December 2002 Stet

Stet

December 2002 Vol. 30, No. 1

Michigan Interscholastic Press Association

Kathryn McDonald-Hesch, the yearbook adviser at Pinckney HS., took this photo of MSU undergrad Katherine Shepardson looking through a loupe during the Publication Advisers Workshop.

Both McDonald-Hesch and Shepardson were in the photography class. At the closing luncheon, students in the adviser courses voted this as the photo to be on the cover of Stet.

Inside

MIPA code of ethics ........................ p. 5 Fall conference photos.................p. 6-7 Downloading images legally ..........p. 10

Stet The President’s Column

Do our students know where to turn?

T

JULIE PRICE ■ HASLETT HS

For a related article, please see pages 8-9.

he responses, or rather lack of responses, were astonishing: Who’s heard of the Hazelwood decision?

A few hands went up throughout the auditorium.

But even more were left down.

Who knows about the Tinker decision? Who knows what prior review is? Prior restraint?

Again, a scattering of hands went up in response to each question asked by John Bowen, publications adviser at Lakewood High School in Lakewood, Ohio and advocate of student press rights and responsibilities.

But majority of the hands remained down.

Bowen wanted an idea of what his audience knew so he could moderate a good discussion during this forum at the MIPA summer workshop. He didn’t want to tell the crowd of high school students things they already knew about scholastic press rights and censorship.

I was astounded at how many of these young people did not know some of these basics. These were students who would be going back to school in the fall and taking part in their student publications. As journalism educators we need to be concerned if students are not learning about the First Amendment and about their rights and responsibilities as student journalists.

Every journalism educator publication I’ve opened recently, including JEA’s “Today” and the Student Press Law Center’s “Report,” warns that freedom of speech is under fire. School districts across the nation are making ludicrous crackdowns on what they allow students to publish.

Postings come across the JEAhelp e-mail listserv every day from advisers concerned about a story that administrators are threatening to censor.

Often, those same advisers are worried for their jobs or the future of their publications. Censorship is rampant.

Certainly, numerous districts are not cracking down and continue to support the rights of student journalists. But I am concerned that such districts are the exception rather than the rule.

Our schools purport to teach students about the U.S. Constitution: its history, its wording. But when it comes time to respect the rights of students to practice their constitutional rights, educational systems go running.

As scholastic journalism educators, we must fight this trend.

The first place to begin the fight is by educating ourselves. In order to teach students about their rights and lack of rights, we must understand those rights.

We must be well versed in the First Amendment and forms of speech that are not protected. We must know the ins-and-outs of the Supreme Court decisions that affect scholastic journalists. We must take the time to teach students about all of this. It has to be at the forefront of our journalism curriculum.

Educated students will make good decisions.

They will know when to push forward and when to back off.

Please see THE PRESIDENT’S COLUMN on page 11.

MIPA Officers 2002-2003 President 1st Vice President 2nd Vice President Secretary Trustee Trustee Trustee Newspaper Chair Legislative Chair Workshop Chair Middle School Chair Broadcast Chair Yearbook Chair Past President Executive Director J-School Director Editorial Assistant

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Julie Price, Haslett HS (517) 339-8249 Brian Wilson, Waterford Kettering HS (248) 673-6287 Jeff Nardone, Grosse Pointe South HS (313) 343-2133 Kim Kozian, L’Anse Creuse HS North (810) 949-4450 ex 45 Nikki Faricy, Stevenson HS (810) 268-4700 Amber Gebrowsky, Clarkston HS (248) 623-3600 Rod Satterthwaite, Dexter HS (734) 426-3991 Kevin Moore, Lake Orion HS (248) 693-5420 Gloria Olman, Utica HS (586) 254-8300 ex 61 Betsy Pollard Rau, H.H. Dow HS (517) 839-2482 Ricardo Martin, Birmingham Covington MS (248) 203-4444 Diane Herder, Laingsburg HS (517) 651-5091 Lynn Strause, East Lansing HS (517) 332-2545 Kirk Weber, Lake Orion HS (248) 693-5420 Cheryl Pell, Michigan State University (517) 353-6761 Steve Lacy, MSU School of Journalism (517) 355-1520 Tyler Rau, Lansing Community College E-mail: mipa@msu.edu http://www.mipa.jrn.msu.edu

Stet

Stet is the official newsletter of the Michigan Interscholastic Press Association, an agency of the School of Journalism, Michigan State University, East Lansing, MI 48824-1212. Stet is published four times a year by the MIPA executive director and MSU students.

Stet 2002-2003 MIPA Membership Application Form Please list school as you want it to be used on membership certificate and other MIPA documentation. Please type or print. Check made payable to MIPA must accompany the form.

PLEASE fill out form completely.

Important: Please write the name of each publication and/or production you are entering into membership. Only publications whose names appear here will be eligible for competition (except for Web).

School Classification: A B C D

(Check with your principal or athletic director if you are not sure.)

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Stet

Tableman helps to put students in her shoes Prior experience in life and in journalism give Jan Tableman the head-start she needs

BY SAM EVALT MSU EDUCATION INTERN

J

an Tableman’s popularity among the students taking journalism at Everett High School reached the parents unbeknownst to her.

During her first parentteacher conferences, her mentor teacher, Chad Sanders the journalism teacher, began each conference by introducing her. “Upon hearing my intro“I wanted to pass on duction, one mother said, ‘Oh, I’ve heard what I have learned to a a lot about you.’

‘All good, I hope,’ I new generation of news responded. ‘Oh yes,’ she said, ‘my daughwriters.” ter says you really know what you are - JAN TABLEMAN talking about,’” Jan said.

Her working experience as a journalist pays dividends in the classroom. The students know she has “real world” experience.

“That gives me a lot of credibility,” she said.

Having a prior work experience enables Jan to share her knowledge of over 20 years in journalism to her students.

“I wanted to pass on what I have learned to a new generation of news writers,” she said.

A generation or two has passed since Jan was last a high school student. In that time she married and had four children, two of which are seniors at a Sam Evalt is doing his rival school Lansing Eastern. Her internship at Everett HS. youngest daughters get a laugh in English. He wrote this at the rivalry. article as part of an inde“They are very encouraging, pendent study to fulfill and surprisingly candid when his journalism education I ask them about their teachers minor.

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December 2002

Jan Tableman, shows one of her layouts in the Yearbook Advising class she took through the MSU School of Journalism last summer. Tableman is working during her internship year with Chad Sanders at Everett HS

and about things I have tried in my classroom,” she said.

The age factor acts more as a positive than a negative. She believes her age helps enforcing discipline standards. “My age puts me in the same category as their parents which makes my

students more likely to respond to my discipline on the first attempt,” she said.

Almost two months into her internship year, Jan is having fun for the most part. “I would Please see TABLEMAN on page 11.

Stet

MIPA Code of Ethics

T

he Michigan Interscholastic Press Association upholds the right of students to exercise their freedom of expression as guaranteed by the First Amendment to the Constitution of the United States, whether it be in the form of print or broadcast media.

Student journalists have the right to report on and editorialize about all topics, events or issues, including those unpopular or controversial, insofar as they affect or interest the school, community, nation and world. However, students have the same legal obligations as those imposed upon all journalists. Students must refrain from publishing or disseminating material that:  is obscene, according to current legal definitions;  is libelous, according to current legal definitions;  creates a clear and present danger of the immediate material and substantial physical disruption of the school;  is an invasion of privacy, according to current legal standards; and  advertises illegal products or services, as currently defined by legal definitions.

Student media shall not be subjected to prior restraints, review or censorship by school administrators, faculty, school boards or any other individual outside the editorial board, except as stated above, and only when these individuals can demonstrate legally defined justification.

In addition, student journalists have the right to determine the content of their media.

Responsible exercise of freedom of expression involves adherence to the highest standards of journalism. Students have an obligation to learn and observe the legal and ethical responsibilities expected of them as practicing journalists.

Accuracy is paramount. News reporters and editors will work to assure that their stories are fair, their facts are correct and the information is as complete, balanced and unbiased as possible.

Significant errors of fact or omission should be corrected promptly and prominently.

Sources of information and ideas should be clearly stated. Recognizing that anonymous sources raises serious credibility problems for a publication, names should be withheld from publication only when there is no other way to

obtain vital information and identification may subject a source to harm.

Student journalists do not attack individuals or print material that might be embarrassing to an individual or group except in stories dealing with public responsibility, and even then the story should represent the person’s or group’s point of view.

Innuendo will not be tolerated.

Rumor and gossip will be dealt with only when they raise an issue of concern to the school community and with the intent to clarify the truth.

In dealing with issue-oriented content, especially when it involves the potential for controversy, staff members should be able to demonstrate that they are sensitive to all components of the school community, that their reporting is based on specific sources representing diverse points of view, and that the story is balanced, fair and represents a full understanding of the issues involved.

Language should be appropriate to the audience encompassing the school community. A journalist does not use inappropriate words, although the use of such words may be considered in direct quotes when they are essential to the story and then would use hyphens following the initial letters.

Student media helps to educate students by providing an open forum of expression for journalists and the media’s audiences, and as instruments through which students, faculty, administration and the public can gain insight into student thinking and concerns.

Editorials and articles of opinion should take a clear stance on an issue, but media must provide for different or dissenting views to be published or broadcast elsewhere on the page, in succeeding issues, or at other times.

Michigan Interscholastic Press Association expects each school system having student media to provide a qualified journalism instructor/adviser to teach students to report information accurately, fairly and perceptively.

To make this forum and educational experience possible, the journalism program needs to be supported by an appropriate assortment of finances, equipment and educational philosophy.

A LESSON PLAN? Michigan Interscholastic Press Association adopted this code of ethics in the early 90s. Copying this page and handing it out to your students might be the start of an excellent lesson plan.

Get students to share their thoughts with each other. How does your publication or program align with this code? Or doesn’t it? You could turn this in to a writing assignment. If you do, and you’d like to share your students’ thoughts for a future issue of Stet, please send them via email to mipa@msu.edu.

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BRIGHTideas BRIGHT More than 2,000

teachers and their students attended the MIPA Fall Journalism Day on Monday, Oct. 14. Students had a choice of more than 80 sessions to attend. Activities included face-to-face critiques, a reunion for summer workshop students, a newspaper exchange and four-session strands for new yearbook and newspaper advisers.

Dale Bragg, newspaper adviser at Gladwin HS, gets some time to talk with his colleague, Stacy Woodbury, yearbook adviser at Gladwin. The luncheon provides an opportunity for teachers and speakers to slow down for a bit and network with others who do what they do.

Mark Herron, director of Secondary Education Services at Ball State University, wowed yearbook students with his trend-setting ideas. Herron presented four “standing room only” sessions.

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December 2002

Kay Walker from Traverse City West HS, catches up with former student, Rick Epps, news design editor at The Detroit News and presenter. MIPA conferences provide a place for publication advisers and their former students to reconnect.

Stet

Above: A fun moment at the luncheon is having all the new advisers take front and center. MIPA welcomes them!

Left: Federico Martinez, reporter at the Muskegon Chronicle, got students involved in the interviewing process. Students role played interviewing well-known figures like pop-star Brittney Spears.

December 2002

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Stet PART ONE OF A TWO-PART SERIES

Censoring ing the next generation John Bowen educates student journalists on their rights regarding censorship

BY KRISTA TOTZKE WESTERN MICHIGAN UNIVERSITY PRE-SERVICE TEACHER

H

Kris Totzke is a post-baccalaureate education student at Western Michigan University. She graduated from MSU in 1998 with a degree in Agriculture and Natural Resources Communications. She will be student teaching starting January 2003. Kris wrote this article to fulfill a journalism requirement at MSU.

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ands flew into the air on Monday night, Aug. 5, when students were asked to show how many of them had dealt with censorship on their school publications during the 2001-2002 school year. Congregated in Conrad Hall’s large lecture room on the campus of Michigan State University, high school students from around the country voiced their opinions, asked questions and demonstrated concerns over censorship taking place in their schools at an Issues Seminar during “Finding a Focus,” a summer journalism workshop sponsored by the Michigan Interscholastic Press Association.

John Bowen, a 32-year veteran teacher, was on hand to answer students’ questions and make them think about the censoring issues they are dealing with.

Well-known throughout the nation as a student press law expert, Bowen currently serves on the Student Press Law Center’s board, along with advising the Lakewood Times newsmagazine at Lakewood HS, Lakewood, Ohio.

“How many of you know the difference between prior review and prior restraint,” he asked the future journalists.

Those who had been censored during the past year knew the definition of both.

Bowen reminded students about the Supreme Court’s 1969 decision in Tinker v. Des Moines Independent Community School

District that declared just how far student First Amendment protection would extend.

“This case gives high school students freedom of expression,” Bowen said. He told the students: “You don’t lose your constitutional rights at the schoolhouse gate.”

However, in 1988, the Hazelwood School District v. Kuhlmeier case gave administrators the right to block a student publication if it doesn’t meet the educational mission of the school system.

Bowen said to think of Tinker and Hazelwood as two railroad tracks; they run alongside of each other as existing precedents. Both are valid; neither is outdated.

“Students have to know the law. They need to understand the Tinker case and the Hazelwood case,” Bowen said. “If there is no prior review of the student publication then the Tinker case applies. If there is prior review, the Hazelwood case applies.”

“No court case exists in the land that says administrators have to have prior review,” Bowen reminded students.

“There is no educational validity to prior review.”

He said staff and students must show administrators why they don’t need prior review, and he advised students to direct their school administration to three important resources regarding law and student media: The Student Press Law Center Web site at www.splc.org Law of the Student Press, a manual produced by the Student Press Law Center and Principal’s Guide to Scholastic Journalism, a

free resource that will be sent out by the Quill and Scroll Society to administrators this fall.

Assembling as much information as possible ahead of time and giving the following reasons, Bowen said, will also help students convince administrators why they don’t need to utilize prior review: 1. Prior review teaches students “their ideas have no value.”

2. Prior review teaches students that “they don’t need to be critical thinkers.”

3. Prior review tells students “someone else will take responsibility for whatever they do.”

4. Prior review reveals that “the First Amendment is not a necessary part of society.”

5. Prior review proves that “the school does not have to practice what it preaches in terms of the principles of a democracy.”

6. Prior review establishes that “trained journalism teachers are not needed because administrators know what is best for their schools.”

7. Prior review gives the assumption that “if students pursue a career in journalism, others should always choose what the readers need to know,” and 8. Prior review validates that “students would no longer need to have responsibility, morals, values or ideas, imagination, dreams and hopes because they could expect someone else to always provide them.” (also available on the JEA Scholastic Press Rights Association Web site: “Opposing prior review” by John Bowen) “Every time student media is

Stet

Photo illustration by Diane Fenster *

limited, the public’s right to know is limited. The whole fabric of democracy is shaken every time that occurs,” Bowen said.

Julie Price has had first-hand experience in watching censorship shake up a school’s publication. Adviser to The Viking Longboat, the student newspaper of Haslett HS, Haslett, Mich., Price ran into problems after riots occurred in East Lansing, Mich., after Michigan State’s basketball team lost to Duke in the NCAA Final Four in 1999.

Because Haslett is so close to East Lansing, Price said that many high school students hang out in East Lansing on the weekends, and many got caught up in the riots on March 27, 1999.

“Our 18-year-old star running back was arrested for being under the influence of alcohol, starting a fire and jumping on an overturned police car,” Price said. “When the student newspaper came out at the end of April, the staff felt it was legitimate to run the story after the widespread coverage it had received in our area.”

Word leaked out and Price said the football player’s family went ballistic.

“The principal told my students that they could run the story but they could not use the student’s name,” Price said. “Three hours prior to printing, the principal again said no

name.”

The Viking Longboat staff, which never had prior review before this time, ran the riot story without the student’s name and wrote an editorial about the censorship. Under the advice of the Student Press Law Center, a nonprofit, non-partisan 501(c)(3) corporation that advocates for student free-press rights and provides information, advice and legal assistance at no charge to students and the educators who work with them, the Haslett staff contacted the local media about the censorship.

“The student editors were top story on the local news and the football player’s name was used,” Price said.

“Unfortunately, the student editor eventually apologized to the football player for going to the local media about the censorship.”

“I tell my students to behave professionally and ethically in each situation. They must build respect by showing they can do professional work,” Price said. “It’s key for students to pursue the First Amendment.”

CASE IN POINT* This info box is directly related to the “Downloading Images” story on page 10.

I found the illustration above by typing in “censorship” at the Google Web site Images. You can type in any word and find clip art, illustrations, photos, etc. Some of it is junk, but there’s an occasional gem.

I liked the above illustration and wanted to use it for this article written by Kris Totzke. Because there is a notice on each image saying it may be subject to copyright, I visited her Web site listed below the image to find out the phone number of Diane Fenster, the artist. Her Web address is dianefenster.com.

I called her and asked for permission to use the art. We talked about why I wanted to use the image and how it would be used.

After negotiating a price, we agreed on an amount. Because this image had been created for and already been published in a professional magazine (she was no doubt paid very well for this art), she offered me an excellent deal.

Although I recommend you commission students in your school for your art, sometimes you find the exact item you’re looking for at a price you can afford. Buying images every issue is out of the question, but once in a while, a surprise like this is fun for your staff and the school.

Cheryl Pell, MIPA director

PART TWO: The next issue of Stet will feature Part Two of this article, with the story of a censorship case in Utica and other highlights of the panel discussion at the MIPA workshop.

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Stet

Using downloaded images?

MAKE SURE IT’S LEGAL T

Candace Perkins Bowen coordinates the Scholastic Media Program at Kent State University. She is a former president of JEA and on the Student Press Law Center board.

She and her husband, John Bowen (see page 8-9), will be teaching a two-credit student press law course this summer at MSU.

10 December 2002

he Internet has made access to information a click away.

But sometimes that click can get you in trouble.

This is especially true when it comes to news photos. Downloading a particularly nice image can really enhance a newspaper layout. And all you have to put is “Photo compliments of the Internet,” right?

WRONG! According to the Student Press Law Center, “While the Internet is no doubt the optimum tool for promoting the free flow of information, it has also made copying such information easier than it has ever been, posing a threat to copyright owners.”

This means someone owns those photos —not a vague, unnamed “Internet.” And it means you need that owner’s permission, preferably in writing, to reproduce his or her work.

The issue came up frequently as schools attempted to print something about 9/11. The material they chose, unfortunately, often came from CNN.com or the Associated Press.

George Galt, AP in-house attorney for intellectual property, emphasized this in an article for last winter’s Dow Jones Newspaper Fund’s Adviser Update. “Taking photos from the Web site of a commercial news organization for use in your own publication without permission is almost always going to be copyright infringement,” he said.

Some might say AP and CNN wouldn’t care—or wouldn’t know—if a student publication “borrowed” their work. Besides the ethical message you send to students with this philosophy, there may be another concern.

“We have a staff that goes looking for those who misappropriate our photos,” Galt said.

A recent discussion on the Journalism Education Association listserv, JEAHELP, showed the

“I hope that scholastic press associations revamp their judging booklets and TAKE AWAY points when photos are ‘borrowed’ from the Internet.”

BRADLEY WILSON, JEA NEWSWIRE AND C:JET EDITOR.

frustration of some advisers who know the law—and know it’s often broken.

“I hope that scholastic press associations revamp their judging booklets and TAKE AWAY points when photos are ‘borrowed’ from the Internet,” said Bradley Wilson, JEA NewsWire and C:JET editor.

Wilson noted during the last year he had judged “yearbooks with entire spreads ‘borrowed’ from the Internet” and “photos submitted in photo contests with the student’s name as the author when the photo was ‘borrowed’ from the Internet.”

If the topic makes it impossible for students to take photos themselves, there are ways to use news photos of places your photographers can’t visit. Getty Images and other commercial agencies sell individual shots and packages of current events topics.

The Federal Emergency Management Agency (FEMA) shots are available for no charge, with the proper attribution at http:// www.fema.gov. The Photo Library has a searchable database and includes storms and other disasters, including now shots of clean-up at Ground Zero. A photo use agreement is also on the site.

Of course many would argue

students learn more from taking photos themselves and would be better off localizing any event, even one like 9/11.

“If we allow them to rely on ready-made images, they won’t learn to make their own, and our publications will likely suffer for it,” wrote Cathy Sullivan, Harrisburg, Ill., on the JEAHELP listserv.

“While I will acknowledge that it’s sometimes impossible for the kids to snag the photos they need or want, I still think it’s important for them to do as much of their own photography and artwork as humanly possible,” she said.

Not all photos create these copyright problems. News photos do, but the Fair Use Doctrine does protect those who want to publish some kinds of copyrighted material. According to the SPLC Web site legal research section, four factors determine fair use: The purpose and character of the use. Such noncommercial uses as teaching, news reporting— in other words the image is the news, not the event it depicts—criticism or commentary.

The nature of the copyrighted works. Factual material like biographies or maps are more likely to be fair use than creative works.

How much of the original work is used. This means using as little as possible and avoiding the “heart” of the material.

Although one commonly used guideline indicates 10 percent, this does not mean reducing a news photo would thus be okay The effect of the use on commercial value of the work. Your use could not hamper sale of the original.

With these in mind, reproducing a photo of an album cover for

Please see DOWNLOADING IMAGES on page 11.

Stet THE PRESIDENT’S COLUMN, cont. from page 2 We also need to know who to turn to when we need help dealing with a situation. The phone number for the Student Press Law Center should be posted in big bold letters next to the publications room phone. Mark Goodman and his staff at this wonderful, nonprofit organization are always on hand to provide support to our students, either via the telephone or the Internet (www.splc.org).

Next summer the Publication Advisers Workshop through the School of Journalism at MSU will offer a two-credit course on student press law. It’s a tremendous opportunity to learn what we need to

teach our students.

And, of course, we can turn to each other. MIPA executive director Cheryl Pell is always available to provide guidance, as are other MIPA members. We have a wealth of people who have dealt with a myriad of situations. When I experienced censorship at my school, one of my first calls was to Jeff Nardone of Grosse Pointe South who provided me with solid advice and support. That was the most money— best money—I’ve ever spent on a cellphone call.

The national scholastic journalism organizations are also good sources. Go

online, see what they have to offer. Check out sites like the Freedom Forum and the First Amendment Center. It’s all out there, we just need to access the information and support.

We must do everything possible to educate ourselves and students about First Amendment rights and responsibilities.

We know the importance of scholastic publications, that’s why we’re all doing what we’re doing as advisers. But maybe there’s an area where we can do more so that when questions are asked, the hands go up and we know our students are prepared.

TABLEMAN, cont. from page 4 say that 80% of the time I am enjoying myself,” she said.

The other 20% of the time leaves her tired, as she expected because of the planning, the MSU classes, and being a mother.

She is learning that this year is a unique year to her and every other intern. Each placement is a unique experience.

There have been a few surprises during the internship.

“I can’t believe how gullible I am,” she said, “I take everything the students say at face value, and I’m learning that if they think they can pull the

wool over your eyes, they will try to do it.

“I’m also somewhat frustrated that I am a guest in my mentor teacher’s room because there are many classroom procedures I would change if I could.”

There are differences, but she likes her mentor and learns a lot from him. Mr. Sanders has a relaxed style to her controlled method. “I have gotten to see situations where his style is more effective with the students, and situations where my style is more effective. Hopefully, I will be able to utilize his style in situations

where it is appropriate and useful when I am on my own.

“Working with Mr. Sanders has allowed me to learn strategies that address the unique needs of journalism students,” she said.

She discovered the theories that MSU teaches work half of the time. Jan also knows that this year is as much a learning year as her undergraduate years were. She’s trying to accumulate as many “tools” to help her help her students.

“If one tool doesn’t work, I have another tool I can try,” Jan said.

Her goals as a teacher is to

help students develop their talents where they can help society. She wants to foster an internal motivation for a love of learning in her students.

“My immediate goals for my students are to develop their interviewing skills and refining their news writing skills,” Jan said.

For Jan, teaching begins and ends with the students.

“When kids are trying to work every angle to get out of doing something, I become exhausted. But when you see the light bulb goes on in even one student, how rewarding is that!”

DOWNLOADING IMAGES, cont. from page 10 a CD review or downloading an image from the www.blue-crush.com official Universal Studio’s movie Web site, which also includes the line, “XX” would be acceptable.

Check the SPLC Web site at http://

www.splc.org for more information about copyright laws.

“I hope we train our students to produce quality work and then let them do it their own, original quality work,” Wilson said. “And, if you are going to use the

work of other people, get permission and pay them accordingly.”

Please see page 9 for an example of how one person was able to use a Web illustration legally.

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MIPA Calendar

Feb. 22, 2003 Newspaper entry deadline: individual and Spartan plus All-MIPA, Student Journalist, Spartan Web and Video Production, etc.

March 15, 2003 Newspaper judging April 14, 2003 MIPA Spring Conference at Lansing Center July 15, 2003 Spring delivery yearbook Spartan contest entries due Literary magazine Spartan contest entries due July 21–25, 2003 Publication Advisers Workshop ■ Week One Photoshop for Teachers (Instructor: Ike Lea) Power Advising New Course (Instructor: Betsy Pollard Rau) July 28–Aug. 1, 2003 Publication Advisers Workshop ■ Week Two Newspaper Advising (Instructor: Betsy Pollard Rau) Yearbook Advising (Instructor: Lynn Strause) Publication Design (Instructor: Nancy Hall) Writing for Student Publications (Instructor: Bobby Hawthorne) Beginning Photography for Advisers (Instructor: Terry Nelson) Student Press Law (July 28–July 30, 2003) (Instructors: John and Candace Bowen) Aug. 3–7 High School Summer Journalism Workshop (Watch for details in late March) Aug. 15 (late deadline) Yearbook Spartan contest entries due Literary magazine Spartan contest entries due Oct. 9, 2003 Fall Conference at Lansing Center

Stet

MIPA/School of Journalism 305 Communication Arts Building Michigan State University East Lansing, MI 48824-1212

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Contest updates

All contest information is on the Web By now you should have received your newspaper contest packet. The contest packet was mailed in a catalog size envelope that included information on newspaper, Web, video production, All-MIPA, Student Journalist, Administrator of the Year, etc.

Yearbook awards are great! But how many times have you wished you could somehow recognize and reward students for their individual work on yearbook? MIPA created a solution to the problem.

MIPA has just introduced an individual yearbook awards contest, and you should have received a mailing on this during the week of Nov. 13. But just to refresh your memory, these awards include 24 separate categories and are designed to recognize individuals rather than the entire staff. These new awards take the place of the monthly

contests and the staff awards for individual categories given in the past. The Spartan Yearbook contest remains the same.

The deadline to submit entries for this first time was December 16.

You should have received information in the mail the week of November 11. If you have questions, comments or suggestions about the contest, please contact Lynn Strause, yearbook chair, at (517) 333-7563 or by e-mail at strause_ lk@elps.k12.mi.us.

In addition, MIPA reinstituted the video production monthly contest.

Information for that was sent out earlier as well. The first deadline was Dec. 16, and the category was PSA. The next deadline will be Jan. 16, and the category will be Commercial. E-mail the MIPA office at mipa@msu.edu for more information.

http://www.mipa.jrn.msu.edu

Michigan paper wins award Three Macomb county teachers, Nikki Faricy, Stevenson HS; Gloria Olman, Utica HS and Paul Pantano, Sterling Heights HS, pose for a photo after Olman accepted the JEA Media Citation Award for The Macomb Daily in Dallas in November. Olman nominated the paper for this award because of all the paper had done for scholastic journalism in Macomb county. Faricy and Pantano also received their Certified Journalism Educator status with the Journalism Education Association.