Adviser Update Summer 2016 - Page 26

PRESS RIGHTS MINUTE Learn the Law By John and Candace Bowen AS YOU PREPARE FOR THE START OF A NEW SCHOOL YEAR, REFRESHING YOUR UNDERSTANDING OF LEGAL AND ETHICAL PRINCIPLES SHOULD BE A PRIORITY John Bowen John Bowen, MJE, is an adjunct professor at Kent State, chair of Journalism Education Association (JEA) Scholastic Press Rights Commitee and former Dow Jones News Fund National Journalism Teacher of the Year. Bowen has been a member of the SPLC Board of Directors and convener of the SPLC Advisory Council and a high school journalism teacher and adviser. As your student media prepare for the start of a new school year, refreshing the understanding of legal and ethical principles should be a priority. Then, if more online publishing and social media are in the not-too-distant future — especially some of those bells and whistles everyone is talking about — it is even more important to make sure the staff is ready. To help students – and advisers – with these issues that come up when building firm foundations of journalism to use with all student media, we outlined three areas for discussion and adoption of principles. SET UP THE BASICS • Student media should have a clear mission statement, a strong editorial policy outlining them as public forums for student expression, a comprehensive set of ethical guidelines to carry out that mission and policy and a staff manual that establishes clear procedures of ethical operation. • Policy contains student media’s forum statement, a statement about prior review and restraint and who makes final decisions of content. The policy statement could also have a section on journalistic principles, along with historical and educational rationale for being a public forum for student expression. Your forum status is the same no matter what medium it’s for. One policy should cover all student media. Resources: • Working with a board-approved policy • Media-level editorial policies • Ethical guidelines state the principles by which you carry out the policy and mission. We would recommend a Red light, Green Light discussion with your students about what kind of concepts guide your student media. Dealing with ethical dilemmas builds what Rushworth Kidder called ethical fitness. Lord John Moulton defined ethics as “obedience to the unenforceable.” Not following an ethical principle should not be a basis for punishment of student expression. Resources: • Questions staffs should discuss before entering the social media environment • Policy and ethics sitemap • Staff manual procedures present the specific process to implement ethical guidelines and editorial policy. Resources: • How to use this guide for ethical use of staff manuals Within this foundational document, much like a constitution, staffs should create clear separation between the policy, ethical guidelines and staff manual sections. In other words, student media want to be able to update and change the ethical guidelines and staff manual as needed without disturbing the policy, which, like a constitution, should not be revised casually. An example would be byline style or use of unnamed sources. No one would want to have them in the same section as the forum and PR ES S R IGH T S M IN UTE Learn the Law By John and Candace Bowen AS YOU PREPARE FOR THE START OF A NEW SCHOOL YEAR, REFRESHING YOUR UNDERSTANDING OF LEGAL AND ETHICAL PRINCIPLES SHOULD BE A PRIORITY A John Bowen John Bowen, MJE, is an adjunct professor at Kent State, chair of Journalism Education Association (JEA) Scholastic Press Rights Commitee and former Dow Jones News Fund National Journalism Teacher of the Year. Bowen has been a V&W"bFP52&&BbF&V7F'0B6fVW"bFR50Gf6'6V6Bv66W&Ɨ6ЧFV6W"BGf6W"ࠧ2W"7GVFVBVF&W&Rf"FR7F'@bWr66V"&Vg&W6rFPVFW'7FFrbVv@WF6&6W26VB&R&&GFVb&RƖPV&Ɨ6rB66VF&RFRBFF7F@gWGW&R( BW7V6ǒ6PbF6R&V2Bv7FW0WfW'R2Fƶr&WB( @B2WfV&R'FBFR7W&RFR7Ffb2&VGFV7GVFVG2( 2@Gf6W'2( 2vFFW6P77VW2FB6RWvV'VFrf&fVFF0bW&Ɨ6FW6RvF7GVFVBVFvRWFƖV@F&VR&V2f"F67W76@FFb&6W24UBUDR$450( "7GVFVBVF6V@fR6V"֗767FFVVB7G&rVFF&Ɩ7WFƖrFV0V&Ɩ2f'V2f"7GVFV@W&W766&VV6fP6WBbWF6wVFVƖW0F6''WBFB֗76BƖ7B7Ff`VFBW7F&Ɨ6W06V"&6VGW&W2bWF6W&F( "Ɩ76F27GVFV@VF( 2f'V7FFVVB7FFVVB&WB&"&WfWpB&W7G&BBvW0fFV662b6FVBFPƖ77FFVVB6VB6fR6V7FW&Ɨ7F0&6W2rvF7F&6BVGV6F&FRf"&VrV&Ɩ0f'Vf"7GVFVBW&W76ॖW"f'V7FGW22FR6PGFW"vBVFVN( 0f"RƖ76VB6fW 7GVFVBVF&W6W&6W3( "v&rvF&&B&fV@Ɩ7( "VFWfVVFF&Ɩ6W0( "WF6wVFVƖW27FFRFP&6W2'v6R6''WBFRƖ7B֗76vRvVB&V6VB&V@ƖvBw&VVƖvBF67W76vFW"7GVFVG2&W@vBBb66WG2wVFPW"7GVFVBVFFVƖpvFWF6FV2'VG0vB'W6v'FFFW 6VBWF6fFW72&@VFFVfV@WF722( &VFV6RFFPVVf&6V&R( BfvpWF6&6R6V@B&R&62f"V6V@b7GVFVBW&W76&W6W&6W3( "VW7F27Ffg26VBF67W70&Vf&RVFW&rFR66VFVf&V@( "Ɩ7BWF726FV( "7FfbV&6VGW&W0&W6VBFR7V6f2&6W70FVVBWF6wVFVƖW2BVFF&Ɩ7&W6W&6W3( "rFW6RF2wVFRf"WF6W6Pb7FfbV0vFF2fVFFF7VVBV6ƖR67FGWF7Ffg26V@7&VFR6V"6W&F&WGvVVFRƖ7WF6wVFVƖW2B7FfbV6V7F2खFW"v&G27GVFV@VFvBF&R&RFWFFRB6vRFPWF6wVFVƖW2B7Ff`V2VVFVBvFW@F7GW&&rFRƖ7v6ƖR67FGWF6VB@&R&Wf6VB67VǒWRvVB&R'ƖP7GR"W6RbVV@6W&6W2RvVBv@FfRFVFR6P6V7F2FRf'V@