Media & Information Literacy For Teachers

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  • Home
  • Introduction
  • Modules
    • Module 1 : Citizenship, Freedom of Expression and Information, Access to Information, Democratic Discourse and Life-long Learning
      • Unit 1: Understanding Media and Information Literacy – An Orientation
      • Unit 2: MIL and Civic Participation
      • Unit 3: Interactive with Media and Other Information Providers such as Libraries, Archives and the Internet
      • Unit 4: MIL, Teaching and Learning
    • Module 2: Understanding the News, Media, and Information Ethics
      • Unit 1: Journalism and Society
      • Unit 2: Freedom, Ethics and Accountability
      • Unit 3: What Makes News – Exploring the Criteria
      • Unit 4: The News Development Process – Going Beyond the 5Ws and 1H
    • Module 3: Representation in Media and Information
      • Unit 1: News Reporting and the Power of the Image
      • Unit 2: Industry Codes on Diversity and Representation
      • Unit 3: Television, Films, Book Publishing
      • Unit 4: Representation and Music Videos
      • Unit 5: Digital Editing and Computer Retouching
    • Module 4: Languages in Media and Information
      • Unit 1: Reading Media and Information Texts
      • Unit 2: The Medium and the Message – Print and Broadcast News
      • Unit 3: Film Genres and Storytelling
      • Unit 4: Camera Shots and Angles – Conveying Meaning
    • Module 5: Advertising
      • Unit 1: Advertising, Revenue and Regulations
      • Unit 2: Public Service Announcements
      • Unit 3: Advertising – the Creative Process
      • Unit 4: Advertising and the Political Arena
      • Unit 5: Transnational Advertising and ‘Superbrands’
    • Module 6: New and Traditional Media
      • Unit 1: From Traditional Media to New Media Technologies
      • Unit 2: Uses of New Media Technologies in Society – Mass and Digital Communications
      • Unit 3: Use of Interactive Multimedia Tools, Including Digital Games in Classrooms
    • Module 7: Internet Opportunities and Challenges
      • Unit 1: Young People in the Virtual World
      • Unit 2: Challenges and Risks in the Virtual World
    • Module 8: Information Literacy and Library Skills
      • Unit 1: Concepts and Applications of Information Literacy
      • Unit 2: Learning Environments and Information Literacy
      • Unit 3: Digital Information Literacy
    • Module 9: Communication, MIL and Learning – a Capstone Module
      • Unit 1: Communication, Teaching and Learning
      • Unit 2: Learning Theories and MIL
      • Unit 3: Managing Change to Foster an Enabling Environment for MIL in Schools
    • Module 10: Audience
    • Module 11: Media, Technology and the Global Village
      • Unit 1: Media Ownership in Today’s Global Village
      • Unit 2: Socio-Cultural and Political Dimensions of Globalized Media
      • Unit 3: Commoditization of Information
      • Unit 4: The Rise of Alternative Media
    • Module 12: Freedom of Expression Toolkit
  • Resources
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Home / Modules / Module 2: Understanding the News, Media, and Information Ethics / Unit 2: Freedom, Ethics and Accountability

Module 2: Understanding the News, Media, and Information Ethics

Unit 2: Freedom, Ethics and Accountability

DURATION: 2 HOURS

KEY TOPICS

  • Freedom of the press, freedom of expression, freedom of information and infoethics
  • Codes of ethics, codes of practice and global values in the newsroom: guidelines for journalists and information professionals
  • Journalistic ethics in news gathering and processing (ethic committees, ombudsman, independent press councils/press complaint commissions)
  • Press freedom advocates and media watchdogs
  • Rights and responsibilities of citizens: connecting the journalist and the citizen
  • Citizen reporting and user-generated content

LEARNING OBJECTIVES

After completing this unit, teachers will be able to:

  • describe the universal principles of freedom of the press, freedom of expression and freedom of information, and their implications for news reporting
  • analyze how ethics applies to the practice of journalism and information professionals at the personal, professional and global levels
  • appreciate the role of press freedom advocates and media watchdogs in pursuing and protecting press freedom and responsibility
  • explain the corresponding rights and responsibilities of citizens as part of the loop in the practice of journalism and information professionals; and
  • understand and analyze citizen reporting or the evolving role of citizens or nonprofessional journalists as active participants in generating media content and in the democratic process of public debate

PEDAGOGICAL APPROACHES and ACTIVITIES

In the end, journalism is an act of character.”
— Bill Kovach and Tom Rosenstiel, The Elements of Journalism

If the state seeks to regulate the media it will interfere with the independence of journalists and their ability to cover events in the way they deem best. But the media are social actors who can exert great power in society so, in order to protect their freedom from regulation and control, it is usually believed that journalists need to regulate themselves by adopting codes of ethical conduct or setting out professional guidelines on how stories or events should be covered.

APPLICATION – CODE OF JOURNALISTIC ETHICS

APPLICATION – CODE OF JOURNALISTIC ETHICS

  • Examine the code of ethics established by journalists – (one example is the code of ethics established by the International Federation of Journalists; another example would be the BBC’s professional standards). Assess the intended purpose of each element of the code
    • Discuss why a code of ethics should be developed and agreed upon by the members of the profession themselves and not imposed by external agents or authorities
    • Discuss the mechanisms needed to enforce the code of ethics
APPLICATION – CODE OF PROFESSIONAL ETHICS FOR INFORMATION PROFESSIONALS

APPLICATION – CODE OF PROFESSIONAL ETHICS FOR INFORMATION PROFESSIONALS

  • Examine the code of ethics established by information professionals, such as librarians or archivists, including major principles and values (e.g. the set of ethics codes for archivists established by the International Council of Archives or professional codes of ethics developed by individual countries for librarians, such as the American Library Association)
  • Discuss information ethics issues related to ownership, access, privacy, security and community
  • Discuss how information ethics influence personal decisions, professional practice and public policy
  • Discuss how evolving new information formats and needs influence ethical principles, and how these codes are applied (e.g. digital preservation, privacy and access to public information)
ACTIVITIES
  • The teacher is required to look up the Freedom of the Press Index of Freedom House or the Worldwide Press Freedom Index of Reporters Without Borders, or a relevant regional measure, such as the media Afrobarometer and determine the rating that his or her country has received. The learner will: (1) explain whether he or she agrees with the rating, and (2) identify and explain the factors or variables that have affected the freedom of the press rating of his or her country. Criteria covered in these indices include:
    • Degree of freedom of print, broadcast and online media (e.g. Internet)
    • Legal environment for media
    • Political pressures that influence reporting
    • Economic factors that affect access to information
    • Media ownership concentration
    • Direct attacks on journalists and media
    • Existence of state monopoly in media
    • Existence of censorship and self-censorship in media
    • Difficulties of foreign reporters
  • There are many organizations in the world that campaign to defend journalists. Some are international, such as International Media Support in Denmark, Article 19 in London and the Committee to Protect Journalists in New York. Consider whether there are press freedom organizations active in your country and how these have contributed to the protection of press freedom and freedom of expression.
  • The teacher will show examples of reporting that depict prejudices, including stereotyping, mythmaking, obscenity and graphic images. Teachers will be led through a discussion on the importance of standards and general guidelines for journalists, and will submit a report on the issues presented in the video.
  • The teacher interviews a media ombudsman or representative of a media watchdog organization (or similar group) to inquire about common criticisms or complaints of alleged professional or ethical lapses of journalists and/or news organizations. The teacher reviews provisions of codes of ethics and examines whether issues raised are adequately covered in existing professional codes. Members of the class call local media outlets to check if they have codes of conduct for their journalists. They may inquire further about how provisions of these codes are being enforced or implemented.
  • The teacher makes an inventory of the coverage by citizen reporting of an event or issue prominently covered by mainstream media. He or she checks for factual errors or bias.
  • Students are required to maintain a journal or log book where (daily) observations on the topic (e.g. violations of freedom of the press/expression/information and/or examples of unethical practice of journalism) are recorded for summary and synthesis at the end of the course.
ASSESSMENT RECOMMENDATIONS

ASSESSMENT RECOMMENDATIONS

  • Media log
  • Research papers, e.g., press freedom rating, codes of conduct, citizen reporting
  • Reflection papers on interviews, TV-film viewing
  • Participation in group learning activities, e.g., workshops, class discussions
TOPICS FOR FURTHER CONSIDERATION

TOPICS FOR FURTHER CONSIDERATION

  • Public’s right to know and principles of freedom of information: Article 19
  • Freedom of information/expression: International covenants, conventions, declarations and charters, and National laws (constitutional provisions; laws on libel, national security)
  • Access to information laws and procedures, as well as declarations and charters, recommendations
  • Ingredients that constitute a good freedom of information law and practice
  • Self-regulation and media ombudsman
  • Reporters’ rights
  • Unit 1: Journalism and Society
  • Unit 2: Freedom, Ethics and Accountability
  • Unit 3: What Makes News – Exploring the Criteria
  • Unit 4: The News Development Process – Going Beyond the 5Ws and 1H

Modules

  • Module 1 : Citizenship, Freedom of Expression and Information, Access to Information, Democratic Discourse and Life-long Learning
  • Module 2: Understanding the News, Media, and Information Ethics
  • Module 3: Representation in Media and Information
  • Module 4: Languages in Media and Information
  • Module 5: Advertising
  • Module 6: New and Traditional Media
  • Module 7: Internet Opportunities and Challenges
  • Module 8: Information Literacy and Library Skills
  • Module 10: Audience
  • Module 11: Media, Technology and the Global Village
  • Module 12: Freedom of Expression Toolkit

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