The Latest – Page 63

Ground rules are best set first

by Candace Bowen “But of course that is off the record,” he said after my students had been interviewing him for at least 45 minutes. In unison, 10 heads swiveled in my direction at the end of the row. “What?” I stammered. “But … but …” And my mind screamed, “That’s not fair!” At the…

Ethics codes are invaluable in student journalism, but not as a guide for punishment

by Gina Catanzarite There appears to be no disagreement – in our school communities or nationwide – that a journalist’s role is to report accurate, fair and objective news. Journalism courses at the college level, in high school, and even middle schools teach a variety of research and reporting techniques to address accuracy —but in…

Apply now for the First Amendment Press Freedom Award

by John Bowen Applications are now available for this year’s First Amendment Press Freedom Award (FAPFA). In its 14th year, the recognition is designed to identify and recognize high schools that actively support and protect First Amendment rights of their students and teachers. The honor focuses on press freedoms. The application can be completed by using…

Ethical coverage is contextual and relevant

by Megan Fromm A recent discussion on the JEAHELP listserv focused on whether students can, and should, write about international news. With the crisis in Syria escalating, and the potential for an American strike more real than ever, high school journalists want to flex their international reporting muscles by covering the conflict in their scholastic…

In case you missed these curriculum, activity materials

During the last week or so, JEA’s Scholastic Press Rights Commission released or assisted with the release of some important teaching and advising materials. In case you missed them then, here are the links again: • Lesson plans for Constitution Day, Sept. 17 (and links to plans from previous years). • Links to essential information…

In their own words: What students say about their journalism experiences

Testimonials from students involved in scholastic media: • Jenna Spoont: I am a journalist because I can reach out to those around me and inform them about problems in society. In December 2012, I wrote a story called “World Wide Watch” about the dangers of sexting. I researched statistics, interviewed students and national experts and spoke…

Talking Points: Starting a discussion between advisers and administrators
to build the case against prior review, restraint

by Lori Keekley Advisers and administrators should be partners in education, not adversaries. Advisers must teach principals about the importance of journalism and its relevance to today’s curriculum as well as enlighten them about the pitfalls of prior review and restraint. We’ve created these Talking Points, based in part on Quill & Scroll’s new version…

One way journalists can make a difference
is by using FOIA to protect right to know

by Stan Zoller One of the interesting things about starting a school year is to find out why students are taking “J-1” – Introduction to Journalism. The answers, to no surprise, run the gamut. • “Because my friend did.” • “Because my parents made me.” • “Because I like to write.” • “Because I’m interested…

Using online legal resources

Part of JEA’s Scholastic Press Rights Commission’s Constitution Day lessons and activity package: by Chris Waugaman Three primary Common Core state standards addressed (see https://www.thecorestandards.org/ELA-Literacy ) • CCSS.ELA-Literacy.RI.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text…

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…

Reporting sharks in the subway: Evaluating the credibility factor

Part of JEA’s Scholastic Press Rights Commission’s Constitution Day lessons and activity package: 5. Lesson plan: Reporting sharks in the subway: evaluating the credibility factor In this lesson, students will examine several leads on a common topic and evaluate the use of sources, facts and the value of the news itself. Summative evaluation tool: Class…

Checking your sources, evaluating and verifying them

Part of JEA’s Scholastic Press Rights Commission’s Constitution Day lessons and activity package: 4. LESSON PLAN: Quick hits: Checking your sources, evaluating and verifying them In this lesson, students will complete a quick exercise in which they attempt to check a publication’s sources, evaluating and verifying them. The discussion will lead toward the development of…