Home » Search results for tools of truth

Fake or Fact? seminar available
via live-streaming, archived video

Posted by John Bowen on Sep 17, 2017 in Blog, Ethical Issues, Lessons, News, Teaching | 0 comments

Looking for additional materials for Constitution Day and lessons about fake news in addition to what’s available from JEA and the SPRC?

The 13^th annual Poynter-Kent State University Media Ethics Workshop is Thursday, Sept. 21, and focuses on fake news. The theme is “Fake or Fact?”

Details about the workshop, including speaker bios and a tentative schedule, are here.

A lesson plan for scholastic students, created by Candace Bowen, is available on the site.

The event is on the record, live streamed and archived. Show your students panel discussions as the happen or return to them by accessing the archives.

The keynote speaker will be NPR’s David Folkenflik, NPR media correspondent who is now featured in Netflix’s documentary “Nobody Speak.”

Other sessions will address fake news and journalism credibility, fake news and the 2016 election, how to identify and combat fake news, and fake news and public relations. Kelly McBride, Poynter’s VP, will be present, along with Indira Lakshmanan, who is Poynter’s new ethics chair.

You may recognize Indira as the Boston Globe’s Washington columnist who is frequently on PBS’s Washington Week and other political news shows.

How to spot fake news

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

by Michael Johnson

Title

How to spot fake news

Description
There has been a lot of talk lately about “fake news” because it has been particularly prevalent during the recent 2016 Presidential election campaign. According to a recent Pew Research Center study, 62 percent of Americans get their news from social media sites and 44 percent get their news specifically from Facebook. Nearly 90 percent of millennials regularly get news from Facebook. In addition, a recent study from Stanford University revealed that many teens have difficulty analyzing the news; 82 percent of middle school students surveyed couldn’t tell the difference between an ad labeled “sponsored content” and a legitimate news story.

This lesson provides an opportunity for students to learn what fake news is, differentiate it from other types of news (including satirical, misleading and tabloid news), develop strategies for spotting fake news and consider what can be done about the proliferation of fake news.

Objectives

Students will reflect on their own experiences with and preferences of their news sources.
Students will show they understand what “fake news” is and identify strategies for differentiating real and fake news.
Students will explore what can be done to be better consumers of news and what else they can do for their school, community and society about fake news.

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.9-10.6	Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
CCSS.ELA-LITERACY.RI.9-10.8	Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
CCSS.ELA-LITERACY.RI.11-12.5	Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.

Length

100 minutes

Materials / resources

Blackboard or whiteboard

Teacher laptop and digital projector

Internet access

Panetta homework

Assessment

Information to share with students

How to spot fake news

Lesson step-by-step Day 1

Step 1 — Warm-up: Activity I: What is the News and How Do We Get it? (15 minutes)

Ask students: What is news? Elicit a definition of news as a printed, broadcast or digital (i.e. technological) report of factual information about important events in the world, country or local area.” You can print this on the board/smart board if you think it would be helpful.
Ask students: Where do you get your news? Explain that we get our news from a variety of sources and show students that some of those sources are written on pieces of paper around the classroom. Read aloud the six signs as follows: (1) Social Media (Instagram, Twitter, Facebook, SnapChat, YouTube), (2) Online News Website, (3) Television News, (4) Radio/Podcasts, (5) Newspaper/Magazines and (6) Friends and Family. Answer any questions students may have about the categories. Then have students think for a minute about the news source where they get the most news or one that they like the best. Ask them to move to the part of the room with the sign designating their preferred news source. Give a few minutes for students to situate themselves.
When students are in their chosen parts of the room, have them talk with each other about (1) why they like using that news source and (2) what are some of the limitations/negatives of that news source. Have them designate one person as the recorder to report back to the rest of the class what they discussed in their groups.
Have each group report back to the class what they discussed in their groups, focusing on why they like their chosen news source and identifying its limitations/negatives.

Step 2 — Activity II: Turn and Talk: Real News or Fake News? (35 minutes)

Engage in a brief discussion by asking: What did you notice about the different news sources, what we liked and the limitations of each? After hearing about the other news sources, did it make you feel differently about the news source you picked (please explain)?
Explain to students there has been a lot of talk lately about “fake news,” especially around the 2016 Presidential Election. Ask students: What is fake news? What is a fake news site? Elicit and explain that fake news websites publish untrue or fake information to drive web traffic to the site. The goal is to mislead readers to believe the stories and to make money through advertising. Social media sites are used to spread the fake news. Also, explain that there are some fake news sites that contain factual news stories that are used to camouflage the fact that other news stories are untrue and fake.
Share examples of fake news and real news by having students access three examples of news stories.

After accessing each example, have students jot down the title of the news story, whether they think it’s fake or real, and at least three reasons for why. As you share the websites, make sure to scroll around the website and highlight the web address, logo, contact information, story author, etc. to give students a sense of everything on the website in order to best assess it.

After going through each of the examples, have students turn and talk to a person sitting next to them and together, come up with a general list of how they know a news story is real and why they might suspect a news story is fake. They can create a chart for recording their answers as follows:

How You Know It’s Real	Why You Suspect/Know It’s Fake

Engage students in a discussion by asking the following question:

Was it easy or difficult to determine whether the news was fake or real? Explain.
What were some clues that the news was not true?
How did you feel when you found a news story was fake if you originally thought it was real?

Lesson step-by-step Day 2

Step 1: Reading (20 minutes)

Link to the article How to Spot Fake News and give students 10–15 minutes to read it silently (do not assign for homework the night before).
After students have read the article, engage them in a class discussion by asking the following questions:
What did you learn that you didn’t know before?

Have you ever used any of the strategies discussed in the article? Please explain.
Why do you think fake news is created?
What are the dangers of fake news?
How might you think differently about news after reading the article?

Step 2: Discussion (10 minutes)

Ask students: What can we do about fake news? What can we do individually and what might we do with others in our school or larger community? Create a brainstormed list which may include some of the following and divide the ideas into two categories — “What I can do to spot fake news?” and “What I can do to educate my school, community and society about fake news?”

Triple check news sources
Look for clues
Teach others how to spot fake news
Use only certain news sources
Google the news story and see if it is included on other news sources that I know
Don’t get news only from social media
Write letters to social media sites to get them to crack down on fake news
Use fact-checking websites such as Snopes.com, FactCheck.org, The Washington Post Fact Checker and PolitiFact.com

Step 3: Writing (20 minutes)

Have students write a short synopsis about what they learned about fake news, their best strategies for spotting fake news and/or what we can do as individuals or as a community/society about fake news. They should write their piece as either a Facebook post (that they are sharing with their followers, to inform them) or as a short blog post (which then you could publish later on a class blog). Have students complete their writing as a homework assignment. Have students share their writing with the class and if not completed, share the first few sentences.

Assessment

	Exceeds Expectations	Meets Expectations	Revisit
Student understands what fake news is and can identify it.
Student can tell the difference between real news vs. fake news
Student short synopsis about what they learned about fake news.

Information to share with students

There is a difference between (1) fake news, which is explained above, (2) misleading news, which often contains some truth including a fact, event or quote that has been taken out of context; these can be difficult to debunk, (3) satirical news, which will often cover current events and then satirize the tone and content of traditional news, using humor, sarcasm and falsities; a good example of satire news is The Onion. Satirical news does not intend to mislead and profit from readers believing the stories as true, and (4) tabloid news, which is a style of news that emphasizes sensational crime stories, gossip columns about celebrities.
According to a recent Pew Research Center study, 62 percent of Americans get their news from social media and 44 percent get their news from Facebook specifically. Of those who get news on at least one of the social media sites, the majority (64 percent) get their news on just one platform, most commonly Facebook. In addition, YouTube, Facebook and Instagram news users are more likely to get their news online mostly “by chance,” while they are online doing other things. Nearly 90 percent of millennials regularly get news from Facebook.
A recent study called Evaluating Information: The Cornerstone of Civic Online revealed that teenagers may have some difficulty analyzing the news. Eighty-two percent of middle school students surveyed couldn’t tell the difference between an ad labeled “sponsored content” and a legitimate news story.
Fake news has been particularly prevalent during the recent 2016 Presidential election campaign. The top Google news link for “final election results” was from a fake-news site called “70 News,” which “reported” that Donald Trump had won both the electoral and popular vote. The Washington Post pointed out that it isn’t true. New web sites designed to trick and mislead people pop up every day.
Fake news creators make money in very similar ways from how traditional news companies make money, from advertisements. They have display advertising for which they receive a small portion (i.e. a few cents) for every person who visits that page. Their goal is to get the news to go viral so a lot of people will visit; more social shares mean more page views which result in more money. Among a growing group of Macedonian teenagers, the most successful of those creating fake news sites can earn up to $5,000 a month.
Because a lot of the fake news appears and is shared through Google and Facebook, they have taken steps to do something about it. Google announced that it will prohibit “misrepresentative content” from appearing on its advertising network. Facebook says it will not place ads from fake news publishers on third party apps or websites, because the content falls under the broader category of “illegal, misleading or deceptive” content.

Works Cited

American News. (2017, May 29). ALERT: Bananas Being Injected With HIV Blood … Here’s How You Can Tell. Retrieved from American News: http://americannews.com/alert-bananas-injected-hiv-blood-heres-can-tell/

Anti-Defamation League. (2017, May 21). What is Fake News? Retrieved from Anti-Defamation League: https://www.adl.org/education/resources/tools-and-strategies/table-talk/fake-news

ChangingMinds.org. (2017, May 21). Name-calling. Retrieved May 21, 2017, from ChangingMinds.org: http://changingminds.org/techniques/propaganda/name_calling.htm

NC Civic Education Consortium. (2017, May 21). Propaganda and Spin. Retrieved from StudyLib: http://studylib.net/doc/8877067/spin—database-of-k

Panetta, L. E. (2001, September 9). The Price of ‘Spin’ versus the ‘Truth’. Retrieved from The Monterrey County Herald: http://www.panettainstitute.org/programs/leon-panetta-commentaries/commentaries-from-2001/the-price-of-spin-versus-the-truth/

Robertson, E. K. (2016, november 18). How to Spot Fake News. Retrieved from FactCheck.org: http://www.factcheck.org/2016/11/how-to-spot-fake-news/

Rustling, J. (2016, November 11). Obama Signs Executive Order Banning The National Anthem At All Sporting Events Nationwide. Retrieved from ABC News: http://abcnews.com.co/obama-signs-executive-order-banning-national-anthem/

The Associated Press. (2016, November 28). Dylann Roof, Charleston Church Shooting Suspect, Can Act as His Own Attorney. Retrieved from NBCnews.com: http://www.nbcnews.com/storyline/charleston-church-shooting/dylann-roof-charleston-church-shootingsuspect-can-act-his-own-n689151

Weiss, L. (2001, September 10). American Political Spin Cycle Is Out of Control. Retrieved from The Utah Daily Chronicle Archive: http://archive.dailyutahchronicle.com/2001/09/10/american-political-spin-cycle-is-out-of-control/

Satire’s role in current events

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

by Michael Johnson

Title

Satire’s role in current events

Description
According to Wyatt Mason in an online article published in the New York Times Magazine titled “My Satirical Self,” readers in the 21st century have “taken shelter in the ridiculous.” He provides an excerpt from The Onion, a satirical online news source referenced as “America’s Finest News Source,” as an example of an escape from the inescapable ridiculousness of society, politics, and other vice and follies. New literacies have helped grow the genre of satire, and as Americans turn to this genre as a source for news and entertainment, students must understand the core elements that create satire.

Objectives

Students will become more aware of the language and moves associated with satire and challenge students to not only analyze the effectiveness of satirical pieces but also to create their own.
Students will become familiar with underlying concepts behind satire.
Students will be able to analyze the interaction between satire and current events, and apply their knowledge of satire and the news to create their own satirical pieces.

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.L.9-10.5	Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
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.9-10.3	Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

Length

50 minutes

Materials / resources

Blackboard or whiteboard

Teacher laptop and digital projector

Internet access

Assessment

Lesson step-by-step

Step 1 — Introduction (15 minutes)

Students will watch a slideshow about satire, what it is and key terms associated with it.

Step 2 — Satirical examples (30 minutes)

Students will read two examples of satire from The Onion: (Note that some stories may contain vulgar language; instructor should ensure content is appropriate in a school setting).

NASA Deploys Congressional Rover To Search For Funding: http://www.theonion.com/article/nasa-deploys-congressional-rover-search-funding-51231
French Annoyingly Retain the Right to Claim Intellectual Superiority Over Americans: http://www.newyorker.com/humor/borowitz-report/french-annoyingly-retain-right-to-claim-intellectual-superiority-over-americans

Students will notate the methods each author utilizes to create the satirical piece. Students will work in small groups to create their annotations, and then small groups will share with the class. Ask students to consider the following questions on paper to turn in:

What does the author assume about the attitudes of the audience in the piece?
What aspect of society is the author satirizing?
What is the goal or purpose of the satire?
What methods/techniques does the author employ to create the satire?
How effective are the author’s methods?
What knowledge is required to understand the jokes?
How can serious events be rendered in humorous ways?

Step 3 — Homework assignment (5 minutes)

Students will choose a current event, research and write their own Onion-style article on the topic to present in class the following day. Students will write a minimum of five paragraphs (about 300-350 words) and include a satirical headline and a tagline at the end of the story telling readers who they are or how to contact them. Students may use a story from The Onion as a guide only to show how satire is written so that they may craft their own original work. Students will then read their satire piece to the entire class the next day and turn in their work to the instructor.

Assessment

	Exceeds Expectations	Meets Expectations	Revisit
Student understands the concept of satire and its associated vocabulary terms.
Student is able to differentiate satire from real news content.
Student collaborated with others during small-group sessions in class.
Student answered the seven questions at the end of the group exercise.
Student successfully created an original piece of satire content that connected to a current event.

Works Cited

American News. (2017, May 29). ALERT: Bananas Being Injected With HIV Blood… Here’s How You Can Tell. Retrieved from American News: http://americannews.com/alert-bananas-injected-hiv-blood-heres-can-tell/

Anti-Defamation League. (2017, May 21). What is Fake News? Retrieved from Anti-Defamation League: https://www.adl.org/education/resources/tools-and-strategies/table-talk/fake-news

Borowitz, A. (2017, May 7). French Annoyingly Retain the Right to Claim Intellectual Superiority Over Americans. Retrieved from The New Yorker: http://www.newyorker.com/humor/borowitz-report/french-annoyingly-retain-right-to-claim-intellectual-superiority-over-americans

ChangingMinds.org. (2017, May 21). Name-calling. Retrieved May 21, 2017, from ChangingMinds.org: http://changingminds.org/techniques/propaganda/name_calling.htm

NC Civic Education Consortium. (2017, May 21). Propaganda and Spin. Retrieved from StudyLib: http://studylib.net/doc/8877067/spin—database-of-k

PBS. (2015, March 27). Satire’s role in current events . Retrieved from PBS Newshour Extra: http://www.pbs.org/newshour/extra/lessons_plans/satires-role-in-current-events-lesson-plan/

Robertson, E. K. (2016, november 18). How to Spot Fake News. Retrieved from FactCheck.org: http://www.factcheck.org/2016/11/how-to-spot-fake-news/

Seale, T. (2017, May 29). Analyzing Satire. Retrieved from Google Docs: https://docs.google.com/document/d/1erOEAzQZrVH7WC85kRiuCJqpO6z24YJH7Kh9POkR7gM/edit

Shannon Doyne, H. E. (2011, April 15). That’s Funny: Comedy Across the Curriculum. Retrieved from The New York Times Learning Network: https://learning.blogs.nytimes.com/2011/04/15/thats-funny-comedy-across-the-curriculum/?_r=0

The Onion. (2015, September 9). NASA Deploys Congressional Rover To Search For Funding. Retrieved from The Onion: http://www.theonion.com/article/nasa-deploys-congressional-rover-search-funding-51231

Teaching grit for citizenship —
why we must empower, not shield students

Posted by John Bowen on May 23, 2017 in Blog, Scholastic Journalism, Teaching | 0 comments

by Kristin Taylor. The Archer School, Los Angeles, CA
Teachers, advisers and administrators want to help our students. We want to give them the tools to succeed, but we also sometimes want to protect them — to shield them from harsh truths and difficult situations.

If we want students to value citizenship, however, we must let them be citizens in school. Citizenship isn’t easy, and it isn’t “safe.” Citizenship means taking an active role, speaking truth to power, and taking risks. If we want them to learn to be citizens, we must resist that urge to shield and protect and instead empower them to make their own decisions and take responsibility for the outcomes.

By now you’ve likely heard a lot about the remarkable team of high school journalists who uncovered fraud in their incoming new principal Amy Robertson’s resume, which eventually led to her resignation. These students clearly understand citizenship and their role as watchdogs after making the hard choice to write a story directly targeting an administrator.

Equally inspiring is the Wichita Eagle’s article about Emily Smith, the adviser who gave her students the strength to take this risk. The article outlines how a student uncovered some discrepancies and asked Smith for help looking into them. A little research and a meeting with the superintendent led to disturbing information and raised troubling questions about the validity of Robertson’s educational credentials and experience.

Smith could have protected her students. She could have withheld information or told them —accurately — that pursuing this story was going to rock the boat in a serious way and could result in an adversarial relationship with their new principal. She also could have sat down with them and told them what to do — pursue it, or let it be. Instead, Smith gave them the information and left the room, leaving them to discuss and decide if they wanted to report this story. She empowered them to make a hard choice.

She told this team of six student journalists that she would support them no matter what they decided, but she also made sure they considered their societal responsibilities.

[pullquote]Smith could have protected her students. She could have withheld information or told them —accurately — that pursuing this story was going to rock the boat in a serious way and could result in an adversarial relationship with their new principal. She also could have sat down with them and told them what to do — pursue it, or let it be. Instead, Smith gave them the information and left the room, leaving them to discuss and decide if they wanted to report this story. She empowered them to make a hard choice.[/pullquote]

“If you guys decide this is not your place or it’s over our head, I would completely respect that,” Smith said in a video interview about the conversation she had with them. “However, you need to think about your responsibility to the community and the situation you’re in,” she said. “It’s not always easy to do the right thing, and I think what you’re doing is right.”

Despite skepticism from superintendent Destry Brown and a Skype interview with Robertson (supervised by Brown) where students had to interrupt Robertson to ask their questions, they pursued the story. Despite being scolded by Brown for being too hard on Robertson in that interview and being told he hoped they would write “a nice piece welcoming Robertson to the community” to make up for it, they pushed on.

Despite losing Smith’s advice after Spring Break when she recused herself on the advice of the director of Kansas Scholastic Press Association due to a potential conflict of interest — she’d been on an early hiring committee panel — they kept going. Smith brought in local reporters to act as adult advice but stepped back from the process and didn’t see the final story until it was printed. Despite how hard these professional journalists pushed the students to corroborate and fact-check and sometimes re-interview, they wrote the story and met the deadline.

This is a story about grit and trust. It’s a story about teaching students to push forward despite obstacles. It’s a story about teaching teenagers that they are strong enough and smart enough and trustworthy enough to be citizens. It’s also a story about that terrifying moment when we advisers decide to step back and trust that we have given our students the tools and ethical foundation to be journalists.

As Smith notes in the video, had her students been wrong, this would have been a very different story. They would not have been invited to the White House Correspondents Dinner, nor would they be flooded with congratulatory messages from national publications or an invitation from Duke to apply to its journalism program. Smith would have been in a very awkward position with the new principal, who would likely have placed some of the blame for the students’ decisions on Smith herself — however unfairly, since students have all final say on content as per Kansas’ free speech laws.

[pullquote]But making mistakes is also part of being a citizen, and accountability is another crucial lesson about adult life. Part of being a good adviser is knowing you, too, are taking a risk, but the risk is worth it.[/pullquote]

But making mistakes is also part of being a citizen, and accountability is another crucial lesson about adult life. Part of being a good adviser is knowing you, too, are taking a risk, but the risk is worth it.

The Eagle’s article ends with Connor Balthazor, one of the team of six students who reported the story, reflecting on the difference between Superintendent Brown’s and adviser Smith’s approaches to the situation:

“Although they will be recognized for their perseverance, Balthazor says he will always remember how, even as Brown tried to shield them from the dangers of the adult world, Smith pushed them to take responsibility for it.

“’She’s probably the best teacher I’ve ever had,’” Balthazor said. “’Simply from a human being perspective. She has incredible moral integrity.’”

“’You are fighting the good fight; you’re doing the right thing by doing this,’” she told them 20 times a day, he said. “’This is some of the most important work you’ll ever do.’”

“’And she was right.’”

Students need guidance, advice and foundational skills. They need an ethical framework and adult feedback from a qualified adviser to provide perspective along the way. Ultimately, though, we adults must have the courage to let our students be citizens. If they can be this brave, so can we.

Signing on as FAPFA candidate makes powerful symbolic statement

Posted by John Bowen on Nov 23, 2016 in Scholastic Journalism, Teaching | 2 comments

Confession: For the past 10 days, I’ve spent a good chunk of time glued to media coverage of President-elect Trump, reading about his meetings with prospective leaders and reports of cabinet appointments, cries against Hamilton and SNL on Twitter and updates about the on-again, off-again New York Times meeting.

My nervousness mounts as we transition to a new president known for his attacks on news organizations, for bullying those who ask tough questions, for threats to “open up” libel laws, for ugly rants against those who hold steady to report on the record the actions of our leaders.

And while I’ve made sure to read, donate, sign petitions and facilitate respectful dialogue, I’ve also spent the past 10 days thinking about my journalism students. What can I do? What can we do? What can they do?

As is often the case, the greatest potential for impact is within the classroom. It’s clear to me that my own students’ efforts practicing, protecting and promoting their First Amendment rights matter more than ever.

Next week, Dec. 1, 2016, is the deadline for JEA’s First Amendment Press Freedom Award. I’m glad my students will apply, and here are three reasons I urge other scholastic media programs to do the same:

[1] The FAPFA process provides an important opportunity for students to revisit the core principles of their journalism program as they tell the stories of their school community through truthful and accurate reporting using a wide range of diverse, credible sources. The editors know their publication policies inside and out, but do the other staff members? Would every student on staff be able to answer the FAPFA questions accurately? Perhaps this an opportunity for editors to conduct a mini-lesson to educate or review with rookies some “What happens if …” scenarios.

[2] The possibility of recognition as a First Amendment school is another way to increase awareness in the school and throughout the community. Even if school administrators are supportive of students’ free expression rights both in theory and in practice, it’s likely there are community members who are less aware of what it means for students to make all content decisions free of administrative censorship. It’s another chance to spread the word about what the First Amendment means and why it matters.

Remember, 39 percent of Americans could not name even one of the five freedoms.

Can FAPFA recognition serve to make all stakeholders better understand the educational significance of providing students with an outlet for free expression and the long-term benefits of empowering students with the responsibility of the decision-making process?

Celebrating a school’s First Amendment Press Freedom Award recognition can play a role in the case for scholastic media curriculum development and the long game in protecting both First Amendment education and scholastic journalism specifically.

[3] Signing on as a FAPFA candidate makes a powerful symbolic statement at a crucial time.

My own students have protection from California Ed Code 48907, but they’ll still be using the opportunity JEA’s First Amendment Press Freedom Award provides. In other words, they’ll apply for the award because they can. It’s a chance to speak up and speak out for why that freedom of expression matters so much, and a chance to draw attention to states where students don’t have that right.

Discussing the questions on the first-round FAPFA form reminds students that not every student media program is lucky enough to operate in a student-led environment with journalists empowered by the critical thinking experience of their decision-making process. It puts things in perspective. It emboldens them to use the tools at their disposal, creatively and positively, to fight the good fight. It draws attention to the injustice in schools and states with administrative censorship and helps increase efforts toward press rights legislation.

Editors can proudly share their efforts in attempt to leverage that social currency and widen the scope of attention for First Amendment freedoms just when the New Voices movement — and new White House administration — need it most.

by Sarah Nichols, MJE

« Older Entries

Next Entries »