Georgia student journalists walk out over content control. Are there lessons for scholastic journalists as well?
Student editors at the Red & Black, independent student newspaper of the University of Georgia, resigned this week to protest what they called concerns about the loss of student’s editorial authority. Might their situations be similar to scholastic media where advisers or administrators make decisions and dictate direction?
Without trying to dictate the direction of discussions and possible actions, I assembled a Storify document with some information about the situation.
If anything, the details of the student resignation and walkout can be precursors to discussions that could – and should – take place next year about the educational and social value of 25 years of student expression and eecision-making following the Hazelwood v. Kuhlmeier U.S. Supreme Court decision.
After all, student media should signify student direction, critical thinking and decision-making.
As you start classes this week and next, take time to work with students to consider the past, present and future roles of student media and how to make them better not only for students involved and not, but also for our democracy. The Red & Black situation and others bring real-life impact to that discussion.
You can access the Storify material here.
Meanwhile, to keep up to date with additional current information, follow AdGo (Adam Goldstein) on Twitter, the Student Press Law Center on Facebook and Frank LoMonte on Twitter.
Read More
The Social Media Toolbox
Expanding your student media into social media this year? The Social Media Toolbox might have the right tools.
Read MoreStart the year by promoting journalism skills,
not just defending your programs
by Fern Valentine
Sadly, many journalism advisers are having to defend their programs in an educational environment that concentrates on basic skills that are needed to pass national or state tests. However, employers interviewed across the country are looking for applied skills that they say are not found in most high school or even college graduates.
In “Are They Really Ready to Work?” employers listed clearly the applied skills they want in new entrants to the 21st Century U.S. workforce, and 100 percent of them are integral parts of a student-run publications program.
They define “applied skills” as those skills that enable new entrants –recently hired graduates from high school, two-year colleges or technical schools and four-years colleges– to use the basic knowledge acquired in school to perform in the workplace.
The study’s findings indicate applied skills on all educational levels trump basic knowledge and skills such as Reading Comprehension and Mathematics. They say that while basic skills are still fundamental to any worker’s ability to do the job, applied skills are “very important” to succeed in the workplace.
Among the most important skills cited by employers were Oral and Written Communications, Teamwork/Collaboration, Professional/Work Ethic, and Critical Thinking/Problem Solving.
Other necessary skills listed were: Information Technology Application, Diversity, Leadership, Lifelong Learning/ Self Direction, Creativity/Innovation, and Ethics/ Social Responsibility.
Sounds like a great journalism curriculum to me.
These skills are clearly developed and strengthened in the publications classroom where student editors lead the staff.
By working as a team producing school publications, students learn practical lessons in communication and in civic responsibility. They write for an audience of their peers instead of for their teachers. They research by interview rather than just by internet searches, developing oral communication skills not taught in other classes. They develop critical thinking skills, learn to meet deadlines, and work within a budget as part of a team.
Presenting their work in a graphically attractive manner is another unique skill practicing the very technology employers want and need.
Even more importantly, students learn first hand the civic lessons our forefathers intended when they built a free press into our democracy.
Project-based learning provided by working on a publications staff clearly prepares students for the working world. These skills are enhanced when the students themselves solve the problems and take responsibility for what they publish. The more involved they are, the more they learn.
Working on a publications staff, led by trained student editors, clearly prepares students for future careers, not just a journalism career, but any career. Employers say over and over that they want to employ people with the skills students clearly learn on publications staffs.
See http://www.p21.org/storage/documents/FINAL_REPORT_PDF09-29-06.pdf for the full 64 page report compiled by four organizations jointly surveying over 400 employers across the United States.
School districts across the country are cutting journalism programs from their curriculum. They clearly don’t realize the enhanced learning opportunity they provide.
Other districts restrict those learning opportunities because they are afraid to let students practice some of the skills employers say they want like ethics, social responsibility, self direction and leadership. Ironically, that restriction not only inhibits learning, it opens the district to greater liability.
Advisers are fighting to retain their programs when school districts seem to emphasize only classes that “teach to the test.” Advisers need to stress that along side the obvious writing skills, publications offer unique opportunities to learn lifelong skills that will help their students succeed no matter what career path they follow.
Advisers need to stress that students learn by doing and may need to call on former students, now successful in their chosen careers, to write administrators and school board members about the importance of the unique skills they learned by working on a student-run publications staff.
Only a few members of publications staffs will seek journalistic careers, but they will all be more informed consumers of the media and understand its essential role in a democracy.
When students are allowed to work responsibly as a team with the freedom to make creative and innovative choices, they learn and practice all the applied skills employers in all fields seek in their work force.
Districts need to recognize and encourage open forum publication programs not restrict or eliminate them. Advisers need to continue to make administrators and school boards aware of the unique learning opportunities a student-run publication can provide.
Read MoreClicking ‘like’ on Facebook
By HL Hall
Clicking “like” on Facebook is not protected by the First Amendment, according to U.S. District Judge Raymond Jackson’s April 30 ruling in Bland v. Roberts in the U.S. District Court of Eastern Virginia.
Deciding what clicking “like” means played a role in Jackson’s decision in a case involving six individuals who said Hampton Sheriff B. J. Roberts fired them for supporting an opponent in his 2009 re-election bid. The workers sued claiming heir First Amendment rights had been violated. At least one of the workers had “liked” the Facebook page of Jim Adams, Roberts’ opponent.
Judge Jackson said clicking “like” was not expressive speech since those clicking “like” are not actually writing a statement to be posted on Facebook. Jackson did acknowledge that other courts have ruled that the First Amendment protects Facebook posts, but he said in those cases the posts were actual messages, not just someone clicking “like.”
Jackson also said he did consider whether the employees clicking “like” was a reason for them being fired, but he said that became a moot point when he decided “liking” someone or something isn’t protected speech.
An attorney for one of the fired workers said he would likely appeal the ruling.
Does this ruling have any impact for student journalists and advisers?
Virginia is in the 4th U.S. Circuit Court, so it the ruling probably applies to all states (Maryland, North Carolina, South Carolina, West Virginia, Virginia) in that district. The decision could also be a precedent for decisions in other states. It might be wise for those in that circuit for the time being to assume that clicking “like” on Facebook is not constitutionally protected.
Read MoreThe importance of context: A lesson on ethics and editing
Last week, 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.
Lesson plan by Megan Fromm
Lesson Time: 25-30 minutes
Materials: computer lab/group internet access for research, white board, projection capabilities (or you can make copies of materials for students)
PART I:
First, discuss the background of the Martin/Zimmerman case. What information do students already know? What “facts” do they need to research and verify?
1. Create a class list on the white board of all the “facts” students believe they know about the case.
2.In groups of 2-3, students should take 5-10 minutes to research and verify or discredit one of the facts.
3. Bring the class back together, and make a list of verified facts on the white board, including the sources where students got the information.
Now, as a class, listen to the NBC version of the 9-1-1 tapes. Here is a link for the audio: (Pause at 10 seconds)
http://www.youtube.com/watch?v=Xf_AtDnVhyA
Instruct students to write down any assumptions they might draw about the case from listening to this 911 tape.
Then, play the unabridged 9-1-1 tapes, also found here: (continue playing from 00:10)
http://www.youtube.com/watch?v=Xf_AtDnVhyA
Discuss whether the assumptions created from the edited tapes were supported in the original audio. Ask the following:
Did the second segment tell a different story? What was different? Was there more or less context? Why do you think NBC edited the 911 tape the way they did? How many seconds long was the edited version? How long was the original version?
PART II:
As a class, take a look at some of the reaction to the NBC audio:
http://www.washingtonpost.com/blogs/erik-wemple/post/nbc-to-do-internal-investigation-on-zimmerman-segment/2012/03/31/gIQAc4HhnS_blog.html
http://www.kansascity.com/2012/04/10/3546575/commentary-today-show-should-do.html
For an interesting twitter feed screen-capture with responses:
http://www.washingtonpost.com/blogs/erik-wemple/post/nbc-news-president-speaks-out-on-zimmerman-tape-scandal/2012/04/09/gIQAQ0iw5S_blog.html
Now, back in their groups (or as a class if you can project the internet onto a screen), have students search for the original NBC statement of apology, issued by NBC president to Reuters news service.
Can anyone find it? Is it on the Today Show’s homepage?
Can you find it on msnbc.com, NBC’s online news outlet?
What about at nbc.com?
Is it acceptable that the original statement is so hard to find? What do you think this says to readers/viewers?
How prominent should the statement be if the original mistake has gone viral?
Here’s a synopsis of the statement (you can also finish playing the youtube video from earlier, which shows a quote from the apology):
http://www.reuters.com/article/2012/04/08/us-usa-florida-shooting-nbc-idUSBRE83609U20120408
http://www.washingtonpost.com/blogs/erik-wemple/post/nbc-issues-apology-on-zimmerman-tape-screw-up/2012/04/03/gIQA8m5jtS_blog.html
Some further ethical questions to consider:
• Is it ever OK to edit a 9-1-1 tape?
• How should we give readers/viewers/listeners access to the full content?
• What type of information is it OK to cut from audio?
• Do we tell our readers/viewers/listeners that we have edited parts out?
• How do we ensure that an edited slice of audio reflects the factual and contextual information our audience would get if they heard the whole thing?
• What is the appropriate way to correct a mistake of this magnitude?
• If you were the editor in charge, how would you handle this? How would you handle the apology and statement?
PART III:
Finally, as a class, read the Radio Television News Directors Association Code of Ethics, and highlight and discuss the parts that discuss context and accuracy. Did NBC act ethically according to this guide?
http://www.rtnda.org/pages/media_items/code-of-ethics-and-professional-conduct48.php
Read MoreOp/Ed Writing With An Ethics Twist: An In-Class Lesson
By Megan Fromm
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.
Intro:
Ask students to discuss openly what things they may not like about their school (of course, remind them that they should be as respectful as possible in this discussion). It could be anything, but the point is to stimulate a 5-minute or so discussion (that will likely get a bit heated, that’s OK!).
Write some of their statements on the board (ie: the school food sucks, the principal is mean, the school doesn’t let us have any say, lunch periods are too short, teachers give too much homework, etc). Leave blank space under the statements, and after you have a range of claims, have students go back to the ideas on the board and write supporting facts underneath each claim. These must be provable facts, researchable items of support that lead them to believe those claims.
Exercise:
Choose the claim that has the LEAST number of supporting facts underneath. Students will then take 5-10 minutes to write the beginnings of an opinion piece on this topic (some might write 500 words, but encourage students to get at least a couple paragraphs down—you’re not editing for spelling or grammar, but how they express their opinion using ONLY the facts on the board to support their opinion).
Once the time is up, discuss with the class how easy/hard this was. What kind of information do they wish they had to support their opinions? What questions would they ask to get more information? How seriously do they think the administration/teachers/other students would take their opinion, considering the lack of facts to support it? What other facts would it take to convince people of their claim? How easy/hard would it be to argue with the opinion you’ve established?
Now, after the time is up, pick the claim with the MOST number of supporting facts, and repeat the exercise. They are allowed to support their opinion ONLY with the facts on the board. (Note: if you don’t have any claim with at least 5-7 facts, provide a few more “facts” of your own for the student to incorporate in their writing.)
Again, once the time is up, discuss how writing about this claim was different. Was it easier (it should have been)? Why? How did having more facts add to their argument? How do they think the administration or student body would respond to these opinion pieces versus the first? How easy/hard would it be to argue with the opinion you’ve established in this piece?
Takeaway:
Follow up their responses with a discussion on informed opinions, and the value of opinion writing when it is supported by facts and research. This process is similar to how they should start writing opinion pieces in the school paper: it all starts with a complaint, a grievance, an idea, a perspective, but the professionals know how to support their perspectives with research, facts, and explanations that sound intelligent and insightful instead of whiny. Their research builds them up, making it harder for critics to attack what they are saying.
Follow-up
Now, use the story links at the beginning as background information to discuss what happened in Kansas with your students/staff. Once they know what has happened with Emma Sullivan, have them make a list on the board of questions or facts that would need to be addressed in order to support Sullivan’s twitter claim that the governor “sucks.” Imagine she were writing a full opinion/editorial piece—how much information would she need to know?
“Just made mean comments at gov. brownback and told him he sucked, in person #heblowsalot.”
Finally, (depending on your time, this could be a whole different discussion) discuss with students why it is so important that as journalists, we support even our opinion/editorial perspectives with facts and research. Why do we need to be responsible and accurate with opinion writing? Why must facts be involved? Who are we responsible to? Emma was not a journalist, no one was counting on her to be accurate, fair, and clear—what if someone on your newspaper staff wrote a tweet like hers? How can journalists have opinions but still be respected, respectful, and responsible? What kind of issues should we consider in regards to our school journalists using social media to express their opinions? The school decided not to mandate a punishment, but what if her tweet was a line in an article in the school newspaper?