Use a planning tool – Futures Wheel – to build better contextual, meaningful content
Futures Wheels were designed by futurists to see what the future might bring, positive or negative. If positive, the wheels could be used to show how to induce something to happen. If negative, how to prevent that. Can it be a part of journalistic story planning, source acquisition and other types of information processing to craft stories that meet audience needs?
Title
Futures Wheels: Developing and refining journalistic story planning to better identify context, background and meaningful events, empowering journalism’s social responsibilities
Description
A Memorial Day incident in northeastern Ohio this year raised the specter of potential First Amendment violations, opened wounds of racial tension and created ethical questions on issues of media social responsibility. How can students localize the event and issues? How could covering these issues lead to improved audience awareness and journalistic social responsibility?
News planning using futuristic tools can provide essential information and credible leadership empowering journalistic responsibility.
Read MoreRiding out the storm:
Find your way past roadblocks to save stories only YOU can do best
by Candace Bowen, MJE
Unfortunately, the pandemic is the perfect storm for high school media. Students have important stories only they can tell, but administrators really don’t want all these stories out there. On top of that, some admins are already finding ways to hamper reporting – or stop it altogether.
Being aware of these tactics and knowing how to combat them is vital as student journalists and their advisers start back to school this fall. Whether remote, face-to-face or some hybrid, the basic plan is to be sure student media coverage is thorough and professional, able to stand the scrutiny it might have to face.
So far, we’ve seen the usual – students threatened with suspension and punishment, even in states with New Voices legislation. But we’ve also seen more than usual budget-cutting and financial excuses for eliminating student publications. Then, too, FERPA – NOT an act that applies to student media – may again be an excuse to try to limit coverage, and HIPAA, also not applied properly, may become another excuse.
Read on to see how to react and what you may be able to do to stay safe and counter some of these strategies.
Read MoreQuick Tips
Use these short resources to build lessons, ethics guidelines
Forum status of student media
If you’re developing a new policy, the Scholastic Press Rights Committee recommends using language something like this:
[Name of publication] is a designated public forum for student expression. Student editors make all content decisions without prior review from school officials.
Prior review v. prior restraint
In brief, the Journalism Education Association has found prior review has no educational value. Instead, JEA believes it is simply the first step toward censorship and fake news. Prior review also contributes to self-censorship and lack of trust between students, advisers and administrators. Prior review conflicts with JEA’s adviser code of ethics.
Student media policy may be the most important decision you makeStudents should understand while they can and should adopt best legal practices and ethical guidelines for their publication, the school district’s or school board’s media policy (if one exists) could impact the legal and ethical decisions of student editors.
What should go into an editorial policy? What should not?
Editorial policies are the foundations for your journalism program. Often short, these statements address forum status, who makes final decisions of content.
What do you do in the event of student faculty death?
It’s important to have a guideline in place before a student or staff member dies. 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.
Balance and objectivity are key to reporting
Balance and objectivity don’t mean isolation and a lack of care about people and their stories.
They do mean trying to report all points of view as best you can and providing background and context for the story.
Free press –– why students should make all decisions of content
For students to prepare themselves for their roles in a democracy, they must be able to practice guarantees of the First Amendment, thus knowing they can make a difference.
Avoid senior quotes; give them to senior class for publishing
The question of using senior quotes in student media came up recently on JEA’s listserv. The Scholastic Press Rights committee would urge schools not to run them, but turn them over too the senior class as part of its responsibility.
Should student media publish senior superlatives?Publishing senior superlatives, if seniors decide they are worthwhile at all, is one of those “traditions” best moved from student media to those who most clearly benefit – the senior class.
Should student media publish senior superlatives?
Publishing senior superlatives, if seniors decide they are worthwhile at all, is one of those “traditions” best moved from student media to those who most clearly benefit – the senior class.
So your student media want to do senior wills?
Because senior wills have minimal journalistic value and great potential for damage, they should not be used in school publications.
The issues with April Fools coverage
April Fool’s issues are fake news and can damage student media’s credibility.
Yes, some find them acceptable, but their negatives far outweigh their positives. The ultimate question is are they worth the risks?
Allowing sources to preview content is ethically questionable
The newest reporter on staff chooses to cover the story about the Science Department’s new policy on studying animal life. To do so, she must interview the head about a new policy on studying animal life. It’s fairly controversial because People for the Ethical Treatment of Animals (PETA) is strongly opposed to dissection and the new curriculum for advanced biology includes that.
What to do if sources, including the expert, want to see the story ahead of time?
Takedown requests: When the right to preserve history conflicts with the desire to forget it
As more student newspapers move to digital platforms, editors and advisers are facing a new and insidious form of post-publication censorship: takedown requests.
The requests usually go something like this: “I was a student at [fill in name] high school [fill in number] years ago, and I was interviewed/wrote a story/was in a photo/made a comment that I regret now. I don’t want this showing up in Google searches. Please remove this story from your site.”
Publishing memes also means knowing copyright rules
Entertainment. Political statements. A way to comment on issues, events, people
And, if not done correctly, says Mark Goodman, Knight Chair in Scholastic Journalism, a way to violate the owner’s copyright. A violation several owners pursued.
Who should be on student media editorial boards, make decisions?
Because student media are productions of student work, only students should be on editorial boards of student media. That would include the general manager and producers of broadcast media.
The importance of staff editorials
Student editors are busy. In addition to leading their staffs, making publication decisions and helping reporters, they are likely also still reporting and creating their own news content — not to mention carrying a full academic high school load.
Covering controversy
Although some administrators would like for students to only publish “positive” stories, a journalist’s job is to watch and report on the school. This may involve students including stories that might make the school “look bad.”
Disturbing images: public’s right to know v. invasion of privacy
A 9-year-old girl, burning from napalm, runs naked down a Vietnam road. A vulture watches a Sudanese child, emaciated from famine, crawl across the ground. Two yellow-clad health workers carry a limp 8-year-old boy who might be infected with Ebola to a treatment facility.
Determine who owns student work before publication beginsAbsent a written agreement indicating otherwise, student journalists own the copyright to the works they create. Each media outlet should ensure it has clear policies in place for staff members and the publication that spell out ownership and the right of the publication to use student work
Determine who owns student work before publication begins
Absent a written agreement indicating otherwise, student journalists own the copyright to the works they create. Each media outlet should ensure it has clear policies in place for staff members and the publication that spell out ownership and the right of the publication to use student work
The role of the adviser is multifold, but ethically, practically not a doer
The role of the adviser in student-run media incorporates teacher, coach, counselor, listener and devil’s advocate but not doer. We like the JEA Adviser Code of Ethics as guides for advisers.
That role means letting students make all decisions including content, context and grammar.
How can my school get involved in the New Voices campaign?
Almost a quarter of all states have now passed legislation protecting voice in student media, and instilling the virtues of the First Amendment as state statute for student media. North Dakota’s success in 2015 seemed to spark the latest fire that has seen legislative recognition of student speech in Illinois, Maryland, Vermont and Rhode Island.
Empowering student decision-making
The role of the adviser in student-run media incorporates teacher, coach, counselor, listener and devil’s advocate but not doer. We like the JEA Adviser Code of Ethics as guides for advisers
Responsibility in scholastic media starts with ethics, accuracy, complete story
Responsibility in scholastic media starts with ethics, accuracy, complete story
Administrators may want student media that depicts the school in a positive light, that promotes good news and overlooks the negative.
Is this responsible journalism?
Advisers may want student media that reflects students’ technical proficiency such as mechanics, grammar and style. Little else matters.
Is this responsible journalism?
Decision-making for most student broadcasts protected same as print, online
As more schools expand their journalism programs to include broadcast and radio, it should be clear how Tinker and Hazelwood positively or negatively affect broadcast programs
The answer is: it depends.
If they go out over the broadcast airways, Federal Communications Commission regulations apply.
Muzzle Hazelwood with strong journalism status as an open public forum
Forum concept reinforced by Dean v. Utica Community schools decision
Dealing with unwanted, forced prior review?
JEA historically has opposed prior review of student media by school officials.
That opposition continues.
Prior review leads only to control, active censorship and iis the first step toward the spread of fake news and less than complete disinformation.
What, students have rights? Since 1943
Before the Barnette decision, when students came into conflict with public schools, the courts decided their cases—often against the students—without mentioning students’ right. They considered if the punishment was excessive (beating with a rawhide strap was okay in 1859). They also debated if it was the parents’ right or the schools’ right to discipline the students. The First Amendment was never mentioned.
Journalism integrity guides student media
As scholastic media advisers and students develop policies and guidelines to guide them with journalism standards, they should note these words: The only thing students have to lose as journalists is their credibility.
Ethical guidelines for monitoring yearbook coverage
Arguably, the two biggest complaints most yearbook staffs hear are that a wide cross section of the school is not covered adequately, and quotes are not represented accurately. These are tough criticisms to hear, but staffs must consider the potential criticism while they create the book.
Equipment purchase does not mean content control
It has long been understood that school purchase of equipment or provision of a room that is not the only factor in who controls the content.
There other factors, including a guiding court decision.
Ethical photo editing, visuals
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.
Academic dishonesty lessens media effectiveness
Dishonesty compromises the integrity and credibility of the student publication. The editorial board and/or adviser should address any instance of academic misconduct immediately
Social media that works in high school classrooms
Social media has had such a profound effect on journalism that it’s sometimes hard to remember how traditional news functioned before it. Reading this 2009 MediaShift article is a powerful reminder that Twitter wasn’t always the source of breaking news. In fact, as author Julie Posetti wrote just eight years ago, “Some employers are either so afraid of the platform or so disdainful about its journalistic potential that they’ve tried to bar their reporters from even accessing Twitter in the workplace.”
Handling online commentsDeciding whether to accept online comments can be a tough decision they can carry a lot of baggage. How to review and verify them? How does refusing to run them affect your forum status?
Handling online comments
Deciding whether to accept online comments can be a tough decision they can carry a lot of baggage. How to review and verify them? How does refusing to run them affect your forum status?
And that’s only the first decision.
When sources don’t respond
The publication staff will provide every reasonable opportunity for sources to respond to a request for an interview. Students must first attempt to contact the source in person or through an administrative assistant. If the person is not available, they should attempt calling and leaving a message with a request for an in-person interview. If, after 24 hours, the source does not respond to the telephone call, staffers should send an email requesting an in-person interview with a clear deadline by which the staffer will include the line “the source did not respond to an interview request.”
The perks of being a wallflower: How a school district escaped a lawsuit by fostering an independent student press
Because Lexington High School students made all the editorial, business and staffing decisions for both the LHS Yearbook and the school paper, a suit against the district failed. The school’s superintendent, principal, the two publication advisers and the five school members of the school committee escaped unharmed from the suit that alleged they were violating the First and Fourteenth amendments when the school publications refused two ads.
Choosing topics for editorials
The best and most effective staff editorials are those that tackle an important topic and then give audiences a reason and a way to address it.
The importance of staff edits: critical thinking, leadership
Student editors are busy. In addition to leading their staffs, making publication decisions and helping reporters, they are likely also still reporting and creating their own news content — not to mention carrying a full academic high school load.
Given all of these responsibilities, it’s easy to see why writing an unsigned staff editorial might seem a lower priority than getting the next edition to print or finishing that great feature on the new student body president.
What is the process if someone wants to submit a guest commentary
Accepting guest commentaries, offered randomly, reinforces student media’s role as a public forum for student expression.
Letters or commentary can enhance public forum role
Publishing letters to the editor is another way of fulfilling student media’s forum obligations to engage audiences through journalistic responsibility.
That said, students should establish clear criteria for identifying the authors, receiving and verifying the information. Such viewpoint neutral guidelines do not violate the author’s free expression rights.
The process of deciding staff editorials
Keys to effective editorials include focused positions, credible sources and meaningful topics. If the topic is focused on issues and problems, strong editorials include a call to action or possible solutions.
“I wrote that just to get a grade:” Students should write what they believe
To ensure credibility, students should only write opinion stories that represent their beliefs. If, during the research phase, the student changes his or her mind, then the story should be reassigned or the content of the story be altered to reflect the change in view.
Interviewing ‘people on the street’
Four categories of sources exist: experts, authorities, knowledgeable and reactors (sometimes called bozos). The first three should be credible. The last not so much.
Why ask “what do you think about the tax levy?” if the person has no knowledge at all?
Students should ask permission to record before interviews begin and ethical reminders about interviewing
One of those areas easily overlooked is asking for permission to record interviews. Ethically — and in some states legally — students should always ask permission to record an interview.
Make it matter: Scholastic journalism must do more than give facts
How can student journalists keep their publications relevant when information spreads faster than they can report it?
Professional journalists have struggled with this problem for years. Before the advent of the internet and social media, news producers — whether newspaper, radio or broadcast — were citizens’ primary source of information. News consumers found out about terrorist attacks and new government policies when they opened the morning paper or turned on the evening news
Make it matter: Verification essential as journalists seek truth
One key component of every journalist’s ethical code is truth. Given that Oxford Dictionaries named “post-truth” their 2016 word of the year and the president has called venerable traditional news sources “fake news,” getting the facts right is more crucial than ever.
Verifying information is an essential part of the reporting process.
Respecting privacy and public space important for photographers
Student journalists should never invade the privacy of others while accessing information or photos for a story.
However. it is their journalistic duty to know what constitutes invasion of privacy or what spaces they are legally allowed to access and what spaces they are not legally allowed to access.
Seeking visual truth is just as important as written truth
A reporter working on a story pauses from her transcription. “Hm,” she thinks. “This is a good quote, but my source could have said it so much better. I’ll just change it around and add a bit …”
By this point, responsible student journalists and their advisers are horrified. Of course you can’t change a source’s quote! Our job is to seek truth and report it, not to create fiction.
Consider emotional impact as well as news values when choosing images
When the editors of the Panther Prowler, the student-run school newspaper for Newbury Park High School, decided to write a feature article about teenagers having sex in 2015, they knew it was going to be controversial. The controversy wasn’t just about the content of the article, however — it was also about the image they paired with it, which appeared on the cover of their special edition magazine.
Since the article’s focus was the impact of limited sex education in and out of the classroom, the editors decided to use an iconic sex ed image: a condom on a banana.
Keeping ads and content separate
Student journalists should maintain a wall between promotional/paid content and journalistic content.
That historical wall should remain intact to help reassure audiences the content they receive is as thorough and complete as possible.
As Bill Kovach and Tom Rosenstiel say in The Elements of Journalism, journalists’ first loyalty is to the truth while maintaining an independence from those they report.
Handling controversial ads/content
Student media should not discriminate against advertising based on students’ 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.
Handling sponsored content, native ads
Although it is quite possible scholastic media will never face making a decision to run material known as sponsored content or native ads, students and advisers should prepare guidelines just in case.
Sponsored content and native advertising, two media terms for paid materials, are becoming a fact of life for media and consumers. That said, student media, when faced with publishing them, should act carefully and with the best interests of the audience/consumer first.
Ad placement
Newspapers used to keep in-depth, front page and opinion pages completely separated from advertising.
The thinking was the advertising and promotion of products should not appear to influence a newspaper’s editorial choices. They wanted to keep their most important pages dedicated to the content they deemed most important.
Political ads: Who can place an advertisement
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. All businesses should have a street address
Accepting ads from competing organizations
Students who sell ads sometimes hesitate to solicit advertising from competing companies. They sometimes have a loyalty to one of their clients or they believe their clients will be frustrated if their competitor is also advertising in the same publication.
This is a good problem to have. Too many advertisers want to support your publication, and you should encourage a forum for advertising that is as robust as your editorial content
We have the responsibility to ensure administrators see journalism’s values
Educating administrators about the value of journalism at the high school level is a crucial step towards empowering student journalists and building a future with more engaged democratic citizens.
Journalistic truth “means much more than mere accuracy,” according the seminal text “The Elements of Journalism” by Kovach and Rosenstiel. “It is a sorting-out process that takes place between the initial story and the interaction among the public, newsmakers and journalists.”
Solutions Journalism doesn’t offer its solution to issues. It does report on what others haveworked and what has not.
Student media, when faced with publishing sponsored content, should act carefully and with the best interests of the audience/consumer first.
The importance of linking to reporting
Links in online reporting provides context, credibility and transparency for coverage.
Promote online coverage with facts, without hype
Staffs should have clear guidelines for the tone of information published in social media. Although tweets are often used to promote people or events, that’s not the job of news media — student-run or otherwise. Remember to be a journalist all the time and provide facts, not opinion and hype.
Public or independent schools: Whose expression is protected is complex
If public school student journalists face censorship, they can turn to the First Amendment. Because public schools are funded by the government, school officials are government agents. Private (also known as “independent”) schools are not funded by the government, so those school officials are not government agents — the First Amendment does not apply.
Becoming a public forum for student expression
All student media publications should strive to be a “public forum for student expression” in order to be granted more protection under current free press laws.
Advisers and students should oppose attempts at both internal and external censorship.
Unnamed sources should be used sparingly
Journalism is based on truth and accuracy. Using unnamed sources risks both of those standards. For that reason, students should seek sources willing to speak on the record.
In order to maintain credibility, student reporters and editors should strive to be transparent in all aspects of their reporting. This includes revealing within the text of a story how interviews were obtained (if anything other than an in-person interview is used), giving proper attribution to direct quotes, as well as using indirect quotes to give attribution to ideas and details that come from sources.
Standards for accepting non-staff content
Example: Student media will not accept advertising content that includes profanity, obscenity or nudity (with the exception of baby pictures for the personal ads). The editors reserve the right to edit all copy for style or to refuse an ad on the basis of its content.
s. Study others’ First Amendment climate to better your own
Free expression isn’t always a friendly venture. Oftentimes, the values of free expression can be tested by speech that may make another uncomfortable.
By examining their school’s current free expression climate, students can evaluate what type of community education is needed and act accordingly.
Informed citizens are a crucial part of a democracy. As both producers and consumers of news, student journalists must understand the principles of news literacy.
Student journalism is not public relations
Imagine the American press was only allowed to report on good news. No mention of problems in society, no opportunity to speak out against injustice or corruption — just a relentless stream of positivity with the government overseeing every piece of content. Chilling, right?
Credibility strengthened with use of sources in opinion pieces
Writers should show they have done research and interviews in opinion pieces just as they do in objective reporting.
Doing this provides credibility and authority to their views. It also shows audiences the students are informed on the issue.
Data your school district keeps for its own information or to report out to the state or federal government is an important resource for journalists.
Diversity is a journalistic must
Student media staffs should reflect the racial, economic, social issue and gender diversity of the schools they represent.
We have the responsibility to ensure administrators see journalism’s value
School administrators can feel tremendous pressure to protect their schools’ reputations, so it’s understandable that they may be wary of supporting a scholastic press where students have final say over all content.
Educating administrators about the value of journalism at the high school level is a crucial step towards empowering student journalists and building a future with more engaged democratic citizens.
Mistakes happen. What matters is how
student journalists handle those mistakes
Students should know when to make corrections and when (if ever) to remove online stories entirely. Minor proofreading errors that don’t impact the meaning of the content don’t require corrections. Once students are aware of a mistake that should be corrected and have fact-checked to be sure it is indeed erroneous, they need to act quickly to help restore their credibility.
JEA strongly rejects both prior review and restraint as tools in the education process and agrees with other national journalism education groups that no valid educational justification exists for prior review of scholastic media.
Prior review and prior restraint of student media content by school officials are weapons in the arsenal of censorship. Not only do they limit student learning and application, but they also restrict student critical thinking and analysis.
Read MoreSuggestions for student media mission, legal, ethical and procedural language
Model Staff Manual: Use Constitution Day as a way to compare your staff policies and guidelines — or use it for students to craft their own — to our sample staff manual.
Originally presented to the 2019 Adviser Institute in New Orleans, this material provides important models that can be adapted of essential mission, legal, ethical and procedural language for student media.
Remember, adapt these guidelines and samples to fit your locality and needs, and:
- Give credit for ideas you adapt
- Don’t just copy someone else’s policy, ethical guidelines or statements. Think about what the models say, what they mean to you and your communities. Clearly separate policy from ethical guidelines and procedures that carry out this process of building a foundation
- Words can mean different ideas to different people. To King George III of England the colonials were terrorists; to Americans, the British army were oppressors and Washington was a hero. Clarify your mission, policy, ethical guidelines and procedures so they have common and precise meanings
- Ask us questions about using the manual concept for all your media. Integrated, the mission, policy, ethical guidelines and procedures form the foundation of responsible journalism.
Clearly separate policy from ethical guidelines and procedures that carry out this process of building a foundation.
JEA-SPPRC
Sample mission statement:
_____________ (school name) student media provide complete and accurate coverage, journalistically responsible, ethically gathered, edited and reported. Student-determined expression promotes democratic citizenship through public engagement diverse in both ideas and representation.
Sample board policy statement (others are at link as well):
[NAME OF SCHOOL] student media are designated public forums in which students make all decisions of content without prior review by school officials.
Sample editorial policy:
“[NAME OF STUDENT MEDIA] are designated public forums for student expression in which students make all final content decisions without prior review from school officials.”
Role of student media:
The NAME OF PUBLICATION/PRODUCTION has been established as a designated public forum for student editors to empower, educate and advocate for their readers as well as for the discussion of issues of concern to their audience. It will not be reviewed or restrained by school officials prior to publication or distribution. Advisers may – and should – coach and discuss content during the writing process.
Because school officials do not engage in prior review, and the content of the NAME OF PUBLICATION/PRODUCTION is determined by and reflects only the views of the student staff and not school officials or the school itself, its student editorial board and responsible student staff members assume complete legal and financial liability for the content of the publication.
Electronic media (including online, broadcast and podcast media) produced by NAME OF PUBLICATION/PRODUCTION students are entitled to the same protections – and subjected to the same freedoms and responsibilities – as media produced for print publication. As such they will not be subject to prior review or restraint. Student journalists use print and electronic media to report news and information, to communicate with other students and individuals, to ask questions of and consult with experts and to gather material to meet their newsgathering and research needs.
NAME OF PUBLICATION/PRODUCTION and its staff are protected by and bound to the principles of the First Amendment and other protections and limitations afforded by the Constitution and the various laws and court decisions implementing those principles.
NAME OF PUBLICATIONPRODUCTION will not publish any material determined by student editors or the student editorial board to be unprotected, that is, material that is libelous, obscene, materially disruptive of the school process, an unwarranted invasion of privacy, a violation of copyright or a promotion of products or services unlawful (illegal) as to minors as defined by state or federal law. Definitions and examples for the above instances of unprotected speech can be found in Law of the Student Press published by the Student Press Law Center.
The staff of the NAME OF PUBLICATION/PRODUCTION will strive to report all content in a legal, objective, accurate and ethical manner, according to the Canons of Professional Journalism developed by the Society for Professional Journalists. The Canons of Professional Journalism include a code of ethics concerning accuracy, responsibility, integrity, conflict of interest, impartiality, fair play, freedom of the press, independence, sensationalism, personal privacy, obstruction of justice, credibility and advertising.
The editorial board, which consists of the staff’s student editors, OR HOWEVER THE DECISION IS MADE will determine the content, including all unsigned editorials. The views stated in editorials represent that of a majority of the editorial board. Signed columns or reviews represent only the opinion of the author. NAME OF PUBLICATIONPRODUCTION may accept letters to the editor, guest columns and news releases from students, faculty, administrators, community residents and the general public.
Content decisions:
Final content decisions and journalistic responsibility shall remain with the student editorial board. NAME OF PUBLICATION/PRODUCTION will not avoid publishing a story solely on the basis of possible dissent or controversy.
The adviser will not act as a censor or determine the content of the paper. The adviser will offer advice and instruction, following the Code of Ethics for Advisers established by the Journalism Education Association as well as the Canons of Professional Journalism.
JEA Adviser Code of Ethics, Role of the adviser
Role of the adviser
The adviser will not act as a censor or determine the content of the paper. The adviser will offer advice and instruction, following the Code of Ethics for Advisers established by the Journalism Education Association as well as the Canons of Professional Journalism. School officials shall not fire or otherwise discipline advisers for content in student media that is determined and published by the student staff. The student editor and staff who want appropriate outside legal advice regarding proposed content – should seek attorneys knowledgeable in media law such as those of the Student Press Law Center.
Ethical guidelines
Letters to the editor (if accepted by staff):
We ask that letters to the editor, guest columns or other submissions be 300 words or less and contain the author’s name, address and signature. All submissions will be verified.
The NAME OF PUBLICATION/PRODUCTION editorial board reserves the right to withhold a letter or column or other submission and return it for revision if it contains unprotected speech or grammatical errors that could hamper its meaning. Deadlines for letters and columns will be determined by each year’s student staff, allowing sufficient time for verification of authorship prior to publication.
Corrections:
Staff members will strive to correct errors prior to publication; however, if the editorial board determines a significant error is printed, the editorial board will determine the manner and timeliness of a correction.
Advertising:
The NAME OF PUBLICATION/PRODUCTION editorial board reserves the right to accept or reject any ad in accordance with its advertising policy. Electronic manipulations changing the essential truth of the photo or illustration will be clearly labeled if used. The duly appointed editor or co-editors shall interpret and enforce this editorial policy.
Ownership of student work:
Absent a written agreement indicating otherwise, student journalists own the copyright to the works they create. Each media outlet should ensure it has clear policies in place for staff members and the publication that spell out ownership and the right of the publication to use student work.
Controversial coverage:
Final content decisions and responsibility shall remain with the student editorial board. NAME OF PUBLICATION/PRODUCTION will not avoid publishing a story solely on the basis of possible dissent or controversy.
Prior Review:
Sources do not have the right to review materials prior to publication. Allowing sources to preview content at any stage of production raises serious ethical and journalistic practice questions. Reporters, following media guidelines or editor directions, may read back quotes that are either difficult to understand, unclear or may need further explanation.
Take down demands:
SCHOOL NAME student media is a digital news source, but it is still part of the historical record. STUDENT NEWS MEDIA NAME’S primary purpose is to publish the truth, as best we can determine it, and be an accurate record of events and issues from students’ perspectives. Writers and editors use the 11 “Put Up” steps before publication to ensure the validity, newsworthiness and ethics of each article. For these reasons, the editorial board will not take down or edit past articles except in extraordinary circumstances.
If someone requests a takedown, the board may consider the following resourcefor questions and actions.
Regardless of the outcome, the Editor-in-Chief will respond in writing to the request explaining the board’s action(s) and rationale for the final decision.
Unnamed sources:
Journalism is based on truth and accuracy. Using unnamed sources risks both of those standards. For that reason, students should seek sources willing to speak on the record. Unnamed sources should be used sparingly and only after studentsevaluate how the need for the information balances with the problems such sources create.
Occasionally, a source’s physical or mental health may be jeopardized by information on the record. In this instance, journalists should take every precaution to minimize harm to the source.
Obituary:
In the event of the death of a student or staff member, a standard, obituary-type recognition will commemorate the deceased in the newspaper and online news site. A maximum one-fourth page feature, or similar length for each obituary, should be written by a student media staff member and placed on the website within 24 hours and in the newspaper at the bottom of page one.
For the yearbook, if the fatality happens prior to final deadline, the staff might include feature content as the editors deem appropriate. For those unofficially affiliated with the district, the editor(s)-in-chief should determine appropriate coverage, but should not include an official obituary.
For more information
- Foundationspackage.
- Priorreview-restraint.
- QuickTips.
- JEA AdviserCode of Ethics.
- Choosingthe right forum
For past Constitution Day materials, go here.
Introducing a staff manual package to build
a foundation for journalistic responsibility
Mission, editorial policy, ethical guidelines and public forum
strengthen the classic media staff manual
Four concepts drive the creation of journalistic approaches: mission statement, editorial policy, ethical guidelines and staff manual process. Together, the four comprise a package of complementary principles we call the Foundation of Journalism, often known as a staff manual. Through our discussions, lessons and models, we hope to demonstrate the essential rationale for adding strength them into the Legal and Ethical section of the staff manual.
These principles represent the key pillars of standards-based journalism and are the products of perhaps the most important journalistic decisions the student staff can make. Together, the concepts enhance the strengthen the process and product, the decision-making and critical thinking that can characterize student media.
This first section provides information and resources on how and why the four parts of the manual work together, and is below. All five pieces, introduction, mission, editorial policy, ethical guidelines and staff manual, are designed to interact and show and why each develop and apply to your school’s student media.
SPRC legal and ethical staff manual
What is it/definition: The SPRC’s manual package contains information and resources that create a framework for a school’s journalism publication and learning program – Mission Statements, Editorial Policy, Ethical Guidelines and Staff Manual process. It also includes resources on forums for student expression.
Visual to accompany the Law-ethics package. This material has been used at JEA.NSPA conventions to introduce the entire sequence of materials.
Important items of note: JEA’s Scholastic Press Rights Committee presents ideas, models and language, but does not recommend cut and paste of precise wording or inclusion of entire content or model. We also stress the concept that policy and ethical guidelines are different and should not be noted in the same section in the manual.
Guideline: Each student media should have basic statements, a Foundation or cornerstone, compromised of a mission statement, editorial policy, ethical guidelines and staff manual that protects student free expression, explains why that is essential and shows how each element depends on the others. This Foundation should be based on journalistic standards, best practices and encompass journalism’s social responsibility.
Student best practice: Students should make all final decisions of content, without prior review by school officials and be designated public forums for student expression. All pieces should support that premise.
Quick Tips:
Student media policy may be the most important decision you make: Students should understand they can and should adopt best legal and ethical practices for their student media, both at the board and school level.
What should go into an editorial policy? What should not?Editorial policies are the foundations for your journalism program. Often short, these statements address forum status, who makes final decisions of contentand prior review. Think of it this way: a strong policy is prescriptive. It says what students will do. A policy is like a constitution and sets the legal framework for student media. We strongly discourage the inclusion of ethical guidelines or procedures and process in policy documents because ethics and staff manual procedures are suggestive.
SPRC blog commentary
Five activities to consider before next fall: Looking for end-of-year activities to rebuild or revisit how your student media operate, the range and effectiveness of content, no matter the platform?
Consider this process at the end of the year or during summer staff retreats, to help students strengthen your program’s foundation.
SPRC blog reporting
The Foundations of Journalism: Policy, procedure, guidelines: These concepts represent best practices. We do not urge copying the entirety of anyone’s policy, including ours. Instead, we urge students and adviser to mold a sound policy based on their school’s needs and identity. Modify our elements in your words.Based on these concepts: no censorship/restraint by any school official, no prior review by any school official, designation of all student media as public forums for student expression and that students make all final content decisions.
Student voices, student choice:By adopting policiesand guidelinesthat are student voice friendly in policy and practice, schools can further embrace empowerment of student voices and authority.
Building foundations for great journalism:It is critically important to build a solid foundation in law and ethics before sending students out for that first assignment.
Handout: Foundations topic draft form:A planning form for developing ethical and staff manual guidelines.
Building student media foundations with policy and ethics: This project is a two-fold effort to combine policy, ethics and staff manual procedure into an integrated process where policy sets the stage for ethical guidelines and ethical guidelines shape staff manual procedure. It is designed to tie directly to The Foundations of Journalism: Policy, procedure, guidelines.
Build a strong foundation by locking in pieces of the puzzle called journalism:
Preparing student media for a new year often begins with design — and theme-planning. For a good number this includes summer workshops for training in reporting platforms, visual reporting approaches and the latest in apps and across-platform developments. We hope such training also includes the basics of law and ethics. Often, we fear it does not.
Lesson to help students formulate policies, guidelines and procedures: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.
JEA law/ethics curriculum:
Ethical Guidelines and Procedure Statements: Creating the Foundation 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.
With Freedom of the Press Comes Great Responsibility Students should have a basic understanding of their responsibility to provide fair, balanced and accurate content that is complete and coherent. From studying examples of content and role-playing on situations that they may have to address, this lesson prepares students for the kinds of decisions they will make with their own publication.
Understanding Journalistic Forum Status The 1988Hazelwood v KuhlmeierU.S. Supreme Court decision created a need for students and advisers to understand what forum status means for all scholastic media. This lesson defines the three types of forums and outlines what each could mean for students. The lesson also enables student journalists to choose which forum best meets their needs and take steps to create that forum.
Creating a Mission Statement for Student Media Everyone has seen mission statements that contain “educate and entertain” as key goals for scholastic media. The purpose of this lesson is to create mission statements that go beyond generic wording. Instead, mission statements should help establish who student journalists are, their role, and their purpose. Establishing this framework will also shape audience understanding about media roles, purposes and identity, including the social responsibility role that even student journalists must uphold.
Podcast/RPM:
Board media policies:This clip explains why a shorter, simple board-level student media policy is recommended and outlines three clear points such policies should establish.
A combined editorial policy: As more student media programs take a comprehensive approach to produce all types of scholastic media under one staff structure, it only makes sense to combine separate publications policies into one.
Resources
Ethics codes are invaluable in student journalism, but not as a guide for punishment,
Sitemap of inclusive materials, go here
How to Use the List of Ethics and Staff manuals, gohere.
Crafting the Argument Against Prior Review and Censorship
Building the case against prior review and restraint: talking points to help start a discussion between advisers and administrators
Related Content: Mission statements | Editorial policy | Ethical Guidelines | Staff manual
| Prior review | Prior review | Censorship |
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