Pages Navigation Menu

We have the responsibility to ensure
administrators see journalism’s values

Posted by on Oct 29, 2018 in Blog, Ethical Issues, News, Quick Tips, Scholastic Journalism, Teaching | 0 comments

Share

In the spirit of Constitution Day, help administrators. know what journalism means to the continuation of America’s democracy:

School administrators can feel tremendous pressure to protect their schools’ reputations, so it’s understandable that they may be wary of supporting a scholastic press where students have final say over all content.

Educating administrators about the value of journalism at the high school level is a crucial step towards empowering student journalists and building a future with more engaged democratic citizens.

If we, as educators and school leaders, want to teach our students the importance of citizenship, we must empower them to be citizens within the school walls. [pullquote]

If we, as educators and school leaders, want to teach our students the importance of citizenship, we must empower them to be citizens within the school walls.

Administrators can do that by hiring a qualified journalism adviser to teach students the foundations of ethical, responsible journalism, and journalism advisers should encourage ongoing dialogue between student staffs and their school administrators.

[/pullquote]

Administrators can do that by hiring a qualified journalism adviser to teach students the foundations of ethical, responsible journalism, and journalism advisers should encourage ongoing dialogue between student staffs and their school administrators.

Providing school leaders with a copy of Quill & Scroll’s Principal’s Guide to Scholastic Journalism is a good start, but busy administrators may not find the time to read it.

Journalism advisers and publications staffs should reach out to administrators to engage in face-to-face dialogue about their publication process so school leaders can see the logistics behind selecting, pitching, reporting, editing and publishing content, including how editors handle controversial stories. Students can explain how abstract common core goals come to life in their work as journalists and make a strong case for supporting their publications.

Scholastic journalism provides students with 21st century skills, curiosity about their world and a concrete experience of citizenship. Journalism classes encompass more 21st century skills set out in the Framework for 21st Century Learning than any other high school class, including global awareness, civic literacy, media literacy, collaboration, initiative and self direction, leadership and many more.

Scholastic journalism also connects to a vast number of Common Core goals. Research suggests that students in journalism classes also get better grades in high school, earn higher scores on the ACT and get better grades as college freshmen.

In addition to these positive academic outcomes, scholastic journalism programs led by qualified journalism educators foster responsible civic engagement, as students learn about their First Amendment Rights and become engaged with their school, local, national and global communities.

Student journalists with final say on their own content embrace their roles as democratic citizens who take ownership and are accountable for their decisions. Administrators who support scholastic journalism programs are supporting a future with more engaged democratic citizens 

 

Topic: Administration and scholastic journalism

Guideline:Publication staffs should reach out to school administrators to educate them about the benefits of scholastic journalism and to build trusting relationships. 

Social media post/question:Why should administrators support scholastic journalism?

Stance: Administrators should support scholastic journalism as a tool for building collaborative, creative and civically engaged citizens.

Administrators who understand the process of responsible journalism and the 21st century skills inherent in becoming a student journalist are more likely to support publication programs and student press freedoms.

Reasoning/suggestions: Scholastic journalism is a crucial part of school culture, as it provides students with 21st century skills, curiosity about their world and a concrete experience of citizenship.

Journalism classes encompass more 21st century skills set out in the Framework for 21st Century Learningthan any other high school class, including global awareness, civic literacy, media literacy, collaboration, initiative and self-direction, leadership and many more.

 

Scholastic journalism also fulfills to a vast number of Common Core goals. Additionally, researchsuggests students in journalism classes also get better grades in high school, earn higher scores on the ACT and get better grades as college freshmen.

 

In addition to these positive academic outcomes, scholastic journalism programs led by qualified journalism educators foster responsible civic engagement, as students learn about their First Amendment rights and journalistic responsibility, and become engaged with their school, local, national and global communities. Student journalists with final say on their own content embrace their roles as democratic citizens who take ownership and are accountable for their decisions.

 

Administrators who support scholastic journalism programs are supporting a future with more engaged democratic citizens.

 

Resources:

Introductionand Civic engagement and journalism, Principal’s Guide to Scholastic Journalism

The 2017 State of the First Amendment, Newseum

High School Journalism Matters, American Press Institute

Framework for 21st Century Learning, Partnership for 21st Century Learning

Civic Implications of Secondary School Journalism, Journalism and Mass Communication Quarterly

Principals, presidents and getting along, JEA Scholastic Press Rights Commission

Teaching grit for citizenship — why we must empower, not shield students, JEA Scholastic Press Rights Commission

 

 

 

Read More

Choosing the right forum can be a make-or-break decision

Posted by on Oct 25, 2018 in Blog, Ethical Issues, Legal issues, Scholastic Journalism, Teaching | 0 comments

Share

Forums protect your expression, audience’s right to know

What is/definitions

Forums come in three types – closed, limited and public/open – and how they are interpreted can make the difference between being censored, reviewed and restrained or being a place of learning citizenship and free expression

 

Important items of note

The three types of forum and information about them are:

  • Closed forum:

An example of closed is a PTA newsletter. The owner of the forum can control its content. Censorship is allowed. Little learning about the role of a free press in a democracy would take place. Little learning about the various roles of journalism would take place.

  • Students have no expectation of freedom of expression.
  • Students should have no expectation of learning news or objective journalism.
  • Students should have no expectation of creating original pieces.
  • Students should have no expectation of decision-making.
  • Hazelwood applies.

 

  • Limited public/open forum:

A limited forum can be limited to whatever the establisher of the forum wants it to be: a forum for sports coverage, for example. It can be reviewed, or not reviewed, by the originator’s designation. If reviewed, the owner of the forum has all the legal responsibility and control. If not reviewed, the students, for example, could be designated as being in charge and enjoy the freedoms and bear the responsibility. A good many student media fall into this category where school districts trust their students, their advisers and their curriculum. Students learn about the media’s role in a democracy, and about their own civic responsibility. If education about the media’s role in a democracy and learning critical-thinking and responsibility are the school’s mission, then the second type of limited forum is used.

 

Limited-closed:

  • Students have no expectation of freedom of expression
  • Students should have no expectation of learning news or objective journalism.
  • Students should have no expectation of creating original pieces.
  • Students should have no expectation of decision-making.
  • Hazelwood applies.

 

Limited-open:

  • Students have an expectation of freedom of expression.
  • Students should expect to learn news or objective journalism.
  • Students should expect to create original material.
  • Students should expect to make decisions.
  • Tinker applies if no prior review.

 

Public/open forum:

The third category is an open forum, much like speakers’ corner in the United Kingdom. Anyone can speak, and the school (government) bears no legal responsibility. Schools can designate student media as open forums by policy or practice. This is noted within the Hazelwood decision, as is a limited open forum with student decision-making control.

 

Within the open and limited forums, students would certainly not publish any materials they found to be unprotected speech — libel, obscenity, material disruption of the school process (Tinker guidelines), unwarranted invasion of privacy and copyright infringement. Students would be taught this through a journalism curriculum by a trained adviser or through workshops and seminars available to an extracurricular publication.

 

Open forums:

  • Students have an expectation of freedom of expression.
  • Students should expect to learn news or objective journalism.
  • Students should expect to create original material.
  • Students should expect to make decisions.
  • Tinker applies if no prior review.

 

Importance of designated forum status

  1. There is no requirement that any government agency establish a forum of any kind.
  2. But once a government does establish a forum, it cannot dictate the content of that forum.
  3. Jurisprudence sees three types of forums: open, limited, closed.
  4. The closed forum is a place that traditionally has not been open to public expression. Examples, in schools, could be newsletters or other means of communication not open to public use. So long as restrictions are reasonable and not based on a desire to suppress certain viewpoints, the government may close public access to them.
  5. The open or traditional public forum is a place with a long history of expression, such as a public park or street corner. The government can only impose content-neutral time, place and manner restrictions on speech in this forum. To override the open, public forum status, the government would have to show a compelling interest.
  6. The limited forum has the most problematic history. It is a place with a limited history of expressive activity, usually only for certain topics or groups. A meeting hall or public-owned theater are examples. The government may limit access when setting up a forum but may still not restrict expression unless there is a compelling interest. Schools, as government institutions, may, by “policy or practice,” open student media for indiscriminate use by the public or some segment of the public.
  7. A designated public forum enables students to make decisions of content, thus empowering them to practice critical thinking and civic engagement roles.
  8. Educational value of the designated open forum is mirrored by the fact most schools have mission statements identifying these as essential life skills for students to learn while in school.
  9. Prior review and a lack of trust in the product (students) schools are expected to produce undermines the very missions school officials say are among their most important.
  10. Studies have clearly shown that students, and communities in general, do not understand the importance of the First Amendment. One reason may be that students are not allowed to practice what they are taught while in schools and thus do not believe the theories of the democratic system.

 

These definitions should help you understand public forums:

  • Forums by policy:An official school policy exists that designates student editors as the ultimate authority regarding content. School officials actually practice this policy by exercising a “hands-off” role and empowering student editors to lead. Advisers teach and offer students advice, but they neither control nor make final decisions regarding content.
  • Forums by practice:A school policy may or may not exist regarding student media, but administrators have a “hands-off” approach and have empowered students to control content decisions. Advisers teach and offer students advice, but they neither control nor make final decisions regarding content.

 

Guideline:

Students should choose the forum carefully and refer to it in the policy section of your Legal and Ethical manual. It might also play a role in the Mission statement.

 

Best student practices:

Ideally, after student discussion, student will choose and be able to practice the public/open forum model. That allows the greatest freedom of expression and educational growth because it allows students the most journalistic responsibility and school officials the most protection.

 

Questionsto ask those who oppose public forum status for student media:

  1. Collect all the documentation you can find to demonstrate why you believe your publication has been operating as a designated public forum.
  2. Ask administrators why they are objecting to/changing your public forum status (and try to get their response in writing). Try to keep the communication channels open so you and students know the reasoning and details.Pay special attention to any statements they make suggesting their actions were in response to something the publication published.
  3. Obtain a copy of the replacement language for the policy if whoever is making/suggesting a change has replacement language.
  4. Find out whether the changes come from the board of education or from administrators. If the board, did it make the changes in an open meeting? If it has not made the decision yet, when will it and can discussion occur?
  5. See if you can find out if and how administrators or the board is receiving legal assistance. Also find how, and if, these people have handled similar cases or incidents before. Being aware of their arguments might enable you to anticipate and counter them.
  6. Know your state’s education codes and state student free expression laws. It is possible you have language that can protect you.
  7. Call SPLC to report the move and ask for guidance.
  8. Seek and prepare individuals and groups (from students, parents, commercial journalists and possibly even a local attorney — preferably one who understands scholastic media law) to ask questions, voice concerns and to be observers of the process.
  9. Prepare a process to keep the discussion about change in the public’s eye

 

Quick Tip:

Forum status of student media   If your students are revising or developing a new policy, the Scholastic Press Rights Committee recommends using language something like this:

[Name of publication] is a designated public forum for student expression. Student editors make all content decisions without prior review from school officials.

 

Quick Tips index   A list of nearly 70 journalism processes showing the interaction between every day journalistic processes and actions and ethical principles.

 

SPRC blogs

When your publication is a public forum and when it is not,Written by Mark Goodman, Knight chair in Scholastic Journalism at Kent State university, this article focuses what makes student media public forums and what does not. Goodman writes, “School officials’ ability to legally censor school-sponsored student expression at public junior high and high schools is determined by whether they can meet the burden the First Amendment places on them to justify their actions. Often the most important question in that analysis is whichof two First Amendment standards they have to meet.” Those standards are Tinker or Hazelwood.

 

 

Choosing your forum status is like choosing the best medicine   Establishing your student media as open forums for student expression – not closed or limited forums – can make a huge difference in developing a cure of Hazelwood. The best forum is like preventative medicine. The worst is like being exposed to active disease cultures.

.

 

Rethinking your forum status – why the correct wording is essential   With the Supreme Court’s refusal to hear appeals on the 2nd Circuit’s Ithaca decision, student media advisers and their journalists should be aware of a potential conflict over how they use the word “forum.” In short, if an editorial policy is going to say student media are forums, students and advisers must be able to explain what that means and why it is educationally important.

 

Re-establishing our belief in the right forum   Just because the 2nd Circuit Federal Appeals Court recently handed down a decision inR.O. v. Ithaca City School Districtladen with shaky interpretations and references, it is not time to surrender or alter our beliefs.

 

Maybe #Firstonthefirst initiative can help move the needle   Make a commitment to talk to strangers about the First Amendment. A few minutes of conversation can make a huge difference.

 

“Drawings of stick figures in sexual positions clearly qualify as ‘lewd,’ that is, ‘inciting to sensual desire or imagination,’” Second Circuit Judge Jose A. Cabranes wrote in the decision about why the school could censor an independent student publication and the school’s student paper, which had attempted unsuccessfully to run the drawing in the first place.

 

Muzzle Hazelwood with strong journalism, status as an open public forum   This post looks at a circuit court decision that explains public forum possibilities and values. Also link to Why Dean v. Utica is important.

 

Letters and commentary can enhance public forum role  Letters to the Editor are opportunities for your community to have a voice on the pages students host. They allow community members to interact with your staff and your readers by responding to stories students have written, topics covered, or issues in the school or their world concerning them. Also,accepting guest commentaries, offered randomly, reinforces student media’s role as a public forum for student expression. This would not include the creation of stranding guest columns for administrations, faculty or other school or city officials.

 

Don’t let ‘funny things’ happen on the way to your forum   Many scholastic media outlets appear to come up short when developing and posting an editorial policy.  It appears that common practices are to:

  • Just call a publication “a forum.”
  • Call it an open forum.
  • Call it a limited-open forum.

Or if all else fails,

  • Not have a policy at all

 

Hazelwood’s costs: Open forum status helps win court case, then striped, not returned  Hazelwood stories: by Kevin Smyth “When I joined JagWirein September 2007 as a 51-year old adviser with no advising background, and limited experience as a student journalist, I had no idea I’d become a poster boy for “things that can go wrong your first year as adviser.’ It’s been a difficult story.”

 

 

Seattle School District seeks to remove forum policy for prior review   Even though its current open forum policy helped it avoid a lawsuit earlier this year, the Seattle School District seems determined to change course and install prior review, making the adviser responsible for all content and the administrators able to review at will.

 

Podcast/RPM:

Eliminating prior review  A conversation focused on learning rather than “press rights” may help administrators do away with prior review when students and teachers outline the benefits of student expression that come from critical thinking and problem solving.

 

SPLC resources:

 

 

Other resources:

 

 

JEA law/ethics curriculum:

 

 

Related Content       | Mission | Policy | Staff manual | Prior review | Prior restraint |  Censorship |

 

Read More

Introducing a staff manual package to build
a foundation for journalistic responsibility

Posted by on Oct 25, 2018 in Blog, Ethical Issues, Legal issues, Scholastic Journalism, Teaching | 1 comment

Share

Mission, editorial policy, ethical guidelines and public forum
strengthen the classic media staff manual

Four concepts drive the creation of journalistic approaches: mission statement, editorial policy, ethical guidelines and staff manual process. Together, the four comprise a package of complementary principles we call the Foundation of Journalism, often known as a staff manual. Through our discussions, lessons and models, we hope to demonstrate the essential rationale for adding strength them into the Legal and Ethical section of the staff manual.

These principles represent the key pillars of standards-based journalism and are the products of perhaps the most important journalistic decisions the student staff can make. Together, the concepts enhance the strengthen the process and product, the decision-making and critical thinking that can characterize student media.

This first section provides information and resources on how and why the four parts of  the manual work together, and is below. All five pieces, introduction, mission, editorial policy, ethical guidelines and staff manual, are designed to interact and show and why each develop and apply to your school’s student media.

 

SPRC legal and ethical staff manual

What is it/definition: The SPRC’s manual package contains information and resources that create a framework for a school’s journalism publication and learning program – Mission Statements, Editorial Policy, Ethical Guidelines and Staff Manual process. It also includes resources on forums for student expression.

 Visual to accompany the Law-ethics package. This material has been used at JEA.NSPA conventions to introduce the entire sequence of materials.

Important items of note: JEA’s Scholastic Press Rights Committee presents ideas, models and language, but does not recommend cut and paste of precise wording or inclusion of entire content or model. We also stress the concept that policy and ethical guidelines are different and should not be noted in the same section in the manual.

 

Guideline: Each student media should have basic statements, a Foundation or cornerstone, compromised of a mission statement, editorial policy, ethical guidelines and staff manual that protects student free expression, explains why that is essential and shows how each element depends on the others. This Foundation should be based on journalistic standards, best practices and encompass journalism’s social responsibility.

 

Student best practice: Students should make all final decisions of content, without prior review by school officials and be designated public forums for student expression. All pieces should support that premise.

 

Quick Tips:

Student media policy may be the most important decision you make: Students should understand they can and should adopt best legal and ethical practices for their student media, both at the board and school level.

What should go into an editorial policy? What should not?Editorial policies are the foundations for your journalism program. Often short, these statements address forum status, who makes final decisions of contentand prior review. Think of it this way: a strong policy is prescriptive. It says what students will do. A policy is like a constitution and sets the legal framework for student media. We strongly discourage the inclusion of ethical guidelines or procedures and process in policy documents because ethics and staff manual procedures are suggestive.

 

SPRC blog commentary

Five activities to consider before next fall: Looking for end-of-year activities to rebuild or revisit how your student media operate, the range and effectiveness of content, no matter the platform?

Consider this process at the end of the year or during summer staff retreats, to help students strengthen your program’s foundation.

 

SPRC blog reporting

The Foundations of Journalism: Policy, procedure, guidelines: These concepts represent best practices. We do not urge copying the entirety of anyone’s policy, including ours. Instead, we urge students and adviser to mold a sound policy based on their school’s needs and identity. Modify our elements in your words.Based on these concepts: no censorship/restraint by any school official, no prior review by any school official, designation of all student media as public forums for student expression and that students make all final content decisions.   

Student voices, student choice:By adopting policiesand guidelinesthat are student voice friendly in policy and practice, schools can further embrace empowerment of student voices and authority.

Building foundations for great journalism:It is critically important to build a solid foundation in law and ethics before sending students out for that first assignment.

Handout: Foundations topic draft form:A planning form for developing ethical and staff manual guidelines.

Building student media foundations with policy and ethics: This project is a two-fold effort to combine policy, ethics and staff manual procedure into an integrated process where policy sets the stage for ethical guidelines and ethical guidelines shape staff manual procedure. It is designed to tie directly to The Foundations of Journalism: Policy, procedure, guidelines.

Build a strong foundation by locking in pieces of the puzzle called  journalism:

Preparing student media for a new year often begins with design — and theme-planning. For a good number this includes summer workshops for training in reporting platforms, visual reporting approaches and the latest in apps and across-platform developments. We hope such training also includes the basics of law and ethics. Often, we fear it does not.

Lesson to help students formulate policies, guidelines and procedures:In this lesson, Students will analyze current policies and write guidelines and procedures. Students will then analyze the others’ classwork and provide feedback. Students will be able to rewrite their contribution after the feedback is given. Students will also audit the publication’s diversity.

 

 

JEA law/ethics curriculum:

Ethical Guidelines and Procedure Statements: Creating the Foundation  In this lesson, students will analyze current policies and write guidelines and procedures. Students will then analyze the others’ classwork and provide feedback. Students will be able to rewrite their contribution after the feedback is given. Students will also audit the publication’s diversity.

 

With Freedom of the Press Comes Great Responsibility  Students should have a basic understanding of their responsibility to provide fair, balanced and accurate content that is complete and coherent. From studying examples of content and role-playing on situations that they may have to address, this lesson prepares students for the kinds of decisions they will make with their own publication.

 

Understanding Journalistic Forum Status  The 1988Hazelwood v KuhlmeierU.S. Supreme Court decision created a need for students and advisers to understand what forum status means for all scholastic media. This lesson defines the three types of forums and outlines what each could mean for students. The lesson also enables student journalists to choose which forum best meets their needs and take steps to create that forum.

 

Creating a Mission Statement for Student Media  Everyone has seen mission statements that contain “educate and entertain” as key goals for scholastic media. The purpose of this lesson is to create mission statements that go beyond generic wording. Instead, mission statements should help establish who student journalists are, their role, and their purpose. Establishing this framework will also shape audience understanding about media roles, purposes and identity, including the social responsibility role that even student journalists must uphold.

 

Podcast/RPM:

Board media policies:This clip explains why a shorter, simple board-level student media policy is recommended and outlines three clear points such policies should establish.

A combined editorial policy: As more student media programs take a comprehensive approach to produce all types of scholastic media under one staff structure, it only makes sense to combine separate publications policies into one.

 

Resources

Ethics codes are invaluable in student journalism, but not as a guide for punishment,

Sitemap of inclusive materials, go here

How to Use the List of Ethics and Staff manuals, gohere.

 

Crafting the Argument Against Prior Review and Censorship

Building the case against prior review and restraint: talking points to help start a discussion between advisers and administrators

 

 

 

 

 

 

Related Content: Mission statements |  Editorial policy |  Ethical Guidelines  | Staff manual

| Prior review | Prior review | Censorship |

Read More

Ethical guidelines suggest
best practices for your student media

Posted by on Oct 25, 2018 in Blog, Ethical Issues, Scholastic Journalism, Teaching | 0 comments

Share

Ethical guidelines

What is it/definition: Ethical guidelines in journalism help guide students to make good decisions and the think critically. Because there is no right or wrong, students become ethically fit by making decisions without review, by examining possible decisions and projecting effects of their decisions. Being ethically fit also means preparing ethical decision making that relies more on “green light” rather than ”red light” process and guidelines.

 

Important items of note

The “green light” principles encourages students to go after their story with approaches thought out and dangers identified. A “red light” approach would argue the risk outweighs the value and possible avoidance of the story. Products of this decision making are codes of ethics and long-term ethical guidelines and staff manual procedures presented in this section.

 

Guideline: Develop  ethical guidelines and staff procedures rooted in ethical thinking and acting that carry  out student media’s journalistic mission, policy and the journalistic, social and civic responsibilities they create.

 

Procedure: Develop a working code of ethics to help student staffers and media audiences better understand and practice ethical decision-making that contribute to the highest standards of journalism.

 

Quick Tip:

A strong and effective staff manual describes the procedures of the staff in accordance with best policies and specific ethical guidelines. Because a staff manual should be a collaborative creation between students and advisers, it also becomes a living document, changing as necessary to reflect the culture and practices of the staff.

 

Each year staff members should have the opportunity — and obligation — to update items to ensure the product serves their needs and those of their audiences.

 

A good staff manual creates an atmosphere consistent with board- and media-level policies’ sound legal principles and uses ethical guidelines to shape procedure. Such a roadmap can help students justify content to administrators or introduce new staffers to common newsroom policies.

Quick Tips index   A list of nearly 70 journalism processes showing the interaction between every day journalistic processes and actions and ethical principles.

 

JEA Curriculum

Introducing Students to Takedown Requests

When the requests come – and they will come – for your student staff to take down materials already published either in print or online, what criteria will they use to make the decision – and why? Students will learn what takedown demands are, examine criteria needed to craft responses and develop guidelines for when a request occurs.

 

Making Informed Takedown Decisions

This is the second of three lessons related to takedown requests, and students will practice making informed decisions regarding takedown requests using case studies. This lesson should be used only after the lesson “Introducing Students to Takedown Requests.”

 

Crafting the Argument Against Prior Review and Censorship

Building the case against prior review and restraint: talking points to help start a discussion between advisers and administrators

Just Because You Can, Doesn’t Always Mean You Should

Another Way to Examine Ethics: Red Light, Green Light

Making TUFF Decisions

When Journalists Must Navigate Ethical Situations

Exploring the Issues with Anonymous Sources

With Freedom of the Press Comes Great Responsibility

The Importance of Dissenting Voices

When Journalists Err Ethically

 

Podcast/RPM:

Press Rights Minute: A  series of 60 second audio clips that introduce journalistic topics of importance, many of which deal with ethics.

 

SPRC blogs

Responsibility in scholastic media starts with accuracy, complete storyAdministrators may want student media that depicts the school in a positive light, that promotes good news and overlooks the negative.

Is this responsible journalism?

Advisers may want student media that reflects students’ technical proficiency such as mechanics, grammar and style. Little else matters.

Is this responsible journalism?

 

JEA Adviser Code of Ethics   Like students, advisers and teachers can have a journalism Code of Ethics.

 

The foundations of journalism: policies, ethics and staff manuals   This is the core, 4-part set of principles, legal statements, guidelines and procedures used to set the tone, the standards and path to success of your student media, Mouse across the black area below “spectrum expression.” Double click on the numbers for information, rationale and models. You will link to the sitemapof numerous files.

 

Model for ethical guidelines, process   This model shows how to outline the process and procedures implementing the action. It would then become an essential part of student media’s staff manual. An example would be Adviser responsibilities.

 

A class activity to learn both law and ethicsAsk some teachers already in the classroom, ask their principals, and, while they would know it’s not all one word, they might be hard pressed to explain the difference between law and ethics.

 

Fake news is like a social disease; we need to treat more than its wounds   The spread of fake news is like a socially transmitted disease for which we now only treat the wounds, Kelly McBride, Vice President, The Poynter Institute, told those attending the Fake or Fact? at Kent State University. Simply defining fake news, McBride said, will not help the problem. Reaching students and young people through awareness and education will do more.

 

Fake News: Tools of Truth landing page   Given the importance of knowing how to deal with fake, deceptive and misleading information, we developed this set of lessons.

 

CJE test-takers need not fear law and ethics questions  Both the Certification and Scholastic Press Rights Committees agree — without a solid foundation in law and ethics, advisers can have the most well-written stories, appealing designs, innovation multimedia, but if a reporter plagiarizes or a photographer just downloads and publishes someone else’s copyrighted image, you’re going to have problems.

 

Crossing the line: student challenges public media ethicsWhen a television reporter crossed the line to get a story about a local high school’s security system that led to a school lockdown, a student journalist challenged the media’s ethics.

 

The rules of the journalistic road start with law and ethics   While students are infatuated and seemingly obsessed with online and social media, the essential fundamentals of journalism — including laws and ethics — need to, as “boring” as they may be, need to a dominant part of any education curriculum.

 

Help with crafting policies and ethical guidelines for student mediaOur interest in developing the project began when we found several instances when a school administrator in a potential censorship situation wanted to enforce — even punish — students for not following ethics statements because policy, ethics and staff manual points were all intermixed in a common document that the school administrator presumed he had the authority to enforce based on his interpretation.

 

Evaluating journalistic content: an ethics lesson  Using Vox-style coverage, students will compare and evaluate their content approaches with others and frame ways to improve their coverage approaches.

 

Online comments: Allow anyone to post, or monitor and approve first. An ethics lessonYour students are online and just published their first real controversial reporting. Comments, positive and negative, begin to pile up. How do students handle them?

 

How much information is enough for a story? An ethics lesson  What makes for good reporting? In print? Online?  Is the practice of “All you need to know about X” bad for journalism? In working on those questions, students will also work on formulating corrections for weak practices. They will also work toward forming defenses of stronger processes and policies. One way or another, students will decide the kind of policy they would develop to create an effective and credible news practice. This could involve guidelines or policy for the staff manual.

 

Taking your student media online:  Will students follow online news media?

An ethics lesson    What should you consider before taking your student media online? This lesson will examine areas students should explore prior to transitioning to online.

 

Is print dead? An ethics lesson   Can students read the Constitution in its original form (cursive)? What could this mean for paper consumption?

 

When law and ethics and good journalism combine  Editors of the Shakerite have class at 8 a.m., and they had a lot to discuss Sept. 11. Editor Shane McKeon and campus and city editor John Vodrey had the police report showing that what the principal, in his letter to parents, said was an assault had really been classified by the police as a rape.

Now what?

Not only did the staff have to decide how to cover the story but had to do so quickly. The deadline was now, not two weeks away. 

Part 3 of a three part series.   Part 2              Part 1

 

Ethics codes are invaluable in student journalism, but not as a guide for punishment   Members of the student media and their advisers study and often adopt Codes of Ethics developed by professional media societies. But a distressing trend is emerging in our schools:  Administrators who demand that student journalists or media advisers be punished for perceived breaches of these codes.

My question is this: How can an ethics code logically be used as a tool for punishment when it is not possible to enforce such a code?

 

Ethics by any other name: Why process is more important than verbiage

Ethics is not as much a moving target as today’s media pundits might have us believe. Quite simply, ethics is a conscious effort, above all other motives, to do the right thing for our readers, subjects and the public’s right to know.  

 

Ethics workshops offers videos, lesson plans   When Kent State University and The Poynter Institute team up for their annual ethics workshop, they don’t forget high school journalism teachers and students. Keynoter — and the subject of one set of plans — was Jose Antonio Vargas, the opening speaker at the National High School Journalism convention in Los Angeles in the spring. Archived videos of his very personal and passionate talk about being an undocumented immigrant plus videos of all the other panels of the day are now available online.

 

Develop, follow code of ethics   No matter which media platform you use, ethics will play a daily role in your decision making. Rushworth Kidder in “How Good People Make Tough Choices” says ethics is a “right versus right” process.

 

‘Whad’ya know?’ New teachers should answer, ‘Law and ethics’   As Wisconsin Public Radio’s Michael Feldman asks each week, “Whad’ya  know?” Sadly, even some secondary school journalism teachers with proper credentials can answer, like Feldman’s audience, “Not much!”

At least that appears to be true when it comes to law and ethics.

And some teachers don’t know much because no one required them to learn much to get their jobs

 

Ethics in the eye of the storm  When Hurricane Sandy hit the United States early last week, citizens turned to Twitter for a constant stream of information. The hashtag #Sandy provided hundreds of live perspectives each minute, including photos of the impending storm and subsequent devastation.

For those covering the story live, the storm spawned an entirely new lexicon of descriptors (“Frankenstorm” among the most widely-used) and created an ethical dilemma all-too-common in today’s instant media environment: How to sort the fact from the fiction?

 

Common Core has room for law and ethics   Like so many things, it’s good news and bad news. The Common Core State Standardsactually may help us show how journalism has skillseveryone should know, but in the process could we be losing support to teach the very framework necessary to use our voices in democracy?

In other words, where does teaching law and ethics fit with the new standards?

Nowhere that’s obvious, that’s for sure, but maybe we can find niches that aren’t so apparent.

 

Visual guidelines join online, yearbook ethics   Because student media designers, photographers and illustrators also face ongoing ethical decisions, we are releasing a third set of ethical guidelines to aid your students as they play critical roles in the decision making process for your media.

 

Teaching ethics: Making it personal   I remember vividly the day my high school newspaper adviser called an emergency editor meeting.  Editors filed into the office, lunch bags in hand, and waited not-so patiently to hear what the fuss was all about.

 

The importance of context: A lesson on ethics and editing  In 2012, NBC officials bore the brunt of an outraged public when the Today Show played a poorly edited 9-1-1 tape from the Trayvon Martin shooting investigation.  The tape, some argued, unfairly portrayed Zimmerman as racist.  This lesson explores the ethics of proper editing as well as the journalistic mandate that context never be sacrificed for brevity.

 

OP/Ed writing with an ethics twist: An in-class lesson  This lesson was inspired by the recent Twitterfest regarding Kansas high school student Emma Sullivan’s tweet about the governor during a trip to the capital. The lesson will take 30+ minutes, and students will need their own paper and pencil. Here are some links for background information on the incident, which will come in handy toward the end of the lesson.

 

Yearbook ethics guidelines   The publication yearbooks create will serve as a record/history book, memory book, business venture, classroom laboratory and public relations tool for the district. Because the functions of the publication are so far reaching, and the publication itself is an historical document, the ethical questions facing the yearbook staff are challenging and unique.

 

Online ethics guidelines for student media   As student media staffs explore digital media to gather information, tell stories, promote their work and handle comments, they will encounter ethical questions both familiar and unique.

 

5 activities to consider before next fall   Looking for end-of-year activities to rebuild or revisit how your student media operate, the range and effectiveness of content, no matter the platform?

Consider the following, either now at the end of the year or during summer staff retreats, to help students strengthen your program’s foundation.

 

Pursuit of accurate information clearly part of scholastic journalism’smission   When a student journalist pursues a story and, as H.L. Hall would say, “digs” for information, most journalism educators would be pleased.

And so too, you think, would administrators.

Unfortunately, that’s not always the case. In fact, it’s becoming more common for school czars to be rankled by a student’s dogged pursuit of information.

 

Celebration and grief: Parkland students embody importance of student      voices du ring Scholastic Journalism Week    Normally, Scholastic Journalism Week is about celebrating the hard work of student journalists around the country. JEA spotlights great student coverage, publications staffs wear journalism t-shirts and sweatshirts and show off their mastery of the First Amendment. We make videos to share the inner workings of student newsrooms and get our communities engaged and excited about that work.

But this Scholastic Journalism Week, as our nation reeled from yet another horrific school shooting, the last thing on the minds of student journalists at Stoneman Douglas High School was celebration.

 

Second day concerns   It’s not the first day of school that has me worried. It’s the second.

St. Louis Park’s first day involves some get-to-know-you activity, but we start content on the second. And this is why I’m worried.With the summer of fake news and recent news of the events of Charlottesville, Virginia, I want my students to understand why what they do is so important.

So, on the second day, we will revisit our mission statement.

No   license, no car   Why is it important to start with the fundamental press law and ethics? Equate it to driver’s education – you don’t get the keys to the car and go on the road until you know the rules of the road. While Tinker and Hazelwood are not the foundation of press law, when it comes to scholastic journalism, they are an essential part of the foundation. All journalists should know the basics of media ethics and law before they go on an interview, take a picture or start recording video.

 

They need the freedom to make mistakes, too    Scholastic press freedom is a big responsibility, and true freedom comes when young journalists aren’t just free to do great journalism but also are free to make journalistic mistakes and learn from them. As teachers and advisers, we work hard to teach our student journalists the principles, skills and ethics they need while fostering their abilities to problem solve and communicate.

 

JEA is proud to sign statement in support of freedom of the press   As organizations committed to the First Amendment right of freedom of speech and the press, we are alarmed by the efforts of the President and his administration to demonize and marginalize the media and to undermine their ability to inform the public about official actions and policies.

 

Enemy of the American people   Never before in American history, or the history of American journalism, has the media and the First Amendment come under such ridicule and hatred by a sitting president. Instead of being dubbed “watchdogs” who protect the public’s right to know, mainstream journalists have been labeled “the enemy of the American People.”

 

Our tasks for the future: Building a Tool Kit of trust, integrity   Trust. Trust in sources, information, journalists. Trust in audiences. Trust in education. Ways to help student journalistsand their audience fight fake news and bad journalism begin in middle and high school, and especially in journalism programs.

 

Just this once: FSW 2   The American Library Association’s Intellectual Freedom Committee released “The Speaker … A Film About Freedom” in 1977. The film, in its original form, comes with a discussion guide. Today, the websitefor it has the discussion guide and links to coverage about the film and other pertinent articles. Controversial in 1977, the film today hits at many current issues surrounding free speech. Note the date, 1977. Clothing and style reflect that timeframe. It might take students a while to get beyond that and into the First Amendment issues.

 

 Publishing satire   Satire can make for entertaining writing, however two major points should be considered when discussing the inclusion of satire: 1: Will readers get “it?” and 2: Even if readers do get “it,” are you walking a fine line with the type of content expected of your publication and that which isn’t necessarily journalistic?

 

Satire: Easy to confuse when used without context   Listening with a skeptical ear: A lesson on how to check out source accuracy and credibility.   Aw, satire. So fun and entertaining when done well. How many times have I been taken aback for a second by an Onion headline? More than I care to share! Satire can be very powerful when done with purpose, but satire for the sake of satire often falls flat

 

Listening with a skeptical ear: A lesson on how to check out source accuracy and credibility   Student journalists must able to separate valid from questionable information and know how to determine if sources and their messages are credible.

 

Limits to taking a stance in front page design?   Was it OK for student newspaper to Rainbow Filter its Twitter profile pic? Student journalists have always been taught standards of objectivity. The recent U.S. Supreme Court decision on same sex marriage led at least one publication, The Daily Evergreen of University of Washington, to make a statement in its nameplate.

 

Should news media neglect events or people?   During the last presidential election, the Huffington Post announced it would only report Donald Trump’s bid for the Republican nomination for president on the entertainment pages.Historically, many would argue this decision runs counter to the journalistic concept of objectivity. Others argue journalism’s changing roles and thinking of what is news preclude “events” simply designed for attention, without substance. Although it later changed its mind, the paper brought up a new issue: the right to be unknown and media’s right to ignore.

 

User-generated content   Journalists should treat user-generated content the same as any content they create in terms of accuracy, verification, credibility, reliability and usability.

 

Letters to the editor and online comments   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.

 

Linking to sources   To increase a publications’ transparency, students should clearly show links to sources used in reporting in a consistent process. Providing links to sources creates a sense of credibility and thoroughness in the reporting process.

 

Social media use   Journalists should hold to the same ethical standards and guidelines for their use of social media as they do for print or broadcast. The goal is consistent, responsible creation and distribution of student-created journalism.

 

Use of profanity   Profanity in student media should only be used after careful consideration. While profanity is not illegal, journalists should ask whether the use of profanity is absolutely essential to the content and context of the story. Will readers understand the story if the profanity is not used? Some people will not read or listen past any profanity. Students should consider other ways to indicate whether a profanity is intended without actually spelling it out (e.g. using asterisks or other symbols).

 

The role of student media  Journalists often are considered mirrors on society. As such, journalism should reflect the community in which it is produced. In order to also maintain their watchdog function, journalists must also be able to act as candles that illuminate and challenge a community’s values and preconceptions.

 

Balance and objectivity   Journalists should prioritize balance and objectivity as a staff philosophy and content standard. Staff members can help achieve this by increasing staff diversity and seeking multiple perspectives.

 

Staff conduct   Students participating in scholastic media should hold themselves to high standards to earn and preserve trust and respect from the audiences they serve. Lapses in judgment affect the staff as well as the credibility of the media they produce. Students should realize that discipline problems or poor choices extend beyond individual consequences.

 

Academic dishonesty   Students should be honest in all stages of their work. Dishonesty is a serious offense and should not be tolerated. Dishonesty compromises the integrity and credibility of the student publication. The editorial board and/or adviser should address any instance of academic misconduct immediately.

 

News judgment and news values   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.

 

Treatment of minors   All sources deserve to be treated with respect and dignity, but there are special legal and ethical situations that apply to minors. In general, minors are anyone under the state’s legal age of adulthood, usually 18.

 

 

SPLC resources:

 

Other resources:

 

Related Content: Foundation/ Staff Guidelines | Mission|  Policy | Staff Manual | Prior Review | Restraint | Censorship

 

Read More

Procedures outline mission, policy, ethics to build a forum that cements the package

Posted by on Oct 25, 2018 in Blog, Ethical Issues, Scholastic Journalism, Teaching | 0 comments

Share

Staff manual procedures

What is it/definition: A good staff manual provides pathways to help students to carry out their roles as journalists. Our model shares four suggested pathways for student media to study and adapt.

 

Mission statement, editorial policy, ethical guidelines and staff manual  complement each other in a way to show student participants and community members what they can expect.

 

Important items of note  Our models are just that. Study then modify them. Adapt them to reflect as well as illuminate best practices. Ideally, the staff manual and its sections will guide student media into being public forums for student expression without prior review where students make all content decisions.

 

Guideline:  The mission statement, editorial policy, ethical guidelines and staff manual should each be in separate sections of the manual to avoid confusion, especially between law and ethics.

 

Procedure: Students can study other schools’ and teachers’ manuals, stressing the need for clarity and local relevance. Having editorial guidelines and staff manual, though, does not mean they are right or effective.

 

During the past several years, we have seen:

  • Instances where having too much information in a policy can lead to unforeseen consequences, including censorship;
  • Instances where wrong wording created inaccurate interpretation and potential intervention from outside the staff;
  • Instances where items presented with policy can lead to procedures interpreted as policy.

 

Remember to keep mission brief and focused on principles and goals. Policy should be legally consistent. It can use must and will. Ethics is not absolute; it ought to use the should. Ethical guidelines are not absolutes, should not be used to spark school punishment if not  followed and can be changeable. Policy is like laws and should not be often changed. Its focus can be will and must. Staff manual procedures and processes are not policy and should not be confused with policy. Manual language urges the daily decision-making process, focusing on why and how.

 

Quick Tip:

 

QT indexThis represents our collection of Quick Tips, where ethics and procedures work together to create guidelines for handling issues that face students daily. Links exist to many valuable sites on a wide variety of  topics and journalistic  approaches.

 

SPRC blogs

How to use this guide for ethical use of staff manualA good staff manual creates an atmosphere consistent with board-and media-level policies’ sound legal principles and uses ethical guidelines to shape procedure. Such a roadmap can help students justify content to administrators or introduce new staffers to common newsroom policies.

 

Mission statements  outline values and role.

Policies – board-and media- levels– dictate what principles focus the student media.

Ethical guidelinesestablish guides to apply the principles.

Staff manual proceduresframe daily steps necessary to complete the beliefs, attitudes and standards of each of the previous points.

 

Policy sets standards and staff manuals ethically carry them out Having editorial guidelines and staff manual, though, does not mean they are right or effective.

In the last year, we have seen:

  • Instances where having too much information in a policy can lead to unforeseen consequences, including censorship;
  • Instances where wrong wording created inaccurate interpretation and potential intervention from outside the staff;
  • Instances where items presented with policy can lead to procedures interpreted as policy.

 

From mission to manual: Fitting the pieces into a strong Foundation  The four pieces of the journalistic puzzle – mission statement, editorial policy, ethical guidelines and staff manual – complement each other in a way to show student participants and community members what they can expect. Taken together, they lead journalists to carry out their key roles, information gathering, thorough interviewing, observing, researching and leadership.

Mission statements  outline values and role.

Policies – board-and media- levels– dictate what principles focus the student media.

Ethical guidelinesestablish guides to apply the principles.

Staff manual proceduresframe daily steps necessary to complete the beliefs, attitudes and standards of each of the previous points.

http://jeasprc.org/curriculum-to-help-students-formulate-policies-guidelines-and-procedures/

 

SPRC adds six new ethics-staff manual models  Models exist to help students and advisers determine what their legal and ethical handbook should look like. These models are not meant to just be copied but to be adapted to fit into your local needs.

 

Sitemap for developing policy and ethics in student mediaPick one model from policies and as many as you need from the ethics/staff manual sections and you are on your way to building your own Foundations package.  We designed the ethics and staff manual sections into four main segments, from establishing the principles and ethical guidelines to evaluating them.

 

Editor-staff relationshipsEditors should be aware of potential challenges that may arise as a result of both positive and negative relationships with peers. While it may be unrealistic for editors to define absolute policies, they should use the staff manual as an opportunity to address ethical considerations of relationships with suggested model behavior.  (Example of ethics-staff manual guideline)

 

Staff Conduct   Students participating in scholastic media should hold themselves to high standards to earn and preserve trust and respect from the audiences they serve. Lapses in judgment affect the staff as well as the credibility of the media they produce. Students should realize that discipline problems or poor choices extend beyond individual consequences.

 

PowerPoint on Policies and manualsThe goal of a mission statement is to set the overarching  purpose of student media briefly. Our model raises some new thinking for a Legal and Ethical Handbook.

 

Curriculum to help students formulate policies, guidelines and proceduresStudents will analyze current policies and write guidelines and procedures. Students will then analyze the others’ classwork and provide feedback. Students will be able to rewrite their contribution after the feedback is given. Students will also audit the publication’s diversity.

 

Podcast/RPM:

 

JEA law/ethics curriculum:

 

SPLC resources:

 

Other resources:

 

 

Related Content: Foundation/ Staff Guidelines | Mission | Policy | Ethical guidelines | Prior Review | Restraint | Censorship

 

Read More

Mission sets the path for content, decisions

Posted by on Oct 25, 2018 in Blog, Ethical Issues, Scholastic Journalism, Teaching | 0 comments

Share

Mission statement

What is it/definition: A mission statement is a concise, philosophical statement of purpose and goals for student media. It establishes the ethical and practical concepts by which the student media should be expected to operate and why students do what they do.

 

Important items of note: We strongly believe mission statements should be more than “to entertain and educate” as those points do not stress guiding the whys and whats of a mission.

 

Guideline: A mission statement defines your student media, shows your audience what’s important to you and helps them see why you do what you do. It’s not easy to write an effective one.Our model would look like this:

_____________ (school name) student media provide complete and accurate coverage, journalistically responsible, ethically gathered, edited and reported. Student-determined expression promotes democratic citizenship through public engagement diverse in both ideas and representation.

Student best practice: You need a mission statement, and we think ours is worth consideration. We also share some points to think about as you write your own or adapt what we offered:

  • Audience engagement.Think about the importance of getting your audience to think and hopefully to act. Your mission should be to create media to get and keep them involved.
  • Journalistic responsibility.Point out the basis of solid journalism you want as the very heart of your media: truth, integrity, completeness and accuracy.
  • Additional reporting basics. Make sure your audience knows it can trust you because you also offer context to put reporting in perspective, verification that shows you double-checked, coherence that ensures it makes sense and presents all relevant information.
  • Ethical reporting and editing. To complete the reporting process, present your work ethically and to professional standards for your audiences.
  • Student-determined content. It should make a difference to your audience that students are in charge and decide all content for your student media. It definitely makes a difference to courts, too.
  • Diversity of ideas and representation.It’s not just one clique that runs your student media. All voices contribute ideas and have representation in your media.
  • Platform consistency. It’s not a newspaper policy and a separate wbroadcasteb, yearbook or TV station policy. As all media providers realize they are connected and each telling a story in the best way possible, it’s important the school’s media share the same policies and ethical approaches.
  • School mission statement connection.It shouldn’t be surprising that school mission statements often mention the same points student media do: building thinking citizens, preparing students for democracy, etc. Tie parts of your media mission statement to those as well

 

Quick Tip:This information  is part of a four-part series designed to help students build mission states and shape them into workable parts of the Foundation concept.:

Part 1: Build a strong foundation

Part 2: Careful preparation creates strong mission statements

Part 3: Points to avoid in mission statements

Part 4: Fitting the pieces into a strong Foundation

 

Responsibility in scholastic media starts with ethics, accuracy, complete story:Administrators may want student media to depict the school in a positive light, that promotes good news and overlooks the negative.

Is this responsible journalism?
Empowering student decision-making
: The role of the adviser in student-run media incorporates teacher, coach, counselor, listener and devil’s advocate but not doer. We like theJEA Adviser Code of Ethicsas guides for advisers.That role means letting students make all decisions including content, context and grammar.

Quick Tips index   A list of nearly 70 journalism processes showing the interaction between every day journalistic processes and actions and ethical principles.

 

Podcast/RPM:

 

SPRC blogs

Policy and ethics sitemap:Learn what goes together ln a law and ethics Handbook. We think the policy section should come right after the mission statement since it sets the stage for all other areas. That choice remains yours.

Careful preparation creates strong mission statements: A mission statement defines your student media, shows your audience what’s important to you and helps them see why you do what you do.

Points to avoid in mission statementsAs with any guiding statement, unclear, undefinable or imprecise wording can lead to misinterpretation of intended principles. We suggest mission statements do not include these terms: 

Revisit your mission to empower scholastic journalists:Hopefully your publication has a mission statement as a key part of the editorial policies in your staff handbook. Even better, this mission statement is revisited and, if needed, revised at the start of each year.

Journalistic integrity guides scholastic media: As scholastic media advisers and students develop policies and guidelines to guide them with journalism standards, they should note these words: The only thing students have to lose as journalists is their credibility.

Free press––why students should make all decisions of content: For students to prepare themselves for their roles in a democracy, they must be able to practice guarantees of the First Amendment, knowing they can make a difference.

Second day concerns   It’s not the first day of school that has me worried. It’s the second.

St. Louis Park’s first day involves some get-to-know-you activity, but we start content on the second. And this is why I’m worried. With the summer of fake news and recent news of the events of Charlottesville, Virginia, I want my students to understand why what they do is so important. So, on the second day, we will revisit our mission statement.

SPLC resources:

Other resources:

JEA law/ethics curriculum:

Creating a Mission Statement for Student Media  Everyone has seen mission statements that contain “educate and entertain” as key goals for scholastic media. The purpose of this lesson is to create mission statements that go beyond generic wording. Instead, mission statements should help establish who student journalists are, their role, and their purpose. Establishing this framework will also shape audience understanding about media roles, purposes and identity, including the social responsibility role that even student journalists must uphold. This lesson works best when used before the Creating an Editorial Policy lesson and after the Mission Planning lessons.

 

Related Content: Foundation/ Staff Guidelines |Policy | Ethics | Staff Manual | Prior Review | Restraint | Censorship

 

 

 

Read More