In case you missed these curriculum, activity materials
During the last week or so, JEA’s Scholastic Press Rights Commission released or assisted with the release of some important teaching and advising materials.
In case you missed them then, here are the links again:
• Lesson plans for Constitution Day, Sept. 17 (and links to plans from previous years).
• Links to essential information available on the commission site
• Information about Quill and Scroll’s The Principal’s Guide to Scholastic Journalism revision now active and online. The print version will be available Nov. 1.
• Talking Points for teachers to use The Principal’s guide to fight against prior review and for the educational value of scholastic journalism.
• A blog on the importance of FOIA use.
JEA and its Scholastic Press Rights Commission hope these materials will be informative and useful.
Read MoreTalking Points: Starting a discussion between advisers and administrators
to build the case against prior review, restraint
by Lori Keekley
Advisers and administrators should be partners in education, not adversaries.
Advisers must teach principals about the importance of journalism and its relevance to today’s curriculum as well as enlighten them about the pitfalls of prior review and restraint.
We’ve created these Talking Points, based in part on Quill & Scroll’s new version of The Principal’s Guide to Scholastic Journalism (available in print from Quill and Scroll) to help advisers begin to build their cases for a strong, student-driven journalism program.
Most points are further referenced in the Principal’s Guide, which are the page numbers that appear following the main point. Others have links in which advisers can find more information on the topic, including links to the online version of The Principal’s Guide and materials from JEA’s Scholastic Press Rights Commission.
In their own words: What students say about their journalism experiences
Testimonials from students involved in scholastic media:
• Jenna Spoont: I am a journalist because I can reach out to those around me and inform them about problems in society. In December 2012, I wrote a story called “World Wide Watch” about the dangers of sexting. I researched statistics, interviewed students and national experts and spoke with the executive director of the Student Press Law Center to create an accurate, educational article. I wrote the article because if I could change just one teenager’s decision of sending inappropriate images, then I would feel rewarded for serving my community. It is because of journalism that I have grown to be ambitious and driven. I served as one of 10 Student Partners for 45Words, an organization that supports and promotes the First Amendment, the document that is at the core of what journalism stands for. I am a journalist, and I am passionate. Jenna Spoont, journalism major at George Washington University, Washington, D.C., class of 2013 Conestoga HS, Wayne, Pa., Quill and Scroll Gallup Scholarship recipient and JEA Student Journalist of the Year.
• Shai Nielson: “In journalism, I was taught what my rights and freedoms are as a writer — things like my freedom of speech and freedom of the press. I was taught how to ask questions and how to get answers. As a journalist, I learned what my privileges and responsibilities are as a person: to use my freedoms to tell the stories that need to be told, truthfully and without bias. I learned how to use the answers I got. And so while journalism class taught me how to be a journalist, being a journalist taught me how to be a better talker, a better listener and a better person.” Shai Nielson – Whitney High School (CA) Journalism editor, Class of 2013 and now UC Davis.
• Sequan Gatlin: Strengthening my communication abilities has not only shown me how to speak and be heard, but also how to listen and be taught. This has helped me to make better communities with my peers, instructors and advisers. Being connected means having resources, information and mentors. Connections through my high school journalism adviser gave me the information and resources that I needed to get here today, an incoming freshman at Iowa State University. Sequan Gatlin, journalism and biology major, class of 2013, Davenport Central High School, Davenport, Iowa, Quill and Scroll Richard P. Johns Scholarship recipient.
Read MoreOne way journalists can make a difference
is by using FOIA to protect right to know
by Stan Zoller
One of the interesting things about starting a school year is to find out why students are taking “J-1” – Introduction to Journalism. The answers, to no surprise, run the gamut.
• “Because my friend did.”
• “Because my parents made me.”
• “Because I like to write.”
• “Because I’m interested in journalism.”
First in a series of Wednesday blogs
Bravo. However, whether a student has friends in the class, persuasive parents or (fortunately) have an interest in journalism, one thing that students need to know, and it is incumbent on journalism educators to emphasize, is that journalists can make a difference. Even scholastic journalists.
The motto of the Chicago Headline Club, the Chicago chapter of the Society of Professional Journalists, is “Protecting the public’s right to know,” and its message is not limited to professional journalists. Its message is meant for student journalists whether in college or high school.
While journalism educators stress the Common Core and awards to their administrators, what’s paramount is that students understand their role as journalists, not just “student journalists.” I’ve heard from more than one adviser that they’re changing their newspaper to a news magazine because they’re not reporting news.
Then something has gone amuck. While their publications may not feature “breaking news” more and more newspapers are being sought out for their work as watch dogs and are, more than more are “protecting the public’s right to know.”
So what do students, and perhaps journalism educators, need to know? That despite roadblocks that some administrators will put up to protect their own personal goals or initiatives, information is readily available to student journalists – just as it to all journalists.
The Freedom of Information Act is not limited to professional journalists. Your student are afforded the same rights. Using the FOIA may seem tricky, but it is a fairly simple process. The Student Press Law Center makes the process simple. All you need to do is go to SPLC FOIA Instructions.
Keep in mind you should be as specific as possible. Do not, for example, say you want to review the budget for 2013. Narrow your focus. If you are interested in an athletic team’s budget, indicate that you want travel expenditures for the Central High School football team from Aug. 1, 2013 to Dec. 31, 2013.
Remember too that you can use the FOIA to obtain information from other agencies. Nearly all public records are accessible by the FOI. This includes police reports, school board information, birth records, divorce information and property transfers to name a few. There may be some limitations as to what some agencies may release. For example, police departments may not release reports involving domestic disputes, sexual assaults or minors. If there’s a dispute, you can refile your FOIA request, or if need be, state offices will review your FOIA. In Illinois for example, the Attorney General’s office has procedures to for FOIA reviews.
It is a common practice for names and addresses to be redacted (crossed out) to protect non FOIAed individuals. That’s because they may be outside the request of your FOIA request.
In many cases, an organization has a limited time in which to respond. In Illinois, an organization must respond by email or letter within five days.
Once the information is received, you and your students need to evaluate it and see how it will be used, which will be addressed in my next blog.
In the meantime, check your state guidelines for using the FOIA and include it in your lesson plans.
It may not be a popular action to take with your administration, but in addition to expectations of journalism mirroring the Common Core and 21st Century Learning standards, administrators, journalism educators and student journalists need to understand a primary, perhaps the primary role of the media today is, in fact, “protecting the public’s right to know.”
About the blog: In addition to the 5 Ws and H, journalists need to understand where and how to find information. This repeating blog focus will address techniques, issues and examples of accessing public records using Freedom of Information and the Freedom of Information Act (FOIA).
About Stan Zoller: Stan Zoller, MJE has been a journalism educator for 15 years. Before that he worked as a journalist and media relations professional. He is Vice President of Freedom of Information for the Chicago Headline Club, the nation’s largest local chapter of the Society of Professional Journalists. He was a DJNF Special Recognition Adviser in 2010 and Distinguished Adviser in 2011. He is a member of JEA’s Scholastic Press Rights Commission and the Multicultural Commission.
Read More
Constitution Day 2013 teaching materials and lessons
by Lori Keekley
The Scholastic Press Rights Commission works to provide information and resources on legal and ethical issues to journalism students, teachers and administrators. SPRC members also work to promote the First Amendment rights of students across the nation, and is a commission of the Journalism Education Association.
We designed our Constitution Day lesson plans to help students celebrate the Constitution and Bill of Rights, as mandated by Congress. Legislation requires schools to offer lessons on the Constitution and how it affects all Americans. Our lesson plans emphasize the First Amendment and particularly the freedoms of speech and the press.
Constitution Day is Sept. 17, and you might want to work these lessons into that timeframe.
The first lesson requires students to use online sources to guide them through several legal points. Students then work through three authentic scenarios regarding their press rights.
The second lesson allows students to explore the conflict of reporting the truth when that truth may have consequences. Students work with several leading questions and apply them to several scenarios.
The third lesson acts as a starting point for those who are in need of creating a staff manual. Students will explore several terms including responsibility and accountability.
The fourth lesson is a package on sourcing includes five lessons on use of sources, attribution and verification, with each segment raising ethical questions about the information gathering and presentation process. Included are:
• The use of anonymous sources
• Effective use of sources
• Comparing sourcing and verifying of information in digItal and print stories
• Quick hits: Checking your sources, evaluating and verifying them
• Quick hits: Critical thinking not only on effectiveness of the lead but also on the credibility and value of the information.
We also will publish Talking Points for Advisers to discuss prior review and restraint with their administrators. The release of this document will coincide with Quill and Scroll’s new, to-be-released onlineedition of the Principal’s Guide to Scholastic Journalism.
We are confident these lessons will interest students and help student journalists better practice their art. As always, we welcome your feedback and suggestions.
Lori Keekley
For JEA’s Scholastic Press Rights Commission and the Constitution Day Committee
Constitution Day Committee
John Bowen, MJE, Kent State University (OH)
Megan Fromm, Ph.D., Johns Hopkins University (MD)
Kelly Furnas, CJE, Kansas State University (KS)
Mark Goodman, Kent State University (OH)
Lori Keekley, MJS, St. Louis Park High School (MN)
Jeff Kocur, CJE, Hopkins High School (MN)
Chris Waugaman, MJE, Prince George High School (VA)
We also will publish some Talking Points for Advisers to discuss prior review and restraint with their administrators. The release of this document will coincide with Quill and Scroll’s to-be=released edition of the Principal’s Guide to Scholastic Journalism.
You still have access to past Constitution Day materials:
• 2012 materials, part 1
• 2012 materials, part 2
• 2011 materials
Read More
The decision to report: Because you can, does that mean you should?
Part of JEA’s Scholastic Press Rights Commission’s Constitution Day lessons and activity package. The whole package can be seen here: http://jeasprc.org/constitution-day-2013-teaching-materials-and-lessons/
by Jeff Kocur
Objective: For students to explore ethical situations using the TUFF formula as described in the lesson. This unit focuses possible discussion points for inclusion in editorial policies.
Primary Common Core: CCSS.ELA-Literacy.SL.11-12.1
Secondary Common Core: CCSS.ELA-Literacy.SL.11-12.1b, CCSS.ELA-Literacy.SL.11-12.1d
Introduction: Start the class with the following hypothetical situation: “A student on staff has overheard his father (a police officer in a neighboring town) talking about pulling over your high school principal for suspicion of drunk driving. The staff member heard his father report that the principal was barely over the legal limit. And then would ask the following questions:
- How do you verify the accuracy of this? Is the father a reliable source? Where else could you get the info you needed?
- Does the community deserve to know if one of their leaders engages in this behavior?
- How much does the school board know about this?
- Does the fact that the infraction was just over the legal limit influence your decision?
- Whose interest should prevail in this instance?
- How do you negotiate what is fair here?