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Curriculum to help students formulate
policies, guidelines and procedures

Posted by on Jul 8, 2015 in Blog, Ethical Issues, Legal issues, News, Scholastic Journalism, Teaching | 0 comments

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Lesson Title

Ethical guidelines and procedure statements: Creating the foundationsprclogo

Description
In this lesson, students will analyze current policies and write guidelines and procedures. Students will then analyze the others’ classwork and provide feedback. Students will be able to rewrite their contribution after the feedback is given. Students will also audit the publication’s diversity.

Objectives

  • Students will analyze their board- or media-level policies.
  • Students will construct guidelines and procedures.
  • Students will examine these guidelines and procedures and revise after receiving feedback.

Common Core State Standards

CCSS.ELA-LITERACY.W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
CCSS.ELA-LITERACY.W.9-10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
CCSS.ELA-LITERACY.W.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
CCSS.ELA-LITERACY.W.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
CCSS.ELA-LITERACY.W.9-10.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
CCSS.ELA-LITERACY.W.9-10.9.B Draw evidence from literary or informational texts to support analysis, reflection, and research.

Length
300 minutes (6 50-minute classes)

Materials / resources
Resource: Editorial guidelines and policy statements, SPRC website
Resource: Working with a board approved policy, SPRC website

Lesson step-by-step

Day 1:
Materials / resources
Slideshow, Day 1: version 1 or Day 1: version 2  (See below for the version you should use.)

Teacher should have copies of either the board-level and/or media-level policies applicable to student media. (If no policy exists, students will work together to create a First-Amendment friendly one and use version 2 of the slideshow.)

If a board or media-level policy exists:
Step 1: Show slideshow (50 minutes)

Students should work through the slideshow using the Day 1: version 1. When prompted, teacher should disseminate board-level or media-level policy.

If no policy exists:

Step 1: Show slideshow (50 minutes)

Students should work through the slideshow using the Day 1: version 2.  Students will create a media-level policy.

Day 1 Version 1

Day 1, Version 2

Day 2:
Resources
Slideshow: Day 2: Ethical guidelines and procedures

Handout: Foundations of journalism: Policy, procedure, guidelines
Resource: JEA’s Scholastic Press Rights Committee’s Foundations: Editorial guidelines and policy statements
Rubric: Ethical guidelines and procedures
Computer lab (if possible) for Step 3

Step 1 — Slideshow (20 minutes)
Go through the slideshow with the students

Day 2 Slideshow

 

Step 2 — Work time (10 minutes)
If you already have job descriptions, make them available. Ask students what to add or modify from these descriptions.

If you don’t have job descriptions, ask students to create one for a general staffer, editor or adviser.

Step 3 — Small group work (20 minutes)
Hand out the following excerpts from JEA’s SPRC website: Foundations of Journalism:
Editor-staff relationships
Staff conduct
Balance and objectivity
Academic dishonesty
Ownership of student content
Controversial coverage
News judgment and news values

Ask students to use the handout to draft guidelines or procedures (or both) about their assigned areas using the handout provided (one handout per topic). Also, encourage students to examine the resources listed (if computer lab or other Internet access is possible) and to peer edit each other’s work using the back of the handout.

Students should turn in what they have at the end of the class period. Teacher should not grade these. Teacher will need these for the application phase of the lesson.

Day 3: Diversity and sources
Resources:
Diversity audit
Copies of the publications (including online if available)
Handout: Foundations of Journalism: policies, ethics and staff manuals
Diversity Audit

For this lesson, students will need either Internet access or a copy of the school’s newspaper and yearbook. (Note: you could substitute any type of student media including broadcast, magazine, newsmagazine, etc.)

Step 1 — Class preparation (2 minutes)
Divide the class into groups of three. Explain to the class the groups will be completing a “diversity audit.” They will be using the handout titled “Diversity audit” to record their findings.

Step 2 — Evaluating the newspaper/newsmagazine (10 minutes)
The groups should first get a copy of the print or online publication. Divide the students up by the different pages/webpages. (For example, the first group of three should assess the first news page, the second should assess the second page, etc.) Ask students to record the information asked of them on the handout. Ask students to hold on to the publications until after the large group discussion.

Step 3 — Evaluating the yearbook (20 minutes)
Pass out copies of the most recent yearbook. Again, divide the students up by pages. This should take a longer because they may have more to comb through in order to find the information required. Ask students to hold on to the publications until after the large group discussion.

Step 4 — Reporting findings (10 minutes)

Ask students to tally their findings on the board using the Diversity audit pdf.

Step 5 — Large group discussion (5 minutes)
Post the percentage breakdown of the student body on the board. Ask students to look at the percentage of students used. Does the coverage reflect the makeup of the student body? Are any groups under or overrepresented?

Step 6 — Policy starter assignment (3 minutes)
Tell the students that now that they have examined the coverage, how should they craft a guideline or procedure on diversity of sources using the handout. They should bring a draft to the next class meeting. Everyone will draft a guideline or procedure on this topic.

Extension:
Teacher could expand this to as many student media platforms as they have. Teacher might need to add a day to lessons.

Day 4
Rubric: Ethical guidelines and procedures
Slideshow: Day 4: Ethical guidelines and procedures
Web resource and computer lab: JEA’s SPRC website: Foundations of Journalism

Step 1 — Large-group discussion (10 minutes)
Ask students to share their homework from the previous class.

Step 2 — Recrafting (5 minutes)
Give students time to rewrite their homework if they would like. (Teacher will assess this based on same rubric given Day 2.)

Step 3 — Slideshow (5 minutes)
Show Slideshow: Day 4: Manuals, guidelines, procedures

Day 4 Slideshow

 

Step 4 — Group assignments (Remainder of the class)
(this may be pairs, depending on how many students you have). You may assign each group two of the topics below.

Ask students to use the handout to draft guidelines or procedures (or both) about their assigned areas using the handout provided (one handout per topic). Also, encourage students to examine the resources listed and questions provided in the resource: JEA’s SPRC website: Foundations of Journalism (if computer lab or other Internet access is possible). Students should peer edit each other’s work using the back of the handout in whatever time remains in the class.

Students should turn in what they have at the end of the class period. Teacher should not grade these. Teacher will need these for the application phase of the lesson.
Treatment of sources
Recording sources during interviews
Allowing sources to preview content before publication
Emailing and texting digital information gathering
Verification
Unnamed sources
Treatment of minors
Public records and meetings
Handling links
Providing context
Advertising
Social media
Sponsored content
Use of profanity
Obituaries
Visual reporting
Guidelines for breaking news
Evaluating and critiquing content
Correcting errors
Takedown requests
Handling letters to the editor, online comments

Day 5
Resources
Class set of policies and guidelines as created by students (Teacher will need to create this packet from submitted student work.)

Handouts: Scenario practice    Scenario key

Rubric: Ethical guidelines and procedures

Computer lab to access JEA’s SPRC website: Foundations of Journalism

Step 1 — Preparation

Teacher should make copies of the  ethical guidelines and procedures created for the entire class and should have the Foundations available.

Step 2 — Small groups (40 minutes)

Students should use the guidelines and go through the scenarios. They should:

  1. identify the area applicable and use the corresponding guideline or procedure as created by the class.
  2. look at JEA’s SPRC website: Foundations of Journalism and go through the questions for each section.
  3. make notes on any discrepancies found while practicing these scenarios.

Step 4 — Feedback (10 minutes)

This step is intended to allow students to obtain feedback and change their guidelines and procedures as needed.

What worked and didn’t work about each policy or guideline? The group who created the policy or guideline should lead the discussion concerning this. Have someone from each group take notes.

Day 6
Resources

Class set of policies and guidelines as created by students (Teacher will need to create this packet from submitted student work.)

Slideshow: Scenario practice

Rubric: Ethical guidelines and procedures

Computer lab to access JEA’s SPRC website: Foundations of Journalism

Step 1 — Preparation
Teacher should make copies of the ethical guidelines and procedures created for the entire class and should have the Foundations available.

Step 2 — Small groups (20 minutes)
Students should look as pairs four of the topics not already used in the scenarios using the JEA’s SPRC website: Foundations of Journalism as a resource. Teacher should divide the foundation points by the number of groups and assign the topics to each group. (For example, the first group will tackle the first five listed. The second group will address the next five, etc.) Students also could use the rubric if they need more guidance.

Step 3 — Large-group feedback (25 minutes)
Students should report back to the large group on the points they assessed.

What worked and didn’t work about each policy or guideline? The group who created the policy or guideline should lead the discussion concerning this. Have someone from each group take notes.

Step 4 — Assignment (5 minutes)
Students responsible for each segment of the policy or guideline should plan how they will revise any content. These will be due at the beginning of class tomorrow.

Teacher should remind students to reference the rubric provided.

Differentiation
As indicated, it’s important for students to evaluate what they have. If any item is missing or they would like to include one not listed above, students should craft the missing procedure or guideline.

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‘Put up’ guidelines

Posted by on Jul 7, 2015 in Blog, Ethical Issues, News, Scholastic Journalism, Teaching | 0 comments

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Foundations_mainEthical guidelines
sprclogo
Having a set of standards to follow before posting online or print content might help avoid material that causes someone to send a takedown demand.

Whether students post mainly online or to a combination of print and online, student staffs should develop authentication procedures before publishing striving to avoid Takedown Demand hassles.

Staff manual process
Student journalists should establish a plan to vet all information and images before publishing them. All journalists should be trained in the use of this plan before using it.

Suggestions
• Independently confirm information to be used for accuracy, context, perspective, truth and coherence
• Determine whether sources used are credible and representative of diverse and knowledgeable viewpoints
• Clearly attribute all information as needed for clarity and authority
• Avoid anonymous sources except in situations where they are the best and perhaps only source and where identities need protection
• Determine whether sources used have conflicts of interest
• Ensure your information has gone through a vetting process with editors
• If using teens or young people as sources for sensitive topics, realize interviewing their parents could add more credibility and context while also ensuring the parents are not surprised by a story they did not expect.
• If using social media sources, be sure information is attributed, accurate, in context and used legally and ethically
• Train and background reporters in legal and ethical issues
• If using crowd generated content, clearly indicate the source and ensure its credibility
• Be skeptical of any information you cannot verify

Resources
5 Ways News Organizations Respond to ‘Unpublishing’ Requests, The Poynter Institute
Takedown Demands: Here is a Roadmap of Choices, Rationale, JEA Scholastic Press Rights Committee
Respond to Takedown Demands, Student Press Law Center
Setting Criteria Before the Requests Come, JEA Scholastic Press Rights Committee
10 Steps to a Put-Up Policy, JEA Scholastic Press Rights Committee
Audio: Takedown Requests, JEA Scholastic Press Rights Committee, Press Rights Minute

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Sitemap for developing
Policy and Ethics in Student Media

Posted by on Apr 7, 2015 in Blog, Ethical Issues, Legal issues, News, Scholastic Journalism, Teaching | 0 comments

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Foundations_bar

Policy and Ethics Sitemap

Links from the boldfaced main sections below are intended to be sequential in nature but can also be used menu style. Pick one model from policies and as many as you need from the ethics/staff manual sections and you are on your way to building your own Foundations package. We think the policy section should come first since it sets the stage for all other areas, but that choice remains yours.

sprclogo

EandPIntroductory articles to policies
This section will outline the importance of our two types of policies, board-level and media-level and provide you with recommended language as well as comments on each of the five recommended levels. Other articles outline public forums and prior review.
Front page to the project                      —Introductory article                                 —Public forum overview      —Prior review and restraint            —Quick access to policy models            —Creating a mission statement     –Model for ethical guidelines

Introductory article link to ethics
This section will introduce how we visualize our concept, why we created it this way and our thoughts on updating ethics guidelines and staff manual. Please note that we believe in user additions to all these sections.

How to use this section

Establishing program Structure
We designed the ethics and staff manual sections into four main segments, from establishing the principles and ethical guidelines to evaluating them. This group of guidelines and procedures strives to establish basic principles and structure that work for all student media.

School board and media policy            —Publication level policy

The role of student media                     —The role of the adviser

Editor-staff relationships                        —Staff conduct

Balance and objectivity                          —Academic dishonesty

Ownership of student content              —jeamodeleditpolicy

— Creating “Put Up” guidelines               —Recognizing public spaces

Understanding “no publication” guidelines   —Publishing satire

Planning and gathering information
This group of guidelines stresses basic principles and process of information gathering across platforms. These represent more detailed approaches to carrying out daily journalistic functions.

News judgment and news values         —Prior review/prior restraint

Controversial coverage                          —Diversity of sources

Recording sources during interviewsVerification

Allowing sources to see content before publication

Email, texting and digital information gathering

Unnamed sources                                    —Treatment of minors

Public records and meetings                 —Treatment of sources

— Recording interviews                             —

 

Producing content
This group of ethics statements and staff manual procedures focuses more on the production of journalistic content, from print to social media and from reporting to advertising.

Handling links                                            —Guides for breaking news

Providing content                                    —Writing process

Social media                                              –Use of profanity

Obituaries                                                  —Sponsored content

Advertising                                                —Visual reporting

— Producing video dubs                             — Handling user-generated content

Assessing and responding
We envision this section focusing on how students and advisers evaluate their content. We would also include specialized issues.

Evaluating and critiquing content       —Correcting errors

Takedown requests         — Letters to the editor/online comments

Requests for specific ethical/manual statements
This version of Policy and Ethical guidelines is a living, breathing document to which we welcome comments and suggestions. If you have experience with something we did not include, please use the comment section here to let us know what you would like us to add, or just to comment.

Resources
We intend for these resource lists bring additional support and perspective to each of the more specialized and directly related resources attached to each of the files above.

If there are resources you find useful, please use the comment section here to share your knowledge.

 

 

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Social media use

Posted by on Apr 7, 2015 in Blog, Ethical Issues, News, Scholastic Journalism, Teaching | 0 comments

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sprclogoFoundations_mainEthical guidelines
Journalists should hold to the same ethical standards and guidelines for their use of social media as they do for print or broadcast. The goal is consistent, responsible creation and distribution of student-created journalism.

Staff manual process
Editors should devise a social media guide with clear expectations and make sure all staff members are trained in the procedures before providing username and password information for shared social media accounts.

Suggestions
Image use: Students should understand posting images to social media is the same as putting in print publications, which includes avoiding copyright violations. Posts should use original photos, get permission to use anything that isn’t fair use, credit all images and clearly label photo illustrations as such.
Verification for accuracy: Information spreads especially quickly through social media outlets, making it all the more important to fact-check and verify for accuracy before posting. Students should remember it’s more important to be right than to be first in breaking a story.
Sources: Conducting interviews for information and reaction or perspective is the same here as in any other type of reporting. Students should seek credible sources with direct connections to the topics on which they are reporting and should attribute information accordingly. Students should work to utilize primary sources and should not rely on hearsay or speculation.
AP or staff-specific style considerations: Students should adhere to the same copy editing guidelines for social media as print media and should proof and edit carefully for consistency and professionalism, especially as their posts can be shared more easily than those appearing in print media.
Account access (password): Editors should consider who has access to the account information and for what purposes. Beginning staff members may not have enough practice and experience to post on social media without oversight from an editor. Just as most stories and other works go through a chain of editing and/or conferencing from student leaders, social media posts may need a similar chain to guide students in the process. Students outside the program should not have access to posting on staff social media. Similarly, administrators and school officials should not have account access. Seeing content before it appears on social media is prior review. Likewise, administrators and school officials should not have the ability to modify or delete posts. Only students should be able to determine content and take responsibility for all social media posts.
Student media staffs should not use social media to manipulate or influence others, or as a means to gather information or quotes without identification.
• Personal accounts are not the same as student media accounts and should be kept separate. Staff members have every right to have social media accounts, but only official media profiles should be used for news purposes. Students should be sure to keep their own accounts clear of any content that might compromise the integrity of the student media program.
Social media posts should indicate whether content is news or opinion.
Students should verify information from another source before retweeting or sharing on social media.

Resources
Ethics Manual for Social Media, National Public Radio
Online Ethical Guidelines for Student Media, JEA Scholastic Press Rights Committee
Going Online: Consider These Points Before You Decide, JEA Scholastic Press Rights Committee
Social Media Guidelines for Student Journalists, Cronkite School of Journalism and Mass Communication, Arizona State University
Lesson: Social Media Ethics, Journalism Education Association
Lesson: Online Comments: Allow Anyone to Post or Monitor and Approve First, JEA Scholastic Press Rights Committee
The Social Media Toolbox, Marina Hendricks

Return to sitemap.

 

 

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Online comments:
Allow anyone to post,
or monitor and approve first
An ethics lesson

Posted by on Sep 4, 2014 in Blog, Ethical Issues, Law and Ethics, News, Scholastic Journalism, Teaching | 0 comments

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Considering online comments: Allow anyone to comment to protect the forum or keep comments focused?
by John Bowen

Description
Should online comments be allowed without review? Does doing so protect the forum concept?
Students will examine the following questions:
• What are the purposes of having comments for online and social media, for news as well as opinion pieces?
• What, if any, are difference between print and online comments.
• What are the pros and cons of allowing online comments, reviewed or unreviewed?
• What should student media consider before allowing online comments?
• What should guidelines for handling online comments include in scholastic media?

Objectives
• Students will read guidelines for online commenting
• Students will evaluate real-world issues concerning online comments.
• Students will create guidelines concerning online comments and posting.

Common Core State Standard
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.
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.RH.11-12.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
CCSS.ELA-LITERACY.CCRA.W.6
Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
CCSS.ELA-LITERACY.SL.11-12.1.C
Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.

Length: one day
50 minutes

Materials / resources
• Allowing comments or keeping people silent: which is more ethical?
http://www.pbs.org/mediashift/2013/11/new-media-new-ethical-considerations-for-the-buisness-side-too/
• Scholastic Press Rights Committee’s guidelines
• Computers

Lesson step-by-step
1. Introduction — 2 minutes
Survey students to find out how many have read an online comment within the past week.

Ask students how many of them have commented.

2. Transition — 3 minutes
Explain to the students that today, they will be examining whether student publications should allow online comments and if they do, what type of comments they should allow.

3. Readings — 10 minutes
Have students read the “Commenting vs silence” section of this article and guidelines from JEA’s Scholastic Press Rights Committee. Click on the online ethics guidelines link, and go to Section 5, handling online comments.

4. Group work — 10 minutes
In groups have students list on paper the pros and cons of allowing online comments. Part of their discussion should look at:
–Allowing any comments
–Allowing reviewed comments
–Allowing unfettered comments

Students, as a whole, or in groups should prepare a process for handling comments, and be able to explain their decision in a press release, to:
–Their audiences/general public
–School administrators
–School board

5. Group reports — 10 minutes
Ask groups to debrief on what they decided.

6. Assessment — 15 minutes
Ask students to prepare guidelines for their ethics and staff manual, and for publication concerning online comments.

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