The Research and Creation of a Self-Guided, Online Ethics Training for College Journalists

By Amanda C. Bright and Catherine E. Jewell
Eastern Illinois University

Recent political and social events have brought into sharp focus the issue of ethical behavior in the practice of journalism, thus creating a critical need for providing student media members with a solid ethical grounding. The pervasive issue of fake news has created a sense of urgency in the pedagogy of ethical standards, as well. Tim Gallagher highlighted a gap in journalistic understanding in his article, Living Up to Our Standards, stating:

The public does not understand how reporters and editors sift through potential stories, make decisions about what to cover (with disinterest for the partisan viewpoints), and then begin the process of accumulating information, discarding some of it, challenging “proof” that sources offer, and finally choosing the words that will tell the story. The public knows nothing of the editing process. Fake news has none of this. (Gallagher 2017, 22)

Students new to university newsrooms come often with this “public” understanding of journalism. Hence, the bulk of real journalistic training begins in university programs. Students, however, often begin publishing work through student media soon after starting college, when ethics courses may not have been taken yet. Continue reading “Infusing Ethics in our Student Media”

New Voices aim: expand protection in New Jersey 

By Holly Johnson and Tom McHale

Journalism’s first obligation is to the truth, but these days we see legitimate news organizations being called liars on the one hand, and shadowy organizations spreading fake news stories on the other. We need a generation of citizens with a heightened aptitude for telling the difference between fact and fiction. Our democracy depends on it, and those of us who teach journalism to the next generation are doing all we can to ensure our students have that capacity. Our lessons emphasize research, fact checking, ethics and professionalism.

Student journalists who are trusted to make editorial decisions about what their readers need and want to know, and how best to handle controversial topics, develop a capacity to communicate effectively and to think critically. They foster a culture of civic discourse amongst their peers.

Unfortunately, many administrators, worried about the image of their school, have opted to exert editorial control over student newspapers. While their intentions may be good–to cast the school in the most favorable light, to ensure students don’t read about topics that may seem too sensitive for some–the results are often calamitous for all involved. The pedagogical process is undermined, and the administrators open themselves up to criticism from all quarters.

Continue reading “Want to develop better news consumers and citizens? Protect student journalism”

By Justin Schneewind

 Needing prior permission to interview college athletes and coaches has become the norm rather than the exception for college and professional sports journalists, who must often first go through the school’s sports information director or athletic director.

That goes for in-depth pieces and after-game interviews, in-person interviews, texts, e-mails, Facebook and other forms of communication.

Sports information directors, with the blessings of their athletic directors, are increasingly forbidding journalists to communicate with players or coaches unless the communication has been arranged first by the sports information director or other one of the sports information director’s staff.

Continue reading “Working with that sports Info director behind the curtain…”