Guidelines for breaking news
Ethical guidelines
Journalists may need to act quickly and in less than ideal conditions to cover a breaking news story for their publications. In these times especially, it is important for students to report based on a variety of credible sources with a focus on accuracy rather than rush to release information.
Staff manual process
Editors should determine a clear plan for how to handle breaking news with specific considerations about internal staff communication, timing and verification with a checklist or step-by-step outline provided in the staff manual. Training should include discussion and practice of this process based on the staff manual to be sure everyone is prepared prior to a breaking news situation.
Suggestions
• Consider establishing a chain of command or phone tree for when news breaks.
• Establish a process of verification for breaking news and discuss under what circumstances student media might hold or push a story without a complete set of facts or context.
• Ensure sources used are credible and the best for the story.
• Consider whether student media might need a designated meeting place or off-site “command central” if the school is closed down or inaccessible.
• Think about releasing information in increments as it is verified.
Resources
Audio: Breaking News, JEA Scholastic Press Rights Committee, Press Rights Minute
Return to sitemap.
Read MoreCovering controversy
Ethical guidelines
Controversy is often in the eye of the beholder. The best way to prevent a subject from becoming controversial is to use verifiable information, in context, from reliable sources – truthful, accurate, thorough and complete reporting.
Students should be able to show why they used some information and not other. They should be transparent about why their coverage was important.
Even where prior review exists, student decision-making can demonstrate rigorous training in handling such situations and deflect controversy.
Staff manual process
Students should plan potentially controversial stories so all sides and points of view are addressed and, if appropriate, examination of possible solutions.
Before attempting controversial stories, student journalists should develop a checklist of considerations.
Checklist suggestions
Pre-reporting suggestions could include:
• Can students explain why they want to report on a subject?
• Have students anticipated reaction and are they prepared to handle it?
• Who are the best, most reliable sources on all sides?
• Can students show possible motives a source has for sharing information?
• Can students demonstrate skeptical evaluation of information, no matter the source?
• Is there a process in place to demand credible and verifiable information?
• Have students taken steps to assure information will be in context?
• Do reporters have fact-checking and verification processes in place?
• Will students find local faces for the best impact, most complete story?
• Are student reporters prepared to protect their sources if needed?
• Have student editors coached the story at all points? Have they answered reader questions?
• Have students discussed the role of ethical packaging and presentation of the information?
• Will students report information in the most effective way, taking multiple platforms into account?
• Have student reporters and editors discussed the legal and ethical implications of publishing?
• Do student reporters know where to get legal and ethical advice (and that should not be from administrators who might be sources)?
Resources
Handling Controversy, JEA Scholastic Press Rights Committee
Practice Sensitivity in Your Reporting, JEA Scholastic Press Rights Committee
Sensitive Issues Guide, JEA Scholastic Press Rights Committee
Tips for Covering Controversial Subjects, JEA Scholastic Press Rights Committee
Reporting Controversy Requires Establishing a Sound Process, JEA Scholastic Press Rights Committee
Don’t Be a Fool, JEA Scholastic Press Rights Committee, Press Rights Minute
Verification Before Publication Prevents Many Issues, JEA Scholastic Press Rights Committee
Return to sitemap.
Read MoreNews judgment and news values
Ethical guidelines
Student media should consistently and purposefully brainstorm what story ideas might be relevant and valuable to their audience. Students should not ignore those story ideas that might be sensitive or cause offense but instead should consider how to cover these issues in meaningful, sensitive ways. Student media should also recognize while audiences are likely to seek out news that’s personally interesting to them, news media have an obligation to also provide those stories that meet a standard for public service. Often, these stories will fall in the “watchdog” category and include political and institutional coverage. While the audience may not be intrinsically interested in these stories, journalists must use their best news judgment to provide a mix of what consumers want to know and need to know.
Staff manual process
Students should consider many types of news values when deciding on what to report. These news values can include timeliness, proximity, prominence, conflict, impact and human interest. Values are likely to change slightly depending on the nature of the media and the intended audience. However, a reporter who can find no distinct news value in a story he or she wishes to report should consider whether a personal agenda overrides his or her news judgment.
Suggestions
• Conduct staff brainstorming sessions to gather a wide variety of story ideas
• Use beats to help reporters develop keen news sense.
• Solicit regular reader feedback on stories that would be interesting or helpful. Bi-annual student body surveys or focus groups are a great way to improve readers in the process.
• Be aware and self-reflective of any personal biases that might impact news judgment.
• Establish a set of news values for student media, and when budgeting content, be sure to identify which news values are present in the stories budgeted.
Resources
News Values & Principles – (including on- and off-the-record, anonymous sources, etc.), Associated Press
Description of the traditional news values, Media College
User generated news value, Citizen J
Lesson: Infotainment: When News is Only About Entertainment, Journalism Education Association
Lesson: With Freedom of the Press Comes Great Responsibility, Journalism Education Association
Lesson: Just Because You Can Doesn’t Always Mean You Should, Journalism Education Association
Lesson: Making TUFF Decisions, Journalism Education Association
Lesson: Another Way to Examine Ethics: Red Light, Green Light, Journalism Education Association
News Values, JEA Scholastic Press Rights Committee, Press Rights Minute
Return to sitemap.
Read MoreDiversity of sources
Ethics guidelines
Coverage and sources should reflect the school population and its various communities, including a wide range of sources who represent students and staff.
Staff manual process
Students should take care not only to represent diversity through their sources but also in the content they pursue. Additionally, students should avoid interviewing or photographing friends or relatives unless that individual is the best or only source.
Suggestions
• Students should keep a checklist in the newsroom to monitor the number of times a source has appeared in student media. The staff may determine, for example, that after three times, an individual should not be a source unless he/she is essential to the story.
• For each story, student journalists should seek a variety of primary and secondary sources, finding a mix that reflects society in general and provides for complete and thorough reporting.
• Coverage should give voice to those who might otherwise remain voiceless while creating context and aiding in comprehension.
• Student media should include sources who represent diverse racial, ethnic, economic, occupational, academic, geographical, political, gender and age populations.
• Students should interview, film and photograph an abundance of sources to select only the best quotes, audio, video and photos for each story.
Resources
Find Diverse Sources, The Poynter Institute
Integrate diversity into your reporting routine, Science Literacy Project
Ethical Testing Tips, Media Helping Media
Lesson: The Right Source, Journalism Education Association
Lesson: Discovering Your Diversity, Journalism Education Association
Return to sitemap.
Read MoreTreatment of sources
Ethical guidelines
Reporters should treat all sources as they would like to be treated: with respect and professionalism. Sources do not have to respond to questions or agree to be interviewed. Helping them to understand their information is essential to the story and will show others the importance and truth of the topic is the best way to get their information or story presented. Sources have rights – and responsibilities. Reporters can help make them aware of both.
If interviewing minors, be sure the source understands what is being asked, why it is asked, why the information is necessary and how it will be used. In some cases involving controversial or sensitive issues, parental consent might be a good option if accuracy is in question or if there’s any doubt the student is able to understand the potential results of answering.
Staff manual process
Part of the information-gathering process should be extensive training in interviewing, including professional handling of minors as well as reluctant sources. Student editors should develop a checklist for reporters.
Suggestions
- A sample post-information gathering checklist could include:
- Are these sources the most credible and reliable? Are they truly experts for this topic?
- Is the information is accurate and credible?
- Is the information contextually sound?
- Do facts support the lead?
- Does background material make the story complete?
- Is the story free of unattributed value judgments and statements of writer opinion?
- Does the story make sense?
- Does numerical data make sense?
- Interviewing
- Are sources fully and correctly identified?
- Do multiple sources bring a variety of viewpoints?
- Did the writer verify information with credible sources?
- Research
- Are the name and URL of an online site accurate?
- Is online information credible and up-to-date?
- Publication
- Is style consistently formatted?
- Is information properly attributed?
- If the story has an anecdotal, delayed lead, does it have a nut graf to help show the focus?
- Are terms used correctly?
- Do facts in the story match information reported across all platforms?
- Does the headline reflect story content?
Resources
Be Consistent in Getting Consent Where It Is Needed Journalism Education Association Scholastic Press Rights Committee
Interviewing Children: Guidelines for Journalists, Dart Center
Guidelines for Interviewing Juveniles, Radio Television Digital News Association
Additional Guidelines for Interviewing Juveniles, The Poynter Institute
Best Practices for Covering Children Younger Than 18, Associated Press
When It Is Acceptable to Use Children As Sources?, Columbia Journalism Review
Respect sources, National Public Radio
Transparency Steve Buttry
Audio: Understanding FERPA, JEA Scholastic Press Rights Committee, Press Rights Minute
Return to sitemap.
Read MoreRecording sources during interviews
Ethical guidelines
It may be legal in some states to record sources during an interview without their permission, but ethically, journalists always should ask permission to record an interview.
Staff manual process
Members of the editorial board should develop a procedure for recording sources.
Suggestions
Statements may include the following guidelines:
• Always ask a source before the interview begins if it may be recorded.
• Keep audio recorders in clear view.
• Test equipment prior to the interview.
• Bring extra power sources.
• Treat digital recordings in the same manner as digital notes. In other words, students can play back a quote for verification but should avoid turning over the entire record or story for review prior to publication.
• Keep the audio/video file for at least one year.
• Establish a plan for how reporters will respond when sources want to go off the record.
Resources
Reporter’s Recording Guide, Reporters Committee for Freedom of the Press
Think Before You Record, The Poynter Institute
Audio: Asking Tough Questions, JEA Scholastic Press Rights Committee, Press Rights Minute
Return to sitemap.
Read More