Day 2 ethical guidelines and procedures
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This document discusses the difference between ethical guidelines and procedures for a student media manual. It provides examples of guidelines, which are suggestive in nature, versus procedures, which establish processes and may have punitive consequences. The document then guides participants in brainstorming and outlining the duties of student journalists and advisers. Participants compare and revise their outlines, noting that student-led models are preferable to maintain independence. Finally, participants are divided into groups to create either guidelines or procedures on assigned topics for inclusion in a staff manual.
Day 2 ethical guidelines and procedures
- 1. Manuals: Ethical guidelines, procedures Law and Ethics Module
- 2. The goal of today: We will review the difference in an ethical guideline and procedure. We will going to formulate job descriptions for both adviser and students. We will create several ethical guidelines and procedures for a staff manual.
- 3. What is the difference between guidelines and procedures? Ethical guidelines: Suggestive in nature. For example, how should you cover a controversial event? If you don’t follow the guideline, some damage could come to the publication, but no one should be punished. These are suggestions and not rules.
- 4. What is the difference between guidelines and procedures? Procedures: Process in nature. For example, how does someone check out a camera, interview a source, etc. A punitive punishment may result from someone not following a procedure. (If you eat food next to a computer, you will not be allowed to have food in the room.)
- 5. First, brainstorm a list What are the duties of the student journalists? Advisers? Take a few minutes and brainstorm the duties of these jobs.
- 6. Add any missing items to your list: ● Assign beats/content ● Decide content ● Be the voice of the students ● Communicate with administrators ● Set deadlines ● Evaluate student work ● Plan instruction and curriculum ● Handle disciplinary issues ● Act as a liaison with professionals
- 7. A few more … ● Select staff members ● Conduct interviews ● Sell ads ● Design ● Change stories ● Correct errors ● Clarify student responsibilities
- 8. Now, put the jobs on the following: Teacher Students
- 9. Compare Find a partner and compare your graphs. Would you like to change any of the content? Rework any content you would like.
- 10. Reflection Based on your diagram, who makes most of the decisions? Raise your left hand if it’s the adviser. Raise your right hand if it’s the student.
- 11. Teacher-led example Assign beats/content Decide content Be the voice of the students Communicate with administrators Set deadlines Evaluate student work Plan instruction and curriculum Handle disciplinary issues Act as a liaison with professionals Select staff members Correct errors Clarify student responsibilities Conduct interviews Sell ads Design Change stories Teacher Students
- 12. Student-led example • Clarify student responsibilities • Handle disciplinary issues • Communicate with administrators • Evaluate student work • Plan instruction and curriculum • Select staff members • Assign beats/content • Decide content • Be the voice of the students • Set deadlines • Act as a liaison with professionals • Correct errors • Conduct interviews • Sell ads • Design • Change stories
- 13. Why is this important? Hint: Think case law. What is the distinction between Hazelwood and Tinker schools? Which hand should you have raised? (Left was teacher-led, right was student-led.) Yes, your right hand!
- 14. Procedures (for those who just need to revise these) Now, we’re going to look at the jobs of those on staff. If you already have job descriptions, analyze these to determine if any of the duties should be shifted. By outlining job duties for each staff position, students and the adviser know what their position entails.
- 15. Procedures (for those who need to create these) Brainstorm all the positions on staff. Create a list of all the duties that staff position requires. Don’t forget to include the adviser. Write a job description for the following • General staffer (reporter, photographer, videographer, designer, etc.) • Editor • Adviser
- 16. Divide and conquer: Each group should create a guideline or AND/OR procedure on the assigned topic from the list: ● Editor-staff relationships ● Staff conduct ● Balance and objectivity ● Academic dishonesty ● Ownership of student content ● Controversial coverage ● News judgment and news values
- 17. How to do this: 1. Read the handout your teacher has given you. 2. Figure out if you need a procedure or a guideline on this topic (or both). 3. Access the resources. Look through these and create your guideline or procedure. 4. Reread and polish as needed. 5. Turn in your final draft by the end of the class period. You will get a grade for this.
Editor's Notes
- #6: Give the students three minutes to make a list.
- #9: Students should take another three minutes for this. First, they should copy the Venn diagram. Then they should add the duties as outlined so far during class.
- #10: Give students another three minutes for this. Remind them to readjust as necessary.
- #12: Shows what a publication that is teacher led looks like. loks
- #14: Teacher should take a few minutes to differentiate between Tinker and Hazelwood. Why, from a First Amendment standpoint is it important for students to make the decisions?
- #16: Extension: Ask students to craft the job descriptions for all staff positions.