Thinking first or acting first? A journalistic dilemma
Lessons abound following the death this morning – and premature reports of it – of Penn State football legend Joe Paterno.
We raised the ethical question of print first versus verify first in October with our Ethical Guidelines for scholastic media, prepared in conjunction with JEA’s Digitial Media Committee.
Is it better to break news and correct as needed, or verify first and be sure of what you report?
Monday, when classes restart, we can only hope there will be significant discussion on all the ethical issues, as well of those of the available technology that bring those issues to the forefront.
For that class discussion, we would recommend the following links:
• How false reports of Joe Paterno’s death were spread and debunked
http://www.poynter.org/latest-news/mediawire/160270/how-false-reports-of-joe-paternos-death-were-spread-and-debunked/
• False paterno death reports highlight journalists’ hunger for glory
http://www.poynter.org/latest-news/regret-the-error/160277/false-paterno-death-reports-highlight-journalists-hunger-for-glory/
• College news site that misreported Jo Paterno death heralded as future of student media
http://www.poynter.org/latest-news/mediawire/160280/college-news-site-that-misreported-joe-paterno-death-heralded-as-future-of-student-media/
• What happened last night
http://onwardstate.com/2012/01/22/what-happened-last-night/
• The Paterno story: what went wrong
http://blog.breakingnews.com/post/16271185670/the-paterno-story-what-went-wrong
• Onward State Facebook page
https://www.facebook.com/OnwardState
• The news and retractions of Joe Paterno’s death told through Storify
http://www.jeadigitalmedia.org/2012/01/22/the-news-and-retractions-of-joe-paternos-death-told-through-storify/
Whether we talk of the ethical or technological issues first, it should be abundantly clear we must also discuss the social responsibility role of the media with this story.
If we of scholastic media learn from those in commercial or citizen media, what we learn – and practice – must go beyond the how to include the why.
Read MoreQuestions for thought #6 part of a series
The last question of our current series.
Do you have others you would raise?
• What does a free press contribute to our democratic society? What are its advantages and disadvantages? Who benefits from a free press? Now repeat the questions for scholastic media? Are there any differences? What and why?
Read MoreQuestions for thought #4 of a series
Here’s another question in our series. Appropriate for Constitution Day?
• What if any issues or topics should be “untouchable” by student journalists? Why?
Is it the topic or the process that might lead to censorship problems?
Read MoreA chance to send a unique message about scholastic media and journalism
by Stan Zoller, MJE
What do our colleagues at school think of when it comes to journalism? On May 3, World Press Freedom Day, we have the unique opportunity to let them know that scholastic journalists are not just students involved in a school media for fun.
They have the distinct privilege of practicing what the Obama Administration is imploring countries around the world to do — practice a free and responsible press. With the bulk of the country’s practicing journalists scholastic journalists, we need to make administrators and teachers aware of the unique message sent by the SPLC and 39 other media and education organizations to the Obama Administration through a half-page ad in the April 15 editions of The Washington Post.
I will distribute a letter under the auspices of the Illinois Journalism Education Association, of which I am vice president, explaining the significance of the event in a letter. I will distribute the letter to all faculty and staff members. The Washington Post ad will be included.
If you would like a copy of the letter to customize for your school or to distribute to others in your area, you can download it here.
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Reaching out: Informing the community about key principles of journalism
by Marina Hendricks, SPRC member
Recently, I drafted the following plan for student journalists to use to educate their communities about the role of school publications as forums for public criticism and compromise. I did so as part of my ongoing work for “Social Role of the Mass Media,” a Kent State University online graduate course this semester taught by John Bowen.
“In a world where millions are spent annually by those wanting to influence public opinion, it is crucial that the news media play the role of honest broker and referee as it carries the common discussion. … So journalism must provide a forum for public criticism and compromise,” Bill Kovach and Tom Rosensteil write in “The Elements of Journalism: What Newspeople Should Know and the Public Should Expect.”
“Yet in a new age, it is more important, not less, that this public discussion be built on the same principles as the rest of journalism, starting with truthfulness, facts, and verification. For a forum without regard for facts fails to inform,” the authors add.
Scholastic journalists are often hindered in their efforts to provide public forums for criticism and compromise by administrators, district officials and other well-meaning adults whose desire to safeguard schools and their students leads to acts of prior review and restraint. Students at large may not understand and appreciate their First Amendment rights, which undermines their support for the public forums of expression provided to them through their school publications. Local media professionals and local citizen may not understand and support the role of school publications as public forums in the community at large.
To address these issues, student journalists could organize a series of outreach activities. These events could be scheduled on a regular basis – once a month, once every nine weeks, once a semester – whatever best fits the school publication’s schedule. More frequent activities could take place during homeroom, lunch, breaks or other open periods during the school day. Less frequent activities could be scheduled after school, in conjunction with other events (such as parent-teacher conferences, PTO meetings, etc.), on Saturdays or even as part of a community fair or festival.
Activities could include:
1) An open house in the newsroom for anyone interested in the school publication and how it operates;
2) A scholastic journalism fair to showcase the work of student journalists in the school district, to raise First Amendment awareness and to provide training opportunities for student journalists;
3) Visits to feeder schools to train and network with aspiring young journalists;
4) Presentations to the faculty senate, PTO, booster and alumni organizations, the local school district board and local organizations to raise awareness of the school publication and its role in the school community;
5) Educational sessions with local media professionals, moderated by student journalists, to help members of the school community learn more about issues that interest them;
6) Operating booths at local events to raise awareness of the school publication, its role in the school community and the First Amendment;
7) Expanding distribution of the school publication (local library branches, malls/shopping centers, community centers, restaurants, etc.) to raise awareness of its role in the community;
8) Forming a parent booster/support group for the school publication;
9) Designating a “reader advocate” to handle questions, concerns, story suggestions, etc.
10) Preparing a “press kit” for school organizations to help them understand how to submit information, news releases, story ideas, requests for photos, etc. (Then, deliver it in person so members of the organizations can ask questions.)
*Note: We welcome your additions of outreach that work to this list. List them, plus your school, in the comments section below.
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