Unnamed sources should be used sparingly …
… and only after students evaluate how the value of the information balances with the problems such sources create
Journalism is based on truth and accuracy. Using unnamed sources risks both of those standards. For that reason, students should seek sources willing to speak on the record. Unnamed sources should be used sparingly and only after students evaluate how the value of the information balances with the problems such sources create. 
Occasionally, a source’s physical or mental health may be jeopardized by information on the record. In this instance, journalists should take every precaution to minimize harm to the source.
Staff manual process
Editors should train staff members on how to conduct proper interviews on the record. Poor interview techniques could lead to confusion between potential sources and reporters. Staff members should always identify themselves when working on behalf of student media. Reporters should be advised to use anonymous sources rarely. Before agreeing to do so, they should ask the following questions:
- Why does the source want to remain unnamed? Is it possible he/she would be in danger if his/her name is revealed? What other problems could occur?
- How important is the story? How important is the information provided, and is there an alternative means for gathering it? Using an unnamed source hurts credibility and could risk legal action.
- Students should consider what might happen if a court demands to know the source’s name. Most professional journalists would not reveal the name, and many have gone to jail instead of doing so. Would student reporters be willing to go that far? What legal protections exist in your state for protection of sources?
- What might the source have to gain from getting this information published? Some sources who want to be off the record have ulterior motives that could harm someone else.
- If students decide the information is vital and the source has a solid reason for remaining unnamed, who, besides the reporter, should know the identity? Many staffs decide the editor should know to assess the credibility of the source, but not the adviser in order to protect the adviser’s professional position at the school.
Resources
Legal protections for journalists’ sources and informationby the Student Press Law Center
Position paper on anonymity of sources, Society of Professional Journalists
Use of unnamed sources, National Public Radio
Lesson: Exploring the Issues with Anonymous Sources, Journalism Education Association
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Transparency
Transparency maintains credibility, strengthens reporting
Guideline
In order to maintain credibility, student reporters and editors should strive to be transparent in all aspects of their reporting. This includes revealing within the text of a story how interviews were obtained (if anything other than an in-person interview is used), giving proper attribution to direct quotes, as well as using indirect quotes to give attribution to ideas and details that come from sources.
Reporters should also be transparent in how secondary source information was obtained (i.e. through a public records request, etc.).
Question:
Why is transparency important in student reporting? How can students be transparent in their reporting?
Stance:
Student reporters should strive for transparency within their writing and student editors should confirm where information came from as part of their routine fact-checking duties before publication.
Key points/action:
- Teach students that during the reporting process they should take thorough notes so they know where information comes from
- Teach students how to attribute information using both direct and indirect quotes
- Require student editors to do a “transparency check” before publication. While editing stories, if they are not sure where a piece of information came from they should discuss with the reporter the need to be transparent
Reasoning/suggestions:
Transparency is important in student media because it establishes credibility and combats the illusion of “fake news.” If readers or viewers know where the information came from, they are less likely to question its accuracy or claim falsities in the publication.
Bottom line: Be clear where information comes from so no one can question the validity of that information (or if they do they can take those questions to the source and not the publication/reporter).
Resources:
- Why Journalists Should Use Transparency as a Tool to Deepen Engagement
- Is Transparency the New Objectivity in Journalism?
Related:Attribution & Objectivity
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Standards for accepting non-staff content
Standards for non-staff generated content (including student media ads)
Guideline:
Our publication will not accept advertising content that includes profanity, obscenity or nudity (with the exception of baby pictures for the personal ads). The editors reserve the right to edit all copy for style or to refuse an ad on the basis of its content.
Social media post/question:
What’s your guideline on questionable material in content students submit?
Stance:
Create guidelines that allow student editors to still maintain some control of the content allowed to others, and to generate and communicate these guidelines clearly to your readers.
Reasoning/suggestions:
When you accept business or personal ads for your yearbook or newspaper, you turn over some content generation privileges, but you maintain the same responsibilities. By creating a clear guideline, which you communicate with your readers, you help to ensure those that submit the content demonstrate some level of journalistic responsibility and understand you, as the editor, still have the final say.
Needs resources and blog
Read MoreImportance of news literacy
News literacy resources
Stance:
Informed citizens are a crucial part of a democracy. As both producers and consumers of news, student journalists must understand the principles of news literacy.
Social Media Post/Topic:
Your students produce news, but are they news literate? Here are some resources to teach them the basics.
Reasoning/suggestions:
Given the current controversy around fake news and concerning results from the 2016 Stanford research studyabout students’ inability to differentiate fake from real news, news literacy is a crucial skill for our students.
According to the Radio Television Digital News Foundation, “News literacy is the acquisition of 21st-century, critical-thinking skills for analyzing and judging the reliability of news and information, differentiating among facts, opinions and assertions in the media we consume, create and distribute. It can be taught most effectively in cross-curricular, inquiry-based formats at all grade levels. It is a necessary component for literacy in contemporary society.”
The foundation identifies six principlesbehind news literacy to help students evaluate their personal news consumption and their publication content.
Resources:
News Media Literacy PowerPoint, JEA Scholastic Press Rights Commission
Six principles behind news literacy, Principal’s Guide to Scholastic Journalism
“Evaluation Information: The Cornerstone of Civic Online Reasoning” (executive summary of Stanford Education study)
Students Have ‘Dismaying’ Inability To Tell Fake News From Real, Study Finds, NPR
News, Information and Media Literacy, SchoolJournalism.org
News and Media Literacy, Common Sense Media
Introducing news literacy, American Press Institute
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Student journalism is not public relations
Scholastic reporters should not feel pressured to present relentless stream of utopia, glossing over problems to cover the ‘good stuff’
Imagine the American press was only allowed to report on good news. No mention of problems in society, no opportunity to speak out against injustice or corruption — just a relentless stream of positivity with the government overseeing every piece of content.
Chilling, right? Yet, for some student journalists, this scenario is a reality. Administrators feeling pressure to protect the school’s image may pressure students to present a utopian version of the school, urging them to gloss over problems and only cover the “good stuff.”
But student journalism, like commercial journalism, is not the same as public relations.
Read MoreCredibility strengthened with
use of sources in opinion pieces
Writers should show they have done research and interviews in opinion pieces just as they do in objective reporting.
Doing this provides credibility and authority to their views. It also shows audiences the students are informed on the issue.
Each opinion story should show sufficient research which has informed the writer’s viewpoint.
Include sources in opinion writing for credibility, verification
Guideline:
In opinion stories, writers should demonstrate they have done sufficient research and interviews to inform themselves of all sides of the issue for which they are writing and/or to allow for right of response from subjects who may be mentioned in the story.
Social media post/question:
Why do I need to include sources if it’s my opinion?
Stance:
The writer of an exemplar opinion story should have sources including in-person responses from stakeholders, sourced quotes from other publications or sourced background information.
Reasoning/suggestions:
Students often view the opinion pages of the newspaper as an easier assignment because the incorrectly assume all they have to do is write their opinion.
To maintain credibility with their readers and/or to show balance, publication staffers must show they have made every effort to inform themselves of all sides of the issue. They also must reach out to experts or stakeholders who may add to their story and/or who may be challenged by their story. Consider adding in, as one of your guidelines, that each opinion story should show sufficient research which has informed the writer’s viewpoint.
Resources:
Persuasive writing: Take a stand
How to write an op-ed or column
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