Tweet24: You can Make a Difference. Show everyone how.
Don’t give up. Change happens slowly. Cures don’t work overnight. You can make a difference. #25HZLWD
http://jeasprc.org/tweet24-you-can-make-a-difference-show-everyone-how
In 1988, because of the first outbreak of the Hazelwood malaise, JEA published its first collection of student journalists making a difference through their reporting.
In 2012, we committed ourselves to updating the project, hoping to show student journalism had not succumbed to Hazelwood.
We hope to have Making a Difference become an ongoing project with your help and submissions.
Here is the first: https://www.dropbox.com/s/jcur7k75ut2dz80/Makingdifference.pdf
Here is the 2012 version: http://issuu.com/journalismedu/docs/makingdifference1990
• For background on 20 years of Hazelwood:
http://www.splc.org/news/report_detail.asp?edition=44&id=1399
Here are instructions on how to submit an entry for Making a Difference
Yes, student journalists make a difference. We have seen that in the past year as students submitted outstanding journalistic work that has made a difference in their school or community.
]Is there a story student journalists at your school have written that has made an impact in your school or community? We would like to hear your story and share it to encourage other student journalists.
The Journalism Education Association’s Scholastic Press Rights Commission is looking for such stories to showcase in the 2013 editions.
We want to show scholastic journalists can — and consistently do — develop stories which demonstrate professionalism, make a difference in the lives of peers, school and community and exemplify research, responsibility and courage. The Commission knows this work will be an inspiration to students, advisers, parents, administrators, lawmakers and professional journalists.
We’re looking for student journalism in any of its forms — electronic media, newspapers, yearbooks, multi-media — from this year or previous years. The submission should reflect student-selected content of high journalistic quality that had an impact on the school or community.
Include with submission:
• Statement from the adviser about how this story made a difference
• Electronic version of the story – can be PDF, JPG, PNG, MP3, M4V
• Submit package for consideration to jane.blystone@gmail.com by Jan. 30.
• Include contact information for person submitting package.
Jane can be reached at the email address above if you have questions or ideas. If you would rather Skype for contact, Jane’s Skype name is jblystone.
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Tweet23: Social media use requires legal, ethical guides
Social media can be daunting. Know how journalism standards, legal and ethical principles apply. #25HZLWD http://jeasprc.org/tweet23-social-media-use-requires-legal-ethical-guides
Social media are merely other tools in the arsenal of journalism. Social media offer student journalists much in the way of new approaches and coverage possibilities, but like all “new” communication tools of the past they also bring fear and unease. It is imperative that schools and their student media understand and rely on the “legacy” standards of professional journalism, legal and ethical. It is undeniable that new legal and ethical standards will develop, building on the old. Until they do, we can rely on what exists for essential guidance.
More and more scholastic journalism programs rush to join the social media landscape, adding Twitter, Facebook and all types of other quick and digital ways to reach audiences with their coverage.
Some have even gone so far to call media prepared by non-journalists the fifth estate, replacing the fourth estate (to be henceforth called legacy media).
One has to wonder, though, whether the fourth and fifth estates will be that different, indeed, whether they should be that different.
The point, we must argue, is to keep and embellish the basics, the good, from the legacy media and surround it and enhance it with the multimedia approaches of the fifth estate.
In fact, we must also build our programs so they can embrace change and expand as new media emerges.
Resources:
• Social Media Toolbox
http://hendricksproject.wordpress.com/
• Social Media, the classroom and the First Amendment
http://1forallnet.files.wordpress.com/2011/12/classroomguide-final-12-13-111.pdf
• JEA online ethical guidelines
http://jeasprc.org/online-ethics-guidelines-for-student-media/
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Student journalists can ward off prior review, Hazelwood with TAO pledge
Student journalists can ward off prior review, Hazelwood by taking TAO pledge #25Hzlwd http://jeasprc.org/tao-pledge/
by Kathy Schrier
Hazelwood stories: Student journalists who take the TAO of Journalism Pledge, promise to be “Transparent, Accountable and Open” in their practice of journalism. Upon taking the pledge, they may post the TAO of Journalism Seal with their masthead. It’s a public promise to do the best journalism possible, and a way to tell readers/viewers and school administrators that their trust is valued.
The TAO of Journalism Pledge was introduced four years ago by the Washington News Council as way for professional journalists to rebuild credibility in a rapidly changing media environment. The idea caught on, worldwide. Now journalists across the U.S. and as far away as Mozambique have taken the TAO of Journalism Pledge, and post the TAO of Journalism Seal with their work.
The Journalism Education Association endorsed the idea three years ago, and included a TAO of Journalism Sign Up Day on the Wednesday of Scholastic Journalism Week. This year, student journalists are again encouraged to Take the TAO of Journalism Pledge on TAO sign-up day, Wednesday, Feb. 20.
Here’s how you do it:
- Go to taoofjournalism.org and click on “Take the Pledge.”
- Click on “Students: Click here to make it official.”
- Fill out and submit the short online form.
- Take a photo of your staff taking the TAO of Journalism Pledge.
Send a copy of the photo to kathy@wanewscouncil.org to be posted on the TAO website.
What you will get:
- Downloadable versions of the TAO of Journalism Seal that can be posted online or with your printed masthead
- Once the Seal is in use, your program will be listed in the “Directory” on the TAO of Journalism website
- Temporary tattoos of the TAO of Journalism Seal for every member of your staff
- A poster with the text of the TAO of Journalism Pledge to display in your staff room
- Improved credibility and trust in your student media by school administrators and your audience in general
TAO OF JOURNALISM: EARN TRUST. TAKE THE PLEDGE. CARRY THE SEAL.
FEB. 20, 2013 – DURING JEA SCHOLASTIC JOURNALISM WEEK
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Educate others about journalism’s role, skills for our future
Tweet-22 Educate others about journalism’s role, skills for our future. #25HZLWD
http://www.jeasprc.org/tweet22-educate-others
Journalism and democracy were born together.
Democracy cannot long exist without an active and professional journalism program. But today’s journalistic role has changed.
We can no longer just deliver information. We must make sense of the world and also help citizens make sense of the flood of information that surrounds them. Transparency is one way.
Citizens have rights, but also responsibilities, when it comes to news.
In an expanding era of media literacy, journalism students have a real opportunity – and an obligation – not only to do the reporting but also some of the teaching.
Resources:
• Journalism’s moral responsibility: Three questions
http://www.poynter.org/uncategorized/2242/journalisms-moral-responsibility-three-questions/
• ‘Just the facts’ isn’t good enough for journalists any more, says Tow Center’s journalism manifesto
http://www.poynter.org/latest-news/mediawire/196457/just-the-facts-isnt-good-enough-for-journalists-anymore-says-tow-centers-journalism-manifesto/
• Principles of Journalism
http://www.journalism.org/resources/principles
• Citizen journalism publishing standards
http://www.huffingtonpost.com/2009/04/07/citizen-journalism-publis_n_184075.html
• Attack dog, watch dog or guide dog…The role of the media in building community
http://www.pewcenter.org/doingcj/speeches/s_batonrouge.html
• Online journalism ethics: Guidelines from the conference
http://www.poynter.org/uncategorized/80445/online-journalism-ethics-guidelines-from-the-conference/
Lessons on ‘things we did not want them to know’ result in successful action against censors
by Gloria Olman
Hazelwood stories: Twenty-five years before the Hazelwood Supreme Court decision, I was defending students’ right to publish on topics from a teacher strike to locker searches and letters to the editor.
“I will defend your right to publish all the way to the Supreme Court, but it will be on a serious matter, not a gossip column, and you will have covered all sides of the issues,” I repeated each school year.
After four years, I moved out of state. Returning, I tried to substitute teach in that district but was not hired. “You were teaching students things we didn’t want them to know… …yes, the First Amendment.” That was still prior to the 1969 Tinker and Zucker decisions.
By 1977, I was advising in a different district and always gave the principal a heads up on issues. While he did not always agree with the paper’s content, he expressed his opinion to the students and never interfered with publication. The Hazelwood decision did not change that relationship. However, it did reinforce the importance of educating students on laws, ethics, rights and responsibilities. They needed to understand, not only to be responsible journalists, but also to defend their rights to sometimes hostile faculty members and others.
When a new principal dismissed my protest that he had no legal grounds to remove a story and I refused to do it, he “directed” me to pull it. Students took over, using lessons from our September discussions. As they prepared to file their case, my life became increasingly difficult. Some faculty members and coaches refused to allow the paper sold in their classrooms or to be interviewed. They also would not talk to me. District administrators regularly met with me, trying to limit the paper’s content and to remove me as adviser. It was a miserable time.
Hazelwood cast a pall on scholastic journalism. Advisers may fear loss of tenure and/or job, and allow administration to overrule them on issues. Others may lack journalism background to build and defend programs. Complicating this, administrators often have been given false or misleading information related to student media. This impacts the struggle to establish open forum status as district policy.
Another significant Hazelwood effect is the increase in self-censorship, the “we can’t print that” often heard at workshops and continuing on to college journalism classes.
Yes, Hazelwood did affect my teaching. The principal’s directive led to the 2004 Dean v Utica Community Schools U.S. Federal District Court decision. That case has been called the most important legal victory for student media since Hazelwood, and a turning point in the struggle against increasing censorship. It was a serendipitous end to my career.
Gloria Olman, MJE, is the 1992 Dow Jones News Fund Journalism Teacher of the Year, and taught at Utica High in Michigan.
Read MoreTweet20: Don’t fight censorship alone: Share with others
Report censorship and share your stories about the legal and ethical problems you face. #25HZLWD http://jeasprc.org/tweet20-dont-fight-censorship-alone-share-with-others
Those who face censorship or restraints on their ability to publish factual, truthful and accurate information should know they are not alone. The SPLC has its legal assistance network, the Journalism Education Association has its Panic Button and its student partner group, 45words has its Under Fire.
• SPLC legal assistance
http://www.splc.org/legalassistance/legal_request.asp
• JEA’s Scholastic Press Rights Commission
http://jeasprc.org/panic-button/
• 45words Under Fire
http://45words.org/under-fire/
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