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 how news content can cause offence and ensure it has a clear editorial purpose. They will analyse the balance between media freedom and sensitivity to audience reactions.

• Student-facing objective: By the end of this lesson the student will be able to assess how news stories might offend people and explain why it’s important for journalists to have a clear reason for sharing such stories.
• Standards: Students will learn about how some news content could cause offence and ensure that it has a clear editorial purpose.

Learning activities

Warm-up

Begin with a brief discussion prompt: “Think of a time when you read or heard a news story that was controversial or offensive. What made it controversial or offensive?” Allow students a few minutes to reflect and jot down their thoughts. Then, ask them to share with a partner. Afterward, invite a few students to share their examples with the class. This will activate prior knowledge about media content and set the stage for analysing the balance between media freedom and audience sensitivity.

Direct instruction

• Conceptual understanding: Introduce the concept of editorial purpose. Explain that journalists must have a clear reason for including potentially offensive content. Use real-world examples, such as a news report on a violent protest, to illustrate how editorial purpose justifies the inclusion of graphic content. Discuss the importance of context and intent in journalism.
• Procedural skills and fluency: Present a case study of a controversial news story. Break down the editorial decisions made, focusing on how the journalists balanced offence with the need to inform. Guide students through identifying the editorial purpose and the potential for offence. Use a step-by-step analysis to demonstrate how journalists decide what content to include.
• Application: Assign a hypothetical scenario where students act as editors for a news outlet. Provide a brief description of a sensitive topic, such as a political scandal involving offensive language. Ask students to determine the editorial purpose and decide what content to include or exclude. Have them justify their decisions, considering both media freedom and audience sensitivity.

Guided practice

Think, Pair, Share: Guide students through a structured discussion to deepen understanding of editorial purpose and offence in journalism.

• Think: Pose the question, “How can journalists balance the need to inform with the potential to offend?”
• Pair: Have students pair up to discuss their thoughts. Encourage them to consider different perspectives and refine their ideas.
• Share: Invite pairs to share their insights with the class. Facilitate a discussion that highlights diverse viewpoints and reinforces the importance of editorial purpose.
• Connect: As students share, connect their ideas to the real-world examples discussed earlier. Emphasise how editorial decisions impact audience perception.
• Reflect: Conclude with a brief reflection. Ask students to write a sentence summarising their understanding of balancing offence and editorial purpose.

Independent practice

• Assign students to analyse a recent news article that contains potentially offensive content. Provide a list of articles to choose from.
• Instruct students to identify the editorial purpose of the article and evaluate how the journalists balanced offence with the need to inform.
• Ask students to write a brief analysis, focusing on:
  • The editorial purpose of the article.
  • The potential for offence and how it was addressed.
  • Their opinion on whether the balance was effectively achieved.

Circulate to observe and support students as needed.

Assignment

Ask students to answer these questions :

1. What is one reason journalists might include potentially offensive content in a news story?
2. How can journalists ensure that offensive content serves a clear editorial purpose?
3. What’s one question you still have from today’s lesson?

Here are some suggested answers:

• Suggested answer to Question 1: To provide a complete and accurate portrayal of events, ensuring the audience is fully informed.
• Suggested answer to Question 2: By clearly explaining the context and intent behind the content, and providing warnings if necessary.

Teacher resources

Differentiation guide

• Advanced learners: Encourage deeper analysis by having them explore the ethical implications of editorial decisions. Ask them to research a controversial news story and present a case study on how different media outlets handled the offence. Challenge them to propose alternative approaches that balance media freedom and audience sensitivity.
• Striving learners: Simplify the case study analysis by providing a guided worksheet with specific questions to answer. Pair them with peers for collaborative analysis. Offer additional examples of editorial purpose to reinforce understanding. Use visual aids to illustrate key concepts and facilitate comprehension.
• Background reading: This lesson plan is based on the article ‘Offence and journalism‘ which is published on Media Helping Media. We recommend reading the piece before adapting this lesson plan for your own purposes.

Notable definitions

• Editorial purpose: The clear and justified reason for including specific content in a news story, ensuring it serves the audience’s need for information while considering potential offence.
• Media freedom: The right of journalists to report news without censorship or restraint, balanced against the responsibility to avoid unnecessary offence.
• Offensive content: Material in news stories that may upset or disturb audiences, requiring careful consideration and justification for its inclusion.

Required materials

• Computers: For accessing news articles and conducting research.
• Projector: To display real-world examples and case studies.
• Printed articles: A selection of recent news articles with potentially offensive content.
• Worksheets: For guided analysis and reflection activities.
• Writing materials: Pens and paper for note-taking and reflections.

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

Offence and journalism

The post Lesson: Offence and Journalism first appeared on Media Helping Media.

In this scenario you are the editor of news website. A duty editor adds an image to a news story that you feel it is too graphic.

Overnight news breaks of fighting in a foreign land. Raw footage is filed showing dead bodies.

Your duty editor takes a screen grab from the video for an image to use at the top of the story. The image shows a dead man. His clothing is distinctive. You can see the man’s face.

The picture is dramatic but also shocking. Do you:

1. Use the image as a strong illustration of the story about what is taking place.
2. Try to find another image that is less graphic and doesn’t show the man’s face.
3. Edit out his features using a photo editor and publish.

Suggested action

It would be best to try to find another image that is less graphic and doesn’t show the man’s face.

We always need to consider carefully the editorial justification for portraying graphic material of human suffering, distress, and death.

There are almost no circumstances in which it is justified to show executions and very few circumstances in which it is justified to broadcast other scenes in which people are being killed.

We should also avoid the gratuitous use of close ups of faces and serious injuries or other violent material.

We must also be global in our news values. If we have editorial rules that state that we don’t publish details of someone who has been killed until the family has been notified, then that rule has to be applied globally.

Those in the West who apply such rules to domestic coverage need to ensure that they are consistent when dealing with tragedies in far-flung countries.

The family of a dead person, who can clearly be identified, but who is the victim of a killing thousands of miles away, are entitled to the same editorial standards we apply when the incident is on our door step.

This scenario presents a complex ethical dilemma that demands a nuanced response, going beyond a simple “right” or “wrong” answer. Let’s delve deeper into the considerations:

Understanding the core conflict:

The heart of the issue is the tension between:

• The public’s right to know vs. respect for human dignity: The public has a right to be informed about significant events, including the harsh realities of conflict. However, this right must be balanced against the fundamental respect for human dignity, particularly in death.
• The power of visuals vs. potential for harm: Graphic images can powerfully convey the gravity of a situation, but they can also cause immense distress, desensitise viewers, and potentially incite further violence.
• Global editorial standards vs. perceived distance: The principle of treating all individuals with equal respect, regardless of geographical location, is paramount. However, the perceived distance from a conflict can sometimes lead to a diminished sense of empathy and a willingness to publish more graphic content.

Analysing the options:

• Use the image as a strong illustration:
  • Potential impact: This option priorities immediacy and impact. It could draw significant attention to the conflict and potentially galvanise public action.
  • Ethical concerns: This option disregards the dignity of the deceased and the potential trauma it could inflict on viewers, particularly family and friends. It also risks violating the principle of notifying families before publishing images of the deceased. It can also cause a desensitising effect on the audience, and lower the value of human life.
• Try to find another image that is less graphic:
  • Potential impact: This option strikes a balance between informing the public and respecting human dignity. It allows for the conveyance of the severity of the situation without gratuitous violence.
  • Ethical considerations: This option acknowledges the importance of responsible reporting and minimises the potential for harm. It aligns with the principle of considering the impact on the deceased’s family.
• Edit out his features using a photo editor:
  • Potential impact: This option attempts to mitigate the graphic nature of the image while still using it.
  • Ethical considerations: This option is problematic. It is a form of manipulation that could be seen as disrespectful and deceptive. It also does not solve the core issue of showing a deceased person. Also, in the modern age, with advanced technology, it is very possible that the image could be restored, and the identity of the victim exposed.

Why option 2 Is the most ethical choice:

• Respect for human dignity: It prioritises the inherent worth of the deceased and avoids the exploitation of their image.
• Minimising harm: It recognises the potential for trauma and distress and seeks to mitigate it.
• Upholding global standards: It reinforces the principle of consistent ethical standards, regardless of geographical location.
• Maintaining credibility: Responsible reporting builds trust with the audience and enhances the credibility of the media organisation.

Adding depth and value:

• Contextualisation: Instead of relying solely on graphic images, the news organisation should provide in-depth reporting that contextualises the conflict, explaining its causes, consequences, and the human cost.
• Alternative storytelling: Employing alternative storytelling methods, such as eyewitness accounts, audio reports, and data visualisations, can effectively convey the gravity of the situation without resorting to graphic images.
• Transparency and accountability: The news organisation should be transparent about its editorial decisions and be accountable for the impact of its reporting.
• Long-term impact: The news organisation should consider the long-term impact of its reporting on the affected communities and strive to promote peace and reconciliation.
• Mental health awareness: News organisations should be aware of the mental health impact that graphic images can have on their own staff, and provide support.

In conclusion, while the desire to inform the public is essential, it must be tempered by a deep respect for human dignity and a commitment to responsible reporting. Option 2 represents the most ethical and responsible course of action, allowing the news organisation to fulfil its duty to inform while minimising harm.

The post Privacy protection – scenario first appeared on Media Helping Media.

Rigorous, robust and searching journalism will inevitably offend parts of the audience. This is particularly true with global broadcasters who aim to reflect world affairs as they are, and in doing so cover all aspects of human experience.

Journalists must ensure that the material they use in coverage has a clear editorial purpose. Where that material is likely to offend, there need to be clear warnings of what is coming up.

When offence silences news

However, journalists need to be careful that offence is not used to prevent them from digging for news. Just because someone is offended doesn’t mean that the topic should not be investigated.

Television can observe a watershed – this is a time set when children are expected to be in bed and material which is more graphic and possibly shocking and offensive can be broadcast – in some countries that is set at 9pm. However, many broadcasters have catch-up services, and content may easily be watched at any time via a suitably equipped TV.

This means that anything age-inappropriate should be labelled as such, and the same goes for online platforms, where content may be viewed at any time of the day around the world.

Violence

The vulnerable, especially children, can be upset by the portrayal of violence, whether real or fictional. Such content must be clearly labelled. However, we must not shirk from reporting about and showing the full impact of a story where real life violence, or its aftermath, is an integral part. In such cases we need to strike a balance between the demands of accuracy and the dangers of causing distress. Editorial judgement needs to be used in the following cases:

• violence in places normally regarded as safe, such as the family home, hospitals and schools
• unusual or sadistic methods of inflicting pain, injury or death
• incidents where women and children are the victims
• violence without showing the effect on the victim or the consequences for the perpetrator
• sexual violence
• suicide, attempted suicide or self-harm.

We should never be seen to condone or glamourise violence or antisocial behaviour.

Sex

Journalists have a responsibility to ensure that all material exploring sexual issues is treated sensitively and is editorially justified. This could include publishing links to relevant websites or the phone numbers of authoritative helplines. However we need always to be aware of who is running the helplines and whether they are genuine organisations or not.

Language

Judgments about the use of offensive language must be taken regarding the tone and context of the output. Different words cause different degrees of offence in different parts of the world. Language that causes most offence includes:

• sexual swear words
• terms of racist abuse
• terms of sexual and sexist abuse or abuse referring to sexuality
• pejorative terms relating to illness or disabilities
• casual or derogatory use of names considered holy by some
• the use of religious words in combination with other offensive language.

Religion and politics

Some will try to limit freedom of expression, and in turn media freedom, by claiming that a journalistic investigation offends their religious beliefs. Here, a clear line needs to be drawn.

You can offend what people are such as their size, race, sexual preference etc, because that is what the person is, but it is harder to justify having caused offence when it relates to what people think, such as their beliefs, political persuasions etc.

In all cases, be careful not to be too ready to give up the precious and hard-fought fundamentals of media freedom just because it upsets someone’s religious or political beliefs.

Portrayal

A media organisation should aim to reflect the needs, concerns and issues affecting all the people and cultures in its audience.

There will be times when the material we publish or broadcast will reflect the prejudices and disadvantages that exist in society, however journalists must not be seen to perpetuate any injustice.

In all cases they should avoid offensive or stereotypical assumptions. People should not be labelled in terms of a disability or sexual orientation unless it is editorially justified – for example, the information is part of the story.

Alcohol, smoking and drugs

It is never editorially justified to encourage, glamourise or condone the use of illegal substances.

Journalists need to take particular care when the item is likely to be seen by children. We also need to make sure that all the legal and social aspects of the issue are made clear.

Suicide and self-harm

Suicide, attempted suicide and self-harm should be portrayed with great sensitivity.

Care must be taken to avoid describing or showing methods in any great detail. The term “commit suicide” is considered offensive by some people. Some prefer the terms “took his own life” or “killed herself”. Again, we need to be careful that the vulnerable, particularly children, are not influenced.

Tragic events

Coverage of the aftermath of a tragic event such as the anniversaries of rail crashes, bomb blasts or child abductions need considerable sensitivity.

We need to balance the news justification with the likely personal suffering of survivors and relatives of victims.

Children

Children and young people need help making sense of the world in which they live. The challenge for journalists and programme makers is to ensure that they inform without leading or corrupting. Output aimed at the young needs to be challenging, educative, enjoyable and interesting.

Questions

1. What is the primary role of journalists?
2. How should journalists handle material that might offend the audience?
3. Why is it important for journalists to continue investigating topics even if they might offend some people?
4. What is the significance of the “watershed” in television broadcasting?
5. How should violence be portrayed in journalism, especially when it involves vulnerable groups?
6. What considerations should journalists make when reporting on sexual issues?
7. How does the text suggest journalists should approach the use of offensive language?
8. What challenges do journalists face when reporting on religion and politics?
9. How should media organisations address the portrayal of people with disabilities or different sexual orientations?
10. What are the guidelines for reporting on suicide and self-harm?

Answers

1. The primary role of journalists is to provide rigorous, robust, and searching journalism that reflects world affairs and covers all aspects of human experience.
2. Journalists should ensure that offensive material has a clear editorial purpose and provide warnings when necessary.
3. It is important because offence should not be used to silence news or prevent journalists from investigating important topics.
4. The “watershed” is a time when children are expected to be in bed, allowing more graphic content to be broadcast, typically set at 9pm in some countries.
5. Violence should be portrayed with a balance between accuracy and the potential to cause distress, especially when it involves vulnerable groups like children and women.
6. Journalists should treat sexual issues sensitively and ensure that the material is editorially justified, providing links to genuine helplines if necessary.
7. Offensive language should be judged based on the tone and context, considering the varying degrees of offence in different parts of the world.
8. Journalists face challenges in maintaining media freedom while respecting religious and political beliefs, ensuring not to easily give up on fundamental freedoms.
9. Media organisations should avoid offensive or stereotypical assumptions and only label people in terms of disability or sexual orientation if it is editorially justified.
10. Reporting on suicide and self-harm should be done with great sensitivity, avoiding detailed descriptions of methods and considering the impact on vulnerable audiences.

Lesson plan for trainers

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

The post Offence and journalism first appeared on Media Helping Media.