NO LONGER EXTRA PLAY WITH LIGHT VOL. 54 | ISSUE 4 Social media is the story, in many Photography means “to write with SUMMER 2021 different forms, all by itself. And light.” Photographers need to look advisers need to learn how, why for texture, shape and changes in A PUBLICATION OF THE JOURNALISM INSIDE. and when to use different forms. light according to Mark Murray. EDUCATION ASSOCIATION. COMMUNICATION: JOURNALISM EDUCATION TODAY Introducing our Short Run Magazine Quality Full Color Hybrid Tabloid Sizes up to 9.5” x 13”

Quick turnaround Printed on 70# white offset Your one source for quality student newspapers news-magazines www.schoolpaperexpress.com literary magazines 845-297-9900 playbills and more [email protected] News consumption used to be about daily habits — reading the paper every morning, watching the 6 o’clock news every night. Now it seeps into our days as much or as little as we want it to. | JOSHUA BENTON, DIRECTOR, THE NIEMAN JOURNALISM LAB

REPLY ALL 11 | SOCIAL MEDIA FROM THE JEA LISTSERV STORYTELLING Rod Satterthwaite, MJE, adviser, Palo Social media is no longer an option, Alto High School (California), rod. an extra. It’s just as important as other [email protected] | I have some sad news to share from Northern media, if not more so, according to California about the passing of a JEA Sarah Nichols, MJE. | By Louisa Avery, and JEA NorCal legend, Hilda Walker. MJE Hilda, 94, died Feb. 2. JEA CURRICULUM LINK: https://curriculum.jea.org/wp/ fair-use-and-social-media/ Excerpts from a brief obituary written by Ed Galdrikian | For nearly 15 years, she was the JEA National 18 | PHOTOJOURNALISM Write-Off director. Winner of the Carl Towley Award, she taught for 33 years PLAYING WITH LIGHT at Webster Middle School in Stockton, Four characteristics — quantity, quality, California. direction and color — describe all light, according to Mark Murray. | By Emily Katherine Olson, Monte Vista Jorgensen High School (Danville, California), JEA CURRICULUM LINK: https://curriculum.jea.org/wp/ [email protected] | My staff wants to lighting-in-photography/ use Instagram to promote stories and drive traffic to our website. Has anyone else used Instagram in this way? 27 | PHOTOJOURNALISM Susan Sutton, CJE, Archbishop MY EYES ON YOU. Kasey Dean watches as pitcher Makena Geist winds up to pitch the ball so she can WRITING CAPTIONS Riordan High School (San Francisco), lead off first base while standing next to Kaylie Stitch at the Erie High School Tournament Aug. 28, Photo captions are the most-read body [email protected] | My staff does 2020. The Bulldogs beat the Mustangs 11-1. “I want to put myself in scoring position so getting a type in a publication. Good captions this. They create a calendar for days to head start off first base gives me the best opportunity to steal second,” Dean said. Photo by Jespyn promote certain stories on Instagram Bishop, Brighton High School (Colorado) tell stories. View some of the winning and Twitter. They try to pair similar entries in the Quill & Scroll caption stories or post them on days that writing contest. | By Bradley Wilson, correlate with the story. SUMMER 2021 | VOLUME 54 | NUMBER 4 MJE JEA CURRICULUM LINK: https://curriculum.jea.org/wp/ COVER caption-writing-headlining-photos/ From photographer Peyton Sims, Texas High School (Texarkana) | “During April when my town was pre- 33 | PEER-REVIEWED RESEARCH paring to enter lockdown, I was travel- STEPS TO AUTONOMY ing throughout Texarkana to document . contents Extracurricular advisers face unique the pandemic from vacant grocery store Make your staff an challenges in fostering autonomy. As shelves to hospitals. One of my stops Editing 2 | EDITING was my grandmother’s house where part of her master’s degree program at MachineBY LAURA NEGRI, CJE EDITING hange your staff mindset to accept Kent State, Coppens created a website I could visit with her only from the critique from the beginning of the Cprocess. That is the first step to “Make Your Staff an Editing Machine,” presented by Shari Adwers, MJE, of Loudoun Valley High School (Purcellville, Virginia) at the 2020 Advisers For advisers and student leaders, deciding who should do to serve as a resource for such advisers . opposite side of her glass door. As I was Institute. “Take a good, hard look at yourself,” Adwers told participants in her session, “and that doesn’t mean just as an adviser. That’s what you need to ask your staffs to do.” talking with my grandma, Frieda Sims, Reflection on strengths and weaknesses sets what and when is a delicate balance. | By Lindsay Coppens the staff up to be open to critique throughout the process. Editors and advisers need to “intervene early and often” in the creation process, from fied as first readers look at the story angle, SHARI ADWERS the pitch meeting through the planning, early the basic facts, sources used, and questions teaches a class on through the other side of the glass, digital workflow at JEA CURRICULUM LINK: https://curriculum.jea.org/wp/ drafts and designs, to the editor and adviser’s answered. Second readers look for originality, the 2017 Journalism previews at the end. Adwers said final review logical flow, strength of writing and journalistic Education Association is almost unnecessary if the early interventions style. Adwers does second reads for younger Advisers Institute at the Linq Hotel in have sent the students in the right direction. students and for those who have weaknesses Las Vegas. Photo by Even the newest staff members can intervene if in specific areas. Larger staffs may use a three- Bradley Wilson • Megan Fromm suggests that advisers work to ease the understanding-journalistic-forum-status/ this powerful moment inspired me to they understand the process and how critique read system with copy editors completing the improves the work. third review. All the reads are done within 24 Adwers uses the video “Austin’s Butterfly: hours of the completed draft. Building Excellence in Student Work,” show- Adwers said the key is to make the revision ing educator Ron Berger leading a critique in process part of the culture. It should be pub- Austin’s Butterfly: take out my camera and capture this Building Excellence in an elementary classroom, to demonstrate feed- lic, it should be constructive, and it should be editing burden by setting editing goals and coaching Student Work back through multiple drafts. expected. https://vimeo. Forms such as a pitch page and a story plan- “Too often, beginning writers think they do com/38247060 ner guide students’ thinking in the early stages a draft, they get a read, they get a second read of creation. Adapting her methods toward the and they’re done,” she said. “You should expect end of the academic year, Adwers created a multiple revisions.” There should not be a set photograph.” hyperdoc with links to a Netflix pitch meeting number of drafts; the process should continue for “Tiger King” and to coverage of the coro- until the deadline. Yearbook spreads might be their staff. | By Trisa Dyer navirus to help her beginning students under- posted in the room so everyone has a chance stand a strong pitch and effective coverage. to give feedback. She used a Google Sheet to compile pitches Students need to understand feedback is for other students to review and give feedback. not personal, Adwers said. A multiple-read system involves many stu- “They are not up on the table being cri- dents in the critique process. Each read has tiqued; their product is,” she said. “But it’s an specific goals, Adwers said. Students identi- important way to grow.” n ADVERTISERS SUMMER 2021 COMMUNICATION: JOURNALISM EDUCATION TODAY | a publication of the Journalism Education Association | 3 • Shari Adwers, MJE, recommends that advisers turn their A.Q. Miller School of Journalism and Mass staffs into editing machines. | By Laura Negri, CJE Communications, Kansas State University...... 24-25 ArchiveInABox...... 44 • The Associated Press Stylebook issues hundreds of Association of Texas Photography Instructors..26, 47 updates each year. Includes two ready-to-use exercises. Balfour Yearbooks...... 40, 47 BetterBNC...... 44 JEA CURRICULUM LINK: https://curriculum.jea.org/wp/why-style-matters/ Columbia Scholastic Press Association...... BC, 47 Five Towns College...... 26 Indiana University - Journalism Institute...... 40, 47 Iowa Summer Journalism Workshops...... 47 Jostens, Inc...... 10 Journalism Education Association....IBC, 8, 24, 44, 47 Kent State University...... 32 KU - Jayhawk Media Workshop...... 4, 47 MediaNow...... 8 COMMUNICATION: JOURNALISM EDUCATION TODAY (ISSN 1536-9129) is published by the Journalism Education Association Inc. Nonprofit organization. U.S. Postage PAID. Consolidated Mailing Corp. All material­ ©2021 by Journalism NSPA - Gloria Shields Workshop...... 47 Education Association Inc. (http://www.jea.org) All rights reserved. Journalism Education Association, a nonprofit education organization, is an affiliate of the National Council of Teachers of English, the International Quill and Scroll School Paper Express...... IFC Society, AEJMC and ERIC/RCS. SEND CHANGES OF ADDRESS TO: Journalism Education Association, 105 Kedzie Hall, 828 Mid-Campus Drive S, Manhattan, KS 66506-1505 • phone: 785-532-5532 • [email protected] ADDITIONAL COPIES: UF Summer Media Institute...... 36 Communication: Journalism Education Today is a benefit of membership in JEA and is not sold on a subscription basis. Single copies may be purchased for $5 each. Articles are the expressions of the writers and are not statements University of Kansas, School of Journalism ...... 16 of JEA policy unless so stated. Communication: Journalism Education Today is a member of the NCTE Information Exchange Agreement and Xerox. MEMBERSHIPS: Teacher/adviser JEA memberships are $65 per year. Associate memberships are $80 per year. Institutional memberships are $100. College student memberships are $25. Affiliate organization memberships are $100. Emeritus teacher/adviser memberships are $30. The one-year membership begins the month the membership payment is received. Additional postage for Canada and Pan American possessions, $15 per year; all other countries, $20 per year. Ease the Editing

BurdenBY TRISA DYER

dvisers must walk a line between guid- ing their students and empowering Athem to be responsible for their pub- lications. For many advisers, especially those with small staffs, finding the right balance is especially difficult when it comes to editing. In a Journalism Education Association Advisers Institute session called “Ease the Editing Burden,” Megan Fromm told advis- ers how to give control to students and to feel good about it. Fromm, MJE and adviser at Grand Junction High School (Colorado), offered this advice. • Set editing goals. Don’t be afraid to ask everyone what their three biggest editing problems are. Sit down with your editor and narrow down editing issues to the three as your editor teaches these styles and offer MEGAN FROMM biggest problems. You may find that there is additional information as needed. teaches a class on news literacy at the a common issue everyone has. Once the list • Be sure your publication has a style 2017 Journalism is down to three, editors and staff will be sheet. These little wonders can ease so Education Association on the lookout for those mistakes and often much of the editing burden for you. I have Advisers Institute at the Linq Hotel in will self-correct before an editor even sees my editors develop a style sheet that every Las Vegas. Photo by the pages for proofing. staff member is given before we even start Bradley Wilson • Use a “Three Before Me” approach, where on our yearbook. Students have their own the staff member has at least three others copy plus we keep several copies in our look at his or her pages for “common” mis- style notebook for reference just in case takes including name spell- someone forgets their copy. It is up to the ing, handling of quotes and student to check their pages against the comma use. guidelines on those style sheets. Over time • Coach your staff on and from consistent use, these mistakes will the different writing not be a problem, and your editor can focus approaches: inverted on other corrections. pyramid, lead-quote- • Offer a Master Proofreader prize. Use transition format, and your imagination for this one. Give a gift feature lead and nut card. Let them hold the proofreader trophy graph. Let students for the week. Make a fun hat for them to The Orange & Black, a legallyon the recognized attention public to detail forum and for leadership student expression,offered by isour published times a year by the Newspaper Class for students of Grand Junction High School. But its success is dependent teach one another as wear in class. Your options are limitless. you ask questions Letting go of that editing burden frees up MASTER about the differ- the adviser’s time for other matters, which will ent approaches help the publication. Letting students self-edit PROOFREADER to writing for the also may help them as they write for other APRIL 2021 publication. You classes. Staffs become more self-sufficient and Athena Mitchell could even sit in learn to correct their own mistakes. n

2 | COMMUNICATION: JOURNALISM EDUCATION TODAY | a publication of the Journalism Education Association SUMMER 2021 Make your staff an Editing

MachineBY LAURA NEGRI, CJE

hange your staff mindset to accept critique from the beginning of the Cprocess. That is the first step to “Make Your Staff an Editing Machine,” presented by Shari Adwers, MJE, of Loudoun Valley High School (Purcellville, Virginia) at the 2020 Advisers Institute. “Take a good, hard look at yourself,” Adwers told participants in her session, “and that doesn’t mean just as an adviser. That’s what you need to ask your staffs to do.” Reflection on strengths and weaknesses sets the staff up to be open to critique throughout the process. Editors and advisers need to “intervene early and often” in the creation process, from fied as first readers look at the story angle, SHARI ADWERS the pitch meeting through the planning, early the basic facts, sources used, and questions teaches a class on digital workflow at drafts and designs, to the editor and adviser’s answered. Second readers look for originality, the 2017 Journalism previews at the end. Adwers said final review logical flow, strength of writing and journalistic Education Association is almost unnecessary if the early interventions style. Adwers does second reads for younger Advisers Institute at the Linq Hotel in have sent the students in the right direction. students and for those who have weaknesses Las Vegas. Photo by Even the newest staff members can intervene if in specific areas. Larger staffs may use a three- Bradley Wilson they understand the process and how critique read system with copy editors completing the improves the work. third review. All the reads are done within 24 Adwers uses the video “Austin’s Butterfly: hours of the completed draft. Building Excellence in Student Work,” show- Adwers said the key is to make the revision ing educator Ron Berger leading a critique in process part of the culture. It should be pub- Austin’s Butterfly: Building Excellence in an elementary classroom, to demonstrate feed- lic, it should be constructive, and it should be Student Work back through multiple drafts. expected. https://vimeo. Forms such as a pitch page and a story plan- “Too often, beginning writers think they do com/38247060 ner guide students’ thinking in the early stages a draft, they get a read, they get a second read of creation. Adapting her methods toward the and they’re done,” she said. “You should expect end of the academic year, Adwers created a multiple revisions.” There should not be a set hyperdoc with links to a Netflix pitch meeting number of drafts; the process should continue for “Tiger King” and to coverage of the coro- until the deadline. Yearbook spreads might be navirus to help her beginning students under- posted in the room so everyone has a chance stand a strong pitch and effective coverage. to give feedback. She used a Google Sheet to compile pitches Students need to understand feedback is for other students to review and give feedback. not personal, Adwers said. A multiple-read system involves many stu- “They are not up on the table being cri- dents in the critique process. Each read has tiqued; their product is,” she said. “But it’s an specific goals, Adwers said. Students identi- important way to grow.” n

SUMMER 2021 COMMUNICATION: JOURNALISM EDUCATION TODAY | a publication of the Journalism Education Association | 3 Whoever you are . . . Wherever you are . . . Whenever you have time . . . Whatever your next project . . . Whatever you want to learn . . . Whatever mission you are on . . . Whatever your role on staff next year . . . Wherever you plan to go next . . . However much time you have . . . Whatever publication you will redesign . . . Whatever technology you have . . . Whatever your yearbook theme . . . However you want to reach your audience . . . Whatever online project you are planning . . . Whoever you plan to become . . . Whatever you want to learn . . .

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STYLE CONTINUES TO REFLECT DISCUSSIONS IN SOCIETY battleground states States where candidates from both being discriminated against because of skin color. major political parties have a reasonable chance for In addition, we are a global news organization victory in a statewide race or presidential vote. and in much of the world there is considerable Black(s), white(s) (n.) Do not use either term as a disagreement, ambiguity and confusion about whom singular noun. For plurals, phrasing such as Black the term includes. people, white people, Black teachers, white students is We agree that white people’s skin color plays into often preferable when clearly relevant. White officers systemic inequalities and injustices, and we want account for 64% of the police force, Black officers 21% our journalism to robustly explore those problems. and Latino officers 15%. The gunman targeted Black But capitalizing the term white, as is done by white churchgoers. The plural nouns Blacks and whites are supremacists, risks subtly conveying legitimacy to generally acceptable when clearly relevant and needed such beliefs. for reasons of space or sentence construction. He Some have expressed the belief that if we don’t helped integrate dance halls among Blacks, whites, capitalize white, we are being inconsistent and Latinos and Asian Americans. Black and white are discriminating against white people or, conversely, acceptable as adjectives when relevant. that we are implying that white is the default. We Black (adj.) Use the capitalized term as an adjective also recognize the argument that capitalizing the in a racial, ethnic or cultural sense: Black people, term could pull white people more fully into issues Black culture, Black literature, Black studies, Black and discussions of race and equality. We will closely colleges. watch how usage and thought evolves, and will African American is also acceptable for those in the periodically review our decision. U.S. The terms are not necessarily interchangeable. boy, girl Generally acceptable to describe males or Americans of Caribbean heritage, for example, females younger than 18. While it is always inaccurate generally refer to themselves as Caribbean American. to call people under 18 men or women and people Follow an individual’s preference if known, and be 18 and older boys or girls, be aware of nuances and specific when possible and relevant. Minneapolis unintentional implications. Referring to Black males of has a large Somali American population because any age and in any context as boys, for instance, can of refugee resettlement. The author is Senegalese be perceived as demeaning and call to mind historical American. language used by some to address Black men. Be Use of the capitalized Black recognizes that language specific about ages if possible, or refer to Black youths, has evolved, along with the common understanding child, teen or similar. that especially in the United States, the term reflects defund To stop providing or to reduce funds, especially a shared identity and culture rather than a skin color government funds, for a program, group, etc. The term alone. defund the police often refers to taking funds from Also use Black in racial, ethnic and cultural police departments to spend on other priorities such differences outside the U.S. to avoid equating a as employment programs, mental health services and person with a skin color. social services to increase public safety. The term is Use Negro or colored only in names of organizations sometimes misrepresented as abolishing police. Avoid or in rare quotations when essential. using the term other than in a direct quotation; if used There is, at this time, less support for capitalizing in a quotation, explain and provide detail about what is white. White people generally do not share the being sought. same history and culture, or the experience of

SUMMER 2021 COMMUNICATION: JOURNALISM EDUCATION TODAY | a publication of the Journalism Education Association | 5 democrat, Democrat, democratic, Democratic, Democratic Party people sometimes steal to obtain water, food, medicine For the U.S. political party, capitalize Democrat and or essentials to survive. In all cases, it is important to Democratic in references to the Democratic Party or its explain the actions and the context in detail. members. Lowercase in generic uses: He champions majority leader, minority leader Capitalize as formal the values of a democratic society. Use Democratic, not legislative title before a name, otherwise lowercase. Democrat, in usages such as the Democratic-controlled riot, unrest, protest, demonstration, uprising, revolt Legislature and the Democratic senator (except in direct quotations that use Democrat). Use care in deciding which term best applies: dot-com An older and informal description of companies A riot is a wild or violent disturbance of the peace that do business mainly on the internet. Usually involving a group of people. The term riot suggests reserved for companies that thrived in the years 1995- uncontrolled chaos and pandemonium. Focusing 2001, a period often known as the dot-com era. When on rioting and property destruction rather than referring to the domain name itself, use .com, .org, etc. underlying grievance has been used in the past to stigmatize broad swaths of people protesting against -elect Always hyphenate and lowercase: President- lynching, police brutality or for racial justice, going elect Joe Biden. For a newly elected candidate, the back to the urban uprisings of the 1960s. Inciting term can be used as soon as the race is called. After a to riot is a longstanding criminal offense involving name or standing alone: the president-elect or Biden, two or more people. In the United States, a federal the president-elect. Also: Vice President-elect Kamala criminal anti-riot act was enacted in 1968 in Harris, Gov.-elect Sue Ahmad, Sen.-elect D’Shawn response to violent civil disturbances and protests of Washington, Attorney General-elect Melissa Rubin, etc. that era. Electoral College But electoral vote(s). The process by Unrest is a more vague, mild and less emotional which the United States selects its president. The term for a condition of angry discontent and protest “college” consists of 538 electors from the states. Each verging on revolt. state gets as many electoral votes as it has members of Congress, and the District of Columbia gets three. To be Protest and demonstration refer to specific actions elected president, the winner must get at least half the such as marches, sit-ins, rallies or other actions total plus one – or 270 electoral votes. Most states give meant to register dissent. They can be legal or illegal, all their electoral votes to whichever candidate wins that organized or spontaneous, peaceful or violent, and state’s popular vote. The electoral system has delivered a involve any number of people. split verdict five times, most recently in 2016, with one Revolt and uprising both suggest a broader political candidate winning the popular vote and another the dimension or civil upheavals, a sustained period presidency. of protests or unrest against powerful groups or first lady, first gentleman An informal reference for the governing systems. spouse of the president; not an official title. Always officer-involved Avoid this vague jargon for shootings lowercase. Also: second lady or second gentleman for and other cases involving police. Be specific about the spouse of the vice president. Usually reserved for what happened. If police use the term, ask for detail. families of heads of state, but acceptable at lower levels How was the officer or officers involved? Who did such as governor or mayor if that is the local custom. the shooting? If the information is not available or not Should the individual hold or have held an official provided, spell that out. title of high office, that title takes precedence: Former QAnon is an apocalyptic and convoluted conspiracy Secretary of State Hillary Rodham Clinton ran for theory spread largely through the internet and president, not former first lady Hillary Rodham Clinton promoted by some right-wing extremists. ran for president. It is centered on the baseless belief that Donald looting, looters The taking or carrying off of plunder, Trump is waging a secret campaign against enemies or to burglarize or steal, during a riot, civil unrest or in the “deep state” and a child sex trafficking ring run natural disaster. Apply the word looters carefully and by satanic pedophiles and cannibals. It is based on specifically to those who engage in looting, do not cryptic postings by the anonymous “Q,” purportedly overuse, and avoid the labeling and the stigmatizing a government insider. The story has grown to include of larger communities, groups or all protesters. The other long-standing conspiracy theories, gaining word looters applied to large groups has carried racial traction among some strident Trump supporters. overtones in the past. Republican, Republican Party Both terms are capitalized. Whenever possible, explain circumstances. For GOP, standing for Grand Old Party, may be used on example, A group of people at the protest broke into second reference. the store and took whatever was on the shelves. People supermajority A requirement that a proposal or candidate engaged in looting may be petty criminals, individual gain a level of support that exceeds the threshold of a community members or criminal gangs who have no standard 50% plus 1 majority. relation to any nearby protests. In severe emergencies, such as hurricanes and floods that disrupt supplies,

6 | COMMUNICATION: JOURNALISM EDUCATION TODAY | a publication of the Journalism Education Association SUMMER 2021 NAME______

STYLEBOOK EXERCISE

DIRECTIONS Journalists can test their up-to-date awareness of Associated Press style by taking a usage quiz. The goal is accuracy. For quizzes, accuracy equates to a 100 percent score. Conscientious editors will want their entire staff to achieve that score. In the spaces for each sentence, write the letter for the best word choice for the sentence. Presume the choice changes to plural form when necessary for the sentence . TERMS DEFINITIONS A. African American 1. In the five _____ that report party registration, nearly 2 million more registered Democrats voted than Republicans. B. battleground states 2. Senator Chuck Schumer is poised to become the state’s first Senate _____, putting New C. Black York in position to reap the benefits. D. boy, girl 3. Several Black City Council members have lashed out at progressives, comparing calls to E. defund _____ the police to “colonization” and “political gentrification.”

F. democrat 4. A year after a popular _____ ousted the 20-year autocrat, Abdelaziz Bouteflika, and led G. Democrat the army to jail much of his ruling oligarchy, hopes are now fading for an overhaul of the political system and real democracy in Algeria. H. demonstration 5. After Republican victories in 2000, 2004 and 2016, for instance, _____s in Congress used I. dot-com the formal counting of electoral votes as an opportunity to challenge election results.

J. -elect 6. Finally fed up, a group of women inside Nike’s Beaverton, Ore., headquarters started a small K. Electoral College _____. Covertly, they surveyed their female peers, inquiring whether they had been the victim of sexual harassment and gender discrimination L. second gentleman 7. Investors of all stripes piled into stocks this year, creating levels of froth reminiscent of the M. looting, looters _____ boom. Analysts say there’s room to go higher, but some worry about a bubble. N. majority leader 8. Despite Joe Biden’s clear victory, the 2020 presidential election has been a disaster for O. officer-involved people who think the _____ is still a good idea.

P. protest 9. Kevin Young, a poet, became director of the Smithsonian museum, which opened in 2016, Q. QAnon built to tell the _____ story. R. Republican 10. Senator Lisa Murkowski, _____ of Alaska, said on Thursday that the House had acted “appropriately” in impeaching President Trump. S. revolt 11. The Texas Senate operates on a _____, too. Under ordinary circumstances, it takes approval T. riot from two-thirds of the 31 senators to bring a bill to the floor for debate.

U. supermajority 12. The _____ began around noon at federal buildings across the country with people carrying V. unrest signs and waving flag.

W. uprising ANSWERS to Stylebook Exercise: 1. B; 2. N; 3. E; 4. W; 5. G; 6. S; 7. I; 8. K; 9. A; 10. R; 11. U; 12. H 12. U; 11. R; 10. A; 9. K; 8. I; 7. S; 6. G; 5. W; 4. E; 3. N; 2. B; 1. Exercise: Stylebook to ANSWERS

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Carl Towley Award THE CARL TOWLEY AWARD IS JEA’S HIGHEST HONOR AND IS PRESENTED TO A awards JEA MEMBER WHOSE WORK IS UNUSUALLY BENEFICIAL AND OF SUPERIOR VALUE TO THE NATIONAL JEA AND TO SCHOLASTIC Administrator Rising Star Award JOURNALISM. of the Year RISING STAR TROPHIES ARE GIVEN TO Application materials include: ADVISERS WHO ARE IN THEIR FIRST FIVE . Nomination form FOR ADMINISTRATORS WHO HAVE YEARS OF ADVISING A MEDIA PROGRAM . Letter of recommendation DEMONSTRATED SUPPORT AND AND HAVE SHOWN GREAT DEDICATION TO DEDICATION TO JOURNALISM EDUCATION. SCHOLASTIC JOURNALISM AND HAVE HAD SUCCESS ADVISING AT LEAST ONE MEDIA Medal of Merit Award Friend of Scholastic PROGRAM. MEDALS OF MERIT ARE GIVEN TO JEA MEMBERS WHO HAVE MADE SIGNIFICANT Journalism Award Application materials include: CONTRIBUTIONS TO JEA. MEMBERS ARE NOMINATE A PROFESSIONAL JOURNALIST . Nomination form ENCOURAGED TO NOMINATE DESERVING OR PROFESSIONAL MEDIA OUTLET . Nominee resume INDIVIDUALS. SEVERAL AWARDS MAY BE PRESENTED EACH YEAR. MAKING A SIGNIFICANT CONTRIBUTION . Student media work samples TO SCHOLASTIC JOURNALISM. . Letter of recommendation Future Journalism . Nominee application form AWARDS DEADLINE Teacher Scholarship is July 15 FOR EDUCATION MAJORS WHO INTEND TO TEACH SCHOLASTIC JOURNALISM. Apply at www.JEA.org

8 | COMMUNICATION: JOURNALISM EDUCATION TODAY | a publication of the Journalism Education Association SUMMER 2021 NAME______

WORD SEARCH

DIRECTIONS Find the following words in the puzzle. Words are hidden horizontally, vertically and diagonally. M P W E N J C U I J P I N C C P C R H T E T I F H Z Y K V E W P N T B J R I G H T I S T Z K Q E U U A I Z J Q K J S D X G I R A P O L I C Y M A K E R J R P D V L N S E V B G V F I I T L A Q I L P U N D E R V O T E U H T T A U D N M Y A R T B C N D N W H A B L U K L F J F S B G R R U F E I A H C O P L A G D A K W O V E R V O T E L D L L A I G V M K I F O N O T S F I K Q A O H R F A T S S I I I E N G U A O O L I U T L Q X T I I A M N D G U Z Z E P B S C F K H R P C O I T Z R L I N V P R F O O D E A Y W C O E P A T E T A O R P N Z A U P P L U R A L I T Y F B A M O L R U N I D E T L A J V B B N A V B D J D L F S M Q I X P N L A T V S C Z I L T D O F S N C O B A J F Y D H Q V Q L C D S L E X T H L O W I E T S E E N Y K E T M H J E N Y A W E G W H D V I O H N A C M I R N R F V Q L Z T A F L Q N N Y Q E O C E F Q I R X T S O N C T S A J D E D F L J H T Z O C O N D M L A S C A Y C O C G M E T K Z A C R K M E O T Q N F Y T W I E C U E R H H C R H I E A E T R T R F A J G R B C G L L Q M C T P V D C E I A H S V L N H K O Z Z J Y D R I A R D E V I T C E O M C R A T E I O K E A H R J F O N V K O T P M M O R I H R T Z H S L P S N T I W D O A S F R R L L W U Y L A H G O E M I K E J I O W F I N S Q R L U A I D A P H A N L N Q B N C A N N M N S P I O N G Y Q S C R T T T X C P Q V D E C P O K J G D O C M U N R G H M E E O R K Y J V L E E V O S A C B S O P M F O M L G M H O A M Q L O P U H Y Y X C K H T T D O B R C I D N B I S A M R N K N L G Q B S K S P M A V O I A E R I G U S G E S T T B S B H S E A P R U A V V K X L U N N T R T T P A R H M A I V E C B M G T X B T M B I B V D L Y A G E Y Q Y E E U H T O S M S D C E E A R L Y V O T I N G E N Y X S P I Q S O Q E N Z M G Q R C O N S E R V A T I V E P J D S G G Q E S F G S K E G O L U R Q Q U P J F Z E L E C T I O N R E T U R N S W S J Q V

ABSENTEE VOTING ELECTORAL COLLEGE MISINFORMATION RANKED CHOICE VOTING ALT-RIGHT EXIT POLL OVERVOTE REPUBLICAN BATTLEGROUND STATES FACT CHECKS PAC RIGHTIST CONGRESS FAKE NEWS PLURALITY SECOND GENTLEMAN CONSERVATIVE FRONT-RUNNER POLICYMAKER STALKING HORSE DARK HORSE INAUGURATION POLL WATCHERS SUPERMAJORITY DEMOCRAT LEFTIST POLLS SURROGATE DEMOCRATIC SOCIALISM LIBERAL POPULISM SWING STATES DISPUTED ELECTION MAIL-IN VOTING QANON UNDERVOTE EARLY VOTING MAJORITY RACE CALL VOTING ELECTION RETURNS MAJORITY LEADER RANK AND FILE

EXTENSION Now that you’ve found the words in the puzzle, look up five of the words in the Associated Press Stylebook and use them in a sentence.

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©2020 Jostens, Inc. Printed in USA. 204078 NOT YOUR EVERYDAY STORIES, BUT STORIES EVERY DAY The staff of Whitney High School (Rocklin, California) received an honorable mention from the National Scholastic Press Association for Social Media Reporting at the Fall National High School Journalism Convention, Nov. 23, 2019, in Washington, D.C.

Seven tips for

social media

storytelling

by Louisa Avery,

MJE, based on an

“A SOCIAL MEDIA ROLE IN THIS DAY Advisers Institute AND AGE IS ABOUT 100 DIFFERENT­ THINGS,” Sarah Nichols, MJE, adviser at session by sarah 7Whitney High School (Rocklin, California) said at the beginning of her presentation, “The nichols, MJE Art and Science of Social Media Storytelling.” “You’re working with data, you’re working with graphic design, you’re shooting photos, you’re actually measuring the analytics, and that’s a lot to be considered for just the social media manager.” Nichols, who is also JEA president, encouraged an approach where everyone on the staff plays a role because “it’s too much for one person on your staff to be in charge of social media.”

NO. 1: SOCIAL IS JUST AS IMPORTANT AS YOUR Another important element of visual media OTHER MEDIA, IF NOT MORE SO. is image quality. Staffs should apply the same Since social media are visual media, what standards to social media as they would to their the readers come across needs to look good print or online publications. This means post- so they stop the scroll. Nichols said the visual ing sharp photos and thinking about the angle, appeal starts with brand identity in the social exposure and composition. media accounts. All of the different elements Staffs also can develop special elements should have the same color scheme and logo such as a breaking news image or recurring or a variation of the look so they go together labels for sports stories, which will contrib- and are easily recognizable to students at the ute to the cohesive look and lead to recurring school. It is also important to make sure the content. For example, Nichols’ staff featured a social media accounts aren’t confused with oth- player of the week each Monday. “It created a ers at the school, such as school-run accounts. continued on page 12

SUMMER 2021 COMMUNICATION: JOURNALISM EDUCATION TODAY | a publication of the Journalism Education Association | 11 continued from page 11 rhythm, and it was also a way of having some Social Media trends content on a regular basis that was easy to plan,” Nichols said. 23%

NO. 2: SOCIAL IS NO LONGER “EXTRA.” IT’S THE STORY — ALL BY ITSELF. ISSUE CHANGE Social media used to be primarily an after- 15% Roughly a quarter (23%) of adult social media users in thought or a last step in the process, meaning the United States – and 17% of adults overall – say they students might finish a story and then link to it have changed their views about a political or social issue on their social media. Now, sometimes the only because of something they saw on social media in the place a story lives is on a social media platform. past year. Nichols shared some Twitter examples but Pew Research Center, Oct. 15, 2020 emphasized that they could work with any SOURCE: Survey of U.S. adults conducted July 13-19, 2020. platform. Staffs can post multiple images in 2018 2020 Feb. 7, 2019 one post, make sure everyone is identified, and 72% include a quote to make a stand-alone story in photo essay form. Social media also can be used for continuous coverage of events, such as a rally, protest or campaign event. SOCIAL MEDIA USE OVER TIME NO. 3: SOCIAL CAN OFFER DIFFERENT FORMS OF When Pew Research Center began tracking social media STORIES, AND IT SHOULD. adoption in 2005, just 5% of American adults used at Nichols said advisers can think about stu- least one of these platforms. By 2011 that share had risen dents on the staff and their strengths and skills to half of all Americans, and today 72% of the public by “putting them to the test in different ways, as 2005 uses some type of social media. storytelling options on social media.” 5% Pew Research Center, June 12, 2019

Students who are good at design can use those SOURCE: Surveys conducted 2005-2019. skills to create infographics or diagrams, either from scratch using Illustrator or Photoshop, or using a website such as Canva. Students who 57% are good at breaking down information into n Mobile manageable chunks can create explainers that 2019 are easy for people to read quickly. n Desktop/Laptop When using Instagram stories, which stay active for only 24 hours, versus a traditional 35% AMERICANS FAVOR MOBILE DEVICES post, Nichols said staffs should plan to “make Americans continue to be more likely to get news through sure it’s an experience. You don’t want to have mobile devices than through desktop or laptop computers. the same exact qualities as just a flat post that Roughly 6 in 10 U.S. adults (57%) often get news this you would see forever in the feed.” 21% way, compared with 30% who often do so on a desktop or She said the staff should use storyboarding 2013 laptop computer. to think about the story and how to tell it. “The Pew Research Center, Nov. 19, 2019 more brainstorming they do ahead of time, the better that will go,” Nichols said. SOURCE: Surveys conducted July 8-21, 2019.

NO. 4: LEARN FROM YOUR PAST PERFORMANCE (AND IMPROVE). Often “You don’t want everyone talking about some 23% embarrassing thing you tweeted,” Nichols said. Nichols said her staff takes screenshots of HALF OF AMERICANS GET NEWS mistakes and brings them up in class. The edi- Sometimes ON SOCIAL MEDIA AT LEAST SOMETIMES 30% tors, and sometimes she, also run mini-lessons. As social media companies struggle to deal with mislead- Twitter doesn’t allow users to edit tweets, and ing information on their platforms about the election, Nichols said her editors decide whether to leave the COVID-19 pandemic and more, a large portion of something or delete it if there is a mistake. Rarely Americans continue to rely on these sites for news. About “If students aren’t following the best prac- 18% half of U.S. adults (53%) say they get news from social tices, we have a little conversation about how media “often” or “sometimes,” and this use is spread out to make their tweets even better next time,” Never across a number of different sites. 21% Nichols said. Pew Research Center, Nov. 19, 2019 Don’t get For example, students should try to not digital news SOURCE: Surveys conducted Aug. 31-Sept. 7, 2020. 12 | COMMUNICATION: JOURNALISM EDUCATION TODAY | a publication of the Journalism Education Association SUMMER 2021 “You really can’t teach and advise social media if you don’t know it yourself as a user or a media consumer.” | SARAH NICHOLS, MJE, ADVISER, WHITNEY HIGH SCHOOL (ROCKLIN, CALIFORNIA) repeat information in the post, such as making the post say the same thing as the headline. Assignment ideas “It’s just not ideal,” Nichols said. “Use a differ- ent image than the one that’s on the website or Whether teaching in a traditional classroom, completely online or provide different information or change the link in a hybrid method, advisers can use these assignment ideas from so that we’re getting that variety.” Sarah Nichols’ presentation to improve their students’ social media storytelling skills. NO. 5: WATCH AND ANALYZE WHAT THE PROS POST. KEEP AN IDEA FILE. STUDY PRO ACCOUNTS Nichols said both she and her students follow “One of the things as advisers that we should be doing a little bit accounts they like and gather ideas from them to more of is encouraging our students to study what the pro accounts do share and discuss. and how they do it,” Nichols said. “My students like some of them, they hate Have each student choose and study an account and bring a case some of them, but we’re all just looking for ideas study to the staff. If each student studies some of what they do on social to study and to share and to have those conver- media and brings it to the staff, students will start to notice some cool sations together,” Nichols said. techniques. Bonus: It works with distance learning. Students can do it One example she shared was a staff who used alone and share in a Zoom session. Also, it’s easily gradable for those an Instagram story to introduce the new editors who need gradable assignments. over the course of a few days. “It’s great to actually show your readers who CRITIQUE YOUR SOCIAL MEDIA the staff members are, and this was a really Robert Adanto sponsors a broadcasting club of middle school fun way to do that,” Nichols said. “The kids students at Brentwood School (Los Angeles). When his school definitely deserve recognition, and your student announced it would begin the year on distance learning, he began body really should know a little bit more about reviewing his notes for material he could use. He said he planned to use your program. It’s not just the transparency, but a lot of what he learned in Nichols’ session with his broadcasting club it’s the inclusion and sort of like the marketing and in the public speaking classes he teaches. He said he planned to of what a student media program is all about.” start the year with this assignment. “Do a critique or audit, just like you do with all your other NO. 6: NUMBERS SHOULD INFLUENCE YOUR publications, and really get real about your strengths and your DECISIONS. weaknesses so that your editors can help the staff set goals to move Nichols explained that the staff should go forward,” Nichols said. beyond tracking the number of likes. By using Staffs who are new to social media can critique other student media real analytics tools, staff members can look at program accounts to get ideas for things to try. what time of day is best to post, whether people “Developing that kind of conversation and dialogue about the visual are clicking on the links and how much time elements is really important, and that kind of instant critique — you they’re spending on the site. know, ‘let’s hear what you think’ — is really important because they’re “That’s where the future is,” Nichols said. “If going to take that into the field when they’re taking photos,” Adanto said. your kids are not learning those skills, that’s a great way to take your social media to the next CREATE POLICIES step.” If your staff does not already have social media policies in place, it is At this point in the session, Nichols shared time to create them. If you already have these policies, review them and some strategies her staff uses. One is a photog- update them. rapher-of-the-day system, where everyone is Tim Cain, CJE, advises The Critic yearbook and The Launchpad assigned to post on a certain day. Another is an online news site at Pinkerton Academy (Derry, New Hampshire). In editing strategy she calls “double eyes,” mean- addition to attending the session, he was part of the Social Media ing any time the staff is covering an event live, Management aiDIY team that Nichols led. As part of his project, he they do it as partners to minimize errors. The started creating guidelines for his staff, including exemplars of what a staff also sets up a “command center” at events, good post should look like, which he is sharing with his students to get which is a table with food, water and camera their feedback. bags. “It should be student-led,” Cain said. “When they have input, they buy continued on page 14 into it.”

SUMMER 2021 COMMUNICATION: JOURNALISM EDUCATION TODAY | a publication of the Journalism Education Association | 13 “As an adviser, you need to use it (social media) yourself before you can have your students really do it.” | TIM CAIN, CJE, ADVISER, PINKERTON ACADEMY (DERRY, NEW HAMPSHIRE)

Facebook Social Media trends

Facebook remains one of the most widely Mostly used social media sites among adults in negative AMERICANS SAY SOCIAL MEDIA HAVE 64% the U.S. In an early 2019 survey, roughly A MOSTLY NEGATIVE EFFECT ON 7 in 10 adults (69%) said they ever used THE WAY THINGS ARE GOING the platform. YouTube is the only other About two-thirds of Americans (64%) say social media site that matches Facebook’s reach: 73% of have a mostly negative effect on the way things are going adults report ever using the video sharing in the country today. Just 1 in 10 Americans say social site. But certain online platforms, most Neither positive media sites have a mostly positive effect on the way notably Facebook-owned Instagram, have nor negative things are going, and one-quarter say these platforms an especially strong following among adults 25% have a neither a positive nor a negative effect. Mostly under the age of 30. positive Pew Research Center, Oct. 15, 2020 10% SOURCE: Surveys conducted July 13-19, 2020. continued from page 13 NO. 7: YOUR PHONE IS NOW YOUR CAMERA, RECORDER, NOTEBOOK, CANVAS, STYLEBOOK, BUT IT IS NOT YOUR BRAIN. TREAT POSTS WITH CARE. “You should have materials that teach social media the same way that you teach interviewing and the same way that you teach how to cut out the background in Photoshop and how to go sell an advertisement,” Nichols said. YouTube Facebook Instagram Pinterest LinkedIn Snapchat Twitter Whatsapp Reddit She said media programs should develop 73% 69% 37% 28% 27% 24% 22% 20% 11% clear guidelines because students won’t use the social media accounts the same way they use SHARE OF ADULTS USING SOCIAL MEDIA their own social media. Students should be MOSTLY UNCHANGED SINCE 2018 involved in creating these policies with the edi- The share of U.S. adults who say they use certain online tors leading the process. Policies then should be platforms or apps is statistically unchanged from where it reviewed and updated regularly, such as each stood in early 2018 despite a long stretch of controversies summer. over privacy, fake news and censorship on social media. Nichols ended her presentation by pointing Pew Research Center, April 10, 2019 out how current events have caused professional SOURCE: Surveys conducted Jan. 8 - Feb. 7, 2019. journalists and media organizations to consider what they can and can’t tweet and whether they will get in trouble for taking a stand on differ- Facebook ent issues. This climate provides an opportunity 36% to talk to staffs about “how, or to what degree, YouTube Twitter Instagram Reddit Snapchat should we be commenting as ourselves and then 23% 15% 11% 6% 4% as our media program on the things that we’re Reguarly get experiencing in the world right now.” news on site AMONG TOP SOCIAL PLATFORMS “This is a time for those conversations, and FOR NEWS CONTENT, FACEBOOK LEADS it’s a time for your staff to grapple with how to Social media platforms have now become a critical news address it — not whether to address it, but how source, which is why accuracy is important. If people are to address it,” Nichols said. “It’s a chance for making life decisions based on the information served them to be on the side of good and on the side to them on Facebook and Twitter, then it’s important to of leadership and on the side of making those ensure that the information is correct. statements that need to be made.” n Pew Research Center, Jan. 12, 2021 SOURCE: Surveys conducted Aug. 31-Sept. 7, 2020.

14 | COMMUNICATION: JOURNALISM EDUCATION TODAY | a publication of the Journalism Education Association SUMMER 2021 RESOURCES

CREATE GRAPHICS SCHEDULING MORE INFORMATION

CANVA BUFFER Canva is a graphic design platform used to create Buffer is a social media tool that allows users to social media graphics, presentations, posters, schedule posts that will be sent out automatically. JEA DIGITAL MEDIA documents and other visual content. Use Canva’s Buffer works with Facebook, Instagram, Twitter, This JEA website was created to educate high drag-and-drop feature and thousands of free LinkedIn and Pinterest. school advisers and their students about relevant templates to design graphics. areas of digital media, including websites, podcasts, blogs, broadcasts and social networks.

HOOTSUITE CHROMA Hootsuite is a social media management platform A photo and video editor for social media that created in 2008 that works with Facebook, Twitter, NSPA BEST OF SOCIAL MEDIA FINALISTS allows users to handcraft layouts, tailor the grid, Instagram, YouTube, LinkedIn and Pinterest. The National Scholastic Press Association hosts save posts to drafts and plan the feed. a Best of Social Media Contest with categories in reporting and promotions. Check out the finalists and award recipients from past years on the NSPA website.

LATER MOJO Founded as the first-to-market Instagram Mojo offers a wide range of different templates scheduler in 2014, Later is a visual marketing WHITNEY HIGH SCHOOL SOCIAL MEDIA USE to help users edit stories in Instagram, Facebook platform that allows users to plan, schedule, An overview about Whitney High School student and Snapchat, making use of 300+ templates, text publish and measure the results of Instagram, media and social media use. This was the simple effects, GIFs and music. Facebook, Twitter and Pinterest. portfolio Nichols’ editor made as the staff’s entry to NSPA Best of Social Media, for which the staff earned a national finalist recognition. PROMOTION

UNUM UNUM is essentially a one-stop shop for all things photo editing and planning on Instagram. The app allows users to edit your photos (with filters, TAGBLENDER templates, presets, and more) and simultaneously Tagblender offers a way to promote Instagram preview how it will look. posts by using hashtags.

SUMMER 2021 COMMUNICATION: JOURNALISM EDUCATION TODAY | a publication of the Journalism Education Association | 15 GET IN THE GAME MAKE YOUR MARK IN SPORTS MEDIA @ KU J-SCHOOL

Become a top recruit Perfect Our alumni work at: your skills FOX Sports ESPN Join our You can get started CBS Sports dream team right away working on SB Nation major sporting events. Los Angeles Clippers If you are interested Students have worked St. Louis Blues in reporting, play by with professionals at NYKnicks.com play, multimedia, ESPN, MLB.com, Kansas Major League Soccer marketing, production, City Chiefs, Washington The Athletic or public relations, Post, KU Athletics and our curriculum will local news outlets. immerse you in the exciting world of sports media.

JOURNALISM.KU.EDU RESOURCES CRITIQUE

ANALYTICS Here's one example of a two- week critique from Sarah Nichols’ (Nick’s) class:

KEYHOLE Keyhole is a real-time hashtag tracker tool for marketers, using Instagram, Facebook, Twitter and BITLY A close-up look at how we’re doing Understand what content is resonating with YouTube to monitor social media over time. in Whitney High Student Media comprehensive metrics on every link and campaign—like clicks, geographic data and top referring channels.

Directions: Collaborate to analyze and discuss the post assigned to your group. Type your feedback directly on the slide. Proofread and double-check your work for professionalism.

PHLANX Phlanx is a marketing platform to contact influencers, work with brands, create contracts Example #1 and measure engagement. Works with Instagram, ● Caption was really good, names of girls CURALATE should be switched Twitter, Facebook, Twitch and YouTube. ○ Nicks: Name left to right. If this is still Curalate enables brands to use social content and incorrect, please edit on Instagram. ● Photo composition is really good social audiences to sell more effectively online. ● The net and background is distracting ● Zoom in Turn any social channel into a shoppable storefront. ● Good reaction shot ○ It’s actually more of an action shot because reactions are tighter/closer to emphasize the face. But it’s still a great photo and the composition shows the scene. Add the final score.

Example #2

● Good action shot ● McNally’s first name ○ Yes. It should be Mr. Zac McNally or Coach Zac McNally. ● Wasn’t posted on same day of picture SPROUT SOCIAL being taken ● Head cut off in the back + Bar didn’t fit Sprout Social is a social media management and frame Avoid the distracting half cutoff person. ● Caption could have been more specific optimization platform. It gives users a single as to type of lift Good point about upper-body ICONOSQUARE strength but more detail would be even better. hub for social media publishing, analytics and Make data-driven decisions for Instagram, engagement across all social profiles. Facebook and Twitter. Schedule posts, produce reporting and receive in-depth analytics. Example #3

● Strength/suggestion/error. ○ Angle captures good amount of audience ○ Good timely post Definitely! ○ Shows action (spirit) And great to see the location tagged. ● Strength/suggestion/error. ○ One Voice is cut off the video ○ Another sentence to say what the score was at the time, then say final score (That would be okay but this is also great as-is and the score is in the correct format.)+ Add it was Black Out game. Don’t use “men’s” with football because there is no women’s team.

TAPINFLUENCE Tapinfluence allows brands to find influencers; Example #4 ● Strengths: create, automate and track campaigns; and pay ○ Great storytelling photo ○ Shows action ○ It is relevant because it is the first time that our school has INSTAGRAM INSIGHTS creators in one place. a lacrosse team Yes! Awesome idea! ○ Eye catching Instagram Insights is a native tool that provides ● Suggestion/errors: ○ Angle is off Maintain horizontal or vertical (not tilted or diagonal) data on follower demographics and actions, as well ○ Uncontrolled background ○ Lighting creates shadows that distracts from main focus ○ Objects interfere with what’s happening as your content. This information makes it easy to ○ Picture could have been cropped ○ In the caption, could have included an interesting fact that the viewer wouldn’t have known by just looking at the compare content, measure campaigns and see how picture YES - all of these are great points. individual posts are performing.

Example #5

● Strengths: ○ Good action shot ○ Fills the frame ○ Good reactions There’s a sense of eyeflow because everyone is looking the ball. UNION METRICS ○ Good lighting ● suggestions/errors: Union Metrics allows users to get better insights ○ Dead space Probably unavoidable here. And the flag and gym floor set the scene. Nothing is distracting. about content they publish for brands and have ○ JV needs to be capitalized ■ Don’t say “in the end” and make sure it archived and accessible anytime they need it. It to capitalize Wildcats (never “cats”) supports Instagram, Twitter, Facebook and Tumblr.

SUMMER 2021 COMMUNICATION: JOURNALISM EDUCATION TODAY | a publication of the Journalism Education Association | 17 Photo by Mark Murray

18 | COMMUNICATION: JOURNALISM EDUCATION TODAY | a publication of the Journalism Education Association SUMMER 2021 “Light makes photography. Embrace light. Admire it. Love it. But above all, know light. Know it for all you are worth, and you will know the key to photography.” GEORGE EASTMAN, FOUNDER, EASTMAN KODAK CO.

Photo by Matt Stamey

withPlaying

LIGHTby Emily Jorgensen MARK MURRAY embraces light. He admires it. He understands that light has the power to influence every photograph in a publication. He knows photography, which literally means “to write with light,” depends on light to make a difference in the composition of a photograph. Murray, executive director of the Association of Texas Photography Instructors, presented “The Power of Light” at the 2020 JEA Advisers Institute. He said four characteristics — quantity, quality, direction and color — describe all light.

SUMMER 2021 COMMUNICATION: JOURNALISM EDUCATION TODAY | a publication of the Journalism Education Association | 19 QUANTITY: The primary light source for both images is midday sunlight Critiquefiltered through the trees. QUALITY: The light is harsh and coming from behind the subject. The photographer intentionally backlit the person but exposed for the face, a face that, in both cases, would be nearly a silhouette had the photographer not manually exposed for the face. DIRECTION: The light is coming from behind the center of visual interest. In other words, the subject is backlit. COLOR: The light on the face is golden, diffused, having bounced off objects in front of the subject. Photo by Matt Stamey

Photo by Matt Stamey

20 | COMMUNICATION: JOURNALISM EDUCATION TODAY | a publication of the Journalism Education Association SUMMER 2021 “Look for texture, look for shape, look at how light changes what’s an ordinary photograph or an ordinary scene into something more dramatic.” MARK MURRAY, EXECUTIVE DIRECTOR, ASSOCIATION OF TEXAS PHOTOGRAPHY INSTRUCTORS

continued from page 19 overhead,” Murray said. QUANTITY Murray suggested bouncing a flash toward Murray said photographers must learn to see the ceiling to direct that artificial light down and light that is available and use that to capture create a more natural look. an image, even if that image is not what the However, overhead lighting is not the most photographer had originally planned. common light captured in photographs. Front “Don’t ever walk into a situation and lighting, or flat lighting, is more common but is immediately think there’s not enough light to take not always the nicest lighting for capturing images a picture,” Murray said. “There’s always some sort of people. Murray said it reduces the sense of of light there that we can record an image with.” depth by removing shadows. Sometimes the light source is not traditional. It “Some of the prettiest light we work with is might be a bonfire, a torch in a welding class or side lighting,” Murray said. the headlights on a car. Side lighting, which captures depth and texture, is when the light is at a 90-degree angle QUALITY to the camera. On one end of the spectrum is harsh light, Silhouettes are created with back lighting and directional light that creates high contrast and are most effective when the subject is separated dark, distinct shadows. This light might be the from the background. One tip is to shoot them sun or a single source of light that creates dark, low so the subject is against the sky. But if a sharp-edged shadows. silhouette is not the intention, the photographer The opposite of harsh light is soft light, needs to move the camera to avoid capturing this diffused light that creates low contrast and soft- graphic type of image. edged shadows or no shadows. A cloudy day The most uncommon light is from below — creates soft light. horror lighting. The best characteristics of harsh light and soft “It’s so odd and so uncommon that we actually light together create directional, diffused light psychologically associate this direction of light where light comes from one direction but is soft with something scary or dangerous,” Murray said. or diffused. This might be light coming through an open window or a door. COLOR “It’s some of the prettiest light out there that we During the golden hour, early in the morning can photograph with,” Murray said. or late in the afternoon, photographers will find Student photographers can use windows in warm colors: reds, oranges and yellows. the school to get directional light and capture The electronic flash or the shade of a tree will pleasing images. create cool light, which has more blue tones. In the middle of the day, photographers will DIRECTION capture neutral light, or white light, which doesn’t The most common direction for light is from add a lot of value to an image. overhead. Photographers may be able to combine colors “So if we want light to look as natural as in a photograph with warm colors coming out of possible, we want that light to come from a frame and cool colors receding. n

SUMMER 2021 COMMUNICATION: JOURNALISM EDUCATION TODAY | a publication of the Journalism Education Association | 21 Photo by Robert Hanashiro, USA Today St. Louis Cardinals relief pitcher John Axford throws against the Dodgers in Game 5 of the National League Championship Series at Dodger Stadium on Oct. 16, 2013.

Warm sidelighting from a sun low on the horizon allowed the photographer to expose for the highlights, actually underexposing the Critiqueimage. This rendered the background as almost completely black. The sidelighting also provided texture to the image.

New York guard Jason Whittle’s heavily wrapped hands show the wear of San Francisco center Jeremy Newberry reaches down to a playoff game during the NFC Wild Card Game against the 49ers Jan. 5, grab the ball before snapping it to quarterback Jeff Garcia 2003. Photo by Robert Hanashiro, USA Today during the NFC Wild Card Game against the Giants Jan. 5, 2003. Photo by Robert Hanashiro, USA Today Warm sidelighting provides texture in this detail image. The photographer Critiqueexposed for the highlights, the player’s arm and tape to maintain detail in The harsh sunlight and selective focus draw the viewer’s eye these areas. In this image, detail in the shadow areas is not important. Critiqueright into the center of visual interest, the ball.

22 | COMMUNICATION: JOURNALISM EDUCATION TODAY | a publication of the Journalism Education Association SUMMER 2021 QUANTITY QUALITY DIRECTION COLOR LESSON 1: Display a student photograph from a JEA photo contest. Below that photograph, ask the following questions: • Quantity: What was the light source for this photograph? • Quality: Is the light harsh, soft, directional diffused? How do you know? F2017 Feature • Direction: From what direction was the light? Photography is the most-viewed gallery • Color: Are the colors warm, cool, neutral or a mixture?

View award recipients LESSON 2: from the National Student Media photo Have students comb through magazines to find an example of each of the following light contests online at concepts: https://jeaphoto.smug- • Quality: harsh light, soft light, directional diffused light mug.com/ • Direction: overhead, front, side, back or below 1,705 photos • Color: warm, cool or neutral Have them create a portfolio of the photos organized by characteristic and with each concept This image, by 129,162 views in fall labeled and explained. Shannon O’Hara, semester 2020 Pittsburg High School (Kansas) is the most- LESSON 3: viewed image with Have students take properly exposed photographs demonstrating their understanding of each 406 views. characteristic of light, one image for quality, one for direction and one for color. Critique them as a group. • First: Have students in the class comment on the characteristics of the light in the photo. • Second: Have the photographer comment on the characteristics of the light in the photo. • Third: Have the teacher comment on the characteristics of light in the photo. Critique QUANTITY: The primary light source is sunlight coming through the door/window. Photo by Mark Murray by Photo QUALITY: Based on the shadows in the image, the light is harsh, particularly on the person in the red coat. The light bounces around the room and is diffused on the face of the lady in the tan hat. DIRECTION: The light is coming from the left. COLOR: The light is golden, either from the early morning or evening.

SUMMER 2021 COMMUNICATION: JOURNALISM EDUCATION TODAY | a publication of the Journalism Education Association | 23 IDENTIFY DISTIGUISH YOUR PASSION YOURSELF WITH A DEFINE MASTERS YOUR CAREER IN MASS COMMUNICATIONS

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Job Ready Ranked in the top ten most affordable The Job ready program series helps you with the online Masters of Science in Mass resume and portfolio-building workshops, Communication program. Provide financial networking with successful alumni and learning to assistance through scholarships and graduate confidently communicate with prospective teaching assistantships. employers. Starting in 2021, we will offer three online graduate certificates: Now Offering: Strategic Health Communications Online Bachelors Degree in Mass Communications Scholastic Journalism for High School Media Advisers Digital Media for Educators

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26 | COMMUNICATION: JOURNALISM EDUCATION TODAY | a publication of the Journalism Education Association SUMMER 2021 A PHOTO WITHOUT A QUALITY PHOTO CAPTION IS LIKE A MOVIE WITHOUT

SOUND BY BRADLEY WILSON, MJE “Photo captions and cutlines are the most read body type in a publication,” according to Malcolm Gibson, now-retired professor at the University of Kansas. Just about any consumer of mass media would agree. CAPTION WRITING A spread from any section may “Of all the news content, only headlines have higher readership than be submitted to demonstrate captions,” Gibson said. excellence in caption writing. Entries will Because they are the most read body type, , CJE, be judged on writing Alyssa Boehringer mechanics, the extent adviser at McKinney High School (Texas), said, “A good caption tells a to which the captions complement photos or story. It goes beyond the obvious to give the reader a clear sense of what visuals, and interest. was happening in the image — even after 20 or 30 years have passed when they’re old and wrinkly and can’t remember who anyone is.” 

SUMMER 2021 COMMUNICATION: JOURNALISM EDUCATION TODAY | a publication of the Journalism Education Association | 27

TACO SHACK APPETIZER Freshman quarterback Jaxon Rosales minute clenches the ball tightly as he weaves in and out of Anderson defenders. On one of the last days no. run it of August, the day before Taco Shack, and only nine days into the school year, the freshmen boys

ran onto the House Park football field for the first TACO SHACK APPETIZER Freshman quarterback Jaxon Rosales minute clenches the ball tightly as he weaves in and out of Anderson defenders. On one of the last days no. time as high school players. This was also the A picture is worth a thousand words run it of August, the day before Taco Shack, and only nine days into the school year, the freshmen boys ran onto the House Park football field for the first time as high school players. This was also the day they saw how well they could come together 5 day they saw how well they could come together as a team, how much the work this summer paid 5,8 0 off, and how well they could do up against one of their biggest competitors, Anderson High School. 5 1. BOYS IN BLUE: Tomorrow the whole school would gather to 5 as a team, how much the work this summer paid Freshman Demetrius Martinez keeps the ball watch the varsity team battle the same opponent, , under his arm as he runs for the end zone o but today was the freshman team’s day. 0 during the Lanier game on Oct. 11 at Nelson h me Seconds after this picture was taken, Rosales 8 (but only if it’s got a really good cutline) Baseball Field. The Knights won the game, freshmen start season with rivalry win was injured. “During that play they hit me right on 60-6. The Knights hit the Lanier Vikings with the sideline,” Rosales said. “It wasn’t anything bad. I off, and how well they could do up against one of everything they had in the game on both was down for a couple seconds. It was just that they sides of the ball. In addition to Martinez’s had hit me in my back, and when I fell, I had landed score, Breyonn Wooley scored three rushing on the ball, and it knocked the wind out of me.” touchdowns, and quarterback Jaxon Rosales Rosales got up though, and after one play the their biggest competitors, Anderson High School. rushed for one and threw to Major Faught for Knights took advantage of their excellent field another. On defense, the Knights intercepted position, right on the 5-yard line, scoring on a Modified from material by Malcolm Gibson the Vikings three times with Peyton Bergeron Breyonn Wooley run. After Rosales dove over the and Faught each returning a pick for a line for a 2-point conversion, the Knights had the touchdown. Photo by Annabel Winter. 1. BOYS IN BLUE: margin of their 8-6 victory. Tomorrow the whole school would gather to 2. DRIPPING But that wasn’t the most memorable part of AT DRIPPING SPRINGS: the game for Rosales. “I remember that game good FRIDAY

Freshman Major Faught hydrates on the 1 because that was a close game,” he said. “We barely sideline during a quick break from his time on Freshman Demetrius Martinez keeps the ball won that game by two points, and it was really tough watch the varsity team battle the same opponent, the field at the freshman boys’ 27-13 road loss because that was our first time playing.” 4:45 to Dripping Springs at Tiger Stadium. “[The Rosales said that the offense owed much to p.m. stadium] felt pretty nice,” Faught said, “but the defense for making the victory possible. it got intense when the scoring was even, under his arm as he runs for the end zone “Defense helped us out a lot that game,”

and then we came up short. The whole time but today was the freshman team’s day. Rosales said. “The offense was struggling I thought we had a shot of beating them.” because we had never run the plays. Or at least Photo by Risa Darlington-Horta not that many at one time. In practice, it was o 3. Q-BACK HAS YOUR BACK totally different.” STRUCTURE Quarterback Jaxon Rosales sprints the final during the Lanier game on Oct. 11 at Nelson Rosales gave credit to one other factor. Seconds after this picture was taken, Rosales yards for a touchdown run against Dripping “Coach Gammerdinger was the reason Springs at Tiger Stadium. McCallum lost the we won Anderson. On the first half, it was hard It seems like a lot of ‘ e game 27-13. “It’s tough [being quarterback] because they kept moving the ball, but then people are excited h m because you have to know everybody’s Baseball Field. The Knights won the game, we started stopping them, and Gammerdinger about this project, plays, what they are going to do,” Rosales which makes me was injured. “During that play they hit me right on made adjustments. Then the second half, we said. “You have to be mentally tough were straight shutting them out. Coach G did a excited. It’s going freshmen start season with rivalry win because in a lot of games you will have to really good job for us.” to be a lot of fun deal with it. In one of the games, I think it was Gammerdinger replaced Coach Charles working with all the last one, the guy hit me out of bounds 60-6. The Knights hit the Lanier Vikings with Taylor as head varsity coach after Taylor left my friends creating the sideline,” Rosales said. “It wasn’t anything bad. I and I just shoved him, I was just so fed up 2 for Pflugerville, but Coach G also took primary something to show A thorough caption has four parts: a headline, an identification sentence, with it.” Photo by Risa Darlington-Horta. 3 responsibility for leading the freshman team. the world. This meant normally two games a week and —AV‘ Club president everything they had in the game on both endless coaching. Alex Martinez was down for a couple seconds. It was just that they “Coach Gammerdinger is filled with energy,” Rosales said. “He’s always yelling. He’s always on me, but he’s a great guy. He’s one of my favorite coaches I’ve ever had.” a secondary information sentence and a quote. sides of the ball. In addition to Martinez’s Rosales isn’t alone. had hit me in my back, and when I fell, I had landed “I love Coach Gammerdinger,” freshman “Joaquin works as hard Major Faught said. “He makes practice fun, and

he brings intensity and just a different level of “It was a big deal because I just or harder than anyone amoment on the team.” score, Breyonn Wooley scored three rushing coaching to the game.” started, and I didn’t I think I could SEPT. on the ball, and it knocked the wind out of me.” I will never.... Whether it was because of Coach G or the score a touchdown at all. I didn’t —freshman defense or the offense, the Knights left House

really play much before that. After Park with smiles on their faces. I scored, I thought I could get Johan Holmes 06 more; I could keep trying.” touchdowns, and quarterback Jaxon Rosales NO PAIN “He’s always there in the As Dylan Rosales got up though, and after one play the NO GAIN: Hildebrandt, Erik —freshman mornings, he’s always giving ‘ ‘ The headline should be a clever title that is verbally linked to the Freshman Jake Joaquin White 100 percent effort. So he was Hissey stands on the Jensen and Ian given this chance; he was put sideline of his first Hackworth set up a in as running back. On one of rushed for one and threw to Major Faught for moving camera rig high school football Knights took advantage of their excellent field “I can always count on seeing the last possessions, he got game. The Knights for their upcoming Joaquin at the early morning the ball, and then he scored. won the game, 8-6, film web series workouts and the practices.” Everyone went crazy. It was a in a tight battle project, they were big deal.” another. On defense, the Knights intercepted against Anderson photographed and photograph. While still trying to avoid corny humor, a pun works well here. —coach interviewed by position, right on the 5-yard line, scoring on a —freshman on Aug. 29 at House Brad Bernard Park. Hissey got Drew Smith for a Jaxon Rosales the attention of New York Times his teammates as article comparing the Vikings three times with Peyton Bergeron high school AV The McCallum freshman team secured the victory he walked off of Breyonn Wooley run. After Rosales dove over the the field, without clubs to the club in against Lanier early in the game on Oct. 11 at Nelson Baseball Netflix’s “Stranger Field, but before the game ended with a 60-6 final score, knowing he was dripping in blood. Things.” Photo by something special happened, something that caused the e Bella Russo. forgandt Faught each returning a pick for a Photo by Risa line for a 2-point conversion, the Knights had the sidelines to erupt in cheering and celebration. Freshmen players embrace White along Darlington-Horta. FALL The identification sentence explains exactly what is going on in the photo, First-year football player Joaquin White entered the game the sidelines as he runs back after his as running back and scored the first touchdown of his life. touchdown near the end of Mac’s 60-6 023 Players along the sidelines leapt in celebration and normally touchdown. Photo by Annabel Winter. Page by victory over Lanier at Nelson Baseball Field margin of their 8-6 victory. stoic coaches flashed broad smiles of approval. M. MacLaurin names all visible people and is written in present tense. Avoid beginning with on Oct. 11. Photo by Annabel Winter. 2. DRIPPING But that wasn’t the most memorable part of AT DRIPPING SPRINGS: the game for Rosales. “I remember that game good FRIDAY a name and don’t overuse gerund phrases. Freshman Major Faught hydrates on the 1 because that was a close game,” he said. “We barely

022 sideline during a quick break from his time on won that game by two points, and it was really tough The secondary information sentence adds information that is not obvious the field at the freshman boys’ 27-13 road loss because that was our first time playing.” 4:45 to Dripping Springs at Tiger Stadium. “[The Rosales said that the offense owed much to p.m. in the photo and is written in past tense. This is the information from the stadium] felt pretty nice,” Faught said, “but the defense for making the victory possible. interview and gives the photo more meaning. it got intense when the scoring was even, “Defense helped us out a lot that game,” and then we came up short. The whole time Rosales said. “The offense was struggling

I thought we had a shot of beating them.” because we had never run the plays. Or at least A quote at the end adds the feeling of being there. Use feelings and opinion Photo by Risa Darlington-Horta not that many at one time. In practice, it was in quotations. 3. Q-BACK HAS YOUR BACK totally different.” Quarterback Jaxon Rosales sprints the final Rosales gave credit to one other factor. yards for a touchdown run against Dripping “Coach Gammerdinger was the reason Springs at Tiger Stadium. McCallum lost the we won Anderson. On the first half, it was hard It seems like a lot of game 27-13. “It’s tough [being quarterback] because they kept moving the ball, but then people are excited‘ TIPS because you have to know everybody’s we started stopping them, and Gammerdinger about this project, plays, what they are going to do,” Rosales made adjustments. Then the second half, we which makes me said. “You have to be mentally tough were straight shutting them out. Coach G did a excited. It’s going • Be concise. Captions should be complete sentences that are because in a lot of games you will have to really good job for us.” to be a lot of fun straightforward and clear. deal with it. In one of the games, I think it was Gammerdinger replaced Coach Charles working with all the last one, the guy hit me out of bounds Taylor as head varsity coach after Taylor left my friends creating . Do not point out the obvious by using such phrases and I just shoved him, I was just so fed up 2 for Pflugerville, but Coach G also took primary something to show • Avoid trite writing with it.” Photo by Risa Darlington-Horta. 3 responsibility for leading the freshman team. the world. This meant normally two games a week and —AV‘ Club president as “looks on,” “is shown” and “pictured above.” endless coaching. Alex Martinez • Be objective. The caption writer should never make assumptions about “Coach Gammerdinger is filled with energy,” MIRA MACLAURIN, McCallum High School (Austin, Texas) | Judge’s Rosales said. “He’s always yelling. He’s always on what someone in a picture is thinking or try to interpret the person’s me, but he’s a great guy. He’s one of my favorite comments: “Mini-headlines serve as great entry points for each caption. One coaches I’ve ever had.” feelings from his or her expression. Readers should be given the facts and caption is loaded with stats.” Rosales isn’t alone. “I love Coach Gammerdinger,” freshman allowed to decide for themselves what the feelings or emotions are. Major Faught said. “He makes practice fun, and

“Joaquin works as hard a he brings intensity and just a different level of • Avoid the known; explain the unknown. The caption writer should “It was a big deal because I just or harder than anyone moment coaching to the game.” started, and I didn’t I think I could on the team.” SEPT. continued from page 27 I will never.... Whether it was because of Coach G or the avoid characterizing a picture as beautiful, dramatic, grisly or other such score a touchdown at all. I didn’t —freshman defense or the offense, the Knights left House

descriptive terms that are evident in the photograph. If it’s not evident in David Winter, MJE, adviserreally play muchat McCallum before that. After High Park with smiles on their faces. I scored, I thought I could get Johan Holmes 06 the photograph, your telling the reader won’t make it happen. However, School in Austin, Texas, elaborated.more; I could “Photos keep trying.” preserve a NO PAIN “He’s always there in the NO GAIN: As Dylan Hildebrandt, Erik the caption should explain something about how the picture was taken moment forever but without a good caption,—freshman that photo mornings, he’s always giving ‘ ‘ Freshman Jake is devoid of the context and voiceJoaquin that gives Whitethe moment 100 percent effort. So he was Hissey stands on the Jensen and Ian if it shows something not normally observable by the human eye. For given this chance; he was put sideline of his first Hackworth set up a example, was a wide-angle lens used? Or time-lapse photography? meaning, emotion, opinion, humanity. I can’t tell you in as running back. On one of high school football moving camera rig “I can always count on seeing the last possessions, he got game. The Knights for their upcoming Explanations also are needed for special effects, such as the use of an how many times a good conversationJoaquin aboutat the early a photomorning has the ball, and then he scored. won the game, 8-6, film web series Everyone went crazy. It was a project, they were inset or a picture sequence. given the photo the context andworkouts depth and tothe makepractices.” it an in a tight battle —coach big deal.” against Anderson photographed and indelible moment and a story worth remembering.” —freshman on Aug. 29 at House interviewed by • Reflect the image. Caption writers should make sure that the words Brad Bernard Park. Hissey got Drew Smith for a Gibson also noted that the standards of accuracy, clar- Jaxon Rosales New York Times accurately reflect the picture. If a picture shows two or more people, the the attention of ity, completeness and good writing are as high for cap- his teammates as article comparing cutline writer should count the number of identifiable people in the photo The McCallum freshman team secured the victory he walked off of high school AV tions as for other type. the field, without clubs to the club in and check the number of the people identified in the caption to make against Lanier early in the game on Oct. 11 at Nelson Baseball Netflix’s “Stranger Field, but before the game ended with a 60-6 final score, knowing he was “As with headlines, captions and cutlines must be dripping in blood. Things.” Photo by certain that they match. Make sure that the caption does not include the something special happened, something that caused the e Bella Russo. f r Photo by Risa crisp. As with stories, they must be readable and infor- o g t sidelines to erupt in cheering and celebration. name of someone who has been cropped out of the original photo. Do Freshmen players embrace White along Darlington-Horta. FALL First-year football player Joaquin White entered the game mative.” the sidelines as he runs back after his not refer to color elements in the image if the image will be printed in as running back and scored the first touchdown of his life. Winter said, “A good caption starts with a conversa- touchdown near the end of Mac’s 60-6 Players along the sidelines leapt in celebration and normally 023 black and white. victory over Lanier at Nelson Baseball Field Page by tion with the person in the photo. Canstoic you coaches tell meflashed what broad smiles of approval. M. MacLaurin on Oct. 11. Photo by Annabel Winter. • Check the spelling of names. The photographer (and all subsequent is happening in this photo? And then the questions that editors) should check the spelling of names in the story against the follow need to be a real conversation where you listen to names in the caption to avoid discrepancies. what the person says and encourage them to add detail • Avoid long sentences. Caption writing triggers a temptation to use long and context. You can have the conversation in person, sentences. Avoid that temptation. over the phone, in an Instagram direct message, even on Zoom, so long as you are doing the interview in a way that allows you to have a conversation and ask follow-up questions to get to the real story behind the photo.” Leslie0 Shipp2, MJE,2 adviser at Johnston High School 28 | COMMUNICATION: JOURNALISM EDUCATION TODAY | a publication of the Journalism Education Association SUMMER 2021 042 homecoming

SPARKLERS During the National Anthem, juniors Emily Hallstrom and the and Jailyn Serrano sign the word ‘sparkle’. They practiced signing every Friday morning before school. are... “We have silent dinners where we don’t talk, we just sign,” Emily said. “It’s interesting being able to express winners words without speaking.” photo by Aden Lantos TO THE ONE NIGHT ONLY During half time, senior Caroline Swan accepts her crown. She attended the game to accept her crown after being unable to play in the volleyball game that night. “I knew I wasn’t going to be able to play because I had the stomach flu,” Caroline said. “But you only get one chance for hoco as a senior and I already bought the dress and didn’t want to miss the opportunity.” Mariana Ramirez Melanie Russell KING AND QUEEN: ANDREW PITTS & BROOK NAULTY BEAU AND SWEETHEART: BRADY SCHROEDER & ADLYN LARSEN limit PRINCE AND PRINCESS OF: FINE ARTS: ERIC BOATMAN & HANNAH FREEMAN CLUBS: GRANT WHEELER & ARIANA NAVARRO ATHLETICS: MICAH ARDILA & CAROLINE SWAN SPECIAL OLYMPICS: JACOB WINDHAM & ERROLYNN FLORIDA

Mariana Ramirez

042 homecoming

SPARKLERS During the National Anthem, juniors Emily Hallstrom and the and Jailyn Serrano sign the word ‘sparkle’. They practiced signing every Friday morning before school. are... “We have silent dinners where we don’t talk, we just sign,” Emily said. “It’s interesting being able to express winners words without speaking.” photo by Aden Lantos TO THE ONE NIGHT ONLY During half time, senior Caroline Swan accepts her crown. She attended the game to accept her crown after being unable to play in the volleyball game that night. “I knew I wasn’t going to be able to play because I had the stomach flu,” Caroline said. “But you only get one chance for hoco as a senior and I already bought the dress and didn’t want to miss the opportunity.” Mariana Ramirez Melanie Russell KING AND QUEEN: ANDREW PITTS & BROOK NAULTY BEAU AND SWEETHEART: BRADY SCHROEDER & ADLYN LARSEN limit PRINCE AND PRINCESS OF: FINE ARTS: ERIC BOATMAN & HANNAH FREEMAN CLUBS: GRANT WHEELER & ARIANA NAVARRO ATHLETICS: MICAH ARDILA & CAROLINE SWAN SPECIAL OLYMPICS: JACOB WINDHAM & ERROLYNN FLORIDA

Mariana Ramirez

Elizabeth Chan Homecoming game ends 42-45 in double-overtime “I brought my date from Allen and he “The game was exhilerating, said that our homecoming was definitely better than it was a blast. I hung out with my friends and had a

theirs. He enjoyed the game a lot and I would say it great time. When we went into double overtime I got Adrian Wilson was probably one of the best games of the season. really excited so it was disappointing after the loss. EMOTIONAL ROLLERCOASTER My friends and I went to IHOP after so that was a During the first half of the game, junior Jacob MANDY LIPSEY, 10 Elizabeth Chan Jackson and seniors Aly Grider, Jennifer Sandoval good way to end the night. PUSH UPS FOR TOUCHDOWNS and Aryana Jamshidi lean to the left immitating a After another touchdown is made, the rollercoaster. That past week, Aryana had spent “Before the game I went to dinner with BEN RUNYAN, 12 Headhunters, juniors Danny Eaker, Nathaniel hours participating in school spirit activities. “The my friends but overall the game was fantastic. I Jefferies and Blake Weaver complete push ups to game was going uphill the whole time,” Aryana said. was having heart attacks in the bleachers when we “The game itself kept me on the edge meet the score. “Being a Headhunter really gets “It broke my heart that it was our last homecoming went into double-overtime. It was an emotional of my seat because the score was really close, and you out of your shell,” Nathaniel said. “Everyone game but I wouldn’t have traded this experience for rollercoaster of screaming. I cried multiple times. I everyone was freaking out. That part was really fun was excited and hopeful to win and looking up at Elizabeth Chan LITTLE BRO the world.” everyone in the stands I just felt pride.” almost punched this kid in front of me in the back of because I was with my close friends, but it also made Down on the field, senior Leslie Romero stands THROWING DOWN the head. me mad because we lost.” HOMECOMING LOSS with her younger brother, Marco. She was Quarterback senior Kelvin Thomas throws the ball After Plano East scored the last field goal winning nominated for Princess of Clubs. “They told us to during the first quarter of the game. The festivities ANNA THOMPSON, 11 ALIYANARAH FORTUNA, 10 the game, senior Cordrick Dunn sits down in shock. bring someone to walk us down the field so we put of homecoming week helped movitvate him to play The game had ended in a three-point loss in double my little brother in a suit and tie,” she said. “He was his best. “Being the quarterback is a blessing,” he Elizabeth Chan overtime. “I had tried to block their field goal but I very curious about everything and kept asking me said. “I just felt really good being one of the leaders missed it,” he said. “I was pretty emotional because I questions like why we were on the big screen or of the team,” had a lot of history with the team we played.” why everyone was clapping.” Homecoming game ends 42-45 in double-overtime Aden Lantos “I brought my date from Allen and he “The game was exhilerating, said that our homecoming was definitely better than it was a blast. I hung out with my friends and had a theirs. He enjoyed the game a lot and I would say it great time. When we went into double overtime I got Adrian Wilson was probably one of the best games of the season. really excited so it was disappointing after the loss. EMOTIONAL ROLLERCOASTER My friends and I went to IHOP after so that was a During the first half of the game, junior Jacob MANDY LIPSEY, 10 Elizabeth Chan Jackson and seniors Aly Grider, Jennifer Sandoval good way to end the night. PUSH UPS FOR TOUCHDOWNS and Aryana Jamshidi lean to the left immitating a After another touchdown is made, the rollercoaster. That past week, Aryana had spent “Before the game I went to dinner with BEN RUNYAN, 12 Headhunters, juniors Danny Eaker, Nathaniel hours participating in school spirit activities. “The my friends but overall the game was fantastic. I Jefferies and Blake Weaver complete push ups to game was going uphill the whole time,” Aryana said. was having heart attacks in the bleachers when we “The game itself kept me on the edge meet the score. “Being a Headhunter really gets “It broke my heart that it was our last homecoming went into double-overtime. It was an emotional of my seat because the score was really close, and you out of your shell,” Nathaniel said. “Everyone game but I wouldn’t have traded this experience for rollercoaster of screaming. I cried multiple times. I everyone was freaking out. That part was really fun was excited and hopeful to win and looking up at Elizabeth Chan LITTLE BRO the world.” everyone in the stands I just felt pride.” almost punched this kid in front of me in the back of because I was with my close friends, but it also made Down on the field, senior Leslie Romero stands THROWING DOWN the head. me mad because we lost.” HOMECOMING LOSS with her younger brother, Marco. She was Quarterback senior Kelvin Thomas throws the ball After Plano East scored the last field goal winning nominated for Princess of Clubs. “They told us to during the first quarter of the game. The festivities ANNA THOMPSON, 11 ALIYANARAH FORTUNA, 10 the game, senior Cordrick Dunn sits down in shock. bring someone to walk us down the field so we put of homecoming week helped movitvate him to play The game had ended in a three-point loss in double my little brother in a suit and tie,” she said. “He was his best. “Being the quarterback is a blessing,” he overtime. “I had tried to block their field goal but I very curious about everything and kept asking me said. “I just felt really good being one of the leaders missed it,” he said. “I was pretty emotional because I questions like why we were on the big screen or of the team,” had a lot of history with the team we played.” why everyone was clapping.” Aden Lantos

Will Burch, Johnston High School (Iowa) | Judge’s comments: “Besides telling LEXI HARRIS, McKinney High School (Texas) what’s happening in each photo, the writer also included a lot of statistics in each caption. It’s rare to see stats in sports captions. It was great to see so many.”

y yearbook editor brought me a great re- (Iowa), said, “It’s awful to look at the photos in an old TERMS Maction photograph to use on a division page. I remembered the moment in the photo and didn’t want to include it in the book even though it was up close and in focus. The photo showed a girl who was the last to be named to our homecoming court. Whoopee. Her name was the last called at the end of the pep rally, and she tumbled down the bleachers squealing in front of the entire yearbook but have no idea what is happening because student body. Finally she made it to the gym floor where she collapsed into the arms of her best friend. I had never seen a more ridicu- lous display in my entire life; furthermore, I • “Caption” and “cutline” are often used interchangeably. thought this child seriously needed to get a life if being on homecoming court made her this happy. My editor countered that this was a great photo. I argued that we shouldn’t encourage no one wrote any captions. Storytelling photos grab our this type of reaction by rewarding it with a dominant photograph on the division page. It was up to her, but I would never use it. Period. captionsBy Lori ogLesBee As a rule, we included a quote in each cap- Layout and design By adam Fortner and BradLey WiLson tion in the yearbook. So the editor, Glenda, interviewed the girl, Krista, thinking a quote better than “I can’t believe they called my • Wild art. Photographs that do not accompany a story name,” would persuade me to bestow my attention. Well-written captions share the little stories blessing upon her using the photo. Looking at a picture a great story Glenda interviewed Krista at length and without a caption is found a wonderful story, a story no one would have known without an in-depth caption. like watching televi- Krista’s last name began with a “W,” and sion with the sound by some goof from the office, the names were often are called “wild art.” The captions for wild art should called out alphabetically though few had real- ized it. Fourteen other girls made the court; not told by the photo that make being human interest- turned off. only one spot remained. The world was grow- ing dim for Krista as each slot passed by. Neither popularity, a chance for queen dom, nor a new suit, none of these things, had been the motivation for Krista’s excitement. Krista had five older sisters who had attended the same school, and all five had been members of provide the same basic information that a story does. the homecoming court. Krista, the youngest, didn’t want to be the only one in her family ing. Words and photos need to be together to tell good not to make the court. She couldn’t recall exactly what had hap- UP IN FLAMES  Chemical changes and physical pened that afternoon, she just remembered changes such as the one Trey Grubb watches in the rush of relief she felt when she heard her chemistry class were an ordinary part of the new name. science curriculum. “Sometimes the flames went A great story would have been lost had an up about three feet causing the heat to somewhat obstinate adviser had her way. It became the dominant photo on the spread. Glenda was Include answers to the basic 5Ws and H — who, what, ‘singe’ the ceiling,” said freshman Mike Payne. right. stories. Like soap and water. You can use water without Photo by Cameron Livingston. soap, but why?” when, where, why and how. Then add information. Give as complete a story as possible. Give the reader places to go READ MORE Boehringer pushes the point even more. Oglesbee, Lori. “Avoid the obvious. No, kids weren’t ‘enjoying’ the for more information. (Winter 1998). chemistry lab in the photo. The writer talks about ‘fun • Accompanying art. If a picture is running with a story, a “Captions” in and excitement’ when they’re too lazy to do the reporting Communication: lengthy caption is rarely necessary. Sometimes a single line Journalism Education it takes to find the story behind the image. You need a is sufficient to identify the people or situation shown in the Today, 32(2), 2-6. good interview to achieve this.” picture and to make clear their relationship to the story. Shipp also discussed the importance of talking to However, many readers will read nothing but the caption people in the photo — accenting why the responsibility and the headline. Therefore, the caption must strike a for gathering caption information falls on the photogra- balance between telling enough information for the reader pher — and the format for a caption. to understand the photo and its context while being as “Most good captions have at least two sentences. The concise as possible. first tells what is happening in the photo. The second shares information not found in the photo. The second sentence could be a quote, sports stats, or other back- ground information. To find this information, show the photo to the person in it and ask them to talk about what is happening.” n

SUMMER 2021 COMMUNICATION: JOURNALISM EDUCATION TODAY | a publication of the Journalism Education Association | 29 TIME ELEMENTS An introductory note Instructions from the Associated Press provide solid guidance for photographers writing captions that will be archived with images and placed in the metadata. The DATE, including the day of the week, day and year must appear in the body of all captions if known. If only the year and/or month is known, use that. Do not say “recently.” In file photos use the date the photo was originally shot, if known. If the date is not known, get as close as you can even if only the year is known. However, when the image is used online or in print, designers and editors should follow the guidance for days and dates in the Associated Press Stylebook. A problem Most media outlets use a caption style that calls for the first sentence to be written in the present tense and for subsequent METADATA sentences to be in the past tense. The rationale is that the first sentence tells the reader what is happening in the photo. Photographers are responsible for writing captions for any photo they submit for publication now or for archiving. Eric Gay shot the photo in 2015 and it ran as Subsequent sentences tell the context and background for what wild art in numerous media outlets. happened. Rafters navigate through rapid waters along the Guadalupe River, Tuesday, Example for archive June 2, 2015, in New Braunfels, Texas. Rafters and kayakers are taking advantage of the high and swiftly running river after recent heavy rains. AP New Orleans Saints quarterback Drew Brees (9) passes under photo by Eric Gay pressure from Chicago Bears defensive tackle John Jenkins (90) Photographers should gather the information while on scene. It’s very difficult to in the second half of an NFL wild-card playoff game in New get names after the fact. How would you have gotten the names of the rafters in Orleans, Sunday, Jan. 10, 2021. (AP Photo/Butch Dill) the picture above? A common flaw is placing the time element in the first The photographers should put complete captions in the metadata in Adobe sentence: … passes … Sunday, Jan. 10, 2021. Photoshop, Adobe Bridge, Adobe Lightroom, Photo Mechanic, Photopea or whatever tool photographers use for editing metadata. Photos without captions Given that the photo ran in print publications after the day of should not be archived as it will be increasingly difficult to get names of the game, it is incongruous to have both the present-tense verb identifiable people in the pictures. and the past-tense time element (as adverbial information) in the same sentence. A solution The easiest solution is moving the time element to a subsequent sentence. It also is possible to avoid the incongruity by using the time element as adjectival information: … passes under pressure … in the second half of the Sunday, Jan. 10, 2021, wild-card playoff game in New Orleans. Some publications omit the time element from single-line captions. This practice often mars reader understanding. Include a time element to inform the reader when the action pictured was taking place. For publication In Monday’s print publication, the caption would read…

New Orleans Saints quarterback Drew Brees (9) passes under ORIGINAL CAPTION pressure from Chicago Bears defensive tackle John Jenkins (90) A student crowd surfs during the Avett Brothers’ performance at Pack Howl. in the second half of a Sunday’s wild-card playoff game in New Photo by Aria Behrouzi Orleans. (AP Photo/Butch Dill) EDITED CAPTION SURFING | Senior Eli Tiller crowd surfs during The Avett Brothers’ performance at Pack Howl in Reynolds Coliseum. “I have crowd surfed before, but the crowd surfing was the best I’ve ever done,” Tiller said of the Oct. 26 event. “Everyone was tossing me back and forth like the first-place hot potato at the State Fair. It seemed like I was up there for a couple of hours.” Photo by Aria Behrouzi

30 | COMMUNICATION: JOURNALISM EDUCATION TODAY | a publication of the Journalism Education Association SUMMER 2021 NAME______

EXERCISE

PHOTO CAPTIONS DIRECTIONS Below are four photos with some information. On your own paper, write the introductory sentence for each caption based on that information. What other questions would you ask and who would you ask them of to get secondary sentences and quotes? Write three other questions with potential sources.

Who: Alabama Crimson Tide defensive back Brian Branch (14) and Ohio State Who: Missouri Valley College junior Colton Crawford Buckeyes Garrett Wilson (5) What: Crawford hangs on to a horse named Chestnut Fire for 8 seconds. What: Branch breaks up a pass intended for Wilson. When: The Championship College Rodeo was held on Saturday, Oct. 17, 2021. When: The play was during the first half of the 2021 College Football Playoffs Where: The rodeo was held at the Sikeston Jaycee Bootheel Rodeo grounds. National Championship game, Monday, Jan. 11, 2021. Credit: Devin Duffie Where: The game was played in Miami, Florida. Extra: Crawford was awarded 74 points for the championship ride and picked up Credit: Matt Stamey 40 team points on the weekend in Bareback Riding.

Who: Florida Gators center Jason Jitoboh (33) Who: freshman Cody Knox What: Jitoboh reacts after a dunk against the Tennessee Volunteers. What: Knox won his Overwatch esports match against the Advance Hornets. When: He made the dunk during the second half of an NCAA college basketball When: Knox celebrated on Friday, Jan. 31, 2020 in the computer lab. game Tuesday, Jan. 19, 2021. Credit: Devin Duffie Where: The game was played in Gainesville, Florida. Quote: “I pulled off a very difficult play and somehow successfully held off the Credit: Matt Stamey other team on my own. It was easy, but I was very glad we picked up the win.”

SUMMER 2021 COMMUNICATION: JOURNALISM EDUCATION TODAY | a publication of the Journalism Education Association | 31 AN ONLINE MASTER'S DEGREE IN JOURNALISM FOR TEACHERS? WE'VE GOT WHAT YOU'RE LOOKING FOR ...

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GET A DEGREE OR TAKE A FEW COURSES TO GET AN EDUCATION. For more information contact Candace Perkins Bowen at [email protected], or visit www.kent.edu/csj/ online-masters-degree-journalism-educators-0

School of Media and Journalism

My JEA mentor has been such a blessing. She helped advocate for my program, direct me to resources and has answered questions beyond my level of expertise. I don’t think I could’ve done this job without her. The JEA Mentoring Program hasn’t been just good for me, JEA Mentoring Program but it has motivated my students, too. As a first-year adviser, our yearbook won several awards and competitions, and the program hadn’t won or even competed in over a decade. Students finally saw what their yearbook could be, and it was because I had so much help in the mentoring program.” Get involved at — Mentee Kelley Lange of Ralston High School in Nebraska. Lange has been working with mentor Stephenie Conley, MJE, since the fall of 2019. www.JEA.org

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Steps to Autonomy: A resource for extracurricular newspaper advisers LINDSAY M. COPPENS KENT STATE UNIVERSITY

ABSTRACT By embracing leadership opportunities and autonomy, scholastic journalism engages and empowers students. However, establishing essential structures, policies and principles while coaching a staff to be autonomous can be especially overwhelming for extracurricular advisers, who do not meet with their staffs regularly during the school day and may have less time to implement thorough curriculum plans. A 2011 survey found almost 15% of high school news- papers are extracurricular (Goodman, Bowen & Bobkowski, 2011, p. 2). These extracurricular advisers face unique challenges in fostering autonomy. While there are a myriad of resources available for scholastic publication advisers and journalism teachers, there are few resources spe- cifically for those who advise newspaper clubs. This project is a website for extracurricular advis- ers, which identifies concrete steps for advising a newspaper while fostering student autonomy and empowering students. The steps are accompanied by activities, exemplars and links to addi- tional resources. Grounded in research and advisers’ experiences, the site provides guidance for advisers in developing policies, procedures and best practices to help empower a newspaper staff.

INTRODUCTION Student journalism, whether curricular or extracurricular, should be autonomous, empower- ing and responsible. The best student journalists have a firm grasp of law and ethics. They have the skills and knowledge to report accurately and in a balanced way about routine as well as Steps to Autonomy: controversial topics. They act independently as a vital part of their school’s community. A Guide for Scholastic journalists are able to take on controversial topics and foster important conversa- Extracurricular tions when they have an adviser who empowers them to do so. However, even in schools where Newspaper Advisers there is no prior review or threat of overt censorship, research has found the complex relationship https://extracurricu- between a newspaper adviser and the student staff may lead to self-censorship, even if unintend- larnewspaperadviser. ed. If clear structures, policies, roles and principles are not in place, even the most experienced news.blog/ and well-intentioned advisers may limit their staff’s autonomy (Dickson, 1994). New advisers, who may not have experience or mentors, need help in establishing effective policies and prin- ciples. All advisers, new or experienced, curricular or extracurricular, who value an independent student press must be reflective and aware of the power they bring to the position while working consciously to foster student autonomy. Unfortunately, many advisers, and especially those of extracurricular publications, are Coppens, Lindsay. (2021). “Steps to stretched for the time to reflect and to develop policies and procedures to support a truly student- autonomy: A resource centered publication. According to a 2011 survey by The Center for Scholastic Journalism at Kent for extracurricular State University, almost 15% of high school newspapers are extracurricular (Goodman, Bowen newspaper advisers.” & Bobkowski, 2011, p. 2). While extracurricular programs can thrive separate from the school Communication: Journalism Education curriculum, advisers of extracurricular programs face unique challenges. Today, 54(4), 23-33. continued on page 34

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continued from page 33 Advising a publication on top of a full teaching load and not having editors and staff in class for daily meetings, check-ins, workshops and work time together can feel daunting and over- whelming. Among other tasks, advisers must help student journalists learn skills and principles, develop structures and acquire resources so the publication schedule runs smoothly, facilitate communication not only within the staff but also between editors and administrators, step in as a coach when students ask for help and do all of this while fostering a culture where the students are empowered and autonomous. To be most effective, advisers work tirelessly to be seemingly AUTONOMY (N.) invisible. They encourage, they listen, they question and they step back whenever possible, but the quality or state of they are always present to support when needed. Extracurricular advisers must do all of this after being self-governing school hours in addition to their full-time job. self-directing freedom There are many resources online for publication advisers in general, including the Journalism and especially moral Education Association’s curriculum units with detailed lesson plans, slideshows and handouts, independence which are available for JEA members; the JEA Student Press Rights Committee’s blogs and quick a self-governing state tips, which include concrete suggestions; the Student Press Law Center’s website, which includes quick guides and more in-depth tools for advisers and students; and resources such as The McCormick Foundation’s Protocol for Free & Responsible News Media and the Principal’s Guide to Scholastic Journalism. In addition, individual publication advisers have shared their experiences AUTONOMY (N.) and tips in various journal articles and blog posts. These sites, along with conferences and gradu- Autonomy is the control ate course work, provide valuable resources for all scholastic advisers; however, few are specifi- or government of a cally directed to extracurricular advisers. country, organization, Advising scholastic publications can be the most rewarding work in an educator’s career, but or group by itself rather it can also feel overwhelming and alienating, especially for those who do all their work outside than by others. of school hours. Extracurricular advisers will benefit from having a resource especially for them. Autonomy is the ability This resource draws from theory, expertise and experience to be a place where extracurricular to make your own advisers can find guidance, resources and concrete steps toward fostering student autonomy decisions about what while helping their staffs run a newspaper responsibly. to do rather than being influenced by someone LITERATURE REVIEW else or told what to do. This literature review will discuss the impacts of scholastic journalism and the need for auton- omy in scholastic publications, the connection between advisers and self-censorship, the road to an autonomous scholastic publication, and one adviser’s way to train and empower scholastic AUTONOMY (N.) journalists without a class. • independence or freedom, as of the will Impact and Empowerment of Scholastic Journalism or one’s actions According to a 2011 survey by The Center for Scholastic Journalism at Kent State University, • the condition of being 96% of U.S. public high schools provide the opportunity for students to participate in some autonomous; self- sort of student media, with 64% of schools (or approximately 11,619 high schools) producing government or the right a student newspaper. Of those schools with student newspapers, the survey found that 86% are of self-government produced in relationship with a class, with 14% (or approximately 1,626 newspapers) produced • a self-governing as an extracurricular activity (Goodman, Bowen & Bobkowski, 2011, p. 2). opportunity Scholastic journalism is an ideal opportunity for student engagement and empowerment, and students thrive when they are allowed to make editorial content decisions. Frank LoMonte, for- mer executive director of the Student Press Law Center, noted in a 2011 column, “Students who are allowed to make their own editorial judgments — with a light hand of guidance from a well- freedom trained faculty adviser — experience the pride and validation for which teenagers are starved.” liberty Clark and Monserrate (2008) found that when expressing their own views on chosen topics, as self-determination students receive both positive and negative feedback from community members, the students come to see themselves as members of a larger collective to which they actively contribute. This self-government engagement also motivates them to continue to contribute to the collective in the future. self-rule sovereignty Advisers and Self-Censorship For scholastic journalists to reap these benefits, it’s essential they have the freedom to make content decisions. However, even in schools where there is no prior review or threat of external censorship, self-censorship, possibly due to advisers’ influence, can threaten student autonomy. In general, educators may be less supportive of students’ First Amendment rights when it comes to controversial topics. According to a 2017 survey conducted by the John S. and James L.

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Feisty students, administrators collaborate for free expression When arbitrary school authori- by law sometimes enkindle embar- ties impede the engagement of rassment, vulnerability, provoca- free and responsible student news tion, altercation and constraint, media, they demonstrate the most but those consequences are inher-

harmful contradiction in American ent in the checks and balances IMPACT Feisty students, administrators high schools: Practice what auto- that protect America’s democratic collaborate for free expression BY RANDY SWIKLE, CJE consequences are inherent in the checks and balances that protect America’s democratic values. They apply to Yesteryear, newsboys peddled the press on busy street every stakeholder in American education — including corners by shouting sensational headlines, waving feisty principals and students. front pages and hawking diverse information that fueled The best interests of democracy and civic education American democracy. are not served by school officials who are guided by cratic principals say, not what Today, a phenomenal transformation of media — pro- self-serving, prejudicial or other arbitrary priorities, who values. They apply to every stake- pelled by bolts of innovation and thunderous reverbera- seek to control and contain rather than to cultivate and tions from a domain called cyberspace — has revolution- to contemplate the perspectives offered in student news ized journalism and the world of communications. media, who seek to minimize rather than maximize First Randy Swikle Youngsters are not circulating newspapers any more. Amendment values and protections and who muzzle student voices. They are creating and cultivating their own. Additionally, Those who aspire to “the best of times” in scholas- they are immersed in extraordinary new media that pro- tic media are wise to look at the nation’s best scholastic vide instantaneous dissemination of news and opinions. journalism programs for inspiration. They produce free Their venue of journalism engagement has evolved from democratic principles instill. and responsible student news media. They authenticate holder in American education — street corners to school communities where the newbie the value of student news media that serve democratic practitioners are eager to deliver the functions and the principles. They all prioritize responsibility and loyalty to principles of American journalism with perspectives citizens above blind obedience and automatic adherence focused on the arena of secondary education. to autocratic decisions and regulations. The feisty rookie reporters are making waves. They The Echo’s journalism program inspired students to cover sensitive issues, pursue controversial stories and appreciate Walter Cronkite’s maxim, “Truth knows nei- deal with the ethics of their craft. They exercise per- ther friend nor enemy, nor can those who pursue it.” sistence and courage when their news and views are The students stirred their community with controversial, Rather than suppress student unwelcomed by those school officials who prioritize including principals and students. sensitive and always insightful stories that aroused the public relations facades above authentic journalism and anger of some, the gratitude of others and the awareness “student welfare” rationalizations above true student of everyone. empowerment benefits. The Echo reunion is part of the solution to arbitrary When arbitrary school authorities impede the engage- decision making by scholastic journalism overseers and ment of free and responsible student news media, they to the erosion of exemplary American news media func- demonstrate the most harmful contradiction in American tions and standards pursued by students in secondary high schools: Practice what autocratic principals say, not schools. The planning committee made that goal clear news media under the guise that what democratic principles instill. by working to collect sponsorships — sufficient for the The best interests of democ- Rather than suppress student news media under the event extras and for an inspirational donation to the guise that their coverage is deficient, discomforting, dis- Student Press Law Center. Because these alumni know Randy Swikle ruptive or dangerous, authorities should do what good the importance of Freedom of Expression, they wanted educators are supposed to do: Help students remedy any to make a visible challenge: Can publication alumni genuine problems to align their work with exemplary throughout the nation find similar ways to support SPLC journalism standards. The solution is simple: Collaborate financially? instead of censor. Working together, administrators, instructors and their coverage is deficient, dis- Democratic principles such as transparency, account- student journalists can take a cue from the newsboys of racy and civic education are not ability, citizen empowerment, civic engagement and rule a century ago: Make waves (but not tsunamis); be feisty; by law sometimes enkindle embarrassment, vulnerabil- generate rousing noise and hawk the diverse, far-reach- ity, provocation, altercation and constraint, but those ing value of their media. n

Let all journalism students strive for their highest potential. | Let all scholastic journalism program begin the new school year with a strategic plan to rally advocates of scholastic journalism. | Convince school decision- makers to support free and responsible student news media in the best interests of learners, educators and school communities. comforting, disruptive or dangerous, authorities should FALL 2015 COMMUNICATION: JOURNALISM EDUCATION TODAY | a publication of the Journalism Education Association | 35 served by school officials who are guided by self-serv- do what good educators are supposed to do: Help stu- ing, prejudicial or other arbitrary priorities, who seek Reprinted from Swikle, dents remedy any genuine problems to align their work to control and contain rather than to cultivate and to Randy. (Fall 2015). with exemplary journalism standards. The solution is contemplate the perspectives offered in student news “Feisty students, admin- simple: Collaborate instead of censor. istrators collaborate media, who seek to minimize rather than maximize First for free expression” Democratic principles such as transparency, account- Amendment values and protections and who muzzle stu- in Communication: ability, citizen empowerment, civic engagement and rule dent voices. Journalism Education Today 49(1). Knight Foundation, “Sixty-one percent of teachers believe that students should not be allowed to report on controversial issues in student newspapers without the approval of school authorities” (Mitchell, 2018). While this statistic reflects the beliefs of teachers in general, research shows that those who advise publications have a strong influence on self-censorship of scholastic publica- tions. As Filak and Millera (2008) question, … how many cases of censorship fly under the radar because they are per- petrated by the individuals closest to the newspaper … how often are high school newspaper advisers engaging in self-censoring behaviors while helping to shape the content of the student newspaper” (p. 13)? Dickson (1994) explored self-censoring behaviors and found the amount of an adviser’s jour- nalism training and advising experience related to whether the newspaper ran stories on contro- versial topics and whether the newspaper’s content was discussed with administrators prepubli- cation. However, adviser training and experience were not always harbingers of increased press freedom and student autonomy. Dickson’s study revealed that while those advisers with more journalism training and experience were more likely to disagree with the Hazelwood ruling, they were also: … more likely than their less-educated and less-experienced counterparts to use prior restraint. It also appears that more knowledgeable and better trained advisers tend to intimidate their students more than poorly trained, inexperienced ones and that their students tend to be more deferential. Thus, their student editors may be more likely to use self-censorship (Dickson, 1994, p. 62-63). Dickson’s findings emphasize the power advisers wield in their ability to influence students’ decision-making. However, other studies indicate advisers with more knowledge and passion for scholastic press rights are more supportive of students choosing to run controversial content LAW & ETHICS STAFF TRAINING: Steps to (Wagstaff & Knopf, 2017). Although seemingly contradictory, both studies emphasize the impor- Autonomy: A Guide for Extracurricular tance of the advisers’ relationships with their staffs and reinforce the need for all publications, Newspaper Advisers both curricular and extracurricular, to have policies, protocols and systems to develop trust and https://extracurricularnewspaperadviser.news.blog/ open communication. law-ethics-staff-training/ Most students believe it is important to be able to cover controversial topics and express unpopular opinions. According to the 2017 Knight Foundation survey, “91% of the 11,998 high school students questioned agreed that people should be able to openly express unpopular opinions” (Mitchell, 2018). In contrast with the more than 60% of teachers who believe stu- dents should not be allowed to report on controversial topics without administrative approval, according to the survey, “63% of students felt they should be allowed to publish controversial continued on page 37

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continued from page 35 stories without prior approval from school authorities” (Mitchell, 2018). The majority of students believe in their right to practice good journalism. As Wagstaff and Knopf (2017) assert, Good journalism is investigative and provocative. Good advising should be experiential journalism education. But when advisers question their role as the journalism experts in their schools and hesitate to lead their students into practicing good journalism — often by chasing controversial stories — the educational process becomes limited (p. 39). Advisers, both curricular and extracurricular, must find ways to be confident in their role as the journalism experts while coaching their staffs to be the leaders in practicing good journalism with scholastic press freedom.

The Road to an Autonomous Scholastic Publication Scholastic press experts believe advisers can help students take steps toward autonomy. One step is for students to understand and embrace their place in the history and legacy of their pub- lication. The McCormick Foundation’s Protocol describes the need for scholastic journalists to “understand they are custodians, not owners, of their news medium. They have an inherent obli- gation in decision-making to consider the heritage of their news medium, the values of the school community … and the wants, needs and interests of readers/listeners/viewers” (The McCormick Nelson, Jack. (1974). Captive Voices: High School Foundation, 2010, p. 14). Journalism in America. New York: Schocken Books. According to the JEA’s Scholastic Press Rights Committee’s “Quick Tip” titled “Empowering student decision-making” (Bowen, 2017), all stakeholders having a clear understanding of the Journalism teachers and adviser’s role is another important step. The “Quick Tip” says the role of a scholastic media advisers (p. 89) adviser “incorporates teacher, coach, counselor, listener and devil’s advocate but not doer” and Given an atmosphere of relative encourages the JEA Adviser Code of Ethics as an adviser’s guide, reinforcing that advisers must freedom, quality journalism education depends more than let students “make all decisions including content, context and grammar” (Bowen, 2017). The anything else on teachers and “Quick Tip” also recommends publications have a thorough staff manual that includes a mission advisers who are committed to statement, policies and procedures, ethical guidelines, and resources for students to learn jour- the need for journalism in the nalistic methods and skills (Bowen, 2017). high school. In their reflection on how a scholastic newspaper can build community by acting indepen- dently and responsibly, Proudfoot and Weintraub (2002) reinforce the need for a mission state- Mike Wiener, journalism ment crafted by students to give them a sense of direction in working toward their goals and teacher at Canoga Park High ethics training as an important step toward student empowerment. In their case, the adviser and School (p. 96) students work with a focus on responsibility and dedicate much time to the ethical considerations A full opportunity must be of each story before and while pursuing it. This dedication to ethics training has become part provided for students to inquire, of the publication’s and the school’s policies, which has helped build trust and understanding to question, and to exchange between all stakeholders. ideas. They should not simply Retired adviser Randy Swikle (Johnsburg High School, Illinois) once asked his principal and be allowed but encouraged 2002 JEA Administrator of the Year, Chuck Dill, to list his expectations for his school’s newspaper to participate in discussions adviser. As Swikle explains in “10 ways to nurture scholastic journalism,” “His response serves as in which many points of a model for nurturing scholastic journalism.” Dill’s list is filled with words such as “encourage,” view, including those which are controversial, are freely “model,” “communicate” and “help.” Dill suggests advisers “should rouse students to pursue con- expressed. Students should be troversy along the route of discovery and to engage in rather than avoid contentious issues in safe, provided with avenues for the honorable ways” (Swikle, 2012). However, Dill also states that while advisers must “defend the research of ideas and causes right of students to apply First Amendment freedoms in school,” they also should “teach that the which interest them and should ‘right’ to say something doesn’t make it ‘right’ to say it,” reinforcing the importance of coaching be allowed to express their students regarding both the law and ethics (Swikle, 2012). Above all Dill recommends, opinion. As student journalists work to enlighten news consumers, they must take care to minimize harm and safeguard the integrity of their news medium. … The adviser should remind reporters to look beyond the likely impacts of a story, keeping alert to identify any undesirable consequences a story may hold in the shadows (Swikle, 2012). The SPRC also emphasizes the need for scholastic journalists to cover controversial topics in a responsible way by learning about and closely considering law and ethics. As John Bowen expresses in the blog post “Support the Unique Learning Student Media Provides” (2013), the process of covering controversial topics responsibly “leads to the most intense learning experi- continued on page 39

SUMMER 2021 COMMUNICATION: JOURNALISM EDUCATION TODAY | a publication of the Journalism Education Association | 37 PEER-REVIEWED | RESEARCH Ten attributes of the ideal student publications adviser BY CHUCK DILL Principal, Johnsburg High School (Johnsburg, Ill.) The faculty adviser for student publications holds one of the most sensitive positions in school. The individual’s influence reaches far beyond the classroom. The adviser’s guidance to student journalists and the subsequent actions they take often have an immediate impact on the entire community. We want that impact to be beneficial. Therefore, as a principal, I look for many noble attri- butes in the teacher who advises student publications. I want someone who will inspire students to exercise the power of the press in ways that best serve the community. I want someone who is consistent with my list of “The Top Ten Attributes of an Ideal Adviser of High School Student Publications.” The ideal publication adviser is someone who … No. 10: Understands the peripheral aspects of the job. It is more than simply teaching journalism. It is know- ing how to be a problem-solver, a counselor, a personal mentor, a friend, a businessman, a facilitator, a spokesman, to pursue goals to satisfy the drive, passion and purpose Chuck Dill, then a humorist, a custodian, and a hundred other “hats” that that come from within rather than to acquire materialistic principal at Johnsburg (Ill.) High any veteran adviser can pull from the closet. rewards of lesser meaning. School, delivers his No. 9: Communicates effectively. I’m not talking mere- No. 5: Stirs students to abandon apathy and engage acceptance speech ly about the ability to dot an “i” or cross a “t.” What I mean in discovery. Get off the fence and explore! Engage in con- during the Saturday is the skill of delivering information to achieve worthwhile troversy. It is part of the very nature of journalism. I want luncheon in Dallas Nov. 23, 2002. Photo goals. I mean using effective expression, psychology, diplo- an adviser who teaches students how to deal with contro- by Bradley Wilson macy and all the strategies of dissemination and persuasion versy in safe, honorable ways. to make a profound difference on the side of what’s right. No. 4: De­fends rights of students to practice­ the First READ his speech at No. 8: Promotes teamwork. Recognizing the far-reach- Amend­ ment.­ It is perhaps the most important cornerstone http://jea.org/wp/ ing influence of a student newspaper, the adviser promotes of our freedoms. However, too many schools examine it only blog/2002/11/23/ creating-a-haven-for- teamwork by communicating with individuals and groups in as distant theory. I want an adviser who will teach others consciousness/ a way that fosters cooperation toward achieving a school’s about the meaning of the First Amendment and who will central mission: enlightenment. Each “team” in a school defend the right of students, teachers and others to apply community has its particular goals, and sometimes one set its protection in schools. of goals may seem to conflict with those of another group. No. 3: Knows journalism and the strategies of The promotion of teamwork is achieved when the whole instruction. I want an adviser who participates in the school community recognizes the diversity that exists professional organizations of his field, who keeps aware of within, accepts differences, compromises and works coop- innovations and who constantly strives to improve strate- eratively toward the larger mission of the school. gies of instruction.

No. 7: Models how to accept criticism without feel- No. 2: Teaches that the “right” to say something Ten attributes of the ideal servicestudent publications adviser By CHUCK DILL Principal, Johnsburg High School No. 9: Communicates effectively. I’m not talking ing malice toward those who gave it. In supporting the doesn’t make it “right” to say it. It’s all about ethics. My (Johnsburg, Ill.) merely about the ability to dot an “i” or cross a “t.” What The faculty adviser for student publications holds I mean is the skill of delivering information to achieve one of the most sensitive positions in school. The worthwhile goals. I mean using effective expression, individual’s influence reaches far beyond the classroom. psychology, diplomacy and all the strategies of dissemi- The adviser’s guidance to student journalists and the nation and persuasion to make a profound difference on subsequent actions they take often have an immediate the side of what’s right. impact on the entire community. No. 8: Promotes teamwork. Recognizing the far- We want that impact to be beneficial. reaching influence of a student newspaper, the adviser Therefore, as a principal, I look for many noble attri- promotes teamwork by communicating with individu- central mission of school, a student newspaper sometimes adviser shows students how to balance rights with respon- butes in the teacher who advises student publications. als and groups in a way that fosters cooperation toward I want someone who will inspire students to exercise achieving a school’s central mission: enlightenment. the power of the press in ways that best serve the com- Each “team” in a school community has its particular munity. I want someone who is consistent with my list goals, and sometimes one set of goals may seem to of “The Top Ten Attributes of an Ideal Adviser of High conflict with those of another group. The promotion School Student Publications.” of teamwork is achieved when the whole school com- The ideal publication adviser is someone who … munity recognizes the diversity that exists within, No. 10: Understands the peripheral aspects of accepts differences, compromises and works coopera- performs a critical function that may be misinterpreted by sibilities. his job. It is more than simply teaching journalism. It tively toward the larger mission of the school. is knowing how to be a problem-solver, a counselor, a No. 7: Models how to accept criticism without personal mentor, a friend, a businessman, a facilitator, feeling malice toward those who gave it. In support- a spokesman, a humorist, a custodian, and a hundred ing the central mission of school, a student newspaper other “hats” that any veteran adviser can pull from the sometimes performs a critical function that may be closet. misinterpreted by some as a lack of loyalty. The stu- some as a lack of loyalty. The student publication adviser is No. 1: Can light a candle and not get burned by the 24 •‑COMMUNICATION: JOURNALISM EDUCATION TODAY SUMMER 2003 especially vulnerable to the emotional reactions of readers flame. Let the student publication light the way to dis- Reprinted from Dill, who feel that the content of certain stories and editorials covery. And as the students carry that candle of enlighten- Chuck. (Summer is contrary to the best interests of individuals and groups ment, let the adviser help them hold the shield of the First 2003) “Ten Attributes of the Ideal Student they care about. The ideal adviser answers even the most Amendment to deny those who would extinguish the flame. Publications Adviser” offensive reactions with civility. But let the adviser also caution students about the poten- in Communication: No. 6: Promotes intrinsic motivation. Through lead- tial hazard of the flame. And let him inspire good rather Journalism Education ership and by example, my ideal adviser inspires students than bad use of the flame’s awesome power. Today 36(4).

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“Advisers must ‘defend the right of students to apply First Amendment freedoms in school.’ They also should ‘teach that the ‘right’ to say something doesn’t make it ‘right’ to say it,’ reinforcing the importance of coaching students regarding both the law and ethics.” | CHUCK DILL, FORMER PRINCIPAL, JOHNSBURG HIGH SCHOOL (ILLINOIS), 2012

McCormick Foundation continued from page 37 Protocol For Free & Responsible Student News Media ence for the student staff. Balancing sources, researching legal language, seeking truth when it is hard to find is a top-notch learning opportunity.” To effectively coach students, Bowen recom- mends advisers seek their own mentors and help students maintain regular communication with school administrators, especially about controversial coverage. In her article “So You’ve Been Asked to Advise a Student Publication” (2007), Janet Ewell, who advised the newspaper at Rancho Alamitos High School in Garden Grove, California, sug- gests advisers establish processes and structures through which students can effectively exercise their press freedom. Ewell’s student-centered activities, which are based in a writer-workshop DOWNLOAD Protocol: For Free and Responsible model, give students a framework for success and methods they can employ autonomously. As Student News Media Ewell explains, even if teachers are not at the center or head of the newsroom, they need to plan http://jea.org/wp/home/ and embed mini-lessons throughout the production cycle. These include “leadership and editing for-educators/cjet/online- skills, page design and computer applications, and the rights and responsibilities of the student supp/ press — the First Amendment; laws regarding the student press, copyright, libel and privacy; PRINCIPLES media ethics; and news values” (Ewell, 2007, p. 33). OF EMPOWERMENT Ewell asserts it is important for advisers to help students develop methods of accountability 1. Student and teacher including “checking the status of the staff, checking the progress of stories through the multiple empowerment is essential and recursive steps in the writing process, facilitating responding sessions, and requiring reflec- in any school that practices tion from the staff after publication” (p. 33). Ewell also encouraged mentoring, with experienced democratic learning. staff co-writing with new reporters who may initially contribute only research as they learn the 2. The need for power and process. Ewell shared, “My older writers have been uniformly generous with the ‘baby journal- control emerges at an early ists’ as long as they are responsible and keep trying. Indeed, giving a hand to someone coming age, and the best schools up behind you is a basic value in journalism” (p. 34). provide empowerment opportunities for students Training and Empowering Without a Class to help them develop With so much to teach scholastic journalists while supporting their autonomy, how is it autonomous skills and ethical possible for extracurricular advisers to succeed without a class? Unfortunately, few resources values. are specifically directed to those in this situation. However, in the article “Motivated without a 3. Empowering students to class,” former Albuquerque Academy (New Mexico) extracurricular newspaper adviser Agustin produce free and responsible Kintanar describes how he implemented “strategies that emphasize editorial leadership, publica- student news media is effective when student tion quality, journalism training, staff development and community support” (Van Buren, 2013, rights are respected, p. 25). Similar to Ewell’s recommendations, Kintanar emphasized that an extracurricular staff adviser responsibilities are must have clear structure provided and reinforced by the publications’ leaders, including step- secure and administrator by-step deadlines for all aspects of production with clear patterns and systems that are followed pedagogical concerns are throughout the year (Van Buren, 2013, p. 29). With no regular class meetings, clear systems of addressed. communication are essential for extracurricular publications. For Kintanar’s staff, this means a lot 4. When principals empower of meetings and established peer mentors. journalism students and He checks in with the staff every Wednesday at lunch. Students spend three their advisers, they make lunch periods each week in one-to-one mentoring with editors and staff in it possible for them to addition to copywriting nights, meetings between section editors and report- maximize their potential. ers, and writer assignment contracts that give clear, specific tips and instruc- 5. When student empowerment tions (Van Buren, 2013, p. 29). is unjustifiably diminished, Kintanar emphasizes the power of mini-workshops and peer mentoring for staff training. students may sometimes try Similar to Ewell’s suggestions, Kintanar models mini-workshops at the beginning of the year; to satisfy their need for power in undesirable ways. however, student editors take on more of the responsibility for training the staff and nurturing morale as time goes on (Van Buren, 2013, p. 29). Like Protocol and the SPRC suggest, Kintanar continued on page 41

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40 | COMMUNICATION: JOURNALISM EDUCATION TODAY | a publication of the Journalism Education Association SUMMER 2021 PEER-REVIEWED | RESEARCH continued from page 39 also helps editors establish systems of communication with administrators and the wider com- munity. For example, the publication’s editor-in-chief has regular meetings with the head of the school to get story ideas and maintain a relationship based on “trust and goodwill,” and Kintanar hosts a parent night each year to share information about the publication, answer questions and build positive relationships (Van Buren, 2013, p. 33). Kintanar explained that his publication is particularly enjoyable and successful because staff members are not motivated by getting a grade or course credit but by having responsibility for content decisions.

Explanation of Project Few resources are available specifically for extracurricular advisers on how to develop poli- cies and procedures for a student press where staff members are empowered and autonomous. Extracurricular advisers, both new and experienced, must scrape together tips from various locations and search for lesson plans and curricula meant for hours of classroom time and then modify them for after-school club use. My project provides a valuable resource in the form of a website, Steps to Autonomy, especially for extracurricular advisers. The website is a platform to deliver methods, best practices, activities and resources to extra- curricular newspaper advisers while providing a sense of connection. Because extracurricular advisers inherently have less time to plan policies and activities and to interact face to face with their staffs, the website acts as a home base to help them more easily develop empowering phi- Death by Cheeseburger: High School Journalism in the losophies and practices. The website frames the topic of staff empowerment in the context of an 1990s and Beyond. (1994). Arlington, Virginia: Freedom extracurricular publication and provides a sequential path to build structures, understandings Forum. p. 105 and methods so advisers and newspaper staffs can thrive. The site provides guidance for extra- DOWNLOAD: https://www.freedomforuminstitute.org/wp- curricular advisers by identifying five steps, each with four “key components” (or substeps), in content/uploads/2016/10/dbc_web.pdf effectively advising a publication that values student autonomy. While steps are developed to be followed sequentially, users can pick and choose the topics they wish to dive into for specific You can’t print that! ideas and advice. Student press rights and Each step is based on pedagogical and journalistic research along with best practices of scho- responsibilities lastic journalism as established by professional organizations. Steps are briefly introduced and When student expression is each key component includes research and experience-based contextual discussion along with defended, newspapers flourish. multiple suggested activities and links to resources. These resources include adaptable activities, Eager young reporters write exemplars and further readings. The project uses resources and tips from other extracurricular bold, insightful, sometimes newspaper advisers, journalism professionals and scholastic journalism organizations. While controversial articles that many of the resources are for scholastic newspaper advisers in general, they were curated with accurately portray life for extracurricular advisers’ needs in mind. The site also includes additional advice on running a students and the school. The publication from current and former extracurricular advisers and a “Connect” section with a newspaper both gives news of the school and offers a public small, but hopefully growing, list of extracurricular newspapers along with links to scholastic forum for ideas. press organizations and useful social media. All aspects of the website emphasize developing When student expression is extracurricular programs that foster student empowerment. squelched, newspapers fade and become pale imitations METHODOLOGY of school life. Students may The research from my literature review was the framework for identifying key steps for be learning the basics of effective extracurricular advising with a focus on student empowerment. The five steps are newspaper production, but they “Law, Ethics & Role,” “Staff Structure,” “Starting Strong,” “Making Connections” and “Building are not learning the principles of Competence & Autonomy.” Although the steps and key components can be accessed in any journalism. order, the site is organized to be followed sequentially beginning with foundational concepts and ending with suggestions for self-evaluation. This sequential path would be especially helpful for new extracurricular advisers working to develop a framework, structures, policies, procedures and best practices for their publications. The site is intended to help advisers who may feel over- whelmed and not know where to begin or who are unsure where to find useful resources. Not only does Steps to Autonomy provide relevant resources in one place; it grounds those resources in context to help advisers better understand why it is important to incorporate each step into how they advise their extracurricular publications. The research from my literature review informed many of the activities and exemplars I devel- oped, adapted and collected to accompany each key component. These resources are not simply listed but woven through a research- and experience-based discussion of each component to continued on page 42

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“Students should understand they are custodians, not owners, of their news medium. They have an inherent obligation in decision-making to consider the heritage of their news medium, the values of the school community, … and the wants, needs and interests of readers/ listeners/viewers.” | PROTOCOL FOR FREE & RESPONSIBLE STUDENT NEWS MEDIA

McCormick Foundation continued from page 41 Protocol For Free & Responsible Student News Media provide clear context for why they are important and how they could be used. In creating and identifying activities and exemplars, I also revisited materials I produced in connection with my graduate classes at Kent State University and while advising for the past 10 years. I revised and further developed many of these activities so they could be used by other advisers. In addition, I interviewed four current or former extracurricular advisers from a variety of programs and with a range of experience. These advisers hailed from private and public schools, middle schools and high schools, and schools of varying sizes and demographics. Each interview DOWNLOAD Protocol: focused on best practices, methods to foster autonomy, structures and organization and advice For Free and from experience. Information and quotes from these interviews are woven throughout the steps, Responsible Student often providing multiple viewpoints on a given topic. The website “concludes” with a page of tips News Media from these advisers, especially for those just beginning their journey. http://jea.org/wp/ home/for-educators/ Finally, I combed through many scholastic journalism-related websites for resources that cjet/onlinesupp/ would be useful in direct connection with the steps. The sites I reviewed extensively include, but are not limited to, those of JEA, the JEA Scholastic Press Rights Committee, JEADigitalMedia.org, the Student Press Law Center and the Poynter Institute.

Wendy Wallace ( right), a Poynter Institute faculty member, presented ethical framework for problem solving. John Bowen coordinates a group in a teamwork exercise. McCormick Report LIMITATIONS Lays Foundation for Media Protocol While many aspects of advising scholastic newspapers, such as developing a handbook with Principles for More Substantive Policies

BY RANDY SWIKLE, CJE Journalism Values, offers this definition: A new initiative has been launched to stir the “We believe it is in the best interests of all stake- responsible practice of authentic journalism in stu- holders [in scholastic journalism] to adopt protocols dent news media. Recognizing the need for ethical for ethical decision making. A protocol is not a poli- protocol to cultivate free and responsible student cy setting down specific rules. Instead, a protocol is a news media, to improve communication among process and a framework for making good decisions. policies and procedures, and teaching staff members journalistic skills, are universal, extracur- scholastic journalism stakeholders and to enhance “A protocol includes key principles and impor- democratic learning and civic engagement, the tant questions. The principles provide reference McCormick Foundation Civic Program released its points on your moral compass, represent ‘what you latest report, Protocol for Free & Responsible Student stand for,’ and guide you in ethical decision making. News Media. The checklist of questions is a pathway to follow to The 78-page document is the product of a two- resolve conflicting principles and to help determine day February 2010 conference held at Cantigny your actions.” The “Protocol Park (Wheaton, Ill.), the estate of Col. Robert R. An example of the protocol process, as presented for Free & McCormick, the crusading former publisher of the in the 2010 report and as applied to the forum sta- ricular advisers are in a uniquely challenging situation. They do not see their staff members nearly Responsible Chicago Tribune. More than 50 participants from tus of student news media begins by identifying Student News Illinois and throughout the nation brought their widely accepted principles of forum and continues Media” can expertise and imagination to the conference to by exploring relevant questions to help guide deci- be down- generate ideas for voluntary protocol that, in addi- sion making. The issue is whether to provide student loaded from tion to other benefits, can help facilitate ethical news media with the maximum First Amendment the McCormick decision-making, dialogue and partnership among protection of a limited public forum or the minimum Foundation scholastic journalism stakeholders. Participants rep- protection of a closed public forum. website: www. resented students, journalism educators, administra- Principles that apply include the following con- freedomproject. tors, school board members, professional journalists, cepts: as regularly or for as long of a period of time as those who teach production classes. In fact, based us/Education/ attorneys and a wide variety of organizations. The • A limited public forum aligns with a fundamental Protocol.aspx Illinois Press Foundation served as executive agent tenet of journalism, that practitioners must main- for the project. tain an independence from those they cover. At the core of the report is Bob Steele’s version • A limited public forum enables students to make of “protocol.” Steele, a Poynter Institute Scholar for the decisions on content, thus empowering them 24 • COMMUNICATION: JOURNALISM EDUCATION TODAY SUMMER 2011 on a comparison with a yearlong class that meets once a day for 50 minutes, they see their staff Read more about the members for 150 fewer hours a year. In addition, extracurricular advisers “lose” the hours when McCormick report students enrolled in a class are expected to do homework each night to meet the course require- in Swikle, Randy. (Summer 2011) ments. Because they teach a full load of courses that often have little to nothing to do with their “McCormick Report publication, they are often unable to use part of their normal workday preparing activities or Lays Foundation meeting with their staff. Beyond these time-based limitations, club advisers are unable to hold for Media Protocol” in Communication: students accountable or reward them for exceptional work with grades and course credit, and Journalism Education must purely tap into a desire to do good, important work and contribute to the team. Despite Today 44(4). these unique challenges, extracurricular advisers strive to produce vigorous publications run by students who are passionate, skilled and empowered. However, these restrictions make a challenging job even more difficult. While a plethora of guides and curriculum materials is available for newspaper advisers in general, the majority of these materials are designed to be implemented as lessons or units during class time. The breadth of JEA’s curriculum resources for educators alone speaks volumes to the vast amount of knowl- edge and skills (let alone materials, structure and community-building) student journalists need and extracurricular advisers must somehow help them learn and practice. Textbooks are filled with information on how to produce good journalism. However, it is seemingly impossible for club advisers to replicate this level of in-class instruction and dedicated collaborative work time in after-school meetings. In addition, there are limited resources explaining how club advisers should approach this conundrum and what aspects of advising, organization and instruction they should prioritize. While part of the genesis of this project was the acknowledgment there is no clear central location for extracurricular advisers to access strategies and materials online, as I continued my research I realized there are also few online resources specifically for club advisers and their unique situations. Although I searched extensively through many professional websites such as

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Determined journalism educators can conquer obstacles if they communicate a clear vision, inculcate professional standards in students and advance an those for the JEA and SPLC, I was unable to find resources for extracurricular advisers and there education that changes lives and influences the entire learning community. While the normal path takes teachers and students on a curricular journey to media program success, there are ways to sidestep any roadblocks on that path. For sure, the alternative journey requires effort and ingenuity to make an extracurricular program succeed. the endeavor is definitely not for the faint-hearted. Indeed, both the was minimal discussion of the unique challenges those advisers may face. Hence, a limitation adviser and student leaders must exercise diligence and discipline to establish an extracurricular program that works. Inspiration might start with a visit to Albuquerque, (N.M.) Academy, where adviser Agustin Kintanar leads of this project: Many of the external links and resources included in Steps to Autonomy are not enterprising students to journalism success and community contributions. developed specifically for extracurricular advisers. They are, however, contextualized to make motivated withoutBy aPril Van Buren, mJe a class or many engaged in high school journal- In 2002, Kintanar began teaching at clear why they are valuable and how they can apply to an extracurricular situation. ism, long hours and late nights are spent Albuquerque Academy, a private school of flanguishing over drafts and designs — on about 1,100 students for grades 6-12. It took top of regular classes. Sometimes a club-only only a year for the administration to realize newspaper or yearbook program is the only what talent they had in this new teacher. option for student journalism. At Albuquerque Kintanar said the (N.M.) Academy, adviser Agustin Kintanar has administration must shown that an “on the edge” extracurricular have thought him a suck- journalism program can be successful. er when his principal “I would say to those who take on an after- talked him into advis- Because many advisers are stretched thin and need to pack so much into less time, they may school journalism program, ‘Don’t think that ing the student news- you’re at a disadvantage. If you can get them paper, The Advocate, as off the ground, and you can build that culture, a purely extracurricular there are really some advantages — and it’s a activity at The Academy. lot of fun,’ ” Kintanar said. The chemistry teacher A research scientist who went on to teach is now in his 11th year advising The Advocate, aDVIce chemistry, he acquired a taste for journalism in with a staff of about 60 students in grades Advocate staff reporter Hisham his own high school days. Later he served as 8-12. temmar discusses reporter, news editor and, eventually, editor of “I didn’t go looking for it,” Kintanar said. edits to a story with the Chicago Illini, the student newspaper of the “It sort of found me, and soon I was hooked. news and features co- be less likely to have time to research best practices or advising philosophies. They may also be editor Mariah everett. University of Illinois at Chicago. continued on page 25

SuMMEr 2013 CommuniCation: Journalism eduCation today | a publication of the Journalism Education association | 23 less likely to join professional organizations that provide guidance, resources and opportunities READ MORE for community. In fact, many extracurricular advisers may not even know these organizations Van Buren, April. exist. For example, although I inherited a strong extracurricular program and was coached by (Summer 2013). the former adviser, I did not know JEA existed until I stumbled upon its website during my third “Motivated year of advising. My experience may not be a unique occurrence and connects with a limita- without a class” in Communication: tion of this project. While a 2011 survey by the Center for Scholastic Journalism at Kent State Journalism Education University found almost 1,630 high school newspapers are extracurricular (Goodman, Bowen & Today 46(4) Bobkowski, 2011, p. 2), it was difficult for me to find extracurricular advisers to interview for this project. I searched through various places scholastic newspapers are aggregated (such as School “People have an appetite for interacting with important stories that affect their lives.” | ERIC ATHAS AND TERESA GORMAN, NIEMAN Newspapers Online or lists of scholastic press association award winners), but there were no indi- JOURNALISM LAB What high school cators of whether the listed publications are curricular or extracurricular. For example, while the administrators know (andabout think the Fourth they Estate know) By Audrey Wagstaff Cunningham, MJE

fter working many deadline days, students can quickly National Scholastic Press Association has a member directory, it is not possible to filter whether click their computers and send pages on their way. Despite the rapid pace with which trained staff members Aand advisers can produce a respected publication online and in print, staffs still face administrative restrictions that slow the production and turn timely news into outdated news. Campus-level administrators may stand in the way because they insist they have the final authority regarding what happens on their campus, particularly when students newspaper advisers are curricular or extracurricular. In an attempt to connect with and interview choose to cover controversial issues (e.g., stories about sex, drug use, alcohol abuse, teen pregnancy, school budget issues) that may lead to a negative reaction in the community. Hence, scholastic media advisers and student leaders sometimes find this authority at odds with their mission on campus as part of the Fourth Estate — to fairly and accurately report on issues of relevance to the campus. extracurricular advisers, I made multiple posts on the JEAHELP group email list and in a large Administrative censorship of the student legal precedent and end up selecting the bits press is not a new phenomenon. Since 1988 and pieces they remember or understand. (the year of the landmark Hazelwood deci- Most administrators interpret free speech sion), the Student Press Law Center, an orga- laws to exert maximum control over their nization dedicated to protecting students’ free schools’ publications (Thomas, Cambron- speech and offering free legal advice, has McCabe, & McCarthy, 2008). Also, the courts SURVEY reported exponential growth in calls for help, often influence this control. Supreme Court • 15 questions from more than 500 calls in 1987 to hov- decisions such as Hazelwood v. Kuhlmeier • 187 public high ering around 2,000 per year now accord- (1988), which gave educators discretion over school principals Facebook group for journalism teachers and advisers. These posts, which reached hundreds — (administrators in ing to Executive Director Frank LoMonte. content of student newspapers (e.g., sexual schools housing Journalism scholars have suggested that mis- content) and Morse v. Frederick (2007), which grades 9-12) from 42 understanding and deficient instruction about restricted student speech interpreted to pro- states completed the questionnaire in full First Amendment freedoms fuel administrative mote illegal drug use, have limited student free censorship (SPLC, 2006). As a result, it is pos- expression. sible that administrators do not understand continued on page 20 if not thousands — of advisers, led to seven responses resulting in four interviews. There are SPRING 2014 COMMUNICATION: JOURNALISM EDUCATION TODAY | a publication of the Journalism Education Association | 19 more than 2,000 advisers in the Facebook group alone, and only three responded to my multiple READ MORE posts. I do not believe the lack of responses is related to advisers’ unwillingness to help. Although Wagstaff Cunningham, Audrey. (Spring 2014). only anecdotal, all of the other times I have posted to the same Facebook group or the group “What high school email list with questions or requests for help, I have received many enthusiastic and encouraging administrators know responses. The community of scholastic publication advisers as a whole is strong and supportive (and think they of one another. However, my difficulty in finding extracurricular advisers to interview leads me know) about the Fourth Estate” in to believe many of these advisers are not members of JEA or other supportive groups. Communication: This inability to identify and connect with extracurricular advisers relates to another limita- Journalism Education tion of this project: how to inform club advisers about the Steps to Autonomy website. If many Today, 47(3), 19-35. extracurricular advisers are not members of scholastic press organizations or professional com-

munities, it will be difficult to connect this website with those who may need it most. PEER-REVIEWED | RESEARCH

To Publish or Perish The Spiral of Silence and Other Pressures on Scholastic Journalism Advisers

BY AUDREY E. WAGSTAFF, PH.D., MJE, WILMINGTON COLLEGE AND THERESA KNOPF, WILMINGTON COLLEGE

“WE’VE BEEN CENSORED.” To a journalism adviser, these words are devastating, but there is CONCLUSION still much unknown about how advisers themselves are impacted by these words – or the mere threat of censorship. Past research on administrative censorship has focused heavily on students and also on administrators. In a recent national survey of scholastic journalism advisers, researchers gathered information about student media advisers’ experience with censorship, particularly what factors may lead them to self-censor. In addition, the researchers examined several potential story types that may elicit concerns among advisers (and their administrators) as well as what may help to predict self-censorship. Censorship of scholastic journalism occurs throughout the nation. Calls to the Student Press The Steps to Autonomy: A Guide for Extracurricular Newspaper Advisers blog provides a step- Law Center for help combatting it have increased particularly since the 1988 Hazelwood v. Kuhlmeier decision — from slightly more than 500 calls in 1987 to nearly 3,000 in 2003 (Student Press Law Center, 2004). Hazelwood – as it is commonly referred to now – reached the Supreme Court after a Missouri principal removed a centerspread, from the school’s student-produced newspaper, that included articles about teen pregnancy, divorce, runaways and juveniles. The principal claimed that the material was “too mature” for the young students in the school. In the decision, the court gave administrators the ability to censor student speech if it was “reasonably related to legitimate pedagogical concerns.” Among those “concerns” are whether certain types of content are suitable for young audiences. by-step framework along with resources for after-school club advisers to reinforce the importance Many researchers have examined controversial topics and found the most commonly censored subjects typically deal with sex, criticism of the school, substances (alcohol and drugs) and politi- cal topics (Bowen & Wagstaff, 2008; Filak, Reinardy, & Maksl, 2009; Wagstaff, 2012). Now, more than a quarter century after the landmark Hazelwood decision, scholars have col- lected a lot of information about its impact. Past research suggests that a quarter of public schools report censorship of student media. In 60 percent of those cases, the censorship is administrative (Kopenhaver & Click, 2000; Reichman, 2001). Student journalists and their advisers face legal battles including prior review and censorship of controversial content. The censorship practice has contributed to a chilling effect as advisers and students alike self- of staff autonomy and gives clear direction in how to effectively foster student empowerment. censor, thereby avoiding potentially controversial articles and instead focusing less on politics and more on entertainment (Kovacs, 1993; Mays & Dodd, 1993; Salomone, 1992). Censorship not only contributes to disengagement but also may socialize future journalists to avoid asking difficult questions of policymakers. Certainly the “watchdog” role of the Fourth Estate is at risk. As Strainic (2007) suggested: If our students are to become the kind of reporters — and citizens — who will Wagstaff, Audrey and govern themselves in the way our forefathers hoped, we must teach them to pursue Theresa Knopf. (2017). knowledge about critical issues, to ask challenging questions and to do so responsibly “To Publish or Perish: (p. 1). In other words, through censorship of their speech and press, young people The Spiral of Silence learn that it is easier to acquiesce to the administration’s demands. The website helps advisers who are stretched thin with their time and provides a sense of con- and Other Pressures on Scholastic While it is possible to quantify the number of calls to the SPLC to report censorship, and to Journalism Advisers.” collect anecdotal evidence from censorship victims (e.g., from the SPLC; see above), it remains Communication: unknown how many stories go unpublished because of fear of censorship. Self-censorship, then, Journalism Education happens at some point prior to the publication process. What remains unknown is how often it Today, 50(4), 36-39. nection to those who may struggle in a role that can be overwhelming but incredibly rewarding. 36 | COMMUNICATION: JOURNALISM EDUCATION TODAY | a publication of the Journalism Education Association SUMMER 2017 The steps, resources and advice are grounded in research and experience in their effort to support READ MORE Wagstaff, Audrey and and encourage the press rights and autonomy of scholastic journalists. Theresa Knopf. (2017). The website’s development involved pedagogical research focused on student-centered, expe- “To publish or perish: riential learning. Although extracurricular newspapers may not be centered in a traditional class- The spiral of silence room, they can be incredibly rich learning experiences, especially if the adviser takes a student- and other pressures centered approach. In addition, because club advisers cannot rely on grades or course credit to on scholastic journalism advisers” motivate students, they must be attuned to methods and approaches that will engage their staff, in Communication: providing them with a sense of pride. Research indicates that there is a direct correlation between Journalism Education student engagement and autonomy (Hafen et al., 2012) and that experiences that include a sense Today, 50(4), 36-39. of relatedness, competence and self-determination can result in positive motivation and well- Steps to Autonomy: A Guide for being (Reeve et al., 1999). All of these elements can and should be key parts of scholastic publi- Extracurricular cations. Research indicates that for students to be engaged and invested in their experiences, they Newspaper Advisers must experience autonomy early and consistently (Hafen et al., 2012) and learning experiences https://extracurricu- are more meaningful when connected to the real world and personal goal-setting (Phillips, 2013). larnewspaperadviser. Research also indicates that in settings where students are empowered, they can also benefit from news.blog/ continued on page 45

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44 | COMMUNICATION: JOURNALISM EDUCATION TODAY | a publication of the Journalism Education Association SUMMER 2021 PEER-REVIEWED | RESEARCH

continued from page 43 informal or formal peer mentoring relationships (Cavell et al., 2018). These findings, combined with research into the best practices of scholastic journalism organizations and interviews with extracurricular advisers, led to the framework for the Steps to Autonomy website. An exploration of websites on various aspects of scholastic journalism made clear how difficult it is to find resources and guides specifically for extracurricular advisers. While there are myriad resources for scholastic newspaper advisers, it is challenging and time-consuming to locate those that are most useful to extracurricular advisers with limited time and resources. As a result, extra- curricular advisers who cannot follow a traditional curriculum and who may be less likely to be members of professional organizations may not have the time or knowledge to develop effective policies and principles to guide the publication. Unfortunately, research indicates if there are no clear structures, policies, roles and principles in place, even the most experienced and well-inten- tioned advisers may limit their staff’s independence and freedom of expression (Dickson, 1994). Steps to Autonomy provides guidance and resources concerning these necessary structures, policies, roles and principles, specifically in the context of an extracurricular publication and student empowerment. The website’s structure centers on five steps advisers can take toward developing an extracurricular program grounded in the belief that while scholastic journalists should be coached and supported, they are the decision-makers. While each of the steps and its key components can stand alone, they are presented sequentially and intended to build on each STEPS TO other to help advisers, especially new ones, plan a year and program. AUTONOMY Step One, “Law, Ethics & Role,” focuses on core elements in establishing and promoting stu- dent press rights. These include “Importance of Student Papers, their Legacy & Custodian Role,” STEP 1: Law, ethics, role “Adviser’s Role,” “Press Freedom and the Dangers of Prior Review & Self-Censorship,” and “Law • importance of student papers, & Ethics Staff Training.” These key foundational components are grounded in the advice and best their legacy and custodian practices promoted by scholastic press organizations and are core to a well-functioning newspa- role • adviser’s role per that values student autonomy. • press freedom Step Two, “Staff Structure,” focuses on systemic elements such as staff organization, modes of • the dangers of prior review communication, submissions and press cycle organization, and development of a staff handbook. • self-censorship Step Three, “Starting Strong,” includes advice, activities, and exemplars including “Team Building,” “Recruiting & Establishing Roles,” developing and revising a “Mission Statement” and STEP 2: Staff structure “Goal Setting.” Much of the content in this step is based on the advice of scholastic press orga- • staff organization nizations along with extracurricular advisers’ experience, including my own, interwoven with • modes of communication links to resources. Interviews and research revealed there is not one perfect approach to any of • submissions and press cycle these components. Each publication, each adviser and each staff is different. However, the vari- organization • development of a staff ous approaches and techniques revealed similarities in terms of clarity, consistency and flexibility. handbook Advisers must establish frameworks and respond to the unique students they work with each year to ensure students’ voices are heard and that their needs and goals shape practices. STEP 3: Starting strong Step Four, “Making Connections,” includes research- and experienced-based tips and resourc- • team building es on supporting students in connecting with their own team, readers, administration and the • recruiting and establishing wider community. Like many of the elements of this site, the adviser consistently is not the one roles taking the lead and making the connections, but is coaching, modeling and fostering the stu- • developing and revising a dents’ actions in connecting with various constituents. mission statement Finally, Step Five, “Building Competence & Autonomy” — which includes sections on • goal setting “Mentoring & Coaching,” “Mini-Workshops & Tutorials,” “Attending Conferences” and STEP 4: Making connections “Reflection & Evaluation” — is grounded in pedagogical research and extracurricular advisers’ • connecting with the team experiences. This section includes many links to curated resources and examples of activities that • connecting with readers foster autonomy with students teaching, mentoring and evaluating themselves and their peers. • connecting with The research, links to resources, and advisers’ voices and experiences woven throughout the administrators website combine to provide a guide and touchstone for extracurricular advisers. While each • connecting with the wider element of the website can stand alone, all are connected by a focus on supporting students’ community rights and autonomy through developing well-thought-out structures and practices. This website reframes proven concepts in the context of an extracurricular publication and provides a path- STEP 5: Building competence and autonomy way for after-school club advisers to develop programs that foster good journalism and empower • mentoring and coaching journalists. As The McCormick Foundation’s 2010 Protocol for Free & Responsible Student News • mini-workshops and tutorials Media states, “Good journalism energizes school culture. It integrates every dimension of school • attending confences into its function and engages the entire school community” (p. 19). A good scholastic newspaper • reflection and evaluation can do these things without being part of the actual school day. n

SUMMER 2021 COMMUNICATION: JOURNALISM EDUCATION TODAY | a publication of the Journalism Education Association | 45 PEER-REVIEWED | RESEARCH

REFERENCES Bowen, John. (Oct. 18 2017). Empowering student decision-making QT22. Bowen, John. (Dec. 17, 2013). Support the Unique Learning Student Media Provides. Cavell, Timothy, Samantha Gregus, James Craig, Freddie Pastrana, Juventino Hernandez Rodriguez. (2018). Program-specific practices and outcomes for high school mentors and their mentees. Children & Youth Services Review, 89, 309–318. Clark, Lynn, & Rachel Monserrate. (2008). High School Journalists as Young Citizens. Conference Papers — International Communication Association, 1–25. Dickson, Thomas. (Sept. 1, 1994). Self-Censorship and Freedom of the Public High School Press. Journalism Educator, 49(3), 56–63. Steps to Autonomy: A Guide for Extracurricular Newspaper Advisers Dill, Chuck. (Summer 2003) “Ten Attributes of the Ideal Student Publications Adviser” in Communication: https://extracurricularnewspaperadviser.news.blog/ Journalism Education Today 36(4). Ewell, Janet. (2007). So You’ve Been Asked to Advise a Student Publication. English Journal, 96(5), 30–36. Filak, Vincent & Andrea Millera. (2008). The Impact of Self-Censorship on High School Newspaper Advisers’ Comfort Level Regarding the Publication of Controversial Stories. Southwestern Mass Communication Journal, 23(2), 13–25. Goodman, Mark, Bowen, Candace Perkins & Peter Bobkowski.(2011). Student media presence remains strong in American public high schools. Kent, Ohio: Kent State University, Center for Scholastic Journalism. Hafen, Christopher, Joseph Allen, Amori Yee Mikami, Anne Gregory, Bridget Hamre & Robert Pianta. (2012). The Pivotal Role of Adolescent Autonomy in Secondary School Classrooms. Journal of Youth & Adolescence, 41(3), 245–255. STEP ONE: Steps to Autonomy: A Guide for Extracurricular Newspaper Advisers LoMonte, Frank. (Aug. 23, 2011). The Case for High School Journalism. https://extracurricularnewspaperadviser.news.blog/ step-one-law-ethics-role-2/ The McCormick Foundation. (2010). Protocol for Free & Responsible Student News Media. Chicago, Illinois. Mitchell, Conner. (Sept. 5, 2018). Survey reveals support for First Amendment freedoms at 10-year high, with a few caveats. Phillips, Rachel Sophia (2013). Toward Authentic Student-Centered Practices: Voices of Alternative School Students. Education & Urban Society, 45(6), 668–699. Proudfoot, Harry & Weintraub, Alan (2002). A School Newspaper that Respects Student Thinking. Education Digest, 68(2), 20–22. Reeve, Johnmarshall, Elizabeth Bolt & Yi Cai. (1999). Autonomy-supportive teachers: how they teach and motivate students. Journal of Educational Psychology, 91(3), 537–548. Swikle, Randy. (Feb. 28, 2012). 10 ways to nurture scholastic journalism. BONUS: Steps to Autonomy: A Guide for Extracurricular Newspaper Advisers Van Buren, April. (2013). Motivated without a class. Communication: Journalism Education Today, 46(4), https://extracurricularnewspaperadviser.news.blog/ 23–33. advisers-advice/ Wagstaff, Audrey & Theresa Knopf. (2017). To Publish or Perish: The Spiral of Silence and Other Pressures on Scholastic Journalism Advisers. Communication: Journalism Education Today, 50(4), 36–39.

ABOUT: Steps to Autonomy: A Guide for Extracurricular Newspaper Advisers https://extracurricularnewspaperadviser.news.blog/ about/

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EDITORIAL STAFF Bradley Wilson, MJE [email protected] Editor JOURNALISM Beth Butler Copy Editor EDUCATION ASSOCIATION ADVISORY BOARD BOARD OFFICERS Ellen Austin, MJE, director of journalism, The Harker School (San Jose, California) Sarah Nichols, MJE President Amy DeVault, MJE, assistant professor, Wichita State University (Kansas) Valerie Kibler, MJE Tyler Dukes, public affairs reporter, Vice President WRAL (Raleigh, North Carolina) Visit jea.org for a complete Kyle Ellis, senior product manager, list of board members and other American City Business Journals officials. (Charlotte, North Carolina) Mark Grabowski, associate professor STAFF of communications, Adelphi University Kelly Glasscock, CJE (New York City) Executive Director CROWD SURFING. Members of the Greenwood student section hoist freshman Drew Dhont in celebration of Scott Winter, associate professor, Bethel a Woodman score early in the football game. Photo by Gentry Appleget, Greenwood Community High School Lindsay Porter University (St. Paul, Minnesota) (Indiana) Assistant Director Pam Boller COLOPHON SUMMER 2021 | VOLUME 54 | NUMBER 4 Office and Advertising Manager Communication: Journalism Education Today is produced on Apple Macintosh Cindy Horchem, CJE computers using Adobe InDesign CC Business and Projects Coordinator 15.0.1, Adobe Photoshop and Adobe Illustrator. PDF files are submitted to the Kate Dubiel printer via FTP and output using a 240 . Web Developer LPI screen. contributors PREVIOUS EDITORS PRINTING 1982-1997 | Molly J. Clemons Modern Litho, Jefferson City, Missouri, 1980-1982 | Dorothy McPhillips prints Communication: Journalism Education Today on 70# gloss with 1976-1980 | Betty Stanley and Marjorie Wilson 100# gloss cover with a coating. AVERY | COPPENS | DYER | JORGENSEN | NEGRI 1974-1976 | Dorothy McPhillips advising the publications, she teaches Visual Journalism, LOUISA AVERY, MJE, advises The Standard newspaper 1967-1974 | Virginia Woodring COLOR Writing & Reporting, Introduction to Digital Media Production This issue was printed using and online news site at The American School in London. In addition to advising the high school publications, she teaches a and the occasional language arts elective. the four-color process. [email protected] MANUSCRIPTS n C0, M14, Y44, K40 Fennel Seed middle school media literacy elective. She also is a member of the JEA Scholastic Journalism Week committee. Send all queries and all manuscripts, n C0, M48, Y60, K5 Spice Route , CJE, has taught journalism, [email protected] LAURA NEGRI art or photographs to be considered for n C6, M7, Y82, K0 Illuminating photojournalism, newspaper, yearbook and technology for publication to n C45, M36, Y36, K0 Ultimate Gray advises The Harbinger, the print 25 years in Texas public schools. Prior to teaching, she was a Bradley Wilson, editor n C0, M52, Y8, K44 Willowherb LINDSAY COPPENS and online extracurricular student newspaper at Algonquin newspaper reporter, photographer and editor. She judges for [email protected] n C40, M37, Y0, K36 Iris Bloom Regional High School (Northborough, Massachusetts). She is in several state journalism organizations and is a 2002 Reynolds her 12th year of advising and has taught English for more than High School Journalism Institute participant, a 2005 Radio PEER REVIEW FONTS 20 years. She is passionate about helping scholastic journalists Television News Directors Foundation Teacher Ambassador, a 2012 Fund for Teachers Fellow, a Texas Association of Academic papers on relevant topics Berkeley find their voices and make an impact in the community. will undergo blind peer review. All Californian Coppens is a vice president of the New England Scholastic Journalism Educators and a JEA director-at-large. [email protected] authors will receive comments from no Gotham XNarrow Press Association and a member of the JEA Scholastic Press fewer than three qualified reviewers Officina Sans Rights Committee. She recently completed her master’s in electronically within 30 days. Vitesse journalism and mass communication at Kent State University. OTHER CONTRIBUTORS In her spare time she loves to read, write and have adventures • Gentry Appleget, Greenwood Community High School with her 3-year-old daughter. [email protected] ADVERTISING ACRONYMS (Indiana); Denise Roberts, MJE, adviser For details on advertising, contact CJE | Certified Journalism Educator TRISA DYER advises yearbook, photography, graphics • Jespyn Bishop, Brighton High School (Colorado); Justin Lindsay Porter and audiovisual techniques at Denison High School (Texas). She Daigle, CJE, adviser Journalism Education Association MJE | Master Journalism Educator 105 Kedzie Hall has been in education for 20 years and is in her eighth year of • Robert Hanashiro, USA Today CSPA | Columbia Scholastic Press advising. [email protected] 828 Mid-Campus Drive S Association • Mark Murray, Association of Texas Photography Manhattan, KS 66506-1505 DJNF | Dow Jones News Fund EMILY JORGENSEN advises The Messenger Instructors Phone: 785-532-5532 (newspaper/online) and MHSNews (broadcast) at Marquette FAX: 785-532-5563 NSPA | National Scholastic Press • Peyton Sims, Texas High School (Texarkana); Clint Smith, High School (Chesterfield, Missouri). She is a Marquette [email protected] Association adviser graduate and was co-editor in chief of The Messenger for two , Santa Fe College (Gainesville, Florida) SPLC | Student Press Law Center years. This is her 20th year teaching. She earned her bachelor’s • Matt Stamey degree in English, master’s in education and journalism certification from Truman State University. In addition to 48 | COMMUNICATION: JOURNALISM EDUCATION TODAY | a publication of the Journalism Education Association SUMMER 2021 Hands-on training

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In-person with online supplement $155  Online supplement only $60 Register by June 5 for best hotel pricing and a T-shirt. www.JEA.org/ai Nonprofit Org. US Postage JOURNALISM EDUCATION ASSOCIATION 105 Kedzie Hall PAID 828 Mid-Campus Dr. S. Jefferson City, MO Manhattan, KS 66506-1500 Permit No. 210

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POK-E-JOES The restaurant, turned into a fo od truck, ser cooked pork on a sesame seedves bun. “Every once and a while my family and I go to grab a burger, because it’s a cool small place,” junior Jordan Leslie said. Photo FOOD ON by Autumn Siegenthaler

Meals from food Membership has its benefits WHEELS trucks around Lynchburg

TACOS LOCOS So ft to stuffed with grilled chicken,rtilla onions and cilantro from the taco truck on Fort Ave. Elevent grader Sam Holly likes to h the chicken n’ steak tortill get a neat experience going a. “It’s a food truck. It’s nice learningup to a little Spanish i n a nice family environment,” Sam Holly The CSPA membership offers several contests and a Photo by Autumn Siegenthaler said.

critique service for student media. IN THE Favorite beveragesKNOW from the Lion and the Lamb coffee shop

CARAMEL MACCHIATO “My favorite drink at Lion and the Lamb is a caramel macchiato because it keeps me awake d uring class,” seni Monica Allison said. or

FROZEN WHITE CHOCOLATE MOCHA “Lion and the Lamb is really good, and that’s where I get my coffee from,” senior Abbie Kingsbury said.

STRAWBERRY SMOOTHIE “I like buying The contests include the annual Crown Awards and smoothies from Lion and the Lamb, because t hey are always q about it. They always knowuick whose order is whose and the people there are just reall y friendly grader Avery Myers said.,” seventh

VANILLA MACAROON TEA “I like tea because it makes your soul feel the Gold Circle Awards. The Crown Awards signify warm, not to mention it’s beneficial to your health, and it tastes great,” junior Emily Lotspeich said.

RIO ACAI BAR A tiki styled food ICE CREAM SMOOTHIE “I got an ice truck serves various fruit bowls in- cream smoothie like every day for cluding a blueberry, kiwi and acai three years,” senior Yulong Zhong yogurt blend in a pineapple bowl. said. Eleventh graders Taylor Horton and Riley Smith went to the food overall excellence among student print and online truck frequently in the summer. “It tastes good and makes me feel 24 | Fall healthy after,” Horton said. Photo media. The Gold Circle Awards honor the best work by Autumn Siegenthaler

Food Trucks completed by student reporters, editors, designers, | 25 photographers, artists, poets, fiction writers, and other staff members of all types.

An annual Medalist Critique is not a contest although it does provide one of several ratings to student media. The critique is a teaching tool to provide detailed guidance on how well a student print or online media could improve during the following year.

The CSPA’s contests are not about compelling involuntary changes by student editors and faculty These are winners from the advisers of student print and online media. The 2020 Gold Circle Awards. Association makes no attempt to dictate to staffs or advisers what their publications should be. It watches keenly what these media do, as evidenced by their publishing activity in print or online. The Association then adjusts its sights, its critique scoring and its judging to their progress. As the performance by student media improves, the best among them are singled out for their achievement, accounting for a natural rise in the judging standards for the following year. To join for membership go to http://cspa.columbia.edu

CSPA members receive access to Crown Award presentation As part of membership, a Crown Awards presentation will be available in April. Each presentation will have the junior high/ middle school and high school and college presentations of all Crown Award publications along with the awards lists for Crowns. These are slides from the 2020 Crown Award presentation.