Guidelines, recommendations for advisers facing prior review
At the spring Portland JEA/NSPA convention, JEA’s board passed a definition of prior review and prior restraint. The SPLC also recently endorsed the statement.
At the time, the Press Right Commission was directed to design a recommended process and guidelines on how advisers might handle prior review if faced with it. Below you will fine those guidelines and process along with links to supporting philosophy and resources. We welcome your input.
While we know advisers will make decisions regarding prior review and other educational issues based on what they believe they can best support philosophically, JEA reiterates its strong rejection of prior review, and hence prior restraint, as a tool in the educational process. With that belief, we feel an obligation to help advisers faced with this situation.
Statements to accompany JEA’s definitions of prior review and restraint:
As journalism teachers, we know our students learn more when they make publication choices and that prior review or restraint do not teach students to produce higher quality journalism.
As journalism teachers, we know the only way to teach students to take responsibility for their decisions is to give them the responsibility to make those decisions freely.
As journalism teachers, we know democracy depends on students understanding all voices have a right to be heard and knowing they have a voice in their school and community.
Thus, to help students achieve work that is up to professional standards, journalism educators should consider the following process:
• Encourage transparency about who determines the content of a student publication by alerting readers and viewers when student media are subject to prior review and restraint;
• Advocate the educational benefits of student press freedom if student media are subject to prior review or restraint;
• Provide students with access to sources of professional advice outside the school for issues they need to address;
• Provide students with tools that include adequate knowledge and resources to successfully carry out their work. By using these tools, we build trust in the learning process and the theories on which it is based;
• Encourage students to seek multiple points of view and to explore a variety of credible sources in their reporting and decision-making;
• Coach instead of make requirements or demands thus modeling the value of the learning process and demonstrating the trust we place in our educational system;
• Empower students to know the difference between sound and unsound journalism and how to counsel their peers about potential dangers;
• Model a professional newsroom atmosphere where students share in and take responsibility for their work. In so doing, we increase dialogue and help ensure civic and journalistic responsibility;
• Use peer editing to encourage student interaction, analysis and problem solving;
• Instruct students about civic engagement and journalism’s role in maintaining and protecting our democratic heritage;
• Showcase student media where the dissemination of information is unfiltered by prior review and restraint so the school’s various communities receive accurate, truthful and complete information.
Recommended process if facing prior review, restraint
If, after employing the above techniques, student journalists still object to changes an adviser discusses, the following describes a process to handle potential disagreement:
1. Adviser and students disagree about content for publication.
2. Adviser and students discuss all angles of the disagreement; they try to find common ground.
3. The adviser and students decide if the disagreement is based on an ethical issue or a legal one.
4. If violations of libel, obscenity, unwarranted invasion of privacy, copyright infringement or material disruption of the school process are likely at stake, the adviser urges students to get advice of the Student Press Law Center or reliable legal resource. Not just any school lawyer or administrator will do. The resource, which could include non-live information, must be reputable for scholastic media. The phrase “unprotected speech” might not be enough because Hazelwood so muddied the concept.
5. If the disagreement is not over a legal consideration, the adviser urges students to consider the “red light” or similar questions raised by The Poynter Institute to see how various stakeholders might react if the material is published. Students see and consider the possible outcomes of publication and discuss with the adviser ramifications of their actions.
6. Adviser and students continue to discuss and explore alternative approaches until they reach a point of no possible agreement.
7. This process fulfills the adviser’s commitment to advise, not to make or require decisions, and to be cognizant of his/her responsibilities to school and students.
The Journalism Education Association reiterates its position that prior review and prior restraint violate its Adviser Code of Ethics and educational philosophy.
Additional links and resources:
• 10 Tips for Covering Controversial Subjects from the press rights commission website
• Questions advisers should ask those who want to implement prior review from commission blog
• JEA’s Adviser Code of Ethics from the commission blog. Scroll to the bottom
• JEA’s statement on prior review from the JEA website
• Results of a Master’s study on prior review and publication awards from the commission’s website
• Resources from the press rights commission on developing professional standards from press rights website
• NSPA Model Code of Ethics for student journalists from NSPA’s website
Read MoreResources
Reporting censorship checklists
Resources for journalism educators and students to use when reporting censorship incidents.
• Censorship checklist for advisers
• Censorship checklist for students
Teaching resources for press rights and ethics
Summaries and resources for journalism educators and empowered journalism leaders. These resources are good starting points for those who need materials to supplement their programs.
Web sites about the use of anonymous sources
- http://www.ajr.org/Article.asp?id=1596 (This article from the American Journalism Review discusses the controversy surrounding the O.J. Simpson case. It presents individual viewpoints on the pros and cons of using anonymous sources.
- http://www.poynter.org/column.asp?id=49&aid=64013 (Links to several sources related to the usage of anonymous sources, including a survey which showed that several professional publications never allow them, are part of this article.)
- http://www.nytimes.com/2009/03/22/opinion/22pubed.html (Clark Hoyt, the public editor for the New York Times discusses how difficult it is to follow the paper’s anonymous quote policy.)
- http://www.apme.com/committees/credibility/052705anonymous.shtml (The Associated Press presents three guidelines as to when anonymous quotes would be acceptable. The AP says reporters should always proceed with the assumption that all quotes will be on the record.)
- http://www.usatoday.com/new/opinion/columnist/neuharth/2004-01-16-neuharth_x.htm (Three reasons why the Associated Press allows anonymous sources in this article might be guidelines for student publications. The site also defines “on the record, “off the record,” “background” and “deep background.”
Web sites about prior review and prior restraint
- http://ncacblog.wordpress.com/2009/03/04/1845/ (The National Coalition Against Censorship created this blog about prior review. It has a link to another article entitled “Prior Review—A Student Press Nightmare.”
- http://www.jea.org/about/statements.html (This site takes you to JEA’s home page and provides links to JEA Policies, including ones on prior review, the advisers code of ethics and a position statement on photo manipulation.)
- http://legal-dictionary.thefreedictionary.com/Prior+Restraint (The Free Dictionary defines prior restraint and presents a history of its usage since the NEAR V. MINNESOTA)
Web sites about libel
- http://www.expertlaw.com/library/personal_injury/defamation.html (Aaron Larson from ExpertLaw defines defamation, libel and slander. He also goes into the defenses available for anyone accused of defamation, and he defines public figures.)
- http://www.utsystem.edu/ogc/intellectualproperty/libelfrm.htm (This source raises questions to help determine if someone has been libeled. It also includes possible defenses against claims of defamation.)
- http://journalism.about.com/od/ethicsprofessionalism/a/libel.htm (The basics of libel and libel law are clear in this article. In addition, it clarifies the differences between public officials and private individuals, and it discusses the Times vs. Sullivan U.S. Supreme Court case.)
- http://techdirt.com/articles/20090329/2229284297.html (The article on this site discusses copyright and libel questions as they relate to Twitter. The author discusses two cases and concludes that “we’re in for a long series of lawsuits and legal threats to do with Twitter messages.)
- http://www.legaline.com/2009/02/think-you-know-libel-law-think-again.html (The Noonan v. Staples case in a federal appeals court in Boston ruled that truth is not always an absolute defense against libel. A true statement said with malice can still be libelous. Media Law discusses this case in a blog about freedom of the press.)
Web sites about photo manipulation
- http://www.cs.dartmouth.edu/farid/research/digitaltampering/ Photo tampering has occurred throughout history. This site shows tampering of photos from 1860-2009.)
- http://graphicssoft.about.com/od/digitalphotoethics (Faked photos are becoming harder to detect, according to this site, which includes the National Press Photographer’s Code of Ethics Statement of Principle. There’s also a link to an article by Bonnie Meltzer, entitled “Digital Photography: A Question of Ethics.)
- http://sree.net/teaching/photoethics.html (This site includes “famous” examples of digitally manipulated photos. It also has links to other articles about this topic.)
- http://weburbanist.com/2010/01/02/mind-bending/ (Erik Johansson shows on this site how one can create surprising images by combining art with digital photos.)
- http://www.aphotoeditor.com/2009/09/18/is-photo (This essay discusses the question “Is Photo Manipulation Bad for Photography?” He concludes by saying when someone asks if a photo is real, the answer should be “yes.”)
- http://www.poynter.org/content/content_view.asp?id=47384
- (Ken Irby from the Poynter Institute discusses the manipulation policy of the Sarasota Herald-Tribune in this article. The article also provides links to other policies, including ones by the Washington Post, the New York Times, the St. Petersburg Times, and the Kansas City Star.)
Web sites about Invasion of privacy
The First Amendment Handbook, The Reporters Committee for Freedom of the Press
http://www.rcfp.org/handbook/c02p01.html
This resource explains the five different kinds of Invasion of Privacy as they relate to the practice of journalism: Intrusion, publication of private facts, false light, and misappropriation.
Libel & Privacy Invasion
http://www.splc.org/legalresearch.asp?maincat=4
This resource is thorough and specific to issues concerning the student press. Topics include:
1. A Dozen Tips to Avoid Being Burned by a Hot Story
2. SPLC Legal Brief on Invasion of Privacy Law
3. Saying ‘Yes’ – What the law says about minors ability to consent without parent permission
4. Special Delivery – A legal guide to handling and publishing material that has (possibly) been illegally obtained and provided by third parties
5. Surveying the Law – A legal and practical guide for student media wanting to conduct and publish news and opinion surveys on campus
Web sites about invasion of privacy
- http://www.rcft.org/photoguide/ninekeys.html (In this photographer’s guide to privacy article, the author suggests nine points to consider to help avoid invasion of privacy lawsuits.)
- http://www.ehow.com/how_2124040_avoid-invasion-privacy-charge.html (By reading this article, readers will be able to distinguish the difference between journalism that creates liability for invasion of privacy and journalism that is protected by state law and the First Amendment.)
Copyright
1. www.templetons.com/brad/copymyths.html
10 Big Myths About Copyright
This essay clarifies 10 copyright myths facing anyone in publications. It assumes you know at least what copyright is— basically the legal exclusive right of the author of a creative work to control the copying of that work.
The site asks the question, provides the true/false answer and then offers a clear explanation of the reasoning behind the decision. It could be particularly useful as you begin a discussion of copyright.
2. www.splc.org/legalresearch.asp?maincat=6
The definitive document on copyright as it relates to student media, the Student Media Guide to Copyright Law provides basic copyright information written in simple terms. Parody, fair use, trademark, patent laws and plagiarism are also discussed. The SPLC Copyright Duration Calendar allows students to determine if materials are still under copyright protection.
3. www.jeadigitalmedia.org/law-and-ethics/online-law/85-copyright-plagiarismandaudiomaterial.org
This site provides specific information about copyright as it relates to music and audio. It offers several resources student may use to acquire public domain music.
Accuracy and fact checking
1. www.kcnn.org/principles/accuracy
The Knight Citizen News Network hosts an extensive site on fact checking. A variety of presentations including a slide show of reporters discussing the fact-checking process, a screencast of how to make corrections, a tip sheet, confessions of mistakes made all round out the materials presented.
Lesson plans, complete with objectives, activities and supportive materials provide quick access to fact checking projects. A Guide to the Lesson Plans offers information on how to implement the plans. Materials include a dictionary, tools of the trade with five tips to avoid deception, a guide to fact checking and a guide to help determine accuracy of internet sources. Subject matter is taken from professional publications but is up to date and entertaining for students. Interactive activities include puzzles, mysteries critical thinking. Teachers may want to adapt some of the content for scholastic journalism.
3. www.wikihow.com/fact-checik-a-wikihow-article
Offers tips for fact checking the accuracy of information found on Wiki.
4. www.unc.edu/~ffee/teaching/accuracyhtm
Knight Professor of Editing at Ohio University Frank Fee offers 44 practical tips to guarantee greater accuracy in stories. It’s a good resource for teachers.
For additional information a great source is Chip Scanlon’s NewsU course Get Me Rewrite: the Craft of Revision. Information about that course is available at www.NEWSU.org
6. Detroit Free Press Accuracy checklists
http://www.editteach.org/special/editingthefuture/07_Holt/handouts/DetFreePAccuracyChecklist.pdf
This list by John X. Miller is through and helpful.
Resources for First Amendment Rights for students
1. http://www.splc.org/legalresearch.asp?maincat=1
This provides links on press rights for students at public and private junior high and high schools
It includes links for virtual lawyers and had the top ten questions students ask and their answers.
2. http://www.firstamendmentcenter.org/about.aspx?item=glossary
This glossary defines terms relevant to First Amendment issues. It has a search site for more information.
3.http://www.highschooljournalism.org/teachers/lessonplans/detail.cfm?lessonplanid=295
This provides lesson plans for a unit on student press law and ethics. It was prepared by Carolynne Knox, Ruidoso High School, Ruidoso, N.M.
4. http://www.gallup.com/poll/17281/censorship-teens-bow-school-control.aspx
This poll gives statistics on student opinions about control of content of student publications.
Journalistic Ethics
1. www.highschooljournalism.org
–Decisionmaking
“Journalistic Scenarios” by Jeff Nardone, Grosse Pointe South High School, Grosse Pointe, MI
Lesson plan that provides list of editor/editorial board decisions for students to answer
–Editorial Writing
“Editorials on Ethical Issues” by Mark Waldeland, Prior Lake HS, MN
Detailed unit plan (Scholastic Journalism text) includes references
–Journalism Ethics
“An Ethical Framework for Journalists” by Karl Grubaugh, Granite Bay High School, Granite Bay, CA
•Lesson plan (three days plus) to help students practice making ethical decisions using real-life situations and how editors really handled the challenges
• “Lessons to be learned: The Importance of Attribution, Accuracy and Honesty”
by Jennifer Seavey, Thomas Jefferson High School for Science and Technology, Alexandria, VA
•Lesson plan addresses importance of accuracy and honesty as related to ethical practices. Includes resources to Janet Cooke, Stephen Glass, Mike Barnicle plagiarism case studies.
• “Defining a Code of Ethics” by Amanda Gentine, Learning Enterprise High School, Milwaukee, WI
From definition to values, this lesson plans details content and timeline for a relevant look at ethics complete with brainstorming ideas.
• “Ethics and Hazelwood: What Student Journalists Should and Could Write” by Lance Dillahunt, East Hampton High School, East Hampton, NY
Lesson plan directs students to consider relationship of code of ethics to Hazelwood and Tinker decisions.
Ethics and Diversity
•Everyday Ethics by Kelly McBride
Articles/columns related to current situations involving the media. Resource for advisers and students
•Guiding Principles for the Journalist by Bob Steele
Concise coverage including commentary and analysis
•Covering Victims: Storytelling with Power and Respect by Bob Steele
Real-life case of ethical decision to run or not run a graphic photo of teenager shot to death. Steele discusses the dilemma, arguments and relationship to ethical decisions
•Online Journalism Ethics: Guidelines from the Conference
Discussion of online ethics following a conference at Poynter in 2006. Reference to Bob Steele’s article, “Helter Skelter no More: An Evolving Guidebook for Online Ethics”
•Ask These 10 Questions to Make Good Ethical Decisions
Bob Steele of Poynter Institute offers 10 questions to springboard critical thinking of journalism ethics.
•Tip Sheet Archive
Recently archived stories from ethics blogs and chats on topics ranging from photo manipulation to comparison/contrast of two suicides, two newsrooms and two decisions. (2004-2009)
•10 Steps to Better Decisions on Deadline
Jacky Hicks addresses leadership skills and ethical practices to improve publications
3. www.asne.org
•No Train, No Gain
A link to ethical resources
•The American Society of News Editors Collection of Ethics Resources
A link to codes of ethics at news organizations and professional journalistic associations
4. www.spj.org
At home page go to ethics link for countless teaching tools, resources and case studies.
•News Ethics in the Digital World
Article discusses updates in code of ethics to include online journalism including facebook and twitter
Websites for Malice
1. http://www.answers.com/topic/actual-malice
This site discusses the New York Times Co. v Sullivan Supreme Court case in 1964 and how it relates to malice. The court said that the term “actual malice” was confusing, so judges should use the phrases “knowledge of falsity” and “reckless disregard as to the truth.”
This site is a complete glossary of terms related to malice—perhaps more terms than you would want to teach, but it’s all here.
Advertising
http://www.splc.org/report_detail.asp?id=1492&edition=49
This site gives legal advice on frequently asked questions about advertising and many other legal issues.
FERPA
http://www.ed.gov/policy/gen/guid/fpco/ferpa/mndirectoryinfo.html
This shows that the U.S. Dept. of Education shows exclusion of FERPA information for use in yearbooks, production programs, honor lists and team listings unless parents have specifically asked their students be excluded. It does not mention other student publications but a yearbook is definitely a students publication so a school newspaper might be included as well certainly as to information about sports teams and school productions.
http://splc.org/legalresearch.asp?id=77
This 2005 Student Media Guide to FERPA can help. However, this law and its applications change often. The Student Press Law has up to date information about cases, etc. Go to http://splc.org and search FERPA from their site for the newest information. Contact them for specific questions about a local situation. The law is scheduled to be updated so you need to keep current.
http://www.studentpress.org/nspa/trends/~lawspring00hs.html
This site from 2000 gives some guidelines. It says as follows:
Where the new policies directed at student media miss the mark is that FERPA only restricts the release of information by school officials. Outside parties – including student reporters, who are neither employees nor agents of the school – are not covered by the law. As the U.S. Department of Education, the agency charged with enforcing FERPA, has said: “FERPA was not intended to apply to campus newspapers or records maintained by campus newspapers. Rather, FERPA applies to ‘education records’ maintained by an educational agency or institution, or by a person acting for such agency or institution.”
JEA Position Statements: Prior Review
The Journalism Education Association, as the nation’s largest association of scholastic journalism educators and secondary school media advisers, denounces the practice of administrative prior review as serving no legitimate educational purpose. Prior review leads only to censorship by school officials or to self-censorship by students with no improvement in journalistic quality or learning.
Better strategies exist that enhance student learning while protecting school safety and reducing school liability.
School administrators provide leadership for just about every dimension of schools. They set the tone and are crucial in a meaningful educational process. Undeniably, administrators want their schools’ graduates to be well-educated and effective citizens. Often, school or district missions statements state this goal explicitly. JEA supports them in that effort.
So, when the Journalism Education Association challenges the judgment of administrators who prior review student media, it does so believing better strategies more closely align with enhanced civic engagement, critical thinking and decision-making.
Prior review by administrators undermines critical thinking, encourages students to dismiss the role of a free press in society and provides no greater likelihood of increased quality of student media. Prior review inevitably leads to censorship. Prior review inherently creates serious conflicts of interest and compromises administrator neutrality, putting the school in potential legal jeopardy.
Without prior review, administrators retain better strategies that support journalism programs. Such approaches include:
• Working with students cooperatively to be good sources for stories
• Hiring qualified advisers and journalism teachers
• Building trust in the learning and communication process in a way that also lessens liability concerns of the school system
• Offering feedback after each publication
• Increasing dialogue among school staff and students, thus encouraging outlets of expression that strengthens school safety
• Expanding school and community understanding and appreciation of the value of free – and journalistically responsible – student media
• Providing necessary resources to support and maintain publication programs, including financial support, master schedule preferences, development opportunities and time
These strategies, and others listed below can enhance the influence of administrators without intruding on student control of their media as outlined by court decisions and the First Amendment.
Administrators can and should:
• Foster appreciation for America’s democratic ideals by inspiring students and their advisers to practice democratic principles through free student media
• Hire the most qualified educator to teach and advise or help one without solid journalism background become more knowledgeable. This allows the educator to provide training so students can better become self-sufficient as they make decisions and practice journalism within the scope of the school’s educational mission and the First Amendment
• Trust and respect their advisers, their student media editors and staff as the students make decisions
• Maintain dialogue and feedback to protect and enhance student expression, to afford students real input in the process, and to broaden their opportunities to excel
Teachers and advisers can and should:
• Model standards of professional journalistic conduct to students, administrators and others
• Emphasize the importance of accuracy, balance and clarity in all aspects of news gathering and reporting
• Advise, not act as censors or decision makers
• Empower students to make decisions of style, structure and content by creating a learning atmosphere where students will actively practice critical thinking and decision-making
• Encourage students to seek other points of view and to explore a variety of information sources in their decision-making
• Ensure students have a free, robust and active forum for expression without prior review or restraint
• Show trust in students as they carry out their responsibilities by encouraging and supporting them in a caring learning environment
Student journalists can and should:
• Apply critical thinking and decision-making skills as they practice journalistic standards and civic responsibility
• Follow established policies and adopt new ones to aid in thorough, truthful and complete reporting using a range of diverse and credible sources
• Seek the advice of professionally educated journalism advisers, teachers and other media resources
• Maintain open lines of communication with other students, teachers, administrators and community members
• Operate media that report in verbal and visual context, enhancing comprehension and diverse points of view
• Develop trust with all stakeholders – sources, adviser, administration and fellow staffers
JEA Board of Directors
Adopted April 16, 2009
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45words
Go to the Student Partners blogsite.
12 students selected as Press Rights partners
The Scholastic Press Rights Commission will select and list students selected as Student Partners, serving to promote First Amendment awareness and help students fight censorship battles through the 45words initiative:
Download the Editor’s Emergency Toolkit as highlighted at the JEA/NSPA journalism convention. More information about the toolkit can be found here.
You can follow the group on Facebook and on Twitter at http://twitter.com/45words .
45 words. 5 freedoms. 1 amendment.
Check out our Quicktime movie on 45words.
STUDENT PARTNERS JOIN JEA PRESS RIGHTS COMMISSION
TO ENGAGE AMERICA’S YOUTH IN FIRST AMENDMENT DIALOGUE
Journalism Education Association’s Scholastic Press Rights Commission created Student Partners as a way to help students connect with their peers to support, protect and spread awareness about the First Amendment.
February 23, 2010 (Manhattan, Kan.) – Just in time for Scholastic Journalism Week, JEA’s Scholastic Press Rights Commission (SPRC) introduces a new student group called Scholastic Press Student Partners. Students represent schools from Arizona, California, Indiana, Minnesota, Missouri, Pennsylvania, and Seoul, Korea.
The eight public and private high school students were selected from applicants nationwide (and some international schools) to promote First Amendment awareness by opening dialogue with other students around the country via Facebook and Twitter. In addition to planning and hosting press rights events at local, state and national conventions, the team is creating a scholastic press rights awareness campaign entitled 45words. They can be followed on Twitter at http://twitter.com/45words and the Facebook group is 45words. Although the group has already held meetings over the web, it plans to launch nationally April 15 – 18 at the Journalism Education Association/National Scholastic Press Association Convention in Portland, Ore.
Each of the students wrote essays that accompanied their applications, sharing their thoughts about the First Amendment. Some of them have experienced censorship, while others have enjoyed all of the freedoms guaranteed to the professional media. See their individual statements below:
Morgan Brewster (The Mustang Express, Multi-media Editor) of Sunrise Mountain High School in Peoria, Ariz. says the First Amendment means freedom, “Freedom to express myself anyway that I want, whether by speaking out in one of my classes, to writing about controversial topics in my articles, to practicing a religion which I believe in.”
Christopher Kim (The Tiger Times and Kaleidoscope, Copy Editor) Seoul International School, Seoul, Korea believes the public has a right to the truth though some truths are ugly. “The First Amendment guarantees our right to talk about these ugly truths; the court is there to expose those who misuse these rights and whereas there have been cases of libel and otherwise unethical practices, there are far more cases of important truths being revealed for all to know. The risk is one we have to take.”
Zachary Knudson (The Crier, Managing Editor) of St. Francis High School, St. Francis, Minn. wants to continue to fight to keep student press rights for students in his own community and to broaden the reach into other communities in the state and nation. “It is important that we have students fighting with a passion to keep and inform other students of our rights to free press,” he said, “So that we will not be shushed or written off as unqualified to report because of age.”
Meghan Morris (The Spoke, Assistant Managing Editor) of Conestoga High School in Berwyn, Pa. quoted John Milton. “‘Give me the liberty to know, to utter, and to argue freely according to conscience, above all liberties.’ This liberty is the essence of the First Amendment, and the core of journalism. Through freedom of the press and speech, journalists have the power to better our democracy, an influence that few Americans ever have, and an influence that too few high school students fully understand. As a Scholastic Press Student Partner, I will raise awareness of the First Amendment and its relevance to both high school journalists and high school students in general.”
Zoe Newcomb (The Broadview, News Editor) from Convent of the Sacred Heart High School in San Francisco, Calif., has experienced censorship first-hand and said, “The job of a journalist is inform people about the events around them that are important, a job which cannot be done without the rights given to us by the First Amendment. I think a lot people take for granted the gift of freedom that we are given — so many people around the world do not have that luxury. I want to be involved in what goes on around me, and not just be a bystander.”
Ted Noelker (Central Focus, Managing Editor of Multimedia) of Francis Howell Central High School, St. Charles, Mo. wants to be a part of any effort against censorship, having seen the effects of censorship on others and within his own publication. “Censorship is an action which I believe occurs all too often unjustly. I know the hard work that goes into making a high school newspaper, and I know of the frustrations of having that work carelessly tossed aside under inadequate reasoning. I wish to offer my support in resisting acts of censorship in high school publications.”
Sara Rogers (The Hi-Lite, Cover Story Editor) of Carmel High School, Carmel, Ind. said the freedom of the press allows her to thoroughly fulfill her duties as a journalist every day without hesitance. “While I don’t seek out controversial topics, it is important to me that when those issues do arise I am able to cover them. As a journalist, it is my job to educate and inform students and other receivers of our 5,000-circulation publication. I’ve always considered my voice and pen my two most important tools. I am grateful every day to have the opportunity to speak my mind freely. Seeing the oppression and censorship of other countries really solidifies my drive to preserve the rights and freedoms stated in the United States Constitution.”
Joseph Weber (The Kirkwood Call, Features Writer) of Kirkwood High School in Kirkwood, Mo. said, “From the moment I wrote my first story for The Kirkwood Call, I knew where I belonged. Going out of my way to get an interview, staying up until 2:00 a.m. to finish a story, it has become my passion. Where most high school students have no idea what they are going to do when they leave school, I already see my future: A journalist. But the journalism world is changing more drastically than ever. It is up to my generation to lead it in the right direction. Some may see the newspaper as a dying industry, but I see an opportunity to reshape how everyone receives, uses and appreciates the world of journalism.”
Founded in 1924, Journalism Education Association (JEA) is a volunteer organization that supports free and responsible scholastic journalism by providing resources and educational opportunities, by promoting professionalism, by encouraging and rewarding student excellence and teacher achievement, and by fostering an atmosphere which encompasses diversity yet builds unity. For more information about JEA go to www.jea.org .
The Scholastic Press Rights Commission is a group of JEA members who help educate, advocate and empower student journalists to use their voices and find a role in their schools, their communities and their democratic society. In addition to student support, JEA SPRC also provides information and resources to teachers and administrators. For information on SPRC go to www.jeapressrights.org.
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