SPRC has wealth of information to share
by John Bowen, MJE
It seems advisers and students nationwide face more questions recently about law and ethics. Questions have dealt with unnamed sources, takedown requests and yearbook ethics among others.
We assist our followers with more than resources and examples.
While our team at the Scholastic Press Rights Committee respond quickly and authoritatively we, as our first step, urge you to contact the SPLC first for all legal questions. Outside that, SPRC members will do as much as we can on questions.
Our information sharing starts with the Panic Button:
Read MoreProactivity can help face a challenge
by Stan Zoller,MJE
Watch just about any team sporting event and at some point, there will be challenge to a call. Or challenge to the rules.
It’s no different with some scholastic journalism programs. Despite New Voices laws in 14 states, and bills introduced in three others, challenges to the rules, or in this case laws, are not unusual.
Read MoreFighting self-censorship
Advisers should oppose student self-censorship, empower decision-making
Advisers and students should oppose attempts at both internal and external censorship. 
However, that does not equate with student media covering topics that lack journalistic merit or don’t satisfy a journalistic function. Students should journalistically examine and evaluate media content.
Social media post/question:
Why should advisers actively oppose censorship?
Stance:
Advisers and students should oppose internal and external censorship. This may include administrative, staff, faculty and even self-censorship. However, that does not equate with student media covering topics that lack journalistic merit or satisfy a journalism function. Students should journalistically examine and evaluate media content.
Reasoning/suggestions:
Journalism teachers must work to stem the tide of self-censorship.
In a survey administered to the NSPA/JEA convention at a recent JEA/NSPA convention, both students and advisers stated they experienced self-censorship. According to the survey, “39 percent of students and 32 percent of advisers said their staff had decided not to publish something based on the belief that school officials would censor it.”
This fear of censorship or of being disciplined for content shouldn’t occur. Advisers must work to educate their students and others about the problems of self-censorship in regard to topics that are journalistically and ethically sound.
A journalism teacher’s duties is in the job title — advise(r).
According to the JEA Adviser Code of Ethics, journalism advisers should, “Advise and mentor, rather than act as censor or decision-maker.” Teachers need to empower students to make content decisions and fight against student self-censorship.
If advisers censor students, they not only violate this code, they also teach students it is acceptable for a government entity to censor someone’s First Amendment rights. When public teachers function as employees of the government, that is exactly what we teach.
Resources:
Female High School Students Bear the Burden of Censorship, SPLC.org
Curing Hazelwoodpackage, SPRC
The Role of Student Media: Foundations Package, SPRC
SPLC resources, SPLC
Self Censorship is the Scariest of All, SPRC
Blog:
Advisers and students should oppose self-censorship (and other forms of staff censorship) and attempts administrative censorship. However, that does not equate with student media covering topics that lack journalistic merit or satisfy a journalism function. Students should journalistically examine and evaluate media content. See this blogon including controversial coverage.
If advisers censor students, they not only ignore JEA’s Adviser Code of Ethics, they are also teach students that it is acceptable for a government entity to censor someone’s First Amendment right. When public teachers are functioning as employees of the government, that is exactly what they are teaching.
While teachers shouldn’t be leading the fight for the students’ First Amendment rights, teachers can work to educate others in the building (other teachers, administrators, school board members and students) about students’ rights.
If a problem does occur, it is important for the teacher to take in union representation (if possible) and document the meeting. Also, ask for notes and written directives. If you don’t follow these directives, you could be seen as insubordinate.
Advisers who understand that educating others about the students rights are important may find it easier if a problem does exists. If the students already know they can reach out to the Student Press Law Center or hit JEA’s Scholastic Press Rights Committee’s Panic Button, the teacher has empowered the students to fight this fight.
OR:
Every August I have the talk with my editors. It’s not about the proverbial birds and the bees, instead it’s about what to do and who to contact if someone attempts to censor their content.
The students receive the Student Press Law Center’s contact information and information about how to access and hit SPRC’s Panic Button.
A few years ago I also learned of a “secret” document that has been passed down from editor to editor since 2011. From what I’m told, the document outlines this information and states exactly what I can and can’t help with. It seems my students actually do want me to keep my job.
My students know that if a censorship situation occurs, I cannot help them. They have to be the ones to fight for their First Amendment rights. In fact, when my students filed a lawsuit during the spring of 2017, I didn’t know about it until I saw Echo’s tweet that the students had sued the school for access to hallway video of an alleged hijab pull. Later I learned they filed a Freedom of Information Act request without my knowledge, found their own pro bono attorney and I also suspect they have documents about this request I still have never seen.
During this process, I did know something was up. I would walk into the Echo room and everyone would get quiet. At times they would tell me to go fill my coffee mug or a student would ask if he or she could speak to me outside the publications room about something — and it really wasn’t anything that needed discussing. During all of this, my gut told me they were conspiring about something or planning a party. I just had to trust in whatever it was they were doing.
This experience of having to blindly trust the students was a good one for me. I know my students understand a First Amendment fight is not one I can or will wage. They have to take the initiative.
What I’ve learned through this is that I will continue to trust my students and continue to education them on their rights prior to a problem occurring. If students already know they can reach out to the Student Press Law Center or hit JEA’s Scholastic Press Rights Committee’s Panic Button before a problem exists, the teacher has empowered the students to fight this fight.
Read More
Working together more than just a phrase
by Stan Zoller, MJE
More than a few years ago, I produced a corporate television show designed to inform the United States sales force of a major corporation about new sales, existing customer successes and general corporate information.
It was also quasi motivational and one of the anchors’ walk-off lines was “Working together, we make the difference.” Remember, I produced the show, I didn’t write the copy.
However, as trite as the walk-off for the show was, there is more than a fleeting truth about working together. Especially when it comes to scholastic press rights.
Read MoreFive ways we can help you
by Lori Keekley
May 1, Loyalty Day. Too-many-days-left-to-count-down-the-end-of-the-school-year day …
No matter what it is, here are five ways JEA’s SPRC can help you (and your students) now.
1. We’re here for you. Whether it’s to study for an upcoming CJE or MJE exam or to help research in a case of censorship, we work to help you and your students.
2. We’re here for your students. If they (or you) find you are in a situation of need, please hit the Panic Button. Someone will answer your request within 24 hours. (It’s usually as soon as we see the email.)
3. Planning for next year? The Foundations Package is a great place to start. This resource helps by providing some starting points for creating a staff manual that includes a media- or board-level policy, ethical guidelines and procedures.
4. It’s never too early to start thinking about Constitution Day. We will release new materials Aug. 20 to help you celebrate this federally mandated event.
5. We will continue to support the First Amendment and its application in schools through our support of New Voices campaigns, First Amendment Press Freedom Award and the passage for board statements.
Please let us know if you need something or think of another way we can help you. We are happy to help
Read More