Listening with a skeptical ear:
A lesson on how to check out
source accuracy and credibility
Title
Listening with a skeptical ear: A lesson on how to check out source accuracy
and credibility
Description
Tis the season.
With candidates jostling for positions in the 2016 presidential election and numerous state, local races taking shape and issues developing readers and viewers face an onslaught of information not limited to politics.
Student journalists must able to separate valid from questionable information and know how to determine if sources and their messages are credible.
Objectives
• Students will be able to evaluate information they obtain and pass on
• Students will be able to identify and find credible sources to verify information
• Students will apply approaches and skills from the exercise and create ethical guidelines and procedures for skeptical knowing.
Common Core State Standards
| CCSS.ELA-Literacy.RI.9-10.1 | Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. |
| CCSS.ELA-Literacy.RI.9-10.4 | Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). |
| CCSS.ELA-Literacy.RI.9-10.8 | Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. |
| CCSS.ELA-Literacy.RI.11-12.7 | Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. |
Length
150 minutes
Materials / resources
• Watching only Fox News makes you less informed than watching no news at all
• Blur: How to know what’s true in the age of information (book review)
• Journalist Bill Kovach about the new book ‘Blur’
• Blur: How to know what’s true in the age of information
• Missouri sheriff’s ‘In God We Trust’ patrol car decals spark church vs. state debate
• “Ask these 10 questions to make good ethical decisions”
Materials referenced/used
In addition to the materials linked, we would urge teachers to check out these two books for a more detailed look at skeptical knowing and a new look at the mission of journalism.
• Blur: How to know what’s true in the age of information overload, Bill Kovach and Tom Rosenstiel, Bloomsbury, 2010
• The Elements of Journalism, Bill Kovach and Tom Rosenstiel, Three Rivers Press, 2007.
Lesson step-by-step
Pre-Day 1
- Assign students the “Watching only Fox News” study and tell them to plan to discuss it the next day. Focal points could include what helps them feel confident in what information they gather personally? How does that compare with information they gain from sources they interview or research?
- Have students make a list of the sources/information they trust and why they trust it. Tell them you will ask them to talk about how they tell what information, as well as news sources, they consider reliable, credible and thorough.
- Have students read and be ready to discuss the three resources summarizing information from Blur, by Bill Kovach and Tom Rosenstiel.
- Blur: How to know what’s true in the age of information (book review)
Day 1
Introduce students to the idea of “skeptical knowing” by sharing the Blur links. Discuss the content of the Blur resources. Ask students to talk about the questions they would use to verify issues they had with sources or stories. Then address their verification procedures. As the discussion continues, give them the Question Checklist to compare with their responses.
Review “skeptical knowing” points from Blur with students.
Give students the “Missouri sheriff’s ‘In God We Trust’ patrol car decals spark church vs. state debate” and ask them, for Day 2, to check out the information and be able to discuss the accuracy and believability of it. How through is the story? Is there enough information to judge completeness and context? What, if anything, do they feel is missing? What might they want to see added? They can also use the Question checklist.
Day 2
Discuss the story and student responses. As students discuss their choices, share with them the “10 questions” article from Poynter.
As a culminating group exercise, have students design ethical guideline(s) concerning “skeptical knowing” of information gathering and sharing as well as procedures students develop that they can apply.
Access instructions and how to use the ethical guidelines-staff manual approaches and a model of what the concept would look like.
Assessment
The guidelines and procedures will be compiled and added into the staff manual after discussion by student media staffs.
The Question checklist for Day 2 (see handout)
Once students have read the stories, urge them to consider the following questions:
- What sources are used in the stories? Why should I believe them? What additional sources might add depth, more information? How many sources are used?
- How would students check the credibility and reliability of sources and information?
- What level of sourcing are we dealing with: experts, authorities, knowledgables, reactors?
- Are the reporters asking these sources questions they are qualified to answer reliably? Are the sources speaking within their fields of expertise?
- Which information and which stories do they consider the most reliable? Credible? Why?
- Which the least, and why?
- Is the information complete, or what information is missing?
- Is there a clear line between fact and speculation?
- Does the information in the story have a context? Can the reporter – and the audience – understand the impact of that context?
- What criteria do they use to determine credibility of information? Of sources? Is there reputable verification of the information?
- How important is their understanding of what words used in the stories mean? Are words and facts used in a context that helps understanding?
- Am ‘I as a journalist’ learning what I need to, and is the audience?
- What have they learned from this activity they can use to improve their own reporting?
- How did the “skeptical knowing” process help them look at the stories and understand the newsgathering and sharing, process? Understand sourcing?
- Which of the stories helped you make sense of the situation? Why?
What questions can students add to the list?
Differentiation
The assignment can be expanded to three days by having students do readings and some work during class, leaving the second day for drafting ethics guidelines and staff manual procedures.
A second option could shorten processing time by giving them Day 1 materials and work to be done outside of class and doing Day 2 in class.
Read More
Limits to taking a stance
in front page design?
Title
What are the limits to showing support/opposition of timely events or issues in design elements on news pages?
Description
Was it OK for student newspaper to Rainbow Filter its Twitter profile pic?
Student journalists have always been taught standards of objectivity. The recent U.S. Supreme Court decision on same sex marriage led at least one publication, The Daily Evergreen of University of Washington, to make a statement in its nameplate.
How should scholastic media handle similar advocacy? What are the ethical and philosophical issues. Should student media show advocacy positions in news slots? Can students design ethical guidelines and procedures for staff manuals concerning the issues?
Where to draw the line on advocacy journalism?
Objectives
• Students will be able to examine controversial issues and reach reasoned decisions and exhibit critical thinking skills
• Students will be able to identify key points in controversial issues and effectively explain their decisions
• Students will be apply skills of critical thinking and ethical research to reach guidelines and procedures to guide their media to handle controversial issues.
Common Core State Standards
| CCSS.ELA-Literacy.RI.9-10.5 | Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). |
| CCSS.ELA-Literacy.RI.9-10.2 | Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. |
| CCSS.ELA-Literacy.RI.11-12.1 | Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. |
| CCSS.ELA-Literacy.RI.11-12.3 | Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. |
Length
150 minutes
Materials/resources
Lesson step-by-step
Day 1
Ask students what they know about the 2015 U. S. Supreme Court decision legalizing gay marriage, Obergefell v. Hodges.
In the discussion, the teacher or an appointed student should write student comments on the board.
Next, assign the reading, After Gay Marriage Ruling, Was It OK for Student Newspaper to Rainbow Filter Its Twitter Profile Pic? Direct students to follow the links and read the comments.
Students should read the article and related materials and prepare three questions about the reading for class discussion. They should also answer this question for the next day: Was It OK for Student Newspaper to Rainbow Filter Its Twitter Profile Pic?
Urge them to do additional research on their own to help provide support in preparing an answer to their question. They could search the terms journalistic objectivity, journalism ethics, advocacy journalism or follow any of the links in the reading. They can use these searches to add to their three questions.
Day 2 (would be Day 1 if using the Differentiation)
Discussion of the question and related issues can be in small groups or as a large group. Take steps to see that all participate. The question they would comes to consensus is: Would it be OK for student media to showcase a position in the design or presentation of its news format?
Student answers to the question might not be as important as looking at the process used and discussion toward reaching consensus on an answer. The philosophical question behind the exercise is Where to draw the line on advocacy journalism?
Take the time needed so all students have a chance to be heard and to ask questions in large group or smaller teams.
Once adequate time has been given to discussion, set the stage for decision making on Day 3, which will involve the group drafting ethical guidelines and staff manual procedures that would cover the question.
The product would be approved by the student media staff (if different from the class) and added to the staff manual.
Day 3
Either in a large group or in smaller groups, draft ethical guidelines and staff manual procedures on the question.
Access instructions and how to use the ethical guidelines-staff manual approaches and a model of what the concept would look like.
Discuss the drafts and reach consensus.
Differentiation
The activities can be carried out in large groups or small groups.
Read MoreShould news media neglect events or people?
Title
Should media ever not report events or personalities? What ethical issues are involved?
Description
The Huffington Post recently announced it would only report Donald Trump’s bid for the Republican nomination for president on the entertainment pages.
Historically, many would argue this decision runs counter to the journalistic concept of objectivity. Others argue journalism’s changing roles and thinking of what is news preclude “events” simply designed for attention, without substance.
Working on this question can lead to clarification of student media roles and concept of what is news and help students begin to develop ethical guidelines for news coverage
Objectives
• Students will be able to define possible roles for their student media
• Students will be able to define and practice definitions of news
• Students will apply concepts and decision making from the exercise and create ethical guidelines and procedures for skeptical knowing.
Common Core State Standards
| CCSS.ELA-Literacy.RI.9-10.5 | Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). |
| CCSS.ELA-Literacy.RI.9-10.2 | Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. |
| CCSS.ELA-Literacy.RI.11-12.1 | Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. |
| CCSS.ELA-Literacy.RI.11-12.3 | Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. |
Length
150 minutes
Materials / resources
Length
2 days
Lesson step-by-step
Day 1
Introduce students to the article (A Note About Our Coverage) from the Huffington Post on not reporting Donald Trump’s campaign for the Republican presidential nomination as political news.
Discuss the issues: objectivity, partisanship, bias, trust, public’s right to know. How do the students react to the Note About Our Coverage and to the idea of not reporting a person or event, and why.
Then share the other readings (That’s a bad idea, Confusion and Donald fires back) with the students and go through similar questions or issues.
To add another view, have students read and discuss link about “clerkism.” Discuss the question whether refusing to report everything someone says is a logical part of journalistic responsibility – or simply showing bias.
Differentiation
Students could do the readings outside class and spend Day 1 discussing the implications and ethics of the questions about “refusing to cover” and “clerkism.”
Day 2
Students will review the previous discussions and prepare to design ethical guidelines and staff manual procedures for their student media about reporting or not reporting events and people.
Access instructions and how to use the ethical guidelines-staff manual approaches and a model of what the concept would look like.
Students will finalize their thinking and share with others on student medial
Read MoreFinding pieces of the puzzle
that is scholastic media
Looking for the pieces to the journalistic puzzle a new year of student media will bring?
Here are some pieces that might help:
• Use of the Panic Button can help with legal or ethical issues.
• Constitution Day materials available around the first of September. Congress mandated schools must provide lessons and activities on Constitutional issues Sept. 17. Check out our past materials and be on the lookout for ones to come this year.
• Need a quick way to start your class each day or once a week? Listen to our Press Rights Minutes with information on a variety of legal and ethical points.
• Facing changes in what you report and how to do so? Our Foundations Project will provide extensive information, lessons and articles on building effective editorial policies, supporting them with strong ethical guidelines which in turn are strengthened by detailed staff manual procedures.
More, including links to SPRC lessons, will come soon.
Read MoreBuilding journalistic foundations:
Adviser’s Institute session materials
Members of the Scholastic Press Rights Commission presented this material July 13 at the JEA Advisers Institute In Las Vegas.
No matter what platform you use, the choice of an editorial policy, ethical guidelines and staff manual can make or break your student media – and consistency is very important.
What you select, and why, does make a difference.
Along with the newest in digital tools and storyforms, training for a new year and new staff should include basics in law and ethics, especially development of editorial policies and staff manuals.
To ensure students understand these legal and ethical foundations before publication, especially with the new roles, we recommend advisers and student staffs do the following:
• Outline goals and mission for your student media
• Train your editors and staff in legal principles across platforms
• Ensure board- and/or publication-level policies are in place
• Train editors and staff in ethical principles across platforms
• Establish, for online or print, a content verification process
• Clarify who owns the content
• Develop guidelines for handling takedown demands.
Weaving editorial policy, ethical guidelines and staff manual into a complementary package develops a foundation of good journalistic practices, beginning with editorial policies.
As our journalistic process changes to include new roles as outlined by Bill Kovach and Tom Rosenstiel in Blur, we need a strong foundation that binds them together.
New roles include: Authenticator, Sense Maker, Investigator, Witness bearer, Empowerer, Smart Aggregator, Forum Organizer, Role Model and increase the importance of having a strong legal and ethical foundation.
We think our policy-ethics-staff manual Foundation will help meet this change.
Resources for you
1. Explanation of the policy-ethics-staff manual idea
2. What’s at stake in policy development
3. Policy talking points
4. When your student media are public forums and when they are not
5. Building your policies
6. Definition of policy terms
7. Questions about forums
8. More questions about forums
9. Foundations-policy package
10. Possible alternative workding samples
11. SPRC model policies
12. JEA board-approved model editorial policy
13. Questions about prior review
Our PowerPoint from the Advisers Institute presentation is below
Link to lesson plan based on the presentation.
Link to model policies
Link to the complete Foundations package