The decision to report: Because you can, does that mean you should?
Part of JEA’s Scholastic Press Rights Commission’s Constitution Day lessons and activity package. The whole package can be seen here: http://jeasprc.org/constitution-day-2013-teaching-materials-and-lessons/
by Jeff Kocur
Objective: For students to explore ethical situations using the TUFF formula as described in the lesson. This unit focuses possible discussion points for inclusion in editorial policies.
Primary Common Core: CCSS.ELA-Literacy.SL.11-12.1
Secondary Common Core: CCSS.ELA-Literacy.SL.11-12.1b, CCSS.ELA-Literacy.SL.11-12.1d
Introduction: Start the class with the following hypothetical situation: “A student on staff has overheard his father (a police officer in a neighboring town) talking about pulling over your high school principal for suspicion of drunk driving. The staff member heard his father report that the principal was barely over the legal limit. And then would ask the following questions:
- How do you verify the accuracy of this? Is the father a reliable source? Where else could you get the info you needed?
- Does the community deserve to know if one of their leaders engages in this behavior?
- How much does the school board know about this?
- Does the fact that the infraction was just over the legal limit influence your decision?
- Whose interest should prevail in this instance?
- How do you negotiate what is fair here?
Tweet11: Approach controversy with confidence, professionalism
Don’t self-censor. Learn how to approach controversial stories with confidence and professionalism. #25HZLWD
http://www.jeasprc.org/wp-content/uploads/2011/02/SPRC-Standard-7-controv2.pdf
Sometimes, being a student journalist means going head-to-head with others over stories that make people—even those on your staff—uncomfortable. Often, students are incredibly thoughtful and sensitive toward what stories might create tension or even generate real scrutiny of a person or process in their school.
Feeling wary about a story, and about what could happen if you publish that story, is a completely normal reaction. But it’s important to remember that having caution and sensitivity towards a subject doesn’t mean you should drop the story completely. Professional news media cover sensitive topics on a daily basis, and figuring out how to do this is one of the most important lessons student journalists can learn.
When you are faced with covering a difficult or sensitive story, take the time to consider all your options, discuss the ethical implications and ask important legal questions. You CAN approach controversial stories with professionalism, but it takes time and effort, and willingness on your part not to self-censor the tough stuff.
Read MoreNeed help with censorship issues?
Press the Panic Button!
JEA’s Scholastic Press Rights Commission (SPRC) has set up a uniform process to help advisers – and students – who seek advice about handing censorship or other legal issues.
The Panic Button is an online reporting tool to collect information from those experiencing some type of censorship.
When an adviser or student uses the Panic Button to submit information, designated SPRC members receive notification. This sets in motion a series of responses following a checklist system. In no way will the commission direct the fight against censorship, but each person has a different course of action in supporting the adviser and students while offering suggestions and resources specific to that situation.
As JEA vice president and Commission member Sarah Nichols reported in an email to state and regional directors and board members, “We [a Press Rights Commission subcommittee that developed the process] focused on four key goals:
• A consistent method of reporting
• A process that works quickly
• A tool for collecting data
• A way to avoid overlap and prevent harm.”
Here’s who gets involved and how:
When the adviser hits the panic button and files a report, he or she instantly gets a check sheet with steps to take – like “Take a deep breath — you have support” and “Keep a paper trail.” A student can hit the Panic Button, too, and the check sheet he or she gets is a little different, including, “Contact the Student Press Law Center,” and “Get parental and other student support.” That request for assistance goes to six SPRC members, who quickly respond.
Need help with censorship issues? Press the Panic Button!
Those looking for guidelines to prepare state groups to pass free expression legislation now have a draft document package to work with.
The Scholastic Press Rights Commission has completed a draft version of its Blueprint for Success: Promoting Scholastic Right Rights Legislation, and makes that information available in time for the JEA/NSPA Seattle convention.
The commission welcomes comments and suggestions before it publishes a final version in the coming months.
The Blueprint can be downloaded here or from a link in the right-hand menu under state legislation on this site.
Several additional legal and ethical sites are also worth noting:
• Back issues of the Student Press Reports. Found at Issuu, this site gives everyone access to information from The SPLC Reports, the Student Press Law Center’s magazine, since it started. Well worth time to just browse or look for information to support local reporting.
• The Panic Button. Found here, The Panic Button links you or your students directly to assistance and information about handling an issue of censorship. Members of the Scholastic Press Rights Commission and 45Words students will respond quickly, offering suggestions and providing information as your students and others plan a strategy to handle censorship.
• The forum map. This map, a project of The Center for Scholastic Journalism, is a list of schools the Center has determined to be open forums for student expression, either by policy or practice. The purpose of the map is to enable journalism programs seeking to become open forums to have models and contacts to assist in the quest.
• Application to be on the forum map. This writable PDF is your way to apply to have your school recognized as an forum by policy or practice.
• Certification map. This map shows requirements for teaching journalism in 49 of the 50 states, plus the District of Columbia and links to each state’s department of education.
Read MoreIncorporating ethical guidelines into social media use: Part 2
In the first part of this series, Marina Hendricks, a commission member and student in a social role of the media class, talked about how scholastic media might create tools in the growing use of social media. Now, others in the class offer additional comments and suggestions.
This piece will suggest guidelines – and hopefully raise questions – about principles behind such tools in three key areas: information gathering, reporting and promotion, perhaps the most problematic new area of social media use. Overall, students in the class say the legal and ethical principles guiding social media use are the same as traditional, or legacy, media.
Key areas students focused on and their comments:
Information gathering
• Information gathered online should be independently confirmed offline. Interview sources in person or over the phone whenever possible. Students would verify claims and statements. This includes crowdsourcing.
• Correspondingly, the instantaneous time element makes it more difficult to verify spot news, so be upfront about non-verified info. In fact, don’t run anything on social media students have not verified.
• Specific links (not just click here) should be provided to attribute the source/attribution for any online resources used or indicated.
• Be transparent with the audience as well as sources. Let them know how you contacted people, in what context you gathered the information and how you verified it (or didn’t).
• Student journalists who insist on avoiding social networks are likely to miss good opportunities and great stories. If all your sources came from the Internet, they would skew toward the more affluent and educated. When you interview people digitally, you miss a lot of good information. Journalists must strive for diverse representations of sources in their stories.
• These new tools can generate story ideas, allow readers more interaction with the reporters, and increase the reporter’s ability to find sources and network. These are certainly excellent additions to the tool belt of resources reporters have available to them to do their job.
• Social media will not replace traditional reporting; its primary purpose should be in making initial contact with subjects or verifying quotes and facts after an interview.
Objectivity and credibility in reporting
• When using social networks, nothing can call into question the impartiality of student news judgment. Student media must never abandon the guidelines that govern the separation of news from opinion, the importance of fact and objectivity, the appropriate use of language and tone, and other hallmarks of our brand of journalism. … This same caution should be used when joining, following or friending any person or organization online.
• Ensure informed consent. It’s easy for sources to misunderstand your intentions. It is your responsibility to tell them who you are, what you are doing and where your work will run. Take special consideration with children and other vulnerable people. When contacting children, make sure they connect you with a responsible adult.
• Breaking news posts – all news posts – must be approved by a student editor. No exceptions.
• The student media site will not publish images from social media networking sites.
• Typos, biased language and even possible outright privacy breaches posted by individual reporters, acting without a system of checks and balances, will call into question the professionalism of student media and challenge its credibility.
• If the audience perceives biased or unfair coverage, they will no longer trust the student media as news sources and the capacity for elevating community dialog to issues of importance will be lost.
Promotion of student work
• Professional material (reporting and leadership) should not mix with private or promotional materials.
• It is important and valuable to promote our work through social networks. Student journalists bear most of this burden. But the newsroom as an institution is responsible for some of this work. When promoting your work:
- Be accurate. It’s easy to sensationalize or oversimplify.
- Be clear. If you are not a good headline writer, seek some training.
- Always include a link and make sure the link works.
• Journalists must recognize that everything on their social media has the potential to influence their reputations and by extension newsroom credibility.
- Don’t post information that could embarrass you or your newsroom, even if you believe your page is private.
- Use the tools, such as limited profiles and privacy settings, to restrict access to your most private information.
- Recognize that your actions can be misinterpreted. You may sign up for a group to get story ideas, but people may see you as a fan. State your intentions often, in wall posts and other notifications. When appropriate, tell groups when you are signing up that you are looking for story ideas.
- Manage your friends and their comments. Delete comments and de-friend people who damage your reputation.
- Social media could also enhance our outreach to the community. Using tools such as Twitter and Facebook, we can push students to our website by letting them know what stories we have recently posted. We can advertise when we are next distributing our newspaper. We can solicit story ideas, invite letters to the editor, or request feedback while we are in the process of putting our paper together. From a strictly practical standpoint, social media can allow us to let others see the great work we are doing more frequently, and, hopefully, engage them in a more earnest discussion about our role in the school.
- Social media opens journalism to be a more two-way form of communication. Reporters can find the people they need and readers can interact with the people their story had an impact on almost immediately. They may not like everything sources or readers tell them, but at least there is feedback.
Resources used for these points
• “Social Media and Young Adults”
• Newspaper social media policies: Out of touch
• Journalists use of social media
• Using email as a reporting tool
• Online journalism ethics: A new frontier
• News organizations work to set social media policies
• Online journalism guidelines: guidelines from the conference
A tip of the hat to these 10 wonderful students, all journalism educators or commercially working journalists, who helped sort through these and other resources: Andrew Christopulos, Traci Hale Brown, Marina Hendricks, Judy Holman Stringer, Trevor Ivan, Lori King, Kate Klonowski, Jeff Kocur, Dino Orsatti, Chris Waugaman.
What points would you add, subtract or question?
Read More