How do your students report the Haiti earthquake?
News about the Haiti earthquake dominated the media today, and some scholastic journalists are trying to find ways to report the devastation and loss of life.
Questions they should consider include:
• How can we localize and show readers relevance? That should be among the first concerns. What is the best way to bring the impact of the story to the readers’ community? Has anyone been to Haiti? Have family there? Are local groups involved in relief efforts? Has anyone local survived anything similar? What is the most effective way to report the situation? Commentary on the tragedy? A call to action? Reporting the issues so the reality of the situation becomes the focus? Who will become the best sources? The most credible sources? The most timely sources? Who could be primary sources so reporters are not just rehashing cnn.com or Time magazine? Are there money-raising scams surrounding relief efforts? How can readers recognize and avoid them?
• What legal issues could create problems? How can we avoid using copyrighted images with stories? What would be good resources for images? If the student publication is Web-based, to whom can students link? What are reliable resources? Publications with a subscription to MCT Campus might have a distinct advantage. What about using flash graphics or other multimedia coverage? What is the best way to do the reporting legally?
• Are there ethical considerations about what to show and print? This certainly will become an issue as more commercial media show images of bodies and devastation. What should scholastic media show and why? Assuming you can use such images with permission, will you have discussed the effects of gruesome photos? Why use them? Should your audiences be warned?
We raise these issues not to flash the red light of decision-making restraint but rather to enable the green light of ethical decisions. If your students decide such localized and relevant reporting is justified, we encourage them to do so thoroughly and with compassion.
Whatever steps they take to decide what to publish or broadcast, their decisions need to be rooted in long traditions of journalistic excellence, of publishing a story that affects their community and enables audience involvement.
That’s doing it the right way.
Read MoreAn open discussion about online ethics. Please join in.
As more student media embrace what some call the “fifth estate” – new and social media – as part of their way to keep their audiences informed, student journalists may think they need new legal and ethical guidelines.
Will existing guidelines, the heart of the fourth estate, still have a role? Will new hardware and equipment demand new ethics? What will we create as crossover standards? What will silently slip away?
Into that framework must come a discussion of ethics in the online world of scholastic media.
One only need look at scholastic media cases like Layshock and Doninger to see the need. Will we embrace the new and adapt the old, paraphrasing Simon and Garfunkle, and be journalists who “hear what we want to hear and disregard the rest?”
It’s the best of the rest we want to look at here, and in several upcoming posts, empower an open discussion on online ethics forscholastic journalism.
In general, then, this discussion will look at several general points, starting with the Online Discussion page.
Links below, and there, will take you to the following pages:
• Online ethics discussion
• Information gathering considerations
• Promotion of work
• Fairness and transparency.
In these rounds of discussion we are not looking for answers; those we hope come later, with you involved.
We want input and questions.
So, over the next several days, please join us in a discussion about ethics in the online world. How do you think ethics will shape it? React to what is posted, follow the links; talk about your experiences in these areas. Add something new.
Read MoreThe best things to teach them
My Teaching High School Journalism course at Kent State is almost over for this semester, and I’m beginning to wonder if I have taught the right things to these education majors who may end up in media classrooms.
Sure, as usual I started with law, emphasizing unprotected speech and the stuff that can REALLY get student media in trouble. They learned about Tinker, Hazelwood, Bethel and Bong Hits and the impact these cases have. From there, we worked our way through ethical issues — the “SHOULD we?” that follows the “COULD we?” After all, without 70 percent on the law and ethics test, my students don’t pass the course. That stuff matters.
They figured out the difference between journalistic writing and “English-class writing,” and we practiced coaching and the maestro concept as we thought about how to package stories for an audience using good design and graphics. Yes, I tried to teach them everything I learned while earning my undergraduate and graduate degrees in journalism education and from MANY years in the classroom.
But did I teach them to show their students the importance of caring? The need to cover stories that should be told, not just the ones that fall into their laps? Did I make sure they won’t be afraid to tell their students they have the right and even obligation to question authority? Did I make sure they know it’s not just a matter of filling the time on air or the space on a page? Did I teach them to help those in their classes stand up for their beliefs?
Will those in my course this semester become the kind of teachers who can support their student journalists and help them make a difference?
I’ll have a new group next semester. What do YOU think I should teach them? It’s only 15 weeks of class, but what MUST be part of their learning?
Candace Perkins Bowen, MJE
Read MoreWhat core values do we share with administrators?
As my colleague and good friend Jan Leach keeps rightfully reminding me, the toughest choices we make are about questions of right versus right.
That thought is also at the core of an online ethics course for scholastic and collegiate media teachers I teach for the first time this fall.
And I wonder if it is also at the core of trying to bridge what seems to be a growing gap between media advisers and school administrators.
Illinois journalism adviser Randy Swikle said it well many times: on what can We Agree?
To me, the core principles we should be able to agree on include accuracy, completeness, transparency and honesty, all in pursuit of truth. To achieve those I would add the educational values of critical thinking, decision-making, responsibility and civic engagement.
I am sure there are more we might have in common or might be able to agree upon.
What do you think?
What would you add? Share your thoughts below. It might make a difference.
Read MoreSocial networking policies: Getting ahead of the curve
By Russell Hickey
When the Washington Post recently announced new rules for the use of social media by editors and staff, it was met with some criticism. Last week, Howard Kurtz chronicled the reactions – both negative and positive.
The full-text announcement sent to the Post staff was reprinted by paidContent.
The policy behind the guidelines is understandable – journalists should remember that they are always journalists and should do nothing that would undermine their credibility or question their impartiality. Unfortunately, social networking sites, like Twitter, are prone off-the-cuff, spur-of-the moment, out-of-context remarks. Even following or friending certain people or organizations could suggest a bias that can undermine a reporter.
For the high school journalism student, the consequences of social networking sites may not be top of mind. This could have dire consequences if an administrator is looking for a reason to reign in control of a high school publication.
To be certain, non-school sponsored social networking sites are outside the reach of school administrators. Careless use of social networking sites by newspaper editors and staff, however, could provide ammunition for administrators seeking reason for prior review. Thus, it is critical for student press advisors to get ahead of the curve and help encourage students to use some foresight.
The Student Press Law Center’s “Guide to Hazelwood” offers a “Fighting censorship checklist.” The first item on the checklist is to practice sound journalism – which includes avoiding any appearance of bias.
It behooves students and advisers to think through these issues and potentially adverse impact that careless use of social media could have on their student publication. A well-thought out policy for the use of social networking sites by newspaper editors and staff can be a critical demonstration of credibility.
Russell has a Bachelor’s of Journalism from the University of Missouri and a Juris Doctor from the University of Kansas, where he completed the Media, Law and Policy Certificate Program. He currently is a Senior Claims Specialist for AXIS Pro, a Errors & Omissions Insurance provider for media companies.
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