Tinker Tour theme opens at OSMA
As Gabby, the Tinker Tour bus, wheeled into town for a stop at Kent State University Oct. 1, we became aware of another way to celebrate Mary Beth Tinker, Mike Hiestand and the myriad of student journalists, their advisers and families who endorse and support the idea that the Constitution and the right of free expression applies to students.
With lyrics and music created by SPLC Executive Director Frank LoMonte, performed by California’s Carlsbad High School Chamber Singers, filmed and edited by the school’s television students, the song premiered immediately following Tinker’s keynote presentation at the Ohio Scholastic Media Association’s Region 1 Conference.
Interact with the Tinker Tour on Twitter @tinkertour and follow them online here.
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Doing the right thing: Focus on,
support administrators who get it
by Tom Gayda
I’ve been lucky. Maybe even spoiled. Both of the principals I have worked for in my 14 years as an adviser have been named JEA Administrator of the Year.
Does this mean we agree on everything? No. What it means is they have trusted my students (and as an extension, me) to do their jobs free of prior review or heavy-handedness too many programs suffer from.
Evans Branigan III in his office at North Central. Branigan is JEA’s Administrator of the Year.
Evans Branigan III started as a social studies teacher and football coach at North Central. Before long he was an assistant principal and eventually the associate principal. For the last three years he was principal of the school. He has attended a half-dozen JEA/NSPA conventions, constantly showing his support for what we do.
And while that is nice, it’s the way he works with the students that is most important, and that is what helps create a great relationship between the principal and staff. Branigan has gone to Dave and Busters to have a relaxed interview with the newspaper staff. He has played cornhole after school for a website feature. His door is always open to students. Branigan has fun with it, too, often letting me know who his current favorite reporter is.
I suppose it is part luck. I know of administrators who are not friends of scholastic journalism. I think it’s time to forget them and focus on the ones who get it. Perhaps by constantly showcasing the great administrators the bad ones will start to change their tune. Or, make a less-than-friendly administrator a supporter by giving them no other choice. Share stories of successful programs with appropriate relationships. Kill them with our own version of kindness. Don’t wage a war — that won’t work. Be a constant pest with positivity.
One builds trust by having a strong program that has a history of doing the right thing. Mistakes are made and disagreements take place, but by creating an environment where staffs and administrators work together keeps communication healthy and open.
Fourth in a series
Sifting through the sources: how to really know which source has the ‘truth’
by John Bowen
In their book, “Blur: How to know what’s true in the age of information overload,” Bill Kovach and Tom Rosenstiel speak of a news process they call “skeptical knowing.” Applying this process, they say, will help journalists and audiences better evaluate information they receive – and pass on. The process involves not only evaluating news but also applying ethical values.
This lesson will explore the basics of that process in trying to determine whether facts and sources used lead to reliable, credible and complete storytelling.
Read MoreGround rules are best set first
by Candace Bowen
“But of course that is off the record,” he said after my students had been interviewing him for at least 45 minutes.
In unison, 10 heads swiveled in my direction at the end of the row.
“What?” I stammered. “But … but …” And my mind screamed, “That’s not fair!” At the same time, I knew at least part of this dilemma was my own fault and one I should have helped my students avoid.
Third in a series
Ethics codes are invaluable in student journalism, but not as a guide for punishment
by Gina Catanzarite
There appears to be no disagreement – in our school communities or nationwide – that a journalist’s role is to report accurate, fair and objective news. Journalism courses at the college level, in high school, and even middle schools teach a variety of research and reporting techniques to address accuracy —but in order to teach concepts such as “fairness” and “objectivity,” journalism lessons must naturally address issues of ethical decision-making.
Members of the student media and their advisers study and often adopt Codes of Ethics developed by professional media societies. But a distressing trend is emerging in our schools: Administrators who demand that student journalists or media advisers be punished for perceived breaches of these codes.
My question is this: How can an ethics code logically be used as a tool for punishment when it is not possible to enforce such a code?
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Apply now for the First Amendment Press Freedom Award
by John Bowen
Applications are now available for this year’s First Amendment Press Freedom Award (FAPFA).