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Ella Ban
Gardner
English Honors 10
24 April 2015
Building Awareness in Journalists
In April of last year, a young group of comedy writers distributed a 12-page broadsheet of
vulgar and derogatory banter to students of San Diego State University. The front cover depicted
several naked women drinking, vomiting, and taking drugs. The issue itself was composed of
slurs about students and professors on campus, contained tips on how to roll a joint with the
pages of the Bible, and featured a page of Whore-o-scopes. Despite receiving numerous letters
and editorials of complaint from students and faculty alike over the years, The Koala has been
kept in print with the help of free-rights activists (Spencer 1). The practice of examining a piece
of work in journalism and has been widely critiqued for violating the First Amendment of the
Constitution; however, in cases like The Koala, moderating a piece of work becomes a tool of
protection rather than one of oppression. Student journalists must be aware of their audience
when investigating, reporting, and presenting information. Lawsuits, tested nerves, and a loss in
credibility can occur when the hunt for a good story takes precedent over providing accurate,
unbiased information to the community.
The line dividing sensitivity and censorship is blurred and often disputed over. The First
Amendment of the Constitution prohibits abridging the freedom of speech and infringing on
the freedom of press, both of which apply to the rights of the communicative media. However
only nine states have statutes or administrative rules guaranteeing a degree of student expression
and press freedoms (Salkin 1). Charles C. Haynes, writer of the Salinas Californian, has also

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noted, Schools that give students meaningful opportunities to exercise their First Amendment
freedoms are safer, more successful learning environments than schools that treat students like
prison inmates. While it has long been established that freedom of speech and of the press is a
part of basic human rights, the freedom of the press can sometimes collide with other rights, such
as a citizens right to privacy, or else can conflict when journalism tests sensitive communal
topics. Establishing an awareness for the community and a credibility for the journalist can both
respect the First Amendment and maintain a respect for the general public without the use of
censorship.
In the world of media, where news is often distorted for one unseen agenda or another,
relations between reporters and the audience are often difficult to establish and delicate in nature.
Maintaining positive connections between journalists and their supervisor is both exercising the
freedom of speech and respecting established domains. Without this bond, conflicts can pose a
threat to both parties. One such conflict emerged when Chris Laue, principal at Parker High
School in Janesville, Wisconsin, ordered the reprint of the Oct. 28 edition of the schools
newspaper for containing pictures of two offensive t-shirts. The accompanying article, which
incorporated the shirts as part of a commentary on the school dress code, was also removed.
Superintendent Karen Schulte explained in an email that by featuring the unsanctioned T-shirt,
the article exceeded the districts policies against content or material that tends to be obscene,
offensive, and inappropriate for a school environment (Schultz 1). As a consequence of this
infraction, principal Chris Laue announced that he would review the paper before it is printed.
Censorship before publication not only violates the First Amendment but it limits the freedom
and reach of a journalists reports. Dr. Choi, an associate professor in the sociology department at
San Diego State, noted that administrators have a responsibility to uphold not just legal

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behavior, but ethical behavior as well. He added, "When administrators don't take a stand, it is
almost as if they are supporting what {the aggressors} are saying." (Spencer 2). As part of an
educational institution with separate policies concerning publicity and content, there is a need
for, at the very least, an understanding between the journalists and the administrators of the
institution.
Similarly, establishing boundaries with the reporters of any tabloid is essential to creating
a respectable reputation for journalism. At The Colonel, the University of Kentucky's broadsheet,
public officials are fair game, private citizens not so much. "Usually what we tell staff members
is: If you Google them and their name comes up all over the place, they're game," said Nicole
Schladt, an editor (Spencer 3). Although it is considered a satirical newspaper, these tabloids
have taken steps to ensure their articles do not provoke the kind of inflammation that The Koala
newspaper has caused. As Schladt pointed out, having a public appearance comes with a certain
allowance for commentary, but it does not lend license to relentless critique. The French satirical
newspaper Charlie Hebdo, known for being intentionally provocative, experienced an appalling
response to one of their cartoons. By no means were the deaths of 12 journalists justified by the
offense the paper cause. But as a source of data for the public, the ramifications of reporting
biased information must be taken into account. Satire must never push the claim of free speech
beyond the endurable. Finally, as journalists with the responsibility of investigating, assembling,
and presenting accurate information to the public, the divide between satire and professional
journalistic works must be clearly expressed.
With such responsibility, journalists must also be aware of the repercussions of
reporting on topics that test the unofficial boundaries of the community. The law is designed to
protect these underage students, but it also ill prepares them for the professional world of

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journalism, where maintaining a sensible awareness of the public is critical. Two years ago, Paw
Prints, newspaper of the West Islip High School in New York, decided to explore school security
with hopes of winning an award at a school journalism contest for their investigative report.
Instead, wrote Al Baker, journalist of the New York Times, the article was quashed, and they
wound up with a grown-up lesson in the consequences of testing nerves in a post-Newtownmassacre world. The two students were stopped almost immediately after entering North
Babylon High School and escorted by security guards to the schools premise, with instructions
not to enter again without identification cards. The students persisted despite the warning and
successfully re-entered the school without cards. While taking a lap of the school campus, they
were again apprehended by security and brought to the deans office. The county police came
and brought the students to the station, where they were charged with trespassing, a
misdemeanor punishable by up to three months jail time. Though the students trespassing on
school property remained non-threatening, their actions inflamed the wound left by previous
fatal trespassing incidents and prompted the law enforcements immediate response. Having such
superficial intentions for the article and disregarding the schools standards for safety shows the
students lack of consideration for the public. Richard A. Simon, superintendent of the West Islip
school, said that while he wished to help high school students engage real-world issues, he
wanted them to approach it in an appropriate and responsible way (Baker 2). In conscious and
informed journalism, knowledge of the public psyche must not be compromised for the sake of a
good story.
When students discern the mood of the community and anticipate the effect of their work,
they can provide perceptive reports on a wide variety of topics without crossing any lines. As
Holly Epstein Ojalvo, reporter for the New York Times, writes, Journalism remains a portal

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through which students engage with the larger world outside of schoolhouse walls. Alas,
engaging with the larger world comes with the price of constant scrutiny and debate. The
struggle between loyalty to the public and desire for a prime news article is one that journalists
face consistently. As boundaries between public and private information erodes; as
communicative media grows increasingly competitive and corrupt; as controversial topics
consistently demand the attention of reporters and citizens alike; recognizing the communal
consciousness, establishing a reliable reputation and maintaining a distinction between informed
writing and satirical commentary are essential aspects of candid journalism. It is through this
credible and ethical writing that the exchange of information from reporter to audience remains
legitimate and respectful.

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Works Cited
Baker, Al. "Seeking Expose, Students End Up in Handcuffs." New York Times. 15 Jun. 2013:
A.1. SIRS Issues Researcher. Web. 10 Apr. 2015
Epstein Ojalvo, Holly. "Student Journalism | The Value of School Newspapers." The Learning
Network Student Journalism The Value of School Newspapers Comments. New York
Times, 23 Aug. 2011. Web. 30 Apr. 2015.
"Freedom of Speech and Freedom of Press." Lincoln. N.p., n.d. Web.
Haynes, Charles C. "Why Are Schools Afraid of Press Freedom?." Salinas Californian. 19 Nov.
2014: 2. SIRS Issues Researcher. Web. 10 Apr. 2015.
Salkin, Erica. "Three P's to Protect Free Speech for Student Media." Media Shift (n.d.): n. pag.
KQED. Web. 27 Apr. 2015.
Schultz, Frank. "Controversial Article Yanked from Parker High Student Paper." Janesville
Gazette. 19 Nov. 2013: n.p. SIRS Issues Researcher.Web. 10 Apr. 2015.
Spencer, Kyle. "Free to Be Mean." New York Times. 13 Apr. 2014: ED.12. SIRS Issues
Researcher. Web. 10 Apr. 2015.
"Thin Skins at Neshaminy." Philadelphia Inquirer. 24 Nov. 2013: n.p. SIRS Issues Researcher.
Web. 10 Apr. 2015.