Created from training resources on Media Helping Media, it provides a robust foundation in investigative journalism, equipping students with the skills, knowledge, and ethical considerations necessary to conduct in-depth, impactful reporting.

The module, which can be tailored to meet local needs, covers essential topics such as sourcing, document analysis, dossier building, interviewing techniques, ethical considerations, and the evolving role of AI.

The module 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.

Course philosophy: This course emphasises the critical role of investigative journalism in a democratic society. It aims to equip students with the skills, ethics, and resilience to pursue impactful stories that expose wrongdoing and promote transparency.

Course structure: The course is divided into six thematic modules, each building upon the previous one. Each module will incorporate:

• Theoretical foundations: Core concepts and principles.
• Practical skills: Hands-on exercises and simulations.
• Case studies: Analysis of real-world investigative reports.
• Ethical dilemmas: Discussion and debate on ethical challenges.
• Guest speakers: Experienced investigative journalists sharing their insights.

Detailed module breakdown:

Module 1: Foundations of investigative journalism (Weeks 1-2)

• • 1.1 Defining investigative journalism:
    • Distinguishing it from other forms of journalism.
    • The role of investigative journalism in holding power accountable.
    • Historical context and evolution of investigative reporting.
      • Resource: Tips for investigative journalism
  • 1.2 The investigative mindset:
    • Cultivating curiosity, skepticism, and persistence.
    • Developing critical thinking and analytical skills.
    • Managing stress and maintaining emotional resilience.
      • Resource: The mindset for investigative journalism
  • 1.3 Ethical frameworks:
    • Principles of accuracy, fairness, and transparency.
      • Resource: Why editorial ethics are important
      • Resource: Lesson – Editorial ethics
    • Navigating conflicts of interest and maintaining impartiality.
      • Resource: Accuracy in journalism
      • Resource: Fairness in journalism
      • Resource: Integrity in journalism
    • Protecting sources and minimising harm.
      • Resource: Lesson – Investigative journalism
      • Resource: Lesson – Investigative journalism
    • Practical exercise: Analyse a controversial investigative report and discuss its ethical implications.

Module 2: Sourcing and interviewing strategies (Weeks 3-4)

• • 2.1 Source development:
    • Identifying and cultivating diverse sources.
    • Building trust and maintaining confidentiality.
    • Using open-source intelligence (OSINT).
      • Resource: Source motivation
      • Resource: Open-source intelligence
  • 2.2 Interviewing techniques:
    • Preparing for and conducting in-depth interviews.
    • Active listening and probing for information.
    • Handling difficult or reluctant interviewees.
      • Resource: Ways a suspect can help a journalist
      • Resource: Lesson – Interviewee motivation
    • Practical exercise: Role-playing different interview scenarios.

Module 3: Document analysis and data management (Weeks 5-6)

• • 3.1 Accessing and analysing official documents:
    • Freedom of information laws and access requests.
    • Analysing financial records, legal documents, and government reports.
    • Identifying patterns and inconsistencies.
      • Resource: How to investigate official documents
      • Resource: Lesson – Investigating official documents
  • 3.2 Building and managing investigative dossiers:
    • Organising and classifying information.
    • Using databases and spreadsheets for data management.
    • Maintaining accurate and secure records.
      • Resource: Compiling an investigative dossier
      • Resource: Lesson – The investigative dossier
    • Practical exercise: Analyse a set of documents and create a structured dossier.

Module 4: Investigating corruption and sensitive issues (Weeks 7-8)

• • 4.1 Techniques for corruption investigations:
    • Following the money trail and identifying illicit activities.
    • Investigating public procurement and government contracts.
    • Dealing with whistleblowers and anonymous sources.
      • Resource: Investigating corruption
  • 4.2 Handling sensitive information:
    • Protecting vulnerable sources and victims.
    • Reporting on sensitive topics with sensitivity and accuracy.
      • Resource: Respecting privacy
      • Resource: Lesson – privacy and journalism
      • Resource: Offence and journalism
      • Resource: Lesson – Offence and journalism
    • Case study: Analysis of a major corruption scandal.

Module 5: Risk management and legal considerations (Week 9)

• • 5.1 Identifying and mitigating risks:
    • Assessing physical, digital, and legal risks.
    • Developing safety protocols and contingency plans.
    • Maintaining digital security and data protection.
      • Resource: Avoiding the pitfalls of investigative journalism
      • Resource: Scenario – Trespass and journalism
    • 5.2 Legal frameworks and defamation:
      • Understanding defamation laws and libel.
      • Using legal resources and seeking legal advice.
        • Resource: Scenario – Withholding information
        • Resource: Court reporting for beginners
      • Guest speaker: A media lawyer discussing legal pitfalls.

Module 6: AI and the future of investigative journalism (Week 10)

• • 6.1 AI tools for investigative reporting:
    • Using AI for data analysis, visualisation, and OSINT.
    • Exploring AI-powered fact-checking and verification tools.
      • Resource: AI and investigative journalism
      • Resource: AI in day-to-day journalism
      • Resource: Lesson – AI-powered investigations
    • Guest speaker: An expert in the use of AI for newsgathering
  • 6.2 Ethical considerations in AI-driven investigations:
    • Bias in algorithms and data.
    • Transparency and accountability in AI applications.
      • Resource: Dealing with algorithmic bias
      • Resource: Lesson – Algorithmic bias
      • Resource: Unconscious bias
      • Resource: Lesson – dealing with unconscious bias
    • Debate: The ethical implications of using AI in investigative journalism.
      • Resource: Media Helping Media’s ethics section

Assessment:

• Class participation and discussions:
  • Assessing class participation involves setting clear expectations, recognising diverse contributions beyond just verbal comments, and ensuring fairness through rubrics, observation, and self/peer assessments.
  • This method encourages engagement, promotes critical thinking, develops communication skills, and provides valuable feedback, allowing instructors to gauge student understanding and involvement in a structured and objective manner.
• Practical exercises and case studies:
  • Practical exercises and case studies serve as dynamic assessment tools by directly applying theoretical knowledge to real-world scenarios.
  • Through exercises like mock interviews, document analysis, or data visualisation, students demonstrate their ability to execute investigative techniques.
  • Case studies, involving the analysis of actual investigative reports, challenge students to identify methodologies, ethical considerations, and potential pitfalls.
  • These methods allow instructors to evaluate not only a student’s grasp of concepts but also their practical skills, problem-solving abilities, and decision-making processes within the context of investigative journalism, providing a more comprehensive understanding of their competence.
• Investigative proposal (midterm): Students will develop a detailed proposal for an investigative project, including a research plan, sourcing strategy, and ethical considerations.
• Final investigative project: This will be a more in-depth investigative project, with the students producing a multi media report.
• Peer review: Students will critically evaluate each other’s work, providing constructive feedback.
• Portfolio development: Students will compile a portfolio of their investigative work, showcasing their skills and abilities.

Technology integration:

• Use of data analysis software (e.g., Excel, Google Sheets, Tableau).
• Introduction to OSINT tools and techniques.
• Training on secure communication and data storage.

Teaching methods:

• Lectures and presentations.
• Case studies and real-world examples.
• Guest speakers from investigative journalism.
• Practical exercises and workshops.
• Group discussions and debates.

Materials:

• Course readings and handouts.
• Access to online resources and databases.
• Software for data analysis and visualisation.

This module is designed to be adaptable and can be tailored to the specific needs and resources of the institution.

Summary

This comprehensive investigative journalism module aims to equip students with essential skills, knowledge, and ethical understanding through a structured six-part course, covering foundations, sourcing, document analysis, corruption investigations, risk management, and AI integration.

Utilising practical exercises, case studies, and guest speakers, students will learn to navigate the complexities of investigative reporting, build investigative proposals, conduct in-depth projects, and develop portfolios, all while emphasising ethical considerations, legal awareness, and the use of relevant technology, with assessments focused on participation, practical application, and project development.

The post Module: Investigative Journalism first appeared on Media Helping Media.

It’s based on the article ‘Story development‘ which we recommend trainers read before adapting this lesson outline for your own purposes.

Learning objective

Students will identify and analyse multiple news angles for a breaking story, focusing on the complexity and interconnections of the issue. They will evaluate the significance of each angle to enhance public understanding and debate.

• Student-facing objective: By the end of this lesson, I’ll be able to find and assess different angles of a breaking news story in order to help the audience understand its importance to their lives.
• Standards: Students will be able to find multiple related and informative news angles to follow when covering a breaking news story.

Learning activities

Warm-up

Show students a recent news headline about a natural disaster. Ask them to jot down answers to the following questions:

• What happened?
• Why is it important?
• Who is affected?

Have students share their responses with a partner. Then, select a few students to share their thoughts with the class. This will activate their understanding of basic journalistic questions and prepare them to explore multiple angles in news story development.

Direct instruction

• Introduce the story development model: Explain the concept of story development using the flooding in Vietnam as a case study. Highlight the importance of asking the basic journalistic questions: What, Why, When, How, Where, and Who. Emphasise that these questions form the foundation of the main story and headline.
• Expand with facts and data: Discuss how to expand the story by piecing together facts and verifying them with at least two independent sources. Use the flooding example to illustrate how to gather a fact file, maps, and profiles. Introduce the role of data in supporting evidence, and demonstrate how to verify data reliability by consulting officials, NGOs, and academics.
• Explore angles and consequences: Guide students in identifying new story angles by examining the impact and consequences of the flooding. Discuss potential angles such as the economic impact, infrastructure damage, and community effects. Encourage students to think critically about accountability and future prevention plans, using the flooding scenario to explore these aspects.

Guided practice

Think, Pair, Share: Guide students through a structured activity to practice identifying and analysing news angles.

• Think: Present students with a brief news article about a recent flooding event. Ask them to individually identify potential news angles beyond the main story. Encourage them to consider angles related to impact, responsibility, and future prevention.
• Pair: Have students pair up to discuss their identified angles. Instruct them to compare their ideas and refine their angles by considering additional perspectives or missing information.
• Share: Facilitate a class discussion where pairs share their refined angles. Encourage students to explain the significance of each angle and how it contributes to a deeper understanding of the story.
• Collect and display: As students share, scribe their angles on the board, organising them into categories such as impact, responsibility, and future plans. This visual display will serve as a reference for the class.
• Reflect: Conclude the activity by asking students to reflect on how identifying multiple angles enhances the depth and quality of news reporting. Encourage them to consider how this practice can be applied to other news stories.

Independent practice

• Research and analyse: Assign students to independently research a recent news story about a natural disaster. Instruct them to identify at least three different angles related to the story, focusing on impact, responsibility, and future prevention. Encourage them to use credible sources and verify information.
• Write a brief: Have students write a brief summary for each angle they identified, explaining its significance and how it contributes to a comprehensive understanding of the story. Remind them to consider the audience’s perspective and the importance of each angle in public debate.
• Peer review: Pair students to exchange their briefs. Instruct them to provide constructive feedback on clarity, depth, and the relevance of the angles. Encourage them to suggest additional angles or perspectives that may have been overlooked.
• Revise and submit: Allow students time to revise their briefs based on peer feedback. Collect the final versions for assessment, ensuring they demonstrate a clear understanding of news story development and the ability to identify and analyse multiple angles.

Assignment

Ask students these questions:

1. What is one new angle you identified in today’s lesson that you hadn’t considered before?
2. How does exploring multiple angles change your understanding of a news story?
3. What’s one question you still have from today’s lesson?

Some suggested answers:

• Suggested answer to Question 1: An angle related to the long-term economic impact of the flooding.
• Suggested answer to Question 2: It provides a more comprehensive view and highlights interconnected issues.

Teacher resources

Differentiation guide

• Advanced learners: Encourage them to explore additional angles, such as international aid dynamics or climate change implications. Suggest they analyse the effectiveness of past interventions and propose innovative solutions. Challenge them to create a multimedia presentation to convey their findings.
• Striving learners: Provide structured graphic organisers to help them categorise angles. Offer sentence starters to guide their analysis. Pair them with peers for collaborative research and discussion. Use simplified articles to ensure comprehension and build confidence in identifying angles.
• Recommended reading: This lesson plan is  based on the article ‘Story development‘ which we recommend trainers read before adapting this lesson outline for your own purposes.

Notable definitions

• News angle: A specific perspective or approach to a news story that highlights particular aspects or issues, providing depth and context to the main event.
• Investigative journalism: A form of journalism that involves in-depth research and analysis to uncover facts, often focusing on issues of public interest, accountability, and transparency.
• Accountability: The obligation of individuals or organisations to explain their actions and decisions, often scrutinised in journalism to ensure responsibility and transparency in public affairs.

Required materials

• Recent news articles about natural disasters
• Whiteboard and markers
• Access to computers or tablets for research
• Graphic organisers for angle categorisation
• Peer review checklists
• Access to credible news sources and databases

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.

Related article

Story development techniques

The post Lesson: Story Development first appeared on Media Helping Media.

It’s based on the article ‘Proactive journalism‘ which we recommend trainers read before adapting this lesson outline for your own purposes.

Learning objective

Students will investigate and analyse stories of significant public interest by applying proactive journalism techniques. They will demonstrate the ability to anticipate and explore potential stories, moving beyond traditional reactive reporting.

• Student-facing objective: By the end of this lesson the student will be able to use proactive journalism skills to find and analyse important stories, going beyond just reacting to news events.
• Standards: This lesson plan teaches journalists how to take a proactive approach to newsgathering by investigating, anticipating, exploring, and exposing stories of significant public interest.

Learning activities

Warm-up

Present students with a recent news headline. Ask them to identify what they notice and wonder about the story. Encourage them to consider potential biases, missing perspectives, and underlying issues. Allow a few minutes for individual reflection, then have students share their thoughts with a partner. Conclude by discussing as a class, focusing on how proactive journalism could deepen understanding of the story.

Direct instruction

• Observing and questioning: Introduce the concept of proactive journalism by discussing its contrast with traditional journalism. Use a real-world example, such as a recent investigative report, to illustrate how proactive journalists identify potential stories. Highlight the importance of questioning assumptions and seeking diverse perspectives. Ask students to brainstorm questions they would ask to uncover hidden aspects of the story.
• Learning and investigating: Explain the process of in-depth research in proactive journalism. Use a case study where journalists uncovered a significant story through persistent investigation. Discuss strategies for validating information and identifying knowledge gaps. Have students outline a research plan for a hypothetical story, focusing on uncovering new angles and perspectives.
• Analysing and Deducting: Describe how proactive journalists organise and evaluate information to draw informed conclusions. Present a scenario where journalists connected disparate facts to reveal a larger narrative. Guide students in analysing a set of provided data or statements, encouraging them to identify patterns and potential impacts. Conclude with a discussion on the importance of evidence-based conclusions in shaping public understanding.

Guided practice

Think, Pair, Share: Guide students through a proactive journalism exercise.

• Think: Present a brief news article. Ask students to individually identify potential angles for deeper investigation, considering biases and missing perspectives.
• Pair: Have students pair up to discuss their identified angles. Encourage them to challenge each other’s assumptions and refine their ideas.
• Share: Facilitate a class discussion where pairs share their findings. Highlight diverse approaches and emphasise the importance of questioning and exploring in proactive journalism.
• Feedback: Provide constructive feedback on their investigative angles, focusing on clarity, depth, and potential impact.
• Reflection: Conclude with a reflection on how this exercise enhances their ability to set the agenda in journalism.

Independent practice

• Investigative exercise: Assign students a recent news topic. Instruct them to independently research and identify potential stories within the topic that have not been widely covered. Encourage them to apply proactive journalism techniques: observing, questioning, learning, investigating, analysing, and deducting.
• Research plan: Have students create a detailed research plan outlining their approach to uncovering hidden aspects of the story. They should include potential sources, questions to explore, and methods for validating information.
• Analysis and reflection: Ask students to write a brief analysis of their findings, focusing on the potential impact and significance of the story. Encourage them to reflect on how their proactive approach differs from traditional reporting.
• Peer review: Pair students to exchange their analyses. Instruct them to provide feedback on each other’s work, focusing on the depth of investigation and the clarity of conclusions.

Assignment

Ask students to answer these questions:

1. How does proactive journalism differ from traditional journalism?
2. What is one technique you used today to uncover a hidden aspect of a story?
3. What’s one question you still have from today’s lesson?

Suggested answers:

• Suggested answer to Question 1: Proactive journalism involves actively seeking out stories and setting the agenda, while traditional journalism often reacts to events.
• Suggested answer to Question 2: I used questioning assumptions to identify potential biases and missing perspectives.

Teacher resources

Differentiation guide

• Advanced learners: Encourage them to explore complex, multifaceted stories. Assign tasks that require collecting information from diverse sources and drawing connections to broader societal issues. Challenge them to propose innovative angles or investigative methods.
• Striving learners: Provide structured guidance and clear examples. Break down tasks into manageable steps. Use graphic organisers to help them visualise the investigative process. Offer additional support in formulating questions and identifying biases.
• General strategies: Use peer collaboration to foster diverse perspectives. Encourage students to share insights and strategies. Provide feedback that focuses on developing critical thinking and investigative skills.
• Background reading: This lesson plan is based on the article ‘Proactive journalism‘ which we recommend trainers read before adapting this lesson outline for your own purposes.

Notable definitions

• Proactive journalism: An approach to newsgathering where journalists actively seek out stories, anticipate events, and set the agenda rather than merely reacting to news as it happens.
• Investigative reporting: A form of journalism that involves in-depth research and analysis to uncover hidden truths, often focusing on issues of significant public interest.
• Bias: A tendency to present information in a way that reflects a particular perspective or agenda, which proactive journalists strive to identify and mitigate to ensure balanced reporting.

Required materials

• Recent news articles for analysis
• Case studies of investigative reports
• Access to computers or tablets for research
• Notebooks or digital tools for note-taking
• Whiteboard and markers for class discussions
• Handouts with data sets or statements for analysis
• Peer review forms for feedback exchange

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.

Related article

In-depth proactive journalism

The post Lesson: Proactive Journalism first appeared on Media Helping Media.

We look at the ways AI can assist a reporter carrying out an investigation.

1. Data analysis and pattern recognition:

   • Sifting through massive datasets:
     • Investigative journalists often deal with vast amounts of data, from financial records to government documents.
     • AI algorithms excel at sifting through these datasets, identifying patterns, anomalies, and connections that would be nearly impossible for humans to detect manually.
     • For example, AI can analyse millions of financial transactions to uncover potential instances of fraud or corruption.
   • Identifying trends:
     • AI can help journalists identify emerging trends by analysing large volumes of text and data.
     • This can be particularly useful in areas such as environmental reporting, where AI can track changes in satellite imagery or sensor data to detect illegal deforestation or pollution.

2. Enhancing efficiency and productivity:

   • Transcription and translation:
     • AI-powered transcription tools can quickly convert audio and video recordings into text, saving journalists countless hours of manual transcription.
     • Similarly, AI-powered translation tools can help journalists access information in multiple languages.
   • Document analysis:
     • AI can analyse large volumes of documents, extracting key information and summarising important findings.
     • This can be invaluable when dealing with complex legal documents or government records.

3. Fact-checking and verification:

   • Identifying misinformation:
     • AI tools can help journalists identify and verify information, particularly in the age of misinformation.
     • Natural language processing (NLP) can be used to analyse text and identify potential inaccuracies or biases.
   • Deepfake detection:
     • AI is also being used to develop tools for detecting deepfakes, which are manipulated videos or audio recordings that can be used to spread false information.
     • It can examine and analyse images to spot any changes that have been made.

4. New avenues of investigation:

   • Satellite imagery analysis:
     • AI can analyse satellite imagery to detect changes in the environment, such as deforestation or illegal construction.
     • This can be particularly useful for investigative journalists working on environmental stories.
   • Open-source intelligence (OSINT):
     • AI can assist in OSINT by aggregating and analysing information from various online sources.
     • This can help journalists uncover hidden connections and patterns.

• Important considerations:

  • Human oversight:
    • While AI can be a powerful tool, it’s essential to remember that it should augment, not replace, human journalists.
    • Critical thinking, ethical judgment, and investigative skills remain crucial.
  • Transparency:
    • News organisations should be transparent about their use of AI, explaining how it’s used in their reporting.
    • They need to be clear with the audience about the parts of their output that have been considered and created by humans and that which has been informed by AI.
  • Ethical implications:
    • It is important to be aware of the ethical implications of AI usage, and to make sure that it is used in a responsible way.
    • Journalists must apply the same ethical values to any work carried out using AI as they do with work produced by humans.

In conclusion, AI is rapidly transforming the field of investigative journalism, providing journalists with powerful tools to uncover the truth and hold those in power accountable.

Questions

1. What role does artificial intelligence (AI) play in the transformation of investigative journalism?
2. How can AI assist journalists in sifting through massive datasets?
3. Describe how AI can help in identifying trends within large volumes of text and data.
4. In what ways can AI enhance the efficiency and productivity of journalists?
5. Explain how AI-powered transcription and translation tools benefit journalists.
6. How does AI contribute to fact-checking and verification in journalism?
7. Discuss the role of AI in detecting deepfakes and its importance in journalism.
8. What are some new avenues of investigation that AI opens up for journalists?
9. Why is human oversight important when using AI in journalism?
10. What ethical considerations should journalists keep in mind when using AI in their work?

Answers

1. AI is emerging as a powerful ally for reporters, transforming investigative journalism by providing tools for data analysis, pattern recognition, and efficiency enhancement.
2. AI algorithms excel at sifting through massive datasets by identifying patterns, anomalies, and connections that would be nearly impossible for humans to detect manually.
3. AI can analyse large volumes of text and data to identify emerging trends, which is particularly useful in areas like environmental reporting.
4. AI enhances efficiency and productivity by providing tools for transcription, translation, and document analysis, saving journalists time and effort.
5. AI-powered transcription tools quickly convert audio and video recordings into text, while translation tools help journalists access information in multiple languages.
6. AI aids in fact-checking and verification by using natural language processing to analyse text for potential inaccuracies or biases.
7. AI is used to develop tools for detecting deepfakes, which are manipulated videos or audio recordings, helping to prevent the spread of false information.
8. AI opens new avenues of investigation through satellite imagery analysis and open-source intelligence (OSINT), helping journalists uncover hidden connections and patterns.
9. Human oversight is crucial because AI should augment, not replace, human journalists. Critical thinking, ethical judgment, and investigative skills remain essential.
10. Journalists should be aware of the ethical implications of AI usage, ensuring it is used responsibly and applying the same ethical values as with human-produced work.

Lesson plan for trainers

If you are a trainer of journalists we have a free lesson plan: ‘AI-powered investigations‘ which you are welcome to download and adapt for your own purposes.

The post AI and investigative journalism first appeared on Media Helping Media.

It’s based on the article ‘Compiling an investigative journalism dossier‘ by Don Ray, which we recommend trainers read before adapting this lesson plan for your own purposes.

Learning objective

Students will compile a comprehensive investigative journalism dossier by identifying and organising essential information through a structured checklist. They will evaluate the accuracy and relevance of gathered data to ensure a disciplined and precise approach to investigative reporting.

• Student-facing objective: By the end of this lesson the student will be able to create a detailed dossier for investigative journalism, using a checklist to gather and verify important information accurately.
• Standards: The student planning a piece of investigative journalism will learn about the essential steps needed in compiling a comprehensive dossier to map their research and fact-finding.

Learning activities

Warm-up

• Begin with a brief discussion on the importance of organisation in investigative journalism.
• Ask students to think about a time when they had to gather information for a project or report.
• Prompt them with questions like: “What steps did you take to ensure you had all the necessary information?” and “How did you verify the accuracy of your information?”

Activity

• Present a simple scenario where students must gather information about a fictional character.
• Provide basic details such as name, age, and occupation.
• Ask students to brainstorm a list of potential sources they could use to gather more information about this character, such as public records, interviews, or online searches.
• Conclude by having students share their ideas and discuss the importance of using multiple sources to verify information.
• This will activate their prior knowledge and prepare them for the lesson on compiling an investigative journalism dossier.

Direct instruction

• Introduce the dossier checklist:
  • Present the investigative journalism dossier checklist.
  • Explain its purpose in organising and verifying information.
  • Highlight key components: identifying individuals, locating them, reviewing existing literature, checking public records, and verifying credentials.
  • Use a real example, such as a well-known investigative report, to illustrate how a dossier was crucial in the investigation.
• Demonstrate information gathering:
  • Walk through a hypothetical scenario where students must compile a dossier on a public figure.
  • Model the process of gathering information using the checklist. For instance, demonstrate how to verify a person’s identity using public records or how to locate their residence using online directories.
  • Emphasise the importance of cross-referencing multiple sources to ensure accuracy.
• Analyse a case study:
  • Provide a brief case study of a successful investigative journalism piece.
  • Break down how the journalist used a dossier to organise their research.
  • Discuss the steps taken to verify facts and the impact of thorough documentation on the story’s credibility.
  • Encourage students to identify which checklist items were most critical in the case study and why.

Guided practice

Think, Pair, Share: Guide students through a structured practice activity using the dossier checklist.

• Think:
  • Ask students to individually select a public figure or fictional character.
  • Have them use the checklist to identify key information they would need to compile a dossier.
• Pair:
  • In pairs, students share their selected figure and discuss the information they identified.
  • Encourage them to compare their approaches and suggest additional sources or methods for gathering information.
• Share:
  • Facilitate a class discussion where pairs present one key insight or strategy they discovered.
  • Encourage students to reflect on the importance of cross-referencing and verifying information.
• Monitor:
  • Circulate the room during pair discussions, offering guidance and ensuring students are using the checklist effectively.
  • Provide feedback on their strategies and suggest improvements where necessary.
• Connect:
  • Conclude by connecting the activity to real-world investigative journalism.
  • Highlight how the skills practiced are essential for creating a comprehensive and accurate dossier.

Independent practice

• Dossier compilation exercise:
  • Assign students the task of compiling a mini-dossier on a public figure or fictional character of their choice.
  • Provide them with a simplified version of the dossier checklist to guide their research.
  • Encourage them to use at least three different sources to gather information and verify facts.
• Reflection and self-assessment:
  • After completing the dossier, have students reflect on their process.
  • Ask them to write a brief self-assessment addressing the following questions:
    • What challenges did you encounter while gathering information?
    • How did you ensure the accuracy of your data?
    • Which sources were most valuable, and why?
• Peer review:
  • Pair students to exchange dossiers and provide feedback on each other’s work.
  • Encourage them to focus on the thoroughness of the research and the accuracy of the information.

Assignment

Ask students these questions:

1. What is one key step in compiling an investigative journalism dossier?
2. Why is it important to use multiple sources when gathering information for a dossier?
3. What’s one question you still have from today’s lesson?

Suggested answers:

• Suggested answer to Question 1: Identifying and verifying the individual’s identity.
• Suggested answer to Question 2: To ensure the accuracy and reliability of the information collected.

Teacher resources

Differentiation guide

• Advanced learners:
  • Encourage deeper analysis by having them explore additional sources, such as international databases or specialised industry records.
  • Challenge them to identify potential biases in sources and discuss how these might affect the dossier’s credibility.
• Striving learners:
  • Simplify the checklist by focusing on fewer, more accessible sources.
  • Provide structured templates to guide their research process.
  • Pair them with peers for collaborative work, ensuring they receive support in identifying and verifying information.
• Recommended reading: This lesson plan based on the article ‘Compiling an investigative journalism dossier‘ by Don Ray, which we recommend trainers read before adapting this lesson plan for your own purposes.

Notable definitions

• Dossier: A collection of documents or information about a particular person or subject, used in investigative journalism to organise and verify facts.
• Cross-referencing: The process of checking information from multiple sources to ensure accuracy and consistency in a dossier.
• Public records: Official documents or pieces of information that are not considered confidential and are available for public access, often used in investigative journalism to gather verified data.

Required materials

• Computers: For online research and accessing public records.
• Printed dossier checklist: Simplified version for student use.
• Notebooks or digital note-taking tools: For organising gathered information.
• Access to public records databases: If available, for practical exercises.
• Case study handouts: For analysing real-world examples.
• Peer review forms: To guide feedback during the peer review process.

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.

Related articles

The investigative journalism dossier

The post Lesson: Investigative Dossier first appeared on Media Helping Media.

It is based on the article ‘Why would anyone talk to a journalist?‘ by Don Ray, which we recommend you read before adapting this lesson plan for your own purposes.

Learning objective

Students will analyse various motivations for why individuals might choose to speak with journalists. They will evaluate these motivations to understand the complexities and challenges faced by investigative journalists in obtaining information.

• Student-facing objective: By the end of this lesson the student will be able to identify and assess different reasons why people might talk to journalists and understand the challenges journalists face in interviews.
• Standards: This lesson teaches journalists why some people will open up in an interview and why some people won’t talk.

Learning activities

Warm-up

Begin with a brief discussion prompt: “Think of a time when you shared personal information with someone. What motivated you to do so?” Allow students a minute to reflect silently. Then, ask them to share their thoughts with a partner. After a few minutes, invite a few students to share their insights with the class. This activity primes students to consider personal motivations, setting the stage for exploring why individuals might talk to journalists.

Direct instruction

• Introduce motivations: Present a list of potential reasons why individuals might talk to journalists. Use real-world examples to illustrate each motivation. For instance, discuss a public figure who spoke to the media to set the record straight or a whistleblower who revealed information due to a strong belief in their cause. Encourage students to think critically about these motivations and how they might influence the interview process.
• Analyse motivations: Divide students into small groups. Assign each group a different motivation from the list. Instruct them to analyse their assigned motivation, considering factors such as emotional state, potential benefits, and risks involved. Have each group present their findings to the class, highlighting key insights and any real-world examples they discovered.
• Discuss challenges: Lead a class discussion on the challenges journalists face when interviewing individuals with different motivations. Use examples from investigative journalism to illustrate these challenges. Discuss strategies journalists might use to encourage openness, such as building trust or demonstrating empathy. Encourage students to consider how understanding motivations can lead tosd more effective interviews.

Guided practice

Think, Pair, Share: Guide students through a structured reflection on motivations for speaking to journalists.

• Think: Ask students to individually reflect on a scenario where they might choose to speak to a journalist. Encourage them to consider personal motivations and potential outcomes.
• Pair: Have students pair up to discuss their reflections. Instruct them to identify common themes or differences in their motivations.
• Share: Invite pairs to share their insights with the class. Facilitate a discussion on the variety of motivations and how they might impact the journalist’s approach.
• Connect: Encourage students to connect their personal insights with the motivations discussed in the direct instruction. Highlight how understanding these motivations can aid journalists in interviews.
• Reflect: Conclude with a brief reflection on how this understanding can help journalists navigate interviews more effectively.

Independent practice

• Scenario analysis: Provide students with a set of scenarios where individuals might choose to speak to a journalist. Ask them to analyze each scenario, identifying the potential motivations and challenges involved. Encourage them to consider how a journalist might approach each situation to encourage openness.
• Role-playing exercise: Have students pair up and role-play an interview between a journalist and an individual with a specific motivation. One student acts as the journalist, while the other takes on the role of the interviewee. After the role-play, have them switch roles. Encourage students to use strategies discussed in class to build trust and encourage openness.
• Reflection journal: Instruct students to write a brief reflection in their journals about what they learned from the role-playing exercise. Ask them to consider how understanding motivations can improve their interviewing skills and the quality of information obtained.
• Practice exercise: Direct students to complete a related exercise on identifying motivations and challenges in interviews.

Assignment

Ask students these questions:

1. What is one reason someone might choose to speak to a journalist?
2. How can understanding a person’s motivation help a journalist during an interview?
3. What’s one question you still have from today’s lesson?

Suggested answers:

• Suggested answer to Question 1: To set the record straight or defend themselves.
• Suggested answer to Question 2: It helps tailor the approach to build trust and encourage openness.

Teacher resources

Differentiation guide

• Advanced learners: Encourage deeper analysis by having students explore complex motivations, such as hidden agendas or psychological factors. Assign them to research real-world cases where these motivations played a significant role. Challenge them to present their findings, focusing on how journalists navigated these complexities.
• Striving learners: Simplify the list of motivations. Focus on the most straightforward reasons, such as setting the record straight or defending oneself. Use role-play to reinforce understanding, providing clear examples and structured guidance. Pair them with peers for collaborative learning and support.
• Recommended reading: This lesson plan is based on the article ‘Why would anyone talk to a journalist?‘ by Don Ray, which we recommend you read before adapting this lesson plan for your own purposes.

Notable definitions

• Motivation: The reason or reasons one has for acting or behaving in a particular way, especially in the context of speaking to a journalist.
• Interviewee: A person who is being interviewed, particularly by a journalist, to provide information or insights.
• Empathy: The ability to understand and share the feelings of another, which can be crucial for journalists to build trust and encourage openness during interviews.

Required materials

• Whiteboard and markers
• Projector and screen
• Printed list of motivations for speaking to journalists
• Scenario cards for role-playing exercises
• Reflection journals or notebooks
• Access to online resources for additional research (optional)

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.

Related article

Why would anyone want to talk to a journalist?

The post Lesson: Interviewee Motivation first appeared on Media Helping Media.

This lesson plan is based on the article ‘How to investigate official documents’ which we recommend trainers read before adapting the material below for your own purposes.

Learning objective

Students will critically analyse official documents to identify their origin, purpose, and any potential biases or inaccuracies. They will also evaluate the document’s context and related records to uncover deeper insights and verify the information presented.

• Student-facing objective: By the end of this lesson the student will be able to examine official documents to find out who made them, why, and if there’s anything suspicious or missing.
• Standards: Journalists will learn how to investigate official documents including the questions to ask and the barriers to information.

Learning activities

Warm-up

Present students with a simple, fictional official document, such as a “Changes in immigration processing regulations”. Use Google Gemini AI or any other free AI tool to design a sample document for educational purposes. Here is an example of such a document created using AI. Display it on the board. Ask students to spend a few minutes observing the document and jotting down their initial thoughts. Prompt them with questions like:

• What do you notice about the document’s layout and language?
• Who might have created this document, and why?
• What information seems crucial, and what might be missing?

Afterward, facilitate a brief discussion where students share their observations and hypotheses. Record the main points on the board to highlight the importance of questioning and analysing documents. This primes students for deeper investigation skills in the lesson.

Direct instruction

Identify Document Origin and Purpose

Present an example of an official document, such as a government-issued permit. Guide students to identify the document’s creator and purpose. Discuss the importance of understanding who created the document and why. Use questions like:

• Who issued this document?
• What was the intended purpose at the time of issuance?
• How might the purpose have evolved over time?

Provide solution steps for analysing the document’s origin and purpose.

Analyse document content and context

Introduce a second document related to the first, such as a regulation that necessitated the permit. Again consider using AI to draft a sample document. Instruct students to examine the content for jargon, acronyms, and codes. Discuss how these elements can obscure understanding. Use questions like:

• What terms or codes need clarification?
• How does this document relate to the first one?
• What additional information does it provide?

Provide solution steps for decoding and contextualising the document.

Evaluate document accuracy and bias

Present a scenario where the document’s information might be inaccurate or biased. Encourage students to question the document’s reliability and explore potential biases. Use questions like:

• What evidence supports or contradicts the document’s claims?
• Are there any signs of bias or missing information?
• How can you verify the document’s accuracy independently?

Provide solution steps for evaluating the document’s credibility and identifying biases.

Guided practice

Think, Pair, Share Activity

• Think: Present students with a new official document, again use AI to create a fictitious document. Make sure you edit to include points you want to raise with the class. Ask the students to individually analyse the document, focusing on its origin, purpose, and any potential biases or inaccuracies.
• Pair: Have students pair up to discuss their findings. Encourage them to compare their analyses and identify any differences in their observations.
• Share: Facilitate a class discussion where pairs share their insights. Highlight key points and discrepancies noted by different pairs.
• Clarify: Guide students to clarify any confusing terms or codes found in the document. Encourage them to use resources or ask questions to deepen their understanding.
• Connect: Ask students to connect this document to others they have analyzed, discussing how it fits into a broader context and what additional information might be needed to verify its accuracy.

Independent practice

• Provide students with a set of official documents, again created with AI and adapted.
• Instruct students to work individually to analyse each document, focusing on:
  • Identifying the document’s origin and purpose.
  • Evaluating the document’s content for jargon, acronyms, and codes.
  • Assessing the document’s accuracy and potential biases.
• Encourage students to take notes on their findings and questions.
• Direct students to practice a related exercise by placing placeholders where I should link to said exercise.
• Circulate throughout the class to observe students as they work and provide support as needed.

Assignment

Ask these questions:

1. What is one question you should ask when investigating an official document?
2. How can you verify the accuracy of information in a document?
3. Are there any points you are unclear about?

Suggested answers:

• Suggested answer to Question 1: Who created the document and why?
• Suggested answer to Question 2: Cross-check the information with other sources or related documents.

Teacher resources

Differentiation guide

• Advanced learners: Encourage deeper analysis by having them explore the historical context of the document’s creation. Challenge them to identify systemic patterns or trends in document issuance and updates. Suggest they investigate the broader implications of the document’s purpose and its impact on policy or society.
• Striving learners: Simplify tasks by providing a checklist of key questions to ask when analysing documents. Offer guided examples with clear explanations of jargon and acronyms. Pair them with peers for collaborative analysis to build confidence and understanding. Use visual aids to illustrate document relationships and context.
• Background reading: This lesson plan is based on the article ‘How to investigate official documents’ which we recommend trainers read before adapting the material below for your own purposes.

Notable definitions

• Official document: A formal written record issued by a government or authoritative body, often used to convey information, grant permissions, or record transactions.
• Bias: A tendency or inclination that affects impartial judgment, potentially leading to unfair or inaccurate conclusions in the context of document analysis.
• Jargon: Specialised language used by a particular group or profession, often difficult for outsiders to understand, which can obscure the meaning of official documents.

Required materials

• Copies of fictional and real-world official documents
• Whiteboard and markers for recording observations and key points
• Access to resources for clarifying jargon, acronyms, and codes (e.g., glossaries, online databases)
• Notebooks or digital devices for students to take notes
• Projector or screen for displaying documents and facilitating discussions

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.

Related article

How to investigate official documents

The post Lesson: Investigating Documents first appeared on Media Helping Media.

It’s based on the article ‘Investigative journalism best-practice‘ which is published on Media Helping Media. We recommend trainers read the article before adapting the lesson plan for their own requirements.

Learning objective

Students will identify and evaluate best practices in investigative journalism in order to avoid common pitfalls that often occur during complex investigations. They will apply these practices to hypothetical scenarios, demonstrating their understanding of effective research, interviewing, and ethical considerations.

• Student-facing objective: By the end of this lesson the student will know how to spot and use the best practices in investigative journalism in order to avoid mistakes and to be able handle complex stories effectively.
• Standards: This guide is to help journalists avoid some of the pitfalls and problems often encountered when compiling a detailed and complex investigation.

Learning activities

Warm-up

Begin with a brief discussion on the importance of research in journalism. Ask students to brainstorm what types of sources they might consult when starting an investigation. List their ideas on the board. Then, present a short scenario: “Imagine you’re investigating a local environmental issue. What initial steps would you take to gather information?” Encourage students to think about diverse sources, such as official documents, expert interviews, and community input. This primes them for the lesson’s focus on investigative journalism best practices.

Direct instruction

• Conceptual understanding: Introduce the core principles of investigative journalism. Discuss the importance of thorough research, ethical considerations, and maintaining objectivity. Use a real-world example, such as a well-known investigative report, to illustrate these principles. Highlight how the journalist avoided common pitfalls and maintained credibility.
• Procedural skills and fluency: Explain the process of gathering and verifying information. Break down steps: identifying credible sources, cross-referencing data, and organising findings. Provide a hypothetical scenario, such as investigating a public health issue, and outline the procedural steps a journalist would take. Emphasise the importance of verifying facts and maintaining detailed records.
• Application: Discuss interviewing techniques and ethical considerations. Explain the difference between open-ended and closed-ended questions, and the importance of listening actively. Present a scenario where students must plan an interview with a leading figure in a controversial topic. Guide them through preparing questions, considering ethical implications, and deciding on the record status.

Guided practice

Think, Pair, Share: Facilitate a collaborative exercise to reinforce investigative journalism best practices.

• Think: Present students with a hypothetical scenario involving a complex investigation, such as uncovering financial misconduct in a local government. Ask them to individually list potential pitfalls and best practices they should consider.
• Pair: Have students pair up to discuss their lists. Encourage them to compare their ideas and refine their understanding of best practices in investigative journalism.
• Share: Invite pairs to share their insights with the class. As they present, compile a collective list of best practices on the board, ensuring a comprehensive understanding of the topic.
• Class discussion: Lead a class discussion to evaluate the compiled list. Encourage students to provide examples or counterexamples from real-world journalism to support their points.
• Reflection: Ask students to reflect on how these best practices can be applied to their own investigative projects, emphasising the importance of ethical considerations and thorough research.

Independent practice

• Assign students a hypothetical investigative journalism project. Provide a brief scenario, such as investigating a local business’s environmental impact.
• Instruct students to outline their research plan, identifying potential sources and interview subjects.
• Have students draft a list of interview questions, ensuring a mix of open-ended and closed-ended questions.
• Require students to write a short reflection on ethical considerations they must keep in mind during their investigation.
• Encourage students to review their peers’ plans and provide constructive feedback, focusing on research thoroughness and ethical considerations.

Assignment

Ask students to answer these questions:

1. What is one best practice in investigative journalism you learned today?
2. How can ethical considerations impact the credibility of a journalist’s work?
3. What’s one question you still have from today’s lesson?

Here are some suggested answers:

• Suggested answer to Question 1: Conducting thorough research and verifying sources.
• Suggested answer to Question 2: Ethical considerations ensure the journalist maintains objectivity and trustworthiness, which are crucial for credibility.

Teacher resources

Differentiation guide

• Advanced learners: Encourage deeper analysis by having them explore complex case studies of investigative journalism. Assign them to identify and critique the strategies used, focusing on ethical dilemmas and innovative research methods. Challenge them to propose alternative approaches or improvements.
• Striving learners: Simplify tasks by breaking down the investigative process into smaller, manageable steps. Provide graphic organisers to help them structure their research and interview plans. Offer additional support through guided questions and examples to clarify ethical considerations and best practices.
• Background reading: We recommend trainers read the article ‘Investigative journalism best-practice‘ before adapting the lesson plan for their own requirements.

Notable definitions

• Investigative journalism: A form of journalism in which reporters carries out an in-depth investigation into a single topic of interest, such as serious crimes, political corruption, or corporate wrongdoing. Such journalism involves extensive research and fact-checking to uncover the truth.
• Ethical considerations: The moral principles that guide journalists in their work, ensuring they maintain integrity, objectivity, and respect for their subjects. See our ethics section for more on editorial ethics. These includes obtaining informed consent, avoiding harm, and being transparent about their methods.
• Source verification: The process of confirming the accuracy and reliability of information obtained from various sources. This involves cross-referencing data, checking the credibility of the source, and ensuring the information is factual and unbiased.

Required materials

• Whiteboard and markers
• Projector and screen for displaying examples
• Printed handouts of hypothetical scenarios
• Notebooks and pens for student notes
• Access to computers or tablets for research activities
• Audio recording devices for interview practice (optional)

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

Investigative journalism best-practice

The post Lesson: Investigative Journalism first appeared on Media Helping Media.

It’s based on the article ‘Respecting privacy as a journalist‘ which is published on Media Helping Media.

Learning objective

Students will evaluate scenarios where journalistic investigation may conflict with privacy, identifying when public interest justifies privacy intrusion. They will apply ethical guidelines to determine appropriate actions in these situations.

Student-facing objective: By the end of this lesson the student will be able to assess when it’s okay for journalists to investigate private matters if it’s considered to be important for informing the public.

Standards: Students will learn how to respect privacy while also being thorough as they investigate issues that are in the public interest.

Learning activities

Warm-up

Notice and wonder: Display a brief news clip or article headline related to a public interest story. Ask students, “What do you notice? What do you wonder?” Give them a few minutes to think and discuss with a partner. Then, have several students share their observations and questions. Record these for all to see. Guide the conversation towards questions about privacy and public interest, setting the stage for the lesson.

Direct instruction

• Introduce main concepts: Begin with a brief overview of the balance journalists must maintain between respecting privacy and serving the public interest.
• Define terms: privacy, public interest, and ethical guidelines. Use real-world examples, such as a journalist investigating corruption, to illustrate these concepts.
• Discuss ethical guidelines: Present the ethical guidelines journalists should follow when privacy and public interest conflict. Highlight the importance of fairness, respect, and transparency. Use a case study where a journalist had to decide whether to publish sensitive information. Discuss the decision-making process and the ethical considerations involved.
• Analyse scenarios: Provide students with several scenarios where journalistic investigation might intrude on privacy. For each scenario, ask students to identify the privacy concerns and evaluate whether the public interest justifies the intrusion. Encourage them to apply the ethical guidelines discussed. Facilitate a class discussion to explore different perspectives and reasoning.

Guided practice

Think, Pair, Share

• Think: Provide students with a scenario where a journalist must decide whether to publish a story involving private information. Ensure the scenario includes elements of public interest and potential privacy intrusion.
• Pair: Have students pair up to share their thoughts and reasoning. Encourage them to challenge each other’s perspectives and refine their arguments.
• Share: Invite pairs to share their conclusions with the class. Facilitate a discussion that highlights different viewpoints and ethical considerations.
• Reflection: Ask students to individually consider the scenario and jot down their thoughts on whether the journalist should proceed with the story. Encourage them to reference ethical guidelines discussed earlier.
• Discussion: Have students pair up to share their thoughts and reasoning. Encourage them to challenge each other’s perspectives and refine their arguments.
• Class sharing: Invite pairs to share their conclusions with the class. Facilitate a discussion that highlights different viewpoints and ethical considerations.
• Synthesise learning: Conclude by summarising the main points from the discussion, emphasising the importance of balancing privacy with public interest and adhering to ethical guidelines.

Independent practice

• Scenario analysis: Provide students with a set of scenarios where journalists face privacy vs. public interest dilemmas. Direct them to analyse each scenario independently, identifying privacy concerns and evaluating if public interest justifies intrusion. Encourage them to apply ethical guidelines discussed earlier.
• Reflection: Ask students to write a brief reflection on a scenario they analysed, focusing on their decision-making process and ethical considerations. Encourage them to consider how they would handle similar situations in real life.

Circulate to observe and support students as they work through these exercises.

Assignment

Ask students to answer these questions:

1. What is one major factor that justifies a journalist intruding on someone’s privacy?
2. How can journalists ensure they are respecting privacy while serving the public interest?
3. What’s one question you still have from today’s lesson?

Here are some suggested answers:

• Suggested answer to Question 1: The public interest in exposing wrongdoing, such as corruption or crime.
• Suggested answer to Question 2: By following ethical guidelines, ensuring transparency, and obtaining necessary consent.

Teacher resources

Differentiation guide

• Advanced learners: Encourage deeper analysis by having them research and present a case study where journalistic privacy concerns were debated. Ask them to evaluate the outcomes and propose alternative approaches.
• Striving learners: Simplify scenarios and provide structured templates to guide their analysis. Pair them with peers for collaborative discussions to build confidence and understanding.
• Background reading: This lesson plan is based on the article ‘Respecting privacy as a journalist‘ which is published on Media Helping Media. We recommend you read the article before adapting this lesson for your own purposes.

Notable definitions

• Privacy: The right of individuals to keep their personal information and activities from being disclosed to the public without their consent.
• Public interest: The welfare or well-being of the general public, often used as a justification for actions that may intrude on individual privacy if they serve a greater good.
• Ethical guidelines: A set of principles that guide journalists in making decisions that balance the need for public information with the respect for individual privacy, ensuring fairness, respect, and transparency.

Required materials

• News clip or article headline: For the warm-up activity.
• Case study materials: Real-world examples of journalistic investigations.
• Scenario handouts: Printed or digital copies of scenarios for analysis.
• Journals: Notebooks or digital platforms for student reflections.
• Whiteboard/markers: For recording observations and discussion points.
• Projector/screen: To display news clips, headlines, and key concepts.

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.

Related article

Respecting privacy as a journalist

The post Lesson : Privacy first appeared on Media Helping Media.

Done well, it can lead to a greater awareness of any connected elements which could provide broader context and reveal any important dynamics behind a news story.

News reporting involves far more than providing updates about unexpected and pre-planned events, it also involves investigating beyond what is happening to try to find out why it has happened.

Systems thinking can then help journalists to try to find out how related factors could impact the story and the bearing they have on events. Journalists can use this approach to try to understand the bigger picture behind the news.

In some aspects systems thinking is similar to some of the research methods outlined in two other articles on Media Helping Media, ‘Story development techniques’ and ‘How to develop news angles’.

Both those pieces focus on the need to think through various aspects (angles) of a news story in order to provide the most comprehensive coverage. Systems thinking is about linking those angles to try to find the root cause of the issue being covered.

By using systems thinking, journalists can:

• Find the real causes behind events, not just report what happened.
• Show how different issues are connected.
• Help people understand the news in a deeper way.
• Explaining how the elements of a news story are connected

Shifting focus

Using systems thinking means shifting from reporting events as a solo news story and, instead, looking at the structures and patterns behind those events. This involves:

1. Identifying important elements of the story
   • Who is involved?
   • What laws, policies, or cultural factors play a role?
2. Looking at cause and effect
   • How do different parts of the story influence each other?
   • Are there unexpected results?
3. Finding connections
   • What things are linked?
   • How does one issue affect another?
4. Spotting patterns
   • Is this part of a bigger trend?
   • What forces are driving it?

Examples

• Reporting on homelessness:
  • Traditional approach: Focuses on the number of homeless people in a city, perhaps interviewing a few individuals.
  • Systems thinking: Goes beyond the surface. It investigates:
    • The availability of affordable housing.
    • The impact of local economic policies on job availability.
    • The effectiveness of social support programmes.
    • The role of mental health services.
  • This approach shows how homelessness is a result of interconnected factors, not just individual circumstances.
• Covering local pollution:
  • Traditional approach: Reports on a spike in pollution levels in the water outlet at a  specific factory, perhaps getting a quote from the factory owner and an environmentalist.
  • Systems thinking: Examines:
    • The regulatory framework for environmental protection.
    • The history of industrial development in the area.
    • The impact of pollution on the health of local residents.
    • The relationship between the factory and local politics.
  • This reveals how the pollution is part of a larger system of industrial activity, regulation, and public health.
• School dropout rates:
  • Traditional approach: Reports on the percentage of students dropping out of a particular school.
  • Systems thinking: Investigates:
    • The school’s funding and resources.
    • The availability of support services for students facing challenges.
    • The impact of poverty and social inequality on student performance.
    • The quality of the education being provided.
    • The availability of high-quality teaching and support staff.
  • This approach shows how dropout rates are linked to a complex web of educational, social, and economic factors.

Guide

Here’s a step-by-step approach journalists can follow:

• Define the issue
  • What is the problem or event?
• Identify key people & institutions
  • Who is involved?
  • What role do governments, businesses, or communities play?
• Look for root causes
  • What laws, social norms, or policies contribute to the problem?
• Find connections & patterns
  • How do different factors relate?
  • Are there repeating trends?
• Explore possible solutions
  • What long-term changes could prevent this from happening again?
• Explain clearly
  • Use simple language, data, and visuals to help people understand the big picture.

Tools

To practice systems thinking all your really need is lots of paper and pens. A newsroom whiteboard is good for this, as are flip-boards with lots of removable sheets and marker pens. Sticky notes are good, too.

If you want to be more professional about it there are several free and premium systems thinking tools that journalists might want to experiment with including Insight Maker, Kumu, Miro, and SageModeler.

Conclusion

Systems thinking helps journalists go beyond surface-level reporting and uncover deeper truths about society. By connecting events to larger trends and structures, they can provide more meaningful news that helps the public better understand the world.

Further reading

The team at Journalism + Design has created a free systems thinking toolkit for journalists based on exercises “developed through years of research and running workshops for news organisations”.

The toolkit contains an introduction to systems thinking for journalists, along with activities and ideas that reporters, editors, and newsroom leaders can use to explore new angles in their news coverage and help them explain complex situations simply and in a way that informs the public debate.

1. Question: What is systems thinking in the context of journalism?
   • Answer: Systems thinking in journalism is an approach that involves looking at problems by seeing how different parts connect and influence each other, allowing journalists to understand the bigger picture behind news events instead of just reporting isolated incidents.
2. Question: How does systems thinking differ from traditional journalism’s approach to reporting events?
   • Answer: Traditional journalism often focuses on reporting individual events as they occur, whereas systems thinking journalism delves into the underlying causes and connections between those events, revealing the larger context and patterns.
3. Question: What are some key benefits of using systems thinking in journalism?
   • Answer: Benefits include: finding the real causes behind events, showing how different issues are connected, helping people understand the news in a deeper way, and avoiding oversimplification of complex issues.
4. Question: What are the steps a journalist can take to apply systems thinking to their reporting?
   • Answer: The steps include: defining the issue, identifying key people and institutions, looking for root causes, finding connections and patterns, exploring possible solutions, and explaining clearly.
5. Question: How does systems thinking help journalists report on a topic such as homelessness differently?
   • Answer: Instead of just reporting the number of homeless people, systems thinking journalism investigates factors such as affordable housing availability, economic policies, social support programmes, and mental health services, revealing how homelessness is a result of interconnected factors.
6. Question: What is the difference between “angles” in story development and systems thinking?
   • Answer: “Angles” in story development involve brainstorming various aspects of a news story, whereas systems thinking involves linking those angles to discover the root causes of the issue being covered.
7. Question: What does “shifting focus” mean in the context of systems thinking journalism?
   • Answer: “Shifting focus” means moving from merely reporting events to examining the underlying structures and patterns that drive those events, including identifying elements, cause and effect, connections, and patterns.
8. Question: What is the ultimate goal of using systems thinking in journalism?
   • Answer: The ultimate goal is to help journalists go beyond surface-level reporting and uncover deeper truths about society, providing more meaningful news that helps the public better understand the world by connecting events to larger trends and structures.
9. Question: How can systems thinking help journalists avoid oversimplification of complex issues?
   • Answer: By exploring the interconnectedness of various factors, systems thinking reveals the complexity of issues. It encourages journalists to look beyond surface-level causes and understand the underlying structures and patterns that contribute to a problem, preventing them from presenting overly simplistic explanations.
10. Question: In the context of systems thinking, what does “finding connections & patterns” involve, and why is it important?
    • Answer: “Finding connections & patterns” involves identifying how different factors within a story relate to each other and recognising any recurring trends. It’s important because it allows journalists to see the bigger picture, understand how one issue affects another, and reveal the driving forces behind events, leading to more comprehensive and insightful reporting.

Lesson plan for trainers

If you are a trainer of journalists we have a free lesson plan: Systems Thinking which you are welcome to download and adapt for your own purposes.

The post Systems thinking for journalists first appeared on Media Helping Media.