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.

This module provides an in-depth exploration of editorial ethics in journalism, designed for students pursuing careers in media.

It covers core principles such as accuracy, fairness, integrity, impartiality, and respect for privacy, while addressing contemporary challenges like unconscious bias and the ethical considerations of causing offence.

By integrating practical exercises, case studies, and interactive discussions, this module aims to equip students with the critical thinking skills necessary to navigate the complex ethical landscape of modern journalism.

The module, which can be adapted for local requirements, incorporates practical exercises and real-world examples to equip students with the foundational knowledge needed for a career in journalism.

It is released under the terms of the Creative Commons BY-NC-SA 4.0 licence so that educational institutions can make use of the material free-of-charge.

Target Audience: Journalism students (undergraduate and postgraduate)

Course outline

Learning objectives:

• Understand and apply core principles of journalistic ethics.
• Recognise and mitigate the impact of unconscious bias in reporting.
• Evaluate and resolve ethical dilemmas in various journalistic contexts.
• Develop strategies for ensuring accuracy, fairness, and integrity in media content.
• Comprehend the legal and ethical implications of privacy and offence in journalism.
• Improve critical thinking and decision-making skills in ethical situations.

Module content:

• Week 1: Introduction to editorial ethics and its importance
  • What are editorial ethics?
  • Why are they crucial in modern journalism?
  • The role of ethics in maintaining public trust.
  • Introduction to key ethical frameworks.
  • Resource: Why editorial ethics are important
• Week 2: Accuracy and integrity
  • The importance of fact-checking and verification.
  • Maintaining integrity in reporting.
  • Avoiding plagiarism and fabrication.
  • Resource: Accuracy in journalism
  • Resource: Integrity and journalism
  • Resource: Lesson: Accuracy in journalism
  • Resource: Lesson: Integrity in journalism
• Week 3: Fairness and impartiality
  • Presenting unbiased perspectives.
  • Giving all parties a fair hearing.
  • Distinguishing between opinion and factual reporting.
  • Resource: Fairness in journalism
  • Resource: Lesson: Fairness in journalism
  • Resource: Lesson: Impartiality in journalism
• Week 4: Respecting privacy
  • Balancing the public’s right to know with individual privacy.
  • Ethical considerations in reporting on sensitive topics.
  • Legal implications of privacy violations.
  • Resource: Respecting privacy as a journalist
  • Resource: Lesson: Respecting privacy as a journalist
• Week 5: Offence and journalism
  • The ethical considerations of causing offence.
  • Balancing freedom of expression with social responsibility.
  • Contextualising potentially offensive content.
  • Resource: Offence and journalism
  • Resource: Lesson: Offence and journalism
• Week 6: Unconscious bias
  • Identifying and understanding unconscious bias.
  • Strategies for mitigating bias in reporting.
  • Promoting inclusive and representative journalism.
  • Resource: Unconscious bias and its impact on journalism
  • Resource: Lesson: Unconscious bias and its impact on journalism
• Week 7: Ethical decision-making and case studies
  • Applying ethical frameworks to real-world scenarios.
  • Analysing complex ethical dilemmas.
  • Group discussions and debates on ethical issues.
  • Resource: Is your journalism ethical?
• Week 8: Review and assessment
  • Review of key ethical principles.
  • Assessment (e.g., essay, presentation, or ethical scenario analysis).
  • Discussion of ongoing ethical challenges in journalism.

Suggested timetable:

• Weekly schedule (3-hour sessions):
  • 1 hour: Lecture/presentation (introducing concepts and theories).
  • 1 hour: Interactive discussion/case study analysis (applying concepts to real-world examples).
  • 1 hour: Practical exercise/group activity (developing skills and critical thinking).
• Example weekly breakdown:
  • Week 1:
    • Lecture: Introduction to editorial ethics.
    • Discussion: The importance of ethics in current media.
    • Activity: Analysing ethical codes from different news organisations.
  • Week 4:
    • Lecture: Privacy and journalism.
    • Discussion: Case studies on privacy violations.
    • Activity: Writing a report while considering privacy.
  • Week 6:
    • Lecture: Unconscious bias and journalism.
    • Discussion: Identifying bias in news reports.
    • Activity: Rewriting biased articles to be more inclusive.

Assessment:

• Class participation and engagement (20%)
• Case study analysis and presentations (30%)
• Final essay or ethical scenario analysis (50%)

Teaching Methods:

• Lectures and presentations.
• Interactive discussions and debates.
• Case study analysis.
• Group activities and practical exercises.
• Guest speakers (e.g., experienced journalists, media lawyers).
• Online quizzes.

Resources:

• All links provided above.
• Additional readings on media ethics and journalism.
• Ethical codes from professional journalism organisations.

Summary:

• This journalism training module focuses on equipping students with a strong foundation in editorial ethics, essential for responsible and trustworthy reporting.
• It delves into core principles like accuracy, fairness, and integrity, emphasising their critical role in maintaining public trust.
• Students will learn to navigate ethical dilemmas, understand the importance of respecting privacy, and recognise the impact of unconscious bias in their work.
• Through case studies, discussions, and practical exercises, they will develop the skills to make sound ethical decisions in various journalistic contexts.
• The course also addresses contemporary challenges, such as the ethical considerations of causing offence and the evolving landscape of digital media.
• It aims to foster critical thinking and promote a deep understanding of the journalist’s responsibility to the public.
• By exploring real-world scenarios and engaging with ethical frameworks, students will be prepared to uphold the highest standards of journalism, ensuring their reporting is accurate, unbiased, and respectful.

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

Learning objective

Students will evaluate news articles to assess the fairness of reporting by examining multiple perspectives and verifying facts. They will also critique the language and tone used to ensure accurate representation of the facts.

• Student-facing objective: By the end of this lesson the student will be able to check if all sides of a story are covered and make sure the language used is fair and accurate.
• Standards: After this lesson a student will understand the importance of exploring all sides of an issue and reporting their findings accurately.

Learning activities

Warm-up

• Begin with a brief discussion on the concept of fairness. Ask students to think about a time when they felt a story or report was unfair or one-sided. Encourage them to share examples without naming specific media outlets.
• Next, present a simple, hypothetical news headline on the board. Ask students to brainstorm different perspectives that might be included in a fair report on the topic.
• Conclude by asking students to consider why it’s important to include multiple perspectives in journalism. This primes them for the lesson’s focus on fairness and balanced reporting.

Direct instruction

• Introduce main concepts: Explain the importance of fairness in journalism. Discuss how journalists must explore all sides of an issue and report findings accurately. Highlight the responsibility to avoid personal bias and ensure language and tone do not misrepresent facts. Use real-world examples, such as a recent news story, to illustrate these points.
• Analyse a news article: Provide students with a news article. Guide them through identifying potential bias and assessing the fairness of the reporting. Ask them to consider if all relevant perspectives are included and if the language used is neutral. Use questions like: “What perspectives are missing?” and “How does the language influence the reader’s perception?”
• Discuss right of reply and editorial independence: Explain the concept of the right of reply and its importance in fair reporting. Discuss editorial independence and the need to maintain control over content. Use a hypothetical scenario where a journalist must decide whether to include a response from a controversial figure. Encourage students to think critically about the ethical implications and the balance between public interest and fairness.

Guided practice

Think, Pair, Share: Guide students through a structured activity to practice identifying bias and assessing fairness in journalism.

• Think: Provide students with a short news article. Ask them to individually read and note any potential bias, missing perspectives, or language that may misrepresent facts.
• Pair: Have students pair up to discuss their findings. Encourage them to compare notes and identify any additional biases or perspectives they may have missed individually.
• Share: Facilitate a class discussion where pairs share their insights. Encourage students to articulate how they identified bias and assessed fairness. Highlight diverse viewpoints and ensure all students understand the importance of multiple perspectives.
• Reflect: Ask students to reflect on how their understanding of fairness in journalism has evolved through this activity. Encourage them to consider how they might apply these skills in evaluating future news articles.
• Feedback: Provide feedback on their analysis, focusing on their ability to identify bias and assess fairness. Reinforce the importance of these skills in responsible journalism.

Independent practice

• Article analysis: Assign students a news article to read independently. Instruct them to identify any unfairness, missing perspectives, or language that may misrepresent facts. Provide a worksheet with guiding questions to support their analysis.
• Reflection: Ask students to write a brief reflection on how the article could be improved for fairness. Encourage them to suggest additional perspectives or changes in language that would enhance the article’s balance.
• Peer review: Pair students to exchange their analyses and reflections. Have them provide constructive feedback to each other, focusing on the identification of bias and suggestions for improvement.

Circulate to observe and support students as needed.

Assignment

Ask students to answer these questions:

1. How can a journalist ensure they are being fair when reporting a story?
2. Why is it important to include multiple perspectives in a news article?
3. What’s one question you still have from today’s lesson?

Here are some suggested answers:

• Suggested answer to Question 1: A journalist can ensure fairness by exploring all sides of an issue, verifying facts, and using neutral language.
• Suggested answer to Question 2: Including multiple perspectives ensures a balanced view and helps prevent bias, providing a more accurate representation of the facts.

Teacher resources

Differentiation guide

• Advanced learners: Encourage deeper analysis by having students compare multiple articles on the same topic from different sources. Ask them to evaluate the consistency of perspectives and language across these articles. Challenge them to identify subtle biases and discuss the potential impact on public perception.
• Striving learners: Simplify the task by providing a checklist of common biases and perspectives to look for in an article. Pair them with peers for collaborative analysis, allowing them to learn from others’ insights. Offer sentence starters to help them articulate their thoughts during discussions.
• Background reading: We recommend trainers read the article Fairness in journalism which is published on Media Helping Media before adapting this lesson plan for their own purposes.

Notable definitions

Fairness: Fairness in journalism is the concept of reporting news without bias or prejudice. It involves presenting all sides of an issue and reporting the facts accurately. Journalists should be objective and impartial, and they should not let their personal feelings or beliefs influence their reporting.

Bias: A tendency to present information in a way that reflects a particular perspective or preference, potentially leading to unfair or unbalanced reporting.

Right of reply: The opportunity given to individuals or groups to respond to allegations or criticisms made against them in a news report, ensuring fairness and balance.

Editorial independence: The freedom of journalists to report news without undue influence from external parties, allowing them to maintain objectivity and integrity in their reporting.

Required materials

• Copies of a news article for analysis
• Whiteboard and markers
• Worksheet with guiding questions for article analysis
• Access to computers or tablets (optional, for online article access)
• Reflection and peer review templates

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

Fairness in journalism

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

How should a reporter respond when someone uses emotional pressure and threats to try to stop them doing their job?

Every case will be different, but in this scenario we look at a situation where a reporter is begged not to cover a story, and then threatened with violence if they publish. What would you do in the circumstances?

Fair and accurate reporting of proceedings

You are a reporter working for the local newspaper in a small town.

One of the daily tasks is to cover the local courts.

The brief is to go along, read the daily case sheet, select those that you have either been told to look out for or which stand out as being particularly newsworthy, and then attend the hearings.

You will have learnt the rules for court reporting in the country you work in during your journalism training, and you will know what can and what can’t be reported under certain circumstances.

On this particular day you select three cases to cover.

One is a follow-up hearing to a case that your newspaper is already covering. The other two are new cases which you sense are likely to produce a few lines of copy (copy is the word used in the newspaper business for the text you submit to the news editor for approval).

Of those two, one turns out to be particularly newsworthy.

You take your seat in the press gallery along with reporters from other media outlets.

You have a clear view of proceedings, and of the pubic gallery where those with an interest in the case sit.

As you leave the court a woman, who you had seen in the public gallery, approaches you.

She is agitated and begs you not to write a news report about the case.

She says the incident her adult son has been charged with was “a set-up”, that he is innocent, and that if you publish the story it will “ruin his life”.

She tells you his wife has recently given birth and he needs his job to keep his family housed and fed.

If the story runs in the local newspaper, she says, “he will be finished”.

By this point the woman is becoming emotional.

A group of people has gathered around you both.

A man steps forward and prods you in the chest with his finger saying, “Don’t forget, we know where you live.” He then pushes you and you fall back against the wall banging your head in the process. Your colleagues from the other media outlets witness the scene.

What should you do?

1: You should listen to the concerns of the woman and, having been told about the negative impact your report might have, agree not to write about what you heard in court. You are working in a small town, it’s one of those places where everyone knows everyone, your by-line will be on the piece, and it will be much easier for all concerned if you just forget the hearing took place.

2: You should jot down what the woman is saying and question her more about her son’s family, the new baby, where he works, what he does, how he spends his leisure time. This is a great newsgathering opportunity, and she is giving you loads of quotes. The added excitement about you being prodded and threatened all adds to the piece. You could weave in what was said in court with what was said outside. You are already thinking up headlines to suggest to the subeditor: “Reporter assaulted leaving courthouse”, “Local man faces ruin if found guilty”. Try to take a picture of the woman if you can.

3: You should explain to the woman that it’s your duty to report back to your editor on what happened in the court. Tell her that you will report only that which is allowed under the court reporting rules, and that it’s up to your editor to decide whether the article will be published or not. If she has any issues with that she should take it up with the newspaper.

Which is the right approach?

Nobody likes to read bad news about themselves or their families in the local newspaper, so it’s not unusual for court reporters and newspaper editors to come under pressure from those who feel that the publication of information could have a damaging impact on their lives.

When I was a local newspaper reporter such pressure was common.

But your job is to produce a fair and accurate report of proceedings, within the rules set down by the courts.

The task you had been set by your editor that morning was to attend the court, read through the charge lists, select which hearings to cover, cover them, then report back.

It was not to discuss with relatives of any of the accused how reporting the facts as set out during the court proceedings might affect the lives of their loved ones.

I suggest option three is the right response. As a reporter you need to retain your integrity by dealing with situations in a fair and accurate manner. You must not be pulled or persuaded by interested parties.

The text presents a situation where a local newspaper reporter, tasked with covering court proceedings, is confronted by the mother of a defendant. The mother pleads with the reporter not to publish the story, citing devastating consequences for her son and family. This emotional appeal escalates into a physical threat from a man in the group, including a direct threat of violence. The text then presents three possible responses for the reporter and argues that the correct one is to firmly but politely explain the reporter’s duty to report the facts of the court proceedings, adhering to legal guidelines, and to refer the person to the editor for further concerns.

• Ethical dilemma:
  • This scenario highlights the classic conflict between journalistic duty and human empathy. Reporters are tasked with informing the public, but they are also human beings who can be affected by the emotional appeals of those they cover.
  • The mother’s plea is designed to tug at the reporter’s heartstrings, creating a sense of guilt and responsibility.
  • The threat of violence adds a layer of danger and intimidation.
• Importance of objectivity:
  • The text correctly emphasises the need for objectivity and adherence to journalistic ethics.
  • Giving in to emotional pressure or threats undermines the integrity of the news and the public’s right to know.
  • The reporter’s job is to report the facts, not to make judgments about the consequences.
• Legal considerations:
  • Court proceedings are generally matters of public record.
  • Reporters have a legal right to report on what happens in open court, within the bounds of legal restrictions.
  • The threat of violence is a criminal act and should be treated as such.
• Safety and security:
  • The physical threat highlights the potential dangers faced by journalists, especially at the local level.
  • The reporter’s safety should be a priority.

Adding value:

Here’s how we can add value to this analysis:

• Prioritise safety:
  • The most immediate concern is the reporter’s safety. After the assault, the reporter should:
    • Report the assault and threats to the police immediately.
    • Inform their editor and news organisation.
    • Seek medical attention if necessary.
    • Document the incident thoroughly.
• Reinforce journalistic principles:
  • While option three is the most appropriate, it’s essential to emphasise the importance of professionalism and empathy.
  • The reporter should explain their duty calmly and respectfully, while also acknowledging the mother’s concerns.
  • It is possible to be firm and kind at the same time.
• News organisation support:
  • News organisations have a responsibility to support their reporters in these situations.
  • This includes:
    • Providing legal counsel.
    • Offering security measures.
    • Providing emotional support.
    • Publishing a statement of support for the reporter, and reaffirming the newspapers commitment to accurate reporting.
• Dealing with threats:
  • Threats should never be taken lightly.
  • News organisations should have protocols in place for dealing with threats and harassment.
  • This might involve:
    • Increasing security measures.
    • Working with law enforcement.
    • Providing training for reporters on how to handle threatening situations.
• Context and nuance:
  • While the core of the story needs to be told, consideration can be given to how it is worded.
  • For instance, instead of sensationalising the story, a reporter can focus on the facts of the case and the legal proceedings.
  • It is also worth noting that the story itself may cause the persons life to be ruined, not the reporter. The reporter is simply reporting the facts of a legal proceeding.
• Importance of record keeping:
  • Keeping accurate records of the threats, and the encounter is very important. This can be used in any legal proceedings that may occur.

In conclusion, this scenario underscores the challenges and responsibilities of local journalism. By prioritising safety, upholding ethical principles, and providing adequate support, news organisations can help their reporters navigate these difficult situations.

The post Emotional pressure – 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.

The Media Helping Media ethics section is designed to help journalists navigate some of the challenges they might face as they go about their work.

The following ethical considerations are intended to be used as guidelines. They need to be adapted to ensure that they are regionally and culturally relevant.

They are for journalists who want to provide robust, searching, issue-led journalism that informs the public debate so that the audience/users/readers can make educated choices.

The articles are based on a desire to deliver editorial excellence that reaches the whole audience regardless of race, religion, nationality, personal preferences and social status, with impartial, fair, accurate and objective information.

The material on this site has nothing to do with producing so-called ‘constructive news’ or ‘positive news’. Subjective value judgements sit uncomfortably with editorial ethics. The ethical guidelines set out below will help journalists deal with editorial issues affecting life as it really is rather than from a controlled perspective.

Increasing demand for ethics training

The creation of this section follows a growing demand for training to help journalists cope with the editorial and ethical issues surrounding newsgathering and news delivery.

Many people have written editorial guidelines, and a search of the web will throw up dozens of variations. We have chosen to base the Media Helping Media guidelines on the BBC’s Editorial Guidelines. This is mainly because the two founders of Media Helping Media spent many years working at the BBC and have trained thousands of journalists in how to apply these guidelines.

However, the Media Helping Media guidelines are significantly different. Because they are used in training courses in various parts of the world, they are continually updated to reflect regional issues and sensitivities.

The issue in all cases is to balance the right to freedom of expression with editorial responsibility.

The articles in this section cover:

• Accuracy: Producing well-sourced information based on solid evidence
• Impartiality: Being fair and open-minded coverage while exploring all significant views
• Fairness: Operating in a transparent, open, honest and fair manner based on straight dealing
• Privacy: Ensuring we respect and never invade personal privacy unless it is in the public interest
• Offence: Delivering challenging journalism that is sensitive to audience expectations
• Integrity: Dealing with groups keen to use, manipulate or mould the media for their own advantage
• Bias: Understanding motivation and attitude.

Check our ethics section for the full list of training articles.

Lesson plan for trainers

If you are a trainer of journalists we have a free lesson plan for teaching editorial ethics which you are welcome to download and adapt for your own purposes.

The post Why editorial ethics are important first appeared on Media Helping Media.

Fairness in journalism means exploring all sides of an issue and reporting the findings accurately.

Members of the public should never be used to exaggerate the importance of a story. As a journalist you have a responsibility to examine your own motives, and ensure that your personal feelings and emotions do not influence what you report, whom you talk to, or determine which elements of the story you highlight.

You also need to think carefully about the language and tone you use to ensure that it doesn’t give an inaccurate and unfair representation of the facts. Your job is to inform the public debate, not manipulate that debate. You are working on behalf of the public, not using them for your own ends.

A journalist should have no motivation other than presenting sourced and verified facts. You should not have a desired outcome – that’s activism. And some would argue that journalism and activism are not compatible. You do your job regardless of the outcome.

Right of reply

You should always offer the right of reply when making allegations. However, there will be some cases where this rule needs to be checked with senior editorial colleagues.

If, for example, you uncover information that you consider to be in the public interest, and which involves serious allegations against an individual or group, it might not be appropriate to approach those who are the focus of your investigatioin.

This is particularly important if the information could lead to criminal arrest. In most cases, the fact that a person has agreed to be interviewed is sufficient to prove informed consent.

However, care needs to be taken when dealing with young people, the vulnerable, and those who have been recently bereaved or have suffered from trauma.

Those you are going to quote must be told when the material will be used, in what context, and how the material will be used.

This is particularly important with broadcasters and with any media organisation operating a converged newsroom delivering content to multiple platforms or devices.

It may seem obvious to you that the material will be searchable online and viewed worldwide, but your contributor may not have thought this through, especially if they are under stress. It is only fair to point it out.

If the member of the public is making a significant contribution, on which the whole item or broadcast programme is based, this needs to be made absolutely clear to them. They have a right to know:

• if there is a discussion or debate surrounding their contribution and, if so, the range of views being represented and the likely contributors.
• whether their contribution is live or edited and when it is likely to be broadcast (be careful not to give assurances if the broadcast time could change).
• a broad outline of the way you see the discussion going (your reasons for doing the piece).
• any changes leading up to broadcast or publication.

You do not need to let them see any pre-recorded material, or material that is likely to be published online, even if they are involved. 

You should avoid inviting them to proof-read what you are writing; that could lead to pressure to make changes that are editorially unacceptable. 

If a preview is requested, you need to examine the editorial, legal and ethical reasons for this.

Seeking a response

In cases where there are allegations of wrongdoing, you need to offer a fair opportunity for people to respond to the allegations before broadcast or publication.

When seeking a response, you need to keep accurate records of when, how and where the person was approached, along with their response to the offer.

If the material is for TV and radio, that response needs to be broadcast in the same programme, or at the same time, as the allegation is made. Again, legal reasons might override this.

Editorial independence

Contributors sometimes try to impose conditions before agreeing to take part in interviews. You must retain editorial control and not enter into any agreement that stops you asking the questions your audience would expect you to pose.

It is unlikely that it would ever be appropriate to broadcast or publish an interview in which the contributor sets out what she or he is prepared to be interviewed about. However, if such a case arises, it must be made clear to the audience the conditions that were set in order to obtain the interview.

The contributor must also be told that you will be making this clear before and after the interview is aired/published. They need to understand that journalists deal with news, and are not public relations (PR) consultants offering a PR platform.

In some cases, people who have already been interviewed will decide to withdraw their consent. You should consider their objections, but whether you use the material or not is an editorial decision and must be based on whether it is in the public interest to publish the material.

You should be open to signing agreements for access to premises or to talk to staff, but you must examine the agreements closely to ensure that they do not involve the surrendering of editorial control. To do so would compromise your editorial integrity.

The same is true of indemnity forms. In all cases, if unacceptable conditions are imposed, you should withdraw from the project.

You should never ask contributors to expose themselves to health and safety risks, and they must make clear in writing that they recognise and accept any risks.

Questions

1. What is the primary responsibility of a journalist?
2. How should journalists deal with their personal feelings and emotions when reporting a story?
3. Why is it important for journalists to consider the language and tone they use in their reports?
4. What is meant by the “right of reply” in journalism?
5. Under what circumstances might a journalist not approach the subject of an investigation for a response?
6. How should journalists handle contributions from members of the public in their reports?
7. What are the potential risks of allowing contributors to proof-read journalistic material?
8. Why is it important for journalists to maintain editorial independence during interviews?
9. How should journalists respond if a contributor withdraws their consent after an interview?
10. What precautions should journalists take when signing agreements for access to premises or interviews?

Answers

1. A journalist’s primary responsibility is to present sourced and verified facts without a having a desired outcome.
2. Journalists should ensure their personal feelings and emotions do not influence their reporting, whom they talk to, or which elements of the story they highlight.
3. Considering language and tone is important to avoid giving an inaccurate and unfair representation of the facts and to inform rather than manipulate public debate.
4. The “right of reply” means offering individuals the opportunity to respond to allegations before they are broadcast or published.
5. Journalists might not approach the subject of an investigation if the information involves serious allegations that could lead to criminal arrest.
6. Journalists should inform contributors about how their material will be used, the context, and any potential changes leading up to publication or broadcast.
7. Allowing contributors to proof-read material could lead to pressure to make editorially unacceptable changes.
8. Maintaining editorial independence ensures that journalists can ask the questions their audience expects and avoid being influenced by contributors’ conditions.
9. If a contributor withdraws consent, journalists should consider their objections but base the decision to use the material on whether it is in the public interest.
10. Journalists should examine agreements closely to ensure they do not surrender editorial control, which would compromise editorial integrity.

Lesson plan for trainers

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

Note: This site was been given permission to use and adapt elements of the BBC’s Editorial Guidelines in these short editorial ethics modules. They have been updated to reflect changing international, regional and cultural variations.

Related modules

Integrity and journalism

Editorial integrity – scenario

Interviewing integrity – scenario

The post Fairness in journalism first appeared on Media Helping Media.

Election coverage is one of the most critical responsibilities of the media. It shapes public discourse, informs voters, and plays a vital role in safeguarding democracy.

However, elections also present unique challenges to editorial independence. External pressures from political parties, advertisers, governments, and even audiences can threaten journalistic integrity. Maintaining independence is not only a professional obligation but essential for public trust.

This article is a combination of opinions shared with Media Helping Media by political journalists.

The importance of editorial independence

Editorial independence means that journalists and editors make decisions based on professional judgment, public interest, and factual reporting, free from influence by political, commercial, or personal interests.

During elections, this independence ensures that coverage is fair, and fact-driven, providing citizens with the information they need to make informed choices.

When the media compromises its independence, it risks becoming a tool for misinformation, polarisation, or partisan agendas—undermining the very democratic processes it seeks to support.

The following advice is compiled from contributions from political journalists in the Media Helping Media network.

1. Adopt and communicate clear editorial guidelines

Media houses should have well-defined editorial policies that emphasise fairness, accuracy, and independence. These guidelines should be publicly accessible to reinforce accountability and transparency.

2. Fact-check relentlessly

Elections are fertile ground for misinformation, propaganda, and manipulated narratives. Newsrooms must invest in robust fact-checking teams to verify claims made by candidates, political parties, and their supporters. Every piece of coverage should prioritise fact over sensationalism or speed.

3. Ensure diverse voices and perspectives

Fair and accurate reporting means giving space to a variety of political opinions, minority voices, and independent experts. Coverage should avoid amplifying only the most powerful or well-funded campaigns, ensuring marginalised groups and emerging political movements are heard.

4. Separate opinion from news

Clear demarcation between factual reporting and opinion pieces is crucial. Readers and viewers should be able to easily distinguish between analysis, editorial opinions, and hard news to avoid conflating bias with objectivity.

5. Resist commercial and political pressures

Advertisers or political interests may attempt to influence coverage, especially during high-stakes elections. Media organisations must be prepared to turn down advertising or sponsorship deals that compromise their editorial decisions. Internal barriers between business and editorial teams are essential.

6. Empower journalists with safety and support

Election coverage can expose reporters to harassment, online abuse, or physical danger. Media houses must prioritise journalists’ safety and mental well-being, ensuring that reporters can work without fear or intimidation, both of which can subtly erode independence.

7. Be transparent about mistakes and biases

If errors occur, acknowledge and correct them publicly. Transparency fosters trust and demonstrates a commitment to accountability. Likewise, openly addressing potential newsroom biases helps audiences understand the efforts made to maintain balance.

The role of media literacy

Finally, media organisations have a role in promoting media literacy during elections. By educating the public about how to identify credible information and question biased sources, the media empowers citizens to resist manipulation, thereby reinforcing the value of editorial independence.

Conclusion

Editorial independence is the backbone of credible election coverage. In a world of increasing political polarisation and misinformation, the media’s ability to report impartially is more important than ever. By adhering to professional standards, resisting external pressures, and focusing on the public good, journalists can ensure their election coverage serves democracy, not politics.

This article is a combination of opinions shared by political journalists in the Media Helping Media network.

The post Editorial independence during elections first appeared on Media Helping Media.