To help us prepare for scholastic journalism’s new era, let’s look at the 10 roles exercise recently outlined by the Center for Scholastic Journalism. Instead of thinking of the roles in terms of print media, let’s project the roles into the future and discuss them in terms of scholastic media’s use of social media.

And, since no one has definite answers for these uses, let’s look at potential uses in terms of questions  for future discussion.

• Should scholastic media be involved in branding? If we are heavily involved in branding are we, by nature of the media, becoming more interested in advertising and public relations than objective reporting?

• What is the best role in student media for social media: Twitter, Facebook, Flickr, Google groups  etc)? It is branding? Is it letting our audiences know what we do doing and what to expect? Is it reporting breaking informtion? Is it some combination? What are the plusses and minuses of each in terms of mission, role legal standards and ethics? You might take a look at the issues raised by Mike Wise, sports commentator of radio and The Washington Post when he knowingly posted false information on his Twitter site. Later, he railed at those who did not factcheck. That may be, but what is his responsibility? Today The Post suspended Wise for a month, Pro Football Talk’s Mike Florio reported Wise told his morning radio audience. Poynter covered the event, including reference to the Post’s ombudsman’s comments.

• What is your forum role for online media? Should your students moderate comments or allow them at all? Should they be limited to just students?  From the CSJ blog: “Remember, if your existing letters policy says, in the first sentence, you are a forum and encourage letters (comment) but in the next sentence says you will edit for length and clarity, or moderate for this and that, are you really being “open”? Even if you add the phrase “without changing the meaning,” is that possible to do? If I wrote an 800-word letter and you cut it to 400, even if YOU don’t think you changed my meaning, I’ll bet I would think you did. And if the policy says you will edit for “good taste” or even correct mistakes, have you limited my expression?” Or, is there a developing standard that will allow the forum but still enable free expression?

• If we look to use social media for coverage, what kind of story works best? Worst? What kind of story (assuming your students have already outlined their roles using the framework provided by the CSJblog) is most crucial to the role of the medium?

• Can promotion and objective coverage realistically come from the same use of a single social media outlet (Twitter, Facebook)? Should our students mix opinion and objective reporting using the same outlet?

•It has been said that reporting on the web is probably not the place for depth and longform reporting. What evidence supports this? Can we find evidence that depth and longform flourish on the web? An excellent read from Nieman Journalism Lab suggests some dangers of thinking in terms of “quick find” terms on news searches like Google News and others.

• What is optimal length for web stories? Why? Practioners do not all agree that short (someone suggested 250 words) is better? Take a look at respectied news websites.

• In using social media, what are the roles for breaking news, verification and perspective. Are these inherently contradictory? Should we view one as more important than others? How should each come across in our teaching?

We’d love to see a discussion get started here, on JEA’s listserv, on JEA’s Digital Media site or on any other site open to all advisers.

With scholastic journalism’s expansion into social media and use the latest bells and whistles involving multimedia, it is equally, if not more important, to be solid first in journalism basics. Four such basics are:

• Leadership. The Center for Scholastic Journalism blog highlights a series of decisions students must make about the roles they perform with their media. Today’s focus is on leadership and raises several points about its importance and how student publications seem to have lost their interest in this crucial role. The JEA Press Rights Commission also addressed the leadership issue in a three part series in March.

• Content. Leadership comes not only through student opinion on significant issues but also by providing audiences with substantive content that has long and short term impact on student lives. Offering interpretation and perspective adds depth to the content and can show that today’s events have roots in past decisions, and that others face similar issues. Answering the “why” and “how” questions often get overlooked in scholastic media.

• Professional standards. From establishing a professional and consistent style to knowing law and ethics, following and practicing standards is crucial. Knowing and practicing legal and ethical guidelines serves not only student media but all those affected by it.

• The Talk. Student Press Law Center consultant Mike Hiestand  writes that final decisions of the questions raised above – and all others –really rest with the students. “It is important to have a frank conversation with your students about the position in which you, as adviser, operate,” Hiestand writes. “You support them; you believe in them; you will always strive to do your best by them.”

Student media is just that: student. It is their publication. Their work and their decision-making.

Just in time for the start of classes, the Student Press Law Center unveiled its new website today.

“This morning, after a year of groundwork,” SPLC director Frank LoMonte said in a press release, “we flipped the switch on a greatly upgraded site that is designed to be more modern-looking and easier to navigate, with enhanced educational content that you can put to use in your classroom, your newsroom and your studio. We hope that you will pay special attention to the new Classroom Resources section, which puts in one place the handouts, lesson plans, instructional videos, podcasts and PowerPoints that can aid in your teaching (and learning) of current media-law topics.”

Check out the new site. You will be impressed.

And, as you and your students take in the range of content, click on the “donate” links. It’s the best way to start off a new year and keep this valuable service healthy and active.

If it looks and acts like a cheerleader, it shouldn’t end up being a student news outlet.

At least that’s the view presented in the Center for Scholastic Journalism’s latest post, one in a series of decision-making choices about possible roles for student media. Writing a mission statement using this process is something students should consider as they approach each new year.

“So, in developing the mission and applying it through the year,” the post states, “consider putting ‘building morale’ a ways down the list of media role priorities — not because you’re going to be the voice of gloom and doom and whining, but because you want to tell as many sides as you can of your stories and not just stress the positives.”

A morale builder also should not be how your news publication’s social media comes across.

This particular role seems to be growing with the use of Twitter and Facebook to advertise the student medium and its content.

As we examine our potential roles, in “legacy” as well as “new” media, we need to discuss with our students whether the PR and news roles need to be clearly separated in any use of social media.

I worry that scholastic media is becoming more and more PR-oriented. One, I have concerns that combining the roles makes it difficult for our audiences to tell the difference between promotion and news; and, two, not clearly separating the two roles works against scholastic media when coverage of controversial or sensitive subjects are reported.

For another take on the topic, see a Poynter Making Sense of News piece published Aug. 20 (scroll down one or two posts).

Essential to the distribution of information that strengthens the credibility of scholastic media and its integrity, whether by legacy media or multimedia, is sound information gathering and attribution.

Some interesting resources that can supply needed perspective and depth, build credibility and demonstrate leadership roles through reporting:

• Journalist’s Resource from Harvard’s Joan Shorenstein Center on the Press, Politics and Public Policy which provides access to sources for plenty of strong story ideas that can be localized.

• NewsU from The Poynter Institute. NewsU offers free (and some for pay) online courses where your students can learn everything from basic reporting skills to how to handle international reporting. Even better, the courses are not just all print, but cover extensive multimedia skills and topics. Students can self-direct through the courses or teachers can use them in class.

• The Pew Research Center for the People and the Press offers extensive research that can be used to localize stories. A link to a July 15, 2010 survey on political knowledge is especially interesting. Other Pew resources include Journalism.org which provides more research but also links to numerous resources, including the principles of journalism.

• Part 2 of a continuing series on missions of scholastic media and how to achieve them from The Center of Scholastic Journalism.

Credibility is a fleeting commodity.

A sound information agenda, using reliable sources, can go a long way to ensure credibility.

As we start the year, we sometimes need to find or in some cases, revisit, roadmaps. Two such roadmaps come to mind.

One involves stating or clarifying your mission. For an excellent exercise, and ongoing discussion about what this mission can entail, look at the Center for Scholastic Journalism blog today, and in the next few days.

The second is examining your beliefs – and your school’s practices – concerning prior review. JEA has long argued strongly against the practice as having no educational value. To revisit JEA positions and stances, go here and to the JEA Press Rights Commission website.

For a lighter way to emphasize  a serious topic – attribution and news credibility – check out Journalism Warning Labels by Tom Scott.

Scott lists himself as a “geek comedian” but his warning labels speak eloquently to a serious issue: how to get journalism students – and even more importantly – their audiences to recognize sloppy and inadequate reporting.

With a little adaptation, creative thought and news literacy modification, his project could lead to some serious learning done in a fun way.

Now to figure out how to place labels on student websites, broadcast and social media reporting as well as on print.

Because scholastic journalism programs face tough times in the classroom and as viable activities because of financial and curricular crunches, it’s always good to have statements about the value of scholastic media ready for use.

Here are three that could come in handy:

• An NCTE Position Statement on the importance of journalism courses in English curricula.
• An Association of Schools of Journalism and Mass Communication (ASJMC) Statement on the importance of scholastic media.
• High School Journalism Matters, research from the Newspaper Association of American (NAAF) that journalism provides clear evidence journalism-engaged  students are more involved in civic activities, better educated and more involved citizens as they grow older.

Secondly, check out the written decision on the recent Churchill County High School, Nevada, case about a teacher’s lawsuit against the school newspaper.

Thirdly, download and discuss Randy Swikle’s Protocol for Free and Responsible Student News Media from the McCormick Foundation.

Is it coincidence that two brothers who are superintendents, one in Montana and one in Washington, are involved in student expression issues? Alex Apostle of Missoula, Montana, schools, is the older brother of Tony Apostle of Puyallup schools, Washington.

Maybe the two should talk about Tony’s ways to support scholastic journalism.

Part 3 coming tomorrow.

As we start the new school year, we need to remind ourselves that journalism is civic engagement. I have been thinking about this for some time because journalism is a discipline that requires more than reading the book, completing a FIB (fill in he blank) sheet and then taking a test. Rather, journalism requires that students fully engage in the discipline to learn it.

I believe journalism is a global discipline because it incorporates many skills found in other disciplines. It is a discipline that uses all 21st century skills in tandem as defined by Partnership for 21st Century Skills “critical thinking and problem solving, communication, collaboration, and creativity and innovation…” As I see it, journalism, is that one foundational class that provides writing skills, technology savvy, as well as the P21 concepts. It is LIVE learning, not traditional BOOK learning and that is why so many principals struggle with it because they are not in a place where they understand the engagement in learning that journalism provides for students. This global learning model requires student ownership and not teacher ownership of learning.

Moving students from teacher ownership of learning to student ownership of learning is difficult because students have been programmed to do as the teacher says instead of exploring new ideas, which is what we really want in education.

Over the years, as my students learned to move from the book to really learning, I found that I became a better teacher by letting them OWN their learning because their brains stretched much more. However, that was difficult for several administrators because they could not SEE me teaching.  I have always thought that peculiar, because, in my principal certification training, I was taught to look at how the students were learning though the teaching.  Perhaps we need to reteach principals to look at students’ growth over time.  They also need to look at how journalism students actually engage in the wider world though civic engagement.  We practice and practice for a football game, but we rarely provide opportunities for students to practice civic engagement because we are afraid what students will learn and publish.

I have created my personal  definition of civic engagement: “Taking action that provides solutions for identifiable public concerns for the greater good of the individual and collective stakeholders in the wider community.”

If I can help one student take an action through writing that provides some greater good for the wider community, that means my students have LEARNED journalism and they OWN their learning.