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Inaccurate reporting is not the same as fake news, but it can carry the same consequence. What are the forces at play that compel journalists to strive for accuracy? How do media organizations stay accountable for the work of their journalists? What happens when a journalist makes a mistake, and what happens when a media outlet loses the trust of its audience and/or advertisers.

Objectives

Students will understand free market forces which drive media outlets to strive for accuracy.
Students will become familiar with the consequences of inaccurate reporting.
Students will research an incident of inaccurate reporting including the responses from the culpable media organization afterward.

Common Core State Standards

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.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.SL.11-12.1	Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
CCSS.ELA-LITERACY.SL.11-12.4	Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

Length

50 minutes

Materials / resources

Story on CNN reporter resignations

Exit ticket (below)

Lesson step-by-step

Read the attached article as a jump-in reading activity, and have students discuss the following question as a think-pair-share. (15 minutes)

After the information was deemed unreliable, what steps did CNN take to show they

were not purposefully peddling fake news?

After a brief discussion, share that the CNN incident is not by any means the first time a

news organization has been exposed for stories that were inaccurate or blatantly untrue.

(30 minutes).

Ask the students if they know of any off the top of their heads?

Place your students in groups of four, and share the attached Disgraced journalists slideshow(see the slideshow below) with them. Each group will choose one journalist (make sure groups report out who they are researching to avoid duplicates) who ruined his or her career by reporting false, inaccurate, or poorly reported information.

Each group will have about 15 minutes to research and create, and about two minutes to report out.

Final Steps/Assessment (5 minutes)

Exit ticket:

Ask the students to reflect on the following question before they leave the room:

What are three concrete steps a reputable media operation should take when they discover a published story has major errors in it?

Disgraced journalists slideshow

How the media frame the news
and what journalists should consider

Posted by John Bowen on Aug 29, 2017 in Blog, Lessons, Scholastic Journalism, Teaching | 0 comments

by Maggie Cogar

Title

How the media frame the news and what journalists should consider

*The lesson plan “How people interpret the news and why it matters” is meant to be used before this lesson. It will help give students a background on news interpretation and processing before moving on to news framing and effects.

Description
Journalists are taught to be objective, so they don’t “frame” stories” … or do they? Whether consciously or unconsciously, research suggests time and time again that what the media decides to cover, and how they cover it, ultimately influences what people find important and how they interpret the news. So it’s important for journalists to consider their story angle, word choice and even interview questions to be sure they don’t rely on social stereotypes, which could potentially be inaccurate, to tell their stories.

Objectives

Students will explain and discuss how the media frame content.
Students will evaluate word choice and story angle in existing news stories.
Students will apply these concepts to their own writing, by adjusting interview questions, story angle and word choice as needed.
In the extension assignment, students will research a specific topic to see how the media frames it (i.e. female athletes, climate change, etc.).

Common Core State Standards

CCSS.ELA-LITERACY.RI.11-12.4	Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
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.W.11-12.7	Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Length

50 minutes

Materials / resources

Clip: Framing video clip

Slideshow: See How the media frame the news at the bottom of the lesson

Also see: Related lesson plan

Lesson step-by-step

Step 1 — Entrance Activity (5 minutes)

Show the following video clip from the tv show Scandal, that considers gender stereotypes in the news (refer back to previous lesson plan on news interpretation for the social construction of gender) … https://www.youtube.com/watch?v=N1oyIEgDWAQ

Step 2 — Lecture & Class Discussion (20 minutes)

Use the framing slideshow (with instructor notes) to discuss how the media frames the news. (see the bottom of the lesson)

Step 3 — Framing Activity (20 minutes)

Students will …

Make four columns on a piece of paper and label them story angle, visuals, design and word choice
Read this story and takes notes in each column with overall impressions in each category.
Questions to consider:
- What is the main angle of the story? Is it biased? One sided?
- Do the visuals match the main angle of the story? Do the visuals enhance understanding of the story or distract from it?
- How does the overall design of the story frame it? I.e. what is main angle of the story as told by the design?
- Are there any words used in the story that could have loaded meaning or be interpreted the wrong way? Are there any words that may paint the picture in a more positive or negative light?

Step 4 — Exit Slip (5 minutes)

On a piece of paper respond:

Will what you learned today impact what you do as a journalist? How?

Extension

Have students research a specific group or issue to see how the media portrays it. Examples of research topics include …

Gender (specifically they could look at female athletes, female politicians, parent roles, male models or athletes, etc.)
Race (they can look at this in relation to many things like race & athletes, race & criminal coverage, etc.)
Climate change
Abortion
Equal marriage

Further resources: Links to stories to analyze framing

http://www.startribune.com/search-firm-knew-of-st-paul-superintendent-candidate-s-bankruptcy/425706293/

http://www.dispatch.com/article/20160125/NEWS/301259783

How the media frame the news slideshow

Solutions journalism in student publications

Posted by John Bowen on Aug 29, 2017 in Blog, Lessons, Scholastic Journalism, Teaching | 0 comments

by Kristin Taylor

Title

Solutions journalism in student publications

Description

Critics accuse the news media of only reporting bad news, but journalists must investigate and report on problems. One alternative to reporting solely on the problem is to report on how people and communities are seeking to solve those problems. This form of investigative journalism is called “solutions journalism.” This lesson provides an introduction to solutions journalism and encourages student reporters to generate ideas about how they could use this approach in their own reporting.

Objectives

Students will be able to define solutions-based journalism and analyze how it differs from traditional news coverage.
Students will read examples of solution journalism and analyze how a solutions approach changed the article.
Students will apply solutions-based thinking to a current topic they could report and create a reporting plan.

Common Core State Standards

CCSS.ELA-LITERACY.RI.9-10.1	Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RI.9-10.2	Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
CCSS.ELA-LITERACY.RI.9-10.4	Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
CCSS.ELA-LITERACY.RI.11-12.6	Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.

Length

60 minutes

Materials

Whiteboard and markers

Teacher computer and digital projector

Student computers, if available

solutionsjournalism.org video

“Bad news isn’t the whole story” episode of On The Media podcast

Lesson step-by-step

Step 1 — Warm up (5 minutes)

Ask, “What is the difference between journalism and advocacy? Given fears about being perceived as advocates rather than objective journalists, how can a reporter write a story about solutions to problems?” Students offer thoughts; teacher records ideas on the board. Say, “Today we are going to explore the concept of Solutions Journalism and think about how you might use this approach for one of your own stories.”

Step 2 — Video and think-pair-share (10 minutes)

Teacher plays two-minute video from solutionsjournalism.org introducing the concept of solutions journalism. In pairs, students summarize what they learned about the concept and come up with a definition for “solutions journalism.” Partners share their definitions with the class.

Step 3 — Class discussion (10 minutes)

As a follow-up, the teacher asks questions to make sure they understand these key ideas:

The video does not suggest that ALL journalism should focus on solutions, but rather suggests there should be a mix. Why is that so important?
Why would it be important to look at solutions that aren’t working alongside those that are?
How is this kind of journalism different from straight advocacy?

Step 4 — Partner activity (25 minutes)

Students meet back up with their partners and go to solutionsjournalism.org. Together, they select two stories to read from “The Best Solutions Journalism of 2016.” (If students do not have access to computers, the teacher can pick out two stories ahead of time and print them out for the class.) Partners should discuss these stories and why the Solutions Journalism Network selected them. They should consider how each story would have been different if it didn’t have a solutions focus.

Step 5 — Assessment (10 minutes)

Groups will share final thoughts and takeaways from these articles and then brainstorm at least three potential problems at school or in our local community. As a class, look at each problem and discuss how students could investigate that problem from a solutions journalism mindset.

Extension

Students can listen to the 11-minute podcast episode of On the Media called “Bad News Isn’t the Whole Story,” an interview with one of the cofounders of the SJN. The class would discuss how Rosenberg responds to journalists who fear being labeled advocates if they practice solutions journalism.

Developing guidelines for the use of
sponsored content in your student media

Posted by John Bowen on Aug 29, 2017 in Blog, Lessons, Scholastic Journalism, Teaching | 0 comments

by John Bowen

Title

Developing guidelines for the possible use of sponsored content (or native ads) in your student media

Description –– second in the sponsored news sequence
Because of the rapid spread of sponsored content or native advertising, it is possible your students will have to decide whether to use them in their student media. Faced with that decision, what arguments would students raise and what decisions would they make – and why?

Objectives

Students will review their plusses and minuses discussion about use of native ads and sponsored content, focusing on the strongest arguments.
Students will develop ethical guidelines about the use of native ads and sponsored content in your student media.
Students will evaluate their work, the goal being to reach agreement on guidelines for each for inclusion in their staff manual.

Common Core State Standards

CCSS.ELA-LITERACY.SL.11-12.1.D	Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
CCSS.ELA-LITERACY.SL.11-12.2	Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
CCSS.ELA-LITERACY.SL.11-12.4	Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
CCSS.ELA-LITERACY.CCRA.W.8	Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

Length

50 minutes

Materials / resources

Blackboard or whiteboard

Teacher laptop and digital projector

Internet access

Model SPRC ethical guidelines for sponsored content/native ads

Ethical guidelines template

Lesson step-by-step

Step 1 — Warm-up (5 minutes)

The teacher will summarize the discussions on native ads and sponsored content and introduce the concept of students in small groups developing ethical guidelines for the use of native ads and sponsored content in their student media.

Step 2 — Small group work (25 minutes)

The teacher will ask students to form small groups of three or four depending on class enrollment. Half the groups will focus on ethical guidelines for native ads and half on ethical guidelines for sponsored content.

The teacher will distribute links to the ethical guideline models from the SPRC and the ethical guidelines template for student use as required.

Students will create drafts of ethical guidelines to be shared with other teams so they can select items for final statements for their staff manual.

Step 3 — Whole group instruction (20 minutes)

Student groups will share their work with other teams who did the same assignment. At the end of the discussion period student teams will synthesize their work into one final native ads ethical guideline and one final sponsored content ethical guideline for inclusion in student media staff manuals.

Assessment

Since this basically planning work in teams, no individual grades need be given at this point. The teacher might choose to evaluate student work by assigning an opinion statement due the next class. This statement would share with student media audiences why student journalists felt this statement was needed and the issues it addresses.

Extension

Student groups might add one more step in the approval process by digitally sharing final drafts with those handling the other topic for comment and later resolution.

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What happens when a journalist
gets it wrong?

How the media frame the news
and what journalists should consider

Solutions journalism in student publications

Developing guidelines for the use of
sponsored content in your student media

Panic Button

FAPFA application

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Resources

What happens when a journalist gets it wrong?

How the media frame the news and what journalists should consider

Solutions journalism in student publications

Developing guidelines for the use of sponsored content in your student media

Panic Button

FAPFA application

SPRC Position

Categories

Press Rights Minute

Blogroll

Archives

Archives

JEA Scholastic Press Rights Committee

What happens when a journalist
gets it wrong?

How the media frame the news
and what journalists should consider

Developing guidelines for the use of
sponsored content in your student media