Procuring facts, achieving clarity
As journalists, we report strictly facts, not rumors. In the cases where rumors are widespread, we repeatedly sought to bring clarity to the situation, attaining the facts no matter how demanding the endeavor. For example, on social media students were questioning why the administration was blocking cars from exiting campus during the school day, and claiming towing was occurring along with cameras in the parking lot. Working with our news editor Lydia Hargett, we directed her to interview administration surrounding the validity of these claims– which showed there was no towing, and there had to be extreme circumstances for it to occur. Misinformation on social media exists, and though it can spread like fire, our truth and revelations can as well. Click the photo to read the article |
Similarly, I reported on rumors regarding a Huron men’s varsity football game, in which their game was canceled and their opponent Skyline, forfeited. However, on social media, it was alleged that Huron’s team had to test for COVID-19 before the match, while their opponent Skyline didn’t, and parents and athletes alike were infuriated with the possibility of inequity. But again, we went to the most knowledgeable sources. In speaking to our Athletic Director, Tony Whiren, I learned that the cancelation was a mutual decision between both schools due to a lack of players. Fiery rumors can be hard to quell, but interviews and information such as this, are the most effective way of doing so.
Recognizing the power of our words
As journalists, we fully realize the power that a single word can carry. If the wrong word is chosen it can lead to an event or person not being accurately described, which can incite certain groups. That’s why at times it's necessary to use soft language, not to be politically correct, but to be more inclusive and open-minded. It’s also why we refrain from editorializing unless something is of universal consequence. Along with language, perspective is equally important– and we prioritize holistic coverage while weaving in all affected voices. For my toxic academia piece, there is no way we could only interview students and not teachers, and vice versa, and have our piece be just as meaningful. Perspective cultivates balance, not only for our newsroom but how our community interprets issues as a whole. In our bootcamp, before anyone starts writing, we go over law and ethical considerations. In my journalism class, we were tested on our ability to write the first amendment word for word. In newspaper, we give our staff a packet to read involving pivotal cases such as Tinker vs. Des Moines and Hazelwood vs. Kulhmeier. This can be formulaic, but it makes it clear to our staff that journalism is its own subfield, and isn’t free, unformatted creative writing. |
One of our activities this year was having staff writers go through this Silencing Student Voices packet by the freedom forum institute. Though it is paper and pencil, sometimes we believe this information should be learned in a rudimentary format.
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No, you can't take a photo off the internet
As journalists, we know that copyright is a thing, and that you can’t take an image off Google and use it in your publication. This limited some of our designs, but eventually, we were granted a subscription to the Tribune news service, which enables us to freely use professional photos for more national events. However, not taking a photo from the Internet is something I can’t stress enough to all staff and editors, and during presentations, I keep saying “please, please, don’t do this.” It may be dramatic but I’m content if they know that it’s illegal. |
Building trust, breaking barriers
For our publication’s entire in-print history we have been prior reviewed, but this year under our new principal Mr. Carter is different, and we no longer partake in this system. This is due to the dialogue and relationship we’ve built with Mr. Carter, to the point where he fully trusts us with our work. We understand how our publication affects the school’s reputation and associate this privilege with great responsibility. Nevertheless, for more controversial pieces, we send them to him for feedback. If he can get us in touch with another perspective, or clarify misconceptions, we always welcome it. |
“Since my arrival at Huron High School, the students who have participated in The Emery publications have been instrumental to our culture and climate of the school. These students share the responsibility of keeping the school informed about the world around them locally, nationally, and globally while holding those who serve in leadership accountable. I notice that students are actively shaping their perspectives, opinions, and identity through the sharing of stories and collaboration.
The Emery is a platform for students to express their ideas and creativity in a fair and objective way. These students are confident and demonstrate a sense of responsibility to equity, inclusion, and multiple perspectives.
Finally, peer-to-peer relationships seem healthy and students support each other. It seems that students who have participated on The Emery staff demonstrate critical thinking skills,"
-CHE CARTER, HURON HIGH SCHOOL HEAD PRINCIPAL
The Emery is a platform for students to express their ideas and creativity in a fair and objective way. These students are confident and demonstrate a sense of responsibility to equity, inclusion, and multiple perspectives.
Finally, peer-to-peer relationships seem healthy and students support each other. It seems that students who have participated on The Emery staff demonstrate critical thinking skills,"
-CHE CARTER, HURON HIGH SCHOOL HEAD PRINCIPAL