Sifting through the sources: how to really know which source has the ‘truth’
by John Bowen
In their book, “Blur: How to know what’s true in the age of information overload,” Bill Kovach and Tom Rosenstiel speak of a news process they call “skeptical knowing.” Applying this process, they say, will help journalists and audiences better evaluate information they receive – and pass on. The process involves not only evaluating news but also applying ethical values.
This lesson will explore the basics of that process in trying to determine whether facts and sources used lead to reliable, credible and complete storytelling.
Read MoreGround rules are best set first
by Candace Bowen
“But of course that is off the record,” he said after my students had been interviewing him for at least 45 minutes.
In unison, 10 heads swiveled in my direction at the end of the row.
“What?” I stammered. “But … but …” And my mind screamed, “That’s not fair!” At the same time, I knew at least part of this dilemma was my own fault and one I should have helped my students avoid.
Third in a series
The decision to report: Because you can, does that mean you should?
Part of JEA’s Scholastic Press Rights Commission’s Constitution Day lessons and activity package. The whole package can be seen here: http://jeasprc.org/constitution-day-2013-teaching-materials-and-lessons/
by Jeff Kocur
Objective: For students to explore ethical situations using the TUFF formula as described in the lesson. This unit focuses possible discussion points for inclusion in editorial policies.
Primary Common Core: CCSS.ELA-Literacy.SL.11-12.1
Secondary Common Core: CCSS.ELA-Literacy.SL.11-12.1b, CCSS.ELA-Literacy.SL.11-12.1d
Introduction: Start the class with the following hypothetical situation: “A student on staff has overheard his father (a police officer in a neighboring town) talking about pulling over your high school principal for suspicion of drunk driving. The staff member heard his father report that the principal was barely over the legal limit. And then would ask the following questions:
- How do you verify the accuracy of this? Is the father a reliable source? Where else could you get the info you needed?
- Does the community deserve to know if one of their leaders engages in this behavior?
- How much does the school board know about this?
- Does the fact that the infraction was just over the legal limit influence your decision?
- Whose interest should prevail in this instance?
- How do you negotiate what is fair here?
Accountability in journalism: What does it mean for student journalists?
Part of JEA’s Scholastic Press Rights Commission’s Constitution Day lessons and activity package:
LESSON PLAN: Quick hits: questions for online discussion, inclusion in staff policies: The buzzword accountability. What does it mean?
In this lesson, students will discuss three questions:
• For what should journalists (commercial and scholastic) be accountable?
• How do we define accountable?
• How can we convince others this is the best definition?
The discussion will lead toward the development of positions and process for a staff manual
Summative evaluation tool: Student created product
Primary Common Core: CCSS.ELA-Literacy.L.11-12.5b
Secondary Common Core Standard(s) Addressed: CCSS.ELA-Literacy.W.11-12.4
21st Century Skills Incorporated: Critical thinking, collaboration
Supplies, Technology, Other Materials Needed: Handouts, software for desktop publishing (online or computer installed), examples of magazines, yearbooks and newspapers
Length of the Lesson: 45 minutes
Evaluation tools:
Appropriate for Grades: 9-12
Created by: John Bowen, MJE
Brief description of lesson:
In answering the questions, students will read this online article:
• Trustworthy journalism in a fact-checking-free world
http://craigconnects.org/2013/07/trustworthy-journalism-in-a-fact-checking-free-world.html#.UfGLjCOf7EM.twitter
They will also note this question from the article as a focal point of their work:
“Any news outlet that wants to succeed must be trustworthy, that is, accountable.”
Lesson details:
Break students into small groups and have the students discuss these questions:
• How would you define responsibility in terms of scholastic journalism?
• For what journalists be accountable?
• How should journalists define accountability?
• How should scholastic journalists define accountability?
The whole class will discussion each group’s definitions and positions and work to reach agreement.
As they do this, they will develop a position statement and a process to express the position for their staff manual.
Hints for points they could raise:
–relevance
–context
–perspective
–attribution
–ethics
–attribution
–accuracy
–truth
–facts
–diverse views
–complete
–thorough
–coherent
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Reporting sharks in the subway: Evaluating the credibility factor
Part of JEA’s Scholastic Press Rights Commission’s Constitution Day lessons and activity package:
5. Lesson plan: Reporting sharks in the subway: evaluating the credibility factor
In this lesson, students will examine several leads on a common topic and evaluate the use of sources, facts and the value of the news itself.
Summative evaluation tool: Class discussion
Primary Common Core: CCSS.ELA-Literacy.RI.11-12.7
Secondary Common Core Standard(s) Addressed: CCSS.ELA-Literacy.L.11-12.3
21st Century Skills Incorporated: Critical thinking, communication, information media skills
Supplies, Technology, Other Materials Needed: Internet
Length of the Lesson: 50 minutes
Evaluation tools: Application of skills, development of guidelines
Appropriate for Grades: 9-12
Created by: John Bowen, MJE
Brief description of lesson: Students will discuss various leads on a recent, unusual topic in terms of strength of leads, attribution, type of sources, news value and ethics.
Lesson details:
Question: Given several leads, including a lighter approach and a more serious one, which of the leads below, on the same subject, is more acceptable, and why.
For instance:
http://www.cnn.com/2013/08/07/us/new-york-subway-shark/index.html?iref=allsearch
Compare that to:
http://www.nytimes.com/2013/08/08/nyregion/after-cries-of-shark-riders-scurry-for-photos.html?hp&_r=1& (Check out this NYT piece, “Not Native to N Train, a Shark Hitches a Ride” )
Additional coverage:
• Subway shark found on New York Train (ABC)
http://abcnews.go.com/blogs/headlines/2013/08/subway-shark-found-on-new-york-train/
• Dead shark found on NYC subway (update)
http://www.huffingtonpost.com/2013/08/07/dead-shark-subway_n_3719391.html
• Stand clear of the closing jaws: Shark found on NYC subway
http://www.today.com/news/stand-clear-closing-jaws-shark-found-nyc-subway-6C10875396
• The Discovery Channel is really upset about that dead shark on a New York subway
http://www.businessinsider.com/discovery-reacts-to-shark-on-nyc-subway-2013-8
• There was a dead shark on the New York subway this morning
http://www.theatlanticwire.com/national/2013/08/there-was-dead-shark-new-york-subway-morning/68076/
• Dead shark found on New York City subway
http://articles.chicagotribune.com/2013-08-07/news/sns-rt-us-subway-shark-20130807_1_shark-week-dead-shark-subway
• Sources say they know exactly where that subway shark came from
http://gothamist.com/2013/08/08/sources_dead_shark_on_subway_came_fr.php#photo-
Compare and contrast the first two leads. Which works best for you, and why? Then examine the others. What do they add – or omit – and what are their strengths or weaknesses?
Which story do you prefer, and why? Is that the best way to tell the story? What should the audiences walk away with/
And now, the hidden agenda: Discuss attribution with students. Note that both pieces mention the shark “posing” with soda cans and Metro cards.
The Times attributes or “verifies” this with mentioning photos posted on the Gothamist website
(http://www.weather.com/video/shark-found-on-ny-subway-38269 ) while CNN gives no such attribution for the “fact.”
And, by the way, Shark Week was just to begin.
Is the story even news?
What ethical issues are raised?
Additional work (and maybe additional time)
Based on the exercise, discuss (and maybe even develop) guidelines for:
• Fitting leads to the content of stories
• Identifying credible sources
• Asking what type questions to get an accurate, complete, thorough and coherent story?
• Developing ethical standards for reporting stories
Potential ethical issues: the reporter contacted the Discovery Channel for a quote, after conspiracy theories surfaced that it was a marketing ploy.
The quotes themselves are lovely little jewels, which makes one wonder about the conversation and questions the reporter posed in order to get these responses. And how did he find the people on the train who saw the shark
Check out the caption on the photo, too. Does it give the audience enough information?
(Thanks to Ellen Austin and Tracy Anne Sena for ideas and the heads up to this great mini-lesson and discussion starter)
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