Celebration and grief: Parkland journalists embody importance of student voices during Scholastic Journalism Week
by Kristin Taylor
Normally, Scholastic Journalism Week is about celebrating the hard work of student journalists around the country. JEA spotlights great student coverage, publications staffs wear journalism t-shirts and sweatshirts and show off their mastery of the First Amendment. We make videos to share the inner workings of student newsrooms and get our communities engaged and excited about that work.
But this Scholastic Journalism Week, as our nation reeled from yet another horrific school shooting, the last thing on the minds of student journalists at Stoneman Douglas High School was celebration.
If you haven’t already read Alexandria Neason and Meg Dalton’s Columbia Journalism Review article “In Parkland, journalism students take on role of reporter and survivor,” start there. It describes how Parkland students began to think like journalists even before they had fully evacuated, getting footage and interviewing classmates.
The article describes how newspaper adviser Melissa Falkowski texted her students the next day and “gently nudged them to start thinking about how they might cover the events rapidly unfolding around them,” and how staffers Nikhita Nookala and Christy Ma volunteered to write that first, difficult story, using a Google doc to collaborate from home.
It’s a story about student voice and resilience in the face of unspeakable horror.
I sent this article to all my journalism students and asked them to reflect on its implications, and the conversation we had the next day was powerful. My students expressed their admiration for Nookala, Ma and the other student journalists at Stoneman Douglas. They wondered if they would have the presence of mind to think like journalists in a crisis like that and admired Nookala’s statement that she needed to “do something” to help her community in such a difficult time.
We also looked closely at this passage, which describes one reason why Parkland student journalists felt compelled to report: “This was their story. And telling it was as much about ownership as it was about beginning what will undoubtedly be a difficult reckoning with their own trauma and grief.”
Is there a more powerful statement about the importance of scholastic journalism than that? Seeking the truth while minimizing the harm done to an already traumatized community, being reporters who are also survivors and using journalism to own their community’s stories — these student journalists’ voices were and are important during this crisis.
As a complement to the CJR article, my class also talked about the op-ed in Teen Vogue called “Black Teens Have Been Fighting for Gun Reform for Years.”
The piece asks hard questions about the outpouring of support that the #neveragain movement has received in comparison to the nation’s response to black youth groups “organizing anti-violence rallies…meeting with presidential candidates, proposing policy ideas, participating in national debates, and organizing intensely to advocate for more equitable state and federal gun laws that impact black and brown people.”
Regardless of their personal opinions, this second piece was a great opportunity to talk about the concept of media framing. What role do news organizations have in framing one group as heroic and another as disruptive? Are student newsrooms also guilty of this? Do they have diverse voices in their newsrooms to ensure multiple perspectives? Why are these conversations so crucial to have when deciding how to cover teen activism and national tragedies?
For me, the answer to these questions comes down to this year’s Scholastic Journalism Week theme: “Student Voice, Student Choice.” When we support our student journalists, we support their efforts to grapple with these difficult questions and report as fairly and accurately as they can, making hard decisions about what to cover and how to cover it.
As I’ve listened to commentators marvel at the articulateness and poise of the Parkland students, I have to shake my head. They are amazing, no doubt, but anyone who thinks it’s shocking that teenagers can speak and write well, whether as journalists or activists, hasn’t spent much time around teenagers lately.
I hope no student has to report on a tragedy like Stoneman Douglas again, but I have every confidence they can if they have to. Our job as advisers is to teach our students journalistic skills and ethics, empower them to own their stories and then get out of the way.
There is no truer celebration of Scholastic Journalism Week than that.
Read MorePromoting scholastic press rights legislation: A Blueprint for Success
INTRODUCTION
Educate, advocate, empower: The mission of JEA’s Scholastic Press Rights Committee is clear, active and powerful – the same traits we look for in successful school journalism programs.
As the committee looked to put its mission into action, it worked to honor requests from a number of advisers across the country who asked the SPRC to compile information about state legislation in order to help those interested in enacting laws to protect student media freedoms.
Drawing from a number of excellent sources, such as the Student Press Law Center’s 1990 legislation guide and materials created for past and current state legislation campaigns, the committee originally created the following “blueprint” for advisers in 2012 for students and citizens who want to move forward with a legislative action plan.
This is a new version of that plan. The intent of this version is to create a robust and responsive document that can easily be updated.
Even if successful legislation is not achieved, those who have participated in the process agree it is an incredible opportunity for civic engagement, especially for students. It allows them to experience the legislative process and to know they, as individuals, can make an impact.
Remember, not all student free expression laws are the same and no student free expression law is perfect. Knowing how the state operates is paramount in this process.
The legislation blueprint includes:
- Important steps to take in a legislative action plan;
- Talking points on common student media misconceptions;
- Resource links;
- Links to student expression laws and recommended language;
- Sample news release; and
- Acknowledgements.
This blueprint is intended to be a general guide, given that every state is different. The legislative process may take more than a year; compromises may be necessary, but at least 13 states have successfully secured greater media freedoms for student journalists.
IMPORTANT STEPS TO TAKE IN A LEGISLATIVE ACTION PLAN
Step 1: Develop a core group.
It would take a miracle to get a bill passed with individual supporters acting independently of each other. Student free expression legislation, and the lobbying that goes along with it, requires organization. Form a coalition. Individuals who want to see student media protections in their state should form a coalition to support such a law.
Step 2: Develop the case for for the legislation.
- Why should this be passed now?
- How is this a nonpartisan bill?
- Compile a list of examples of censorship in the state – arguing in the abstract is often ineffective and makes the legislation vulnerable to criticism that it is a “solution in search of a problem.” See this link for an idea on learning what students self censor.
- Craft and disseminate talking points — the “why” of the bill (see talking points below)
- Anticipate the arguments opponents may state.
Step 3: Find sponsor(s)
- Preferred to have one from each party if possible to show this is not a partisan bill.
- Finding a primary sponsor with a journalism connection may contribute to the bill’s success.
- It’s important the legislator understands the depth of need of the bill. The ideal sponsor will not be afraid to spend some political capital on the bill.
Step 4: Draft the legislation
- Know your goals. Will you include public and private? 7-12? Include college and high school?
- Work to include the adviser protection aspect of the bill.
- Look to and provide the other bills and protections:
Rhode Island Law
Vermont Law
- Know the actual drafting of legislation for formal introduction is typically done by an attorney within the legislature, often attached to a particular legislative committee. Make sure the sponsor has contact information for attorneys at the Student Press Law Center who can provide legal background information and analysis on any bill language.
- Keep in contact with the attorneys at the Student Press Law Center who can provide legal background information and analysis on any bill language.
Step 5: Don’t ignore the name
- North Dakota’s bill was named after a well-loved congressman.
Step 6: Find more journalism allies (involve all those included in the bill)
- Look to state school board, principal and local news associations.
- Contact your state news association. See if its lobbyist would help.
- Send a press release to state papers with a clear rationale for why the legislation is needed.
- Follow-up and offer to meet with the media either in person or virtually (depending on location). Explain your position on that issue and why such legislation is important.
- Remember, media outlets may not embrace the legislation. Some may view administrative roles as that of the publisher of news media. In student media, because principals and administrators often function as a state official, their approving content could equate to a state official approving student voices prior to publishing.
- Note that the stance of individual commercial news outlets may be different from the stance of professional journalism organizations.
- Many groups may be supportive including the American Civil Liberties Union, People for the American Way, the National Education Association and the Society of Professional Journalists.
- Keep in mind, however, that certain organizations can be more beneficial in background roles. The core group may need to be selective about other groups with which it chooses to associate. Know the political climate of your state and what kind of coalition will be most politically beneficial.
- On the national level, these organizations also have expressed some willingness to support student free expression legislation in individual states. Some national organizations already have drafted statements of support: Association for Education in Journalism & Mass Communication (AEJMC), National Council of Teachers of English, American Bar Association, American Society of News Editors and the Society of Professional Journalists.
JEA’s SPRC endorses legislation on a state-by-state basis. Contact us here to request an endorsement.
Previous endorsements can be found here.
- University and college journalism departments are another possible source of support.
Step 7: Find legislative allies
- The initial focus should be on legislators on the committee where the bill is likely to be referred, often the education or judiciary committee. Notify advisers if their schools are in those districts if they don’t already know.
- If the bill sponsor is fully engaged, s/he may be very helpful in garnering support from fellow legislators.
- Pay particular attention early in the process to the committee chair, who is the one who will likely decide whether or not the bill receives a public hearing and vote.
- Prepare a concise, one-page statement about the bill with a list of supporting organizations that can be shared in a short meeting.
- Seek bipartisan support if at all possible. Fighting censorship is not a left-wing or right-wing cause, and student free expression legislation should not be a partisan issue.
- Once legislators and the public begin to believe the issue is being pushed primarily by one party, that perception can be difficult to change.
- Show examples of both liberal and conservative censored content.
- Become familiar with lobbyists who may either help or hurt your cause, depending on who they represent. Seek to know who they are and their motives.
- Know their position. If they represent a sympathetic group, say the ACLU, they may be able to feed you information on where certain legislators stand on the issue, or what their concerns are.
STEP SIX: Introduce the bill.
- Legislators in the core group, as well as those who join the effort in step three, will help get the bill sent to a friendly committee when possible. A friendly committee is one where the group can identify at least some support.
- Remember, those who provided feedback from past efforts have discouraged bill introduction in the education committee, saying its members are too closely linked with school administrators’ organizations to be very open to a proposed bill of this nature.
- They recommend a judiciary committee as one that might have a stronger disposition to a civil rights issue. Most states have two chambers in their legislatures, and those involved in past efforts said they selected one or the other to introduce the bill based on where they found the strongest supporters.
- Make sure to have allies in both chambers though. In many legislatures, the House speaker’s or Senate president’s office is responsible for the committee referral process.
Step 9: Two approaches …
Talk with your sponsors about which approach might work better. Collaboration on this is key.
Approach 1:
- Some states have had opposition from school board and principal associations. Meet with representatives from these early in the process to explain the need for legal clarification of the roles of administrators and student journalists. (See second two for talking points.)
- Be aware that your most logical allies may not initially be helpful. For example, professional media outlets sometimes view school administrators as being in the role of publishers. Know that state education unions may poison the water for conservative legislators.
Approach 2:
- In some instances the opposite tactic may be successful: Downplay the legislation and try to avoid publicity whenever possible. While this likely won’t stop formal, organized opposition, it may curb the enthusiasm of opponents and prevent misconceptions from taking hold with the general public.
If there are local school officials who have gone on record in support of a free scholastic press, enlist them. Secure their commitment to testify on behalf of the bill once it is introduced.
Step 10: Host a lobby day
Prior to the lobby day:
- Know many feel this: “I feel like I’m the only person who cares.” Know community is important.
- Invite friends to lobby days.
- Remember, they represent the people in their area. It’s important constituents contact them, so try to find people they represent to visit them on lobby day.
- Examine legislators’ voting records to see what they’ve supported in the past. Find common ground.
- Work to find constituents of those visiting from those on all sides of the bill.
- Make appointments ahead of time, but be flexible. The legislator may get pulled to the floor.
- Review the talking points and counter arguments with those speaking with legislators.
- Set up appointments. Be early and flexible. Bills may come up, hearings might get scheduled, etc.
- Could partner people (put someone new with someone who has experience or for those anxious about meetings).
- Have a meeting point. Maybe your local teacher’s union’s office could host and your student press association supplies lunch and water.
- Update lobby page site with talking points.
- Remember, best way to contact is in person. Second best is phone and third is email or in writing.
Make the stories personal for each legislator.
- They don’t want to hear numbers, they want stories.
- Tell why the bill exists and is needed.
- Tell why it matters to you — even if they disagree with the bill.
- Show the impact of a person from their district.
On lobby day
- Know the talking points.
- Dress appropriately.
- Know the bill number(s).
- Thank them.
- Call them by name.
- Avoid childish threats “I put you here and if you don’t vote my way, I’ll see you’re taken out.”
- Be an adult.
- If they will not support the bill, you can express disappointment.
- End on a high note (Thank you for your time …. ).
- Visit those who are in support of the bill to thank them for their support. Don’t skip the allies. They need encouragement — “Thank you for doing the right thing.” Lift them up. Legislators can feel quite downtrodden.
- Be concise.
- They often will leave the floor to talk to a constituent, but not a random person.
- Be as prepared as possible.
- Know you can ask people to cosponsor or take their names off bills.
- Know the counter arguments.
- Don’t argue or act childish with anyone who opposed the bill. Don’t get combatant. Remember to act respectfully and thank the legislator for the time.
- Opinions are important to them — get them from their community members.
- Don’t be intimidated. They are normal people too.
- Address them properly (with title).
- Only provide verifiable information. If you don’t know something, say you’ll follow-up on the information. You can also ask if it is ok if you put them in touch with the person who knows the information.
After lobby day
- Use a feedback form that states how they will vote and the level of support.
- Send everyone visited a thank you note or postcard — even if the legislator is opposed to the bill.
Step 11: Attend committee hearing
Typically, a legislative committee schedules a hearing on the bill for supporters and
opponents to testify.
Core group members should make a special effort to:
1) Demonstrate as much support as possible for the bill by having a large number of well-mannered individuals attend the hearing clearly identified as supporters (perhaps wearing the same color to show unity);
and 2) select the most articulate students, teachers, commercial journalists, scholars and others to testify in support of the bill.
- It’s helpful if supporters coordinate in advance of the hearing, assigning each person a slightly different perspective to discuss. Select people to testify from varying geographical parts of the state and from schools of different sizes so a broad base of support is clearly evident.
- Those wishing to testify should bring their brief remarks typed up and copied to present to both committee members and the news media.
- Only a few can actually testify before the committee in most cases, and any member of the public who signs up to testify may be called.
- Examine guidelines or rules. Some states may have time limits on speakers.
- Committee chairs may also have their own lists, prepared in advance, of people they want to call for testimony. The core group should pick the best possible representatives to sign up, especially those with stories to tell that legislators might find compelling.
- When opponents of the bill testify, treat them with respect.
- Supporters should anticipate what opponents will say and be prepared to rebut those arguments or neutralize them in advance.
- After the hearing, supporters can hit the committee members hard with phone calls,
- office visits and letters.
- Group members must remember that legislators are working for them and they have both a right and obligation to tell legislators how they would like them to vote – and why.
When and if the bill comes up for a committee vote is usually at the sole discretion of thechair. This can happen as soon as the day of the hearing or many weeks later. Legislatures impose their own deadlines, which supporters should know. Check the legislature’s website oryour sponsor’s office for upcoming hearing information.
Ongoing steps to support the legislation:
Assuming the bill passes out of committee, the same lobbying process should occur at the next level. The core group can send out a sample letter to all the high school journalism advisers in the state scholastic press association, asking them to write their legislators in support of the bill. See sample here.
- Journalism teachers can set aside a block of time for their students to write letters or postcards.
- Could have a letter-writing campaign — even student governments and debate clubs have organized letter-writing campaigns in support of free expression legislation.
Step 12:
- Once the bill passes one chamber, it usually moves into a committee in the other chamber where the process begins again.
- Support must be continuous throughout all of this process. In many states, bills died somewhere along the way. When this happened, supporters had to remind themselves that losing once (or even twice) didn’t mean the battle was over.
- If the bill died, start planning for the next legislative session and work to garner the support of those legislators who went against them the first time.
Conclusion
This is just an introduction to the legislative process and how it has worked in some states. Much more could be said, and other state groups might have vastly different experiences. Elsewhere in this blueprint are supporting materials and lists of individuals and organizations that have been involved in the process already or who have expressed an interest in being involved. We urge you to contact them directly if you would like to know more about their perspectives on the battle for student free expression legislation.
TALKING POINTS ON COMMON STUDENT MEDIA MISCONCEPTIONS
How much is this going to cost schools?
Absolutely nothing. In fact, it might save districts money in the long run by protecting them from legal liability.
Why shouldn’t students be subject to censorship? After all, commercial journalists are subject to editing.
Editors of commercial media news are not employed by the government; the work they edit is work-for-hire. Student journalists are not employed by the school. School administrators are, in fact, government officials. The First Amendment was crafted to protect U.S. citizens from government censorship. Student speech is protected by the First Amendment, as long as it is lawful and does not cause a “substantial disruption” of the educational process. The Student Press Law Center provides the legal definition of what is considered, by law, to be “unprotected speech.”
Commercial journalists do not seek permission from their primary sources to publish information and, in fact, have a longstanding tradition of not letting sources see stories before publication. Administrators are primary sources for student journalists. The temptation to censor can be irresistible for administrators, especially in cases when they do not agree with the subject matter or fear that content might reflect poorly on them and their schools.
Why should we limit the censorship authority of administrators over student media produced on school time with school resources?
Allowing genuine student media outlets that provide students with a meaningful voice on issues that truly matter to them can be a threatening idea to those used to controlling the message. However, we have a First Amendment because, as a nation, we decided that free and independent media play a vital role in our democracy – even if they sometimes are messier than state-controlled media. The fact that student media is produced using school resources does not empower administrators to dictate content. Advisers and administrators are responsible for teaching students so they can make informed content choices.
Fortunately, a number of administrators don’t look upon their student media as adversaries or threats. Instead, they view independent student media as important school assets. They see the value in providing students with forums to express their concerns, and recognize the educational opportunities provided by strong, well-supported student journalism programs.
(The Scholastic Press Rights Committee recommends being able to cite specific examples of support from administrators in your state.)
“A core value of being a journalist is to understand the role of the press in a free society. That
role is to provide an independent source of information so that a citizen can make informed
decisions. It is often the case that this core value of journalistic independence requires a
journalist to question authority rather than side with authority. Thus, if the role of the press in a democratic society is to have any value, all journalists – including student journalists – must be allowed to publish viewpoints contrary to those of state authorities without intervention or
censorship by the authorities themselves. Without protection, the freedoms of speech and press are meaningless and the press becomes a mere channel for official thought.”
– Judge Arthur Tarnow
Dean v. Utica Community Schools
Are schools liable for content in student media?
There has never been a reported court decision where a public school or school district has been held legally responsible for content in student media. This legislation ensures that school districts and school administrators are protected from lawsuits. With this law, students would be legally responsible for content in their media – not school officials or school departments.
Does this legislation give students the right to publish whatever they want?
No. This law does not protect unlawful speech – the same categories of speech that every journalist must avoid (libel, material that invades a person’s legal right to privacy, obscenity as to minors, etc.). The law also imposes an additional category of speech restriction specific to schools: High school students cannot publish speech that would materially and substantially disrupt normal school activities. This establishes a meaningful balance between administrative authority to maintain a safe and effective learning environment and student free speech rights.
What about the questionable stories published in student media?
Such incidents have occurred, but they are certainly the exception rather than the rule. The majority of student media outlets practice journalism in a responsible manner.
The ability to cover important issues without censorship, promotes a safe and healthy school environment. Students don’t just complain about the cafeteria food. They confront real issues, especially those which are relevant to teens. While it may make administrators uncomfortable, students often cite real safety concerns in their schools. They may cite the need for repairs that have been ignored, especially those that are outside the public view to which students have access, such as locker rooms, student bathrooms, and most classrooms. They often bring about change as a result of their vigilance, courage and honesty. The greater good of the students and staff supercedes the reluctance of administrators to hide the truth. They need to be held accountable by the public for not securing a facility properly. Often, board of education members will discover something that they all have read only in the school newspaper, and will investigate the matter once the conditions are exposed.
(The Scholastic Press Rights Committee recommends being able to cite specific examples from your state’s student publications in support of this.)
What effect do free student media have on the school climate?
School communities need and deserve stories that reflect the authentic student experience. Giving students a voice actually can help guard against disruptive and potentially dangerous behavior by shedding light on issues of concern and empowering the powerless. In fact, coverage of sensitive and important issues often can affect positive change.
(The Scholastic Press Rights Committee recommends being able to cite specific examples from your state’s student publications in support of this.)
How do students benefit from involvement in school journalism programs?
The Partnership for 21st Century Skills http://www.p21.org/
The journalism classroom is the perfect setting in which to nurture 21st-century readiness in students. It incorporates critical thinking, problem-solving, communication, collaboration, creativity and innovation.
“To successfully face rigorous higher education coursework, career challenges and a globally competitive workforce, U.S. schools must align classroom environments with real world environments by fusing the three Rs and four Cs.”
Source for entire document:
“Washington Free Student Press Law FAQ” by Mike Hiestand. http://studentpressblogs.org/nspa/?p=183
See it for additional talking points.
Resource list
This resource list is intended to be a repository to help those in various stages of working on New Voices legislation. Please email SPRC Director Lori Keekley if you know of a resource that should be included.
A list of endorsements and studies that support New Voices
https://newvoicesus.com/other-resources/
- Endorsements from:
The National Council of Teachers of English, American Society of News Editors, Society of Professional Journalists, Association for Education in Journalism & Mass Communication (AEJMC).
North Dakota Superintendent Kirsten Baesler says New Voices is working well in her state. She discusses how the New Voices Act is helping administrators and teachers provide a better learning experience for North Dakota students.
- Study
A 2015 survey of 900+ high school journalists by the University of Kansas confirms a link between working in a supportive environment respectful of First Amendment values and an increased sense of civic efficacy (the ability to use media to advocate for change).
- Articles:
“Hazelwood at 25,” published Feb. 6, 2013, in Education Week, by Frank LoMonte.
“High School Students, Teachers Confront Student Media Censorship” by Mark Goodman
“High school students, teachers experience student media censorship“
“High school students, teachers report student media censorship”
Myth Busting pdf can be found at the bottom of the the resources.
Additional articles not included on the list but beneficial:
From the American School Board Journal concerning the importance of a free student press:
http://www.nsba.org/newsroom/american-school-board-journal/asbj-february-2018/student-press
Former SPLC director, Frank LoMonte’s discussion of the issue in the Baltimore Sun, prior to the successful passage of the New Voices act.
http://www.baltimoresun.com/news/opinion/oped/ bs-ed-student-journalists-20160303-story.html
Other resources
JEA Scholastic Press Rights Committee
The SPRC can connect student free expression advocates with scholastic journalism leaders in your state or region and help provide related information.
Student Press Law Center
http://www.splc.org/knowyourrights/statelegislation.asp
The SPLC has collected current and historical information about student free press legislation and has experts who can offer opinions about legislative language. In addition to those listed here, Nevada, Vermont and Illinois have legislation protecting student journalists voice.
“Mythbusting” student free press laws (SPLC)
https://docs.google.com/document/d/1M4DxYtQsIbK4hwbnZl2XPIl7s5dvv7qafO-1m9C6OxI/edit?usp=sharing
The SPLC has published answers to challenges which groups may have to this movement and legislation.
Center for Scholastic Journalism at Kent State University
CSJ hosted a conference on student free expression legislation in 2016. Videos of the panels presented during that event are viewable here.
American Civil Liberties Union
http://www.aclu.org/affiliates
The ACLU’s advocacy on behalf of the civil rights of young people and contacts with state legislators may be useful.
National and regional scholastic press associations http://www.studentpress.org/nspa/
People for the American Way
http://www.pfaw.org/issues/freedom-of-speech
This left-leaning advocacy organization is a defender of student free expression rights.
National Education Association and American Federation of Teachers http://www.nea.org/home/49809.htm
https://www.aft.org/about/state-and-local-websites
The national teachers’ unions and their state affiliates have supported legislation protecting the rights of teachers.
Society of Professional Journalists
http://www.spj.org/chapters.asp
The nation’s most broad-based national organization of working journalists has local chapters around the country that work on press freedom issues.
National Council of Teachers of English
The National Council of Teachers of English is devoted to improving the teaching and learning of English and the language arts at all levels of education. NCTE adopted this official “Resolution on the Importance of Journalism Courses and Programs in English Curricula” at their national conference in 2004: http://www.ncte.org/positions/statements/journalismincurr
National Council for the Social Studies
http://www.socialstudies.org/about
Social studies educators teach students the content knowledge, intellectual skills, and civic values necessary for fulfilling the duties of citizenship in a participatory democracy. The mission of National Council for the Social Studies is to provide leadership, service, and support for all social studies educators.
Center for Information and Research on Civic Learning and Engagement
CIRCLE conducts research on the civic and political engagement of young Americans.
American Library Association
Founded on Oct. 6, 1876 during the Centennial Exposition in Philadelphia, the American Library Association was created to provide leadership for the development, promotion, and improvement of library and information services and the profession of librarianship in order to enhance learning and ensure access to information for all. Included in their strategic plan is a call for “continued work in the areas of … Education and Lifelong Learning, Equitable Access to Information and Library Services, Intellectual Freedom, and Literacy”
SAMPLE EXPRESSION LAWS AND RECOMMENDED LANGUAGE
What should a student free expression law include?
Thirteen states have enacted student free expression laws. The Student Press Law Center has offered its own proposed language for such legislation, which the JEA Scholastic Press Rights Committee endorses. Thus, there are multiple options to choose from for language for student free expression legislation (see state legislation above).
Based on our experience as journalism educators who have participated in these efforts over the last 25 years, and our observation of how those laws enacted have been applied, we (the Scholastic Press Rights Committee) recommend several elements we believe must be included in any proposed legislation:
- A general provision protecting the rights of students to determine the content of the student media they produce. This provision should specify school-sponsored student media, but can include protections for other student speech at school as well. Sample language:
Students of the public schools shall have the right to exercise freedom of speech and of the press including, but not limited to, the publication of expression in school-sponsored publications and other news media, whether or not such media or other means of expression are supported financially by the school or by use of school facilities or are produced in conjunction with a class.
- A provision that clearly spells out the types of student expression that are not protected by the legislation. Vague and undefined language can create more problems than it solves. Clarity is important to ensure that students, teachers and school administrators understand the law to mean the same thing. The example below uses legally defined language and/or includes legal definitions.
Nothing in this section shall be interpreted to authorize expression by students that: 1) is obscene as to minors as defined by state law; 2) is libelous or slanderous as defined by state law; 3) constitutes an unwarranted invasion of privacy as defined by state law; or 4) so incites students as to create a clear and present danger of the commission of unlawful acts on school premises or the violation of lawful school regulations, or the material and substantial disruption of the orderly operation of the school. School officials must base a forecast of material and substantial disruption on specific facts, including past experience in the school and current events influencing student behavior, and not on undifferentiated fear or apprehension.
- A provision that specifically protects student media advisers from retribution based on content decisions that their students have made. Sample language:
It shall be the responsibility of a journalism adviser or advisers of student media within each school to supervise the production of the school-sponsored media and maintain the provisions of this statute. This statute shall not be construed to prevent an adviser from teaching professional standards of English and journalism to the student staff. No journalism adviser will be fired, transferred or removed from his or her position for refusing to suppress the protected free expression rights of student journalists.
- A provision that protects schools or school officials from liability for content decisions students make. Lawsuits based on the content of student publications are extremely rare. But including protection from liability takes away one of the major justifications school officials offer for requiring censorship. Sample language:
No expression made by students in the exercise of free speech or free press rights shall be deemed to be an expression of school policy, and no school officials or school district shall be held responsible in any civil or criminal action for any expression made or published by students unless school officials have interfered with or altered the content of the student expression.
In addition, the Scholastic Press Rights Committee suggests consideration of the following provisions to accompany a legislative proposal:
- A prohibition on school administrators requiring prior review or approval of student media content before publication. The Journalism Education Association finds the practice of administrative prior review educationally unsound and has condemned it in an official policy statement. It also cites the need for teachers to empower student voices in its Adviser Code of Ethics.
Sample language:
No student media, whether school-sponsored or nonschool-sponsored, will be subject to prior review by school administrators.
- Protection for off-campus student speech. The Scholastic Press Rights Committee believes that in order to prepare students for life in a democracy, independent student speech that occurs outside of school should receive the same protection as the speech of any community member.
- Protection for college and university student speech. Several states have included provisions ensuring free media and free speech protection for college students in the same bills that protected high school students. Some believe the public’s strong support for college media freedom will increase the chances of enacting high school protections when they are combined.
Others are hesitant to draw college students, who have generally been afforded stronger First Amendment protection by the courts, into the debate. For more information about student free expression legislation, see the Student Press Law Center’s website.
http://www.splc.org/knowyourrights/statelegislation.asp
SAMPLE NEWS RELEASE
For immediate release
DATE
SAMPLE LEAD GRAPH: (Name of coalition or group), a group concerned with freedom
of expression in (insert your state here)’s public secondary schools, announced today a
legislative campaign to end censorship and prior review of student media by school officials.
SAMPLE QUOTE: “We need to create an atmosphere in which student journalists can undertake the work for which they are ideally suited: addressing the issue of school climate in
our public schools,” said Chairperson (insert name here). “There is a need for real stories that reflect the authentic student experience and for robust coverage of all segments in a school community. We need to harness that power in positive ways that the current climate of prior review and prior restraint will not allow.”
SAMPLE TRANSITION: When school officials engage in censoring student media, they
effectively muzzle students. (Cite specific incidents in your state here, such as censorship of articles about hazing or school violence … )
SAMPLE GRAPH ON SUPPORTING GROUPS: Chairperson (insert name here) said the group will work to introduce a bill in this session of the legislature based on model legislation developed by the Student Press Law Center in Washington, D.C. Among the sponsors for the bill are (insert list and short bios here).
Similar legislation has been passed into law in 13 other states, including Arkansas, California, Colorado, Illinois, Iowa, Kansas, Maryland, Massachusetts, Oregon, Nevada, North Dakota, Rhode Island and Vermont. In addition, numerous school districts across the nation have adopted policies eliminating prior review and prior restraint of student media.
SAMPLE QUOTE: “Student media are where our youth best learn the rights and responsibilities that go with freedom of expression,” (chairperson) said. “If we teach them in high school that the government has the right to tell them what they can and cannot say, they will carry that lesson with them for the rest of their lives. A democracy cannot afford for its citizens to accept that kind of governmental intrusion.”
SAMPLE COUNTER POINT: (chairperson) pointed out that one common argument for administrative control of student media is just plain wrong.
“Administrators often say they are worried about the possibility of being sued over the content of student media. That is true only as long as they control the content. As soon as students take over responsibility for content, students become legally responsible for content.Schools cannot be sued for what students decide to publish in media that have been set free from administrative review. Our bill will underline that point.”
(She or he) said the lawsuit issue is a red herring in any event. There is no published court decision where a school district has been held legally responsible for content published when students were making the content decisions.
“Students have an admirable safety record in that regard,” (she or he) said, explaining that journalism teachers and advisers spend considerable time educating students about both media law and journalism ethics before students write their first stories. “It’s amazing what students can accomplish when they feel a sense of ownership,” (she or he) said. “Unfortunately, under the current situation in our state, that happens too infrequently.”
ACKNOWLEDGEMENTS
Promoting Scholastic Press Rights Legislation: A Blueprint for Success” was compiled by a subcommittee of the Journalism Education Association Scholastic Press Rights Committee during its retreat in March, 2012. This version is an update on this work.
Much of this document is the compilation of material from works by others who have been involved directly or indirectly in crafting and promoting student press rights legislation around the country. This Blueprint draws from these sources the lessons learned from the successes, as well as lessons learned from attempts to pass legislation that did not succeed.
Key to this work are documents from the Student Press Law Center’s archives: Student Free Expression Legislation: Coalition building and lobbying by students and teachers; 1990 (author not identified)
For students, by students: Young journalists with help from legislators, propose anti-Hazelwood bills to restore free press rights; SPLC Report, Spring 2009 (Vol. XXX) Press laws: by Kate Maternowsi
Understanding student free-expression laws: Renewed push to pass state laws as courts chip away at First Amendment rights in schools; SPLC Report, Fall 2007, Vol. XXVIII, no. 3, page 30 (author not identified)
Model Legislation to Protect Student Free Expression Rights; 2000, SPLC Legal ResearchArchives
From the National Scholastic Press Association blog archives:
Washington Free Press Law FAQ, by Mike Hiestand; NSPA News and Notes – It’s the Law, Feb. 1, 2007
For thoughts from administrators who value a healthy and robust student media, see the following articles:
National Association of Secondary School Principals
http://www.splc.org/pdf/principalarticle.pdf
American Association of School Administrators
http://www.splc.org/pdf/aasafreepressarticle2.pdf
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Scholastic Journalism Week: A chance to showcase your voices. Updated daily
Scroll down to see today’s post
Student voice, student choice.
JEA’s Scholastic Press Rights Committee works to promote this theme of the 2018 Scholastic Journalism Week. We’ll take the week to highlight some SPRC materials daily.
Monday, teachers who are looking for some last-minute lesson plans to fit with the theme of embracing students’ First Amendment rights, should check out these lessons from Constitution Day:
Amendment School Dialogue, by Jeff Kocur: Guide your students through a class-sized (or whole-school) dialogue about the five freedoms of the First Amendment. Students will identify and evaluate the impact of the First Amendment in their own lives and the lives of others.
The Importance of an Independent and Active Press, by Matthew Smith: Expose students to the many possible benefits of independent media in a democracy through quotes and video excerpts of world leaders espousing the necessity of a free press. Students will evaluate and discuss their own reaction to these arguments.
Introduction to News Literacy, by Kristin Taylor: The freedom of speech and of the press come with responsibilities, too, and this lesson provides materials for recognizing different types of news media and coverage. Students will examine the credibility of news sources as well as examine their own media habits in order to beef up their news diets and avoid “fake” news.
What’s in Your State Press Law?, by John Bowen and Lori Keekley: As New Voices laws spread across the country to protect student journalists, help your students understand what their state does or does not cover when it comes to student press rights. Students will examine their own law and create a dialogue with stakeholders about the benefits of protecting student publications.
Sharing Your State Law with Others, by John Bowen and Lori Keekley: State laws protecting student press rights mean nothing if students, administrators, school boards and others don’t know what they mean or how they impact the community. For this lesson, students will create an action plan for the various groups in their community about the state legislation.
Student voice, student choice.
JEA’s Scholastic Press Rights Committee works to promote this theme of the 2018 Scholastic Journalism Week. We’ll take the week to highlight some SPRC materials daily.
Tuesday, the Making a Difference project showcases the efforts of scholastic journalists around the country. The goal of the Making a Difference project is to highlight instances of scholastic journalism at its best.
The student editors of The Tower, student newspaper at Grosse Pointe South High School (MI) are MAD (Making a Difference.) In their Jan. 31 editorial, “The End to a Destructive Cycle,” they tackled the Larry Nassar public testimony and the #MeToo movement.
The student editors of Uncaged Student News/UncagedOnline at Stockbridge High School (GA) are MAD (Making a Difference.) Their Feb. 13 editorial, “Sexual harassment is your issue, too” points out that sexual harassment impacts everyone.
Please share your published work showing how your student media covers gun control and how this coverage inspires conversation and, perhaps, promotes change in your school community.
If interested, please use this submission form, which asks for the following:
PDF or URL link to your story or broadcast
- A short statement explaining why this topic was chosen and how it impacted your school community.
- Names of student authors and editors, with email contacts. Permission to post links or PDFs to the JEA Scholastic Press Rights Committee website
The Scholastic Press Rights Committee applauds all student media with the courage to tackle tough issues and to Make A Difference.
WEDNESDAY: Editorial leadership may be the most important aspect of a student media program. This recent Quick Tip explains why staff editorials are a much-needed aspect of any robust journalism program.
Check here tomorrow for material from the SPRC
Read MoreMake it matter: Verification essential
as journalists seek truth QT46
by Kristin Taylor
One key component of every journalist’s ethical code is truth. Given that Oxford Dictionaries named “post-truth” their 2016 word of the year and the president has called venerable traditional news sources “fake news,” getting the facts right is more crucial than ever.
Verifying information is an essential part of the reporting process. Looking at real life examples such as the process NYT reporter Suzanne Craig used to verify Trump’s tax records will help to see the steps responsible reporters take to ensure accuracy.
Being accurate means verifying information gathering in the reporting process. Whether it’s how to spell a name or if the percentages the treasurer is giving you add up to 100, always question and check the facts.
One good method to corroborate “facts” you receive is to make sure others agree. Ask the same question to several sources and make sure you get the same answers. If you don’t, dig deeper.
You should practice identifying verifiable facts in article drafts and create strategies you can use to verify those facts, such as how to check quotes for accuracy without sharing the entire article draft with the source, how to use secondary sources to verify facts, how to check information with multiple sources to provide more context and how to verify images and information on social networks.
Some suggestions:
- Set up multiple deadlines for stories so editors can watch reporters’ progress. This helps cut down on the last-minute rush to deadline when reporters run out of time to verify.
- Be sure all reporters know what to say if a source – particularly a school administrator or an intimidating adult – asks to read a complete story ahead of time. Create a process wh
- ere students can check quotes for accuracy without showing the source the whole piece.Ask multiple sources the same question to make sure their answers line up.
Guideline: Journalists should approach their reporting and interviewing with a healthy dose of skepticism. This doesn’t mean they should trust no one, but it means they should be aware of potential conflicts of interest or barriers to receiving accurate information. Reporters should always verify, even if the information seems incredibly obvious and simplistic. Verifying information is much like fact-checking. Students should seek multiple forms of evidence to confirm information.
Social Media Post/Question: Why is it important for students to verify information as part of the reporting process?
Reasoning/suggestions: One key component of every journalist’s ethical code is truth. That means being accurate, and accuracy means verifying. Whether it’s how to spell a name or if the percentages the treasurer is giving you add up to 100, always question and check the facts.
One good method to corroborate “facts” you receive is to make sure others agree. Ask the same question to several sources and make sure you get the same answers. If you don’t, dig deeper.
Verifying information is an essential part of the reporting process. Looking at real life examples such as the process NYT reporter Suzanne Craig used to verify Trump’s tax records will help students to see the steps responsible reporters take to ensure accuracy.
Students should practice identifying facts that can be verified in article drafts and create strategies reporters can use to verify those facts, such as how to check quotes for accuracy without sharing the entire article draft with the source, how to use secondary sources to verify facts, how to check information with multiple sources to provide more context and how to verify images and information on social networks.
Suggestions include:
- Set up multiple deadlines for stories so editors can watch reporters’ progress. This helps cut down on the last-minute rush to deadline when reporters run out of time to verify.
- Be sure all reporters know what to say if a source – particularly a school administrator or an intimidating adult – asks to read a complete story ahead of time. Create a process where students can check quotes for accuracy without showing the source the whole piece.
- Ask multiple sources the same question to make sure their answers line up.
Resources:
“The Time I Found Donald Trump’s Tax Records in My Mailbox” – Susanne Craig
American Press Institute’s guidelines for verification and accuracy
- Journalism as a discipline of verification
- The Hierarchy of Accuracy
- The Hierarchy of Information and concentric circles of sources
- The Protess Method of verification
New research details how journalists verify information – Craig Silverman, Poynter
Tools for verifying and assessing the validity of social media and user-generated content – Josh Stearns and Leighton Walter Kille, Journalist’s Resource
FactChecking Day – Poynter
Fact-checking resources – SchoolJournalism.org
Are you a journalist? Download this free guide for verifying photos and videos – Alastair Reid
Should journalists outsource fact-checking to academics? – Alexios Mantzarlis
Journalists and their sources – Thomas Patterson (talk at Carnegie)
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Quick Tips index
A summary of SPRC
Forum status of student media
• If you’re developing a new policy, the Scholastic Press Rights Committee recommends using language something like this:
[Name of publication] is a designated public forum for student expression. Student editors make all content decisions without prior review from school officials.
Prior review v. prior restraint
In brief, the Journalism Education Association has found prior review has no educational value. Instead, JEA believes it is simply the first step toward censorship and fake news. Prior review also contributes to self-censorship and lack of trust between students, advisers and administrators. Prior review conflicts with JEA’s adviser code of ethics.
What should go into an editorial policy? What should not?
Editorial policies are the foundations for your journalism program. Often short, these statements address forum status, who makes final decisions of content and prior review.
Student media policy may be the most important decision you make
Students should understand while they can and should adopt best legal practices and ethical guidelines for their publication, the school district’s or school board’s media policy (if one exists) could impact the legal and ethical decisions of student editors.
What do you do in the event of student faculty death?
It’s important to have a guideline in place before a student or staff member dies. Journalists should report a student or staff death in an objective, consistent manner that has been decided when the staff manual is being revised. Choosing what to publish at the time of any tragedy is not wise and can cause staffs to make choices that create problems in the future.
Balance and objectivity are key to reporting
Balance and objectivity don’t mean isolation and a lack of care about people and their stories.
They do mean trying to report all points of view as best you can and providing background and context for the story.
Free press –– why students should make all decisions of content
For students to prepare themselves for their roles in a democracy, they must be able to practice guarantees of the First Amendment, thus knowing they can make a difference.
Avoid senior quotes; give them to senior class for publishing
The question of using senior quotes in student media came up recently on JEA’s listserv. The Scholastic Press Rights committee would urge schools not to run them, but turn them over too the senior class as part of its responsibility.
Should student media publish senior superlatives?
Publishing senior superlatives, if seniors decide they are worthwhile at all, is one of those “traditions” best moved from student media to those who most clearly benefit – the senior class.
So your student media want to do senior wills?
Because senior wills have minimal journalistic value and great potential for damage, they should not be used in school publications.
The issues with April Fools coverage
April Fool’s issues are fake news and can damage student media’s credibility.
Yes, some find them acceptable, but their negatives far outweigh their positives. The ultimate question is are they worth the risks?
Allowing sources to preview content is ethically questionable
The newest reporter on staff chooses to cover the story about the Science Department’s new policy on studying animal life. To do so, she must interview the head about a new policy on studying animal life. It’s fairly controversial because People for the Ethical Treatment of Animals (PETA) is strongly opposed to dissection and the new curriculum for advanced biology includes that.
What to do if sources, including the expert, want to see the story ahead of time?
Takedown requests: When the right to preserve history conflicts with the desire to forget it
As more student newspapers move to digital platforms, editors and advisers are facing a new and insidious form of post-publication censorship: takedown requests.
The requests usually go something like this: “I was a student at [fill in name] high school [fill in number] years ago, and I was interviewed/wrote a story/was in a photo/made a comment that I regret now. I don’t want this showing up in Google searches. Please remove this story from your site.”
Publishing memes also means knowing copyright rules
Entertainment. Political statements. A way to comment on issues, events, people
And, if not done correctly, says Mark Goodman, Knight Chair in Scholastic Journalism, a way to violate the owner’s copyright. A violation several owners pursued.
Who should be on student media editorial boards, make decisions?
Because student media are productions of student work, only students should be on editorial boards of student media. That would include the general manager and producers of broadcast media.
The importance of staff editorials
Student editors are busy. In addition to leading their staffs, making publication decisions and helping reporters, they are likely also still reporting and creating their own news content — not to mention carrying a full academic high school load.
Covering controversy
Although some administrators would like for students to only publish “positive” stories, a journalist’s job is to watch and report on the school. This may involve students including stories that might make the school “look bad.”
Disturbing images: public’s right to know v. invasion of privacy
A 9-year-old girl, burning from napalm, runs naked down a Vietnam road. A vulture watches a Sudanese child, emaciated from famine, crawl across the ground. Two yellow-clad health workers carry a limp 8-year-old boy who might be infected with Ebola to a treatment facility.
Determine who owns student work before publication begins
Absent a written agreement indicating otherwise, student journalists own the copyright to the works they create. Each media outlet should ensure it has clear policies in place for staff members and the publication that spell out ownership and the right of the publication to use student work
The role of the adviser is multifold, but ethically, practically not a doer
The role of the adviser in student-run media incorporates teacher, coach, counselor, listener and devil’s advocate but not doer. We like the JEA Adviser Code of Ethics as guides for advisers.
That role means letting students make all decisions including content, context and grammar.
How can my school get involved in the New Voices campaign?
Almost a quarter of all states have now passed legislation protecting voice in student media, and instilling the virtues of the First Amendment as state statute for student media. North Dakota’s success in 2015 seemed to spark the latest fire that has seen legislative recognition of student speech in Illinois, Maryland, Vermont and Rhode Island.
Empowering student decision-making
The role of the adviser in student-run media incorporates teacher, coach, counselor, listener and devil’s advocate but not doer. We like the JEA Adviser Code of Ethics as guides for advisers
Responsibility in scholastic media starts with ethics, accuracy, complete story
Administrators may want student media that depicts the school in a positive light, that promotes good news and overlooks the negative.
Is this responsible journalism?
Advisers may want student media that reflects students’ technical proficiency such as mechanics, grammar and style. Little else matters.
Is this responsible journalism?
Decision-making for most student broadcasts protected same as print, online
As more schools expand their journalism programs to include broadcast and radio, it should be clear how Tinker and Hazelwood positively or negatively affect broadcast programs
The answer is: it depends.
If they go out over the broadcast airways, Federal Communications Commission regulations apply.
Muzzle Hazelwood with strong journalism status as an open public forum
Forum concept reinforced by Dean v. Utica Community schools decision
Dealing with unwanted, forced prior review?
JEA historically has opposed prior review of student media by school officials.
That opposition continues.
Prior review leads only to control, active censorship and iis the first step toward the spread of fake news and less than complete disinformation.
What, students have rights? Since 1943
Before the Barnette decision,when students came into conflict with public schools, the courts decided their cases—often against the students—without mentioning students’ right. They considered if the punishment was excessive (beating with a rawhide strap was okay in 1859). They also debated if it was the parents’ right or the schools’ right to discipline the students. The First Amendment was never mentioned.
Journalism integrity guides student media
As scholastic media advisers and students develop policies and guidelines to guide them with journalism standards, they should note these words: The only thing students have to lose as journalists is their credibility.
Ethical guidelines for monitoring yearbook coverage
Arguably, the two biggest complaints most yearbook staffs hear are that a wide cross section of the school is not covered adequately, and quotes are not represented accurately. These are tough criticisms to hear, but staffs must consider the potential criticism while they create the book.
Equipment purchase does not mean content control
It has long been understood that school purchase of equipment or provision of a room that is not the only factor in who controls the content.
There other factors, including a guiding court decision.
Ethical photo editing, visuals
Student media should avoid electronic manipulation that alters the truth of a photograph unless it is used as art. In that case it should be clearly labeled as a photo illustration.
Academic dishonesty lessens media effectiveness
Dishonesty compromises the integrity and credibility of the student publication. The editorial board and/or adviser should address any instance of academic misconduct immediately
Social media that works in high school classrooms
Social media has had such a profound effect on journalism that it’s sometimes hard to remember how traditional news functioned before it. Reading this 2009 MediaShift article is a powerful reminder that Twitter wasn’t always the source of breaking news. In fact, as author Julie Posetti wrote just eight years ago, “Some employers are either so afraid of the platform or so disdainful about its journalistic potential that they’ve tried to bar their reporters from even accessing Twitter in the workplace.”
Handling online comments
Deciding whether to accept online comments can be a tough decision they can carry a lot of baggage. How to review and verify them? How does refusing to run them affect your forum status?
And that’s only the first decision.
When sources don’t respond
The publication staff will provide every reasonable opportunity for sources to respond to a request for an interview. Students must first attempt to contact the source in person or through an administrative assistant. If the person is not available, they should attempt calling and leaving a message with a request for an in-person interview. If, after 24 hours, the source does not respond to the telephone call, staffers should send an email requesting an in-person interview with a clear deadline by which the staffer will include the line “the source did not respond to an interview request.”
The perks of being a wallflower: How a school district escaped a lawsuit by fostering an independent student press
Because Lexington High School students made all the editorial, business and staffing decisions for both the LHS Yearbook and the school paper, a suit against the district failed. The school’s superintendent, principal, the two publication advisers and the five school members of the school committee escaped unharmed from the suit that alleged they were violating the First and Fourteenth amendments when the school publications refused two ads.
Choosing topics for editorials
The best and most effective staff editorials are those that tackle an important topic and then give audiences a reason and a way to address it.
The importance of staff edits: critical thinking, leadership
Student editors are busy. In addition to leading their staffs, making publication decisions and helping reporters, they are likely also still reporting and creating their own news content — not to mention carrying a full academic high school load.
Given all of these responsibilities, it’s easy to see why writing an unsigned staff editorial might seem a lower priority than getting the next edition to print or finishing that great feature on the new student body president.
What is the process if someone wants to submit a guest commentary
Accepting guest commentaries, offered randomly, reinforces student media’s role as a public forum for student expression.
Letters or commentary can enhance public forum role
Publishing letters to the editor is another way of fulfilling student media’s forum obligations to engage audiences through journalistic responsibility.
That said, students should establish clear criteria for identifying the authors, receiving and verifying the information. Such viewpoint neutral guidelines do not violate the author’s free expression rights.
The process of deciding staff editorials
Keys to effective editorials include focused positions, credible sources and meaningful topics. If the topic is focused on issues and problems, strong editorials include a call to action or possible solutions.
“I wrote that just to get a grade:” Students should write what they believe
To ensure credibility, students should only write opinion stories that represent their beliefs. If, during the research phase, the student changes his or her mind, then the story should be reassigned or the content of the story be altered to reflect the change in view.
Interviewing ‘people on the street’
Four categories of sources exist: experts, authorities, knowledgeable and reactors (sometimes called bozos). The first three should be credible. The last not so much.
Why ask “what do you think about the tax levy?” if the person has no knowledge at all?
Students should ask permission to record before interviews begin and ethical reminders about interviewing
One of those areas easily overlooked is asking for permission to record interviews. Ethically — and in some states legally — students should always ask permission to record an interview.
Make it matter: Scholastic journalism must do more than give facts
How can student journalists keep their publications relevant when information spreads faster than they can report it?
Professional journalists have struggled with this problem for years. Before the advent of the internet and social media, news producers — whether newspaper, radio or broadcast — were citizens’ primary source of information. News consumers found out about terrorist attacks and new government policies when they opened the morning paper or turned on the evening news
Make it matter: Verification essential as journalists seek truth
One key component of every journalist’s ethical code is truth. Given that Oxford Dictionaries named “post-truth” their 2016 word of the year and the president has called venerable traditional news sources “fake news,” getting the facts right is more crucial than ever.
Verifying information is an essential part of the reporting process.
Respecting privacy and public space important for photographers
Student journalists should never invade the privacy of others while accessing information or photos for a story.
However. it is their journalistic duty to know what constitutes invasion of privacy or what spaces they are legally allowed to access and what spaces they are not legally allowed to access.
Seeking visual truth is just as important as written truth
A reporter working on a story pauses from her transcription. “Hm,” she thinks. “This is a good quote, but my source could have said it so much better. I’ll just change it around and add a bit …”
By this point, responsible student journalists and their advisers are horrified. Of course you can’t change a source’s quote! Our job is to seek truth and report it, not to create fiction.
Consider emotional impact as well as news values when choosing images
When the editors of the Panther Prowler, the student-run school newspaper for Newbury Park High School, decided to write a feature article about teenagers having sex in 2015, they knew it was going to be controversial. The controversy wasn’t just about the content of the article, however — it was also about the image they paired with it, which appeared on the cover of their special edition magazine.
Since the article’s focus was the impact of limited sex education in and out of the classroom, the editors decided to use an iconic sex ed image: a condom on a banana.
Keeping ads and content separate
Student journalists should maintain a wall between promotional/paid content and journalistic content.
That historical wall should remain intact to help reassure audiences the content they receive is as thorough and complete as possible.
As Bill Kovach and Tom Rosenstiel say in The Elements of Journalism, journalists’ first loyalty is to the truth while maintaining an independence from those they report.
Handling controversial ads/content
Student media should not discriminate against advertising based on students’ personal beliefs.
For example, students should attempt to include advertisers from multiple perspectives. According to the federal court decision in Yeo v. Lexington, student editors have the right to reject advertisements and school administrators are not legally responsible for advertising decisions students make.
Handling sponsored content, native ads
Although it is quite possible scholastic media will never face making a decision to run material known as sponsored content or native ads, students and advisers should prepare guidelines just in case.
Sponsored content and native advertising, two media terms for paid materials, are becoming a fact of life for media and consumers. That said, student media, when faced with publishing them, should act carefully and with the best interests of the audience/consumer first.
Ad placement
Newspapers used to keep in-depth, front page and opinion pages completely separated from advertising.
The thinking was the advertising and promotion of products should not appear to influence a newspaper’s editorial choices. They wanted to keep their most important pages dedicated to the content they deemed most important.
Political ads: Who can place an advertisement
Students make all content decisions, including those related to advertising, and maintain the right to reject any ads.
Student media do not necessarily endorse the products or services offered in advertisements. Students should strive to retain as much control of funds or services obtained from the sale of advertising, subscriptions or other student fundraisers as possible. All businesses should have a street address
Accepting ads from competing organizations
Students who sell ads sometimes hesitate to solicit advertising from competing companies. They sometimes have a loyalty to one of their clients or they believe their clients will be frustrated if their competitor is also advertising in the same publication.
This is a good problem to have. Too many advertisers want to support your publication, and you should encourage a forum for advertising that is as robust as your editorial content
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