was otherwise factually, legally deficient at the time of publication. The staff manual should provide a checklist or guide students can use to determine whether a takedown request has merit.
Suggestions
• In some cases, student editors may take down a story because they determine the content warrants a one-time exception (such as fabrication or to protect a source).
• Reporters may elect to do a follow-up story.
• If student editors choose to remove content, they should publish a note on the site explaining when and why the content was removed.
• Takedown criteria should be outlined and explained in the staff manual.
• Create guidelines and procedures to ensure students only post information and images they feel meet standards of responsible journalism: Put Up guidelines.
Resources
Takedown Demands: Here is a Roadmap of Choices, Rationale, JEA Scholastic Press Rights Committee
Respond to Takedown Demands, Student Press Law Center
Setting Criteria Before the Requests Come, JEA Scholastic Press Rights Committee
10 Steps to a Put-Up Policy, JEA Scholastic Press Rights Committee
Audio: Takedown Requests, JEA Scholastic Press Rights Committee, Press Rights Minute
5 Ways News Organizations Respond to ‘Unpublishing’ Requests, The Pointer Institute
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Read MoreLetters 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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