It’s based on an article ‘Why editorial ethics are important‘ which we suggest trainers read before adapting the lesson plan for your own purposes.

Learning objective

Students will evaluate editorial decisions by applying ethical guidelines to various journalistic scenarios. They will identify potential ethical challenges and propose solutions to ensure integrity and fairness in reporting.

• Student-facing objective: By the end of this lesson the student will be able to assess editorial choices using ethical standards and suggest ways to handle ethical dilemmas in journalism.
• Standards: Students will learn how to navigate some of the ethical challenges they might face as they go about their work.

Learning activities

Warm-up

Begin with a brief discussion on the concept of bias in newsgathering and media production. Ask students to think about a news story they’ve recently encountered. Prompt them with questions:

• What was the main message of the story?
• Did the story seem to favour a particular viewpoint?
• Were multiple perspectives presented?

Encourage students to share their thoughts with a partner. After a few minutes, ask volunteers to share insights with the class. This will activate prior knowledge and set the stage for exploring editorial ethics.

Direct instruction

1. Conceptual understanding: Introduce the core principles of editorial ethics. Discuss key concepts such as accuracy, impartiality, and integrity. Use real-world examples to illustrate these principles. For instance, present a case where a journalist faced an ethical dilemma, such as whether to publish sensitive information. Ask students to identify the ethical considerations involved.
2. Procedural skills and fluency: Explain the process of evaluating a news story for ethical compliance. Break down the steps:
   • Identify the journalistic purpose.
   • Assess the inclusion of diverse perspectives.
   • Evaluate the thoroughness and fairness of the reporting.
3. Asking critical questions: Provide a sample news article (without revealing its source) and guide students through these steps, prompting them to ask critical questions about the article’s content and approach.
4. Application: Present a hypothetical scenario where students must make editorial decisions. For example, a story about a local protest with conflicting reports from different sources. Ask students to:
   • Determine which sources to trust and why.
   • Decide how to present the story to ensure fairness and accuracy.
   • Consider the potential consequences of their editorial choices.
5. Group discussion: Facilitate a class discussion on the decisions made and the ethical implications, encouraging students to justify their choices based on the principles discussed.

Guided practice

Think, Pair, Share: Guide students through a structured discussion to apply ethical guidelines to a real-world scenario.

• Think: Present a brief news article with potential ethical issues. Ask students to individually identify and note any ethical challenges they observe, considering questions like: What is the journalistic purpose? Are diverse perspectives included? Is the reporting thorough and fair?
• Pair: Have students pair up to discuss their observations. Encourage them to compare notes and refine their understanding of the ethical issues present in the article.
• Share: Facilitate a class-wide discussion where pairs share their findings. Encourage students to articulate their reasoning and propose solutions to the ethical challenges identified.
• Connect: As a class, connect the discussion back to the core principles of editorial ethics. Highlight how the students’ observations align with or challenge these principles.
• Reflect: Conclude with a reflection on how applying ethical guidelines can impact journalistic integrity and public trust. Encourage students to consider how they might handle similar ethical dilemmas in their future work.

Independent practice

• Provide students with a set of brief news scenarios, each containing potential ethical dilemmas.
• Ask students to individually analyse each scenario, applying the ethical guidelines discussed in class.
• Instruct them to identify the ethical challenges, propose solutions, and justify their decisions based on the principles of editorial ethics.
• Encourage students to document their thought process and conclusions for each scenario.
• Circulate to observe and support students as needed, ensuring they are engaging critically with the material.

Assignment

Ask students these questions:

1. What is one ethical guideline you applied today, and how did it influence your decision-making?
2. Can you identify a potential consequence of not following editorial ethics in journalism?
3. What’s one question you still have from today’s lesson?

Suggested answers:

1. Suggested answer to Question 1: I applied the guideline of ensuring diverse perspectives, which helped me present a balanced view in the scenario.
2. Suggested answer to Question 2: Not following editorial ethics can lead to biased reporting, which may mislead the public and damage trust in journalism.

Teacher resources

Differentiation guide

• Advanced learners: Encourage deeper analysis by having them explore complex ethical dilemmas in journalism, such as conflicts of interest or the balance between public interest and privacy. Suggest they research real-world cases where editorial ethics were challenged and present their findings to the class.
• Striving learners: Simplify scenarios and focus on one or two key ethical principles at a time. Provide structured guidance and examples to help them identify ethical challenges. Use visual aids or graphic organisers to help them map out their thought process and ethical considerations.
• Recommended reading: This lesson plan is based on an article ‘Why editorial ethics are important‘ which we suggest you read before adapting the lesson for your own purposes.

Notable definitions

• Editorial ethics: A set of principles guiding journalists to ensure their work is fair, accurate, and impartial, avoiding bias and maintaining integrity in reporting.
• Impartiality: The practice of reporting news without favoritism or bias, ensuring all relevant perspectives are considered and presented fairly.
• Integrity: Upholding honesty and moral principles in journalism, ensuring that reporting is truthful, transparent, and free from conflicts of interest.

Required materials

• Sample news articles with potential ethical issues
• Printed copies of ethical guidelines for reference
• Whiteboard and markers for class discussions
• Projector for displaying case studies and scenarios
• Notebooks or digital devices for student reflections and notes

Lesson summary

• Warm-up
• Direct instruction
• Guided practice
• Independent practice
• Assignment

The free teaching tools at the Khan Academy were used in the production of this lesson plan.

The post Lesson: Editorial Ethics first appeared on Media Helping Media.

Learning objective

Students will evaluate the role of integrity in journalism by identifying and analysing scenarios where journalistic integrity is challenged. They will also assess the impact of external pressures on journalistic decision-making and propose strategies to maintain integrity.

• Student-facing objective: By the end of this lesson the student will be able to identify situations where a journalist’s integrity might be tested and suggest ways to stay truthful and unbiased.
• Standards: Students will learn about how integrity in journalism empowers them to investigate issues thoroughly and truthfully without being influenced by external pressures.

Learning activities

Warm-up

• Begin with a brief discussion on the concept of integrity. Ask students to share what they understand by the term and how it applies in everyday life. Transition to journalism by posing the question: “Why is integrity crucial for journalists?”
• Next, present a short, hypothetical scenario: A journalist receives a gift from a company they are reporting on. Ask students to consider: “What should the journalist do, and why?” Encourage students to think about potential conflicts of interest and the importance of maintaining impartiality.
• Conclude by summarising the main points from the discussion, emphasising the role of integrity in ensuring truthful and unbiased reporting. This sets the stage for deeper exploration in the lesson.

Direct instruction

• Conceptual understanding: Introduce the concept of journalistic integrity by discussing real-world examples where integrity was either upheld or compromised. Use a case study of a well-known journalist who faced ethical dilemmas. Describe the situation and ask students to identify the integrity issues involved. Discuss the consequences of the journalist’s actions on public trust and the news organisation’s credibility.
• Procedural skills and fluency: Explain the procedures journalists should follow to maintain integrity. Outline issues such as:
  • Avoiding conflicts of interest.
  • Ensuring editorial independence.
  • Declaring any potential biases.
• Scenario: Provide a hypothetical scenario where a journalist must decide whether to accept a free trip to cover a story. Ask students to outline the steps the journalist should take to maintain integrity, using the practices discussed.
• Application: Present a scenario where students must apply their understanding of journalistic integrity. For example, a journalist is offered exclusive access to a high-profile event in exchange for favourable coverage. Ask students to:
  • Identify the ethical issues.
  • Propose a course of action that upholds integrity.
  • Justify their decisions based on the principles discussed.
  • Encourage students to consider the broader implications of their decisions on public perception and trust in journalism.

Guided practice

Think, Pair, Share: Facilitate a discussion on a scenario where a journalist’s integrity is tested.

• Think: Present a scenario where a journalist is offered a gift in exchange for favourable coverage. Ask students to individually think about the ethical issues and potential actions the journalist could take.
• Pair: Have students pair up to discuss their thoughts. Encourage them to consider the implications of accepting the gift and how it might affect the journalist’s credibility and the news organisation’s reputation.
• Share: Invite pairs to share their discussions with the class. Highlight different perspectives and solutions, emphasising the importance of maintaining integrity.
• Collect and display: As students share, write the main points and ethical considerations on the board. Organise these into categories such as “potential conflicts,” “actions to maintain integrity,” and “consequences.”
• Connect: Conclude by connecting the discussion to the broader principles of journalistic integrity. Reinforce the idea that integrity is crucial for maintaining public trust and ensuring unbiased reporting.

Independent practice

• Scenario analysis: Provide students with a set of brief scenarios where journalistic integrity is challenged. Examples might include receiving gifts, facing pressure from advertisers, or dealing with conflicts of interest. Ask students to analyse each scenario and write a brief response on how they would handle the situation to maintain integrity.
• Reflection exercise: Have students reflect on a recent news story they have read or watched. Ask them to evaluate the story for potential biases or conflicts of interest. They should consider whether the journalist maintained integrity and how they might have approached the story differently.
• Role-playing: Assign students roles as journalists, editors, or external influencers. Present a situation where integrity is at stake, such as a high-profile interview with potential for bias. Students must navigate the scenario, making decisions that uphold journalistic integrity. Afterward, have them discuss the challenges they faced and the strategies they used.
• Peer review: Students exchange their scenario analyses or reflection exercises with a partner. They provide feedback on each other’s work, focusing on the identification of ethical issues and the proposed solutions. Encourage constructive criticism and discussion on alternative approaches to maintaining integrity.

Assignment

Ask students to answer these questions:

1. What is one main principle of journalistic integrity you learned today?
2. How can a journalist maintain integrity when faced with external pressures?
3. What’s one question you still have from today’s lesson?

Here are some suggested answers:

• Suggested answer to Question 1: Journalists should avoid conflicts of interest to maintain integrity.
• Suggested answer to Question 2: A journalist can maintain integrity by ensuring editorial independence and declaring potential biases.

Teacher resources

Differentiation guide

• Advanced learners: Encourage deeper analysis by having them research and present on historical cases where journalistic integrity was compromised. Challenge them to propose alternative actions that could have upheld integrity.
• Striving learners: Simplify scenarios and provide structured guidance. Use role-playing to help them visualise ethical dilemmas. Offer sentence starters for written responses to scaffold their thinking.
• General strategies: Use visual aids to illustrate key concepts. Provide clear examples and non-examples of journalistic integrity. Encourage peer collaboration to support diverse learning needs.

Notable definitions

• Integrity: The quality of being honest and having strong moral principles, crucial for journalists to ensure truthful and unbiased reporting.
• Conflict of interest: A situation where a journalist’s personal interests could potentially influence their professional decisions, compromising their impartiality.
• Editorial independence: The freedom of journalists to make decisions about what stories to cover and how to cover them without external influence or pressure.

Required materials

• Whiteboard and markers.
• Printed copies of hypothetical scenarios for group discussions.
• Access to computers or tablets for online research and scenario analysis.
• Projector for displaying case studies and examples.
• Notebooks and pens for student reflections and note-taking.

Lesson summary

• Warm-up
• Direct instruction
• Guided practice
• Independent practice
• Assignment

The free teaching tools at the Khan Academy were used as a basis for converting the original article into a lesson plan.

Related article

Integrity and journalism

The post Lesson: Integrity in Journalism first appeared on Media Helping Media.

In this scenario a naive reporter’s early success with a government minister leads to an ethical dilemma when a ‘favour’ is demanded in return.

A young journalist is appointed as a parliamentary reporter for a public service broadcaster in a Western democracy.

He is assigned to cover a specific region of the country. His job is to get to know his area’s MPs (members of parliament) and to cover their activities.

Keen to make an impression, he draws up a list of all the politicians on his new patch. His region has several constituencies where the sitting MP is a senior government minister.

A national story breaks. The minister in charge of the department concerned is on the reporter’s list. The journalist makes contact.

The minister, a Secretary of State in the department at the centre of the story, invites the reporter round to his private rooms in the parliament building. He has, so far, been refusing to be interviewed on the topic.

They have a chat, the reporter explains that he has taken over the patch and that he wanted to get to know all his MPs.

The minister seems friendly. He offers the reporter a cup of tea. They appear to get on well. The MP’s assistant is hovering in the background.

Towards the end of the chat the reporter asks the politician whether he would agree to a short recorded interview on the developing story. He says yes.

An audio clip from the interview makes national news. After it is broadcast, the reporter’s boss praises him for his work; it’s a good start in the new job.

Three months later the minister’s assistant calls to tell the reporter that the minister has a story for him. The reporter is excited. It sounds like he could be in line for another scoop.

He’s invited to visit the MP’s office again. When he turns up he’s handed a piece of paper. He reads what seems like nothing more than a public relations plug for the minister; the reporter fails to see the story.

He questions whether there is anything newsworthy to report. The minister seems surprised, and replies that he had done him a favour with a quote three months earlier and now it’s his turn to return the favour and report what the minister wants.

The reporter had no idea that the minister would want to call in a favour after giving a quote.

The minister’s assistant talks to the reporter as he leaves and suggests that it might not be as easy for her to arrange a meeting in the future if the reporter fails to cover the story the minister wants publicised.

What should the reporter do?

a) Do the story the way the minister wants. The reporter will be covering the region for some time, and he does not want to fall out with one of the most senior politicians on his patch – doing so could mean that he will miss out on quotes in the future when he might need them.

b) Ignore the request, knowing that he is under no obligation to cover the story. He might have been naive in the way he approached the first meeting with the minister, but he didn’t do any deals to get the first interview.

The suggested approach

Political interviewing should never be a matter of returning assumed favours.

Journalists should never do deals to get information or interviews. There will always be a price to pay if they do.

In this case the journalist reported the matter to his line manager who also failed to see the news story in the issue the minister wanted to publicise. And, even if he had, it would have been wrong for the story to be covered on the understanding that it was because a favour was being returned.

Interestingly, deciding not to cover what was a PR stunt didn’t disadvantage the reporter when it came to requesting future interviews. The politician was clearly trying to exploit the situation.

Summing up

A young parliamentary reporter, eager to impress, secures a crucial interview with a senior minister by establishing rapport. However, months later, the minister attempts to leverage this initial interview into a reciprocal favour, demanding positive coverage of a non-newsworthy public relations (PR) piece, implicitly threatening future access if the reporter refuses. The reporter, realising the minister’s attempt to manipulate him, consults his manager. They decide to reject the request, upholding journalistic integrity and demonstrating that ethical reporting doesn’t preclude future access.

Analysis

• The setup: A young, ambitious journalist gains early success by securing a crucial interview with a senior government minister. This success stems from the journalist’s proactive approach and the minister’s willingness to engage.
• The ethical trap: The minister later attempts to leverage this initial interaction, demanding favourable coverage of a non-newsworthy PR piece as a “returned favour.” This creates an ethical dilemma for the journalist, who feels pressured to comply to maintain access and avoid jeopardising his career.
• The core issue: The scenario highlights the potential for political figures to exploit the naivety and ambition of journalists, attempting to blur the lines between professional interaction and quid pro quo arrangements.
• The resolution: The suggested approach rightly emphasises journalistic integrity. The reporter should refuse to comply with the minister’s demand, and the line manager should support this decision. The outcome demonstrates that ethical journalism doesn’t necessarily lead to professional disadvantage.

1. Understanding the power dynamics:
   • This scenario reveals the subtle power dynamics at play between politicians and journalists. Ministers often control access to information, creating a potential for manipulation.
   • It underscores the importance of journalists maintaining independence and avoiding situations that could compromise their objectivity.
2. The importance of clear boundaries:
   • The reporter’s initial friendly approach, while well-intentioned, may have contributed to the minister’s perception of a reciprocal relationship.
   • Journalists must establish clear professional boundaries from the outset, ensuring that interactions are based on mutual respect and the pursuit of accurate information, not personal favours.
3. The value of editorial support:
   • The line manager’s support is crucial in reinforcing ethical standards and protecting journalists from undue pressure.
   • Strong editorial leadership is essential for maintaining journalistic integrity and ensuring that news coverage is not influenced by political agendas.
4. Long-term vs. short-term gains:
   • The temptation to comply with the minister’s request might offer short-term benefits, such as continued access.
   • However, compromising journalistic ethics can damage credibility and lead to long-term professional consequences.
   • The long term benefit of keeping ones integrity is far greater than the short term gain of a story.
5. Recognising manipulation:
   • The ministers assistant using language that implies a loss of access, is a form of manipulation. Recognising this is a key skill for a journalist.
6. Building a robust network:
   • While this minister was trying to manipulate the reporter, by maintaining a professional and ethical stance, the reporter has shown that they can not be manipulated. This builds a reputation of integrity, and in the long run will help the reporter build a robust network of reliable sources.

Key takeaway:

This scenario serves as a cautionary tale for aspiring journalists, emphasising the importance of ethical awareness, professional boundaries, and editorial support. It highlights the need to prioritise journalistic integrity over short-term gains and to recognise and resist attempts at manipulation.

Related training modules

How to interview politicians

Journalists and politicians

Integrity and journalism

The post Returning favours – scenario first appeared on Media Helping Media.

In this scenario, an award-winning journalist is offered a top job at national TV station, but soon after starting her new job she discovers corruption in the media house.

The journalist is something of a maverick by nature but has uncovered some exclusive stories on corrupt practices involving mining companies and politicians in the past.

Eventually her work leads to an award as anti-corruption journalist of the year.

The TV station recruits the journalist to be the main presenter on its evening business programme..

The journalist is excited by the new job and is looking forward to bringing her award-winning investigative journalistic approach to the programme

However, it transpires that the TV station has signed a secret contract with the minister in charge of ‘Industry and Development’. It’s worth $250,000 USD, and guarantees the minister at least 10 appearances on the programme during a 20-week run.

The journalist finds out about the contract, but has only just joined the TV station where she is earning three times as much as she did in her previous job.

Should she:

1. Say nothing but strive to ask difficult questions to balance out any bias
2. Raise her concerns with the producer of the programme and the TV station’s management and hope that they will at least acknowledge that any interview is paid for
3. Resign immediately and say nothing about why
4. Resign immediately and leak the story to the TV station’s main competitor.

Suggested action

In the real example of this scenario the reporter resigned but said nothing. However tough the interview might be, the repetitional risk to the reporter’s name as a journalist was considered to be more important than any other consideration.

Raising the concerns with the station management was pointless, since corruption works two ways. Accepting the money is as corrupt as taking it. Leaking the story would have broken the terms of the reporter’s contract of employment.

Let’s break down this scenario and analyse the journalist’s options, considering the context of her established reputation and the ethical implications.

Analysis:

• The journalist’s strengths:
  • She’s a proven, award-winning investigative journalist with a strong anti-corruption track record.
  • She’s a “maverick,” indicating she’s not afraid to challenge the status quo.
  • She has high ethical standards, evidenced by her past work and the dilemma she faces.
• The TV station’s corruption:
  • The secret contract reveals a clear conflict of interest and a breach of journalistic integrity.
  • The station is willing to compromise its credibility for financial gain.
  • This suggests a systemic issue, not just a one-off incident.
• The journalist’s dilemma:
  • She’s faced with a choice between her career advancement and her ethical principles.
  • The high salary creates a strong incentive to stay, but her reputation is at stake.
  • She must balance the potential for internal change with the risk of being complicit in corruption.

Suggested action:

• The real world example of the reporter resigning and saying nothing is understandable, but not optimal. It preserves the reporters reputation, but does not expose the corruption.
• The analysis of raising concerns with management being pointless is very likely accurate. Corrupt systems protect themselves.
• The analysis of leaking the story breaking the terms of the reporters contract is also accurate.

The options:

1. Say nothing but strive to ask difficult questions:
   • Pros: Allows her to keep her job and high salary.
   • Cons: Compromises her integrity, makes her complicit in the station’s corruption, and risks damaging her reputation. The minister will still have a platform to spread propaganda. Her questions, while possibly difficult, will be within a system that has been bought.
2. Raise her concerns with management:
   1. Pros: Attempts to address the issue internally.
   2. Cons: Highly unlikely to succeed, as the station is complicit. Could lead to retaliation or dismissal. Reveals her knowledge of the contract, and removes the element of suprise if she chooses to leak the story.
3. Resign immediately and say nothing:
   1. Pros: Preserves her integrity and avoids direct association with the corruption.
   2. Cons: Does not expose the corruption, allowing it to continue. Potential loss of income and career momentum.
4. Resign immediately and leak the story:
   1. Pros: Exposes the corruption, holds the station and minister accountable, and upholds journalistic ethics.
   2. Cons: Potential legal repercussions for breach of contract, risk of retaliation, and potential career backlash. However, the journalists reputation would be enhanced by the action.

Best course of action:

Considering the journalist’s established reputation and the severity of the corruption, resigning immediately and leaking the story to the TV station’s main competitor is the most effective and ethical course of action.

• It aligns with her past actions and reinforces her commitment to anti-corruption.
• It holds the corrupt parties accountable and protects the public interest.
• While there are risks, the potential benefits outweigh the drawbacks.
• It is important that the leak of the information is done in a way that protects the reporter as much as possible, perhaps through the use of an intermediary.

Issues:

• Public interest: The public has a right to know about corruption within the media, as it undermines their trust in information sources.
• Long-term impact: Exposing the corruption can lead to systemic change and deter future unethical practices.
• Reputation mManagement: While there may be short-term challenges, the journalist’s long-term reputation as a principled and courageous journalist will be enhanced.
• Legal advice: The journalist should seek legal advice before leaking any information, to understand the legal ramifications and to protect themselves.
• Documentation: The journalist should document all the evidence that they have of the corrupt practices.

In conclusion, while resigning quietly might seem like the safest option, it does not serve the public interest or uphold the principles of journalism. By choosing to expose the corruption, the journalist takes a courageous stand and reinforces the importance of ethical conduct in the media.

The post Interviewing integrity – scenario first appeared on Media Helping Media.

Reliable journalism is based on applying strict editorial ethics to all we do so that we can examine the issues that have the most impact on the lives of our audience.

If the content you produce pushes an agenda, spins a line, favours a sector of society, promotes a certain initiative without question, is manipulated to achieve a subjective outcome, or has a desired objective, you are probably producing public relations copy or even propaganda.

So, does your journalism pass the test? Consider the following questions to see whether your journalism is ethical or not.

Questions to consider

• What is your journalistic purpose.
• What do you hope to achieve by doing the story?
• What is your personal motivation?
• Do you have any vested interests in the outcome?
• Have you included different perspectives and diverse ideas?
• Is the journalism you produce is thorough and informative?
• Have you ignored any elements that might appear to weaken the story you are writing?
• Have you considered what motivates those you are interviewing?
• Are all your questions fair, or are they leading or manipulative?
• What are the possible consequences of the story you are producing both in the short term and long term?
• Are you using those you choose to interview in order to strengthen your article without considering the possible harm they might suffer once the story is published?
• Are you able to justify your editorial decisions to your colleagues, to those who you interview, and to the public?
• Is your journalism original, well-sourced, accurate, and honest?

Getting it right

• Keep your eyes wide open – seek truth and report it as fully as possible.
• Act independently – owe nobody and don’t seek favours or favourites.
• Minimise harm – protect your sources, respect privacy, be aware of possible consequences.
• Assess all facts – don’t ignore the uncomfortable, or that which goes against your script.
• Seek out independent sources – don’t follow the flock, find fresh voices and perspectives.
• Thoroughly check the validity of information – take nothing at face value and make sure you have researched and can justify the inclusion of every fact.
• Be wary of subjective manipulation – don’t be swayed by those who want you to put a positive spin on news.

Attitudes of mind

• Be honest, fair, and courageous in your news gathering and reporting.
• Give voice to the voiceless
• Scrutinise the executive.
• Hold the powerful to account.
• Guard vigorously the role a free media plays in an open society.
• Seek out and disseminate competing perspectives, especially those which are rarely heard.
• Remain free of associations and activities that could compromise your ability to publish the truth.
• Always consider how your journalism could impact the lives of those who feature in your coverage.
• Treat all with respect, and not as a means to achieving your journalistic end.

Accuracy

• All work must be well-sourced.
• It must be based on sound evidence.
• Your writing must be thoroughly fact-checked.
• It must be presented in clear, precise language.
• Avoid spreading unfounded speculation, rumour and gossip.
• Accuracy is more important than speed.
• Never rush a story to be first with the news; better to be second and right rather than first and wrong.
• Ensure you always weigh all the relevant facts and information in order to get to the truth.
• If an issue is controversial you must always include all relevant opinions so that your reporting is not one-sided.
• Gather material using first-hand sources wherever possible.
• Ensure you read through everything you write.
• Check the authenticity of documentary evidence and digital material.
• Corroborate claims and allegations made.

Diversity

• Always strive to reflect a wide range of opinions.
• Always be prepared to explore a range of conflicting views.
• Never ignore any significant strands of thought or under-represented groups.
• Exercise your freedom to produce content about any subject, at any point on the spectrum of debate, as long as there are good editorial reasons for doing so.
• Ensure to avoid bias or an imbalance of views on all issues, particularly controversial subjects.
• You will sometimes need to report on issues that may cause serious offence to many. You must be sure that a clear public interest outweighs the possible offence.

Public interest criteria

• The story exposes criminal activity.
• It highlights significant anti-social behaviour, corruption or injustice.
• The story discloses significant incompetence or negligence.
• My journalism is uncovering information that allows people to make informed decisions about matters of public importance.
• The story could help protect the health and safety of the public.
• It could preventing the public from being misled.
• The story protects issues of freedom of expression.

Fairness

• Be open, honest and straightforward in dealing with contributors, unless there is a clear public interest in doing otherwise.
• Where allegations are being made, the individuals or organisations concerned should normally be given the right of reply.

Privacy

• It is essential in order to exercise your rights of freedom of expression and information that you work within a framework which respects an individual’s privacy and treats them fairly while investigating and establishing matters which it is in the public interest to reveal.

Integrity

• Always remain independent of both state and partisan interests.
• Never endorse or appear to endorse any organisations, products, activities or services.

Sources

• Accept information from any source, but know you will need to make a personal decision as to which information is worth considering and which is not.
• Sources must always be checked, especially when dealing with first-time sources that have never been used before.
• It is important to protect sources that do not wish to be named.

Questions

1. What are the main principles of reliable journalism?
2. How can you differentiate between journalism and public relations or propaganda?
3. What questions should a journalist ask themselves to ensure their work is ethical?
4. Why is it important for journalists to include diverse perspectives in their reporting?
5. How should journalists handle controversial issues?
6. What role does accuracy play in journalism?
7. How should journalists approach the use of sources, especially first-time sources?
8. What is the significance of public interest in journalistic reporting?
9. What is the relationship between journalism and privacy?
10. How should journalists maintain integrity and independence?

Answers

1. Reliable journalism is based on strict editorial ethics, examining impactful issues, and avoiding bias or manipulation.
2. Journalism is differentiated by its adherence to ethical standards, while public relations or propaganda often push agendas or manipulate outcomes.
3. Journalists should consider their purpose, motivations, vested interests, perspectives included, thoroughness, fairness, and potential consequences.
4. Including diverse perspectives ensures comprehensive coverage and prevents bias, enriching the story with varied viewpoints.
5. Journalists should report on controversial issues by including all relevant opinions and ensuring a clear public interest justifies potential offence.
6. Accuracy is crucial; it involves thorough fact-checking, clear language, and prioritising truth over speed to avoid spreading misinformation.
7. Journalists should verify all sources, especially first-time ones, and protect those who wish to remain anonymous.
8. Public interest is significant as it justifies reporting on issues that expose wrongdoing, inform the public, and protect societal values.
9. Journalism must respect privacy while balancing the public interest, ensuring fair treatment during investigations.
10. Journalists maintain integrity by staying independent of state and partisan interests and avoiding endorsements or biases.

The post Is your journalism ethical? first appeared on Media Helping Media.

Integrity is essential if a journalist wants to investigate issues thoroughly in order to find the truth.

A journalist with integrity can’t be bought, swayed, or influenced. They do not accept favours, bribes, or promises. They are free from any chains that could prevent them from shining a light in dark places, digging where others don’t, and holding the powerful to account. In editorial terms it means the following:

• not to sell your services for financial reward other than the salary or fee you receive from your employer.
• not to take money from a person, group or organisation in return for ensuring that their story is covered by your news organisation.
• not to promote a story based on any personal, group, or partisan interests.
• not to endorse or appear to endorse any organisation, its products, activities or services.
• not to promote commercial products or services.
• not to promote your own media organisation.

Promotional stories

News releases arrive in the newsroom every day promoting a product or a company, often these are disguised as news items, when, clearly, they are advertising material. We must:

• retain all editorial control of any material that we uncover, or which is given to us by others, and ensure that we have the final say in how it is used or not used.
• when choosing which stories to cover we must do so on the basis of our own independent editorial justification, and we need to be able to defend those decisions if challenged.
• always be aware that some people contributing material will be doing so in order to influence our editorial output
• be able to justify – if we feel we need to name a product, service or organisation in our output – that the decision was required in order to inform the public debate properly and in full.

Product placement

A journalist must never include a product or service in sound, vision or print in return for cash, services or any consideration in kind. We must:

• ensure that references to trade names, brand names and slogans are clearly editorially justified.
• never use material from advertising campaigns or promotions without revealing the source and making clear, through our script, why the material was used.
• not linger on brand names or logos and use verbal references sparingly unless there are strong journalistic reasons for repeated references to a brand.
• never accept free or reduced-cost products or services from those whose brands are featuring in our output.

Free material and gifts

It is extremely dangerous for a journalist to take gifts. There will always be a price to pay at some future date. The best advice is to say no. A journalist should always pay for their own travel and accommodation. There may be some situations where a producer of a lifestyle programme or section is offered facilities to sample so that they can report on them, in such cases the following rules should apply:

• keep accurate records of what has been accepted.
• never guarantee that any product or service will be featured.
• never guarantee the approach that will be taken in dealing with the product or service.
• always inform suppliers that they cannot refer to your news organisation in selling their products.
• give on-air, online or in-print credits only if clearly editorially justified.
• never offer suppliers any editorial say or influence in the programme.
• never offer them a preview of it with a view to them being able to make changes.

Media trips

It is best not to accept expenses-paid trips, unless they are the only way to cover the story – for example, such a case might be the first flight of a new airline service.

Undue prominence

Be careful where a guest on a broadcast programme has a particular product to push, such as a book, a new piece of music, a show or a film. It is fine to discuss the editorial issues, but you need to ensure that they are not taking advantage of you because you are including them in your programme.

Online links

When creating links to articles online, make sure that you link only to material that adds value and is not simply promoting a product. Lazy links go to home pages, thought-through links explain more about the subject. Ensure that links lead to material that explains more about the topic being mentioned so that those using your service will be better informed.

You must never include a link to a commercial site in return for cash, services or any other consideration in kind. All links must be editorially justified and should lead to sites which are:

• clearly relevant to the content of the page where the link is placed
• normally free to access
• normally factually accurate

We must never give the impression that we are endorsing a commercial product or service.

Conflict of interest

There must never be any suggestion that personal, commercial, business, financial or other interests have influenced your news organisation’s editorial decisions. Presenters, reporters, producers, editors, researchers and managers are all affected. The higher someone’s level of editorial responsibility, the greater the need to avoid any possible conflicts of interest. Typical conflicts of interest for journalists include:

• writing for another news organisation
• public speaking/public appearances
• delivering media public relations training
• connections to charities and campaigning organisations
• taking part in political activities
• hospitality and personal benefits
• being an active member of a political party
• being an activist in a campaign organisation
• financial and business interests.

Journalists must declare all these to their senior editorial managers if they feel that there is a conflict of interest that could damage the news organisation’s integrity.

Social action

Journalists should not be seen to campaign about social issues, your job is to report about them, not be part of them. Journalists are free to have their own opinions, but these must not influence your journalistic work. You must remain impartial. This is particularly important where:

• social action programmes or campaigns coincide with a government campaign or lobbying initiative
• The output could be seen to embrace the agenda of a particular campaign group.

Charities

The same is true with charities. Many are competing. As a journalist, you will probably have your favourites. This must never influence your story choice or story treatment. It is healthy to declare charitable interests at the earliest opportunity. Personal interests must never influence story choice or story treatment. A media organisation will work with charities in a number of ways:

• broadcasting/publishing appeals
• mounting fundraising appeals
• reflecting the work of charities in the editorial output
• as partners in social action or awareness campaigns.

However, for every charity doing good there is likely to be another competing in that space. Also, don’t get too close; you may end up covering a story about wrongdoing involving a charity, and you need to be free to examine all issues without fear of being compromised.

External relationships

When entering into an external relationship, journalists must ensure that:

• editorial impartiality and integrity are not compromised and that you control all editorial output.
• the choice of partners is editorially justified and will not bring the media organisation into disrepute.
• no money or other services are accepted in exchange for broadcast coverage or publicity.
• you work with a range of organisations and do not unduly favour one above another
• you do not promote or appear to endorse other organisations, products, services, views or opinions.

Questions

1. Why is integrity essential in journalism?
2. List three actions that a journalist with integrity should avoid.
3. Explain the significance of maintaining editorial control over news material.
4. How should journalists handle promotional stories that arrive in the newsroom?
5. Describe the guidelines for journalists regarding product placement in their work.
6. Why is it important for journalists to avoid accepting gifts or free services?
7. Discuss the potential conflicts of interest that journalists must be aware of.
8. How should journalists approach social action and charity involvement in their reporting?
9. What are the main considerations for journalists when entering into external editorially related relationships?
10. What bearing could a journalists personal interests have on story choice and treatment.

Answers

1. Integrity ensures that journalists can investigate issues thoroughly and truthfully without being influenced by external pressures.
2. Journalists should avoid accepting bribes, promoting stories based on personal interests, and endorsing organisations or products.
3. Maintaining editorial control ensures that journalists can decide how to use material independently, defending their choices if challenged.
4. Journalists should retain editorial control, justify their story choices independently, and be aware of contributors’ motives.
5. Journalists must ensure references to brands are editorially justified and avoid using advertising material without disclosure.
6. Accepting gifts can compromise a journalist’s objectivity and lead to future obligations or biases.
7. Conflicts of interest include writing for other organisations, political activities, and financial interests, which can affect editorial decisions.
8. Journalists should report on social issues impartially and not let personal opinions or charity preferences influence their work.
9. Journalists must ensure that external relationships do not compromise editorial integrity and that partnerships are justified.
10. Personal interests can bias a journalist’s reporting, so they must remain impartial and transparent about any potential conflicts.

Lesson plan for trainers

If you are a trainer of journalists we have a free lesson plan ‘Integrity in journalism‘ which you are welcome to download and adapt for your own purposes.

Related training scenario

Journalistic integrity – scenario

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