Presentation for JEA Adviser Institute 2016

1. Policies and manuals
Giving direction to
Building a stronger Foundation for all student
media provides direction to achieve the best
legal and ethical guidelines, provides
consistency and
lets others know what you stand for.

2. What is the Foundation?
• Mission statement
• Policy (media-level and/or board-level)
• Ethical guidelines
• Staff manual procedures
• Our thinking is to create focused, meshed and
understandable model policies.
• Our Foundations model works as one document, but
with four clearly separated sections, covering all student
media in the school.

3. Definitions
• Mission statement: Establishes the principles, aim,
values and philosophy of the student media.
• Policy: Establishes the overarching principles and
concepts that guide students’ present and future
decisions and practice. Establishes the medias’ forum
status and role of prior review. (3 types of forum status)
• A policy is akin to a constitution, not changed often and
establishes the democratic concepts for which media
stand.

4. Definitions
• Ethical guidelines: Establish what standards the media
should make to best implement and explain decisions,
mission and role; outlines standards of conduct.
o Why to use unnamed sources
• Staff manual: Establishes the operating processes and
procedures consistent with the principles, policy and
ethical judgments of the media.
o Steps to follow to use unnamed sources
o Camera check out
o How to answer the phone

5. Two problems
• Programs have not developed a proactive approach to
problem-solving.
• When policy and ethical, manual language are mixed,
some admins have used that to intervene with student
media work, to begin censorship.
• Examples:
o Type of forum, mixed with:
o Editor selection
o Removal of editors
o Size of senior images in yearbooks
o Editorial board makeup
o Deadlines for content
o Cutline content guidelines

6. An example
• NJ system bans anonymous/unnamed sources unless
adviser approves their use.
• Because students used unnamed sources, students in
this school face a prior review policy that makes an
adviser responsible for student use of unnamed sources.
• The policy reads (in part): “Advisers are to ‘evaluate the
credibility, motivation and bias of anonymous sources in
accordance with generally accepted journalistic
standards.’”

7. To avoid similar situations,
we would suggest:
• One document, but with four clearly separated sections,
covering all student media in the school:
• Having a separate …
o Mission statement
o Media- or board-level policy
o Guidelines
o Procedures
• Let’s look at each in more detail
… to create your staff manual

8. Mission statement
• Goal: to set the overarching purpose of student media in
a brief statement of the guiding concepts.

9. Mission statement
• _____________ (school name) student media
publish complete and accurate coverage across
platforms through journalistically responsible, ethically
reported and edited content. Student-determined
expression promotes democratic citizenship through
public engagement diverse in both ideas and
representation.
• Or containing in your own words…

10. Mission statement
• Audience engagement
• Journalistic responsibility
• Additional reporting basics
• Ethical reporting and editing
• Student-determined content
• Diversity of ideas and representation
• Platform consistency
• Connection to school mission statement

11. Evaluating your
mission statement
• Have one to share?

12. Policy
• We see two levels of policy: board- and media-levels
• We provide five models built around this core concept;
• Designated public forum for student expression without
prior review by school officials in which students make all
final decisions of content.

13. Problematic wording
• The primary goal is to deliver the news and provide
content deemed to be newsworthy, timely and ethical
with regard to the XXXXX community

14. Problematic wording
• The primary goal is to deliver the news and provide
content deemed to be newsworthy, timely and ethical
with regard to the XXXXX community

15. Problematic wording
• As an open forum, The XXXXX sells advertisements for
publicity and to pay for printing costs. We will refuse any
advertisement which makes reference to illegal or
controlled products, services, substances, or
paraphernalia. We reserve the right to refuse any other
advertisement deemed inappropriate to the community.
• As an open forum, The XXXXX sells advertisements for
publicity and to pay for printing costs. We will refuse any
advertisement which makes reference to illegal or
controlled products, services, substances, or
paraphernalia. We reserve the right to refuse any other
advertisement deemed inappropriate to the community.

16. Problematic policy
• While XXXX values the students’ First Amendment
rights, we also realize the responsibility involved in
providing the best content for the students and staff at
XXXX schools. To ensure accuracy and responsible
journalism, students may be required to submit work
prior to publishing and to correct any errors discovered.

17. Problematic policy
• While XXXX values the students’ First Amendment
rights, we also understand the responsibility involved in
providing the best content for the students and staff at
XXXX schools. To ensure accuracy and responsible
journalism, students may be required to submit work
prior to publishing and to correct any errors discovered.

18. Policy wording to avoid
• “The XXXXXX adviser and/or editors have the right to
deny publication of any editorial, column, review, or
comment.”
• “When questions of good taste arise, or those which
surpass social norms of good taste and decency, they
shall be resolved in consultation with the involved
reporter(s), the managing editor, the executive editor and
the advisers.”

19. • Develop acceptable methods for preserving the
constitutional provision for free speech
• Conduct inconsistent with the shared values of a civilized
society.
Policy wording to avoid

20. • “Material not generally acceptable to this community”
or“significant minority or the majority of the community.”
• XXXXXX will only publish content that is appropriate for
the high school readership and conforms to high
standards of journalistic integrity and ethical awareness
of its readership.
Policy wording to avoid

21. • “Material that endorses any candidate for public office or
takes a political stand on any issue.”
• “When questions of good taste arise, or those which
surpass social norms of good taste and decency, they
shall be resolved in consultation with the involved
reporter(s), the managing editor, the executive editor and
the advisers.”
Policy wording to avoid

22. • To promote cooperation among taxpayers, parents, the
school and its students.
• Students make final decisions with help of adviser (or
similar wording).
Policy wording to avoid

23. Policy wording to avoid
• To promote and encourage school-sponsored activities;
To serve as public relations media.
• At all times the ethical standards of journalism shall be
enforced.

24. Policy model
(board- or media-level)
• Designated public forum for student expression without
prior review by school officials in which students make all
final decisions of content.
• Please remember, a pro-First-Amendment board-level
policy is always preferred.
• Be cautious. If you don’t have such a policy, test the
waters carefully. Build the case for this.

25. Evaluating your policy
(board- or media-level)
• Have one to share?

26. Ethics guidelines
• Remember, these establish what standards the media
should make to best implement and explain decisions,
mission and role; outline standards of conduct.
• Ethics. Principles that guide student decision- making.
• Think of ethics as a right v right dilemma.
• With anonymous sources neither using them or not not
using them is wrong.

27. Ethical guidelines
• A thorough set of student-designed ethical statements can
help guide all media activities.
• But … not as a part of the policy where someone might try to
use it as criteria for punishment.
• Ethics should be Green Light statements and guidelines, not
measures for discipline.
• Green lights encourage; Red lights discourage.
• Where do ethics statements go: In a ethical guidelines
manual, a part of a strong Staff Manual.

28. Red light, green light ethics
• Red Light ethics emphasize restraint and caution
• Keeps things out of print and off the air
• Sees journalists as too aggressive
• Prescribes what journalists “ought not” do
• Red Light says back off; Green Light calls for “pinning it down”
• Emphasize power and duty over caution and restraint
• Considers “how to” rather than “ought not”
• Focuses on opportunities rather than limits
• Views journalists as too timid rather than too aggressive
---Roy Peter Clark

29. Ethical issue: example
• If question on the veracity of publication persists, the issue
will be brought to the editorial board who must consider the
following questions before publication of the piece:
o Why is it a concern?
o What is its journalistic purpose?
o Is the information accurate and complete?
o Are any important POV omitted?
o How would we feel if the story was about ourselves or
someone we know?
o What are the consequences of the publication?
o Is there a logical explanation to anyone who challenges
issue?
o Is it worth risking our credibility?
o What are the alternatives?

30. Issues of ethics
• XXXXXX will only publish content that is appropriate for
the high school readership and conforms to high
standards of journalistic integrity and ethical awareness
of its readership.
• XXXXXX will only publish content that is appropriate for
the high school readership and conforms to high
standards of journalistic integrity and ethical awareness
of its readership.

31. Issues of ethics
• The XXXX follows guidelines set by the SPLC Code of
Ethics; another policy forbid anything inappropriate to the
community
• The XXXX follows guidelines set by the SPLC Code of
Ethics; another policy forbid anything inappropriate to the
community

32. Issues of ethics
• All published material shall conform to objectively
reasonable journalistic and literary standards relevant to
the particular publication for fact-checking, objectivity,
use of anonymous sources and other ethical and/or
stylistic matters.
• All published material shall conform to objectively
reasonable journalistic and literary standards relevant to
the particular publication for fact-checking, objectivity,
use of anonymous sources and other ethical and/or
stylistic matters.

33. Issues of ethics
• Student editors make the decisions with the help of the
adviser, assuming they meet the school and district’s
guidelines, and fall within the laws of California and the
ethics of journalism.
• Student editors make the decisions with the help of the
adviser, assuming they meet the school and district’s
guidelines, and fall within the laws of California and the
ethics of journalism

34. Summary & solutions
• Separate documents: policy, ethical guidelines and staff
manual procedure
• They can be in one document within clearly differentiated
sections with separate purposes and functions
• The ethics section would be more aligned with Green
Light thinking than Red Light, simplifying the process
and lessening confusion

35. Remember the NJ policy?
• Ethical guidelines Journalism is based on truth and
accuracy. Using unnamed sources risks both of those
standards. For that reason, students should seek
sources willing to speak on the record. Unnamed
sources should be used sparingly and only after students
evaluate how the need for the information balances with
the problems such sources create.

36. Staff manual procedure
• Editors should train staff members on how to conduct proper
interviews on the record. Poor interview techniques could lead
to confusion between potential sources and reporters. Staff
members should always identify themselves when working on
behalf of student media. Reporters should be advised to use
anonymous sources rarely.
• Before agreeing to do so, they should ask the following
questions:
• Why does the source want to remain unnamed? Is it possible
he/she would be in danger if his/her name is revealed? What
other problems could occur?
• How important is the story? How important is the information
provided, and is there an alternative means for gathering it?
Using an unnamed source hurts credibility and could risk
legal action.

37. Staff manual procedure
• Students should consider what might happen if a court
demands to know the source’s name. Most professional
journalists would not reveal the name, and many have gone to
jail instead of doing so. Would student reporters be willing to
go that far? What legal protections exist in your state for
protection of sources?
• What might the source have to gain from getting this
information published? Some sources who want to be off the
record have ulterior motives that could harm someone else
• If students decide the information is vital and the source has a
solid reason for remaining unnamed, who, besides the
reporter, should know the identity? Many staffs decide the
editor should know to assess the credibility of the source, but
not the adviser in order to protect the adviser’s professional
position at the school

38. Links
Foundations model:
http://jeasprc.org/buildingfoundations/
SPRC site:
http://jeasprc.org
• This presentation:
http://jeasprc.org/building-journalistic-foundations-advisers-
institute-session-materials/
• CC credit to Dayna Mason, bar magnet on a compass array,
Sep. 20, 2007, front slide.
• https://creativecommons.org/licenses/by-nc-sa/2.0/
• No changes made other than cropping

39. JEA Adviser
Code of Ethics
• Model standards of professional journalistic
• Empower students to make decisions of style, structure. and
content by creating a learning atmosphere where students will
actively practice critical thinking and decision making.
• Encourage students to seek out points of view and to explore a
variety of information sources in their decision making.
• Support and defend a free, robust and active forum for student
expression without prior review or restraint.
• Emphasize the importance of accuracy, balance and clarity in
all aspects of news gathering and reporting.

40. Adviser Code of Ethics
• Show trust in students as they carry out their responsibilities
by encouraging and supporting them in a caring, learning
environment.
• Remain informed on press rights and responsibilities across
media platforms.
• Advise, not act as censor or decisions maker.
• Display professional and personal integrity in situations which
might be construed as potential conflicts of interest.
• Support free expression for others in local and larger
communities.
• Model traits of a life-long learner through continuous
professional development in media education along with
membership and involvement in professional media
organizations.

41. Adviser Code of Ethics
• Champion inclusion so that ALL students not only see
themselves and their ideas represented, but also see
themselves as able to contribute to and to lead student-
determined media.
• Foster cooperation and open communication with
administrators and other stakeholders while students exercise
their First Amendment rights.
• Encourage journalistically responsible use of social media in
schools and educate students, school officials and community
to its value. Educate students about the ramifications of its
misuse.
•

42. Panic Button

43. Resources
• Legal Protections For Journalists’ Sources And Information,
Student Press Law Center
• Position Paper on Anonymity of Sources, Society of
Professional Journalists
• Use of Unnamed Sources, National Public Radio
• Lesson: Exploring the Issues with Anonymous Sources,
Journalism Education Association
• Unnamed Sources, JEA Scholastic Press Rights Committee,
Press Rights Minute

44. Prior review alternative
• Student media is called and practices as a designated public forum
for student expression where student editors and staff make all final
decisions of content.
• Before the pages/broadcast/web materials go to print, administrators
have the length of a school day (the day they are given materials) to
review content and to ask questions.
• All content must be in students’ hands at the end of the day, on
schedule, for publication.
• If administrators/school officials have questions, they may request
meeting time within that day and not to delay publication.
• School officials may comment, ask questions or request changes.
• All final decisions remain with the students as they meet their
deadlines. They can choose to heed school officials requests or
suggestions, or go with content as it was.

45. Foundation tasks
• Outline goals and mission for your student media.
• Train your editors and staff in legal and ethical principles
across platforms.
• Create policies, guidelines and procedures with students.
• Ensure board- and/or media-level policies are in place.
• Establish, for online or print, a content verification process.
• Clarify who owns the content.
• Develop guidelines for handling takedown demands.
• All these are part of developing a foundation of good
journalistic practices, beginning with editorial policies.

46. Ethics template
• Foundations: Ethical statement-staff manual
• The XXXXXXXX Times
• General statement of mission and roles as locally determined
•
• Editorial policy – board level
• XXXXXX High School student media are designated public forums in which students make all decisions
of content without prior review by school officials.
•
• Ethical statement(s) Title
• The topic’s general statements go here. One-three short paragrpahs generally outlining the ethical issue
•
• Procedures
• This would indicate the procedure by which the general topic would be carried out.
•
• Suggestions
• This would indicate recommendations student staffs could choose from.
•
• Resources
• In some instances we would include recommended resources for additional ideas, lessons to stress the
approach, etc.

47. Our goals
• Simplify and clarify policy language at board- and media-level
• Clarify your media mission with strong, clear statements
• Focus policy statements on legal concerns
• Separate ethical and manual language from policy
• Mesh ethical and manual points so they support and define
each other
• Reinforce ethical and manual language as workable alternatives
to restrictive policies
• Support our Foundation package with Green Light philosophy

48. Future work
• Tie the Foundation model into curriculum designed for
JEA’s law and ethics lessons
• Design a multi-hour convention workshop for students
and advisers to take initial steps at policy-manual
revisions
• Streamline our convention/conference Foundations
model presentations so others can use the materials at
state-local levels
• Continue outreach to individuals and groups to expand
the growth of the Foundation model
• Continue to create ethics statements