Diversity is a journalistic must
Diversity in cultures , sources and ideas brings stronger coverage
Guideline:
Student media staffs should reflect the racial, economic, social issue and gender diversity of the schools they represent.
Social media post/question: Diversity is important, but how do we accurately represent our school? Are we representing our school’s diversity in our student media?
Stance:Coverage and sources should reflect the school population and its various communities, including a wide range of sources who represent students and staff.
Not only should staffs represent the racial, economic, political, social and gender diversity of the school, they also need to examine their coverage of these groups. This coverage should be pervasive of all media areas and not just relegated to stories of conflict as noted in the Nieman Reports, Why Journalists Must Stop Segregating Stories About Race.
Reasoning/suggestions:Diversity is more than a buzzword. It needs to be a constant, honest conversation in the student media classroom. Students need to evaluate who they are covering and in what way the students are being covered.
A 2014 study by American Press Institute and The Associated Press-NORC Center for Public Affairs Research “only 25 percent of African-Americans and 33 percent of Hispanics said the news media accurately portrayed their communities.”
We also must actively recruit students who reflect the student body to help counter this representation issue. However, it’s not enough to recruit these students. We must make sure the media room is a welcoming place for all students.
Students need to understand not everyone’s experience is like their own and no staffer can speak for a group of people.
Resources:
4 Ways a Newsroom Can Address a Lack of Diversity, CJR
Why Newsroom Diversity Works, Nieman Reports
Why Journalists Must Stop Segregating Stories about Race, Nieman Reports
Race and Reporting, Nieman Reports
Journalism Educators Must Leap Diversity Hurdles, SPJ
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FOIA requests
Data your school district keeps for its own information or to report out to the state or federal government is an important resource for journalists.
It can reveal patterns and statistics that belie the school’s reputation for better or for worse. It can help reveal positive or alarming trends in student discipline, achievement, attendance or safety.
Students often don’t think about accessing this information, but it can help frame the most telling and informative stories at your school.
Make it part of story brainstorming or beat assignments to regularly have students generating ideas for data they would like to find. For example, after a dog search, how many students were cited? How many times did they confiscate a weapon on campus last year? How many students failed a class last term? What was the breakdown of failures by race or gender? How many suspensions have there been for fighting or drugs this year compared to last year? What are the statistics at neighboring schools?
Students should first request the data they seek in a timely manner, but if the district will not release it, use the SPLC Open Records Generator to file a formal Freedom of Information Act request. The website has a template usable to create a formal legal document requesting the records..
Keep in mind, the district is legally bound to keep some information private. It cannot share the specific names of kids who failed or were punished, & etc.
The use of public records can bring context,depth to key stories
Guideline
According to the Freedom of Information Act, students can request information and records relevant to stories at their school. If records are not provided, students should submit an open records request through the SPLC letter generator.
Social media post/question:
FOIA: introduce students to the Freedom of Information act and state open records laws.
Stance:
As per the Freedom of Information Act, students can request information and records relevant to stories at their school. If records are not provided, students should submit an open records request through the SPLC letter generator.
Reasoning/suggestions:
The Freedom of Information Act is a tool students can use to report on schools and for any public document. Use this to make them more familiar with it.
Government agencies keep data on many topics, and often students can legally access it. Some information must legally be reported and shared in searchable and easily accessible forms. Governments keep other records, which they are only required to release upon request.
The Freedom of Information Act and accompanying state open records laws are important tools for reporters to be familiar with. If information citizens are legally allowed to see is not made available upon request, these tools are the first step in formalizing the request process and informing others of how to use the law.
Resources:
U.S. Department of State Freedom of Information Act website, U.S. Department of Justice
State-by-State guide to Open Records Laws, Reporters Committee for Freedom of the Press
Public Records Letter Generator, SPLC
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We have the responsibility to ensure
administrators see journalism’s values
In the spirit of Constitution Day, help administrators. know what journalism means to the continuation of America’s democracy:
School administrators can feel tremendous pressure to protect their schools’ reputations, so it’s understandable that they may be wary of supporting a scholastic press where students have final say over all content.
Educating administrators about the value of journalism at the high school level is a crucial step towards empowering student journalists and building a future with more engaged democratic citizens.
If we, as educators and school leaders, want to teach our students the importance of citizenship, we must empower them to be citizens within the school walls. [pullquote]
If we, as educators and school leaders, want to teach our students the importance of citizenship, we must empower them to be citizens within the school walls.
Administrators can do that by hiring a qualified journalism adviser to teach students the foundations of ethical, responsible journalism, and journalism advisers should encourage ongoing dialogue between student staffs and their school administrators.
[/pullquote]
Administrators can do that by hiring a qualified journalism adviser to teach students the foundations of ethical, responsible journalism, and journalism advisers should encourage ongoing dialogue between student staffs and their school administrators.
Providing school leaders with a copy of Quill & Scroll’s Principal’s Guide to Scholastic Journalism is a good start, but busy administrators may not find the time to read it.
Journalism advisers and publications staffs should reach out to administrators to engage in face-to-face dialogue about their publication process so school leaders can see the logistics behind selecting, pitching, reporting, editing and publishing content, including how editors handle controversial stories. Students can explain how abstract common core goals come to life in their work as journalists and make a strong case for supporting their publications.
Scholastic journalism provides students with 21st century skills, curiosity about their world and a concrete experience of citizenship. Journalism classes encompass more 21st century skills set out in the Framework for 21st Century Learning than any other high school class, including global awareness, civic literacy, media literacy, collaboration, initiative and self direction, leadership and many more.
Scholastic journalism also connects to a vast number of Common Core goals. Research suggests that students in journalism classes also get better grades in high school, earn higher scores on the ACT and get better grades as college freshmen.
In addition to these positive academic outcomes, scholastic journalism programs led by qualified journalism educators foster responsible civic engagement, as students learn about their First Amendment Rights and become engaged with their school, local, national and global communities.
Student journalists with final say on their own content embrace their roles as democratic citizens who take ownership and are accountable for their decisions. Administrators who support scholastic journalism programs are supporting a future with more engaged democratic citizens
Topic: Administration and scholastic journalism
Guideline:Publication staffs should reach out to school administrators to educate them about the benefits of scholastic journalism and to build trusting relationships.
Social media post/question:Why should administrators support scholastic journalism?
Stance: Administrators should support scholastic journalism as a tool for building collaborative, creative and civically engaged citizens.
Administrators who understand the process of responsible journalism and the 21st century skills inherent in becoming a student journalist are more likely to support publication programs and student press freedoms.
Reasoning/suggestions: Scholastic journalism is a crucial part of school culture, as it provides students with 21st century skills, curiosity about their world and a concrete experience of citizenship.
Journalism classes encompass more 21st century skills set out in the Framework for 21st Century Learningthan any other high school class, including global awareness, civic literacy, media literacy, collaboration, initiative and self-direction, leadership and many more.
Scholastic journalism also fulfills to a vast number of Common Core goals. Additionally, researchsuggests students in journalism classes also get better grades in high school, earn higher scores on the ACT and get better grades as college freshmen.
In addition to these positive academic outcomes, scholastic journalism programs led by qualified journalism educators foster responsible civic engagement, as students learn about their First Amendment rights and journalistic responsibility, and become engaged with their school, local, national and global communities. Student journalists with final say on their own content embrace their roles as democratic citizens who take ownership and are accountable for their decisions.
Administrators who support scholastic journalism programs are supporting a future with more engaged democratic citizens.
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
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Censorship leads to fake news
Prior-review/censor guideline /policy
Journalists often are considered mirrors on society. As such, journalism should reflect the community in which it is produced. In order to also maintain their watchdog function, journalists must also be able to act as candles that illuminate and challenge a community’s values and preconceptions.
Monitoring the status quo and the powers that be is one way journalists can both reflect and challenge their communities. This journalistic practice helps maintain the free and accurate flow of information.
Additionally, student media should be independent from their school’s public relations arm. The purpose of student media is to report school and community issues and events. Consequently, the purpose of student media is not to protect the image of the school or district.
These roles are premised on the idea that student media can operate in an independent manner.
JEA strongly rejects both prior review and restraint as tools in the education process and agrees with other national journalism education groups that no valid educational justification exists for prior review of scholastic media.
Prior review and prior restraint of student media content by school officials are weapons in the arsenal of censorship. Not only do they limit student learning and application, but they also restrict student critical thinking and analysis.
This would be included in the policy portion.
Social media post/question:How does self-censorship impact what students cover?
Stance: Students should create a clear guideline for stemming the tide of self-censorship.
Reasoning/suggestions: Students are often self-censoring important content — especially if they have been censored previously.
When students self-censor topics journalistically ethical and legal to cover, they are in essence forwarding the concept of fake news. If students are afraid to cover topics of importance to them, they are not creating a true open forum for student discussion and are not functioning as a journalist.
Resources:
SPLC Active Voices
Lesson: Censorship=Fake news
Self Censorship links from SPLC
http://www.splc.org/article/2015/02/high-school-students-teachers-confront-student-media-censorship
JEA prior review definition
http://jeasprc.org/jea-board-defines-prior-review/
Self-censorship is scariest of all
Posted by JBowen Oct 30, 2009 in Law and Ethics, News, Scholastic Journalism, Teaching| 0 comments
All week I’ve heard plans for creepy costume parties, haunted house visits and horror film marathons. But as Halloween weekend approaches, there’s something much scarier on my mind.
It’s scary how many media staffs and their advisers are under fire right now for doing exactly what they set out to do: report on issues of impact and interest to their students. The current situation at Timberland High School in Wentzville, Mo. is just one example of many. Stories of little consequence, such as the homecoming court or club happenings, rarely draw attention. But the ones that matter — the ones that have potential to help students — come under fire at an alarming rate, despite thorough research, credible sources and top-notch student reporting.
It’s scary when kids grapple with these big issues and how to cover them well. But it’s even scarier when they don’t. Good journalism — and the whole part about critical thinking, student leadership and free expression — stops when kids decide to censor themselves.
All too often I hear my kids during staff brainstorming sessions say things like, “People would freak out if we covered that,” or “[Insert administrator names] would give us a really hard time if we did that.” Despite frequent discussion of media law and a dissection of the ed code, I still hear, “We can’t do that, can we?”
In most cases, they can. And in many cases, they should. It’s easy to see why kids might be inclined to shy away from the good stories, the real stories. After all, many advisers share updates in class of programs facing censorship and use these as teachable moments. We read the controversial articles, discuss the situations and follow the stories over an extended period of time. Kids are interested and engage in meaningful discussion, but I realized lately that they might not be taking away the message we think we’re sending. Do our students come away inspired and empowered, or are they afraid of censorship, administrative retaliation or the risk of losing a beloved adviser?
Scary possibilities, to be sure.
We can combat self-censorship with a few simple strategies:
(1) Continue to expose students to outstanding journalism, both from students and from the pros. Read it, discuss it, analyze it. Nothing beats an important story done well.
(2) When students begin to talk themselves out of a sensitive story topic, encourage them to revisit your mission statement and/or editorial policies. Teach students to weigh the options: how many readers might be helped or touched by this story? What’s the potential for good here? How far might this story reach?
(3) Get outside your school bubble. You know your school community, yes, but have you looked at how other student media have covered similar stories? Are others in your city, state, region affected by the same topics? Is there an opportunity to learn from the experience of others? Collaborate?
(4) Point to a wide variety of resources so students have support. When students feel confident in their research and reporting skills, they’re confident tackling bigger stories. Establish a team-oriented staff culture so that students have peers willing to help with research and interviewing. Good student journalists know how much work is involved in getting a story right; they might talk themselves out of tackling the topic because they know a sensitive story often involves extra effort. Again, work together.
(5) Make sure students understand how to utilize expert assistance from the SPLCand feel comfortable doing so. Consider role-playing sample scenarios in class. Encourage student editors to create a plan in the event that a situation arises. It’s like a fire drill — we don’t expect to be in a fire but we practice the drill and know how to call 911 if we need to. Then we’re free to go about our daily lives and focus on what matters.
If staffers have a plan in place, covering a potentially controversial subject doesn’t seem so scary.
Sarah Nichols, MJE
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SPRC adds ‘one-stop shopping’
for law and ethics manual
Four concepts drive the creation of journalistic approaches: mission statement, editorial policy, ethical guidelines and staff manual procedure. Together, with forum material, the four comprise a package of complementary principles we call the Foundation of Journalism, often known as a staff manual.
These principles represent the key pillars of standards-based journalism and are the products of perhaps the most important journalistic decisions the student staff can make. Together, the concepts enhance the strengthen the process and product, the decision-making and critical thinking that can characterize student media.
Click the Law-Ethics Manual nav bar link for our one-stop’ shopping.
More are on the way.
Read MoreEditorial policy sets forum status,
decision-making standard and more
Editorial policy
What is it/definition: Designed to provide legal framework for student media, editorial policies come in two forms, school-board level and media-level. In case of conflicts, a school-board policy usually will take precedence. Absent a policy, practice can help determine freedom of expression status. Typical content of an editorial policy can include:
- Level of freedom of expression
- Responsibility for student media content
- Forum status
- Prior review and restraint
- References to guiding legal decisions and theories
- Language about journalistic responsibility, civic engagement and future of democracy