10 ways to nurture scholastic journalism
by Randy Swikle
Retired Student Newspaper Adviser
Johnsburg High School, Johnsburg, Ill.
In 2002, my principal at Johnsburg High School, Chuck Dill, was JEA’s Administrator of the Year. He was an exemplary facilitator who involved local stakeholders of scholastic journalism in a partnership that guarded student autonomy, that balanced student press rights with ethics and pedagogical responsibilities and that nurtured First Amendment education, appreciation and application.
Students were empowered but not emancipated; educators were authoritative but not authoritarian; and the school culture was collaborative and not autocratic. It was an ideal balance of responsibilities that cultivated democratic learning and inspired engaged citizenship.
One Labor Day weekend, our principal was arrested and charged with operating a motorboat while under the influence. He put the school mission above his personal vulnerability and supported the right of student reporters to cover the story on Page 1 of their Johnsburg Weekly News publication. The principal contested the charge, and a judge later exonerated him. That story was covered on Page 1, too.
In the 25 years I advised the JWN, no administrator ever threatened censorship or required prior review of the paper. Controversy was a staple, as it is in any authentic American newspaper. Rather than fear contention, the Johnsburg school community embraced diverse perspectives as an innate feature of a free society. And when journalistic mistakes were made, stakeholders did not point fingers but rather joined hands to problem-solve and inspire remedies.
Principal Dill was a proponent of partnership. I once asked him to list his expectations for the partner who advises the newspaper staff — me! His response serves as a model for nurturing scholastic journalism and the school mission:
No. 10: Understand the peripheral aspects of your job. It is more than teaching journalism. It’s also being an advocate, a problem-solver, a diplomat, a counselor, a personal mentor, a friend, a businessman, a facilitator, a spokesman and a hundred other things.
No. 9: Communicate effectively and ethically. Use strategies of dissemination and persuasion to make a profound difference on the side of what’s right. Focus on issues and maintain the courage to prioritize principle above personal vulnerability.
Read More10 ways to nurture scholastic journalism
by Randy Swikle
Retired Student Newspaper Adviser
Johnsburg High School, Johnsburg, Ill.
In 2002, my principal at Johnsburg High School, Chuck Dill, was JEA’s Administrator of the Year. He was an exemplary facilitator who involved local stakeholders of scholastic journalism in a partnership that guarded student autonomy, that balanced student press rights with ethics and pedagogical responsibilities and that nurtured First Amendment education, appreciation and application.
Students were empowered but not emancipated; educators were authoritative but not authoritarian; and the school culture was collaborative and not autocratic. It was an ideal balance of responsibilities that cultivated democratic learning and inspired engaged citizenship.
One Labor Day weekend, our principal was arrested and charged with operating a motorboat while under the influence. He put the school mission above his personal vulnerability and supported the right of student reporters to cover the story on Page 1 of their Johnsburg Weekly News publication. The principal contested the charge, and a judge later exonerated him. That story was covered on Page 1, too.
In the 25 years I advised the JWN, no administrator ever threatened censorship or required prior review of the paper. Controversy was a staple, as it is in any authentic American newspaper. Rather than fear contention, the Johnsburg school community embraced diverse perspectives as an innate feature of a free society. And when journalistic mistakes were made, stakeholders did not point fingers but rather joined hands to problem-solve and inspire remedies.
Principal Dill was a proponent of partnership. I once asked him to list his expectations for the partner who advises the newspaper staff — me! His response serves as a model for nurturing scholastic journalism and the school mission:
No. 10: Understand the peripheral aspects of your job. It is more than teaching journalism. It’s also being an advocate, a problem-solver, a diplomat, a counselor, a personal mentor, a friend, a businessman, a facilitator, a spokesman and a hundred other things.
No. 9: Communicate effectively and ethically. Use strategies of dissemination and persuasion to make a profound difference on the side of what’s right. Focus on issues and maintain the courage to prioritize principle above personal vulnerability.
Read MoreLesson plans for Free Speech Friday and First Amendment appreciation
SJW-2012
For Free Speech Friday, Scholastic Press Rights Commission members offer lesson plans usable any time during the year or immediately following Scholastic Journalism Week. The lessons are downloadable.
• Applying the NSPA Student Code of Ethics
The goal is to help students understand the elements of the NSPA Code of Ethics and apply that understanding to theoretical or real scenarios– Chris Waugaman. Download the lesson here.
• Satire, political speech and the news media
This lesson explores the term satire and helps students identify the use of satire in political speech and in the media. By identifying and dissecting satire in our daily lives, students learn to be more critical consumers of media and new–Megan Fromm. Download the lesson here and accompanying PowerPoint here.
• Elements of libel handout
The five elements of libel that published equal defamation–Chris Waugaman. Download the list here.
• Fighting prior review
One way to fight prior review is to anticipate the arguments used by those who support it and plan talking points and arguments against it. Such preparation might head off a real “fight” and enable sides to collaborate instead of content–John Bowen. Download the activity and sample arguments here.
• Projecting roles for scholastic media for 2015
Answers to these questions can help you formulate your focus, your brand and your reputation, not only for legacy media but also for the new media your students will use during the next five years. Giving priorities to these roles can help determine what type of publication/media you will be and what type policies you will need–John Bowen. Download the activity here.
Next: An exciting new teaching unit, Social Media Toolboxby Marina Hendricks.
Establish public trust. Take the Pledge. Carry the Seal
SJW-2012
A lesson plan for Wednesday of Scholastic Journalism Week. You can download the lesson here.
by Kathy Schrier
Scholastic Journalism Week is the perfect time for student media staffs to renew their commitment to practice ethical journalism that is Transparent, Accountable and Open (TAO.) One way to do that is to take the “TAO of Journalism Pledge” on Wednesday, Feb. 22. A year ago, more than 1,000 student journalists around the country took the TAO Pledge and those student media groups now carry the TAO of Journalism Seal in their mastheads or on their websites.
The TAO of Journalism, endorsed by JEA, is an idea launched by the Washington News Council as a way for professional and student journalists, who care about building public trust in their work, to make a promise to practice ethical journalism. Since its launch three years ago, journalists around the world have signed on and now carry the TAO of Journalism Seal. Go to www.taoofjournalism.org to learn more or to take The Pledge.
Student groups who take or renew the TAO of Journalism Pledge will receive a poster of the TAO of Journalism Pledge, temporary tattoos of the TAO Seal for all staff members.
Here are some ideas for a successful TAO of Journalism Pledge day in class:
First: Present the following questions for discussion:
1. Are we a trusted source of news and information for our school? If yes, what makes us trustworthy? If no, why not?
2. Are we trusted by our administrators? If we must submit material to administrators for prior review, what can we do to reestablish their trust?
3. If student journalists make all content decisions without prior review, how do we show our audience, including our administrators, that we are committed to being a trusted information source?
(Suggestion: Show short Powerpoint: “Transparent, Accountable, Open; Basic Media Ethics for Student Journalists.” Contact kathyschrier@mac.com for PPT copy.)
Visual: Project the TAO of Journalism Pledge from www.taoofjournalism.org
• Read through The Pledge as a group.
• Decide if taking the TAO Pledge would fit with the mission of your staff.
• If so, take the TAO Pledge.
• Have your staff photographer take a picture of your staff taking The Pledge.
• Have an editor fill out the Student TAO Pledge registration form on “The Pledge” page.
• Email your photo to pics@taoofjournalism.org along with a caption and photo credit to be posted on a Student TAO Pledge Pics page.
What will you get:
- Temporary tattoos of the TAO of Journalism Seal for all staff members.
- Poster of the TAO Pledge for your staff room.
- Listing on the TAO of Journalism site, with a link to your homepage.
- Photo of your staff taking The Pledge posted on the TAO Pledge Pics page.
- Bonus for advisers whose students take The Pledge before the end of February: a TAO of Journalism thermal travel cup.
Wrap-up:
Taking the TAO of Journalism reminds student journalists to be conscious of the role of ethics in the work they do; and to think about the importance of earning the trust of the public they serve. There is something powerful in making such a public promise, then posting the TAO Seal as a reminder to live up to that promise.
Next, look for five “bell ringers — short discussions or activities to use right when class starts.
Archived discussion from SPRC Cover It Live discussion
If you could not participate in JEA’s Scholastic Press Rights Commission forum Jan. 30, you can find it here. Information includes discussion legal and ethical issues of using social media in reporting, Internet filtering, several polls on law and ethics and links to excellent resources in all those areas – and more.
We appreciate the insight and dedication of those who attended. It was a good start for what we hope will be an ongoing project.
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