X users got a shock this week when the new terms of service were released. The policy, which goes into effect Nov. 15, says by continuing to use the platform, users acknowledge that X can use their data to train its AI models.
The new terms include the right to analyze any X content “including, for example, for use with and training of our machine learning and artificial intelligence models, whether generative or another type.”
It’s just the latest example of AI in the news, and it’s an important reminder for student media programs to address what is and isn’t OK within the publications room.
This can be a fascinating discussion on a weekly or monthly basis, creating opportunities for students to share current events and ethical dilemmas as they arise. The constantly growing list of time-saving AI tools, generative capabilities, editing options and privacy concerns yield significant implications for journalistic storytelling. Needless to say, teachable moments abound.
If you haven’t carved out time for these AI conversations, or if you’re looking for other ways to address the topic with student journalists, here are some ideas:
[1] Let’s start with the good.
Tons of awesome – and appropriate – AI uses exist.
For research, try Perplexity (here’s why and how).
For brainstorming, ChatGPT can help create interview questions or headline starters.
For dictation, check out Talktastic or Flow.
For converting text and audio to shareable video, save time by using Hypernatural.
Have students explore or test these tools in groups and chart the pros and cons of each.
[2] How about some drawbacks and concerns?
This could be a bell-ringer journal prompt, a Padlet question, a one-minute debate or a table talk topic in groups. Guide discussion so students understand that AI-generated content can be inaccurate and biased. Talk about possible overdependence. Invite dialogue about privacy concerns and other AI red flags. An essential question here is whether AI-generated content undermines credibility in the eyes of your audience?
All of that could/should lead to
[3] Looking at – and generating your own – AI policy.
Read and discuss this policy from the Guardian and this one from Wired magazine. Assign students to search for others to compare and contrast.
If you haven’t used our tips for generating a policy or the sample template, that’s another important part of the ongoing conversation and something to tackle sooner rather than later.
[4] AI in photography and photojournalism
For fun, try “AI or Not” as a warm-up activity.
Carve out time for students to explore image generators and AI-powered photo editing. They can compare and contrast and present their findings to the staff. Create a “try it” day and let them play. Frame the conversation around key questions like:
- How could we use this tool in our student media?
- Why should or shouldn’t we use this?
- How will we know if our fellow staff members are using this, and how does that follow or violate our AI policy?
You could broaden this exercise by pointing your staff toward this list of new AI tools from Journalist’s Toolbox. Or you could narrow it by picking one simple AI tool like Removal.ai to expose students to something they may not have tried.
[5] Lean on the professionals.
Whether you’re just getting started or need a good resource kids can utilize independently, especially as part of a lesson plan for a substitute, check out A Practical Newsroom Guide to Artificial Intelligence from ONA. It’s more than a year old, so it makes for good follow-up conversations about how things have continued to evolve.
If any of these resources help, we’d love to hear it. If you’ve got other ideas for how to talk to your staff about artificial intelligence in scholastic media, let us know.
Written By: Sarah Nichols, MJE