Ethical guidelines suggest
best practices for your student media

Posted by John Bowen on Oct 25, 2018 in Blog, Ethical Issues, Scholastic Journalism, Teaching | 0 comments

Ethical guidelines

What is it/definition: Ethical guidelines in journalism help guide students to make good decisions and the think critically. Because there is no right or wrong, students become ethically fit by making decisions without review, by examining possible decisions and projecting effects of their decisions. Being ethically fit also means preparing ethical decision making that relies more on “green light” rather than ”red light” process and guidelines.

 

Important items of note

The “green light” principles encourages students to go after their story with approaches thought out and dangers identified. A “red light” approach would argue the risk outweighs the value and possible avoidance of the story. Products of this decision making are codes of ethics and long-term ethical guidelines and staff manual procedures presented in this section.

 

Guideline: Develop  ethical guidelines and staff procedures rooted in ethical thinking and acting that carry  out student media’s journalistic mission, policy and the journalistic, social and civic responsibilities they create.

 

Procedure: Develop a working code of ethics to help student staffers and media audiences better understand and practice ethical decision-making that contribute to the highest standards of journalism.

 

Quick Tip:

A strong and effective staff manual describes the procedures of the staff in accordance with best policies and specific ethical guidelines. Because a staff manual should be a collaborative creation between students and advisers, it also becomes a living document, changing as necessary to reflect the culture and practices of the staff.

 

Each year staff members should have the opportunity — and obligation — to update items to ensure the product serves their needs and those of their audiences.

 

A good staff manual creates an atmosphere consistent with board- and media-level policies’ sound legal principles and uses ethical guidelines to shape procedure. Such a roadmap can help students justify content to administrators or introduce new staffers to common newsroom policies.

Quick Tips index   A list of nearly 70 journalism processes showing the interaction between every day journalistic processes and actions and ethical principles.

 

JEA Curriculum

Introducing Students to Takedown Requests

When the requests come – and they will come – for your student staff to take down materials already published either in print or online, what criteria will they use to make the decision – and why? Students will learn what takedown demands are, examine criteria needed to craft responses and develop guidelines for when a request occurs.

 

Making Informed Takedown Decisions

This is the second of three lessons related to takedown requests, and students will practice making informed decisions regarding takedown requests using case studies. This lesson should be used only after the lesson “Introducing Students to Takedown Requests.”

 

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

Just Because You Can, Doesn’t Always Mean You Should

Another Way to Examine Ethics: Red Light, Green Light

Making TUFF Decisions

When Journalists Must Navigate Ethical Situations

Exploring the Issues with Anonymous Sources

With Freedom of the Press Comes Great Responsibility

The Importance of Dissenting Voices

When Journalists Err Ethically

 

Podcast/RPM:

Press Rights Minute: A  series of 60 second audio clips that introduce journalistic topics of importance, many of which deal with ethics.

 

SPRC blogs

Responsibility in scholastic media starts with accuracy, complete storyAdministrators 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?

 

JEA Adviser Code of Ethics   Like students, advisers and teachers can have a journalism Code of Ethics.

 

The foundations of journalism: policies, ethics and staff manuals   This is the core, 4-part set of principles, legal statements, guidelines and procedures used to set the tone, the standards and path to success of your student media, Mouse across the black area below “spectrum expression.” Double click on the numbers for information, rationale and models. You will link to the sitemapof numerous files.

 

Model for ethical guidelines, process   This model shows how to outline the process and procedures implementing the action. It would then become an essential part of student media’s staff manual. An example would be Adviser responsibilities.

 

A class activity to learn both law and ethicsAsk some teachers already in the classroom, ask their principals, and, while they would know it’s not all one word, they might be hard pressed to explain the difference between law and ethics.

 

Fake news is like a social disease; we need to treat more than its wounds   The spread of fake news is like a socially transmitted disease for which we now only treat the wounds, Kelly McBride, Vice President, The Poynter Institute, told those attending the Fake or Fact? at Kent State University. Simply defining fake news, McBride said, will not help the problem. Reaching students and young people through awareness and education will do more.

 

Fake News: Tools of Truth landing page   Given the importance of knowing how to deal with fake, deceptive and misleading information, we developed this set of lessons.

 

CJE test-takers need not fear law and ethics questions  Both the Certification and Scholastic Press Rights Committees agree — without a solid foundation in law and ethics, advisers can have the most well-written stories, appealing designs, innovation multimedia, but if a reporter plagiarizes or a photographer just downloads and publishes someone else’s copyrighted image, you’re going to have problems.

 

Crossing the line: student challenges public media ethicsWhen a television reporter crossed the line to get a story about a local high school’s security system that led to a school lockdown, a student journalist challenged the media’s ethics.

 

The rules of the journalistic road start with law and ethics   While students are infatuated and seemingly obsessed with online and social media, the essential fundamentals of journalism — including laws and ethics — need to, as “boring” as they may be, need to a dominant part of any education curriculum.

 

Help with crafting policies and ethical guidelines for student mediaOur interest in developing the project began when we found several instances when a school administrator in a potential censorship situation wanted to enforce — even punish — students for not following ethics statements because policy, ethics and staff manual points were all intermixed in a common document that the school administrator presumed he had the authority to enforce based on his interpretation.

 

Evaluating journalistic content: an ethics lesson  Using Vox-style coverage, students will compare and evaluate their content approaches with others and frame ways to improve their coverage approaches.

 

Online comments: Allow anyone to post, or monitor and approve first. An ethics lessonYour students are online and just published their first real controversial reporting. Comments, positive and negative, begin to pile up. How do students handle them?

 

How much information is enough for a story? An ethics lesson  What makes for good reporting? In print? Online?  Is the practice of “All you need to know about X” bad for journalism? In working on those questions, students will also work on formulating corrections for weak practices. They will also work toward forming defenses of stronger processes and policies. One way or another, students will decide the kind of policy they would develop to create an effective and credible news practice. This could involve guidelines or policy for the staff manual.

 

Taking your student media online:  Will students follow online news media?

An ethics lesson    What should you consider before taking your student media online? This lesson will examine areas students should explore prior to transitioning to online.

 

Is print dead? An ethics lesson   Can students read the Constitution in its original form (cursive)? What could this mean for paper consumption?

 

When law and ethics and good journalism combine  Editors of the Shakerite have class at 8 a.m., and they had a lot to discuss Sept. 11. Editor Shane McKeon and campus and city editor John Vodrey had the police report showing that what the principal, in his letter to parents, said was an assault had really been classified by the police as a rape.

Now what?

Not only did the staff have to decide how to cover the story but had to do so quickly. The deadline was now, not two weeks away. 

Part 3 of a three part series.   Part 2              Part 1

 

Ethics codes are invaluable in student journalism, but not as a guide for punishment   Members of the student media and their advisers study and often adopt Codes of Ethics developed by professional media societies. But a distressing trend is emerging in our schools:  Administrators who demand that student journalists or media advisers be punished for perceived breaches of these codes.

My question is this: How can an ethics code logically be used as a tool for punishment when it is not possible to enforce such a code?

 

Ethics by any other name: Why process is more important than verbiage

Ethics is not as much a moving target as today’s media pundits might have us believe. Quite simply, ethics is a conscious effort, above all other motives, to do the right thing for our readers, subjects and the public’s right to know.  

 

Ethics workshops offers videos, lesson plans   When Kent State University and The Poynter Institute team up for their annual ethics workshop, they don’t forget high school journalism teachers and students. Keynoter — and the subject of one set of plans — was Jose Antonio Vargas, the opening speaker at the National High School Journalism convention in Los Angeles in the spring. Archived videos of his very personal and passionate talk about being an undocumented immigrant plus videos of all the other panels of the day are now available online.

 

Develop, follow code of ethics   No matter which media platform you use, ethics will play a daily role in your decision making. Rushworth Kidder in “How Good People Make Tough Choices” says ethics is a “right versus right” process.

 

‘Whad’ya know?’ New teachers should answer, ‘Law and ethics’   As Wisconsin Public Radio’s Michael Feldman asks each week, “Whad’ya  know?” Sadly, even some secondary school journalism teachers with proper credentials can answer, like Feldman’s audience, “Not much!”

At least that appears to be true when it comes to law and ethics.

And some teachers don’t know much because no one required them to learn much to get their jobs

 

Ethics in the eye of the storm  When Hurricane Sandy hit the United States early last week, citizens turned to Twitter for a constant stream of information. The hashtag #Sandy provided hundreds of live perspectives each minute, including photos of the impending storm and subsequent devastation.

For those covering the story live, the storm spawned an entirely new lexicon of descriptors (“Frankenstorm” among the most widely-used) and created an ethical dilemma all-too-common in today’s instant media environment: How to sort the fact from the fiction?

 

Common Core has room for law and ethics   Like so many things, it’s good news and bad news. The Common Core State Standardsactually may help us show how journalism has skillseveryone should know, but in the process could we be losing support to teach the very framework necessary to use our voices in democracy?

In other words, where does teaching law and ethics fit with the new standards?

Nowhere that’s obvious, that’s for sure, but maybe we can find niches that aren’t so apparent.

 

Visual guidelines join online, yearbook ethics   Because student media designers, photographers and illustrators also face ongoing ethical decisions, we are releasing a third set of ethical guidelines to aid your students as they play critical roles in the decision making process for your media.

 

Teaching ethics: Making it personal   I remember vividly the day my high school newspaper adviser called an emergency editor meeting.  Editors filed into the office, lunch bags in hand, and waited not-so patiently to hear what the fuss was all about.

 

The importance of context: A lesson on ethics and editing  In 2012, NBC officials bore the brunt of an outraged public when the Today Show played a poorly edited 9-1-1 tape from the Trayvon Martin shooting investigation.  The tape, some argued, unfairly portrayed Zimmerman as racist.  This lesson explores the ethics of proper editing as well as the journalistic mandate that context never be sacrificed for brevity.

 

OP/Ed writing with an ethics twist: An in-class lesson  This lesson was inspired by the recent Twitterfest regarding Kansas high school student Emma Sullivan’s tweet about the governor during a trip to the capital. The lesson will take 30+ minutes, and students will need their own paper and pencil. Here are some links for background information on the incident, which will come in handy toward the end of the lesson.

 

Yearbook ethics guidelines   The publication yearbooks create will serve as a record/history book, memory book, business venture, classroom laboratory and public relations tool for the district. Because the functions of the publication are so far reaching, and the publication itself is an historical document, the ethical questions facing the yearbook staff are challenging and unique.

 

Online ethics guidelines for student media   As student media staffs explore digital media to gather information, tell stories, promote their work and handle comments, they will encounter ethical questions both familiar and unique.

 

5 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 the following, either now at the end of the year or during summer staff retreats, to help students strengthen your program’s foundation.

 

Pursuit of accurate information clearly part of scholastic journalism’smission   When a student journalist pursues a story and, as H.L. Hall would say, “digs” for information, most journalism educators would be pleased.

And so too, you think, would administrators.

Unfortunately, that’s not always the case. In fact, it’s becoming more common for school czars to be rankled by a student’s dogged pursuit of information.

 

Celebration and grief: Parkland students embody importance of student      voices du ring Scholastic Journalism Week    Normally, Scholastic Journalism Week is about celebrating the hard work of student journalists around the country. JEA spotlights great student coverage, publications staffs wear journalism t-shirts and sweatshirts and show off their mastery of the First Amendment. We make videos to share the inner workings of student newsrooms and get our communities engaged and excited about that work.

But this Scholastic Journalism Week, as our nation reeled from yet another horrific school shooting, the last thing on the minds of student journalists at Stoneman Douglas High School was celebration.

 

Second day concerns   It’s not the first day of school that has me worried. It’s the second.

St. Louis Park’s first day involves some get-to-know-you activity, but we start content on the second. And this is why I’m worried.With the summer of fake news and recent news of the events of Charlottesville, Virginia, I want my students to understand why what they do is so important.

So, on the second day, we will revisit our mission statement.

No   license, no car   Why is it important to start with the fundamental press law and ethics? Equate it to driver’s education – you don’t get the keys to the car and go on the road until you know the rules of the road. While Tinker and Hazelwood are not the foundation of press law, when it comes to scholastic journalism, they are an essential part of the foundation. All journalists should know the basics of media ethics and law before they go on an interview, take a picture or start recording video.

 

They need the freedom to make mistakes, too    Scholastic press freedom is a big responsibility, and true freedom comes when young journalists aren’t just free to do great journalism but also are free to make journalistic mistakes and learn from them. As teachers and advisers, we work hard to teach our student journalists the principles, skills and ethics they need while fostering their abilities to problem solve and communicate.

 

JEA is proud to sign statement in support of freedom of the press   As organizations committed to the First Amendment right of freedom of speech and the press, we are alarmed by the efforts of the President and his administration to demonize and marginalize the media and to undermine their ability to inform the public about official actions and policies.

 

Enemy of the American people   Never before in American history, or the history of American journalism, has the media and the First Amendment come under such ridicule and hatred by a sitting president. Instead of being dubbed “watchdogs” who protect the public’s right to know, mainstream journalists have been labeled “the enemy of the American People.”

 

Our tasks for the future: Building a Tool Kit of trust, integrity   Trust. Trust in sources, information, journalists. Trust in audiences. Trust in education. Ways to help student journalistsand their audience fight fake news and bad journalism begin in middle and high school, and especially in journalism programs.

 

Just this once: FSW 2   The American Library Association’s Intellectual Freedom Committee released “The Speaker … A Film About Freedom” in 1977. The film, in its original form, comes with a discussion guide. Today, the websitefor it has the discussion guide and links to coverage about the film and other pertinent articles. Controversial in 1977, the film today hits at many current issues surrounding free speech. Note the date, 1977. Clothing and style reflect that timeframe. It might take students a while to get beyond that and into the First Amendment issues.

 

 Publishing satire   Satire can make for entertaining writing, however two major points should be considered when discussing the inclusion of satire: 1: Will readers get “it?” and 2: Even if readers do get “it,” are you walking a fine line with the type of content expected of your publication and that which isn’t necessarily journalistic?

 

Satire: Easy to confuse when used without context   Listening with a skeptical ear: A lesson on how to check out source accuracy and credibility.   Aw, satire. So fun and entertaining when done well. How many times have I been taken aback for a second by an Onion headline? More than I care to share! Satire can be very powerful when done with purpose, but satire for the sake of satire often falls flat

 

Listening with a skeptical ear: A lesson on how to check out source accuracy and credibility   Student journalists must able to separate valid from questionable information and know how to determine if sources and their messages are credible.

 

Limits to taking a stance in front page design?   Was it OK for student newspaper to Rainbow Filter its Twitter profile pic? Student journalists have always been taught standards of objectivity. The recent U.S. Supreme Court decision on same sex marriage led at least one publication, The Daily Evergreen of University of Washington, to make a statement in its nameplate.

 

Should news media neglect events or people?   During the last presidential election, the Huffington Post announced it would only report Donald Trump’s bid for the Republican nomination for president on the entertainment pages.Historically, many would argue this decision runs counter to the journalistic concept of objectivity. Others argue journalism’s changing roles and thinking of what is news preclude “events” simply designed for attention, without substance. Although it later changed its mind, the paper brought up a new issue: the right to be unknown and media’s right to ignore.

 

User-generated content   Journalists should treat user-generated content the same as any content they create in terms of accuracy, verification, credibility, reliability and usability.

 

Letters to the editor and online comments   Student media should accept letters to the editor or online comments from outside the staff to solidify their status as a designated public forum where students make all final decisions of content. This allows their audience to use their voices as well.

 

Linking to sources   To increase a publications’ transparency, students should clearly show links to sources used in reporting in a consistent process. Providing links to sources creates a sense of credibility and thoroughness in the reporting process.

 

Social media use   Journalists should hold to the same ethical standards and guidelines for their use of social media as they do for print or broadcast. The goal is consistent, responsible creation and distribution of student-created journalism.

 

Use of profanity   Profanity in student media should only be used after careful consideration. While profanity is not illegal, journalists should ask whether the use of profanity is absolutely essential to the content and context of the story. Will readers understand the story if the profanity is not used? Some people will not read or listen past any profanity. Students should consider other ways to indicate whether a profanity is intended without actually spelling it out (e.g. using asterisks or other symbols).

 

The role of student media  Journalists often are considered mirrors on society. As such, journalism should reflect the community in which it is produced. In order to also maintain their watchdog function, journalists must also be able to act as candles that illuminate and challenge a community’s values and preconceptions.

 

Balance and objectivity   Journalists should prioritize balance and objectivity as a staff philosophy and content standard. Staff members can help achieve this by increasing staff diversity and seeking multiple perspectives.

 

Staff conduct   Students participating in scholastic media should hold themselves to high standards to earn and preserve trust and respect from the audiences they serve. Lapses in judgment affect the staff as well as the credibility of the media they produce. Students should realize that discipline problems or poor choices extend beyond individual consequences.

 

Academic dishonesty   Students should be honest in all stages of their work. Dishonesty is a serious offense and should not be tolerated. Dishonesty compromises the integrity and credibility of the student publication. The editorial board and/or adviser should address any instance of academic misconduct immediately.

 

News judgment and news values   Student media should consistently and purposefully brainstorm what story ideas might be relevant and valuable to their audience. Students should not ignore those story ideas that might be sensitive or cause offense but instead should consider how to cover these issues in meaningful, sensitive ways.

 

Treatment of minors   All sources deserve to be treated with respect and dignity, but there are special legal and ethical situations that apply to minors. In general, minors are anyone under the state’s legal age of adulthood, usually 18.

 

 

SPLC resources:

 

Other resources:

 

Related Content: Foundation/ Staff Guidelines | Mission|  Policy | Staff Manual | Prior Review | Restraint | Censorship

 

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Procedures outline mission, policy, ethics to build a forum that cements the package

Posted by John Bowen on Oct 25, 2018 in Blog, Ethical Issues, Scholastic Journalism, Teaching | 0 comments

Staff manual procedures

What is it/definition: A good staff manual provides pathways to help students to carry out their roles as journalists. Our model shares four suggested pathways for student media to study and adapt.

 

Mission statement, editorial policy, ethical guidelines and staff manual  complement each other in a way to show student participants and community members what they can expect.

 

Important items of note  Our models are just that. Study then modify them. Adapt them to reflect as well as illuminate best practices. Ideally, the staff manual and its sections will guide student media into being public forums for student expression without prior review where students make all content decisions.

 

Guideline:  The mission statement, editorial policy, ethical guidelines and staff manual should each be in separate sections of the manual to avoid confusion, especially between law and ethics.

 

Procedure: Students can study other schools’ and teachers’ manuals, stressing the need for clarity and local relevance. Having editorial guidelines and staff manual, though, does not mean they are right or effective.

 

During the past several years, we have seen:

• Instances where having too much information in a policy can lead to unforeseen consequences, including censorship;
• Instances where wrong wording created inaccurate interpretation and potential intervention from outside the staff;
• Instances where items presented with policy can lead to procedures interpreted as policy.

 

Remember to keep mission brief and focused on principles and goals. Policy should be legally consistent. It can use must and will. Ethics is not absolute; it ought to use the should. Ethical guidelines are not absolutes, should not be used to spark school punishment if not  followed and can be changeable. Policy is like laws and should not be often changed. Its focus can be will and must. Staff manual procedures and processes are not policy and should not be confused with policy. Manual language urges the daily decision-making process, focusing on why and how.

 

Quick Tip:

 

QT indexThis represents our collection of Quick Tips, where ethics and procedures work together to create guidelines for handling issues that face students daily. Links exist to many valuable sites on a wide variety of  topics and journalistic  approaches.

 

SPRC blogs

How to use this guide for ethical use of staff manualA good staff manual creates an atmosphere consistent with board-and media-level policies’ sound legal principles and uses ethical guidelines to shape procedure. Such a roadmap can help students justify content to administrators or introduce new staffers to common newsroom policies.

 

Mission statements  outline values and role.

Policies – board-and media- levels– dictate what principles focus the student media.

Ethical guidelinesestablish guides to apply the principles.

Staff manual proceduresframe daily steps necessary to complete the beliefs, attitudes and standards of each of the previous points.

 

Policy sets standards and staff manuals ethically carry them out Having editorial guidelines and staff manual, though, does not mean they are right or effective.

In the last year, we have seen:

• Instances where having too much information in a policy can lead to unforeseen consequences, including censorship;
• Instances where wrong wording created inaccurate interpretation and potential intervention from outside the staff;
• Instances where items presented with policy can lead to procedures interpreted as policy.

 

From mission to manual: Fitting the pieces into a strong Foundation  The four pieces of the journalistic puzzle – mission statement, editorial policy, ethical guidelines and staff manual – complement each other in a way to show student participants and community members what they can expect. Taken together, they lead journalists to carry out their key roles, information gathering, thorough interviewing, observing, researching and leadership.

Mission statements  outline values and role.

Policies – board-and media- levels– dictate what principles focus the student media.

Ethical guidelinesestablish guides to apply the principles.

Staff manual proceduresframe daily steps necessary to complete the beliefs, attitudes and standards of each of the previous points.

http://jeasprc.org/curriculum-to-help-students-formulate-policies-guidelines-and-procedures/

 

SPRC adds six new ethics-staff manual models  Models exist to help students and advisers determine what their legal and ethical handbook should look like. These models are not meant to just be copied but to be adapted to fit into your local needs.

 

Sitemap for developing policy and ethics in student mediaPick one model from policies and as many as you need from the ethics/staff manual sections and you are on your way to building your own Foundations package.  We designed the ethics and staff manual sections into four main segments, from establishing the principles and ethical guidelines to evaluating them.

 

Editor-staff relationshipsEditors should be aware of potential challenges that may arise as a result of both positive and negative relationships with peers. While it may be unrealistic for editors to define absolute policies, they should use the staff manual as an opportunity to address ethical considerations of relationships with suggested model behavior.  (Example of ethics-staff manual guideline)

 

Staff Conduct   Students participating in scholastic media should hold themselves to high standards to earn and preserve trust and respect from the audiences they serve. Lapses in judgment affect the staff as well as the credibility of the media they produce. Students should realize that discipline problems or poor choices extend beyond individual consequences.

 

PowerPoint on Policies and manualsThe goal of a mission statement is to set the overarching  purpose of student media briefly. Our model raises some new thinking for a Legal and Ethical Handbook.

 

Curriculum to help students formulate policies, guidelines and proceduresStudents 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.

 

Podcast/RPM:

 

JEA law/ethics curriculum:

 

SPLC resources:

 

Other resources:

 

 

Related Content: Foundation/ Staff Guidelines | Mission | Policy | Ethical guidelines | Prior Review | Restraint | Censorship

 

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Mission sets the path for content, decisions

Posted by John Bowen on Oct 25, 2018 in Blog, Ethical Issues, Scholastic Journalism, Teaching | 0 comments

Mission statement

What is it/definition: A mission statement is a concise, philosophical statement of purpose and goals for student media. It establishes the ethical and practical concepts by which the student media should be expected to operate and why students do what they do.

 

Important items of note: We strongly believe mission statements should be more than “to entertain and educate” as those points do not stress guiding the whys and whats of a mission.

 

Guideline: A mission statement defines your student media, shows your audience what’s important to you and helps them see why you do what you do. It’s not easy to write an effective one.Our model would look like this:

_____________ (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.

Student best practice: You need a mission statement, and we think ours is worth consideration. We also share some points to think about as you write your own or adapt what we offered:

• Audience engagement.Think about the importance of getting your audience to think and hopefully to act. Your mission should be to create media to get and keep them involved.
• Journalistic responsibility.Point out the basis of solid journalism you want as the very heart of your media: truth, integrity, completeness and accuracy.
• Additional reporting basics. Make sure your audience knows it can trust you because you also offer context to put reporting in perspective, verification that shows you double-checked, coherence that ensures it makes sense and presents all relevant information.
• Ethical reporting and editing. To complete the reporting process, present your work ethically and to professional standards for your audiences.
• Student-determined content. It should make a difference to your audience that students are in charge and decide all content for your student media. It definitely makes a difference to courts, too.
• Diversity of ideas and representation.It’s not just one clique that runs your student media. All voices contribute ideas and have representation in your media.
• Platform consistency. It’s not a newspaper policy and a separate wbroadcasteb, yearbook or TV station policy. As all media providers realize they are connected and each telling a story in the best way possible, it’s important the school’s media share the same policies and ethical approaches.
• School mission statement connection.It shouldn’t be surprising that school mission statements often mention the same points student media do: building thinking citizens, preparing students for democracy, etc. Tie parts of your media mission statement to those as well

 

Quick Tip:This information  is part of a four-part series designed to help students build mission states and shape them into workable parts of the Foundation concept.:

Part 1: Build a strong foundation

Part 2: Careful preparation creates strong mission statements

Part 3: Points to avoid in mission statements

Part 4: Fitting the pieces into a strong Foundation

 

Responsibility in scholastic media starts with ethics, accuracy, complete story:Administrators may want student media to depict the school in a positive light, that promotes good news and overlooks the negative.

Is this responsible journalism?
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 theJEA Adviser Code of Ethicsas guides for advisers.That role means letting students make all decisions including content, context and grammar.

Quick Tips index   A list of nearly 70 journalism processes showing the interaction between every day journalistic processes and actions and ethical principles.

 

Podcast/RPM:

 

SPRC blogs

Policy and ethics sitemap:Learn what goes together ln a law and ethics Handbook. We think the policy section should come right after the mission statement since it sets the stage for all other areas. That choice remains yours.

Careful preparation creates strong mission statements: A mission statement defines your student media, shows your audience what’s important to you and helps them see why you do what you do.

Points to avoid in mission statementsAs with any guiding statement, unclear, undefinable or imprecise wording can lead to misinterpretation of intended principles. We suggest mission statements do not include these terms: 

Revisit your mission to empower scholastic journalists:Hopefully your publication has a mission statement as a key part of the editorial policies in your staff handbook. Even better, this mission statement is revisited and, if needed, revised at the start of each year.

Journalistic integrity guides scholastic 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.

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, knowing they can make a difference.

Second day concerns   It’s not the first day of school that has me worried. It’s the second.

St. Louis Park’s first day involves some get-to-know-you activity, but we start content on the second. And this is why I’m worried. With the summer of fake news and recent news of the events of Charlottesville, Virginia, I want my students to understand why what they do is so important. So, on the second day, we will revisit our mission statement.

SPLC resources:

Other resources:

JEA law/ethics curriculum:

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. This lesson works best when used before the Creating an Editorial Policy lesson and after the Mission Planning lessons.

 

Related Content: Foundation/ Staff Guidelines |Policy | Ethics | Staff Manual | Prior Review | Restraint | Censorship

 

 

 

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Law-ethics manual

Posted by John Bowen on Oct 24, 2018 in | Comments Off on Law-ethics manual

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 rationale for adding comprehensive strength into staff manuals.

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, 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.

Here’s where you find each section of the law-ethics manual (mouse over each headline go to resources):

• Introducing a staff manual package to build journalistic responsibility

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.

• Mission sets the path for content, decisions

A mission statement is a concise, philosophical statement of purpose and goals for student media. It establishes the ethical and practical concepts by which the student media should be expected to operate and why students do what they do.

We strongly believe mission statements should be more than “to entertain and educate” as those points do not stress guiding the whys and whats of a mission.

• Editorial policy sets forum status, decision-making standard and more

Designed to provide legal framework for student media, editorial policies come in two forms, school-board level and media-level. In case of conflicts, a school-board policy usually will take precedence. Absent a policy, practice can help determine freedom of expression status. Typical content of an editorial policy can include:

• Level of freedom of expression
• Responsibility for student media content
• Forum status
• Prior review and restraint
• References to guiding legal decisions and theories
• Language about journalistic responsibility, civic engagement and future of democracy

• Choosing the right forum can be a make-or-break decision

Forums come in three types – closed, limited and public/open – and how they are interpreted can make the difference between being censored, reviewed and restrained or being a place of learning citizenship and free expression

• Ethical guidelines suggest best practices for your student media

Ethical guidelines in journalism help guide students to make good decisions and the think critically. Because there is no right or wrong, students become ethically fit by making decisions without review, by examining possible decisions and projecting effects of their decisions. Being ethically fit also means preparing ethical decision making that relies more on “green light” rather than ”red light” process and guidelines.

• Procedures outline mission, policy, ethics to build a forum to cement the package

A good staff manual provides pathways to help students to carry out their roles as journalists. Our model shares four suggested pathways for student media to study and adapt.

Mission statement, editorial policy, ethical guidelines and staff manual  complement each other in a way to show student participants and community members what they can expect.

Legal and ethical cores for staff manuals offer specific examples of points above

by Lori Keekley, MJE
Now advisers and advisers have legal and ethical background, 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.

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.

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 resource for 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 students evaluate 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.

Obituaries:

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

Resources on other items you might want to include:

• Foundations package.

• Prior review-restraint.

• Quick Tips.

• JEA Adviser Code of  Ethics.

• Choosing the right forum

Read More

Promoting scholastic press rights legislation: A Blueprint for Success

Posted by John Bowen on Feb 21, 2018 in Blog, News, Scholastic Journalism | 0 comments

Thursday, Feb 22

INTRODUCTION

Educate, advocate, empower: The mission of JEA’s Scholastic Press Rights Committee is clear, active and powerful – the same traits we look for in successful school journalism programs.

As the committee looked to put its mission into action, it worked to honor requests from a number of advisers across the country who asked the SPRC to compile information about state legislation in order to help those interested in enacting laws to protect student media freedoms.

Drawing from a number of excellent sources, such as the Student Press Law Center’s 1990 legislation guide and materials created for past and current state legislation campaigns, the committee originally created the following “blueprint” for advisers in 2012 for students and citizens who want to move forward with a legislative action plan.

This is a new version of that plan. The intent of this version is to create a robust and responsive document that can easily be updated.

Even if successful legislation is not achieved, those who have participated in the process agree it is an incredible opportunity for civic engagement, especially for students. It allows them to experience the legislative process and to know they, as individuals, can make an impact.

Remember, not all student free expression laws are the same and no student free expression law is perfect. Knowing how the state operates is paramount in this process.

The legislation blueprint includes:

1. Important steps to take in a legislative action plan;
2. Talking points on common student media misconceptions;
3. Resource links;
4. Links to student expression laws and recommended language;
5. Sample news release; and
6. Acknowledgements.

This blueprint is intended to be a general guide, given that every state is different. The legislative process may take more than a year; compromises may be necessary, but at least 13 states have successfully secured greater media freedoms for student journalists.

IMPORTANT STEPS TO TAKE IN A LEGISLATIVE ACTION PLAN

Step 1: Develop a core group.

It would take a miracle to get a bill passed with individual supporters acting independently of each other. Student free expression legislation, and the lobbying that goes along with it, requires organization. Form a coalition. Individuals who want to see student media protections in their state should form a coalition to support such a law.

Step 2: Develop the case for for the legislation.

• Why should this be passed now?
• How is this a nonpartisan bill?
• Compile a list of examples of censorship in the state – arguing in the abstract is often ineffective and makes the legislation vulnerable to criticism that it is a “solution in search of a problem.” See this link for an idea on learning what students self censor.
• Craft and disseminate talking points — the “why” of the bill (see talking points below)
• Anticipate the arguments opponents may state.

Step 3: Find sponsor(s)

• Preferred to have one from each party if possible to show this is not a partisan bill.
• Finding a primary sponsor with a journalism connection may contribute to the bill’s success.
• It’s important the legislator understands the depth of need of the bill. The ideal sponsor will not be afraid to spend some political capital on the bill.

Step 4: Draft the legislation

• Know your goals. Will you include public and private? 7-12? Include college and high school?
• Work to include the adviser protection aspect of the bill.
• Look to and provide the other bills and protections:

Rhode Island Law

Vermont Law

Iowa Law

Kansas Law

Massachusetts Law

Arkansas Law

Colorado Law

Oregon Law

California Law

North Dakota Law

Maryland Law

Illinois Law

Nevada Law

California Public Advisory

Washington Code

Pennsylvania Code

• Know the actual drafting of legislation for formal introduction is typically done by an attorney within the legislature, often attached to a particular legislative committee. Make sure the sponsor has contact information for attorneys at the Student Press Law Center who can provide legal background information and analysis on any bill language.
• Keep in contact with the attorneys at the Student Press Law Center who can provide legal background information and analysis on any bill language.

Step 5: Don’t ignore the name

• North Dakota’s bill was named after a well-loved congressman.

Step 6: Find more journalism allies (involve all those included in the bill)

• Look to state school board, principal and local news associations.
• Contact your state news association. See if its lobbyist would help.
• Send a press release to state papers with a clear rationale for why the legislation is needed.
• Follow-up and offer to meet with the media either in person or virtually (depending on location). Explain your position on that issue and why such legislation is important.
• Remember, media outlets may not embrace the legislation. Some may view administrative roles as that of the publisher of news media. In student media, because principals and administrators often function as a state official, their approving content could equate to a state official approving student voices prior to publishing.
• Note that the stance of individual commercial news outlets may be different from the stance of professional journalism organizations.
• Many groups may be supportive including the American Civil Liberties Union, People for the American Way, the National Education Association and the Society of Professional Journalists.
• Keep in mind, however, that certain organizations can be more beneficial in background roles. The core group may need to be selective about other groups with which it chooses to associate. Know the political climate of your state and what kind of coalition will be most politically beneficial.
• On the national level, these organizations also have expressed some willingness to support student free expression legislation in individual states. Some national organizations already have drafted statements of support: Association for Education in Journalism & Mass Communication (AEJMC), National Council of Teachers of English, American Bar Association, American Society of News Editors and the Society of Professional Journalists.

JEA’s SPRC endorses legislation on a state-by-state basis. Contact us here to request an endorsement.

Previous endorsements can be found here.

• University and college journalism departments are another possible source of support.

Step 7: Find legislative allies

• The initial focus should be on legislators on the committee where the bill is likely to be referred, often the education or judiciary committee. Notify advisers if their schools are in those districts if they don’t already know.
• If the bill sponsor is fully engaged, s/he may be very helpful in garnering support from fellow legislators.
• Pay particular attention early in the process to the committee chair, who is the one who will likely decide whether or not the bill receives a public hearing and vote.
• Prepare a concise, one-page statement about the bill with a list of supporting organizations that can be shared in a short meeting.
• Seek bipartisan support if at all possible. Fighting censorship is not a left-wing or right-wing cause, and student free expression legislation should not be a partisan issue.
• Once legislators and the public begin to believe the issue is being pushed primarily by one party, that perception can be difficult to change.
• Show examples of both liberal and conservative censored content.
• Become familiar with lobbyists who may either help or hurt your cause, depending on who they represent. Seek to know who they are and their motives.
• Know their position. If they represent a sympathetic group, say the ACLU, they may be able to feed you information on where certain legislators stand on the issue, or what their concerns are.

STEP SIX: Introduce the bill.

• Legislators in the core group, as well as those who join the effort in step three, will help get the bill sent to a friendly committee when possible. A friendly committee is one where the group can identify at least some support.
• Remember, those who provided feedback from past efforts have discouraged bill introduction in the education committee, saying its members are too closely linked with school administrators’ organizations to be very open to a proposed bill of this nature.
• They recommend a judiciary committee as one that might have a stronger disposition to a civil rights issue. Most states have two chambers in their legislatures, and those involved in past efforts said they selected one or the other to introduce the bill based on where they found the strongest supporters.
• Make sure to have allies in both chambers though. In many legislatures, the House speaker’s or Senate president’s office is responsible for the committee referral process.

Step 9: Two approaches …

Talk with your sponsors about which approach might work better. Collaboration on this is key.

Approach 1:

• Some states have had opposition from school board and principal associations. Meet with representatives from these early in the process to explain the need for legal clarification of the roles of administrators and student journalists. (See second two for talking points.)
• Be aware that your most logical allies may not initially be helpful. For example, professional media outlets sometimes view school administrators as being in the role of publishers. Know that state education unions may poison the water for conservative legislators.

Approach 2:

• In some instances the opposite tactic may be successful: Downplay the legislation and try to avoid publicity whenever possible. While this likely won’t stop formal, organized opposition, it may curb the enthusiasm of opponents and prevent misconceptions from taking hold with the general public.

If there are local school officials who have gone on record in support of a free scholastic press, enlist them. Secure their commitment to testify on behalf of the bill once it is introduced.

Step 10: Host a lobby day

Prior to the lobby day:

• Know many feel this: “I feel like I’m the only person who cares.” Know community is important.
• Invite friends to lobby days.
• Remember, they represent the people in their area. It’s important constituents contact them, so try to find people they represent to visit them on lobby day.
• Examine legislators’ voting records to see what they’ve supported in the past. Find common ground.
• Work to find constituents of those visiting from those on all sides of the bill.
• Make appointments ahead of time, but be flexible. The legislator may get pulled to the floor.
• Review the talking points and counter arguments with those speaking with legislators.
• Set up appointments. Be early and flexible. Bills may come up, hearings might get scheduled, etc.
• Could partner people (put someone new with someone who has experience or for those anxious about meetings).
• Have a meeting point. Maybe your local teacher’s union’s office could host and your student press association supplies lunch and water.
• Update lobby page site with talking points.
• Remember, best way to contact is in person. Second best is phone and third is email or in writing.

Make the stories personal for each legislator.

• They don’t want to hear numbers, they want stories.
• Tell why the bill exists and is needed.
• Tell why it matters to you — even if they disagree with the bill.
• Show the impact of a person from their district.

On lobby day

• Know the talking points.
• Dress appropriately.
• Know the bill number(s).
• Thank them.
• Call them by name.
• Avoid childish threats “I put you here and if you don’t vote my way, I’ll see you’re taken out.”
• Be an adult.
• If they will not support the bill, you can express disappointment.
• End on a high note (Thank you for your time …. ).
• Visit those who are in support of the bill to thank them for their support. Don’t skip the allies. They need encouragement — “Thank you for doing the right thing.” Lift them up. Legislators can feel quite downtrodden.
• Be concise.
• They often will leave the floor to talk to a constituent, but not a random person.
• Be as prepared as possible.
• Know you can ask people to cosponsor or take their names off bills.
• Know the counter arguments.
• Don’t argue or act childish with anyone who opposed the bill. Don’t get combatant. Remember to act respectfully and thank the legislator for the time.
• Opinions are important to them — get them from their community members.
• Don’t be intimidated. They are normal people too.
• Address them properly (with title).
• Only provide verifiable information. If you don’t know something, say you’ll follow-up on the information. You can also ask if it is ok if you put them in touch with the person who knows the information.

After lobby day

• Use a feedback form that states how they will vote and the level of support.
• Send everyone visited a thank you note or postcard — even if the legislator is opposed to the bill.

Step 11: Attend committee hearing

Typically, a legislative committee schedules a hearing on the bill for supporters and

opponents to testify.

 Core group members should make a special effort to:

1) Demonstrate as much support as possible for the bill by having a large number of well-mannered individuals attend the hearing clearly identified as supporters (perhaps wearing the same color to show unity);

and 2) select the most articulate students, teachers, commercial journalists, scholars and others to testify in support of the bill.

•  It’s helpful if supporters coordinate in advance of the hearing, assigning each person a slightly different perspective to discuss. Select people to testify from varying geographical parts of the state and from schools of different sizes so a broad base of support is clearly evident.
• Those wishing to testify should bring their brief remarks typed up and copied to present to both committee members and the news media.
• Only a few can actually testify before the committee in most cases, and any member of the public who signs up to testify may be called.
• Examine guidelines or rules. Some states may have time limits on speakers.
• Committee chairs may also have their own lists, prepared in advance, of people they want to call for testimony. The core group should pick the best possible representatives to sign up, especially those with stories to tell that legislators might find compelling.
• When opponents of the bill testify, treat them with respect.
• Supporters should anticipate what opponents will say and be prepared to rebut those arguments or neutralize them in advance.
• After the hearing, supporters can hit the committee members hard with phone calls,
• office visits and letters.
• Group members must remember that legislators are working for them and they have both a right and obligation to tell legislators how they would like them to vote – and why.

When and if the bill comes up for a committee vote is usually at the sole discretion of thechair. This can happen as soon as the day of the hearing or many weeks later. Legislatures impose their own deadlines, which supporters should know. Check the legislature’s website oryour sponsor’s office for upcoming hearing information.

Ongoing steps to support the legislation:

Assuming the bill passes out of committee, the same lobbying process should occur at the next level. The core group can send out a sample letter to all the high school journalism advisers in the state scholastic press association, asking them to write their legislators in support of the bill. See sample here.  

• Journalism teachers can set aside a block of time for their students to write letters or postcards.
• Could have a letter-writing campaign — even student governments and debate clubs have organized letter-writing campaigns in support of free expression legislation.

Step 12:

• Once the bill passes one chamber, it usually moves into a committee in the other chamber where the process begins again.
• Support must be continuous throughout all of this process. In many states, bills died somewhere along the way. When this happened, supporters had to remind themselves that losing once (or even twice) didn’t mean the battle was over.
• If the bill died, start planning for the next legislative session and work to garner the support of those legislators who went against them the first time.

Conclusion

This is just an introduction to the legislative process and how it has worked in some states. Much more could be said, and other state groups might have vastly different experiences. Elsewhere in this blueprint are supporting materials and lists of individuals and organizations that have been involved in the process already or who have expressed an interest in being involved. We urge you to contact them directly if you would like to know more about their perspectives on the battle for student free expression legislation.

TALKING POINTS ON COMMON STUDENT MEDIA MISCONCEPTIONS

How much is this going to cost schools?

Absolutely nothing. In fact, it might save districts money in the long run by protecting them from legal liability.

Why shouldn’t students be subject to censorship? After all, commercial journalists are subject to editing.

Editors of commercial media news are not employed by the government; the work they edit is work-for-hire. Student journalists are not employed by the school. School administrators are, in fact, government officials. The First Amendment was crafted to protect U.S. citizens from government censorship. Student speech is protected by the First Amendment, as long as it is lawful and does not cause a “substantial disruption” of the educational process. The Student Press Law Center provides the legal definition of what is considered, by law, to be “unprotected speech.”

Commercial journalists do not seek permission from their primary sources to publish information and, in fact, have a longstanding tradition of not letting sources see stories before publication. Administrators are primary sources for student journalists. The temptation to censor can be irresistible for administrators, especially in cases when they do not agree with the subject matter or fear that content might reflect poorly on them and their schools.

Why should we limit the censorship authority of administrators over student media produced on school time with school resources?

Allowing genuine student media outlets that provide students with a meaningful voice on issues that truly matter to them can be a threatening idea to those used to controlling the message. However, we have a First Amendment because, as a nation, we decided that free and independent media play a vital role in our democracy – even if they sometimes are messier than state-controlled media. The fact that student media is produced using school resources does not empower administrators to dictate content. Advisers and administrators are responsible for teaching students so they can make informed content choices.

Fortunately, a number of administrators don’t look upon their student media as adversaries or threats. Instead, they view independent student media as important school assets. They see the value in providing students with forums to express their concerns, and recognize the educational opportunities provided by strong, well-supported student journalism programs.

(The Scholastic Press Rights Committee recommends being able to cite specific examples of support from administrators in your state.)

“A core value of being a journalist is to understand the role of the press in a free society. That

role is to provide an independent source of information so that a citizen can make informed

decisions. It is often the case that this core value of journalistic independence requires a

journalist to question authority rather than side with authority. Thus, if the role of the press in a democratic society is to have any value, all journalists – including student journalists – must be allowed to publish viewpoints contrary to those of state authorities without intervention or

censorship by the authorities themselves. Without protection, the freedoms of speech and press are meaningless and the press becomes a mere channel for official thought.”

– Judge Arthur Tarnow

Dean v. Utica Community Schools

Are schools liable for content in student media?

There has never been a reported court decision where a public school or school district has been held legally responsible for content in student media. This legislation ensures that school districts and school administrators are protected from lawsuits. With this law, students would be legally responsible for content in their media – not school officials or school departments.

Does this legislation give students the right to publish whatever they want?

No. This law does not protect unlawful speech – the same categories of speech that every journalist must avoid (libel, material that invades a person’s legal right to privacy, obscenity as to minors, etc.). The law also imposes an additional category of speech restriction specific to schools: High school students cannot publish speech that would materially and substantially disrupt normal school activities. This establishes a meaningful balance between administrative authority to maintain a safe and effective learning environment and student free speech rights.

What about the questionable stories published in student media?

Such incidents have occurred, but they are certainly the exception rather than the rule. The majority of student media outlets practice journalism in a responsible manner.

The ability to cover important issues without censorship, promotes a safe and healthy school environment. Students don’t just complain about the cafeteria food. They confront real issues, especially those which are relevant to teens. While it may make administrators uncomfortable, students often cite real safety concerns in their schools. They may cite the need for repairs that have been ignored, especially those that are outside the public view to which students have access, such as locker rooms, student bathrooms, and most classrooms. They often bring about change as a result of their vigilance, courage and honesty. The greater good of the students and staff supercedes the reluctance of administrators to hide the truth. They need to be held accountable by the public for not securing a facility properly. Often, board of education members will discover something that they all have read only in the school newspaper, and will investigate the matter once the conditions are exposed.

(The Scholastic Press Rights Committee recommends being able to cite specific examples from your state’s student publications in support of this.)

What effect do free student media have on the school climate?

School communities need and deserve stories that reflect the authentic student experience. Giving students a voice actually can help guard against disruptive and potentially dangerous behavior by shedding light on issues of concern and empowering the powerless. In fact, coverage of sensitive and important issues often can affect positive change.

(The Scholastic Press Rights Committee recommends being able to cite specific examples from your state’s student publications in support of this.)

How do students benefit from involvement in school journalism programs?

The Partnership for 21st Century Skills http://www.p21.org/

The journalism classroom is the perfect setting in which to nurture 21st-century readiness in students. It incorporates critical thinking, problem-solving, communication, collaboration, creativity and innovation.

“To successfully face rigorous higher education coursework, career challenges and a globally competitive workforce, U.S. schools must align classroom environments with real world environments by fusing the three Rs and four Cs.”

Source for entire document:

“Washington Free Student Press Law FAQ” by Mike Hiestand. http://studentpressblogs.org/nspa/?p=183

See it for additional talking points.

Resource list

This resource list is intended to be a repository to help those in various stages of working on New Voices legislation. Please email SPRC Director Lori Keekley if you know of a resource that should be included.

A list of endorsements and studies that support New Voices

https://newvoicesus.com/other-resources/

• Endorsements from:

The National Council of Teachers of English, American Society of News Editors, Society of Professional Journalists, Association for Education in Journalism & Mass Communication (AEJMC).

North Dakota Superintendent Kirsten Baesler says New Voices is working well in her state. She discusses how the New Voices Act is helping administrators and teachers provide a better learning experience for North Dakota students.

•  Study

A 2015 survey of 900+ high school journalists by the University of Kansas confirms a link between working in a supportive environment respectful of First Amendment values and an increased sense of civic efficacy (the ability to use media to advocate for change).

• Articles:

“Hazelwood at 25,” published Feb. 6, 2013, in Education Week, by Frank LoMonte.

“High School Students, Teachers Confront Student Media Censorship” by Mark Goodman

“High school students, teachers experience student media censorship“

“High school students, teachers report student media censorship”

Myth Busting pdf can be found at the bottom of the the resources.

 

Additional articles not included on the list but beneficial:

From the American School Board Journal concerning the importance of a free student press:

http://www.nsba.org/newsroom/american-school-board-journal/asbj-february-2018/student-press

Former SPLC director, Frank LoMonte’s discussion of the issue in the Baltimore Sun, prior to the successful passage of the New Voices act.

http://www.baltimoresun.com/news/opinion/oped/ bs-ed-student-journalists-20160303-story.html

Other resources

JEA Scholastic Press Rights Committee

http://www.jeasprc.org/

The SPRC can connect student free expression advocates with scholastic journalism leaders in your state or region and help provide related information.

Student Press Law Center

http://www.splc.org/knowyourrights/statelegislation.asp

The SPLC has collected current and historical information about student free press legislation and has experts who can offer opinions about legislative language. In addition to those listed here, Nevada, Vermont and Illinois have legislation protecting student journalists voice.

“Mythbusting” student free press laws (SPLC)

https://docs.google.com/document/d/1M4DxYtQsIbK4hwbnZl2XPIl7s5dvv7qafO-1m9C6OxI/edit?usp=sharing

The SPLC has published answers to challenges which groups may have to this movement and legislation.

Center for Scholastic Journalism at Kent State University

https://newvoicesus.com/1483/news/tips-for-effective-advocacy-from-kent-states-legislation-conference/

CSJ hosted a conference on student free expression legislation in 2016. Videos of the panels presented during that event are viewable here.

American Civil Liberties Union

http://www.aclu.org/affiliates

The ACLU’s advocacy on behalf of the civil rights of young people and contacts with state legislators may be useful.

National and regional scholastic press associations http://www.studentpress.org/nspa/

People for the American Way

http://www.pfaw.org/issues/freedom-of-speech

This left-leaning advocacy organization is a defender of student free expression rights.

National Education Association and American Federation of Teachers http://www.nea.org/home/49809.htm

https://www.aft.org/about/state-and-local-websites

The national teachers’ unions and their state affiliates have supported legislation protecting the rights of teachers.

Society of Professional Journalists

http://www.spj.org/chapters.asp

The nation’s most broad-based national organization of working journalists has local chapters around the country that work on press freedom issues.

National Council of Teachers of English

http://www.ncte.org/

The National Council of Teachers of English is devoted to improving the teaching and learning of English and the language arts at all levels of education. NCTE adopted this official “Resolution on the Importance of Journalism Courses and Programs in English Curricula” at their national conference in 2004: http://www.ncte.org/positions/statements/journalismincurr

National Council for the Social Studies

http://www.socialstudies.org/about

Social studies educators teach students the content knowledge, intellectual skills, and civic values necessary for fulfilling the duties of citizenship in a participatory democracy. The mission of National Council for the Social Studies is to provide leadership, service, and support for all social studies educators.

Center for Information and Research on Civic Learning and Engagement

http://www.civicyouth.org/

CIRCLE conducts research on the civic and political engagement of young Americans.

American Library Association

http://www.ala.org/

Founded on Oct. 6, 1876 during the Centennial Exposition in Philadelphia, the American Library Association was created to provide leadership for the development, promotion, and improvement of library and information services and the profession of librarianship in order to enhance learning and ensure access to information for all. Included in their strategic plan is a call for “continued work in the areas of … Education and Lifelong Learning, Equitable Access to Information and Library Services, Intellectual Freedom, and Literacy”

SAMPLE EXPRESSION LAWS AND RECOMMENDED LANGUAGE

What should a student free expression law include?

Thirteen states have enacted student free expression laws. The Student Press Law Center has offered its own proposed language for such legislation, which the JEA Scholastic Press Rights Committee endorses. Thus, there are multiple options to choose from for language for student free expression legislation (see state legislation above).

Based on our experience as journalism educators who have participated in these efforts over the last 25 years, and our observation of how those laws enacted have been applied, we (the Scholastic Press Rights Committee) recommend several elements we believe must be included in any proposed legislation:

• A general provision protecting the rights of students to determine the content of the student media they produce. This provision should specify school-sponsored student media, but can include protections for other student speech at school as well. Sample language:

Students of the public schools shall have the right to exercise freedom of speech and of the press including, but not limited to, the publication of expression in school-sponsored publications and other news media, whether or not such media or other means of expression are supported financially by the school or by use of school facilities or are produced in conjunction with a class.

• A provision that clearly spells out the types of student expression that are not protected by the legislation. Vague and undefined language can create more problems than it solves. Clarity is important to ensure that students, teachers and school administrators understand the law to mean the same thing. The example below uses legally defined language and/or includes legal definitions.

Nothing in this section shall be interpreted to authorize expression by students that: 1) is obscene as to minors as defined by state law; 2) is libelous or slanderous as defined by state law; 3) constitutes an unwarranted invasion of privacy as defined by state law; or 4) so incites students as to create a clear and present danger of the commission of unlawful acts on school premises or the violation of lawful school regulations, or the material and substantial disruption of the orderly operation of the school. School officials must base a forecast of material and substantial disruption on specific facts, including past experience in the school and current events influencing student behavior, and not on undifferentiated fear or apprehension.

• A provision that specifically protects student media advisers from retribution based on content decisions that their students have made. Sample language:

It shall be the responsibility of a journalism adviser or advisers of student media within each school to supervise the production of the school-sponsored media and maintain the provisions of this statute. This statute shall not be construed to prevent an adviser from teaching professional standards of English and journalism to the student staff. No journalism adviser will be fired, transferred or removed from his or her position for refusing to suppress the protected free expression rights of student journalists.

• A provision that protects schools or school officials from liability for content decisions students make. Lawsuits based on the content of student publications are extremely rare. But including protection from liability takes away one of the major justifications school officials offer for requiring censorship. Sample language:

No expression made by students in the exercise of free speech or free press rights shall be deemed to be an expression of school policy, and no school officials or school district shall be held responsible in any civil or criminal action for any expression made or published by students unless school officials have interfered with or altered the content of the student expression.

In addition, the Scholastic Press Rights Committee suggests consideration of the following provisions to accompany a legislative proposal:

• A prohibition on school administrators requiring prior review or approval of student media content before publication. The Journalism Education Association finds the practice of administrative prior review educationally unsound and has condemned it in an official policy statement. It also cites the need for teachers to empower student voices in its Adviser Code of Ethics.

Sample language:

No student media, whether school-sponsored or nonschool-sponsored, will be subject to prior review by school administrators.

• Protection for off-campus student speech. The Scholastic Press Rights Committee believes that in order to prepare students for life in a democracy, independent student speech that occurs outside of school should receive the same protection as the speech of any community member.
• Protection for college and university student speech. Several states have included provisions ensuring free media and free speech protection for college students in the same bills that protected high school students. Some believe the public’s strong support for college media freedom will increase the chances of enacting high school protections when they are combined.

Others are hesitant to draw college students, who have generally been afforded stronger First Amendment protection by the courts, into the debate. For more information about student free expression legislation, see the Student Press Law Center’s website.

http://www.splc.org/knowyourrights/statelegislation.asp

 

SAMPLE NEWS RELEASE

For immediate release

DATE

SAMPLE LEAD GRAPH: (Name of coalition or group), a group concerned with freedom

of expression in (insert your state here)’s public secondary schools, announced today a

legislative campaign to end censorship and prior review of student media by school officials.

SAMPLE QUOTE: “We need to create an atmosphere in which student journalists can undertake the work for which they are ideally suited: addressing the issue of school climate in

our public schools,” said Chairperson (insert name here). “There is a need for real stories that reflect the authentic student experience and for robust coverage of all segments in a school community. We need to harness that power in positive ways that the current climate of prior review and prior restraint will not allow.”

SAMPLE TRANSITION: When school officials engage in censoring student media, they

effectively muzzle students. (Cite specific incidents in your state here, such as censorship of articles about hazing or school violence … )

SAMPLE GRAPH ON SUPPORTING GROUPS: Chairperson (insert name here) said the group will work to introduce a bill in this session of the legislature based on model legislation developed by the Student Press Law Center in Washington, D.C. Among the sponsors for the bill are (insert list and short bios here).

Similar legislation has been passed into law in 13 other states, including Arkansas, California, Colorado, Illinois, Iowa, Kansas, Maryland, Massachusetts, Oregon, Nevada, North Dakota, Rhode Island and Vermont. In addition, numerous school districts across the nation have adopted policies eliminating prior review and prior restraint of student media.

SAMPLE QUOTE: “Student media are where our youth best learn the rights and responsibilities that go with freedom of expression,” (chairperson) said. “If we teach them in high school that the government has the right to tell them what they can and cannot say, they will carry that lesson with them for the rest of their lives. A democracy cannot afford for its citizens to accept that kind of governmental intrusion.”

SAMPLE COUNTER POINT: (chairperson) pointed out that one common argument for administrative control of student media is just plain wrong.

“Administrators often say they are worried about the possibility of being sued over the content of student media. That is true only as long as they control the content. As soon as students take over responsibility for content, students become legally responsible for content.Schools cannot be sued for what students decide to publish in media that have been set free from administrative review. Our bill will underline that point.”

(She or he) said the lawsuit issue is a red herring in any event. There is no published court decision where a school district has been held legally responsible for content published when students were making the content decisions.

“Students have an admirable safety record in that regard,” (she or he) said, explaining that journalism teachers and advisers spend considerable time educating students about both media law and journalism ethics before students write their first stories. “It’s amazing what students can accomplish when they feel a sense of ownership,” (she or he) said. “Unfortunately, under the current situation in our state, that happens too infrequently.”

ACKNOWLEDGEMENTS

Promoting Scholastic Press Rights Legislation: A Blueprint for Success” was compiled by a subcommittee of the Journalism Education Association Scholastic Press Rights Committee during its retreat in March, 2012. This version is an update on this work.

Much of this document is the compilation of material from works by others who have been involved directly or indirectly in crafting and promoting student press rights legislation around the country. This Blueprint draws from these sources the lessons learned from the successes, as well as lessons learned from attempts to pass legislation that did not succeed.

Key to this work are documents from the Student Press Law Center’s archives: Student Free Expression Legislation: Coalition building and lobbying by students and teachers; 1990 (author not identified)

For students, by students: Young journalists with help from legislators, propose anti-Hazelwood bills to restore free press rights; SPLC Report, Spring 2009 (Vol. XXX) Press laws: by Kate Maternowsi

Understanding student free-expression laws: Renewed push to pass state laws as courts chip away at First Amendment rights in schools; SPLC Report, Fall 2007, Vol. XXVIII, no. 3, page 30 (author not identified)

Model Legislation to Protect Student Free Expression Rights; 2000, SPLC Legal ResearchArchives

From the National Scholastic Press Association blog archives:

Washington Free Press Law FAQ, by Mike Hiestand; NSPA News and Notes – It’s the Law, Feb. 1, 2007

For thoughts from administrators who value a healthy and robust student media, see the following articles:

National Association of Secondary School Principals

http://www.splc.org/pdf/principalarticle.pdf

American Association of School Administrators

http://www.splc.org/pdf/aasafreepressarticle2.pdf

 

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