Writing process
Ethical guidelines
Journalists should not be so rushed in their writing, even during a 24-hour news cycle, they fail to engage fully in the writing process of drafting, editing and revising. Journalists should approach their writing from the position of “sense-maker.” That is, they are trying to help readers make sense of an issue for which they likely have little understanding or perspective. In this way, journalists should also act as gatekeepers, selecting the information and context most useful to the reader.
Staff manual process
Student media staffs should establish tiered deadlines that enable accurate and excellent work. This process alone will ensure adequate time to engage fully in the writing process. The staff manual should outline a specific editing sequence that includes multiple drafts and revisions for different sets of eyes.
Suggestions
• Students should let their media goals guide their writing deadline process. It may be helpful to ask “How often do we wish to publish, and what revision timeline will that allow?” and “How will we set up a process that meets these goals and also allows for multiple drafts and editors working with each article?”
• Student editors may choose to pair new writers with more experienced ones for their first few stories or create a system in which cub reporters can shadow and collaborate with veteran reporters for the first few stories.
• Because the publication will be judged on the quality of writing, and some administrators may attempt to use poor writing as justification for shutting down a program, it is important for student journalists to put their best work forward at all times.
Resources
The New Role for Journalists in a Multimedia World, Reportr.net Blog
Lesson: Collaborate and Coach Writers, Journalism Education Association
The Power of Choosing the Right Words and Images, JEA Scholastic Press Rights Committee
Audio: Getting It Right, JEA Press Rights Committee, Press Rights Minute
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Read MoreAdvertising
Ethical guidelines
Students should not discriminate against advertising based on their 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.
Staff manual process
Student editors should develop a position on advertising requests and procedures.
Suggestions
Students should factor the following into staff manual decisions:
• The decision-making process
• When to reject advertisements
• Control of funds (based on school and district requirements) and services received
• Student ad sales requirements
Sample policy
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.
Resources
Lesson: Advertising and Fundraising, Journalism Education Association
Student Media Guide to Advertising Law, Student Press Law Center
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Read MoreSocial media use
Ethical 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
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Read More
Use of profanity
Ethical guidelines
Profanity in student media should only be used after careful consideration. While profanity is not illegal, journalists should ask whether the use of profanity is absolutely essential to the content and context of the story. Will readers understand the story if the profanity is not used? Some people will not read or listen past any profanity. Students should consider other ways to indicate whether a profanity is intended without actually spelling it out (e.g. using asterisks or other symbols).
Staff manual process
• Student editors should develop a case-by-case process for deciding when to use profanity. Students should consider criteria including whether the language is in context and necessary for the story and whether the profanity will overshadow the overall content of the story.
• Student media should be ready to justify their decision with compelling reasoning before printing profanity. In most cases, this means the staff editorial board should carefully weigh the pros and cons and consider all potential fallout.
• The staff manual should outline whether students will provide an editor’s note alongside any content that contains a profanity.
• The staff manual should indicate whether students will use an “Explicit content warning” to alert readers/viewers to profanity (especially relevant in the case of multimedia).
Resources
Watch Your Language: Swearing in News Stories, American Journalism Review
Taste, Tone, Profanity, The Washington Post
Respect, National Public Radio
Is there Too Much Swearing in the Guardian? The Guardian
Audio: Using Expletives, JEA Scholastic Press Rights Committee, Press Rights Minute
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Read MoreObituaries
Ethical guidelines
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.
Staff manual process
In the event of the death of a student or staff member, students should follow guidelines to produce a standard obituary.
Suggestions
• The staff manual should outline type and size of photo use. For example, the editors may determine a school portrait-type photo is preferable. It also should provide guidance on length of the obituary and should specify the recommended timeline (such as posting via electronic media within 24 hours) as well as whether it will appear in upcoming print media in a place previously established.
• Web and print coverage should include school and community reaction as it happens.
• The editorial board should consider what place, if any, an obituary has in the yearbook and should specify how time, space limitations and cause of death (as well as any other factors) play a role in that decision.
• For deaths of individuals not officially affiliated with the district, student editors should determine appropriate coverage based on news value. This may or may not include an official obituary.
• Information those outside the staff provide for the obituary should be fact-checked like those of any other news.
• Staffs should obtain public records as available.
Resources
Lesson: With Freedom of the Press Comes Great Responsibility, Journalism Education Association
Summing Up a Life: Meeting the Obituary’s Challenge, The Poynter Institute
Audio: Covering Death, JEA Scholastic Press Rights Committee, Press Rights Minute
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