New Voices podcasts
and valuable information
Looking for information and ideas to challenge students and expand their journalistic experiences, try these first offerings. From challenging concepts to story ideas and approaches, we’ll bring you occasional packages like today’s.
• We’ve launched a new podcast resource from the Scholastic Press Rights Committee — Conversations at the Schoolhouse Gate: The New Voices Podcast!
Our first six episodes are posted. Direct links below; you can find the podcast anywhere you download podcasts, including Apple iTunes and Google Play.
Episode 1 – Neha Madhira – EiC, Eagle Nation Online (Prosper, Tex.) Neha’s staff faced three rounds of censorship and prior review last year at PHS, and now she’s active in New Voices Texas.
https://pinecast.com/listen/9e9971c1-64ee-4f60-993b-229d9ecc3a3e.mp3
Episode 2 – Steve Listopad – Henderson State Univ. – Steve’s students in North Dakota kicked off the New Voices movement with a successful bipartisan bill in one of the reddest states in the country.
https://pinecast.com/listen/176c0e0f-29ed-4b6c-8d34-24debedd765d.mp3
Episode 3 – Kathy Schrier – Exec. Director, WJEA
The team in Washington were in this fight back in the early 90s, and stuck with it through March 21, 2018, when Governor Jay Inslee signed the New Voices bill into law!
https://pinecast.com/listen/f40e9aaf-bb3d-4b35-b5cc-bccffd0d6ac4.mp3
Episode 4 – SPLC 101
iTunes: https://itunes.apple.com/us/podcast/conversations-at-the-schoolhouse-gate/id1437339628
Episode 6 – Real benefits without review and restraint
Interview with Archer School for Girls administrator Gretchen Warner and student editor Anna Brodsky.
Subscribe to the podcast through iTunes or Stitcher or listen directly from this website.
Articles
• Trump’s USA Today op-ed demonstrates why it’s time to unbundle news and opinion content: Brought to us by Eli Pariser, originator of the term “filter bubbles,” this piece raises this point: “Perhaps it’s time to reconsider the whole premise of bundling together hard news and opinion content under the same brand names and domains. If we believe there’s something special about the processes and norms that create journalism (and I do), publishers should draw a brighter line around it — a line that both people and algorithms can understand.
“Moving opinion content onto separately branded sites wouldn’t mean getting rid of it entirely. But the whole practice of op-edding deserves a shakeup anyway, in an era where anyone can self-publish and content is experienced in an atomized form.”
• Do journalists spend too much time on Twitter: “A new study attempts to get at whether journalists ascribe too much importance to Twitter. Shannon McGregor of The University of Utah and Logan Molyneux of Temple University performed an experiment involving about two hundred journalists—some who use Twitter heavily and some who use it only moderately,” writes Mathew Ingram.
The results are interesting, to say the least.
Read MoreTips for reporting the year’s toughest story
by Candace Bowen, MJE
It’s the story of the year, perhaps even the decade. The general topic is listed in the top 10 issues of concern for teens in almost every poll. Misunderstandings and misinformation play a big role, and adults so often don’t know how to talk about it either. This could and should be where student journalists step up, yet, sadly, it’s one of the hardest for them to write about.
Sex. And in particular, sexual assault, has been a female concern for a long time, getting more attention with Harvey Weinstein and #MeToo last year. And now with the Brett Kavanaugh Supreme Court hearings, teen males see the impact it could have on them – rightly or wrongly.
So, can student journalists write about it? Of course, they can – and should. Some administrators – face it, ALL administrators – may squirm at the thought, but how a staff covers the topic will make a huge difference and might help determine their success.
Here are some things to think about if your students want to write about sexual assault and some helpful resources as well.
Read MoreWhat are ethics?
Laws indicate what journalists must do, while ethics indicate what they should do.
Rooted in ethics, responsible and free journalism adheres to applicable laws and operates using professional standards to enhance student media’s reach and impact. Journalism, truly the cornerstone of democracy, starts at the scholastic media level, where students learn the legal and ethical implications of free media that make the United States unique among nations.
Guideline for staff manual
Student media should avoid mixing ethics guidelines with staff manual processes. While processes or procedures can include the verbs “will” and “must,” guidelines should be framed with “should” and “could.”
Why does our staff need ethics guidelines?
Journalism ethics at center stage, Principal’s Guide to Scholastic Journalism:
Student journalists make ethical decisions daily, whether in advertising, design, information gathering or reporting. Ethical decision-making is essential and ongoing. Keep in mind that ethics are only guidelines. They do not represent standards for punishment or discipline.
Media view very few topics as “taboo.” High school student media should be prepared for worst-case scenarios. Imagine the potential for growth and responsibility when students have journalistic conversations with informed, sincere and open-minded adults before the “taboo” happens.
Differences between law and ethics, Principal’s Guide to Scholastic Journalism:
A working knowledge of ethics can be helpful in reporting sensitive or controversial issues. A staff working its way through a list of questions to make ethical decisions solves problems before they occur. In the process, students generate valuable comments, discussions and considerations.
Student best practice
Develop an editorial policy outlining the legal and ethical responsibilities for student journalists. These resources provide context and/or offer potential models for policy development:
Foundations of Journalism: policies, ethics and staff manuals
SPRC model for ethical guidelines, process
SPLC Model Guidelines for High School Student Media
SPJ Code of Ethics
Online ethical guidelines for student media
More SPRC materials:
Quick Tips: 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 content and prior review.
Student media policy may be the most important decision you make
Students should understand while they can and should adopt best legal practices and ethical guidelines for their publication, the school district’s or school board’s media policy (if one exists) could impact the legal and ethical decisions of student editors.
Press Rights Minute: Ethics in Editing News Photos
Using Photoshop or other software to edit a news photo is unethical because it alters the truth.
Article: Obstacles and criticism can inspire, by Lindsay Coppens
Good, hard-hitting journalism can make people uncomfortable. It illuminates hardship, gives voice to the voiceless, questions the status quo, and encourages people to find solutions to problems. It can be challenging to secure important interviews for stories that pursue challenging topics. Those who agree to an interview may not want to answer all your questions. Editorials that question and challenge policy, procedures, and those in power may be accused of having a political agenda. However, if you adhere to strong journalistic procedure and ethics, these obstacles and criticisms can, in fact, help your journalism become even stronger.
Article: In plain view from public places
Photojournalists and free speech: What can and cannot be photographed continues to fall under question, bringing attention to photojournalists and igniting important First Amendment conversations. As part of other Free Speech Week lessons and activities, teachers may use this opportunity to incorporate key readings and discussion geared toward visual storytellers.
Article: A class activity to learn both law and ethics, by Candace Bowen
Not knowing the difference between law and ethics makes it difficult to teach these two concepts effectively. They are separate fields, though they do overlap in theory and practice, and plenty of journalistic situations require us to assess both legal and ethical components.
Article: Satire: easy to confuse when used out of context, by Tom Gayda
Is satire worth it? Maybe sometimes, but remember: most newspapers don’t include satire, so it is easy for a reader to get confused when what is a typical straightforward paper decides to enter the world of comedy. Perhaps a special publication for satire would be a better way to go.
Article: Lessons in transparency, by George, by Stan Zoller
Student journalists need to not only understand, but practice transparency. It’s not unusual for student journalists to want to take an ‘easy way out’ on a story and maybe use sources or materials that give them path of least resistance. Interviewing friends or colleagues in a club, sport or organization are not unheard of. Policy and procedure manuals should include a statement regarding transparency and any conflict of interest.
Resources: Fake or Fact? Seminar available via archived video
The 13th annual Poynter-Kent State University Media Ethics Workshop focused on fake news. Show your students panel discussions by accessing the archives. A lesson plan for scholastic students, created by Candace Bowen, also is available.
Want to know even more? See these links:
JEA statements on prior review (and definition of), photo manipulation, student free expression and more
Principal’s Guide to Scholastic Journalism
Ethics resources from The Poynter Institute
The Elements of Journalism, American Press Institute
JEA curriculum links:
Just Because You Can, Doesn’t Always Mean You Should
Another Way to Examine Ethics: Red Light, Green Light
When Journalists Must Navigate Ethical Situations
Exploring the Issues with Anonymous Sources
With Freedom of the Press Comes Great Responsibility
Protest Songs and the First Amendment
The Importance of Dissenting Voices
When Journalists Err Ethically
Ethical Guidelines and Procedure Statements: Creating the Foundation
Read More
5 activities to consider before next fall
By John Bowen, MJE
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.
Read MoreSenior quotes, wills:
Can harm students, damage credibility QT65
Senior wills, April Fool’s issues and senior quotes sometimes can be considered the three Horsemen of the Apocalypse.
They have minimal journalistic value and can quickly damage a staff’s –– and a school’s –– reputation and credibility.
Senior quotes present too much potential for damage and turn over too much control of your student publications to students who are not trained in legal and ethical considerations. Libel, innuendo, and bullying could be slipped into content, and it may slip past your editors or advisers, thus causing harm to students and damaging your publication.
Guideline:
Because senior quotes have minimal journalistic value and great potential for damage, they will not be used in school publications.
Social media post/question:
Senior quotes in your publications? 
Key points/action:
Students love senior quotes in the yearbook or newspaper, but what happens when a student slips something inappropriate in the quote? When does the editor decide what can and cannot go in? What if another student is bullied through a quote, and you don’t catch it? What if a double entendre slips in that no one recognizes? What if a student says something in September that they don’t want published in May? Can you guarantee every student will be equally represented?
Stance:
Senior quotes should be taken out of your yearbooks and replaced with better ways of telling student stories.
Reasoning/suggestions:
Senior quotes present too much potential for damage and turn over too much control of your student publications to students who are not trained in legal and ethical considerations. Libel, innuendo, and bullying could be slipped into content, and it may slip past your editors or advisers, thus causing harm to students and damaging your publication.
Read MoreWhat to tell your principal about Prior Review? QT 62
Quick Hits: Student First Amendment Rights
The bad news is that administrators may legally ask to see stories before they are printed or aired, but prior review leaves them in an awkward situation, because of the good news below.
The good news is that they generally cannot ask students to change anything or spike the story. That would be prior restraint, allowed legally only under narrow conditions.*
Prior Review is a bad idea for both students and the school. But how do you convince the administrations?
You have two strong arguments against prior review. The first is a legal argument, the second is a pedagogical one.
First, when administrators review student publications prior to publishing, they and the school district become responsible for its content and policies. These three cases show the protection schools enjoy when they allow student control of student media:
- Because Lexington High School students made all the editorial, business and staffing decisions for both the LHS Yearbook and the school paper, a suit brought against the district failed. The adults were sued because the student leaders of the paper had refused to run two ads. The school’s superintendent, principal, the two publication advisers and the five school members of the school committee escaped unharmed from the suit that alleged they were violating the First and Fourteenth amendments when the school publications refused the ads. (Yeo v. Town of Lexington (1997) in the First Circuit Court of Appeals)
- Because the students, not the school district, decided which senior portraits to allow in the Londonderry High School yearbook, the district was protected from successful suit for First Amendment violation when the students rejected a senior portrait with a shotgun. The judge found that it was not the school district that rejected the photo. It was the student yearbook editors. “The state has not, it seems, suppressed Blake’s speech. His fellow students have done so.” (Douglass v. Londonderry School District (2005) in the U.S. District Court for New Hampshire.)
- Because the students of Roosevelt High School in Seattle practiced strong journalism and controlled the content of their student media, a lower court ruled in favor of the Seattle Public Schools and against slumlords suing the district for libel following an article in The Roosevelt News, “Sisley Slums Cause Controversy: Developers and neighborhood clash over land use.” The lower court ruled that if what the students write is true, it is not libel, and where the students make the content decisions, the school district is protected from successful suit. (Sisley v. Seattle School District (2011 in the Court of Appeals of Washington (state), Division 1)
Second, when administrators exercise prior review, students lose the opportunity to develop skill crucial to democracy, including the ability to recognize sound journalism and fake news. When students choose the content of their publications to please—or at least “get past”—administrators, they are denied the opportunity to apply what they learn in class about news values, ethics and press law.
In contrast, students who control the content of their publication regularly consider their audience’s right to know and individuals’ right to privacy. They judge the strength and reliability of sources. They strive to make their reporting fair and accurate. They come to cherish their audience’s trust and they admit mistakes, issue corrections and retractions, and live with the consequences. They are prepared to be responsible citizens as intelligent consumers of media.
There is no evidence that prior review by administration improves learning in any way.
.
*In states under the Tinker standard, an administrator could restrain stories that pose a clear and present danger of inciting students to commit crimes on school premises or violate lawful school regulations, or substantially disrupt the orderly operation of the school. The administrator could also restrain stories that contain obscenity or slander/libel.
In the states that remain under Hazelwood, the administrator would need a “legitimate pedagogical concern.”
Resources:
QuickHits So what does Hazelwood actually allow administrators to do?
QuickHits The Perks of Being a Wallflower: How a School District Escaped a Lawsuit by Fostering an Independent Student Press. Yeo v. Town of Lexington (1997) in the First Circuit Court of Appeals
Quickhits More Perks of Being a Wallflower: How two other School District Escaped Lawsuits by Fostering an Independent Student Press. Douglass v. Londonderry School District (2005) and Sisley v. Seattle School District (2011)
Read More