Examining a Journalism Code of Ethics

Read More

While the First Amendment to the U.S. Constitution affirms the right of the press to operate free from government control, journalistic ethics set standards for what newspaper journalists and publishers should do.

In the early part of the 20th century, journalist associations began crafting standards for the profession and many newspaper publications throughout the country adopted their guidance. The Library’s Newspaper Journalism primary source set contains a code of ethics issued by the American Society of Newspaper Editors and adopted by the North Carolina Press Association. The seven principles articulated in the code of ethics offer students an opportunity to think about the meaning and significance of ethics from a journalistic point of view.

Examining a Code of Ethics with Students

First, focus students on the opening of the article, noting that they will come back to this quotation at the close of the activity.

The primary function of newspapers is to communicate to the human race what its members do, feel, and think. Journalism, therefore, demands of its practitioners the widest range of intelligence, of knowledge, and of experience. To its opportunities as a chronicler and indissolubly linked its obligations as a teacher and interpreter. To the end of finding some means of codifying sound practice and just aspirations of American journalism these canons are set forth.

Explain to students that they will read one of the canons, or rules, that made up a code of ethics for newspaper journalists and publishers in North Carolina in 1923, reflect on the significance of the standard, and then learn about the other rules included in the code of ethics.

• Assign students to small groups. Assign each group one of the seven canons.

• Direct students to read their assigned section and, working collaboratively, rewrite the standard in their own words.
• Next, encourage groups to reflect on the significance of the standard they examined. Ask why they think this standard was included in a code of ethics.
• Invite each group to share their rule, its meaning, and significance with the full class.
• After all groups have presented, ask students to consider the relationships between the different standards. For example: How does one standard help to reinforce another standard? To what extent is there potential for tension between different rules? Do students see some standards as more important than others and why?
• Finally, direct students back to the opening quote. Challenge students to consider how well these standards help journalists and newspapers meet their “obligations as a teacher and interpreter.”

Possible Extensions

• Students could research what was happening around the time this article was published and how that may have factored into reasons why newspaper publications began adopting a code of ethics.
• Students could compare the standards they examined with a code of ethics adopted by a different newspaper from the same era. What do they notice? Why might codes differ between publications or places? What challenges and opportunities could that present?
• Introduce students to an article arguing against a need for a code of ethics. What claims does the author make and what evidence is used to support their reasoning?