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 MoreElection coverage:
Outlining an ethical guide for journalistic responsibility and civic engagement by reporting issues, candidates and making endorsements
Return to Front cover Constitution Day 2020
Description
It’s election season again and people are especially drawn to the major issues separating the nation and the clear-cut national divisions between key candidates. There is little compromise, and some have said democracy’s future is at stake.
This lesson on election coverage moves students through critical-thinking and decision-making processes and prompts students to cover stories that meet their communities’ needs.
By applying reportorial procedures to important coverage, and on a deadline, students build guidelines for real decisions they will make. To learn to meet communities’ needs, the students must become involved in civic engagement with candidates, officials, voters and those outside the system.
Your staff ponders choices they face:
• To report the national race
• To report only on key races and people
• To ignore because it is too controversial
• To endorse candidates and issues.
Beyond the national, other elections can make or break national, regional, state city and local futures:
• local issues like school levies, school board candidates
• City elections with income taxes and support for hospitals, libraries and more
• State issues as above but also like issues and referendums on constitutional change
• and then the ones that seem to draw the most attention – national level congressional and presidential ones affecting all citizens.
Which election, if any, to report, why to report and how to report?
Objectives
• Students will, after research and discussion, choose which of the various elections have the most local impact this year for students, local communities and a democratic society.
• Students will investigate Best Practices of reporting elections, from local to national, and to choose the most important to their diverse audiences.
• Students will, as they gather information from their reporting, discuss and decide whether they want to/should endorse, oppose or abstain from opinion coverage in this election.Students will prepare reasons from their gathering and reporting and draft an editorial student media can use to endorse, or not.
Common Core State Standards
| CCSS.ELA-LITERACY.RH.11-12.2. | Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. |
| CCSS.ELA-LITERACY.RH.11-12.9 | Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources |
| CCSS.ELA-LITERACY.RH.11-12.6 | Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence. |
| CCSS.ELA-LITERACY.W.11-12.2.B | Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. |
Length
Essentially 5 days
Variables: (Teacher and staff/class will have to tailor lessons to school schedule, location and pandemic status):
• 50 minutes daily
• 60 minutes daily
• 1:5-2hours every other day
• Other
• Remote home learning (students would likely have to, at some point, work in teams of one or more:
• Editors
• Text reporters (3-5)
• Visual reporters (2-3)
• Copy/headline design concepts editor
• All team members work on editing and design
Materials / resources
• Equipment consisting of: Smart phones, audio/video as available, computers for uploading, editing, Internet for interviewing, research, editing, contact and planning
Lesson 1: Should students cover elections this year, which elections and why?
Step 1 — Introduction (30 minutes) Introduce the assignment as a different way to cover elections that could model a new, more student centric, approach. (Teacher and/or medium editor could do so.) While reporting is news-based, it could involve news feature reporting, depth reporting, profiles and alternative story forms.
Choice of forms is up to students and should/could involved multiple form, except one. Do not, for now, include plans for viewpoint or editorials. Focus on leadership through information gathering.
Step 2 – Choices (30 minutes) Teacher or lead students will break the class into teams as noted, and will first discuss pros and cons in learning for the student staff and communities. What values are there in focusing first and primarily on objective coverage? What kind of reporting varieties make sense to show the diverse nature of this particular election. What are advantages and disadvantages of possible story forms? Which might be the most understandable? Which lend themselves to clearly showing issues? Keep a list of the discussions and of the decisions.
Step 3 (30 minutes) Student team leaders should show reporting groups a list of possible types of elections that could be covered in your area:
• local issues like school levies, school board candidates
• City elections with income taxes and support for hospitals, libraries and more
• State issues as above but also like issues and referendums on constitutional change
• and then the ones that seem to draw the most attention – national level congressional and presidential ones affecting all citizens.
In team or group discussion, the team leader should lead discussion focus on this type of questions about possible local election coverage:
• Should student media cover elections as listed above? Yes, no and why?
• Answer-team leaders should look to include educating communities, being leaders in forming views, identifying community values, providing forums for discussion and providing diverse looks at how issues, people might affect students and citizens locally.
• What can we accomplish and aid potential voters?
• Should we endorse non-school candidates and issues?
• Should we endorse school candidates and issues? What arguments make either choice valuable? What is important to know about the issues
• Can students legally endorse or support all types of issues, candidates?
• What are pros and cons of each question and you might raise?
• Others raised by student readers.
During the discussions, keep notes for the final step It is likely each group might duplicate focal points, like focus on national elections.The teacher and team leaders should meet and decide what to do in that case. For example:
• Have decided on coin flips
• Allow groups to negotiate with the others
• Allow groups to do the same level of election coverage but with different focus
• Other
Assessment: Students will write a position statement of no more than 75 words on the process, its value and of the outcome to give to the instructor the next class.
Lesson 2: How should each election selected by the team be covered?
Step 1 — Introduction (40 minutes) Team leaders will take a vote and then move ahead as team to work on interviewing, researching, story form planning assignment of story angles. It likely would be good to use as many approaches as possible, and as time allows.
Step 2 — Introduction (20 minutes) Team leaders lead discussion. Someone takes notes on the discussion and reasoning for the choices made.
Assessment: statement on the choices, questions and plans due to instructorot end of class.
Lesson 3: Planning the coverage and building reporting guidelines
Step 1 — Introduction by team leader (60 minutes) Team leaders will lead team members through the following:
• Each person’s story ideas and suggestions and why audiences would care
• Best platform to publish and why; will that require in terms of time, equipment, number of reporters;
• Who are the best sources? Why? Are they local and credible? Can you talk with them live? How? Sources? Sidebars? Alternate story forms? Collaboration with other schools? Blends of four types of sources: experts, authorities, Knowledgeable and reactors.
• How will information be gathered?
How will information like campaign charges and statements be verified? Will yours really Question Authority? Will reporters apply principles of “skeptical knowing?” What will they do if they find a source running for office is lying knowingly?
Does your staff have ethical guidelines, separate from policy, that provide the framework for procedures like:
• Handling use of unnamed sources
• What to do if sources ask to review How to answer if a school official says student media cannot run political endorsements or edits on school levies?
If so, could this lesson expand to strengthen, through other lessons, how your students practice reporting and leadership? If not, could this lesson be the foundation for creating such Ethical Guidelines-Application process in the Scholastic Press Rights committee’s Quick Tips and Foundation approach to a unified and expanded staff manual?
Assessment would come as another student statement on reactions and questions about the story and ethical planning in this session.
Lesson 4: Deadlines, types coverages needed, why
Step 1 — Introduction (20 minutes) The team will then set deadlines, checkpoints and decide the story format they think they will use. They would also set team meetings to finish their reporting, based on your media’s current schedules. This process can also change to adjust to changes. If students decide decide quickly, go to Lesson 5.
Lesson 5: Should involve op-ed pieces? Why?
Step 1 — Introduction (10 minutes) The teacher should return all assessment statements to each student, giving students a chance to look over what they wrote.
Step 2 — Introduction (20 minutes) The teacher will then pose this question: Based on your experiences and planning for election stories, which of the types, including objective reporting or possible use of editorial/viewpoint, would you find most effective in covering an election?
Why? Which do you think various communities might react to that question? Discuss briefly. Should students take stands on school issuse and candidates in opinion pieces? There is no correct answer. What the teacher seeks is the thinking process and supporting of arguments.
Step 3 — Assessment (40 minutes) The teacher will assign students to outline the content of a 125-300 word opinion piece about what position they would take on one of the election stories.
Some questions to use as guide in your thinking:
• Would they use content from the infogathering and reporting in their opinion statement? How? In their view, would the objective process be more, less or how important to audiences in terms of making an informed decision?
• Which approach to story coverage, objective or opinion, would, in their view, be most informative for voters? Why?
• What advantage, if any, would subjective presentation have over objective presentation?
The teacher will collect at the end of the session or could make it due the next session if students needed additional time.
Students will continue their election reporting from this point.
Differentiation
This is meant to be a guideline of what the process and outcomes can be. It would be impossible to predict a scenario for every variable. Teachers and students can also best adapt this framework to fit time variables and even the place variables, particularly with a Covid-19 induced variety school schedule possibilities.
Hopefully, the lesson can be a springboard to additional lessons, like on formalizing procedures used in reporting topics similar – and different, in thinking about the power of op-ed pieces, or whether student media should endorse or oppose issues or candidates locally.
Substantial numbers say endorsing public officials and public issues is illegal by public school media because it is a misuse of public funds. Also substantial in numbers, others argue it is not and provide legal guidance from the Internal Revenue Service.
The value if this assignment is in its flexibility, its emphasis on collaboration, planning, critical thinking and time and energy it takes to localize important stories.
Read MorePrior review and prior restraint
This online lesson guides students through the basics of prior review and prior restraint and the specifics of how it applies to student media. Almost every national journalism education group and professional journalism organization opposes prior review and restraint as having little to no educational value. A position on prior review is an essential part of a staff manual.
Objectives
- Students will demonstrate understanding of prior review and restraint.
- Students will compare and contrast prior review and restraint with journalism principles, ethics and decision-making.
- Students will develop arguments to defend or oppose the use of prior review and restraint
Common Core State Standards
| CCSS.ELA-Literacy.W.9-10.2 | Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. |
| CCSS.ELA-Literacy.W.9-10.6 | Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. |
| CCSS.ELA-Literacy.W.9-10.10 | Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. |
| CCSS.ELA-Literacy.W.11-12.5 | Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 11-12 here.) |
Length
Based on individual needs
Materials / resources
Prior review v. prior restraint
Resources for teacher background
Model guidelines for policy choices
What should go into an editorial policy? What should not?
Student media policy may be the most important decision you make
Suggestions for student media mission, legal, ethical and procedural language
Introducing a staff manual package to build a foundation for journalistic responsibility
Ethics codes are invaluable in student journalism, but not as guide for punishment
How to use this guide for ethical use of staff manuals
Muzzle Hazelwood with strong journalism status as an open public forum
Talking points on prior review and restraint
Dealing with unwanted, forced prior review?
Prior review v. prior restraint
Understanding the perils of prior review and restraint
Prior review imposes ineffective educational limits on learning, citizenship
Guidelines, recommendations for advisers facing prior review
Lesson step-by-step
Presentation – Day 1
The teacher will set up a discussion question for students about prior review and prior restraint.
The prompt follows:
Read these definitions:
- Prior review occurs when anyone not on the publication/media staff requires that he or she be allowed to read, view or approve student material before distribution, airing or publication.
- Prior restraint occurs when someone not on the publication/media staff requires pre-distribution changes to or removal of student media content
Once students ponder the definitions, they should read Prior review v. prior restraint.
The teacher should post the following:
• Create two lists, one supporting prior review and the other opposed to it. Based on readings, previous class work and the definitions, list up to 10 reasons each to oppose or support prior review
When they are satisfied, students would submit their lists to a third, blank, discussion board for use when they work to draft a prior review statement.
Presentation – Day 2 (Could be later or when working on staff manual)
Students will review their pro-con prior review statements and browse through Talking points on prior review and restraint
Using their review choices and other articles, students should each draft a prior review statement to be used with other manual statements on policy, ethics and procedure.
Assessment
Students should craft it as the focus for a short position paper:
• In no more than 150 words, craft a position statement on how to talk with administrators about prior review..
Read MoreForum status of student media
This online lesson guides students through the basics of forum status for student media and the specifics of how it applies to student media. A statement of forum status is an essential part of a staff manual.
Objectives
- Students will demonstrate understanding of forum theories for student media.
- Students will compare and contrast the forum theory concepts with journalism principles, ethics and mission.
- Students will discuss and select a forum theory statement to pair with their mission, editorial policy and ethics statements.
Common Core State Standards
| CCSS.ELA-Literacy.W.9-10.2 | Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. |
| CCSS.ELA-Literacy.W.9-10.6 | Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. |
| CCSS.ELA-Literacy.W.9-10.10 | Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. |
| CCSS.ELA-Literacy.W.11-12.5 | Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 11-12 here.) |
Length
Based on individual needs
Materials / resources
When your publication is a public forum and when it is not
Choosing your forum status is like choosing the best medicine
Forum status of student media,
Resources for teacher background
Model guidelines for policy choices
What should go into an editorial policy? What should not?
Student media policy may be the most important decision you make
Suggestions for student media mission, legal, ethical and procedural language
Introducing a staff manual package to build a foundation for journalistic responsibility
Ethics codes are invaluable in student journalism, but not as guide for punishment
How to use this guide for ethical use of staff manuals
Muzzle Hazelwood with strong journalism status as an open public forum
Talking points on prior review and restraint
Dealing with unwanted, forced prior review?
Prior review v. prior restraint
Understanding the perils of prior review and restraint
Prior review imposes ineffective educational limits on learning, citizenship
Guidelines, recommendations for advisers facing prior review
Lesson step-by-step
Presentation – Day 1
The teacher will share this link with students. Students will have read this before class time. The teacher will also share this information:
• In the post-Hazelwood world, it is more important than ever for student journalists and their advisers to know what policies their school has adopted relating to student publications or student expression.
The language of those policies (whether they give editorial control to students or keep it in the hands of school officials) and the amount of freedom that students have traditionally operated under at the school can determine whether Hazelwood or Tinker sets the standard for what school officials will be allowed to censor.
Three types of forums are open public, limited public and closed.
• A closed forum: An example of closed is a PTA newsletter. The owner of the forum can control its content. Censorship is allowed. Little learning about the role of a free press in a democracy would take place. Little learning about the various roles of journalism would take place.
• Students have no expectation of freedom of expression.
- Students should have no expectation of learning news or objective journalism.
- Students should have no expectation of creating original pieces.
- Students should have no expectation of decision-making.
- Hazelwood applies
• A limited public forum: A limited forum can be limited to whatever the establisher of the forum wants it to be: a forum for sports coverage, for example. It can be reviewed, or not reviewed, by the originator’s designation. If reviewed, the owner of the forum has all the legal responsibility and control. If not reviewed, the students, for example, could be designated as being in charge and enjoy the freedoms and bear the responsibility. A good many student media fall into this category where school districts trust their students, their advisers and their curriculum. Students learn about the media’s role in a democracy, and about their own civic responsibility. If education about the media’s role in a democracy and learning critical-thinking and responsibility are the school’s mission, then the second type of limited forum is used.
Limited-closed:
• Students have no expectation of freedom of expression
• Students should have no expectation of learning news or objective journalism.
• Students should have no expectation of creating original pieces.
• Students should have no expectation of decision-making.
• Hazelwood applies.
Limited-open:
• Students have an expectation of freedom of expression.
• Students should expect to learn news or objective journalism.
•Students should expect to create original material
• Students should expect to make decision
• Tinker applies if no prior review.
• An open public (designated) forum: The third category is an open forum, much like speakers’ corner in the United Kingdom. Anyone can speak, and the school (government) bears no legal responsibility. Schools can designate student media as open forums by policy or practice. This is noted within the Hazelwood decision, as is a limited open forum with student decision-making control.
Open forums:
• Students have an expectation of freedom of expression.
• Students should expect to learn news or objective journalism
• Students should expect to create original material.
• Students should expect to make decisions.
• Tinker applies if no prior review.
Activity 1
Students will decide which of the following statements they would prefer for their student run media (keeping in mind the various platforms of print, broadcast, yearbook and digital should be under the same policies and their staff manual reflect that), and why they made that choice.
Students will write their choice on the discussion board Student Media Forum Statement the teacher created. Students should choose the forum carefully and refer to it in the policy section of your staff manual. It might also play a role in development of Mission statement.
Statement 1: All school-sponsored student publications and productions are XXXXXXX forums. While students may address matters of interest or concern to their readers/viewers, as XXXXXXX forums, the style and content of the student publications and productions can be regulated for legitimate pedagogical, school-related reasons. School officials shall routinely and systematically review and, if necessary, restrict the style and/or content of all school-sponsored student publications and productions prior to publication/performance in a reasonable manner that is neutral as to the viewpoint of the speaker. Legitimate pedagogical concerns are not confined to academic issues but include the teaching by example of the shared values of a civilized social order, which consists of not only independence of thought and frankness of expression but also discipline, courtesy/civility, and respect for authority. School officials may further prohibit speech that is grammatically incorrect, poorly written, inadequately researched, biased or prejudiced, vulgar or profane, or unsuitable for immature audiences.
Statement 2: [NAME OF SCHOOL] student media are designated public forums in which students make all decisions of content without prior review by school officials.
Freedom of expression and press freedom are fundamental values in a democratic society. The mission of any institution committed to preparing productive citizens must include teaching these values and providing a venue for students to practice these values, both by lesson and by example.
As preservers of democracy, our schools shall protect, encourage and enhance free speech and the exchange of ideas as a means of protecting our American way of life. (This choice can be supported with other students that enhance or explain the position)
Statement 3: The Board designates all school-sponsored student media, with the exception of those originating from classrooms or educational settings not otherwise directly associated with student publications and productions, as XXXXXXX forums whereby students can address matters of concern and/or interest to their readers/viewers. (Under this policy student journalists, content-creators and/or performers involved in these publications/productions have the right/or do not have the right to determine the content of the student media. Social media could be blocked/not blocked, depending on board decision)
Activity 2
After students have chosen and sent their statements to the teacher, the teacher can distribute this information to students Or, save it for another lesson, say on what goes into a policy statement and what does not:
Importance of designated forum status
- There is no requirement that any government agency establish a forum of any kind.
- But once a government does establish a forum, it cannot dictate the content of that forum.
- Jurisprudence sees three types of forums: open, limited, closed.
- The closed forum is a place that traditionally has not been open to public expression. Examples, in schools, could be newsletters or other means of communication not open to public use. So long as restrictions are reasonable and not based on a desire to suppress certain viewpoints, the government may close public access to them.
- The open or traditional public forum is a place with a long history of expression, such as a public park or street corner. The government can only impose content-neutral time, place and manner restrictions on speech in this forum. To override the open, public forum status, the government would have to show a compelling interest.
- The limited forum has the most problematic history. It is a place with a limited history of expressive activity, usually only for certain topics or groups. A meeting hall or public-owned theater are examples. The government may limit access when setting up a forum but may still not restrict expression unless there is a compelling interest. Schools, as government institutions, may, by “policy or practice,” open student media for indiscriminate use by the public or some segment of the public.
- A designated public forum enables students to make decisions of content, thus empowering them to practice critical thinking and civic engagement roles.
- Educational value of the designated open forum is mirrored by the fact most schools have mission statements identifying these as essential life skills for students to learn while in school.
- Prior review and a lack of trust in the product (students) schools are expected to produce undermines the very missions school officials say are among their most important.
- Studies have clearly shown that students, and communities in general, do not understand the importance of the First Amendment. One reason may be that students are not allowed to practice what they are taught while in schools and thus do not believe the theories of the democratic system.
These definitions should help you understand public forums:
- Forums by policy: An official school policy exists that designates student editors as the ultimate authority regarding content. School officials actually practice this policy by exercising a “hands-off” role and empowering student editors to lead. Advisers teach and offer students advice, but they neither control nor make final decisions regarding content.
- Forums by practice: A school policy may or may not exist regarding student media, but administrators have a “hands-off” approach and have empowered students to control content decisions. Advisers teach and offer students advice, but they neither control nor make final decisions regarding content.
Assessment
Students should use their answer as the focus for a short position paper:
• In no more than 150 words, craft a position statement why their choice would be best for all their audiences. Submit to the teacher for comment and further use.
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.