Reporting controversy, issues student journalists can tell best
by John Bowen, MJE
The above statement is a good reminder in 2020 of our social responsibility to report all aspects of teen issues – those with good, bad and impact – because our audiences have a right to know.
These are stories student journalists can tell best.
As journalists we do not actively protest, lead walkouts or engage others We examine issues and events with diverse points of view, in context, accurate and complete that might as effectively create change.
We are mirrors to reflect events and candles to illuminate causes and issues that surround us, like the March 14 and March 24 planned protests, marches and discussions initiated by student reactions to the shooting deaths of 17 students at Marjory Stoneman Douglas High.
Our journalistic leadership should not prevent expression of our personal feelings and views. Our first obligation is to the truth as Bill Kovach and Tom Rosenstiel write in The Elements of Journalism.
“A community that fails to reflect its community deeply will not succeed,” the authors write in Elements, third edition.”But a newspaper that does not challenge its community’s values and preconceptions will lose respect for failing to provide the honesty and leadership newspapers are expected to offer.”
In this case and others, student media can best tell that story.
We lead when we channel our insights into reporting so communities – or societies – can make intelligent and informed decisions affecting our democracy.
To assist students as they report events and issues surrounding walkouts and protests, local and national, the SPRC begins a series of blogposts focusing on protest in America, its relevance and why student media should make every effort to report on its deeper issues.
To help start the discussion, note the following links:
- Covering controversy Controversy is often in the eye of the beholder. The best way to prevent a subject from becoming controversial is to use verifiable information, in context, from reliable sources – truthful, accurate, thorough and complete reporting. Students should be able to show why they used some information and not other. They should be transparent about why their coverage was important.
- Practice sensitivity in your reporting How do we, as today’s information consumers and creators, sift through the rumors, the gossip, the failed memories, the spin to capture something as accurately as possible? How can we overcome our own limits of perception, our biases, our experience and come to an account people will see as reliable. This essence of journalism is a discipline of verification. Controversy is in the eyes of the beholder. Our job is make sure anything controversial is reported thoroughly, accurately and coherently.
- Respecting privacy and public space important for photographers, too Student journalists should never invade the privacy of others while accessing information or photos for a story.However. it is their journalistic duty to know what constitutes invasion of privacy or what spaces they are legally allowed to access and what spaces they are not legally allowed to access. Student journalists should check the legal and ethical parameters of public space and the latest recommendations for journalistic activity from the Student Press Law Center.
- Student Press Law Center online guide and resources for student journalists The new resource page is just one of several major steps SPLC took to ensure student journalists can cover protests, walkouts and the growing gun control discussions freely and fairly. See its news release: http://bit.ly/2ozAW5o
- Covering walkouts and protests From the SPLC, this guide provides helpful information student journalists reporting protests and walk-outs.
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 MoreWhen ‘trickle down’ goes beyond economics
by Stan Zoller, MJE
In recent history, the idea of “trickledown economics” is something attributed to the late Ronald Reagan, who occupied the White House from 1981 to 1989.
However, the roots of a “trickle down” policy allegedly had its roots planted by the late humorist Will Rogers who reportedly referred to the theory that cutting taxes for higher earners and businesses was a “trickle down” policy.
While “trickle down” has seemingly been, as noted, associated with economics, recent actions by the White House press office, specifically White House Press Secretary Sarah Huckabee Sanders, should be a concern to journalism educators.
Read MoreActivities based on media coverage of high school of student working in adult industry
by John Bowen, MJE
In my last blog we discussed the importance of fighting prior review, and noted its use is growing, even in states with state legislation protecting student expression.
To emphasize the issue, we highlight recent review attempts with the Bruin Voice of Stockton, California, and related reporting about the student story.
You have a link to the story and multiple links to commercially reported information. To study the original story and reporting on it, we provide possible starting questions for discussion of the concept of review itself and how other reporters covered the original story.
By doing this, we hope not only to create critical thinking about prior review and about how such topics are reported.
The Bruin Voice
Media that reported the story
Writing about teenager who makes sex videos, school paper becomes the news
Bear Creek student newspaper’s controversial story will run as planned
Students express support for Bear Creek newspaper after controversial story publishes
Profile of student porn worker allowed to run in Stockton high school newspaper
Q&A: Teacher facing possible firing over student sex worker profile
Story on high school porn performer sparks censorship clash
District relents, allows Stockton school paper to run story about student in porn
Reporting and information gathering questions
• What are differences in the coverages?
• Are any questions unanswered? What, and who could be additional sources?
• What, if any, bias shows through in reporting, word usage, sources, approach?
• What information is missing? What sources could have provided it?
• Was the best lead used? If not, what alternatives might have been better?
• What background was used? What could have been used?
• What were coverage strengths? Weaknesses?
Legal and ethical questions
• What ethical issues did the reporter(s) have to address?
• What legal issues should be addressed? Were they? If addressed was the reporting accurate, robust and complete?
• Should topics like the Bruin Voice piece be reported by scholastic media? Discuss the legal and ethical issues and how you might handle them?
Our last blog: Prior review imposes ineffective educational limits on learning, citizenship
Read MorePrior review imposes ineffective educational limits on learning, citizenship
by John Bowen, MJE
Unbelievably, prior review seems to be spreading.
It occurred recently in Illinois, California, Ohio, Texas and numerous additional states. It shows no signs of slowing, despite efforts to pass state legislation to protect student expression.
To read about California review and restraint demands, go here. To read the articles in question go here.
Every scholastic journalism organization has opposed prior review and, hopefully, will continue to do so.
Legally, though, prior review is not unconstitutional although prior restraint – censorship – is in some states, Thus, the best way to fight it is with educational principles and the need for stronger civic engagement.
Arguable points against prior review include:
• It limits student intellectual and societal growth
• It delays or even extinguishes the development of journalistic responsibility
• It shackles critical thinking
• It leads historically to prior restraint which leads to mis- and disinformation
• It has no educational value
Yet, it still continues and spreads.
As journalism teachers we know our students learn more when they make content choices.
Prior review and restraint do not teach students to produce higher quality journalism or to become more journalistically responsible.
As journalism teachers we know the only way to teach students to take responsibility for their decisions is to train them for that responsibility.
As journalism teachers we know democracy depends on students who understand all voices have a right to be heard and have a voice in their school and community.
It is our responsibility to find and publicize ways to convince those who support prior review why the practice has no place in scholastic journalism.
For our democracy, our educational system and our individual abilities to separate credible information untruths.
To gain traction against prior review, JEA’s Scholastic Press Rights Committee will focus its efforts to provide educational and civic support for advisers, students, parents and administrators so they can best educate their communities.
The resources below represent our initial steps to extend the discussion about the dangers of a practice that historically only led to censorship.
Resources
Prior review
What to tell your principal about prior review?
Why avoiding prior review is educationally sound
Dealing with unwanted, forced prior review?
Definitions of prior review, prior restraint
Prior review vs prior restraint
Questions advisers should ask those who want to implement prior review
Why we keep harping about prior review
Understanding the perils of prior review and restraint
Talking points blog and talking points to counter prior review
And much, much more at Scholastic Press Rights Committee
Read MoreWhen is free speech not so free?
by Candace Bowen, MJE
If it seems too good to be true, it probably is.
That may be a cliché, but it’s often spot on. And no more so than news lately of various orders and state legislation and school policies seeming to promote free speech. That’s a great idea, right?
Well, maybe not.
Read MoreFools, wills and quotes: credibility disasters
by John Bowen, MJE
It’s that time of year.
Senior quotes. senior wills and April fools 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.
What’s a good media staff to do?
The decision is even more difficult if it involves adamant seniors who demand such humor for their yearbook. Or, if for some reason there’s always been one. Tradition is a powerful wall to breach. With April Fools, some media missions call for entertainment. So, why not?
Read More