Sponsored content/native advertising
Ethical guidelines
In the last several years, commercial media have faced a new kind of paid content — “native advertising” or “sponsored content.” The goal with this content is to provide advertising in a way that mimics the look and style of news/editorial content instead of appearing as traditional advertising. This style of advertising has raised serious ethical issues and discussion.
Given the influx of this type of advertising and its spread into scholastic media, students should remember their obligation to keep their communities aware of what kind of content they are publishing. Communities need to know the type content they are exposed to so they can make informed and rational decisions.
Staff manual process
Student staffs should retain the right to publish or not publish “native advertising” or “sponsored content” just like they would for any other advertising so long as the decision is viewpoint neutral.
- If students decide to run such materials, they should develop a statement for that clearly explains what it is, why it is being presented and how audiences can expect it to appear. This should be included in each publishing.
- Appearance guidelines could include such statements as:
- Ads should run in a different font and point size from all other text.
- Ads should be clearly labeled at the top of each article and/or the top of the page, indicating who paid for the ad.
- Ads should include identification at the bottom of the piece explaining what paid content is and why it is being used.
- If the material comes camera- or website-ready, then clear separation from other content is essential.
Resources:
Making Memories, One Lie at a Time (example of native ad), Slate Web magazine
New York Times Tones Down Labeling on Its Sponsored Posts, Advertising Age
Native Advertising Examples: 5 or the Best (and Worst), WordStream Online Advertising
The Native Advertising Playbook, Interactive Advertising Bureau
Audio: Sponsored Content, JEA Scholastic Press Rights Committee, Press Rights Minute
PR Giant Edelman Calls for Ethics in Sponsored Content, Forbes
FTC: Publishers Will Be Held Responsible for Misleading native Ads, Adexchanger.com
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Read MoreVisual reporting
Ethical guidelines
Journalists are charged with documenting what’s happening in the world around them by capturing and presenting images. The way journalists obtain access to capturing these photos and video footage is just as important as the images themselves. Deciding which visual elements to use in telling a story — as well as which to exclude — plays a role in the story’s meaning.
Photojournalism and multimedia often cross the boundary between neutral and subjective for exactly this reason — the audience expects images to convey emotion or perspective in ways that news stories, or words themselves, do not. While these images are no less “true” than a story explained in words, it is possible to construct a reality out of images that might be slanted, even unintentionally.
Students should consider not only the news value of an image but also the emotional effect of the image on the audience.
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.
Staff manual process
Students should develop a set of news values to use for evaluating an image prior to publication. These news values can help students determine when an image is relevant and necessary. Similarly, students should consider the same ethical principles applied to stories. Students should carefully consider any content that could be harmful, emotionally traumatizing or unnecessarily graphic.
Suggestions
When constructing a process for determining whether to publish an image, students should consider many questions, including:
• is this image important and relevant to the story?
• What makes it meaningful?
• Will the audience understand the information conveyed without reading any accompanying text?
• What story does it tell?
• What story would others be able to get from that photo?
• What, if any, warnings should accompany online content?
• Is there an alternative, better, way to show the story?
Resources
Lesson: To Print or Not to Print, Journalism Education Association
Lesson: A Picture Never Lies, Journalism Education Association
Lesson: When Journalists Err Ethically, Journalism Education Association
Lesson: Pushing Photo Editing Boundaries, Journalism Education Association
Lesson: With Freedom of the Press Comes Great Responsibility, Journalism Education Association
SPJ Code of Ethics, Society of Professional Journalists
NPPA Code of Ethics, National Press Photographers Association
Photojournalism ethics needs a reexamination, The Poynter Institute
Visual ethical guidelines join online, yearbook ethics, JEA Scholastic Press Rights Committee
Audio: Using Images from Social Media, JEA Scholastic Press Rights Committee Press Rights Minute
Audio: Ethics in Editing News Photos, JEA Scholastic Press Rights Committee. Press Rights Minute
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Read MoreGuidelines for breaking news
Ethical guidelines
Journalists may need to act quickly and in less than ideal conditions to cover a breaking news story for their publications. In these times especially, it is important for students to report based on a variety of credible sources with a focus on accuracy rather than rush to release information.
Staff manual process
Editors should determine a clear plan for how to handle breaking news with specific considerations about internal staff communication, timing and verification with a checklist or step-by-step outline provided in the staff manual. Training should include discussion and practice of this process based on the staff manual to be sure everyone is prepared prior to a breaking news situation.
Suggestions
• Consider establishing a chain of command or phone tree for when news breaks.
• Establish a process of verification for breaking news and discuss under what circumstances student media might hold or push a story without a complete set of facts or context.
• Ensure sources used are credible and the best for the story.
• Consider whether student media might need a designated meeting place or off-site “command central” if the school is closed down or inaccessible.
• Think about releasing information in increments as it is verified.
Resources
Audio: Breaking News, JEA Scholastic Press Rights Committee, Press Rights Minute
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Read MoreCovering controversy
Ethical guidelines
Controversy is often in the eye of the beholder. The best way to prevent a subject from becoming controversial is to use verifiable information, in context, from reliable sources – truthful, accurate, thorough and complete reporting.
Students should be able to show why they used some information and not other. They should be transparent about why their coverage was important.
Even where prior review exists, student decision-making can demonstrate rigorous training in handling such situations and deflect controversy.
Staff manual process
Students should plan potentially controversial stories so all sides and points of view are addressed and, if appropriate, examination of possible solutions.
Before attempting controversial stories, student journalists should develop a checklist of considerations.
Checklist suggestions
Pre-reporting suggestions could include:
• Can students explain why they want to report on a subject?
• Have students anticipated reaction and are they prepared to handle it?
• Who are the best, most reliable sources on all sides?
• Can students show possible motives a source has for sharing information?
• Can students demonstrate skeptical evaluation of information, no matter the source?
• Is there a process in place to demand credible and verifiable information?
• Have students taken steps to assure information will be in context?
• Do reporters have fact-checking and verification processes in place?
• Will students find local faces for the best impact, most complete story?
• Are student reporters prepared to protect their sources if needed?
• Have student editors coached the story at all points? Have they answered reader questions?
• Have students discussed the role of ethical packaging and presentation of the information?
• Will students report information in the most effective way, taking multiple platforms into account?
• Have student reporters and editors discussed the legal and ethical implications of publishing?
• Do student reporters know where to get legal and ethical advice (and that should not be from administrators who might be sources)?
Resources
Handling Controversy, JEA Scholastic Press Rights Committee
Practice Sensitivity in Your Reporting, JEA Scholastic Press Rights Committee
Sensitive Issues Guide, JEA Scholastic Press Rights Committee
Tips for Covering Controversial Subjects, JEA Scholastic Press Rights Committee
Reporting Controversy Requires Establishing a Sound Process, JEA Scholastic Press Rights Committee
Don’t Be a Fool, JEA Scholastic Press Rights Committee, Press Rights Minute
Verification Before Publication Prevents Many Issues, JEA Scholastic Press Rights Committee
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Read MoreNews judgment and news values
Ethical guidelines
Student media should consistently and purposefully brainstorm what story ideas might be relevant and valuable to their audience. Students should not ignore those story ideas that might be sensitive or cause offense but instead should consider how to cover these issues in meaningful, sensitive ways. Student media should also recognize while audiences are likely to seek out news that’s personally interesting to them, news media have an obligation to also provide those stories that meet a standard for public service. Often, these stories will fall in the “watchdog” category and include political and institutional coverage. While the audience may not be intrinsically interested in these stories, journalists must use their best news judgment to provide a mix of what consumers want to know and need to know.
Staff manual process
Students should consider many types of news values when deciding on what to report. These news values can include timeliness, proximity, prominence, conflict, impact and human interest. Values are likely to change slightly depending on the nature of the media and the intended audience. However, a reporter who can find no distinct news value in a story he or she wishes to report should consider whether a personal agenda overrides his or her news judgment.
Suggestions
• Conduct staff brainstorming sessions to gather a wide variety of story ideas
• Use beats to help reporters develop keen news sense.
• Solicit regular reader feedback on stories that would be interesting or helpful. Bi-annual student body surveys or focus groups are a great way to improve readers in the process.
• Be aware and self-reflective of any personal biases that might impact news judgment.
• Establish a set of news values for student media, and when budgeting content, be sure to identify which news values are present in the stories budgeted.
Resources
News Values & Principles – (including on- and off-the-record, anonymous sources, etc.), Associated Press
Description of the traditional news values, Media College
User generated news value, Citizen J
Lesson: Infotainment: When News is Only About Entertainment, Journalism Education Association
Lesson: With Freedom of the Press Comes Great Responsibility, Journalism Education Association
Lesson: Just Because You Can Doesn’t Always Mean You Should, Journalism Education Association
Lesson: Making TUFF Decisions, Journalism Education Association
Lesson: Another Way to Examine Ethics: Red Light, Green Light, Journalism Education Association
News Values, JEA Scholastic Press Rights Committee, Press Rights Minute
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