Five ways we can help you
by Lori Keekley
May 1, Loyalty Day. Too-many-days-left-to-count-down-the-end-of-the-school-year day …
No matter what it is, here are five ways JEA’s SPRC can help you (and your students) now.
1. We’re here for you. Whether it’s to study for an upcoming CJE or MJE exam or to help research in a case of censorship, we work to help you and your students.
2. We’re here for your students. If they (or you) find you are in a situation of need, please hit the Panic Button. Someone will answer your request within 24 hours. (It’s usually as soon as we see the email.)
3. Planning for next year? The Foundations Package is a great place to start. This resource helps by providing some starting points for creating a staff manual that includes a media- or board-level policy, ethical guidelines and procedures.
4. It’s never too early to start thinking about Constitution Day. We will release new materials Aug. 20 to help you celebrate this federally mandated event.
5. We will continue to support the First Amendment and its application in schools through our support of New Voices campaigns, First Amendment Press Freedom Award and the passage for board statements.
Please let us know if you need something or think of another way we can help you. We are happy to help
Read MoreEnemy of the American people?
Scholastic Journalism Week gives students a chance to prove the opposite
by Stan Zoller, MJE
This week is Scholastic Journalism Week – a time for scholastic journalists and their advisers and teachers to tout the excitement and passion that is, in many ways, uniquely scholastic journalism.
There will be posters, T-shirts, activities and, of course, voluminous numbers of social media posts.
This year, however, there’s something else that needs to be added to the mix.
A sense of urgency.
Never before in American history, or the history of American journalism, has the media and the First Amendment come under such ridicule and hatred by a sitting president. Instead of being dubbed “watchdogs” who protect the public’s right to know, mainstream journalists have been labeled “the enemy of the American People.”
By a sitting president.
Evita Peron would be proud. So would Hitler. So would Stalin.
In January 1787, Thomas Jefferson wrote to Edward Carrington that “The basis of our governments being the opinion of the people, the very first object should be to keep that right, and were it left to me to decide whether we should have a government without newspapers, or newspapers without a government, I should not hesitate a moment to prefer the latter. But I should mean that every man should receive those papers and be capable of reading them.”
Jefferson made this comment two years before the First Amendment was submitted for ratification and more than four years before it was ratified, that coming in December of 1791.
While Jefferson took exception to the media, as many people do, he at least seemed to realize the importance of a free press and how it, like individual Americans, have a right to their opinion.
[pullquote]Jefferson got it; Even though, historians claim, he had one thing in common with Donald Trump – a fundamental distrust of the Fourth Estate, reportedly saying in June of 1807 that “Nothing can now be believed which is seen in a newspaper.” In the end, however, Jefferson knew the importance of a viable media.[/pullquote]
Jefferson got it; Even though, historians claim, he had one thing in common with Donald Trump – a fundamental distrust of the Fourth Estate, reportedly saying in June of 1807 that “Nothing can now be believed which is seen in a newspaper.”
In the end, however, Jefferson knew the importance of a viable media.
The theme of Scholastic Journalism Week, “The Communities We Cover,” reflects the need for a free and vibrant press. Student journalists, like any other journalists, need to be free to report on anything within their community – whether it is their school, school district or hometown –without fear of censorship, restraint or undue lambasting of their efforts by officials.
Journalists are not perfect. Neither are school administrators, educators or politicians. The reality is, however, that the work done by journalists is an open book for anyone to see, especially in the age of social media. Mainstream journalists are trained in press ethics and laws and have the tools to fact check in order to verify their work. Again, it’s not always perfect.
The First Amendment clearly states that there shall be no laws “…abridging the freedom of speech, or of the press…”, yet messages coming out of Washington, D.C. seem to be taking a counter-step to the that sentiment.
While there are cries to take the plight to social media with various hashtags, the fight against the assault on the nation’s media needs to go further. Student journalists need to take charge of informing their news consumers that journalists, including those in student media, are not “the enemy of the American People.”
During Scholastic Journalism Week scholastic media outlets should encourage their audiences to become civically engaged and contact lawmakers on both sides of the aisle to let them know that an assault on the First Amendment is not only an attack on professional journalists, but the nation’s students as well.
This year it’s important to not just celebrate Scholastic Journalism Week. Student journalists need to take pride in what they do and practice the craft that they and their advisers are so passionate about.
It’s that important. In fact, it’s urgent.
Read MoreHow do we assist teachers about
understanding the First Amendment?
The Knight Foundation’s recently released 2016 study of student and teacher beliefs, Future of the First Amendment, reported teacher responses that raise First Amendment concerns.
Teacher results showed:
• When asked if high school students should be allowed to report on controversial issues in their student newspapers without the approval of school authorities, 66 percent of students strongly or mildly agreed. Teachers had a 61 percent disapproval rate.
• When asked whether students should be allowed to express their opinions about teachers and school administrators on Facebook or other social media without worrying about being punished by teachers or school administrators for what they say, 33 percent of teachers strongly or mildly agreed while 54 percent of students did.
• When asked whether schools should be allowed to discipline students who post material on social media outside of school that school officials say is offensive, 28 percent of students strongly or mildly agree while 52 percent of teachers did.
To get a better idea of how journalism education organizations can react to these findings, we would appreciate your thoughts:
• How can journalism teachers reach out to their peers who don’t understand journalistic freedoms or the importance of those freedoms?
• How can journalism teachers reach out to their non-journalism peers who don’t support journalistic freedoms for scholastic media about the importance of those freedoms?
• What types of materials should JEA develop to assist these teachers?
• How can journalism teachers and media advisers support other journalism teachers who face prior review and restraint of student media (especially those who do not or cannot attend JEA conventions)?
• How can journalism teachers and media advisers support other journalism teachers who don’t support freedom of expression for scholastic media (especially those who do not or cannot attend JEA conventions)?
• What additional resources or materials should JEA develop to support journalism and non-journalism teachers (especially those who do not or cannot attend JEA conventions)?
• Other comments or suggestions?
Please use the comment section below or contact SPRC current director John Bowen or committee member Lori Keekley with your thoughts.
The Knight Foundation survey, compiled by Kenneth Dautrich of the Stats Group, polled 11,998 high students and 726 teachers. It is the sixth Knight FoundationFuture of the First Amendment since 2004. Past results can be found here.
Read MoreKnight study shows hope, raises issues
The 2016 Knight Foundation’s study of student and teacher beliefs, Future of the First Amendment, has some good news about student beliefs but is equally troubling about what teachers think.
The study showed that 91 percent of students agree people “should be able to express unpopular opinions” compared with 83 percent in 2004.
Results also showed students who more frequently consume news and actively engage with news on social media demonstrate stronger support for First Amendment freedoms.
Teacher responses, on the other hand, create some areas of concern.
[pullquote]When asked if high school students should be allowed to report on controversial issues in their student newspapers without the approval of school authorities, 66 percent of students strongly or mildly agreed. Teachers had a 61 percent disapproval rate.[/pullquote]
• When asked if high school students should be allowed to report on controversial issues in their student newspapers without the approval of school authorities, 66 percent of students strongly or mildly agreed. Teachers had a 61 percent disapproval rate.
• When asked whether students should be allowed to express their opinions about teachers and school administrators on Facebook or other social media without worrying about being punished by teachers or school administrators for what they say, 33 percent of teachers strongly or mildly agreed while 54 percent of students did.
• When asked whether schools should be allowed to discipline students who post material on social media outside of school that school officials say is offensive, 28 percent of students strongly or mildly agree while 52 percent of teachers did.
The survey, compiled by Kenneth Dautrich of the Stats Group, polled 11,998 high students and 726 teachers. It is the sixth Knight FoundationFuture of the First Amendment since 2004. Past results can be found here.
Read MoreOur tasks for the future:
Building a Tool Kit of Trust, integrity
Trust.
Trust in sources, information, journalists. Trust in audiences. Trust in education.
Ways to help student journalists and their audience fight fake news and bad journalism begin in middle and high school, and especially in journalism programs.
Helping journalism students and their audiences fight fake news and sloppy reporting should include understanding what type of journalism is involved. Bill Kovach and Tom Riosenstiel identified the four types in the book Blur.
Each type provides its own journalistic function and each can play roles in fake news:
• Journalism of Verification: “a traditional model that puts the highest value on accuracy and context.”
• Journalism of Assertion: “a newer model that puts the highest value on immediacy and volume and in so doing tends to become a passive conduit of information.”
• Journalism of Affirmation: “a new political media that builds loyalty less on accuracy, completeness, or verification than on affirming the beliefs of its audiences, and so tends to cherry-pick information that serves that purpose.”
• Interest-Group Journalism: “targeted Web sites or pieces of work, often investigative, that are usually funded by special interests rather than media institutions and designed to look like news.”
In the third deditiion of their book Elements of Journalism, Kovach and Rosestiel changed the last category to Journalism of Aggregation.
Studying the four types can help scholastic journalism prepare for a Tool Kit of Trust, preferably without censorship and prior review.
Our Toolkit of Trust would provide materials and journalism resources in at least these six areas:
• Fighting bad journalism
• Uncovering and educating about, then limiting the spread of fake news
• Preventing charges of fake journalism aimed at our student media
• Limiting impact of censored student media
• Uncovering sponsored news
• Building trust in journalistic values through gatekeeping that stresses journalistic responsibility
We feel these areas can be the focus for the war agains fake news and bad journalism.
Because of new-found attention directed toward critical news thinking and news literacy, including proposed California legislation, we hope to, by next fall, share educational materials that:
• Focus on answering the “why” news question to make the “what” meaningful.
• Help your communities understand the need for communications/sense making responsibilities as they question authorities.
• Once journalists have questioned authorities, question them about the quality, motive and detail of their information. Remain skeptical until all questions are answered.
• Double down and stress what speech is protected and why and its importance to the well-being of a democracy.
• Show diversity in all its meaning as a guiding light for scholastic journalism. Let all people and ideas be represented.
• Remember objectivity as a process remains the core of scholastic journalism. It’s a process rooted in truth, credibility and coherence as essential, even as reporters are skeptical and challenging of sources.
• Strive to focus on solutions (journalism) to the issues and problems coverage raises.
• Protect and empower the whole process of fighting fake and misleading news by supporting and becoming involved in states’ New Voices legislation.
• Stress journalists’ social responsibility in a factionalized media/political environment.
• Fight the spread and use of fake news in all its forms and assist student journalists and their communities understand, respond to and counter it.
If you or your students have other areas you feel would help your program and/or scholastic journalism, please use the comment form and let us know.
In a recent Student Press Law Center Ball of Rights promotion, the words “censorship is deplorable” appear. We would add to that “prior review is insidiously deplorable.” Both lead to misinformation and distortion. Both limit journalistic integrity.
Both are at the core of fake news we need to change.
Resources:
• When it comes to legal issues, journalism schools leave students unprepared, a new study argues
• Six skills every journalist should possess
• Truth, truthiness, triangulation: A news literacy toolkit for a “post truth” world
• Fake news? Bias? How colleges teach students not to be duped