Journalism Education Association | 3 • Integrate Issuu and Adobe Indesign on Local Politics

ISSUU ENGAGE VOL. 53 | ISSUE 3 Software evolves to do much more Sarah Nichols, MJE, focuses on SPRING 2020 than just publish a PDF online. Now three things: recruiting new staff, use it to engage a mobile audience boosting readership and sales, and A PUBLICATION OF THE JOURNALISM INSIDE. quickly and efficiently. creating a memorable experience. EDUCATION ASSOCIATION. COMMUNICATION: JOURNALISM EDUCATION TODAY We make it happen

Printers of quality student newspapers, newsmagazines, literary magazines, playbills and more. [email protected] 845-297-9900 Parker King - editor of The Hurricane, Cape Fear Academy, Wilmington, North Carolina News organizations are increasingly leveraging AI [artificial intelligence] to change the way news is generated, produced, published and shared. In the not-too-distant future, intelligent machines will generate news articles. | RON SCHMELZER, COGNITIVE WORLD

REPLY ALL 12 | PHOTOJOURNALISM FROM THE JEA LISTSERV LOOK DIFFERENTLY Karen Slusher, CJE, Eaglecrest High Al Drago, a freelance photographer School (Centennial, Colorado), in Washington, D.C., shows how [email protected] | Congratulations to Becky Tate, the 2019 photographers can see even a H.L. Hall [National] Yearbook Adviser monotonous situation in a variety of of the Year. And JEA surprised Christina ways. | By Bradley Wilson, MJE Geabhart, MJE, with the [National JEA CURRICULUM LINK: https://curriculum.jea.org/wp/ High School] Broadcast Adviser of the capture-the-moment/ Year award. To read more about their | PEER-REVIEWED RESEARCH recognition, visit JEA’s website. 15 FACTORS AFFECTING Stephenie Conley, MJE, Bellevue East High School (Nebraska), stephenie. CENSORSHIP [email protected] | I have a student Research finds that school who plagiarized over half of the final administrators influence how and what draft of his editorial for my Journalistic student media can publish. | By R.J. Writing class. He was recently in trouble Morgan, CJE for plagiarism in another class. The WE ARE THE CHAMPIONS • Legal cases deans called him down for that class East baseball players celebrate after receiving the news that the team’s win over Lenape High JEA CURRICULUM LINK: https://curriculum.jea.org/wp/ weeks ago, and he apologized for it and School sealed the Olympic American Conference title, the team’s first since 2014. Photo by Andrew researching-essential-student-media-law-cases/ said he wouldn’t do it again; however, Maier, Cherry Hill High School East (New Jersey) he has. I want to give him a zero for the 29 | IN THE CLASSROOM assignment, but the deans said I cannot. They said I have to allow him to recover SPRING 2020 | VOLUME 53 | NUMBER 3 ENGAGEMENT the grade but that I can give him a STRATEGIES substitute assignment. What would you give him? Sarah Nichols, MJE, gives readers eight tips for giving a media program staying Kathy Smith, MJE, Downers Grove power. | By Julia Walker North (Illinois), [email protected] | • Focus on three areas | By Emily I’ve been a yearbook adviser for many . Miller years and every year we struggle to get contents • Reading list | By Emily Miller our club group photos. I’m looking for | ‘We’re are about 3 TECHNOLOGY JEA CURRICULUM LINK: https://curriculum.jea.org/wp/ ways to get these photos. My problem is create one and marketing-audience-engagement/ we schedule times after school and have share everywhere.’ ISSUU very poor attendance. Then we end up ISSUU evolves to connect • CEO Joe Hyrkin and numerous scholastic media getting pictures from sponsors that are content short stories. poor quality, not in rows, etc. advisers discuss how they use Issuu and how it can with consumers 25 | Kodiak yearbook | Bridgeland hief Executive Officer Joe Hyrkin said his company got expand a publication’s reach. | started in Copenhagen in 2006 to completely transform By Bradley Wilson, MJE Cthe world of print into digital. High School (Cypress, Texas) “We have focused on enabling anyone who has high-quality | Gary content to reach their audience wherever they are,” Hyrkin said from the company’s headquarters now in Palo Alto, California. COVER He said it has took early innovation, continued evolution and • RESEARCH: Adults spend more time using mobile Lundgren hard work to get to where the company is now, with 100 million unique visitors per month. And he said it’s exactly the kind of software high school LIVE STREAMING Junior Evelyn Smith media advisers should be using and teaching, cutting edge, core devices than they do watching television. technology that will be the tools of the trade moving forward.  26 | Chuck Todd tells students to focus performs beneath the lights during the halftime of the homecoming SPRING 2020 COMMUNICATION: JOURNALISM EDUCATION TODAY | a publication of the Journalism Education Association | 3 • Integrate Issuu and Adobe InDesign on local politics. game. A one-time event turned to • Create Issuu articles for consumption on mobile devices 35 | Words of the year — climate tradition over two years, when per- emergency, existential, they forming a streamer routine became • Make a video or animated GIF to make social media another aspect of homecoming for posts visually interesting 38 | Color of the year — Classic Blue the varsity Legacies dance team. Photo by Iliana Ortiz, Claudia Taylor • Monetize content, reach new audiences and “Ladybird” Johnson High School (San incorporate video C:JET online. Antonio, Texas) Some articles in this issue and previous issues have online supplements. ADVERTISERS Visit C:JET ONLINE at http://jea. ArchiveInABox ...... 28 org/wp/home/for-educators/cjet/ Balfour...... 14 onlinesupp/. BetterBNC...... 28 California State University, Northridge, CSUN...... 28 Columbia Scholastic Press Association...... BC InsideClimate News...... 14 Journalism Education Association...... 11 Kansas Scholastic Press Association (JMW)...... 11 Kent State University...... 2 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 ©2020 by Journalism Newseum Institute / Freedom Forum...... IBC Education Association Inc. (http://www.jea.org) All rights reserved. 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2 | COMMUNICATION: JOURNALISM EDUCATION TODAY | a publication of the Journalism Education Association SPRING 2020 ‘We’re about create once and share everywhere.’ Issuu evolves to connect content with consumers BY BRADLEY WILSON, MJE

EO Joe Hyrkin said Issuu got started in Copenhagen, Denmark, in 2006 to completely transform the world of Cprint into digital. “We have focused on enabling anyone who has high-quality content to reach their audience wherever they are,” Hyrkin said from the company’s headquarters, now in Palo Alto, California. He said it took early innovation, continued evolution and hard work to get to where the company is now, with 100 million unique visitors per month. “When we started out, we were very much about making the print format work online, elegantly.” Now the focus is on helping anyone who has a story to tell to do it in a digital format. And he said it’s exactly the kind of software high school media advisers should be using and teaching — cutting-edge, core technology that will be the tools of the trade moving forward. 

SPRING 2020 COMMUNICATION: JOURNALISM EDUCATION TODAY | a publication of the Journalism Education Association | 3 ntil recently, high school journalists were con- strained by their print capabilities. Hyrkin point- Ued out that students could write some really interesting stories with implications beyond their school but no one would see them except a small, insular community with access to the high school newspaper. Now high school journalists can connect with the world. That networking capability breeds better journalism. “It’s a teacher’s job to create a foundation for success of their students for the future. That success relies very heavily on the right tools and the ability to reach a wide audience,” Hyrkin said. He pointed out that using Issuu is also a way to help students combat potential censorship. “It’s important for high school journalism teachers to be giving their students the tools to get those stories out there.”

A RESOURCE Some teachers, such as Gina Claus of Castle Rock Middle School (Colorado), simply use Issuu as a resource for their students. JOE HYRKIN “I use Issuu.com for theme inspiration. I know of Chief Executive Officer several advisers that take their kids to bookstores and Issuu look through magazines there, but since I teach middle school … that isn’t really a viable option for me. Joe Hyrkin joined Issuu in Issuu.com allows us to see current design, typography early 2013 after more than and advertisements from the convenience of our class- 20 years of leading startup/ room.” growth companies in executive, Still, Hyrkin said the tools need to be there for anyone business-development and to create content for any medium. He is pushing Issuu to product roles. be at the forefront of that content creation. He served as CEO of Reverb “What we have is a story-first world. It’s not enough to during two rounds of financing; take a PDF and put it up on a responsive website.” in addition, as head of SingleFeed, Hyrkin oversaw that AT LEAST PUT THE PDF ONLINE firm’s acquisition by Alibaba. But at least for now, taking a PDF document and Before that, Hyrkin held sales putting it online is exactly how most advisers are using and leadership positions at Issuu. Gaia Interactive, Yahoo, Flickr • Matthew Smith, CJE, Fond du Lac High School and Virage. He directed the (Wisconsin) | Maybe you’re looking for some- Economist Group’s business in thing more unique or special, but my students use China and has extensive board Issuu.com to post issues of the magazine online. and tech-adviser experience. • DiAngelea Millar, Episcopal School of Dallas | We use Issuu because we can’t have an online website. Hyrkin was educated at the I work at a private school, the Episcopal School of State University of New York at Dallas, and we print a paper still. When I took over Albany and as a foreign student the program, I decided to use Issuu so we could still at Beijing Normal University in upload the beautiful designs and have some sort of China. online presence without running a full-fledged website. • Chris Twombley, CJE, Mercer Island High School (Washington) | We use it to archive print issues. • Karl Grubaugh, CJE, Granite Bay High School (California) | We upload a PDF of our entire print edition to Issuu.com, and then we use that link to put the print edition on our website. • Dennis Brown, CJE, Huntley High School (Illinois) | We’ve been using Issuu for about five years now; I upload a copy of our magazine each month and link

4 | COMMUNICATION: JOURNALISM EDUCATION TODAY | a publication of the Journalism Education Association SPRING 2020 it to an “AS SEEN IN PRINT” page on our website so people can read our print magazine even if they don’t have a physical copy. So it serves as a tool not only to share print content online inexpensively, efficiently and quickly; it also serves as a business continuity tool and off-site backup. For many schools, the only copies of the print editions are on the campus, in the library or in hard-to-locate storage rooms. Issuu provides schools a more permanent way to store the archive digitally in case the physical copies are lost or damaged. April van Buren, MJE, Madison East High School (Wisconsin), said, “[T]he outgoing librarian (a friend) gave me a USB drive with several years of scanned student newspapers. She’d had a volunteer scan them a few years ago to create a digital archive but then didn’t know what to do with the files and was preparing for her retirement. I was able to find adult volunteers to upload all 222 issues from the 1940s to the 1970s … to an Issuu account I created and have a link to the archive on the school’s home page.” For alumni, parents, members of the community and researchers, Issuu also provides a way to view the student-produced content without having to go to the campus. Tripp Robbins, CJE, of Menlo School in Atherton, Georgia, said, “My newspaper staff uses Issuu on our website to put our print archives up for people to read. It also gives us a digital archive going forward. I’ve had alums text me when we don’t get them up fairly prompt- ly saying, ‘Have you published anything lately? I don’t see anything new!’” Advisers acknowledge even just putting the PDF up on Issuu enables them to share the content to a wider audience — including college admissions staff members ‘Statistics is one — via social media as Grubaugh and Brown said their students do. Maureen Dyer of Pleasant Valley High School in of the big things Bettendorf, Iowa, said, “We just started using Issuu to post our print editions online. We have two different classes of students working on each publication, so this we provide.’ has been an easy way to make them feel more connected. Joe Hyrkin, CEO, Issuu It’s also been a way for our print students to be able to share links to their work, as most colleges or scholarship applications require such links. A couple of our stories The statistics are somewhat limited with the Basic version of Issuu. However, even the Basic-level statistics, everything from the number have been referenced in local newspapers this year. We of reads on each publication as well as for the publisher, the number of previously had no way for those references to be via impressions and the time spent on each publication, are useful. hyperlink if they were articles from a print edition.” • Impressions — the number of times that your content was served or shown on the Issuu network MOVING FORWARD • Reads — when someone opens your content and either performs an action However, Hyrkin says there is so much more to Issuu, or stays for more than two seconds especially in a mobile environment. • Read time — counted once the content has been loaded for two seconds “Mobile is everything these days,” he said. “Or maybe • Average time spent — Read Time divided by Reads • Followers — Issuu users who follow you. They get updates once you I should say everything is mobile.” publish something new. This, he said, drives content creation strategies. • Likes — Issuu users who have liked your content “I don’t think it’s enough to say ‘mobile first,’” Hyrkin • Shares — the number of times your content has been shared through the said, pointing out that almost everything high school Share button students are doing is on a mobile device. • Times stacked — the number of times your content has been added to a Stack/Saved He said the company most recently has focused on • Link-outs — the number of times link(s) has been clicked on within your continued on page 6 content

SPRING 2020 COMMUNICATION: JOURNALISM EDUCATION TODAY | a publication of the Journalism Education Association | 5 ‘The future of the First Amendment

TV and mobile devices is in the high Average time spent in the U.S. 2014-2021 hours:minutes per day schools.’ 4:20 Joe Hyrkin, CEO, Issuu 4:10 4:05 3:56 3:54 3:49 3:44 3:43 continued from page 5 Television integrating Issuu and Adobe InDesign with social media, 3:35 3:35 Mobile 3:29 3:25 3:22 including high-quality flappable pages; and creating 3:08 Instagram stories and Snapchat stories directly within the 2:49 document, transforming content to reach the audience. 2:32 “We don’t look at it like you have to have a print 2014 2015 2016 2017 2018 2019 2020* 2021* strategy and a social media strategy. You should have a content strategy,” he said. “Create the best strategy you Ages 18+. Time spent with each medium includes all time spent with that medium, regardless of multitasking. For example, one hour of multitasking can. Rely on us for the distribution.” on desktop/laptop while watching TV is counted as one hour for TV and one Hyrkin said focusing on a content strategy using the hour for desktop/laptop. (*estimated) SOURCE: eMarketer, April 2019 tools in Issuu and InDesign also will help companies leverage the content they already have in more contem- porary media that cost less. U.S. adults spend more time using mobile “For 80-plus years, the television has been the most than they do watching TV dominant form of media. The phone has just recently For the first time ever, U.S. consumers in 2019 surpassed it,” Hyrkin said. “We’re not going to change spent more time using their mobile devices than that. Ever. We’re going to see the entire industry change watching TV, with smartphone use dominating into a content and story format.” that time, according to research by eMarketer. He said companies that continue to struggle are strug- Consumers’ use of smartphones will continue to gling in large part because of high real estate costs or high make up the majority of their media consumption, printing costs. New tools help disseminate stories to a but eMarketer predicts that use will plateau this wider audience less expensively. year as consumers become increasingly uneasy Still, he said Issuu will not abandon the company’s about overuse of mobile devices. bread and butter — long-form content. The challenge The average U.S. adult spent 3 hours, 43 min- was adapting that long-form content to things like utes on mobile devices in 2019, just above the Instagram stories, integrating video, adding hyperlinks 3:35 spent on television. That’s the reverse of and slideshows, even monetizing the distribution of the 2018, when mobile time was 3:35 and TV time publication. was 3:44. “Just because this is a print format publication doesn’t Of time spent on mobile in 2019, U.S. consum- mean you can’t integrate all these other tools,” Hyrkin ers spent 2:55 on smartphones, a nine-minute said, focusing on a holistic approach to content. increase from the year before. FUTURE IN THE SCHOOLS Regardless of whether the output is for print, for embedding on a website or for consumption on a mobile device, Hyrkin says Issuu focuses on getting high-quality content to the appropriate audience, whether that’s in a high school or at a marketing firm for a multinational company. “We are a company that believes everyone who has a story to tell should be able to do it in a digital format,” Hyrkin said. “The future of the First Amendment is in the high schools. They’re training media professionals for the future.” n

6 | COMMUNICATION: JOURNALISM EDUCATION TODAY | a publication of the Journalism Education Association SPRING 2020 Motivate Them. GRAB SOME Challenge Them. GLORY. Appreciate Them. Submit your work! “We love the Best of SNO program at our school. It's super easy to submit entries, and we get the results the next day. Not only do the awards give students quick, tangible recognition for doing good journalism, but it really helps motivate them. I can't tell you how many times I've had a student ask me what extra things they can do for an article to help

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SPRING 2020 COMMUNICATION: JOURNALISM EDUCATION TODAY | a publication of the Journalism Education Association | 7 REVIEW Issuu launches extension with Adobe InDesign

BY BRADLEY WILSON, MJE

In a move that pushes content producers using Adobe InDesign to think mobile, Issuu created an extension that works from within InDesign to create a mobile version of any story. “We’re excited to announce Issuu has developed an Adobe InDesign integration to bring you a brand-new Story-sharing experience,” Issuu wrote June 12, 2019. Once Adobe released the version of the Issuu Extension to work with the latest version of InDesign late in 2019, producing a Visual Story from within InDesign was just four screens and seven clicks away, along with some editing. I created a Visual Story based on an article in this issue of C:JET. Visual Stories were clearly intended for publication as Instagram stories containing mostly visuals only, few words. The interface was clunky. I couldn’t move photos to crop them differently. I couldn’t add text blocks.. However, after I downloaded the Issuu app on my iPhone, it was nice to see the Instagram version of my story and to have the ability to share it on Facebook and Twitter as well. I could use the QR code that the Issuu Extension created when I initially created the publication, but I couldn’t get back to the QR code once the story was live. The extension didn’t allow me to create an Article Story from within InDesign. Then I went back to a PDF file and tried to create a mobile Starting with the extension in Adobe InDesign, creating a Visual Story is version of another story as an Article Story. three steps: (1) Choose a template from the three provided, (2) select the With this I had much more success. content from the InDesign pages, (3) adjust the settings, and (4) preview the story. As the software grows and evolves, more templates would pro- I found the concept of an Article Story more vide more flexibility. The Visual Story editor still needs some improvement, intuitive. And I found the Article Story editor much allowing for moving and replacing of pictures and just as much flexibility more intuitive. with text as the Article Story editor. After publication, all mobile versions Once I created the Article Story, I posted it to need to have captions that show. Twitter, Facebook and Instagram — and found another problem. Like so many others, I depend on photo captions to provide information about the photo and the context surrounding the photo. In the example of the story I was publishing, the caption information was critical to the overall story. When I accessed the social media post made from the PDF via Twitter, the captions did not appear. They did, however, appear in Facebook. There was no option to share the story via Snapchat or Instagram. Being able to create a mobile version of a story from within Adobe InDesign is the way publishers should be moving. As fast as Issuu is growing and evolving, I have little doubt these little problems will be fixed sooner rather than later. n

The captions did not appear when I accessed the Wilson is editor of C:JET magazine and has been writing software reviews mobile version via Twitter but did show when I since PageMaker Plug-ins were a thing in the 1990s. accessed the same file via Facebook.

8 | COMMUNICATION: JOURNALISM EDUCATION TODAY | a publication of the Journalism Education Association SPRING 2020 Animated GIF/video adds life to post about publication on Issuu A good social media post such as one on Twitter contains five things: a message that will hit home with the reader, a mention, a hashtag, a call to action and a visual. Issuu makes creating the visual more than just a screenshot of a static page. Built into Issuu is the ability to create an animated GIF or a movie flipping through the pages of the publication. 1. Open the publication in Issuu. 2. Under SHARE, click CREATE GIF. 1 3. A GIF wizard will open. Customize the publication by selecting pages you want to include in the animation and by changing background color. 4. Click the DOWNLOAD button under the illustration. 5. From the popup window, click DOWNLOAD VIDEO or 3 DOWNLOAD AS .gif FILE 6. If you choose to download video, you can either click DOWNLOAD VIDEO or click on the download icon in the player. If you choose to DOWNLOAD AS .gif FILE, then you will get a GIF URL, which you can share on social media. 5 Article Stories make PDF files readable on mobile devices via social media 1. The pages will populate on the left side. On the right side, you have the options to customize your headlines, bylines, featured image and more. You can add all detected segments as well as delete, split, merge or move paragraphs and images. 2. Click Settings — Add title, description and category. 3. Click Preview — Preview the story in mobile optimized format. 4. SAVE or PUBLISH

SPRING 2020 COMMUNICATION: JOURNALISM EDUCATION TODAY | a publication of the Journalism Education Association | 9 Daniel Sawney discusses features of Issuu at the Associated Collegiate Press and College Media Association national convention in La Jolla, California, Feb. 28, 2019. Photo by Bradley Wilson be innovative

Daniel Sawney was the head of publisher partnerships at Issuu for more than a year. In that time, he told students, “There’s a ton of content that sits in long-form format, and it needs an audience.” He said he thought Issuu was best at enriching long-form stories and tailoring them for use via social media or on websites. In addition, Issuu expanded to include a GIF generator, exporting for Instagram stories, exporting for Snapchat stories, and exporting for Facebook and Twitter cards. Consider the audience In his time at Issuu, he said he saw some Spoon University, founded at Northwestern University in 2014, is media outlets doing unique things on Issuu a global community of young influencers shaping the future of food. while still keeping the focus on storytelling. They’ve put their own spin on it from a student perspective. “It’s actually very clever. What a better place for businesses who want to reach hungry college students?” Sawney said. https://issuu.com/nuspoonmag

Monetize content The Harvard Crimson sells content on Issuu.com. Some newspapers can have a monetized business, maybe wider than the campus gates. Good journalism is good journalism. They leverage their brand and they’re very good at it, Sawney said. “There is just a general trend that people want to invest in good Incorporate video content,” Sawney said. “For those clients who want to charge for their GUAP magazine in London brands itself as the world’s first video content, we want to enable them to do that. I think you’ll see more magazine, “a revolutionary magazine dedicated to discovering of that specifically around journalism. It’s a critical moment where emerging creative talent.” people are realizing that if they don’t support these publications, Sawney said, “I like what they’re doing in terms of video content. they’ll lose them.” They brand themselves as a magazine/video hybrid. The magazine itself is designed to queue up the video. We’re seeing a lot more of https://issuu.com/theharvardcrimson that.” https://issuu.com/guapmag

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SPRING 2020 COMMUNICATION: JOURNALISM EDUCATION TODAY | a publication of the Journalism Education Association | 11 MEDIUM President Donald Trump announced Oct. 27, 2019, from the Diplomatic Reception Room of the White House that a commando raid in Syria had resulted in the death of Abu Bakr al-Baghdadi, the leader of the Islamic State, claiming a significant victory even as American forces were pulling out of the area. Photo by Al Drago for The New York Times.

COVERING SPEAKERS Get the bank shot; then play BY BRADLEY WILSON, MJE of every event plays into the greater story. hen some portion of your day “We’re trying to make really interesting and involves taking pictures of the same unique imagery wherever we can,” Drago said. Wperson over and over, as it some- Drago said he most enjoys the little unscript- times does for Al Drago, a Washington, D.C.- ed moments between the big events, the little based photographer who covers the White moments that sometimes tell the story of the House for The New York Times and others, you president. can’t afford to screw it up. “After shooting the same thing every day, Drago, who is often one of the 13 jour- you want to break up the monotony. You start nalists in the pool that covers the president using different lenses and different angles and wherever he goes, said, “It’s a big mob scene trying to convey the story a different way.” Al Drago of reporters. Sometimes the photographers are Drago said once he has the basic image — @al_drago left on the edge, peering over the edge trying the one anyone would shoot — he starts to see to make a photo.” things differently, working the scene. http://aldrago.com Drago said he first photographed Trump “The New York Times is hiring me to use my in 2015 on the campaign trail in Iowa. Since artistic license to make a different photo for then, he said, his job has been “a lot of crazi- them, something that is a little more of a story- ness,” but he still looks to see how every photo telling photo.” n

ANGLES

12 | COMMUNICATION: JOURNALISM EDUCATION TODAY | a publication of the Journalism Education Association SPRING 2020 ENTRY WIDE

COMMENTARY: ENTRY I shot hundreds of photos of this event. What do people expect? He’s going to be at the podium. As visual storytellers, we want to show a much bigger story.

TIGHT POSTAGE STAMP WIDE, MEDIUM, TIGHT, POSTAGE STAMP First, I sent three photos: wide, medium, tight. If I only have time for one photo, I go for the medium photo (on p12). Then my tight. Then my wide. Exact same photo, exact same thing, three different moods. And then the fourth one, which is the bonus point — I call it the postage stamp. It’s not always the prettiest photo. A photo like this is clean. An editor can crop like a 1-by-1 to use as a headshot.

THROUGH THE LIGHTS THROUGH LIGHTS THROUGH TV CAMERAS WIDE Made the quick and easy stuff. Now let’s start working a little bit. Get the ladder. Get up a little bit. Shoot through the lights. This photo is much more interesting than the first one. It’s the exact same thing. He’s still at the podium. He’s still speaking. Being able to shoot elevated with a clean background makes a much more compelling image.

THROUGH TV CAMERAS There are TV cameras. Why pretend they’re not there? Take a step back. Frame the tripods. It’s working; it’s not bad. Cleaned up the sides a little THROUGH TV CAMERAS TIGHTER ULTRAWIDE bit. The focus is the president. Now he’s kind of framed by the borders.

ULTRAWIDE Make a nice, wide photo. It’s almost too wide. I kinda like it.

QUESTIONS Then it’s question time. He answers questions.

ANGLES Of course, it is important to make a well-done, even photo, not always shooting a photo straight on. Use QUESTIONS EXIT your artistic license. The New York Times gives me a little more license, perhaps more than the traditional wire that needs the clean front-and- center photo.

EXIT Then he leaves.

Principals and the Press Factors Affecting Censorship in Scholastic Media

R.J. MORGAN INSTRUCTIONAL ASSOCIATE PROFESSOR, THE UNIVERSITY OF MISSISSIPPI

ABSTRACT Qualitative interviews with practicing school administrators indicate that students’ right to publish content in their school publications is determined more by the values and beliefs of their school administrator than by the guidelines set down by the First Amendment and the U.S. Supreme Court. Administrators believe their roles as keepers of the peace and arbiters of public sentiment trump the individual rights of student journalists.

REVIEW OF PROBLEM Student-run publications have enjoyed a long tradition as institutional touchstones in America’s public high schools. From print publications such as school newspapers and yearbooks to the more recent digital evolutions of newscasts and websites, scholastic media publications are as ingrained in the American public high school experience as letterman jackets, marching bands and homecoming queens. Beneath this tradition lies a powerful curricular tool for devel- oping students both socially and academically. Students who have served on their school’s newspaper or yearbook staff perform at significantly higher levels than their nonjournalism peers on both the ACT college readiness exam and in their first year of college coursework (Dvorak and Choi, 2009). Students report that their scholastic media classes teach them how to communicate clearly and concisely, engage in critical analysis of current issues, manage deadlines, multitask assignments, and work collaboratively as a team (Enfield, 2013). One national study even found a positive relationship between participation in high school journalism and voting habits after graduation (Bobkowski and Miller, 2016). Yet, despite these characteristics, student media outlets frequently find themselves on the outs with school administrators. Last year in Texas, Prosper High School’s student news site, Eagle Nation Online, was censored and its adviser forced into retirement after students published editorial content critical of principal John Burdett’s decisions and policies (Gallagher, 2018). When students at Har-Ber High School in Springdale, Arkansas, broke news about five illegal football transfers last fall, their district ordered the stories to be removed from the web and censured the publication’s adviser for not clearing the story with the principal first, despite no policy requiring Morgan, R.J. (2020). “Principals and prior review (Perozek, 2018). the Press: Factors Although administrators in both of the above situations eventually bowed to public pres- Affecting Censorship sure and reinstated the unfettered publishing rights of their students, this type of overreach, in Scholastic Media.” particularly the practice of threatening faculty advisers, has a chilling effect on future reporting Communication: Journalism Education and is damaging to the quality of the publication (Buller, 2011). Autonomy of self-expression is Today, 53(3), 15-24. continued on page 16

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continued from page 15 a critical facet of these programs’ appeal to students, and censorship can stymie the educational MOST RECENTLY value of the experience. As Kopenhaver and Click (2001) point out: “How can students become responsible citizens when their advisers and principals are making decisions for them and acting as editors of their papers?” (p. 338). Some of the bases for these conflicts can be attributed to administrators’ lack of knowledge of the First Amendment. Despite having a tremendous amount of positional authority and responsibility, most principals do not seem confident in their understanding of the First Amendment and the rights it guarantees, especially when comparing their knowledge to other colleagues (Wagstaff Cunningham, 2014). Other research has found that the greater an administrator’s belief that other people are more susceptible to media influence than he/she is, the less supportive he/she is of student free speech (Maksl & Schraum, 2012). Conflicts might also stem from the differing ways students and administrators view the role of Journalism students already dealing a student publication. Previous research indicates that most administrators in the United States with censorship by administrators at appear to believe that school publications are an extension of the official brand of the school, Millbrook High School in Winchester, and that both the faculty adviser and principal have the right to edit and censor student speech Virginia, now face another barrier as they deem it necessary (Kopenhaver & Click, 2001). The law is less clear. The U.S. Supreme to reporting after the passage of a new prior review policy for student Court ruled in Tinker v. Des Moines Independent Community School District (1969) that public publications, according to a Student school teachers and students do not “shed their constitutional rights to freedom of speech or Press Law Center article by Joe Severino. expression at the schoolhouse gate” (p. 506) and speech by an individual or group of individu- The Frederick County School Board als would need to be in danger of causing a “significant disruption to the learning environment” approved the new policy during its Aug. 20, 2019, meeting. Under the policy, before school officials were allowed to censor it. However, the court then ruled in Hazelwood the school’s principal must approve all School District v. Kuhlmeier (1988) that public school administrators were within their rights to publications before they are published. censor “school-sponsored speech” when they deemed content in a publication not designated as The policy also says that “publications a limited or public forum to have raised “legitimate pedagogical concerns” for a school audience. are not intended to provide a public forum for students or the general But what is the definition of a pedagogical concern? Of school-sponsored speech? Flashpoints public.” continue to arise when students and administrators disagree on the parameters of these defini- SPLC staff attorney Sommer Ingram tions. As Knight (1988) noted, “Hazelwood implies that in American public schools a continuum Dean said the inclusion of this line is on the scale of control is possible. The continuum ranges from strong control by the principal/ important for legal reasons. “A policy specifying that a student publisher to light-handed, Tinker-like management” (pp. 43, 45). Some states have recently publication is not a public forum passed New Voices legislation to help clarify students’ rights at the state level, but for the rest of essentially takes decision-making power the country such ambiguity makes it difficult for students to fully understand what they can and out of the hands of the students when cannot publish. In a political climate rife with attacks on the effectiveness and public utility of it comes to determining the content of the publication,” she said. “Nonpublic both a free press and a public system of education, high school media programs, their partici- forums weaken First Amendment pants, and their administrators can quickly find themselves at the center of a combustible situa- protection for student journalists, paving tion when publishing controversies arise. the way for school officials to censor content for any number of vague and broad reasons they can come up with.” RESEARCH OBJECTIVE The new policy probably won’t Though quantitative studies such as Paxton and Dickson (2000) have measured administra- have much effect on student journalists tive censorship levels from the point of view of the classroom adviser, and one by Kopenhaver at Millbrook, said Christian Hellwig, a and Click (2001) found that most public school administrators believe they have the right to cen- senior and co-editor of BlueXpress. The sor content they find “harmful” to the school, no qualitative school leadership research exists to newspaper already had been censored multiple times last year, and the staff ascertain how a principal defines “harmful” or how they arrive at their personal censorship ethos. dwindled from about 30 students a year Through exploratory interviews with practicing public high school administrators, this study ago to just 10 this fall. seeks to address this gap in the literature and to answer the following questions: “Last year we had already been • How do current school administrators define the role and value of the First Amendment hit with some of the [policy] before it actually happened,” he said. “We in modern American society? had our principal take down pictures • How do current school administrators define the role and value of the scholastic media of herself that we used for our online at their schools? newspaper.” • What factors influence current school administrators when determining their practice in The SPLC reached out to Millbrook Principal Joanne Altendorf for comment regard to freedom of expression or censorship of their student media? and was referred to a school board spokesman, who said, “We’re not METHODS interested in engaging in an interview.” Sample and Sample Selection. In the fall of 2018, qualitative interviews were conducted with More information at https://splc.org/ — “New, three public high school principals across the American South: one from Kentucky, one from restrictive publications policy hits journalists at Alabama, and one from South Carolina. Subjects were selected from a list of schools within the a Virginia high school who were already being censored” region that had a) at least one award-winning student media outlet, b) an adviser serving on the 16 | COMMUNICATION: JOURNALISM EDUCATION TODAY | a publication of the Journalism Education Association SPRING 2020 PEER-REVIEWED | RESEARCH executive board of the Southern Interscholastic Press Association, and c) an administrator who had been in his or her current position of authority for at least three years, or long enough to have developed entrenched censorship habits based on personal experience. Since they do not MOST RECENTLY act as agents of the government, no private school administrators were considered for inclusion. Three subjects were selected for study and interviews were scheduled. Coincidentally all three subjects were white males, former social studies teachers, and former football coaches — all common traits of administrators within the region. All three led suburban high schools with a student body of at least 1,400 students, and their length of experience in school administration ranged from five to 23 years. Politically, one identified as a staunch conservative, one as an independent, and one as a moderate Democrat. Data generation. After IRB approval was requested and received, interviews were conducted on site at each school, in the administrator’s personal office space, during school hours. A flexible, semistructured interview format was used, and the resulting data was transcribed and analyzed using grounded-theory coding procedures common to this type of study (Charmaz, 2006). A second round of focused coding organized the information categorically using themes that emerged during transcription and initial coding. Limitations. The sample size for this study is regional and extremely small, while the issue at hand is national and highly individualized. Findings should be viewed only as a starting point for discovering consistent and inconsistent themes, which might serve as a guide for future research.

STUDY FINDINGS Role and Value of First Amendment. Despite differing political beliefs, all subjects believe the First Amendment is a critical part of American society and value the institution of a free press in the adult world. As former social studies teachers, all subjects had a working knowledge of the First Amendment and protections it provides. The administrator from South Carolina called them “foundational — remedial, if you will — freedoms … those are the rights that everybody else in the world wishes they had.” All three subjects explicitly mentioned the constitutional protection for religious expression as being important to them and to society. None of the subjects expressed any dissatisfaction with citizens outside the school setting being able to critique the government or to lead protests against policies or ideas they find objectionable. Interestingly, one administrator, from Alabama, did indicate that his interpretation of the First Amendment was that it gave American citizens the right to cluster together geographically with people who shared their ideological beliefs. “You can, if you believe in liberal beliefs, and want At the Central Times, the student to live in California, you can live in California,” he said. “If you’re conservative and you want to newspaper at Naperville Central High live in, I don’t know, in the Deep South, that kind of stuff, you can do that.” This position would School in a western suburb of Chicago, seem to indicate that while those who hold minority viewpoints in these areas are free to express Editor Vivian Zhao and Profiles Editor Amisha Sethi intended to report multiple them, they’re also free to leave anytime they like. eyewitness accounts of a special-needs Role and Value of Student Publications. All subjects view their student media as a valuable cur- student causing frequent classroom dis- ricular opportunity for students, with benefits ranging from research and communication skills ruptions, including punching a teacher to personal independence and accountability. The administrator from Kentucky put it most suc- in the head, resulting in a concussion, according to an SPLC article by Joe cinctly: Severino. We want to make sure that kids are “transition-ready” when they leave Zhao said the Central Times edito- us. So the workforce is one factor in that matter. Military’s another. Post- rial board “decided to pursue this story secondary education is another. Those kids do a lot of things [in the journalism about disruptions in the learning envi- classroom] that are really kind of unsupervised by adults, and so they have to ronment” and how the school district would handle these incidents in the act professionally. They have deadlines that they have to meet. … You’re going future. The disruptive student himself to have deadlines at whatever job you take. So even if the kids choose not to go would not be named or be the focal point into journalism, there’s still some value in what they’re getting in that. Then of of the story. course, they have to be able to write, so in order to be able to write and to be able But nearly a quarter of the article was censored prepublication by the to report, they’re going to have to know grammatical skills, English skills, just school’s principal, Bill Wiesbrook. The any of those types of things. So it fits right along with that curriculum, you know. school district claimed the portions that Everything that goes along with being transition-ready. were censored — student and faculty All subjects indicated that they believe there is value in exposing students, both inside the eyewitness accounts of the disruptive behavior — invaded the student’s pri- journalism classroom and in the larger school population, to speech they may not agree with. vacy and should be withheld. The administrator from Alabama said: You’ve got some parents that shelter kids and, you know, kind of limit them, More information at https://splc.org/ — “Illinois school district censors student newspaper. Is it a continued on page 18 violation of the New Voices law?”

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MOST RECENTLY continued from page 17 and sometimes they don’t know what’s out there. I see, uh, students who are very successful in high school, and they’ll go off to college and they just don’t know what they’re getting themselves into, and they fail miserably. You’ve got other students who, they struggled a little bit in high school, and made, you know, made B’s and C’s but excelled really well in the newspaper, and they go off in the real world and they just flourish. … I think it just helps them, teaches them, the different things in society and stuff. Other interesting points as to the curricular value of a scholastic media program also emerged. As the population of America’s high schools shifts to a new generation, from millennials to Generation Z, the administrator from South Carolina said he felt like his school’s journalism curriculum offered an educational experience that better aligned with the values of today’s students: They want more than anything else — we found this out over the last two or three years — they want a voice. They want to be heard. Sometimes they want to speak loudly. Sometimes they want to speak in their vernacular, not the adults’ vernacular. But they want to be heard is the biggest, is the biggest thing. So I think that’s one of the things that our students get out of, besides the technical things that they learn in broadcast class or in yearbook or our newspaper class. Besides those technical things, I think they’re learning how to have their voice in the proper way. And I think that’s really valuable to them as they leave here. In the end, we want to provide as many opportunities as we can for students to find out who they are. Although all three mentioned their school’s media programs as being critical parts of the school culture, and even as being important interaction points between the school and the rest of the community, none used language that indicated they felt like the student media channels were official school messaging or administrative property. Prior Review of Student Speech: Only one of the three administrators (Alabama) exercises prior review of his school publication, but all expressed a strong desire to be made aware of potentially controversial content before it is published. In other words, they never want to be blindsided. For the Alabama principal, prior review is actually district policy. However, he says he would still want to review his school’s publications even if it was not: You know, the biggest thing is you never want to be blindsided. I didn’t want to The censored version of the article — you know, the dreaded — you’re driving home and all of a sudden, you get the ran on the front page of the Central Times on Oct. 29, 2019. It explained text from the superintendent, “Hey, call me.” You know, or you get the email that’s that state law requires schools to place forwarded to the superintendent and they file it and you had no idea. Where, this special-needs students in general class- way, yeah, I knew we were going to do an article about sex abuse, you know, that room settings. kind of stuff so, you’re not surprised, where, if they just do an article, you didn’t In that same issue, the Central Times ran a front-page editorial calling out the review it, you never see it, and you didn’t know it and it was put out there and district for censorship. then the superintendent (says), ‘Did you know this?’ ‘No.’ In 2016, Illinois passed the Speech In Kentucky, the principal sees reviewing his school’s publications before publishing as a fair Rights of Student Journalists Act, which ask for a school leader, but one that would ultimately lead to an undermining of the students’ limits the ability of school administrators to censor student expression. Under this free speech rights: law, a school administrator can use prior I guess I kind of inherited that policy [of not reviewing]. Past administrators had restraint of student expression only if done the same thing. You know, I’ve actually thought about saying, “Hey, let’s see it the expression before you guys see it,” but then I’m like, “I don’t want to censor what those kids • Is libelous, slanderous or obscene. • Constitutes an unwarranted invasion are doing.” And if I’m looking at it before and I say, “OK well, this is good, this is of privacy. great, but this — this has got to go, can’t do this.” That’s not giving those kids that • Violates federal or state law. freedom, and so we try to give them that freedom, you know, of the press, to be • Incites students to commit an unlawful able to do that. act, to violate policies of the school district, or to materially and substan- The principal in South Carolina indicated that his lack of prior review was a strategic decision tially disrupt the orderly operation of that he felt not only enhanced the learning experience of the students in the class but also opened the school. up the rest of the school environment to a greater number of robust conversations and a higher Naperville School District claims the level of democratic engagement: censorship of the Central Times article I’m a proponent of Colin Powell; he has all these really good leadership traits. was legal because the material was an unwarranted invasion of privacy. One of them that I’ve used here with our teachers and our students is “a clash of ideas in a noisy system.” I don’t think we need to be afraid of debate and having More information at https://splc.org/ — “Illinois school district censors student newspaper. Is it a conversations. I’ll be honest with you; I have not looked at anything in four or five violation of the New Voices law?” years before it’s published. I know that I don’t want to be a place that is a closed

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forum. I want it to be a limited open forum because I want to allow for all the learning that can take place within that. Despite this desire for a free exchange of ideas, the South Carolina principal still wanted to be kept in the loop on potentially controversial items. “I do think that there’s conversation around that that you can have with students and teachers and say, ‘Look, I’m not trying to censor you. What I’m trying to do is just make sure that I’m aware of what may be coming down the pipe as much as anything else.’” Factors Affecting Censorship. Despite their understanding of the curricular, developmental and societal value of journalism courses, all subjects said that they believe student speech is something less than fully free and that it is up to the local administration to decide what students can IN ONE SENTENCE and cannot publish, though they disagreed on where to place that censorship line. When asked Tinker v. Des Moines Independent how they determined which content items were appropriate and which were not, none of the Community School District (1969) subjects cited U.S. case law as a guiding factor in their practice. One mentioned he was aware Students do not lose their First Amendment rights to freedom of speech that federal legal parameters do exist; one referenced the need to follow a state law, which does when they step onto school property. not exist. Instead, a series of other factors seemed to guide their thoughts: Bethel School District v. Fraser (1986) The First Amendment allows schools to Potential for disruption. The top priority for all three subjects was that student speech not prohibit vulgar and lewd speech since cause a disruption. The Alabama principal said: “I keep on going back to ‘Is it going to disrupt such discourse was inconsistent with the the school environment? Is it going to cause something to where we can’t have a normal school “fundamental values of public school day?’” None of the subjects could give an example of this type of disruption emerging from the education.” arena of scholastic media, but two of the three tangentially mentioned having had to navigate Hazelwood School District v. Kuhlmeier students’ desires to participate in a National School Walkout Day in protest of gun violence in (1988) Schools must be able to set high 2018. Both allowed the student protests to happen but worked with student leaders, teachers and standards for student speech even student journalists on the front end to ensure safe and orderly free expression. Returning to disseminated under their auspices, and the issue of disruption in scholastic media outlets, the principal from South Carolina did note, “I schools retain the right to refuse to sponsor speech that is “inconsistent with really try not to squash things before there’s actually a disruption.” the shared values of a civilized social Taboo topics. There were no topics the subjects dismissed as completely off limits for student order.” coverage, but some items did demand sensitive coverage. “I think that there’s no subject they Yeo v. Lexington, Mass. (1997) can’t tackle,” the Alabama administrator said. “It’s kind of just, like I said, going back to school, School officials do not violate the First is that I think it just needs to be well thought out and done in good taste.” In talking anecdotally Amendment rights of an advertiser about controversial stories, all three subjects mentioned at least one story of a sexual nature. In when and if student editors of a student newspaper and yearbook refuse to Kentucky, the yearbook staff chose to write a profile on a transgender student, which received publish his advertisement. backlash from several parents. The administrator said he took some unpleasant phone calls but decided to back the students’ coverage because “at the end of the day, all they’re doing is just Kincaid v. Gibson (2001) About seven years after the yearbooks talking about a kid [and] the diverse culture we have in our school.” In Alabama, the administra- first returned from the printer, the 6th tor censored a story about sexual abuse because he felt it was too graphic and could have ended U.S. Circuit Court of Appeals ruled that up in the hands of a younger sibling. The South Carolina principal worked to moderate a story Kentucky State University officials had violated students’ First Amendment about a student at his school who had been sexually assaulted. “It was almost one of those things rights despite any concerns about the where everybody would know who that student is. It couldn’t be anonymous,” he said. “And it quality of the book or the color of the probably ended up being a joint decision between the reporter, the editor, the teacher and me as cover. much as anything else.” Dean v. Utica (2004) Factual errors and criticism of the administration. Two of the three principals indicated that criti- A school’s actions are unconstitutional cism of administrative actions was well within the realm of student publishing rights. The third when administrators remove content for “limited pedagogical concerns” subject, though, cited two examples of censoring student work for factual errors, which coinci- even though the content upholds dentally were critical of the administration. One was over a lack of parking near the band hall, quality journalistic standards, there are which the principal said didn’t exist, and the other was about who was responsible for a boring no privacy concerns and the piece is Red Ribbon Week program. (The principal wanted it clear that the county sheriff’s office was to suitable for the audience. blame.) He said: “I agree with the article. It (the program) was boring; it was too long. I’m like Hosty v. Carter (2005) yes, yes. I mean I’m checking like, ‘I agree; you’re dead on.’ But you need to put it on there, I The appellate court held that college newspapers could be subject to the wanted the readers to know that it wasn’t me or — it was the PTO and the Sheriff’s Department same amount of school control allowed who put that program together.” under Hazelwood v. Kuhlmeier (1988) Administrator’s age or comfort level. The most experienced administrator in the sample, from for high school newspapers. South Carolina, said his views on student speech have moderated significantly over time. “I do Morse v. Frederick (2007) just think it’s growth of who you are and what you think is, what you decide is, more important,” The First Amendment does not prevent he said. “Because when you’re in your first or second or third year as a principal, that compliance educators from suppressing, at or across the street from a school-supervised is really, really important.” This was borne out with the other two administrators in the sample, event, student speech that is reasonably continued on page 22 viewed as promoting illegal drug use.

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continued from page 19 both of whom have much less experience and felt much greater need to concern themselves with the content of the school’s publications. Reputation of the publication and/or adviser. Trust was a common theme for all three administrators in determining where their censorship line should be. Once the program advanced to the point where it was winning awards and receiving praise, the intensity of scrutiny ebbed. The same was true for the principal’s relationship with the publication’s adviser and his/her perceived level of dedication and professionalism. In South Carolina: [The adviser’s] standard is so high, I really have rarely been bothered by what REFERENCES they’ve produced. I think early on, I was saying, “Send it to me before you send it Bobkowski, P. S., & Miller, P. R. (2016). Civic out. Let me watch it before you post this somewhere, before we let anybody watch implications of secondary school journal- it.” But that was … I mean that went away fairly quickly. ism: Associations with voting propensity and Norms of the community. All subjects expressed the need to triangulate community norms in community volunteering. Journalism & Mass Communication Quarterly, 93(3), 530-550. determining their line of censorship. The Kentucky administrator said many of the older mem- doi:10.1177/1077699016628821 bers of his community would more or less like the school’s publications to be censored to include Buller, T. J. (2011). Subtle censorship: The prob- only positive stories. In South Carolina, the administrator says the multicultural shift of the South lem of retaliation against high school advisers over the last few decades has made that triangulation even more of a challenge. The administrator and three ways to stop it. Journal of Law & from Alabama said he wants students to have free expression but feels like anticipating commu- Education, 40(4), 609-658. Charmaz, K. (2006). Coding in grounded theory nity reaction to student content and censoring content that other groups of constituents might practice. In Constructing Grounded Theory: A find objectionable is part of his job as the leader of the school: Practical Guide Through Qualitative Analysis It’s kind of like school prayer. You know, there’s a lot of … high school football (pp. 42-71). Thousand Oaks, CA: Sage. games where you can’t say the school prayer. You know, you do a moment of Dvorak, J., & Choi, C. (2009). High school journalism, silence or what have you. But there’s some schools, they do the school prayer and academic performance correlate. Newspaper Research Journal, 30(3), 75-89. then they get filed a lawsuit and everything. So now, instead of going to a normal Enfield, S. (2013). My defense of scholastic journal- Friday night football game, you’ve got protesters because they’re saying the school ism: The cost of ‘quiet dissatisfaction’. School prayer. You’re on the news media, and — it causes such a distraction. Now that’s Administrator, 70(3), 37. what people are talking about as opposed to learning, you know, the skills they Gallagher, D. (2018, August 21). Prosper HS principal need and are necessary to get into the college they want. reverses course on censoring student newspaper. The Dallas Observer. Retrieved from https:// www.dallasobserver.com/news/ prosper-high- CONCLUSIONS school-reverses-course-on-censoring-student- Even in schools with established, award-winning publications and advisers, principals seem to publication-11027594 view free speech as an elastic concept instead of a concrete right. Subjects in this study ultimately Hazelwood School District v. Kuhlmeier, 484 U.S. feel responsible for students’ speech and work at varying levels to balance the curricular value of 260 (1988). a free press with their own interests and the perceived interests of their community. Other than a Knight, R.P. (1988). High school journalism in the strong desire to avoid disruption, none of the mitigating factors described in practice is grounded post-Hazelwood era. Journalism Educator, 43(2), 42-47. in the guidelines set down by the U.S. Supreme Court, and what students can and cannot pub- Kopenhaver, L. L., & Click, J. W. (2001). High school lish in their own publications exists on a continuum that varies greatly by the adult in charge of newspapers still censored thirty years after their school building. Tinker. Journalism & Mass Communication Quarterly, 78(2), 321-339. FUTURE RESEARCH Maksl, A., & Schraum, B. (2012). Protecting the “impressionable minds” from the “impres- This small study illustrates a great need for more qualitative analysis in this area. Similar data sionable minds”: The third-person effect needs to be collected from a larger, more diverse group of administrators. Case study methodol- and student speech. Journalism & Mass ogy would allow for deeper descriptive and explanatory understanding of administrative deci- Communication Educator, 67(4), 362-374. sion-making without removing those individual decisions from the broader, real-world context in doi:10.1177/1077695812465257 which they were made. Future research also needs to extend beyond school leaders with estab- Paxton, M., & Dickson, T. (2000). State free expression laws and scholastic press censorship. lished, lauded publications and into areas where greater concerns over quality exist. There also Journalism & Mass Communication Educator, would be great value in assembling multistate school leader focus groups for study, presenting 55(2), 50-59. doi:10.1177/107769580005500206 them with recent scholastic censorship cases, and having them debate and define best practices Perozek, D. (2018, December 12). Journalism students for how those situations should be handled in the future. n address Springdale school board. Northwest Arkansas Gazette. Retrieved from https://www. nwaonline.com/news/2018/ dec/12/journalism- students-address-springdale-/ Tinker v. Des Moines Independent Community School District, 393 U.S. 503 (1969), 506. Wagstaff Cunningham, A. E. (2014). What high school administrators know (and think they know) about the Fourth Estate. Communication: Journalism Education Today, 47(3), 19-24.

22 | COMMUNICATION: JOURNALISM EDUCATION TODAY | a publication of the Journalism Education Association SPRING 2020 Legal cases of importance to scholastic journalism Summaries of eight historical cases that influence efforts and ethics of advisers and of journalism students

TINKER V. DES MOINES INDEPENDENT COMMUNITY The Supreme Court upheld the decision and ruled SCHOOL DISTRICT (1969) that the “pervasive sexual innuendo” was plainly offen- To protest the Vietnam War, students Mary Beth sive to students and to teachers. Chief Justice Warren Tinker, brother John Tinker and friend Christopher Burger wrote that freedom of speech must be balanced Eckhardt fashioned black armbands with peace signs to with the interest of “teaching students the boundaries of wear to school in mid-December 1966. After they refused socially appropriate behavior.” In short, if schools toler- to remove the armbands, school officials suspended them ate “lewd or offensive speech,” they cannot teach stu- from school. School administrators claimed that they dents how to act maturely. were afraid the armbands might incite violence because most of the student population supported the war. HAZELWOOD SCHOOL DISTRICT V. KUHLMEIER (1988) Three years after the students went to the courts to In 1983, the editors of the high school newspaper overturn their suspensions, the Supreme Court ruled in were preparing to run two pages featuring a story about their favor. The court said students do not check their teenage pregnancies and a story about students who had First Amendment rights at the schoolhouse gate and gone through the divorce of their parents. The stories that they are allowed to express themselves even on were built on personal interviews with students, whom controversial topics. But Justice Abe Fortas said editors kept anonymous. Because the newspaper was they can only do so “without materially or sub- part of the curriculum, the principal routinely reviewed stantially interfering with the requirements of it before it was published. But after reviewing the sto- appropriate discipline in the operation of the ries, the principal decided to remove two pages from the school and without colliding with the rights paper. School officials said they were worried about the of others.” privacy of the students and, in the case of the divorce story, their parents. BETHEL SCHOOL DISTRICT V. FRASER (1986) The Supreme Court ruled that the school’s actions There were a lot of things high school were permissible under the First Amendment, although administrators did not like about the court noted that the ruling might not necessarily senior Matthew Fraser’s speech apply to papers published as an extracurricular activity. on behalf of his friend, who The court distinguished the case as a “second form of was running for a position student expression,” different from a student’s personal in student government. expression. It also said school officials could exercise The address, delivered greater control over this form of expression in situations at a student assembly, of “legitimate pedagogical concerns.” was filled with sexual innuendo about the YEO V. TOWN OF LEXINGTON (1997) candidate’s “firm” When Douglas Yeo, a Lexington, Massachusetts, resi- convictions and dent and parent purchased a high school yearbook ad willingness to pur- advocating abstinence, he did not expect any problems. sue an issue “to But student editors of the yearbook thought otherwise. the very end — They made the decision, consistent with the book’s poli- even the climax.” cy of not printing political or advocacy ads, not to accept Although Fraser the ad, although they did give Yeo the option of writing ran the speech by a letter to the editor. School officials said their policy was three teachers, the not to interfere in students’ decisions on content. school claimed it was Yeo argued that because the school was ultimately offensive and vulgar and responsible for the actions of student editors, the town suspended him for two was violating his First Amendment rights. The 1st U.S. days. continued on page 24

SPRING 2020 COMMUNICATION: JOURNALISM EDUCATION TODAY | a publication of the Journalism Education Association | 23 continued from page 23 The 7th U.S. Circuit Court of Appeals sided with the Circuit Court of Appeals disagreed and ruled that stu- university and refused to acknowledge a clear divid- dent editors could not be considered “state actors,” and ing line — “an on/off switch” — between prior review as such, could not violate his First Amendment rights. standards at colleges and at high schools. The possibility Past issues of Communication: of review, it said, “depends on the answer to the public- Journalism Education KINCAID V. GIBSON (2001) forum question.” If the type of speech in question is a Today have featured In an attempt to do something different with the nonpublic forum and “underwritten at public expense,” extensive coverage yearbook at Kentucky State University, students Charles it may be open to “reasonable regulation” at the college of media law and the Tinker case. Kincaid and Capri Coffer decided to add a theme to level. The regulation would not apply if the medium the book and print it with a purple cover instead of were declared a public forum for expression. SCHOLASTIC the school’s traditional green and gold. The theme, JOURNALISM “Destination Unknown,” depicted a university and a MORSE V. FREDERICK (2007) LAWAN UPDATE BY GERRY APPEL As with virtually any Supreme has Morse v. Frederick Court ruling, nation in unsure times. KSU administrators thought the As the Olympic torch passed through the city of generated questions since the June 25, 2007 decision in Washington. One inquiry: “Do student expressionMorse laws protect students from the book was of poor quality and “inappropriate” and didn’t Juneau, Alaska, in late January 2002, officials at the local v. Frederick decision?” The answer is yes. And no. like the color of the cover. They prohibited the distribu- high school allowed students to leave class to watch, an tion of the yearbooks. event considered school-sponsored and school-sanc-

14 • COMMUNICATION: JOURNALISM EDUCATION TODAY SPRING 2008 tioned. Although he did not attend school that day, About seven years after the yearbooks first returned SPRING 2008 from the printer, the 6th U.S. Circuit Court of Appeals Joseph Frederick showed up at the event and, with “Scholastic Journalism ruled that KSU officials had violated students’ First his friends, unfurled a banner reading “BONG HITS 4 Law: An Update” by Amendment rights. This case was much different from JESUS.” Principal Deborah Morse confiscated the banner Gerry Appel with Tyler and suspended Morse, who appealed the decision and Dukes, et. al. previous cases because the yearbook was a designated public forum and was not a classroom activity. Judge R. eventually filed a lawsuit. LegaL Issues

Tinker began on a snowy Saturday, Dec. 11, 1965. What happened after that Guy Cole wrote that there was “no difference between The Supreme Court, siding with the school, ruled set the standard for public school freedoms. Tinker v. hiding the publication” and “forcing students to publish that the confiscation did not violate Frederick’s First Des Moines a state-sponsored script.” Amendment rights. The court decided that Frederick SchoolBy John BDistrictowen Background John Tinker, 15; his sister Mary Beth Tinker, 13; and Christopher Eckhardt, 16, decided along with their parents to protest the Vietnam War by wearing black armbands to their Des Moines schools during the Christmas holiday season. Upon learning of their intentions and fearing that the armbands would provoke disturbances, the principals of the Des Moines school district resolved that all students wearing armbands would be asked to remove them or face suspension. When the Tinker siblings and Eckhardt wore their armbands to school, they were asked to remove them. When they was attending a school event and that the message on refused, they were suspended until after New Year’s Day. The decision In a 7-2 decision, on Feb. 24, 1969, the Supreme Court ruled that the students had the right to wear their armbands. Justice Abe Fortas wrote for the majority. He first emphasized that students have First Amendment rights: “It can hardly be argued that either students or teachers shed their constitutional rights to freedom of speech or expression at the schoolhouse gate.” While schools certainly have the right to establish rules relating to “the length of skirts or the type of clothing, to hair style, [or] aggressive, disruptive DEAN V. UTICA COMMUNITY SCHOOLS (2004) the banner was a reference to illegal drugs, which vio- action or even group demonstrations,” the case does not involve any of those issues. “The school officials banned and sought to punish petitioners for a silent, passive expression of opinion, unaccompanied by any disorder or disturbance on the part of petitioners. There is here no evidence whatever of petitioners’ interference, … with the schools’ work or of collision with the rights of other students to be secure and to be let alone. Accordingly, the case does not concern speech or action that intrudes upon the work of the schools or the rights of other students.” As a result, the regulation was directly related to the suppression of a specific view on a given subject, and the Court struck it down as not constitutionally permissible. After the Utica, Michigan, newspaper ran a story lated the school district’s anti-drug policy. The govern- That isn’t the end of the story…

Summer 2009 CommuniCation: JournaliSm eduCation today • 19 about a couple suing the school district over the negative ment, the high court said, had a “compelling interest” in SUMMER 2009 health effects of bus diesel fumes, student reporter Katy preventing and deterring drug use. The majority opinion “Tinker v. Des Moines Dean decided to do her own piece for her high school also differentiated the case from Tinker because student School District” by newspaper. The monthly paper was sponsored by the drug abuse “extends well beyond an abstract desire to John Bowen school and was part of the curriculum. Students were avoid controversy.” T of The effec press responsible for the content, and there was little inter- a sTudenT ference from the faculty adviser or the administration. SOME OTHER CASES TO KNOW T Lawon sTuden newspaper School officials told the students to remove the article • Reno v. American Civil Liberties Union (1997) was one conTenT r. Garner and Bruce L. PLoPPer By Jennifer By amy ness with artwork after implementation of the arkansas student Publications act, findings showed that before it went to the press because of shoddy journalism of the first cases to deal with the First Amendment controversial news and feature stories declined significantly in newspapers at small, rural schools while they increased significantly at large, urban schools. adviser training and experience seem to be more important determinants of newspaper and inaccuracies. and the Internet. The Supreme Court ruled that inde- content than a student press law. Although the school officials argued the article was cent or patently offensive online communications are removed because of the standard of “limited pedagogical subject to protection of the First Amendment. “The 26 • CoMMUNICATIoN: JoURNAlISM EDUCATIoN ToDAy SUMMER 2010 concerns” — namely the quality of the piece — a district Internet is entitled to the full protection given to SUMMER 2010 media like the print press,” the ruling said. “The Effect of a court ruled the school’s actions unconstitutional. It said Student Press Law on Dean’s journalism was solid, and there were no privacy • Scoville v. Board of Education of Joliet Township High Student Newspaper concerns or reasons the article was unsuitable for imma- School District (1970), the 5th U.S. Circuit Court Content” by Jennifer ture audiences. Judge Arthur Tarnow also ruled that the determined that school officials cannot punish stu- R. Garner and Bruce L. school’s actions were viewpoint-based discrimination dents for their underground newspaper even when Plopper critical of school policies unless it causes a substantial because the school’s attorney said the article could have “People have an appetite for interacting with important stories that affect their lives.” | ERIC ATHAS AND TERESA GORMAN, NIEMAN JOURNALISM LAB been printed if it had taken the side of the school district. disruption at school. What high school administrators know

• Thomas v. Board of Education Granville Central School (andabout think the Fourth they Estate know) By Audrey Wagstaff Cunningham, MJE

fter working many deadline days, students can quickly 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 HOSTY V. CARTER (2005) District (1979) examines whether school officials can 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 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, Student reporter Margaret Hosty wrote several arti- punish students for the content of publications cre- 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.

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 ated and distributed off campus. The 2nd U.S. Circuit sion), the Student Press Law Center, an orga- laws to exert maximum control over their cles critical of the administration of Governors State 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 (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 University in the student newspaper. In response, Dean Court of Appeals ruled that the authority of school censorship (SPLC, 2006). As a result, it is pos- expression. sible that administrators do not understand continued on page 20

SPRING 2014 | a publication of the Journalism Education Association | Patricia Carter instructed the paper’s printer not to print officials does not apply away from school. COMMUNICATION: JOURNALISM EDUCATION TODAY 19 SPRING 2014 any more issues without her approval. After Hosty filed a • Beussink v. Woodland R-IV School District (1998) deter- “What High School lawsuit, Carter’s attorneys argued that Hazelwood’s degree mined that school officials may not punish a student Administrators Know of control relating to “legitimate pedagogical concerns” for the content of a personal website unless the mate- (And Think They Know) extended beyond high schools to public colleges and rial creates a substantial disruption at school. n about the Fourth Estate” by Audrey universities. Wagstaff Cunningham, MJE

24 | COMMUNICATION: JOURNALISM EDUCATION TODAY | a publication of the Journalism Education Association SPRING 2020 a Mini that’s a wrap In The Waving her poms, Samantha Averill11 Belles celebrates the last football game of Belle talks the season. Photo by Eden Davila about splitting time between WHAT’S NEXT: Inspired dance, band MODULAR: Colors, graphics and “Band had always been a big thing in my family so when taking the floor Band Awaiting the start of show offs, it came time to choose an elective out of 5th grade my Courtney Blackburn10 colors cat first choice was of course band. Belles did not officially pictures with her team. Show offs was held at the Berry Center every start for me until the end of freshman year. year and she prefers it. “The floors I meant to be in the clarinet class, but there was a are much less slick than they are in “We talked about stand routines and school,” she said. mistake and I was put into the percussion class. In the what performing at half-time was Photo by Jewel Young end, I am very grateful for being in percussion. typography work together to give by Memphis — a design like and they loved our uniforms and pom poms.” Kadence Holmes11 I stay after school every day, except Friday, with Belles “I had to teach them a couple until 4:30, and then I stay until 6 for band. When I get standard routines. Whenever I went home I practice my band music, my dances, and have to over there to the school they were all like, ‘oh a Belle!’” Alexis Molden10 make time for homework. Sometimes I don’t get to bed “I remember my mini belle looked until very late. up to us and saw us as her idols and Fridays are mostly game days and so then I stay after how she wanted to be us when she movement that started was in high school.” Lauren Allen10 school and do my makeup, eat dinner, then put on my each spread a unified look without “They joined us for pre-game, that football uniform. I think the biggest sacrifice I had to make was fun. She loved to talk about for either activity is that I don’t get as much time how cute the football players were, that was so funny.” Caitlyn Broad10 to practice each activity as I would just doing one or the other. I honestly have no idea how I balance building friendships in both activities. I think it is because my friends are very thoughtful in Milan, Italy, in 1981 and they are very understanding of the position relying on a rigid use of templates. I’m in and they want to support me in any way possible. I plan on being in Belles next year and on the dance team or dance classes in college. I want to continue dancing because I love doing it and nothing for granted I love having the discipline you have to have — the “What’s Next” for yourself to improve. Although I love Band Captions are adjacent to their Belle overcomes syndrome and all the people in it I will not be able to do it “After a few days the pain went my junior year because it has caused too much away, but it was still really numb in Celebration strain on my schedule and my time. my feet, then I couldn’t even walk at Cheering from the stands, Sterling all after ICU.” Lucas10 gets the Belles excited for the It means a ton to me that I have been able to do both During tryouts, junior Holly Evans Gear up began to notice numbness and 11 football team’s game against Tomball band and dance, I am so very grateful for all the people Sophie Monacelli waits with her bag Memorial High School. When asked weakness in her legs. After a holding Belles essentials. “We have trip to the hospital, doctors listed what her favorite part of being a who have allowed me to do it. I am so thankful to have possibilities, all of which baffled her. to have our lipstick and all of our Belle was, Lucas replied, “being able such amazing directors in band and dance to be willing to photographs for easy reading. An statement introduces the makeup, extra tights, sports injury “They were saying kidney stones, and pulled hamstring, to go to the football games and to be and random stuff that wasn’t right. I was like ‘No that is stuff like tiger bomb, kt tape, and then a part of something that people kind compromise so they could give me the best high school not it, if I’m not able to walk right, that’s not what it is,’” she we have our rain ponchos and hat of look up to.” Photo By Lillian Kosh said. “So I was trying not to think of worst case scenario covers.” Photo by Lillian Kosh experience possible with no regrets.” but at the same trying to believe them. I was Photo By Eden Davila, Narrative By Sterling Lucas just so confused.” A few days later, she woke up in extreme pain and returned to the hospital where they gave her a MRI. “[I felt] I was watching this movie above me and I just wanted it to be over. My main concern was walking, I was like, ‘Okay I just want to be able to walk like normal.’” verbal story in an equally Evans’ condition spread to her chest and her lungs Years Dancing infographic and quote presentation aspirated, it was then necessary to go on a ventilator in the ICU for three days. When she stabilized, Evans was moved to the regular floor of the hospital where she received treatment for Guillain-Barre syndrome which she had been diagnosed with. “All the people that were helping me out, like the 13.2% neurologist and my nurses, they were just so kind and helped me out so much, because I couldn’t do anything 18.4% and I feel like I got close with them because they felt my pain, it was nice having someone that understood.” Let’s do the wave Evans then spent a week in the hospital doing daily Dancing in the halftime performance, powerful way with physical therapy to relearn how to walk, when not in 10 supplement the traditional feature physical therapy, she spent her time building her strength. Addison Brinkle completes a difficult 21.1% “I was trying to just walk around the hospital floor but I ripple with her teammates. Photo By Eden Davila would get tired, so I would watch movies mainly because I The show goes on couldn’t do much,” she said. Lindsey Campbell10 does the Belles’ It’s show time Despite the struggle, Evans said this experience streamer jazz. The team sometimes Counting their music, Baylee Osina11 changed her life. had to overcome obstacles. “There and Alyssa Schillaci10 perform for the 34.2% “It made me not take things for granted,” she said. “My was one time the speaker wasn’t Belles’ halftime dance. Asked about health was completely fine and then out of nowhere using live music Schillaci replied, turned into something else. I’m thankful for my healthy self working for two games,” she said, “so 13.2% because you don’t know what is going to happen, which the guy had to hold the mic to the “sometimes it’s challenging because is why I’m blessed to be completely normal again.” phone, it sounded awful but we did they play a different pace so you bright colors and graphic Story by Eden Davila good.” Photos By Cara Hudson Photo By Cara Hudson have to dance with the music.” story, offering readers a variety of belles “I want to be a professional sportscaster because I love sports and I have a sports winter patterns. journalism internship with VYPE.” Reagon Carter10 SpreadSpread by:by: EdenStaff NameDavila 049 storytelling approaches.

To learn how the soccer teams work Placing eighth out of 47 other and practice some drills, 34 boys and participants, Garrett Valencik9 36 girls participated in the soccer July participated in the Junior Olympics for camps held over the summer. high jump. Valencik spent ore than a Photo courtesy of Twitter 10-13 week in North Carolina for the event. 25 “I was pretty nervous,” he said. “It was really exciting.” Photo courtesy of Twitter Enduring temperatures of 106, 05-07 10 Aniyah Steele rose to the top and took home the Most Valuable Photographer award at the Balfour Summer Communications workshop at Texas A&M July 20-22. Eight Preparing for her next year of Bridgeland Student Media members teaching, Dr. Elizabeth Braun attends attended the workshop and brought the Advanced Placement Institute at home four awards. “I was in a state Rice University. “My favorite part was of shock,” Steele said. “My instructor learning about all the new chemistry was so tough on me, I was sure I was labs, and techniques that I could going to lose the competition.” teach my AP kids,” she said. Photo by Aniyah Steele Photo courtesy of Twitter To attend the National Conference, Earning their Chapter Charter from TSA traveled to Atlanta, Georgia. the National FFA Organization, the “My favorite memory is that I got to officer team accepted their charter ride my first airplane,” Evelyn Huerta certificate from State Officers at the Munoz11 said, “and I felt very anxious.” State FFA Convention in Fort Worth Photo courtesy of Twitter For Ponderosa, the final meet for in July. “Honestly, being a part of that summer league swim, Lane Hovorka11, first officer team at Bridgeland, I felt June Hanna Kownacki10, Tyler Vest11 and immense pride being able to do what Ashley Harris11 swam a relay together we were able to do and accomplish at Klein Oak High School. “It was that year,” Parker Combs11 said, “and just super fun,” Harris said, “because going to state convention just tied the we’re all from Bridgeland and we did whole year together.” super well.” Photo courtesy of Twitter 15-19 Photo courtesy of Twitter 22-26 20

summer missions “My favorite memory was probably meeting the janitor of the school that we were at. And just being able june to see him, and meet him. And he was just very grateful for all the help Incredibles 2 we’d given him. ‘Cause it was just Jurassic World: Fallen Kingdom such a big school you could just tell he couldn’t do it all on his own, so Ocean’s 8 27 helping him and being able to meet First Day him and letting him know we were trying to help him in any way we can. He was just july checklist really grateful for that and it was just good to meet the people that we were trying to help.” Mamma Mia! Here We Go Again August 10 Woke up early Emma Kalokowski Mission: Impossible - Fallout “There was this one couple that we planned your met and we just asked them if we august Clubs23 and organizations gathered outfit day before could like pray for them. And she on August 23 for the annual Bear actually said yes, and she pointed To All the Boys I’ve Loved Before Neccesities event to welcome Caught up with to her husband's foot, and I like

freshmen and transfer students. your friends City traveled to Panama Students Beach for a mission trip their First Baptist. church, Houston’s didn’t even see it. But I saw that Crazy Rich Asians Attendees were able to her husband's foot was like super purchase spirit gear, tour the Got lost on your swollen, and it was just crazy and it building and attend a pep rally. way to class looked like really grotesque. So, they just asked if we YEARBOOK Photos by staff would pray over them. And we said of course, and according to Billboard we did and they just said thank you for that and they Met someone new said they were also believers, and it was just really 1. In my feelings encouraging.” Abbey Roberts10 Drake Found a table | 24Posing for her Instagram post, “Probably going to worship every night, 2. I like it for lunch sophomore Maritza Pascascio, because there was this huge band and Cardi B spends her last day of summer huge speakers. So, it was really fun, vacation with her friends. “ I was Drove yourself and it was like really impactful.” 3. Girls like you sad that summer was over,” Piscasio Daniel Whaley9 said, “but I was happy that I got to Maroon 5 like spend it with my friends.” 4. Nice for what Photo courtesy of Maritza Pictured from left: Josh Benedict, Savio Le, Le, Pascascio Jada Oltrogee, Caroline Scott 20-26 Drake

summer calendar “I want to travel the world and live in Italy.” Ashley Jackson9 SUMMER Spread by: Ella Barnes 009 KODIAK | BRIDGELAND HIGH SCHOOL Cypress, Texas by Gary Lundgren, associate director, National Scholastic Press Association Press Scholastic National director, associate Gary Lundgren, by |

They told us not to expect too much. They said it was ONLY our first year. They told us to be patient - that good things take time. EDITORIAL BOARD: Ella Barnes, Madison Gunn, Cara Hudson, Evelyn Huerta You know how most schools take a few years to get it together? Munoz, Makayla Nguyen, Eden Smith, Aniyah Steele, Allie Thome Yeah, that’s not us. We didn’t just survive. STAFF SIZE: 24 we thrived. Then our second year began with big hopes and big plans. We started classes on the fourth floor and filled the 50 empty classrooms. Girls Cross Country advanced to State and placed as the seventh best team. TSA sealed the time capsule to be opened in 50 years. CLASS: Advanced Journalism-Yearbook — All 45 students in the student Not only did we play our first varsity football game, but we beat Waltrip 48-19. Theater performed our first musical “Big Fish” with an ensemble cast of 65. media program collaborate on the yearbook, online news site and Pretty great for a “young” school, huh? So, before you say newsmagazine. “we can’t,” remember we’ve been there, FORMAT: 216 pages, 1,100 copies, 9-by-12 trim size, modular design, we’ve done that. seasonal chronological with four color-coded sections — summer, fall, WHAT'S

SHOWCASE SHOWCASE winter and spring — supplemented with people and reference sections ADVISER: Samantha Berry | YEARS AS ADVISER: 10 Check - I'm in As part of the Claw Crew, Benjamin NEXT? Brechter10 watches the football game against Cy Ranch to be ready to run the flags after a BHS touchdown. Seven years into her advising career, Samantha Berry started over. Photo by Jewel Young Saying that “challenges are just surprise goals,” she traded her established high school journalism program and started a program at a CALENDAR: Each section features a seasonal calendar presentation, new school. And in just two years, the Bridgeland High School Kodiak has highlighting interesting stories labeled by month and day. Strong earned a spot on the NSPA Pacemaker finalist list. storytelling quotes are used throughout, along with fun checklists.

A look at outstanding scholastic media scholastic outstanding A look at “I loved starting over, but there were days that first year, with only CONVERSATIONAL: Carefully crafted and displayed words give the opening freshmen and sophomores, I wished seniors who knew the ropes could take copy, and the yearbook itself, a powerful voice. A combination of different over,” Berry said. “The most rewarding part of the process has been the typographic weights and sizes invites readership. Although the text is community we’ve built. And in the same vein, building community and staff printed on the photograph, readability does not suffer. A single tightly culture will always be a challenge. cropped, full-spread bleed photo guarantees that dominance is achieved. “Community isn’t something that shows up when you’re not paying attention. It’s like the most delicate flower. I have to watch it every day and take every bump and flaw seriously. And then I have to teach teenagers how to care for it too. It’s been such a joy to have students find their passion and purpose in the program and work wholeheartedly toward a shared vision,” she said. “I was really lucky because my principal was adamant that a good journalism program was a cornerstone to any successful school.” n

SPRING 2020 COMMUNICATION: JOURNALISM EDUCATION TODAY | a publication of the Journalism Education Association | 25 26 | COMMUNICATION: JOURNALISM EDUCATION TODAY | a publication of the Journalism Education Association SPRING 2020 TWO-PAGE FEATURE

“Try not to write a single story about the presidential race. It’s going to be very tempting for you to cover the presidential race. Don’t. Cover the statehouse. Cover a state representative race. Cover the school board.” | CHUCK TODD, MODERATOR, “MEET THE PRESS” Moderator reminds students to focus on local politics ARTICLE AND PHOTO BY BRADLEY WILSON, MJE “Meet the Press” is the longest-running program huck Todd has been mod- their local news now.” in television history. It erator of “Meet the Press” Indeed, he said, student media debuted on Nov. 6, 1947. Cfor more than five years and, may be the only local media covering “Meet the Press” was as he told an audience of more everything from student government originally presented than 3,000 high school journal- to school board to county commis- as a 30-minute press ists at the fall 2019 National High sion meetings. conference with a single guest and a panel of School Journalism Convention in “The lack of a shared newspaper questioners. Washington, D.C., he doesn’t want to in a community has helped to raise be the last moderator of the nation’s distrust,” Todd said. MODERATORS: Martha Rountree longest-running television show. He said coverage of things like Ned Brooks Although he spends his days cov- zoning commission meetings may Lawrence E. Spivak ering national politics, he challenged not sound sexy, but that it is deci- Bill Monroe Roger Mudd and student media to stay away from sions made at such meetings that Marvin Kalb national politics and instead cover result in chemicals showing up in Marvin Kalb local politics. the drinking water supply. Chris Wallace Garrick Utley “I challenge you not to cover the “You want to be the journalist that Tim Russert presidential race,” he said. “I would is at the city council meeting to find Tom Brokaw love for you to have a great political out how that happened.” David Gregory Chuck Todd story every edition you put out, but Todd said the way to combat such try to make it about a local politics problems is for journalists to remain issue.” local, and he views it as an opportu- One of the reasons he cited for his nity for students. challenge is the death of local media. “You guys are now the best local “We have a crisis in local journal- journalists in your community. ism. We lost the local newspaper. Sometimes you’re the only local jour- Too many people use cable news as nalists. Embrace this. Cover local.” n

STUDENT GOVERNMENT | What does the Student Government Association or Student Council really do? Do they have any authority? SCHOOL BOARD | Real decisions that impact students, parents and teachers are made here. And every decision the school board makes can impact every student. CITY COUNCIL | From wastewater treatment to public safety, the city council and the school district must work together. COUNTY COMMISSIONERS | In some states, the school district budget is controlled at the county level. Counties also manage everything from roads to animal control. STATE LEGISLATURE | State laws on education include how many hours you have to go to school to what kind of certification your teachers are required to have.

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| | a publication of the Journalism Education Association SPRING 2020 28 Cjet.inddCOMMUNICATION: 2 JOURNALISM EDUCATION TODAY 12/6/19 3:50 PM ONGOING CONVERSATION Sarah Nichols, MJE, and some of her students celebrate Student Press Freedom Day, wearing the shirts she designed. The students passed out Krispy Kreme doughnuts while talking about the five freedoms of the First Amendment as a way EIght Strategies to have an ongoing conversation with their audience. to Create

Staying Power 1. Recruitment should be year- round. 2. Make for Your your program visible. 3. Make Program diversity a priority. 4. Get your readers’ Through attention. 5. Study analytics and adapt to JOURNALISM CLASSES HAVE IT ALL. Entrepreneurial your readers At their core, they provide students with a vari- — sometimes. 6. Create an ety of opportunities to improve their writing, Skills experience for photography and design skills. But most jour- your readers.8 7. nalism teachers know that for their publication Make it social. by Julia Walker 8. The best programs to grow and thrive, their students fundraiser is a must also practice strong entrepreneurial skills such as recruitment, marketing, better product. analytics and brand management. In a session titled “Staying Power,” Sarah Nichols, MJE, adviser at Whitney High School in Rocklin, California, and JEA president, talked about how these skills can improve journalism programs and benefit students. “I want us to do a better job at showing our students things all around us that should be now in our journalism curriculum,” Nichols said. “We know to teach newswriting. We know to teach photography and rule of thirds. We know white space and design ... but for so long, things around us have been neglected as far as principles of economics.” Nichols has long encouraged her staff members to pursue entrepreneurial skills and continues to search for innovative tactics to build readership, recruitment and diversity within her program. The following are the top takeaways for how to provide greater entrepreneurial opportunities for staff members. 

SPRING 2020 COMMUNICATION: JOURNALISM EDUCATION TODAY | a publication of the Journalism Education Association | 29 Sarah Nichols, MJE, talks about visibility in student media on Day 2 of the 2019 JEA Advisers Institute in New Orleans. Photo by Bradley Wilson

THIS SCHOOL YEAR, CHALLENGE So make sure celebrations and fun are a priority for STUDENTS TO FIND ENTREPRENEURIAL your staff. When publication students leave class buzz- INSPIRATION AND APPLY IT TO THEIR ing about a pizza party, a lip sync battle or a paper-plate award they just received — rather than the stress of PROGRAM. Some ideas may not be the deadlines — other students will naturally want to join perfect fit, but a new entrepreneurial the fun. challenge can add to the success of the And it doesn’t hurt if students also want to post about program and of the students. it online. “When you do something fun in your class, “There are reasons that pop-up shops are they post it on their own social media, and it’s free advertising,” Nichols said. popular,” Nichols said. “There are reasons that everyone rushes out to buy the Unicorn 2. MAKE YOUR PROGRAM VISIBLE. Frappuccino at Starbucks for the one week- Seize every opportunity to let others know about your end Starbucks sells that. There are reasons program and your products. Create eye-catching shirts that there are locations all around the world for staff members to wear regularly. Put decals advertis- where people go simply to have their picture ing your program on the windows of your classroom. taken so that they can post it on Instagram. Pass out flyers in the parking lot or parent drop-off one morning each month. Hand out postcards at home foot- So if we’re not studying that and scrutinizing ball games. Work with the local elementary school or it and analyzing it with our students ... then special education programs to create a positive reputa- we are missing these opportunities to teach tion for your program in the community. them these entrepreneurial skills that they There is a variety of ways to get your program out are going to use in their careers.” there and to be seen. Nichols especially encourages building a presence with parents. 1. RECRUITMENT SHOULD BE YEAR-ROUND. “Every time those parents come to your campus, you Nichols notes that waiting until enrollment time need to be visible,” she said. “And your handles, and to recruit for a journalism programs is the wrong your URLs, and your yearbook order forms — all of move. Instead, recruitment should take place every day, it has to be right there. You have to go to them. Every through every interaction. single time.” “Every single moment of our day when we are inter- Back-to-school night, parent-teacher conferences, the acting with students at our school, the vibe we give off is musical — any of these could be the next opportunity recruitment or anti-recruitment,” she said. to sell a yearbook, recruit a staff member or gain a new However, the task of spreading this “vibe” is not just reader. for advisers. “What our kids say about our class is the best com- 3. MAKE DIVERSITY A PRIORITY. mercial there is,” Nichols said. “You need kids on your staff who look like and feel

30 | COMMUNICATION: JOURNALISM EDUCATION TODAY | a publication of the Journalism Education Association SPRING 2020 like and think like and come from backgrounds like and are like every single kind of kid at your school,” Nichols said. Why? Because if the media staff doesn’t look like the rest of the student body, there is no way it is relevant to the rest of the student body. If students don’t see pictures of people who look like them or read stories about what they’re going through, they will stop reading, stop buy- ing and stop caring. OUT AND ABOUT So how do advisers gain better diversity on their staff? Before school, “At first you have to go out and tap them on the students participate in the “morning shoulder,” Nichols said. blitz.” Students Look around your classrooms. Do you have students stationed around who are hard-working, interesting, engaging or smart? campus distribute yearbook order Do they also happen to be a minority? Male? Homeless? forms, wave signs Immigrant? Transgender? Great. Recruit them. and have personal “I know it’s weird to put labels on them for a few min- conversations to market the yearbook. utes in a context like this, but you need them to know The “old-school” that you see them and you hear them and you want them methods, conducted in your class so that they can help all of you on your staff two or three times in December before get better at addressing those topics and putting them in the price increases your publications,” Nichols said. and a few times in the spring prior to distribution, help 4. GET YOUR READERS’ ATTENTION. staff members to Make sure everyone knows what a big deal your reach students and publication is and why they should care about the staff’s supplement online and social media efforts. messages. For Nichols, it means going big on “Paper Day.” When it’s time to hand out the newsmagazine, her students VISIBILITY AND BUZZ To boost interest wear matching staff shirts and editors drive around in on distribution day golf carts to distribute. for each issue, staff “Because guess what? That attracts attention, and members ride the golf cart to distribute that’s what we want. We want attention,” Nichols said. the newsmagazine. She told the audience about another school using dis- Students compete to tribution boxes, “just like a ‘real newspaper’ has because be named best staffer for the issue, and the they want to show their student body that they are legit.” winner gets to drive For yearbook, building interest might mean taking the golf cart. action long before distribution day in the spring. Nichols UNLOADING PARTY suggests providing opportunities for students to look at When the yearbooks last year’s yearbook so they can get a feel for the type of arrive by truck in product they are purchasing. May, students have an unloading party Some yearbook staffs offer social media sneak peeks and post live on social or use marketing materials that feature photos and media to generate a designs from the current yearbook. As Nichols said, why buzz before the big would anyone be excited about something they know signing party. nothing about? RELATIONSHIP Along the same lines, it’s always helpful to commu- BUILDING Once a month, editors nicate with readers about when, where and how events deliver coffee to the will be covered. A “coverage alert” on social media could counseling staff and plant the seed that piques the interest of a potential other office staff members. Nichols reader. said, “We want them to understand our 5. STUDY ANALYTICS AND ADAPT TO YOUR READERS — program and what we do. We want them SOMETIMES. to help us recruit. With most publications using news websites and And we rely on them social media accounts, access to detailed reader analytics constantly for data, documents, interview is easier than ever. requests, etc. So we “You have to measure it,” Nichols said. “You have to treat them well.” look at what’s most popular. And then you have to have Photos by Sarah continued on page 32 Nichols SPRING 2020 COMMUNICATION: JOURNALISM EDUCATION TODAY | a publication of the Journalism Education Association | 31 continued from page 31 fication,” Nichols said. “Why aren’t we doing that with kids — not you, kids — analyzing why it was popular our yearbooks? You should get something at the point or not popular.” of purchase. You should get something right now. ‘And After getting in touch with what readers want, it’s in nine months, I’m going to give you the best show of important to look for ways to replicate what is popular your life. But right now, here’s this thing for your $80.’ with your audience. However, hard news isn’t always the Why are we not stealing these ideas and using them all most popular among high school readers. the time?” “They care more about their prom dress than they do about health care because they’re 17,” Nichols said. 7. MAKE IT SOCIAL. “And so we have to let Why are “I Voted” sticker selfies so popular? Why them be 17. But our job does it seem like a person can’t visit a burger joint with- as role models is to help out posting about it on social media? Because these them at least know a little shared experiences create a social currency with peers. bit about health care or This need to share experiences with others is a powerful Syrian refugees or these force, especially for teenagers. things that we think are so “There are certain things that are cool to do and you important for them to start gain stock or get attention by showing everyone that you learning about taking an did them,” Nichols said. “Why don’t we do this with our interest in.” yearbooks?” Nichols recommend- Nichols suggested creating an “I Bought a Yearbook” ed having a healthy bal- sticker to create a similar phenomenon with yearbook ance of fun and more seri- purchases. ous pieces. Including the Additionally, the participatory element can be power- more entertaining stories ful. Students want to be a part of something and to see encourages more reader- themselves. Try to create opportunities for students to ship, but it is also impor- participate in your coverage. For Nichols, it has been tant to address serious or the “Whitney 100” yearbook feature, where the first 100 sensitive topics. students to come in and get their portrait taken with an “If you’ve built an audi- interview get featured in the section. Her staff has also ence by doing some things done similar callouts on Twitter for gamers to bring in that they find fun or enter- their gear to be featured in a gaming spread. ONGOING taining ... then they go to you when the news happens,” Nichols also has seen considerable buy-in when her RECRUITMENT program allows students to offer their opinion or to vote As part of an ongoing Nichols said. “You have them as followers, and then recruitment effort, they realize you’re actually their most trusted source of on coverage. Her staff has asked students which of their publication students information, which is exactly what you want to be as a peers should be featured as profiles or which topics they from Whitney High would like to see covered on a yearbook spread. With School (Rocklin, journalism program.” California) each hashtags and Instagram polls, creating these surveys is month visit a local 6. CREATE AN EXPERIENCE FOR YOUR READERS. easier than ever. elementary school to teach and mentor Customer service experiences can make a big impact future journalists on consumers. Think of a time while traveling when 8. THE BEST FUNDRAISER IS A BETTER PRODUCT. such as these fourth you’ve dealt with a grouchy, unhelpful gate agent. Now, While having students plan and execute a fundraiser graders. Publication or marketing campaign has entrepreneurial benefits, students teach mini- recall a time staying in a nice resort where you were lessons and provide greeted with a cocktail, cool towel and warm conversa- don’t let that distract them from the main goal. Why put feedback. Once each tion. forth the effort on an elaborate fundraiser when you can year, the high school just make a good product that everyone will want to buy? staff members host “There’s a difference in the good and the bad,” Nichols their buddies on the said. “When our kids go out to interview, they have to “I guarantee that if we produce something that is rel- high school campus give the good experience. When our kids are selling year- evant to our kids, they will find a way to get the money for a tour, rotations or to buy it, the same way they have AirPods and iPhones,” mini-workshops. books, when our kids are coordinating group photo day, when our kids are passing out the paper, when our kids Nichols said. are doing a survey, whatever it is — we have to cultivate Likewise, bad journalism practices are the fastest way the experience of good and not the experience of bad.” to destroy everything your program has worked toward. Another idea Nichols shared for going above and Unfortunately, every year more and more media staffs I beyond to create a positive experience was random are making headlines for senior quotes and other poor bought doughnut days for yearbook purchasers midway through choices. n the year. a yearbook Additionally, Nichols shared some inspiration from concert ticket purchases. For concerts where tickets need to be purchased far in advance, some artists are giving away a free download, poster or T-shirt. “You get something now because of the delayed grati-

32 | COMMUNICATION: JOURNALISM EDUCATION TODAY | a publication of the Journalism Education Association SPRING 2020 KEEP THE FOCUS During her session, “Staying Power: Entrepreneurial Skills in Student Media,” Sarah Nichols, MJE, suggested advisers focus on three areas: recruiting new staff, boosting readership and sales, and creating an experience for the student body. Advisers attending the 2019 JEA Advisers Institute shared what has worked for them in the past and what they’re planning to try in the future. by Emily Miller

HOW DO YOU RECRUIT NEW STUDENTS? that lots of these kids’ parents have no clue what a yearbook is. I watched last year as they gave away “I have tried a couple of different methods. This a lot of free old books and kids were interested in year I tried an application process. I attended a touching them, looking at them and taking them, so session at JEA in Chicago where the speaker said, I think exposure to exactly what it is, is going to be ‘Never turn away a student who filled out an appli- important.” | Valerie Kibler, MJE, Harrisonburg High cation.’ That was the key: Get them to fill it out. If School (Virginia) the student cares enough to fill it out, then they’ll care enough to do the work.” | Brandi Benson, CJE, “You’ve got to take care of your own community Lincoln Southwest High School (Nebraska) and report what is in your back yard. You’ve got to think about what is going to make people watch your “Some of the J-1 students have their work pub- newscast or read your newspaper. You’re going to have lished during their freshman year, which gives them to give them something they can’t get elsewhere. a confidence boost when they see their byline. On They can’t get campus news in their local newspaper our social media, we promote activities that the stu- or on their local TV station. Our success on campus is dent media does, including attending a national high because we tell stories about themselves. We tell them school journalism convention, banquet, field trips, about the kids down the hall.” | Terry Cassreino, CJE, speakers, etc. [The] editors also produce a recruitment St. Joseph Catholic School (Madison, Mississippi) video each year and visit the Journalism 1 and English classes.” | Adriana Chavira, MJE, Daniel Pearl Magnet HOW DO YOU CREATE AN EXPERIENCE High School (Van Nuys, California) FOR YOUR STUDENT BODY? “Last year I went back into the middle school and “The seniors get their yearbooks ahead of every- taught a rotation class of seventh graders. Out of body else so that’s pretty much how the buzz is cre- those four classes, there were quite a few [students] ated. The students know that on that day the seniors who I could already tell were talented, had a keen will get their yearbook, and it’s a big celebration.” | interest in doing this and were genuinely excited Gwendolyn Coy, Seabreeze High School (Daytona about being a part of journalism. This year I opened Beach, Florida) up a class for rising eighth graders. They’re going to be “We call it Distribution Day, and all the kids wear rolled into my broadcast class, which is all high school T-shirts and are strategically placed around the school. kids. With the groups they had last year, they’re going Some are where parents drop off, and they’re putting to be in a position where they can contribute imme- them [the newspapers] in the windows of the parent’s diately as eighth graders into the program. Hopefully car. They are standing by buses as kids get off. They’re I’ll have them hooked for the rest of their high school in the cafeteria, in the main office area, delivering careers.” | Terry Cassreino, St. Joseph Catholic to teacher lounges, and we have four bins around School (Madison, Mississippi) the school we stack them in.” | Valerie Kibler, MJE, HOW DO YOU BOOST READERSHIP/VIEWERSHIP/SALES? Harrisonburg High School (Virginia) “One of the things I’m trying next year is increas- “We tried something completely different with year- ing a social media presence. We have some book distribution this year; we distributed a week ear- of the ‘influencers’ at our school on staff, lier and in a different location in the school so we pro- I so I’m hoping if they help promote person- moted that a lot. My kids hung a sign with the number ally that will start growth.” | Amy Riley, of books left to order, and they changed the number bought Seaman High School (Topeka, Kansas) daily.” | Brandi Benson, CJE, Lincoln Southwest High School (Nebraska) a yearbook “For our newspaper, we really try to diversify the staff and diversify our coverage. Sometimes we use focus groups to pull people in and say, ‘What would you like to see covered?’ ‘What are your complaints about who hasn’t or what hasn’t been covered?’ For our yearbook, there’s that cultural idea

SPRING 2020 COMMUNICATION: JOURNALISM EDUCATION TODAY | a publication of the Journalism Education Association | 33 ADD TO YOUR READING LIST These are three books Sarah Nichols, MJE, recommends to improve student media programs by making the most of the time we have during the school year to create experiences that stick with our staffers, readers, viewers and buyers. by Emily Miller

THE POWER OF MOMENTS: WHY CERTAIN THE ART OF GATHERING: WHEN: THE SCIENTIFIC SECRETS EXPERIENCES HAVE EXTRAORDINARY IMPACT HOW WE MEET AND WHY IT MATTERS OF PERFECT TIMING by Chip Heath & Dan Heath by Priya Parker by Daniel Pink

Synopsis: Synopsis: Synopsis: While human In The Art of Timing, it’s often lives are endlessly Gathering, Priya assumed, is an variable, our most Parker argues that art. In When: The memorable posi- the gatherings in Scientific Secrets tive moments are our lives are lacklus- of Perfect Timing, dominated by four ter and unproductive Daniel H. Pink elements: elevation, — which they don’t shows that timing is insight, pride and have to be. We rely really a science. connection. If we too much on routine Drawing on a rich embrace these ele- and the conventions trove of research ments, we can conjure more moments that of gatherings when we should focus on from psychology, biology and economics, matter. What if a teacher could design a distinctiveness and the people involved. Pink reveals how best to live, work and lesson that he knew his students would At a time when coming together is more succeed. How can we use the hidden pat- remember 20 years later? What if a man- important than ever, Parker sets forth a terns of the day to build the ideal sched- ager knew how to create an experience human-centered approach to gathering ule? Why do certain breaks dramatically that would delight customers? What if you that will help everyone create meaningful, improve student test scores? How can we had a better sense of how to create mem- memorable experiences, large and small, turn a stumbling beginning into a fresh ories that matter for your children? for work and for play. start? Many of the defining moments in our In When, Pink distills cutting-edge lives are the result of accident or luck — Sarah Nichols’ takeaway: research and data on timing and synthe- but why would we leave our most mean- “Time is our most valuable resource, sizes them into a fascinating, readable ingful, memorable moments to chance and this book helps us rethink the ways narrative packed with irresistible stories when we can create them? The Power of we spend time together. So many lessons and practical takeaways that give readers Moments shows us how to be the author here can help us design meetings, gather- compelling insights into how we can live of richer experiences. ings or events with purpose rather than richer, more engaged lives. falling into traps based on assumptions Sarah Nichols’ takeaway: or past practice. I love the emphasis on Sarah Nichols’ takeaway: “Certain moments stick with us, and the why, and I believe the themes of this “Daniel Pink’s masterful blend of data especially the highs, lows and final book guide any teacher or leader bringing and practical applications gets me every moments of an experience. The book together a group to help people connect time. The book helps us understand addresses how four elements dominate on a more personal level.” our mood, productivity and decision- our most positive moments: elevation, making ability, but it also goes much insight, pride and connection. For me, the deeper. Learning more about beginnings, takeaways came in the form of insights midpoints and endings, and how each ranging from how to design a more pow- time frame plays a valuable role — and erful lesson to how to make deadlines, requires different approaches — has influ- staff meetings, work nights and distribu- enced my advising considerably.” tion events stand out to impact students in meaningful ways.”

34 | COMMUNICATION: JOURNALISM EDUCATION TODAY | a publication of the Journalism Education Association SPRING 2020 MERRIAM-WEBSTER

used to refer to people in a general way THEYor to a group of people who are not specified; a gender-neutral singular pronoun

DICTIONARY.COM

EXISTENTIAL concerned with the nature of human existence

OXFORD CLIMATE

a situation in which urgent actionEMERGENCY is required to reduce or halt climate change and avoid potentially irreversible environmental damage resulting from it

THE 2019 WORDS OF THE YEAR The words of the year, Samantha Allen that in 2019 it became “the most written about wrote, tell a story. (kind of) emergency by a huge margin.” “What do these words tell us?” she asked Allen said, “That’s in large part thanks to the in her Dec. 14, 2019, opinion piece for CNN. way in which a clear-eyed (teen activist Greta) “That it’s Generation Z’s world now — and Thunberg was able to cut through the noise if it’s not already, then it should be soon. and put a voice to a truly existential problem.” Generation Z, which the Pew Research Center Merriam-Webster said in its online release, defines as those who are currently ages 14 to “English famously lacks a gender-neutral sin- 22, are inheriting a world nearing its ‘point gular pronoun to correspond neatly with sin- of no return’ from generations who failed to gular pronouns like ‘everyone’ or ‘someone,’ address sweeping — even ‘existential’ — prob- and as a consequence ‘they’ has been used for lems like climate change and gun violence.” this purpose for over 600 years. According to Dictionary.com, “existential” “More recently, though, ‘they’ has also been describes “a sense of grappling with the surviv- used to refer to one person whose gender iden- al — literally and figuratively — of our planet, tity is nonbinary, a sense that is increasingly our loved ones, our ways of life.” Generation Z common in published, edited text, as well as has been grappling with its own survival from social media and in daily personal interactions a very young age, running “active shooter” between English speakers. There’s no doubt drills in their classrooms and hallways. They that its use is established in the English lan- have been dubbed “generation lockdown.” guage.” n Oxford picked “climate emergency,” noting

SPRING 2020 COMMUNICATION: JOURNALISM EDUCATION TODAY | a publication of the Journalism Education Association | 35 NAME______WORDS OF THE YEAR INSTRUCTIONS: Students may need to use internet resources to find clues for the correct match. Set a time limit because the challenge will be to find information quickly. Promote the fun of expanding skills to understand modern language usage. Give them time (maybe five minutes) to work independently. When the timer rings, have them work together in teams of three or four for another five minutes. DIRECTIONS: Each year various dictionary companies analyze word usage to determine which words to add to the dictionary. Below are words considered to be this year’s words of the year. Match the words to the definitions.

TERMS DEFINITIONS

A. eco-anxiety �� 1. (adj.) relating to a gender or sexual identity that does not conform to the binary categories of male or female, heterosexual or homosexual B. impeach �� 2. (n.) a technique by which a digital image or video can be superimposed onto C. crawdad another, which maintains the appearance of an unedited image or video D. climate emergency �� 3. (n.) a person who uses social media to promote lifestyle choices, commercial products, etc. to his or her followers E. egregious �� 4. (n.) the practice of returning areas of land to a wild state, including the F. clemency reintroduction of animal species that are no longer naturally found there G. snitty �� 5. (n.) a form of protest in which people absent themselves from education or work to join demonstrations demanding action to counter climate change H. tergiversation �� 6. (adj.) concerned with the nature of human existence as determined by the I. camp individual’s freely made choices J. exculpate �� 7. (adj.) having a very high risk of extinction K. existential �� 8. (n.) rejection of the proposition that climate change caused by human activity is occurring or that it constitutes a significant threat to human civilization L. nonbinary �� 9. (n.) extreme worry about current and future harm to the environment caused M. quid pro quo by human activity and climate change N. endangered �� 10. (n.) something that is given or taken in return for something else

O. flight shame �� 11. (n.) reluctance to travel by air, or discomfort at doing so, because of the damaging emission of greenhouse gases and other pollutants by aircraft P. climate strike �� 12. (v.) to charge a public official with a crime or misdemeanor Q. influencer �� 13. (adj.) conspicuously bad R. rewilding �� 14. (n.) something so outrageously artificial, affected, inappropriate or out-of-date S. deepfake as to be considered amusing �� 15. (n.) aquatic animal that looks like a small lobster and lives in rivers and streams T. climate denial

U. hopepunk

V. entryist ANSWERS: 1. L; 2. S; 3. Q; 4. R; 5. P; 6. K; 7. N; 8. T; 9. A; 10. M; 11. O; 12. B; 13. E; 14. I; 15. C 15. I; 14. E; 13. B; 12. O; 11. M; 10. A; 9. T; 8. N; 7. K; 6. P; 5. R; 4. Q; 3. S; 2. L; 1. ANSWERS:

36 | COMMUNICATION: JOURNALISM EDUCATION TODAY | a publication of the Journalism Education Association SPRING 2020 NAME______WORDS OF THE YEAR

2 3 4

5 6

8 9

10 11

12 13

14 15

17 18

20 21 22 23 24

– 27

ACROSS DOWN 1 Being concealed 1 Practical 2 Coming to the rescue 3 Using locally grown ingredients 6 Spread false information 4 Urgent action is required to reduce or halt climate change 7 A measure of carbon dioxide 5 Am I bothered? 10 Remove from list of friends 8 Administration of law 13 Badly managed situation 9 To caution 14 Fear of people from different cultures 11 Laying open 17 To change repeatedly one’s attitude 12 Concerned with the nature of human existence 18 Make different 15 The sense of self 20 Boisterous noise 16 Poisonous 23 Governmental ownership of the means of production 18 Involved in questionable activity with others 25 A digital audio file 19 Organized activity on behalf of women’s rights 26 Change by young people 21 Lacking in truth 27 Harsh, strict 22 People respond more to feelings than facts 28 Those ones 23 A photo of yourself 29 Development or improvement of the mind by education or training. 24 To suck vapor

ANSWER KEY ONLINE: http://jea.org/wp/home/for-educators/cjet/onlinesupp/ SPRING 2020 COMMUNICATION: JOURNALISM EDUCATION TODAY | a publication of the Journalism Education Association | 37 • • • • • • • • • • • • • • • • • • •

PAST COLORS OF THE YEAR • • • • • • • • • • • • • • • •

PANTONE PANTONE Pantone Pantone PANTONE PANTONE PANTONE PANTONE PANTONE 18-3224 PANTONE 17-1463 PANTONE 19-4052 16-1546 18-3838 15-0343 13-1520 15-3919 18-1438 Radiant 17-5641 Tangerine 18-2120 • • • • Classic• Blue Living• Coral Ultra• Violet Greenery• Rose• Quartz •Serenity • Marsala • Orchid • Emerald• Tango• Honeysuckle• • • • 2020 2019 2018 2017 2016 2016 2015 2014 2013 2012 2011

• • • • • • • • PANTONE• • • • PANTONE• • • • PANTONE PANTONE PANTONE PANTONE PANTONE 15-5217 PANTONE PANTONE PANTONE 17-2031 PANTONE 15-5519 14-0848 18-3943 19-1557 13-1106 Blue 17-1456 14-4811 19-1664 Fuchsia 15-4020 Turquoise Mimosa Blue Iris Chili Pepper Sand Dollar Turquoise Tigerlily Aqua Sky True Red Rose Cerulean • • • • 2010• 2009• 2008• 2007• 2006• 2005• •2004 •2003 • 2002• 2001• 2000• • • •

• • • • • • • • • • • • • • • • The reassuring, dependable • • • • • • • • • • • • • • • • • • •

• • • Classic• • •Blue • named• • • color • of• year• • • • THE PANTONE CHOICE obvious to expand our thinking, challenging us CLASSIC BLUE Pantone named Classic Blue, a timeless and endur- to think more deeply, increase our perspective PANTONE • • • • ing hue• elegant• in its simplicity• •as the Color• of the• and• open the• flow of• communication.” • • • 19-4052• • • Year for 2020. Suggestive of the sky at dusk, the “Nonaggressive and easily relatable, the trust- BY ANY reassuring qualities of the thought-provoking Classic ed Classic Blue lends itself to relaxed interac- OTHER • • • Blue• highlight• a desire •for a dependable• and• stable •tion. Associated• with• the return• of •another day,• NAME• • foundation. this universal favorite is comfortably embraced,” R15 G76 B129 Pantone said in the Dec. 4, 2019, announcement. C99 M76 Y24 K8 • • • • • he Pantone• Color• of •the Year• 2020 •is “The• Pantone• Color• of the• Year• highlights • • • • HEX 0F4C81 Classic Blue, a color that Pantone says the relationship between trends in color and what is taking place in our global culture at a • • • T• symbolizes• protection,• stability,• peace• and • • • • • • • • confidence, as well as encouraging deep thinking, moment in time, a color that reflects what indi- open mindfulness and viduals feel they need communication. that color can hope to • • • • “We• are •living in• • • • • • • answer,”• said• Laurie• • • • a time that requires Pressman, vice presi- trust and faith. It is dent of the Pantone • • • this• kind of •constancy • • • • • • Color• Institute,• in• a • • and confidence that is New York Times article expressed by Pantone by Jessica Testa. “As • • • • 19-4052• Classic• Blue,• • • • • • • society• continues• •to • • • a solid and depend- recognize color as a able blue hue we can critical form of com- • • • always• rely •on,” said• • • • • • munication• • and a way• • • Leatrice Eiseman, The U.S. Navy Blue Angels perform the classic bomb burst separation to express and affect executive director of at the Joint Services Open House at Andrews Air Force Base. Photo by ideas and emotions, • • • • the •Pantone • Color• Joshua Davis• • • • • • designers• and• brands• • • • Institute. “Imbued with a deep resonance, Pantone should feel inspired to use color to engage and 19-4052 Classic Blue provides an anchoring connect. The Pantone Color of the Year selec- • • • foundation.• •A boundless• blue• evocative • of the •tion provides• strategic• direction• for the• world• of • • vast and infinite evening sky, Pantone 19-4052 trend and design, reflecting the Pantone Color Institute’s year-round work doing the same.” n • • • • Classic• Blue •encourages • us to• look beyond• the• • • • • • • • • •

• • • PONDER• COLOR• PALETTE• • • • • UNTRADITIONAL• • COLOR• PALETTE • • •

PANTONE PANTONE PANTONE PANTONE PANTONE PANTONE PANTONE PANTONE PANTONE PANTONE PANTONE PANTONE 20-0187 PANTONE 20-0028 PANTONE 11-4302 • • • • 19-4052• 16-4032• 13-4308• 17-445• 16-1412 • 13-1125 • 12-0714 • •19-4052 20-0043• •Water 20-0075• Brass• 16-3801• Cannoli• • Classic Blue Provence Baby Blue Monument Stucco Peach Quartz Cornhusk Classic Blue Faded Jade Nymph Space Cherry Knuckles Opal Gray Cream

38 | COMMUNICATION: JOURNALISM EDUCATION TODAY | a publication of the Journalism Education Association SPRING 2020 • • • • • • • • • • • • • • • • • • • •

• • • • “Their• selection• struck• a •certain • tone •— a hint-hint• • in a •highly • • • contentious election year, blue being the color of the Democratic Party.” • • • • • • • • • • • • • • • • • • • | MARISA DELLATTO, FEATURES REPORTER, NEW YORK POST • • • • • • • • • • • • • • • • • Tradition,• • • • controversy• • • • surround• • • • • • • • • • •selection • • • of •Classic • • Blue• • • • • • • • •

• In• his book,• Divided• Politics,• Divided• Nation• , is absolutely• • certain• from one• moment• to •the • • • • • • Darrell West puts his finger on our times: divided. next.” “The United States is caught in a partisan Indeed. •hyperconflict • that •divides politicians,• • communi •- In• a New York• Post article• headlined• “Pantone• • • • • • The Los Angeles Times ties — and even families. This polarization has announces color of the year with not-so-subtle become so intense that many people no longer message,” Marisa Dellatto wrote, “Their selection • trust• anyone • from a differing• •perspective.” • • struck• a certain• tone• — a hint-hint• •in a highly• • • • • • • Even the announcement of the Pantone Color contentious election year, blue being the color of of the Year — Classic Blue — included contro- the Democratic Party.” •versy. • • • • • Even• The Hill• , the newspaper• •of Capitol• Hill, • • • • • Pantone officials tried to describe the color as wrote on the announcement in a news brief car- thought-provoking, stable, peaceful, confident, rying the headline, “Pantone names ‘Classic Blue’ • open-minded,• • consistent,• solid• and dependable.• • color• of the •year, says• it isn’t ‘a• political • message.’” • • • • • • • Yet mainstream media pounced. However, Time magazine writer Cady Lang, In a Dec. 4, 2019, article in the Los Angeles read a bit more into the selection. •Times , Lisa• Boone •wrote, “Some• designers• viewed• “Indeed,• the• color •seems especially• •fitting • • • • • the color choice as a response to next year’s presi- for this moment in time; the hue is both gen- The New York Times dential election.” derless and seasonless, making it both acces- • In• the same• article,• Angie •Myung, •co-founder • sible• and desirable• for• people• in all walks• of life.• • • • • • • of Poketo, said, “The Classic Blue represents con- Additionally, its indigo shade can be achieved fidence and calm in the midst of a stormy year naturally from plants and dyes, making it a color •ahead with• the election• and• political,• economic• that •aligns well• with the• sustainability • movement,• • • • • • and environmental turmoil in the world at large. echoing last year’s concentrated focus on sustain- The color also represents staying true to who we ability with the selection of Living Coral as the • are.”• • • • • • 2019• Color •of the Year.”• • • • • • • • • • Though Pantone didn’t outright reference the About the only thing everyone could agree on political climate, the company wrote in a state- is that people will be seeing, hearing and perhaps •ment, “We• are living• in a time• that requires• trust• feeling• a lot more• blue in• 2020. • • • • • • • and faith. It is this kind of constancy and con- As Testa reported, “Pantone’s predictions have fidence that is expressed by Pantone 19-4052 credibility in their accuracy.” • Classic• Blue.”• • • • • •Testa said,• “Pantone• predicted• the• Color• of • • • • • • “We’re living in this time now where things 2018 would be Ultra Violet. Between 2017 and The Hill seem to be, around the world, a little bit — I 2018, Moda Operandi said it saw a 28 percent •don’t want• to use •the word •‘unstable’ • — but let’s• increase• in orders• of purple• products.• Last• year, • • • • • just say a little shaky,” said Laurie Pressman, the Pantone chose Living Coral. From 2018 to 2019, vice president of the Pantone Color Institute in a Moda Operandi saw a 62 percent increase in pink • New• York Times• article• by Jessica• Testa.• “Nothing• purchases.”• •n • • • • • • • • • •

•UNTRADITIONAL • • COLOR PALETTE• • • • • • • • • • • • •

PANTONE PANTONE PANTONE PANTONE PANTONE PANTONE PANTONE PANTONE • 19-4052• 17-3907• 19-1652• 17-1446• 16-0946 • 14-2710 • 18-5315 •20-0095 • • • • • Time• magazine • • • • • Classic Blue Quicksilver Rhubarb Mango Honey Lilac Sachet Bayberry Sloe Gin Fizz

SPRING 2020 COMMUNICATION: JOURNALISM EDUCATION TODAY | a publication of the Journalism Education Association | 39 • “Audio is the new media. The voice will become the gateway to media going forward. Voice assistants are getting smarter and more functional every week.” | AGNES DELEUSE, SENIOR MARKETING SPECIALIST, BUSINESS WIRE

EDITORIAL STAFF Bradley Wilson, MJE [email protected] Editor JOURNALISM Connie Fulkerson, CJE Copy Editor EDUCATION Beth Butler ASSOCIATION Copy Editor BOARD OFFICERS Sarah Nichols, MJE ADVISORY BOARD President Ellen Austin, MJE, director of journalism, Valerie Kibler, MJE The Harker School (San Jose, California) Vice President Amy DeVault, MJE, assistant professor, Wichita State University (Kansas) Visit jea.org for a complete list of board members and other , public affairs reporter, Tyler Dukes officials. WRAL (Raleigh, North Carolina) Kyle Ellis, senior product manager, American City Business Journals STAFF (Charlotte, North Carolina) Kelly Glasscock, CJE Mark Grabowski, associate professor Executive Director of communications, Adelphi University Connie Fulkerson, CJE (New York City) Program and Awards Coordinator Scott Winter, associate professor, Bethel FROM THE SHADOWS University (St. Paul, Minnesota) Pam Boller Junior Ali Schultz. This portrait by Sam Figgins, Francis Howell High School (St. Charles, Missouri) received a Office and Advertising Manager Superior in the JEA National Student Media Contest last fall. COLOPHON Cindy Horchem Communication: Journalism Education Business and Projects Coordinator Today is produced on Apple Macintosh SPRING 2020 | VOLUME 53 | NUMBER 3 computers using Adobe InDesign CC Kate Dubiel 15.0.1, Adobe Photoshop and Adobe Web Developer Illustrator. PDF files are submitted to the printer via FTP and output using a 240 PREVIOUS EDITORS LPI screen. 1982-1997 | Molly J. Clemons . 1980-1982 | Dorothy McPhillips PRINTING contributors 1976-1980 | Betty Stanley and Modern Litho, Jefferson City, Missouri, Marjorie Wilson prints Communication: Journalism Education Today on 70# gloss with 1974-1976 | Dorothy McPhillips 100# gloss cover with a coating. 1967-1974 | Virginia Woodring COLOR MANUSCRIPTS MILLER | MORGAN | WALKER This issue was printed using Send all queries and all manuscripts, the four-color process. art or photographs to be considered for n Classic Blue 99, 76, 24, 8 EMILY MILLER teaches journalism and JULIA WALKER teaches at Olathe West High School publication to n Space Cherry 25, 100, 100, 24 photojournalism, and advises The Corral yearbook and The Colt (Kansas), where she advises the Parliament yearbook and Bradley Wilson, editor n Glistening Grape 52, 99, 41, 32 newspaper at Arlington (Texas) High School. In her 13 years Owl Post online news site. Olathe West just opened in 2017, [email protected] n Brass Knuckles 33, 58, 74, 17 in the classroom she has helped her students expand their and Walker has had the opportunity to build the journalism n Faded Jade 15, 5, 49, 0 coverage, increase sales, create an online newspaper and place program from the ground up, with her students already earning n Opal Gray 38, 34, 33, 1 in UIL contests. Miller is working on expanding her program to several awards. [email protected] PEER REVIEW n Cannoli Cream 5, 3, 11, 0 include multimedia journalism and is passionate about teaching Academic papers on relevant topics her students to look for the story and cover it fairly. OTHER CONTRIBUTORS will undergo blind peer review. All authors will receive comments from no [email protected] • Joshua Davis, photographer, Washington, D.C. FONTS fewer than three qualified reviewers Berkeley • Al Drago, freelance photographer, Washington, D.C. R.J. MORGAN, CJE, serves as director of the Mississippi electronically within 30 days. Brandon Printed Scholastic Press Association and teaches writing, reporting and • Sam Figgins, Francis Howell High School (St. Charles, Californian integrated marketing communication courses at the University Missouri); Michele Dunaway, MJE, adviser Gotham XNarrow of Mississippi (Ole Miss), all while pursuing his doctorate in • Gary Lundgren, associate director, National Scholastic Press ADVERTISING For details on advertising, K-12 education leadership. He previously taught journalism Association Vitesse contact Pam Boller and advised the newspaper, online, yearbook and broadcast • Andrew Maier, Cherry Hill High School East (New Jersey); Journalism Education Association staffs at Starkville High School (Mississippi) , where he received Greg Gagliardi, CJE, adviser ACRONYMS 105 Kedzie Hall multiple honors, including STAR Teacher and the Paul Cuicchi • Sarah Nichols, MJE, adviser, Whitney High School (Rocklin, 828 Mid-Campus Drive S CJE | Certified Journalism Educator Innovative Educator Award. Morgan was the 2011 Teacher California) Manhattan, KS 66506-1505 MJE | Master Journalism Educator of the Year for Mississippi’s 3rd Congressional District and a • Iliana Ortiz, Claudia Taylor “Ladybird” Johnson High School Phone: 785-532-5532 CSPA | Columbia Scholastic Press finalist for Mississippi Teacher of the Year. Before leaving the (San Antonio, Texas); Velisa Jewett, adviser FAX: 785-532-5563 Association classroom, he was named an Adviser of the Year three times [email protected] DJNF | Dow Jones News Fund by the Mississippi Scholastic Press Association. Morgan received JEA | Journalism Education Association the Elizabeth Dickey Distinguished Service Award from the Southern Interscholastic Press Association in 2018. NSPA | National Scholastic Press [email protected] Association 40 | COMMUNICATION: JOURNALISM EDUCATION TODAY | a publication of the Journalism Education Association SPRING 2020 HIGH SCHOOL JUNIORS: LAST CHANCE TO APPLY! We make it happen

Al Neuharth Free Spirit HIGH SCHOOL JUNIORS: and Journalism APPLICATIONS ARE STILL BEING ACCEPTED! Conference Don’t delay! Visit freespirit.org to learn JUNE 19 - 24, 2020 more and apply online.

Each summer, 51 rising high school seniors experience an extraordinary five-day all-expenses-paid trip to Washington, D.C., as participants in the Al Neuharth Free Spirit and Journalism Conference, a program of the Freedom Forum Institute. The conference promotes the vital role of the First Amendment as a cornerstone of democracy and inspires students to pursue journalism careers. Boys and girls from each U.S. state and the District of Columbia participate in a variety of learning experiences in Washington, and are awarded a $1,000 scholarship to the college of their choice.

Printers of quality student newspapers, newsmagazines, literary magazines, playbills and more. [email protected] 845-297-9900 Parker King - editor of The Hurricane, Cape Fear Academy, Wilmington, North Carolina FREESPIRIT.ORG 555 PENNSYLVANIA AVE. NW, WASHINGTON, D.C. 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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What you will gain by attending: STORYTELLING Journalism At the Columbia Scholastic Press Association’s CSPA offers a wide variety of sessions th over three days in different topics 96 Annual Spring Convention on Columbia about journalism. They are taught by award-winning advisers as well as University’s campus on March 18-20, 2020. professional New York City journalists. For over 90 years Columbia University has welcomed the Columbia University CSPA convention to its Morningside Heights campus in Since 1925 CSPA has been housed New York City. For 2020, Columbia again welcomes student at Columbia University, one of the top universities in the world. All editors and faculty advisers to newspapers, yearbooks, events are held on campus and are magazines, video productions and online media from the rooms that current Columbia schools throughout the United States and Canada, as well as students use. overseas schools following an American plan of education. New York City New York City has many national Convention delegates can choose from 350 or more sessions landmarks as well as cultures. You organized in sequences for newspaper — print and online, will have time in the late afternoons yearbook, magazine, photography, social media, law and and evenings to explore the city and ethics, video, advisers and digital media. All sequences all of its offerings. will run simultaneously throughout the three days of the [email protected] convention. @cspa Networking 212.854.9400 Meet and network with students and Free on-site critiques will be offered throughout the three-day faculty advisers from different cities convention. CSPA is also planning Student and Adviser Swap and states. Get a chance to learn Shops throughout the 2020 Scholastic Convention. from each other. Photos by Rebecca Castillo, Ling Zhong, Alan Murray http://cspa.columbia.edu and Mark Murray.