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Thanks to four years of journalism classes at TJ, I've become well-acquainted with the procedures needed to produce responsible journalism. Along the way, through workshops and my own reporting, I've worked to highlight the importance of fair and thorough student journalism.

LAWS, ETHICS, AND NEWS LITERACY

LAWS, ETHICS, AND NEWS LITERACY

INTERVIEWING

PERMISSION TO RECORD

Before I start any interview, I ask for permission to record, so I can accurately document information and quotes. If the interview is meant to be on background, I clarify that the recording is only for my own benefit, and not for quotes. I have not yet had a background source refuse to be recorded, but in case one does, I always come armed with a pen and notepad for backup.

QUOTE CONFIRMATION

To avoid the loss of credibility that comes with allegations of misquoting, I generally confirm quotes with subjects prior to publishing them in an article. Often, as with the example below, subjects ask me to send the article before I publish. In response, I always decline and explain that it broaches journalistic ethics.

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ANONYMITY

My first ever lesson in Journalism class was on anonymity, and when and when not to grant it. My adviser made it clear that anonymity was only to be granted in rare and specific cases. To this day, I let the principles from that initial lesson guide me through my reporting. When someone requests anonymity, I consider whether they may face repercussions for going on-the-record and whether their perspective is vital to the story. Because I am normally able to find a sufficient number of on-the-record sources for certain information and perspectives, I have only used anonymous sources once in my four years of journalism.

VIRTUAL DEVICES IN APS

The only time that I've attributed quotes or information in an article without using a subject's full name was in a piece that I wrote for ARLNow about views on digital devices within Arlington Public Schools (APS). Because some of my interviewee's were in middle and elementary school, my editor requested that I only use their full name if their parents gave me permission to do so. In cases where I did not receive permission, I used the subject's first name. To balance this out, I included several fully-named sources in the article as well, with interviews from high school students, parents and instructional coordinators. 

BACKGROUND INFORMATION

Though I rarely cite anonymous sources, I often conduct background interviews in order to build up information and find leads for an article. For example, while conducting research for an article about the history of Jefferson admissions changes, I offered to do a background interview with an important policymaker in case he was uncomfortable with being quoted in the article, as seen in the email below.

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It is worth noting that I never include information that solely comes from background sources. I have always successfully corroborated my info with on-the-record interviews or public documentation. This summer, while attempting to confirm background information about developments within the TJ PTSA, a member questioned me on where I initially got the information from. Staying true to my journalistic principles, I refused to reveal my source's name or position. Hours later, I received a message from my source thanking me for my actions.

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PHYSICAL REACTIONS TO STRESS

As part of the February magazine issue, I worked with the rest of the print editorial board to write about physical reactions to stress among Jefferson students. While asking around for students with relevant experiences for the article, we encountered someone who was interested in being featured, but without his name. Though I was hesitant to immediately shoot down the possibility of anonymity, I also made it clear that it would likely not be possible given the article's subject. In the end, the student agreed to speak to us on-the-record. *Note for clarity: mofreenika refers to the three other members on the print editorial board 

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LENSES TEEN QUOTES

In order to provide teen perspectives on every issue, every article for Lenses News includes at least three quotes from teens at the end. During my time as staff editor for the student-run outlet, I encountered an article that had used an anonymous source for one of their teen quotes. Given that the article was on a widely-discussed and widely-covered issue, using an anonymous source simply did not make sense. Afterwards, I sent an email to the staff chat letting them know that anonymity was only to be granted in very specific, and likely rare circumstances. 

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SOURCE VARIETY

In order to tell accurate and fair stories, I consult a wide array of sources before publishing any piece of reporting. Without taking the effort to speak to individuals across a spectrum of perspectives, I risk printing an erroneous or editorialized piece.

PTSA PRESIDENT OUSTED

As misinformation flooded my school PTSA's social media, it was absolutely essential that I consult a wide variety of sources on every side of the conflict in order to gain a full picture of the situation. In the end, I was able to put together an article that gave students, parents, and other community members a clear understanding of the PTSA conflict. As mentioned in the News section, many of those involved in the conflict praised the article for its thorough reporting.

COVID-19 COVERAGE

Given that the COVID-19 pandemic has affected every member of the Jefferson community, I've worked with staffers to make sure that they include a variety of sources when it comes to pandemic-related articles. For an article on grading policy changes following the shutdown in March of 2020, I directed the staffer to contact FCPS officials, students, and TJ teachers for their perspective. A link to the article can be found below the photo:

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Similarly, after reviewing a draft about last year's return to hybrid learning, I asked that the team leader work with the writer to add perspectives from faculty members. Following my feedback, the writer added interviews from a teacher and the school principal.

SOURCE CREDIBILITY

When it comes to topics that I am unfamiliar with, I try to speak with experts on the subject in order to become more informed. Additionally, by including quotes from experts, I lend my reporting an extremely knowledgeable perspective.

LOCAL HISTORY ARTICLES

In order to write about the events of Arlington's past, I've spoken to experts in the community who tend to be far more informed about local history than I am. For example, while working on a story about an historic estate in my hometown, I spoke to Jonathan Thomas -- former president of the Arlington Historical Society. Thomas, who conducted extensive research on the estate, confirmed information from other secondary sources and provided me with insight into the Rixey Estate's impact on Arlington.

Similarly, in order to write a story about the history of Asian-American immigration in Arlington, I spoke to a published author on the subject and the director of an English-as-a-Second-Language program in the county. Though neither of these interviews made it into the final piece, they were essential in helping me find more research and craft the story itself.

ADMISSIONS COVERAGE

I have spent the past several months working on an oral history of changes to my school's admissions process. In order to provide readers with a wide range of perspectives and knowledge, I've spoken to everyone from former students to School Board members to published authors on the subject. For more information, and to listen to excerpts of my interviews, please visit the Commitment to Diversity section. 

FREE SPIRIT AND JOURNALISM CONFERENCE

This summer, I was chosen to represent Virginia at the Al-Neuharth Free Spirit and Journalism Conference. Over the span of four days, I had the opportunity to hear from college journalists, Pultizer Prize winners, and acclaimed sports reporters about their approach to reporting. Along the way, I learned valuable lessons about journalistic integrity and ethics that I will carry with me throughout my entire career in journalism. 

RIGHT TO WRITE WORKSHOP

Last spring, I was an instructor for the two-day Right to Write Workshop, organized by a fellow TJ Media member. The workshop educated elementary and middle school students on journalistic procedures, such as interviewing and article writing. Since I'm used to training and guiding high-schoolers, it was slightly difficult to address the attendees in a way that was understandable and engaging. As the workshop went on, though, I managed to adapt, and ended the event happy with the impact that I was able to have on the youth journalists of today.

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