General resources for Policy and Ethics
in Student Media
Resources listed here can provide additional information for ethics and staff manual development, as well as assistance for your journalism students and program.
Organizations
American Society of News Editors
Columbia Scholastic Press Association
Journalism Education Association
—Scholastic Press Rights Committee
National Association of Broadcasters
National Press Photographer’s Association
National Scholastic Press Association
Radio Television Digital News Association
Reporter’s Committee for Freedom of the Press
Society of Professional Journalists
Publications/Media
Principals Guide to Scholastic Journalism
Press Rights Minute, JEA Scholastic Press Rights Commission
Individuals
Ethics Codes
Articles and materials
Yearbook Ethical Guidelines, JEA Scholastic Press Rights Commission
Students, the First Amendment and the Supreme Court, JEA Scholastic Press Rights Commission
Fighting FERPA With Facts, JEA Scholastic Press Rights Commission
Foundations for Scholastic Journalism, JEA Scholastic Press Rights Commission
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Evaluating journalistic content: an ethics lesson
Evaluating journalistic content: creating your own coverage process
by John Bowen
Description
Students will examine the following: What is the most complete way to tell a story? What are the ingredients of the perfect, most comprehensive story? Can the approach work for all story types?
Students will work on the following questions:
• What in students’ minds is the “perfect story?”
• How would students achieve the “perfect story?”
• Can students apply an approach like Vox to their coverage?
• What are the strengths and weaknesses of Vox-like reporting?
• What would a scholastic approach look like?
Objectives
• Students will investigate the question of what makes good content
• Students will discuss how to improve weak content using examples and processes from the lesson
• Students will create their own media approaches to more thorough coverage from lesson discussions
Common Core State Standards
CCSS.ELA-LITERACY.RI.11-12.7
Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
CCSS.ELA-LITERACY.RI.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RH.11-12.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
CCSS.ELA-LITERACY.CCRA.W.6
Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Length
150 minutes (three 50-minute classes)
Materials / resources
Vox.com
All you need to know..is that Ezra Klein’s Vox is nothing special
Vox.com has no idea how to cover culture
Vox.com and News Flash Cards: What do you think?
Ezra Klein on Vox’s launch, media condescension and competing with Wikipedia
Vox.com aims to bring context to news with ‘card stacks’
Vox, the forefront of technology and journalism?
Lesson step-by-step
Day 1
1. Student discovery — 20 minutes
Have students go toVox.com and who we are to examine several Vox stories and read about the Vox concept. They should complete the handout on the following.
• What does Vox say about the purpose of its approach? Why does it work? How does it work?
• Do students think it works? Why? Why not?
• Are the Vox stories complete? Cohesive? Reliable? Verifiable? Accurate? Who or what are the sources, and what does that lead you to ask about the information? How well do they use multiplatform materials?
• If you were to adapt a Vox-like approach, what would you chose to to use, not to use?
2. Readings — 30 minutes
Assign each group to read one of the following articles about Vox and be ready to discuss in class.
• All you need to know..is that Ezra Klein’s Vox is nothing special
• Vox.com has no idea how to cover culture
• Vox.com and News Flash Cards: What do you think?
• Ezra Klein on Vox’s launch, media condescension and competing with Wikipedia
• Vox.com aims to bring context to news with ‘card stacks’
• Vox, the forefront of technology and journalism?
Day 2
1. Link — 5 minutes
Ask students to describe what they learned about the concept of Vox.com during the previous class.
2. Reading review — 15 minutes
Assign students to form six groups. Have each group reread and concentrate on one of the articles. Ask students to think about points made and evaluate them in terms of creating their own version of Vox using the following questions:
—What do they like about Vox and would include
—What do they dislike and would not include
—What would they change and why?
—Could they make something like Vox work on the scholastic level, and how?
3. Reports — 15 minutes
Each group should report on what it discussed.
4. Practical application — 15 minutes
Once the articles and Vox have been thoroughly discussed, break the students into team of five and have them:
—Decide how they would focus their approach to cover a localized issue or event
—Choose the topic, its sources and questions to build coverage around (core story)
—Begin to research and gather/suggest the “card stacks” to make their coverage complete
—Evaluate their materials as they go, and prepare to explain their choices to each team in
–Students will decide which, if any, of their story approaches would work and implement decisions on each.
• Would their approach provide “perfect story” coverage? Why/why not?
• What could be changed to make stories more effective?
• Do they think audiences would be more completely informed using this approach? Why or why not?
• What changes, if any, would they have to make in their operations to be effective?
• Is this approach valuable enough to make those changes?
• Is this approach valuable enough to make those changes?
Day 3
1. Group preparation — 10 minutes
Students should review the information from the practical application from the previous class.
2. Presentation — 40 minutes
Each team shares its story concepts, sources and presentation.
Teams will discuss the ethical issues raised in the coverage and well as the news principles and judgment of story and card selection.
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Takedown demands:
Setting criteria before the requests come
An ethics lesson
Takedown Demands: Setting Criteria before the requests come
by John Bowen
Description
When the requests come for your staff to take down materials already published either in print or online, what criteria will you use to make the decision – and why?
Students will examine the following questions:
• What are Takedown Demands?
• What some reasons for the requests?
• What legal and ethical principles might be involved?
• What criteria will you use to make your decision
• Should you develop written guidelines for the eventual decisions?
Objectives
• Students will read and examine two articles addressing takedown requests.
• Students will examine two possible takedown request scenarios and apply concepts from the reading.
• Students will draft a policy addressing what to do when a takedown request occurs.
Common Core State Standards
CCSS.ELA-LITERACY.RI.11-12.7
Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
CCSS.ELA-LITERACY.RI.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.SL.11-12.1.C
Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
Length
150 minutes (three 50-minute classes)
Materials / resources
Takedown Demands
Responding to Takedown Demands
Lesson step-by-step
Day 1
1. Introduction — 5 minutes
What would you do if you edited an online news site and someone requested a story they were quoted in was removed? Would you comply with the request? Write down your decision.
2. Share introduction answers — 5 minutes
Ask students to share what they decided and state the rationale they used to make the decision.
3. Student discovery — 20 minutes
Have students go to Takedown Demands on JEA’s Scholastic Press Rights Committee site and Responding to Takedown Demands on the SPLC’s site. This can be done at the beginning of class.
Have students take note on the articles on the handout in preparation for class discussion. This will ultimately lead to developing guidelines for your staff and ethics manuals.
4. Group discussion — 20 minutes
As a whole class, or in small groups, have students discuss the following questions:
• What are legal considerations for taking down coverage?
• What are ethical considerations for down coverage?
• Which arguments make the most sense for your student media?
• Which alternatives create the most logical solutions for your media?
• What types of requests might lead to information removal?
• Other thoughts as locally developed.
Day 2
1. Review — 7 minutes
Project the following:
–Please jot down three things you remember learning in the previous class.
Once students have written the three things, randomly call on several students asking them to share what they wrote.
3. Grouping — 2 minutes
Ask students to get in a group of 5. Teacher could number class off using numbers 1 through
4. Scenario 1 discussion — 20 minutes
Ask students to read the following situation. You can project it onto a screen:
A former student contacts your student media and says she has been told there are things in her past that will prevent her from being hired for a job in law enforcement in your town. She knows there is negative coverage about her being caught for cheating on AP tests and for alcohol use her junior year. Your student media reported both events. She argues that the coverage is keeping her from this job, and if allowed to remain, will block her from others. She wants the material removed.
Remind students they should use the principles raised in the readings, what would students do? Why?
Remind students they must find a conclusion, and they should list their reasoning. Groups will share their reasoning and decision with the class during the next class.
5. Scenario 2 discussion — 20 minutes
Ask students to read the following situation. You can project it onto a screen:
A varsity football player contacts your adviser and asks that an article about his removal from the football team for breaking team rules be taken down. He alleges that the article was incorrect, and because of that, will keep him from his university’s football program. What will you do?
Again, remind students they should use the principles raised in the readings, what would students do? Why?
Remind students they must find a conclusion, and they should list their reasoning. Groups will share their reasoning and decision with the class during the next class.
Day 3
1. Review — 5 minutes
Ask groups to review their decision and rationale from the previous class.
2. Group share and discussion — 15 minutes
Each team shares its conclusions and rationale.
3. Policy guideline formulation — 15 minutes
Each team will prepare guidelines for handling Takedown Demands to share with the other groups.
4. Discussion about the guideline — 15 minutes
As a class, students should reach a consensus on a guideline statement for their ethics and staff manuals.
Extra critical thinking exercise:
• What could happen if the “right to be forgotten” decision involving Google in the European Union (EU) allows individuals to delete information, videos or photographs about themselves from internet records, and thus prevent them from showing up on search engines became law in the US? The Guardian reports thousands of articles have disappeared because, under the decision, there could be classified “no longer relevant, inadequate, outdated or excessive.” Truth does not seem to be a factor. How would that change journalism in this country, and for the future?
The EU “right to be forgotten” ruling specifies that any information must be “irrelevant or outdated” but anti-censorship bodies have argued Google does not choose what appears in its results more than show what is freely available on the internet.
Read MoreOnline comments:
Allow anyone to post,
or monitor and approve first
An ethics lesson
Considering online comments: Allow anyone to comment to protect the forum or keep comments focused?
by John Bowen
Description
Should online comments be allowed without review? Does doing so protect the forum concept?
Students will examine the following questions:
• What are the purposes of having comments for online and social media, for news as well as opinion pieces?
• What, if any, are difference between print and online comments.
• What are the pros and cons of allowing online comments, reviewed or unreviewed?
• What should student media consider before allowing online comments?
• What should guidelines for handling online comments include in scholastic media?
Objectives
• Students will read guidelines for online commenting
• Students will evaluate real-world issues concerning online comments.
• Students will create guidelines concerning online comments and posting.
Common Core State Standard
CCSS.ELA-LITERACY.RI.11-12.7
Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
CCSS.ELA-LITERACY.RI.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RH.11-12.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
CCSS.ELA-LITERACY.CCRA.W.6
Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
CCSS.ELA-LITERACY.SL.11-12.1.C
Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
Length: one day
50 minutes
Materials / resources
• Allowing comments or keeping people silent: which is more ethical?
http://www.pbs.org/mediashift/2013/11/new-media-new-ethical-considerations-for-the-buisness-side-too/
• Scholastic Press Rights Committee’s guidelines
• Computers
Lesson step-by-step
1. Introduction — 2 minutes
Survey students to find out how many have read an online comment within the past week.
Ask students how many of them have commented.
2. Transition — 3 minutes
Explain to the students that today, they will be examining whether student publications should allow online comments and if they do, what type of comments they should allow.
3. Readings — 10 minutes
Have students read the “Commenting vs silence” section of this article and guidelines from JEA’s Scholastic Press Rights Committee. Click on the online ethics guidelines link, and go to Section 5, handling online comments.
4. Group work — 10 minutes
In groups have students list on paper the pros and cons of allowing online comments. Part of their discussion should look at:
–Allowing any comments
–Allowing reviewed comments
–Allowing unfettered comments
Students, as a whole, or in groups should prepare a process for handling comments, and be able to explain their decision in a press release, to:
–Their audiences/general public
–School administrators
–School board
5. Group reports — 10 minutes
Ask groups to debrief on what they decided.
6. Assessment — 15 minutes
Ask students to prepare guidelines for their ethics and staff manual, and for publication concerning online comments.
How much information is enough for a story? An ethics lesson
How much information is enough for a story?
by John Bowen
Description
Students will explore the following questions: What makes a good headline? What makes a good infographic? What makes a good multimedia package? 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.
Objectives
• Students will read and be able to critique an article about coverage cliches
• Students will examine the role coverage cliches play in the media
• Students will draft a policy or guidelines about using this type coverage in their media
Common Core State Standards
• CCSS.ELA-LITERACY.RI.11-12.7
Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem
• CCSS.ELA-LITERACY.RI.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain
• CCSS.ELA-LITERACY.RH.11-12.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas
• CCSS.ELA-LITERACY.CCRA.W.6
Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others
Length
150 minutes
Materials / resources
• The absolute worst cliche online today
http://www.washingtonpost.com/posteverything/wp/2014/07/22/the-absolute-worst-cliche-online-today/
Lesson step-by-step
Day 1
1. Background — 15 minutes
Have students read the article,The absolute worst cliché online today. Ask students to either highlight or underline important aspects of the article.
2. Pair work — 10 minutes
Students should prepare a 25-word statement of belief about the points the author makes. If they are not familiar with the practices noted, have them use Internet access to see examples.
3. Work with article concepts — 25 minutes
Once students have read the article and completed their statement, have students find three examples online of the process the author talks about, two in news coverage and one in something else. Students should be ready to discuss the newsvalue, cohesiveness and credibility of the information in these pieces.
Day 2:
1. Link to the last class – 5 minutes
2. Small group discussion – 20 minutes
Divide the class into groups of five to discuss the Washington Post article and the examples they found. Write down their discussion using this handout.
Questions they might address include:
• Do headlines like the ones in your articles catch reader attention, provide enough information or set the stage for misinformation? Or, something else?
• How do you react to the examples you found? Did they present complete and cohesive information so readers have enough of the story to take action or feel they are informed?
• Who or what were the sources of the information? Was the information presented objectively, or did that matter? Could you verify the information presented, and through reliable sources?
• Discuss what you found in relation to the author of “All you need”s points. Do you agree, disagree? Does the author support her points?
• Do you feel the examples – and the author’s point – indicates a bad journalistic practice? Why or why not? If a good practice, how would you defend it? Be specific.
3. Policy drafting and poster creation – 25 minutes
Once the groups have discussed these questions, have each group work as a team to prepare a policy or guideline for your staff manual on the practice of “All you need to know” headlines and approaches. Once the team is finished, have them create a poster of visual means of expressing their position to share with the rest of the class.
Day 3
1. Presentation and assessment – 50 minutes
Students should share their poster and team statements. Students should try to reach an agreement for a working position usable for the staff manual.
Differentiation
Use this section to provide teachers changes to the lesson plan to accommodate students at different skill levels or in different learning environments. If this involves different materials or resources, list those in the Materials/Resources section.
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