The importance of linking to reporting
Links in online reporting provides context, credibility and transparency for coverage
by Kristin Taylor
You can’t click on a print newspaper, so why should we include links in digital stories?
The Nieman Foundation provides four main purposes for adding links:
- Links are good for storytelling.
- Links keep the audience informed.
- Links are a currency of collaboration.
- Links enable transparency.
Promote online coverage with facts, without hype
When promoting, leave the rah-rah to the cheerleaderd. Supply the facts.
Guideline: Staffs should have clear guidelines for the tone of information published in social media. Although tweets are often used to promote people or events, that’s not the job of news media — student-run or otherwise. Remember to be a journalist all the time and provide facts, not opinion and hype.
Social media post/question:Social media doesn’t have to turn your publication into a cheerleader. Stick to news and information.
Stance: Whether you’re producing a print publication, a news website, a broadcast or a tweet, you’re in the news business and the story isn’t about you. Leave the rah-rah to the cheerleaders and supply the facts.
Reasoning/suggestions: Sometimes it’s a fine line, but think of it this way: You can notify your audience about an upcoming game, even tell them its significance and what to expect, but when you include something like, “So get out there and support our Fighting Eagles!” then you have gone over the line from news to promotion.
And that’s not a good thing.
Resources:
Developing standards for social media use in your student media JEA SPRC
Read MoreFighting self-censorship
Advisers should oppose student self-censorship, empower decision-making
Advisers and students should oppose attempts at both internal and external censorship. However, that does not equate with student media covering topics that lack journalistic merit or don’t satisfy a journalistic function. Students should journalistically examine and evaluate media content.
Social media post/question:
Why should advisers actively oppose censorship?
Stance:
Advisers and students should oppose internal and external censorship. This may include administrative, staff, faculty and even self-censorship. However, that does not equate with student media covering topics that lack journalistic merit or satisfy a journalism function. Students should journalistically examine and evaluate media content.
Reasoning/suggestions:
Journalism teachers must work to stem the tide of self-censorship.
In a survey administered to the NSPA/JEA convention at a recent JEA/NSPA convention, both students and advisers stated they experienced self-censorship. According to the survey, “39 percent of students and 32 percent of advisers said their staff had decided not to publish something based on the belief that school officials would censor it.”
This fear of censorship or of being disciplined for content shouldn’t occur. Advisers must work to educate their students and others about the problems of self-censorship in regard to topics that are journalistically and ethically sound.
A journalism teacher’s duties is in the job title — advise(r).
According to the JEA Adviser Code of Ethics, journalism advisers should, “Advise and mentor, rather than act as censor or decision-maker.” Teachers need to empower students to make content decisions and fight against student self-censorship.
If advisers censor students, they not only violate this code, they also teach students it is acceptable for a government entity to censor someone’s First Amendment rights. When public teachers function as employees of the government, that is exactly what we teach.
Resources:
Female High School Students Bear the Burden of Censorship, SPLC.org
Curing Hazelwoodpackage, SPRC
The Role of Student Media: Foundations Package, SPRC
SPLC resources, SPLC
Self Censorship is the Scariest of All, SPRC
Blog:
Advisers and students should oppose self-censorship (and other forms of staff censorship) and attempts administrative censorship. However, that does not equate with student media covering topics that lack journalistic merit or satisfy a journalism function. Students should journalistically examine and evaluate media content. See this blogon including controversial coverage.
If advisers censor students, they not only ignore JEA’s Adviser Code of Ethics, they are also teach students that it is acceptable for a government entity to censor someone’s First Amendment right. When public teachers are functioning as employees of the government, that is exactly what they are teaching.
While teachers shouldn’t be leading the fight for the students’ First Amendment rights, teachers can work to educate others in the building (other teachers, administrators, school board members and students) about students’ rights.
If a problem does occur, it is important for the teacher to take in union representation (if possible) and document the meeting. Also, ask for notes and written directives. If you don’t follow these directives, you could be seen as insubordinate.
Advisers who understand that educating others about the students rights are important may find it easier if a problem does exists. If the students already know they can reach out to the Student Press Law Center or hit JEA’s Scholastic Press Rights Committee’s Panic Button, the teacher has empowered the students to fight this fight.
OR:
Every August I have the talk with my editors. It’s not about the proverbial birds and the bees, instead it’s about what to do and who to contact if someone attempts to censor their content.
The students receive the Student Press Law Center’s contact information and information about how to access and hit SPRC’s Panic Button.
A few years ago I also learned of a “secret” document that has been passed down from editor to editor since 2011. From what I’m told, the document outlines this information and states exactly what I can and can’t help with. It seems my students actually do want me to keep my job.
My students know that if a censorship situation occurs, I cannot help them. They have to be the ones to fight for their First Amendment rights. In fact, when my students filed a lawsuit during the spring of 2017, I didn’t know about it until I saw Echo’s tweet that the students had sued the school for access to hallway video of an alleged hijab pull. Later I learned they filed a Freedom of Information Act request without my knowledge, found their own pro bono attorney and I also suspect they have documents about this request I still have never seen.
During this process, I did know something was up. I would walk into the Echo room and everyone would get quiet. At times they would tell me to go fill my coffee mug or a student would ask if he or she could speak to me outside the publications room about something — and it really wasn’t anything that needed discussing. During all of this, my gut told me they were conspiring about something or planning a party. I just had to trust in whatever it was they were doing.
This experience of having to blindly trust the students was a good one for me. I know my students understand a First Amendment fight is not one I can or will wage. They have to take the initiative.
What I’ve learned through this is that I will continue to trust my students and continue to education them on their rights prior to a problem occurring. If students already know they can reach out to the Student Press Law Center or hit JEA’s Scholastic Press Rights Committee’s Panic Button before a problem exists, the teacher has empowered the students to fight this fight.
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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
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