Censored news is fake news
Frank LoMonte, executive director of the Student Press Law Center, wrote that in Fake News, Real Solutions recently. He said the first wave of responses to fake news does not cure the underlying problem.
We agree wholeheartedly.
LoMonte blamed part of the problem on an educational system that tells students across the country to “publish only news that flatters government officials and reflects favorably on government policies.”
Censored news is fake news.
Such censored news at least partly stems from the 1988 U.S. Supreme Court’s Hazelwood decision.
LoMonte suggested the way to fight the fake news epidemic is to ensure educational institutions inoculate their students and don’t spread the virus.
That inoculation comes from more freedom, not less; more journalistic responsibility, not less; and from solid practice of ethical journalism.
As journalism groups strive to fight fake news in many ways, let’s begin in our schools by identifying at least four types of fake news:
• Information meant to deceive
• Information generated through sloppy and incomplete reporting
• Information not clearly identified as sponsored news
• Information spread by censored media
Follow JEA’s Scholastic Press Rights Committee and others over the next several months as we examine the issue of fake news, identify the problems it creates and seek solutions so scholastic journalism can lead in the fight against fake news and its impact.
Noteable resources:
• Evaluating information: The cornerstone of civic online reasoning
• Students have ‘dismaying’ inability to tell fake news from real, study shows
• A guide to spotting fake news
• The dangers of crying wolf with ‘post-truth’
• How to spot fake news
• A savvy news consumer’s guide: How not to get duped
• Many Americans believe fake news is sowing confusion
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Bill of Rights Day, Dec. 15
Dec.15, 2016, is Bill of Rights Day and a good time to deepen students’ knowledge about intricacies of our government as seen through the first ten amendments.
Such discussions would also be timely and relevant given the political events of an election year and the change associated with a new presidency.
In a 1941 proclamation, President Franklin D. Roosevelt tapped the fifteenth day of December to be “a day of mobilization for freedom and for human rights, a day of remembrance of the democratic and peaceful action by which these rights were gained, a day of reassessment of their present meaning and their living worth.”
Here are links to some of what is available:
• National Constitution Center, Bill of Rights Day
Has a section of educational resources and a great “Do-Now discussion question: “Not all the amendment James Madison proposed made it into the final Bill of Rights. Is there anything missing from the Bill of Rights you would have included?”
http://constitutioncenter.org/learn/civic-calendar/bill-of-rights-day
• Bill of Rights Institute
With mission words of engage, educate and empower, the Institute provides information for students, teachers and supporters. The site features five lesson plans games and videos on Constitutional principles.
http://constitutioncenter.org/learn/civic-calendar/bill-of-rights-day
• Bill of Rights Day/United States Courts
This site offers resources for teachers, students and judges. The materials, reports the site, as meant to inform, involve and insire citizens to apapreciate and exercise the Bill of Rights.
http://www.uscourts.gov/about-federal-courts/educational-resources/annual-observances/bill-rights-day
• US Citizenship and Immigration Services, Bill of Rights Day
Provides materials available for immigrants tolearn about and prepare for the naturalization process. Good to see if your students could pass the naturalization test.
https://mail.aol.com/webmail-std/en-us/suite
• 15 facts about the Bill of Rights
Interesting background information for further discussion and use.
http://mentalfloss.com/article/72155/15-facts-about-bill-rights
10 resources to strengthen
your journalism program: FSW
Solid reporting makes arguments for free expression in student media easier. Here are 10 articles journalism teachers and advisers can build from to put newsthinking into their journalism programs.
- How to do good journalism between now and election day
http://www.poynter.org/2016/how-to-do-good-journalism-between-now-and-election-day/431978/
The key here is how to apply important points to all reporting, even after the elections. What can be applied here to make your student media reporting even more effective so it better fulfills journalistic responsibility
- Fact check: Trump and Clinton debate for the first time
http://www.npr.org/2016/09/26/495115346/fact-check-first-presidential-debate
This experiment in real-time fact-checking runs more than 40 pages and drew more than 7.4 million pageviews, Poynter.org reported. Its links to accurate sources is a treasure trove scholastic journalists can use in other reporting.
- Emotion in reporting: use and abuse
https://ethics.journalism.wisc.edu/2010/08/23/emotion-in-reporting/
High on this year’s ethics in journalism discussion list is objectivity and its side issues. Scholastic media have been particularly affected by this: whether emotion or self-promotion is acceptable. Ethicist Stephen J. A. Ward makes the argument emotion in journalism can be manipulated.
- Why journalism education has much more progress to make
While this article is primarily aimed at collegiate journalism education, it has key thoughts for scholastic media: there will be journalism jobs for those who can make sense of information, no matter the tools.
- Is solutions journalism the solution?
http://niemanreports.org/articles/is-solutions-journalism-the-solution/
In addition to just reporting negative impacts of issues or events, solutions journalism reporters will look at efforts to deal with those problems. This article outlines who one reporter tackled local issues in an approach that focused on searches for solutions along with just highlighting the problems. Also see Solutions Journalism Network.
- Interviewing: The ignored skill
http://www.poynter.org/2003/interviewing-the-ignored-skill/12413/
Good questions bring about good stories but they are not the only skill needed in interviewing.
Asking the right questions based on skillful listening is also a key.
- Data Journalism Handbook
http://datajournalismhandbook.org/1.0/en/index.html
In its Beta stage, the handbook is well organized with descriptions that put this growing journalistic skill into perspective. The handbook also shares examples of data stories. Good for teachers looking for a basic understanding of data journalism. See also The challenges and possible pitfalls of data journalism, and how you can avoid them for the ethical concerns of this approach.
- Do you know which news media to trust?
This Newsela/American Press Institute collaboration is aimed to help teachers and students with materials to strengthen news literacy in election coverage.
- Joining forces in the name of Watchdog Journalism
http://niemanreports.org/articles/joining-forces/
Old instincts argue for competition instead of collaboration. Here is a story on the importance – and need – for collaborative watchdog journalism.
- Resources for journalism educators (in covering sensitive issues)
http://dartcenter.org/content/tip-sheet-package-for-journalism-educators#.U95vP0gzEd9
As scholastic journalists delve more and more into reporting sensitive issues, these materials will help provide background and reliable and credible sources.
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Free speech?
Protests and the national anthem: FSW lesson
Analyzing and creating meaningful discussion about free speech issues over protests during the national anthem
Description
Discussion on whether refusing to stand during the national anthem is an acceptable and effective form of protest have grown in recent months. This lesson enables students an opportunity to research and clarify their views as they share them with others.
Objectives
- Students will analyze legal and ethical aspects of the issue.
- Students will share their findings.
- Students will discuss what they find.
- Students will report their position on the issue using information gathered from research and 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.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.9-10.5 | Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). |
Length
60 minutes for two days
Materials / resources
Access to internet resources on the issues of standing for the Pledge of Allegiance by citizens in and outside schools.
Access to the US Supreme Court decision in West Virginia State Board of Education v. Barnette.
Background on this issue:
The teacher would share these quotes introduce the assignment and to background the issue.
From Kentucky Governor Matt Bevin: ““I think it’s disgusting, frankly, I can appreciate the fact that people have freedom of speech, people can stand for, figuratively and literally, things that they choose to, but to use an opportunity to denigrate our nation’s flag — it’s not the flag and it’s not the national anthem itself, what it represents is the sacrifice of one and a half million Americans who died.”
http://mycn2.com/politics/bevin-calls-athlete-protests-during-national-anthem-disgusting
From the court decision: “If there is any fixed star in our constitutional constellation, it is that no official, high or petty, can prescribe what shall be orthodox in politics, nationalism, religion, or other matters of opinion or force citizens to confess by word or act their faith therein. If there are any circumstances which permit an exception, they do not now occur to us.”
“We think the action of the local authorities in compelling the flag salute and pledge transcends constitutional limitations on their power and invades the sphere of intellect and spirit which it is the purpose of the First Amendment to our Constitution to reserve from all official control.”
Lesson step-by-step
Step 1 — introduction to the assignment and homework at the end of the session the day before (10 minutes)
The teacher should ask how many students are aware of the varied protests, in and outside of schools, against standing for the Pledge of Allegiance. The teacher would point out the introductory quotes as representative of the sides on this issue.
The class would discuss pros and cons of the issue before the teacher introduces the assignment: researching current events on the issue, examining legal and ethical positions on the issue and preparing a personal position statement either as a letter to the editor to local or national media or in a personal blog.
Stress that students can begin information gathering at home using live sources as well as digital ones.
Day 1 –
Step 2 — Research (15 minutes)
The teacher will remind students of the assignment and give them 15 minutes to add to and organize information they gathered the night before. Students should also begin to formulate a statement of personal position on the issue. Tell them they will be expected to discuss possible positions and arguments during the second 35 minutes.
Step 3 — Discussion (35 minutes)
Ask students to share information they gathered with others in the class. They could have made pro-con lists based on information they gathered and shared.
Then, students could use of PowerPoint, whiteboard or Google Docs to list possible positions and/or questions they might have about the issue. Such lists should be available for student use after class by them copying the lists and positions or having access to the Google Doc.
Focus during the discussion should be to verify information for possible positions, to clarify issues involved, to develop personal positions and support for them. Students should prepare annotated bibliographies for sources they used as a way for all to examine credibility and reliability.
Step 4 — Clarify assignment (10 minutes)
Reiterate the details and purpose of the assignment and ask students to have a draft of the statement of position or blog post for the next day’s class.
Day 2 –
Step 5 — Group coaching and editing (40 minutes)
Students should break into groups of three for peer coaching and position revision. The teacher can move from group to ask questions and offer suggestions as asked. The teacher should not edit student work but encourage peer coaching and editing. Final coaching and editing should enable all student work to be sent to or posted on designated media.
Step 6 — Final discussion and statement emailing or posting (10 minutes)
Conclude the assignment with final discussion and coaching. Assist students as necessary in the mailing and posting of their statement of position.
Step 7 — Assessment (10 minutes)
Have students discuss what they did, how others might react to their statements as well as what they learned about the issue and about issues surrounding it. They should also discuss how they might handle any responses they receive.
Differentiation
Option 1 – Additional media possibilities include broadcast personal statements, video statements or podcasts. Additional lessons could involve pro-con panel discussions or community forums to involve larger groups.
Option 2 – The teacher could organize the class to have a debate whether this form of speech should be allow in society and as a part of school activities. Discussion of the issue and positions on it could take place before the debate. After the debate, students could write a reflection on their views of the issue before and after the debate.
Extension
You could also work with students to assist them in using social media to discuss their experience and what they learned. Another lesson could focus on student reaction to and comment on this comment from Bevin: “If you’re a superintendent, if you’re a principal, if you’re a high school coach, step up, set an example,” Bevin said. “For us to allow everybody to be free range chickens, to not encourage them to know what they are doing and what the impact is and what the denigration of respect is something that is the responsibility of the adults to communicate to these young people.”
- Thanks to Jamie Miller, du Pont Manual High School, Louisville, Kentucky, for sharing information about the Kentucky governor’s quote.
Facing takedown demands: Free Speech Week
A recent article by the Poynter Institute’s Rick Edmonds brings to light free speech choices journalists sometimes have to make.
At issue are Takedown Demands. Scholastic media are not – and will not be – exempt from challenges raised by them.
Free Speech Week is a good time to check out the topic and formalize your student media’s approach to preventing issues such demands can create.
Instead of one way to react to Takedown Demands, we offer choices to help students make informed choices. In all situations, we recommend the SPLC’s existing work on the subject. We also hope these guidelines will offer a roadmap if your students face takedown decisions.
In addition, we also offer series of guideposts to evaluate information before it is posted: A Put Up policy that might prevent hard choices later.
Our guidelines look at legal demands, ethical considerations and possible reactions
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