Background Materials: Reporting children and their rightsAn Introduction to the proposedReporting Children Module Mike Jempson CONTENTS
1. The Purpose of the Module 2. Learning methods 3. Module structure and content 4. Lectures 5. Practical Exercises 6. Seminars 7. Devising interactive learning activities for journalists. 8. A note on the author
1. The Purpose of the Module
The idea behind this Module is to promote ‘child friendly reporting’ – by which is meant coverage of children and young people that recognises and respects their rights to information, opportunities to express their opinion and to participate in society, alongside their protection from harm.
However it is much more than that. It is built around the development of basic journalism skills, including encouraging student journalists to think and make decisions for themselves, and to start filling and using their Contact Book early.
At its heart is the belief that that professional journalism requires: · an inquisitive mind, · confidence and initiative · swift intellectual reflexes · an ability to think laterally, · good communication skills, and (most important of all) · a Contact Book that is the envy of your peers.
By the end of the course students would be expected to have gained · a range of transferable journalistic skills. · a contact book with useful contact details · a general understanding of the conflicts that can arise when news values and children’s rights clash · a general appreciation of the strengths and weaknesses in current coverage of children in the Georgian media · an understanding of ethical norms in relation to coverage of children · a general understanding of the UNCRC, and in particular how it relates to media professionals · a general appreciation of strengths and weakness in Georgia’s approach to compliance with its commitment to the CRC 2. Learning methods The ‘module’ combines conventional formal lectures, ‘homework’ exercises, classroom based practical exercises (sometimes known as ‘workshops’), and seminars allowing students and tutors to link theory and practice through brief presentations and discussions.
It employs a ‘learning by doing’ approach, encouraging active participation through story development and research exercises, role-play, games, and media analysis.
Its interactive nature is designed to reflect journalistic practice - story chasing, research, information assessment and imaginative presentation. At its core is awareness-raising about children’s rights and the implications for best journalistic practice, but its methodology is primarily concerned with journalistic skills.
For those reasons the course aims to engage students by requiring them to work individually and in small teams, challenging each other, and devising their own story-development and problem-solving techniques.
At the same time it is designed to · convince them about their positive role in affecting change in society; · encourage them to identify and resolve weaknesses in their knowledge base; · inspire imaginative approaches to problem solving and story development; · assist in an appreciation of ethical behaviour.
The practical elements include: - · awareness-raising · group discussion · skill-sharing and mutual support · collective problem-solving · case studies and editorial role-play · written exercises (essays, features and story outlines) · strategy-building · self-evaluation.
3. Module structure and content
The content of the proposed module covers
· Giving children a voice – including interviewing children and children’s engagement with media projects 4. Lectures It is proposed that the module should begin with a series of (compulsory) lectures to set a context for the Practical Exercises and seminars that follow. Each would be accompanied by handouts and homework assignments. It has been mooted that these could be semi-public (evening?) events to which other interested parties, including working journalists) might be invited, as a way of generating interest in the topic. i. Human Rights and the Role of the Media An introduction to the Universal Declaration of Human Rights, the European Convention on Human Rights, and related conventions and protocols, with a specific focus on their significance for freedom of expression. With follow-up ‘homework exercises in preparation for Practical Exercises and seminars. ii. Journalists and the United Nations Convention on the Rights of the Child Explaining the history and content of the Convention and related subsequent protocols and legislation, the procedures of the Committee on the Rights of the Child with which governments must comply. With follow-up ‘homework exercises in preparation for Practical Exercises and seminars. iii. The Rights of Children in this country An introduction to the current situation of children in the country, and how the media professionals can play their part. With follow-up ‘homework’ exercises to assist with story development ideas. 5. Practical Exercises A series of (2 hour) Practical Exercises designed to test both their knowledge of children’s rights and their journalistic skills. Some of these would be followed by ‘homework’ assignments’. They would be interspersed with Seminars at which journalistic and children’s rights issues would be discussed. The following is a selection of options, in no order of prior of priority, from which the staff/students might choose. i. Children’s needs and society An ‘ice-breaker’ exercise to encourage acknowledgement of the viewpoint of the child, and the responsibilities of adults. ii. Equal but different Classroom exercise to challenge awareness about equality and diversity issues, based on person experience. iii. Interviewing Children Role-play exercise demanding empathy, imagination and journalistic skill. Could have follow-up Seminar to review strengths and weaknesses. iv. Investigating Child Poverty and Abuse Role-play story-development exercise designed to encourage lateral thinking, flexibility, research skills and scepticism. v. Press Conference on Children’s Rights locally Group work requiring one week for preparation, followed by a two hour workshop session. Could have follow-up Seminar to review strengths and weaknesses. vi. Status of Children Quiz A ‘fun’ exercise designed to test knowledge, encourage co-operation and develop research skills. Could have follow-up Seminar to discuss story development ideas. vii. Story development 1 Using The Media and Children’s Rights students would be expected to develop feature story outlines working in groups, and present their ideas to colleagues in person and in writing vii. Story development 2 Using materials gathered from their own media monitoring exercises, students would be expected to reconstruct the stories following the guidelines and knowledge received from earlier exercises. 6. Seminars These would take the form of discussions around brief presentations made either by the tutor or students. For the students the purpose would be to link theory with practice; for the tutor it would be an opportunity to assess the extent to which students have absorbed the messages, knowledge and skills communicated by the lectures and Practical Exercises. Topics might include: i. Children’s Identity: Privacy and protection To encourage critical thinking, especially in terms of images. ii. Information sources To encourage students to think about where they can get and check information, and develop their own contacts. iii. Representing Children A presentation and discussion about the way the media portray children and the way children perceive the media, An ideal introduction to setting students a media monitoring or ‘vox pop’ exercise. iv. Codes of Conduct: Do it yourself Students would review existing local and international examples of ethical codes and guidelines as they relate to reporting of children in discussion with tutors. They would then be expected to devise their own simple code based on their appreciation of the issues raised and knowledge gained during the course. v. Youth media activities An opportunity to explore media projects run by or for young people locally, and throughout the region, and to consider some of the issues connected with media literacy and children’s involvement in media production. vii. Children of the information age A review of children’s engagement with new communications technology especially the internet, computer games, mobile phones etc., and the risks and benefits. Full details of the proposed course, with instructions on content and delivery, assessment techniques and resource materials and references are attached, along with notes on presentation for trainers. 7. Devising interactive learning activities for journalists. What follows is an exploration of how problems faced by journalists working on stories about children developed into an effective training interactive training session. It is offered as an example of how new activities could be developed. A. While working with journalists in the former Soviet Union who were keen to investigate abuses of children’s rights, it became clear that very basic information about the legal status of children, and the facilities available to them whether provided by the State, non-governmental agencies or religious groups. Often the journalists would appeal to trainers from outside their country for such information, largely because they did not know where to find it themselves (and sometimes because they did not want to admit ignorance to colleagues and contacts. [PROBLEM: Lack of confidence, contacts and research skills] B. It also became clear from the material they were producing that they relied heavily on unsubstantiated assumptions – about children with disabilities or children from minority communities, for example – and their own personally held view abut what ‘should’ be the case. [PROBLEM: Lack of direct experience, reliance on idealism rather than fact] C. While assisting them with their queries the trainers realised that their own knowledge and assumptions about the local social infrastructure, the law and the criminal justice system were faulty. In many instances there were no formal, systematised arrangements or facilities for children in need. D. Many of the journalists’ questions were collected, and became part of an ‘ice-breaking exercise’ at the start of later courses. Trainers randomly asked participants for the answers, both as a way of testing knowledge and of gathering useful background information that they could incorporate into story-development exercises as part of the course. When new questions arose during those exercises, they were added to the growing list. E. Two problems then became apparent.
F. We went back to the drawing board, and rethought what we were trying to achieve. G. We wanted participants to acknowledge their ignorance and to realise the importance of putting right gaps in their knowledge. H. We wanted them to appreciate that such knowledge provided them with a useful analytical tool that would add depth to their stories and authority to questions they might ask of experts, and might even inspire story ideas, I. Since journalists (like children) are often both inquisitive and competitive, and enjoy a bit of fun, the idea of turning it into a game soon emerged as a potentially effective learning method. J. We decided to employ a simple TV game show format including an element of chance, and options that made it easier for people to acknowledge that they might not be able to answer fully without consulting others. K. This technique worked, but we still felt it lacked a key element of the game show – a prize… You will be amazed at just how competitive people become when a box of chocolates is to be won! L. The resulting exercise has proved both popular and effective. Since foreign trainers cannot know the intimacies of the local situation we have always had a lawyer or child rights expert present as an adjudicator, but a little local research should provide local trainers with all the information they need. By the end of the game the participants now appreciate
8. A note on the author Mike Jempson is a journalist, author and trainer with over 30 years experience in all sectors of the media industries, He is Director of The MediaWise Trust (formerly PressWise), the UK-based journalism ethics charity http://www.mediawise.org.uk/ now based at the University of the West of England in Bristol, and Visiting Professor in Media Ethics at Lincoln University, UK.His work with MediaWise has included research and development of guidelines and training materials on
He is Vice-Chair of the Ethics Council of the National Union of Journalists (UK & Ireland) and a member of its Professional Training Committee. He is a member of the editorial Board of Ethical Space, journal of the Institute of Communication Ethics, and Treasurer of the Exiled Journalists Network. He has been a visiting lecturer at numerous UK universities, and Fribourg University, Switzerland (Advanced Master in Children’s Rights), and has devised and delivered training courses for journalists and non-government organisations in over 25 countries, working with BBC World Service Trust, International Federation of Journalists, UNICEF, UNHCR and WHO. His recent publications include: · Exiled Journalists in Europe (with R. Cookson & F. Maisokwadzo) MediaWise 2006 The Media and Children’s Rights (2nd edition 2005, UNICEF/MediaWise [ISBN 0-9547620-3-07] · Working with the Media: Health and environment communication WHCA/EPHA/EEN/MediaWise, 2005 [ISBN 0-9547620-2-9] · The Refugees, Asylum and Media Report (with R. Cookson) MediaWise 2005 [ISBN 0954762045] · Satisfaction Guaranteed? Press complaints systems under scrutiny (with R. Cookson) MediaWise 2004 [ISBN 0954762010] · From the Margins to the Mainstream: Putting public health in the spotlight WHO Europe, 2004 · Journalism and Public Trust (Editor) NUJ Ethics Council/MediaWise, 2004 · Children, Violence and the Media in an expanding Europe (with C. Barry) IFJ/PressWise, 1999
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