Handling controversial ads/content QT51
Student media should not discriminate against advertising based on students’ personal beliefs.
For example, students should attempt to include advertisers from multiple perspectives. According to the federal court decision in Yeo v. Lexington, student editors have the right to reject advertisements and school administrators are not legally responsible for advertising decisions students make.
A potential advertiser proposes an ad for your student media concerning a controversial product or service — tanning salons, for example. It’s money, but you also know recent studies show the possible harmful effects of such tanning.
How do you handle the request? What obligations do you have in terms of social responsibility, ethics and health-related issues. Likewise, you may be presented with an ad for an organization many in your staff or student body do not support.
The best path to resolve those questions and face the issues is to prepare for them ahead of time.
Guidelines: Students should not discriminate against advertising
based on their personal beliefs. For example, students should attempt to include advertisers from multiple perspectives. According to the federal court decision in Yeo v. Lexington, student editors have the right to reject advertisements and school administrators are not legally responsible for advertising decisions students make.
Question: Should there be a point when media don’t accept ads?
Key points/action: A potential advertiser proposes an ad for your student media concerning a controversial product or service — tanning salons, for example. It’s money, but you also know recent studies show the possible harmful effects of such tanning.
How do you handle the request? What obligations do you have in terms of social responsibility, ethics and health-related issues. Likewise, you may be presented with an ad for an organization many in your staff or student body do not support.
The best path to resolve those questions and face the issues is to prepare for them ahead of time.
Stance: While there are no quick and easy answers, you can build ethical room for discussion by anticipating the issues.
Reasoning/suggestions: First, is it a right v wrong situation? That’s easy. If a right v right ethical situation, then you should have a process of weighing issues.
Develop a set of criteria best suited to your school and its communities. Whose values are the most crucial to the communities? Harm no one? Free expression? Credible information and from which point of view?
Our recommendation is to develop an ethical guideline outlining your key values and then develop a checklist to help students through the decision-making process.
Resources: SPLC Advertising FAQs
SPRC: Advertising
Related: These points and other decisions about mission statement, forum status and editorial policy should be part of a Foundations Package that protects journalistically responsible student expression.
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Keeping ads and content separate QT50
Student journalists should maintain a wall between promotional/paid content and journalistic content.
That historical wall should remain intact to help reassure audiences the content they receive is as thorough and complete as possible.
As Bill Kovach and Tom Rosenstiel say in The Elements of Journalism, journalists’ first loyalty is to the truth while maintaining an independence from those they report.
Student journalists should develop their policies and guidelines maintaining this separation. A broad ethical guideline should explain this reasoning, and staff manual procedures should outline procedures for maintaining it.
Details could include statements on pairing ads, paid content and acceptance of gifts, as examples.
Guideline: Student journalists should maintain a wall between promotional/paid content and journalistic content.
Key points/action: Journalists have historically kept the financial aspects separate from reporting and editorial functions to avoid charges of bias. Some evidence of blurring this line occurs in today’s media.
Stance: That historical wall should remain intact to help reassure audiences the content they receive is as thorough and complete as possible.
As Bill Kovach and Tom Rosenstiel say in The Elements of Journalism, journalists’ first loyalty is to the truth while maintaining an independence from those they report.
Reasoning/suggestions: Student journalists should develop their policies and guidelines maintaining this separation. A broad ethical guideline should explain this reasoning, and staff manual procedures should outline procedures for maintaining it.
Details could include statements on pairing ads, paid content and acceptance of gifts, as examples.
Resources:
These points and other decisions about mission statement, forum status and editorial policy should be part of a Foundations Package that protects journalistically responsible student expression.
Consider emotional impact as well as news values
when choosing images QT49
Censorship should not be an option
by Kristin Taylor
When the editors of the Panther Prowler, the student-run school newspaper for Newbury Park High School, decided to write a feature article about teenagers having sex in 2015, they knew it was going to be controversial. The controversy wasn’t just about the content of the article, however — it was also about the image they paired with it, which appeared on the cover of their special edition magazine.
Since the article’s focus was the impact of limited sex education in and out of the classroom, the editors decided to use an iconic sex ed image: a condom on a banana.
Respecting the students’ freedom of speech guaranteed by the First Amendment and California Education Code section 48907, administrators did not censor this feature. However, its publication led to an outcry in the parent community, many of whom believed the adults at the school should have censored it.
In an open letter to the community, editors Grace O’Toole and Courtney Brousseau explained their purpose in using this image.
While acknowledging that some felt the picture was “obscene or scandalous,” the editors argued, “It is the quintessential image of sex education. Moreover, it is a nurse-honored, military-practiced, and physician-approved method of teaching safe sex, and while it is not employed at NPHS, public schools across the nation model the proper method of practicing safe sex as a part of their official health curriculum. For this reason, we felt it reflected the angle of the article without sensationalizing the issue.”
The students also pointed out that those upset with adults at the school were missing the point. “It is important to note that while our adviser and administration did protect our guaranteed freedom of press, they did not produce or in any way endorse the magazine,” they wrote. “The decision to publish and distribute the magazine rested solely with the editors of the publication, not the adviser or the administration.”
O’Toole and Brousseau did not back down from their choice to use this image, but they did choose to take down the posters they had distributed to advertise the upcoming special edition. They also did not include the image when they published the article online.
“We maintain that [the images on the posters] were not obscene or pornographic. While they may have been suggestive, they were not revealing,” they wrote. “That being said, we did take [the posters] down several days before the distribution of the magazine. We didn’t want the buzz surrounding the posters to detract from our original intention of starting a productive dialogue and for that reason, we chose to focus on what is important – the article.”
This situation illustrates a few important takeaways about visual images and student journalism:
- Just as with other forms of content, students should have final say over any image they choose to publish. Responsible editors should be ready to explain why they used the image if challenged by the member of the public, but they should not self-censor if they feel a controversial image is justified.
- Student publications that operate as public forums for student voices provide some legal protection for adults and the school itself, as they operate separate from these entities.
- Students should evaluate whether the impact of a controversial image will overwhelm the purpose of the reporting. If they feel the image might overshadow the message or is merely sensational, they may want to adjust accordingly.
Ultimately, students have a right to publish images along with their other content, but they should have a discussion about whether those images will hurt or help the main focus of their reporting when warranted. Having a consistent process and ethical guidelines helps student reporters to make good decisions about their images.
Quick Tip:
Visual images and censorship
Guideline:
Students should consider not only the news value of an image but also the emotional effect of the image on the audience.
Social Media Post/Topic:
If a picture is worth 1,000 words, should journalists be 1,000 times more careful about them? And what if someone wants to censor one?
Stance:
Students should have ethical guidelines in their staff manual to guide their decisions about visual images and be able to explain the newsworthiness of any image they publish. Student editors should have final say in all content decisions.
Reasoning/suggestions:
Just as with other forms of content, students should have final say over any image they choose to publish. Student publications that operate as public forums for student voices provide some legal protection for adults and the school itself, as they operate separate from these entities.
Responsible editors should be ready to explain why they used the image if challenged by the member of the public, but they should not self-censor if they feel a controversial image is justified. Students should evaluate whether the impact of a controversial image will overwhelm the purpose of the reporting. If they feel the image might overshadow the message or is merely sensational, they may want to adjust accordingly.
When constructing a process for determining whether to publish an image, students should consider many questions, including:
- is this image important and relevant to the story?
- What makes it meaningful?
- Will the audience understand the information conveyed without reading any accompanying text?
- What story does it tell?
- What story would others be able to get from that photo?
- What, if any, warnings should accompany online content?
- Is there an alternative, better, way to show the story?
Resources:
Visual ethics guidelines, Principal’s Guide to Scholastic Journalism
Visual Journalism, NPR Code of Ethics
Lesson: To Print or Not to Print, Journalism Education Association
Lesson: A Picture Never Lies, Journalism Education Association
Lesson: When Journalists Err Ethically, Journalism Education Association
Lesson: Pushing Photo Editing Boundaries, Journalism Education Association
Lesson: With Freedom of the Press Comes Great Responsibility, Journalism Education Association
SPJ Code of Ethics, Society of Professional Journalists
NPPA Code of Ethics, National Press Photographers Association
Photojournalism ethics needs a reexamination, The Poynter Institute
Visual ethical guidelines join online, yearbook ethics, JEA Scholastic Press Rights Committee
Audio: Using Images from Social Media, JEA Scholastic Press Rights Committee Press Rights Minute
Audio: Ethics in Editing News Photos, JEA Scholastic Press Rights Committee. Press Rights Minute
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Seeking visual truth is just as important
as written truth QT48
by Kristin Taylor
A reporter working on a story pauses from her transcription. “Hm,” she thinks. “This is a good quote, but my source could have said it so much better. I’ll just change it around and add a bit …”
By this point, responsible student journalists and their advisers are horrified. Of course you can’t change a source’s quote! Our job is to seek truth and report it, not to create fiction.
Yet those same students may have a harder time understanding why photo manipulation is just as problematic. In a time where social media platforms include an array of pre-made filters and changing a picture is as easy as swiping left or right, student journalists may need a reminder about the difference between ethical photo editing and unethical manipulation.
Photojournalism is still journalism, which means visual images should reflect the truth as accurately as other forms of reporting. Just as journalists shouldn’t manipulate a quote because it will “make the story sound better,” they also shouldn’t manipulate a photograph beyond basic editing that maintains the journalistic truth of the image.
Students wondering about the consequences of faking photographs professionally might benefit from reading cautionary tales about people such as Brian Walski, Souvid Datta or Narciso Contreras — these once respected photojournalists lost jobs, reputation or even awards as a result of their photo manipulation.
Here are some tips to ensure student journalists are being truthful visually:
- Edit digital photographs minimally; limit changes to basic cropping (without removing important context), adjusting brightness or contrast, and minor color adjustments.
- Do not flip images or edit out elements of the photo.
- Avoid staging photographs and passing them off as candid shots; this is similar to asking someone to say something for a quote you need rather than gathering candid quotes.
- Clearly label manipulated images used as art (filters, colorized images, etc.) as photo illustrations and use these sparingly to maintain the journalistic credibility of your publication
Quick Tip: Ethical photo editing vs. unethical manipulation
Guideline: Student media should avoid electronic manipulation that alters the truth of a photograph unless it is used as art. In that case it should be clearly labeled as a photo illustration.
Social Media Post: Filters are fun on social media, but are they journalistic? How do you know when editing crosses the line to unethical manipulation?
Reasoning/suggestions:
Photojournalism is still journalism, which means visual images should reflect the truth as accurately as other forms of reporting. Just as journalists shouldn’t manipulate a quote because it will “make the story sound better,” they also shouldn’t manipulate a photograph beyond basic editing that maintains the journalistic truth of the image.
Here are some tips to ensure you are being truthful visually:
- Edit digital photographs minimally; limit changes to basic cropping (without removing important context), adjusting brightness or contrast, and minor color adjustments.
- Do not flip images or edit out elements of the photo.
- Avoid staging photographs and passing them off as candid shots; this is similar to asking someone to say something for a quote you need rather than gathering candid quotes.
- Clearly label manipulated images used as art (filters, colorized images, etc.) as photo illustrations and use these sparingly to maintain the journalistic credibility of your publication.
Resources:
Visual ethics guidelines, Principal’s Guide to Scholastic Journalism
Visual Journalism, NPR Code of Ethics
Posing Questions of Photographic Ethics, James Estrin, New York Times
Lesson: A Picture Never Lies, Journalism Education Association
Lesson: When Journalists Err Ethically, Journalism Education Association
Lesson: Pushing Photo Editing Boundaries, Journalism Education Association
Lesson: With Freedom of the Press Comes Great Responsibility, Journalism Education Association
SPJ Code of Ethics, Society of Professional Journalists
NPPA Code of Ethics, National Press Photographers Association
Photojournalism ethics needs a reexamination, The Poynter Institute
Visual ethical guidelines join online, yearbook ethics, JEA Scholastic Press Rights Committee
Audio: Using Images from Social Media, JEA Scholastic Press Rights Committee Press Rights Minute
Audio: Ethics in Editing News Photos, JEA Scholastic Press Rights Committee. Press Rights Minute
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Respecting privacy and public space
important for photographers, too QT47
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.
Bottom line: Student photographers should familiarize themselves with where they can, and cannot, legally take pictures in order to avoid legal consequences and/or stand up for themselves when legally taking pictures
Guideline
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.
Question:
What (and where) can student photographers legally photograph?
Stance:
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.
Key points/action:
- Public space = Any space that is deemed “public” in nature. For example, the sidewalk, street, hallways in public schools or government owned buildings, etc. Journalists can take pictures of whatever they want as long as they are standing in a public place. If they can see something from that public space there is no expectation of privacy. (I.e. It is not an “invasion of privacy” for a student journalist to take a picture of a couple kissing in the hallway of a public school because there is no “reasonable expectation of privacy.”
- Semi-public space = this is public space in a privately owned space (such as the food court at the mall). In this space, journalists can take photos because there is no “reasonable expectation of privacy.” In this situation, they do not have to stop taking pictures if a customer asks them to stop. However, they DO have to stop taking pictures in this situation if the owner of the space asks them to do so (or if authorities ask them to do so).
- Private space = these are places where there is a “reasonable expectation of privacy” and journalists should gain permission before taking pictures. Note, these places are not always “privately” owned, but they always have a “reasonable expectation of privacy.” A locker room, for example, may be a public space but there is a reasonable expectation of privacy. Homes, offices, etc. all have expectations of privacy and journalists cannot invade that privacy.
- Scenarios:
- A classroom in a public high school – if the journalist is taking pictures from an established public place (such as the hallway) and the door is open, they can then take pictures as there is no “reasonable expectation of privacy” and they are standing in a public place. If the door of the classroom is closed, they issue becomes more of a legal grey area and, depending on the nature of the photographs, it may best to let everyone know pictures are being taken.
- An open window to a house – if the journalistic is taking pictures of someone’s house and then shades are open, they can take pictures of the inside of the house as long as they do not trespass and stay on the “public space.” Because the shades are open, there can no longer be a claim for a “reasonable expectation of privacy.”
Student journalists have a legal right to photograph public spaces, regardless of what administrators may tell them.
Reasoning/suggestions:
Students should know their legal rights when it comes to accessing public and private spaces for information.
Bottom line: Student photographers should familiarize themselves with where they can, and cannot, legally take pictures in order to avoid legal consequences and/or stand up for themselves when legally taking pictures. Resources:
- Missouri protest video
- Video captures Missouri protesters’ clash with media
- SPLC – Taking photos and shooting video at protests, demonstrations and crime scenes
Related: Transparency
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Make it matter: Verification essential
as journalists seek truth QT46
by Kristin Taylor
One key component of every journalist’s ethical code is truth. Given that Oxford Dictionaries named “post-truth” their 2016 word of the year and the president has called venerable traditional news sources “fake news,” getting the facts right is more crucial than ever.
Verifying information is an essential part of the reporting process. Looking at real life examples such as the process NYT reporter Suzanne Craig used to verify Trump’s tax records will help to see the steps responsible reporters take to ensure accuracy.
Being accurate means verifying information gathering in the reporting process. Whether it’s how to spell a name or if the percentages the treasurer is giving you add up to 100, always question and check the facts.
One good method to corroborate “facts” you receive is to make sure others agree. Ask the same question to several sources and make sure you get the same answers. If you don’t, dig deeper.
You should practice identifying verifiable facts in article drafts and create strategies you can use to verify those facts, such as how to check quotes for accuracy without sharing the entire article draft with the source, how to use secondary sources to verify facts, how to check information with multiple sources to provide more context and how to verify images and information on social networks.
Some suggestions:
- Set up multiple deadlines for stories so editors can watch reporters’ progress. This helps cut down on the last-minute rush to deadline when reporters run out of time to verify.
- Be sure all reporters know what to say if a source – particularly a school administrator or an intimidating adult – asks to read a complete story ahead of time. Create a process wh
- ere students can check quotes for accuracy without showing the source the whole piece.Ask multiple sources the same question to make sure their answers line up.
Guideline: Journalists should approach their reporting and interviewing with a healthy dose of skepticism. This doesn’t mean they should trust no one, but it means they should be aware of potential conflicts of interest or barriers to receiving accurate information. Reporters should always verify, even if the information seems incredibly obvious and simplistic. Verifying information is much like fact-checking. Students should seek multiple forms of evidence to confirm information.
Social Media Post/Question: Why is it important for students to verify information as part of the reporting process?
Reasoning/suggestions: One key component of every journalist’s ethical code is truth. That means being accurate, and accuracy means verifying. Whether it’s how to spell a name or if the percentages the treasurer is giving you add up to 100, always question and check the facts.
One good method to corroborate “facts” you receive is to make sure others agree. Ask the same question to several sources and make sure you get the same answers. If you don’t, dig deeper.
Verifying information is an essential part of the reporting process. Looking at real life examples such as the process NYT reporter Suzanne Craig used to verify Trump’s tax records will help students to see the steps responsible reporters take to ensure accuracy.
Students should practice identifying facts that can be verified in article drafts and create strategies reporters can use to verify those facts, such as how to check quotes for accuracy without sharing the entire article draft with the source, how to use secondary sources to verify facts, how to check information with multiple sources to provide more context and how to verify images and information on social networks.
Suggestions include:
- Set up multiple deadlines for stories so editors can watch reporters’ progress. This helps cut down on the last-minute rush to deadline when reporters run out of time to verify.
- Be sure all reporters know what to say if a source – particularly a school administrator or an intimidating adult – asks to read a complete story ahead of time. Create a process where students can check quotes for accuracy without showing the source the whole piece.
- Ask multiple sources the same question to make sure their answers line up.
Resources:
“The Time I Found Donald Trump’s Tax Records in My Mailbox” – Susanne Craig
American Press Institute’s guidelines for verification and accuracy
- Journalism as a discipline of verification
- The Hierarchy of Accuracy
- The Hierarchy of Information and concentric circles of sources
- The Protess Method of verification
New research details how journalists verify information – Craig Silverman, Poynter
Tools for verifying and assessing the validity of social media and user-generated content – Josh Stearns and Leighton Walter Kille, Journalist’s Resource
FactChecking Day – Poynter
Fact-checking resources – SchoolJournalism.org
Are you a journalist? Download this free guide for verifying photos and videos – Alastair Reid
Should journalists outsource fact-checking to academics? – Alexios Mantzarlis
Journalists and their sources – Thomas Patterson (talk at Carnegie)
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