Students will research other media staffs around the country to see how they structure their editorial boards, create an agenda for editorial board meetings and conduct their meetings. They will interview other staff members and compile a list of pros and cons from that staff’s point of view and then analyze from their own point of view.
- Students will interview peers from around the country.
- Students will examine the arguments for different editorial board structures they discover.
- Students will select the structure they think will work best for their staff and explain and defend their position.
Common Core State Standards
|CCSS.ELA-Literacy.SL.9-10.1||Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.|
|CCSS.ELA-Literacy.SL.9-10.1d||Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.|
|CCSS.ELA-Literacy.SL.9-10.2||Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.|
|CCSS.ELA-Literacy.SL.9-10.4||Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.|
|CCSS.ELA-Literacy.W.9-10.7||Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.|
|CCSS.ELA-Literacy.W.9-10.8||Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.|
|CCSS.ELA-Literacy.W.9-10.9||Draw evidence from literary or informational texts to support analysis, reflection, and research.|
Two 50-minute classes and one to two weeks for independent research
Class set: Current flowchart of your staff’s structure (if you have one)
Class set: List of the staff members who comprise your editorial board
Access to computers for research (1:1 if possible)
1. Building background — 10 minutes
Explain to students that today they’ll begin a research project to find how other high school media staffs around the country structure their editorial boards and how they set up their editorial board meeting agendas/conduct their meetings. The purpose of doing this research is to see if there is a way of structuring an editorial board that might work better for your staff than the one you have in place.
Explain that students are going to find another school, make contact with the student editors at that school (possibly through their adviser), interview the student editors and/or advisers, create a flow chart that shows the structure of that editorial board and report what the editors/advisers you interviewed feel are the pros and cons of that structure. In a separate analysis, students will evaluate what they feel could work for our staff and what they believe will not work for our staff.
(Hand out copy of a flow chart of how your staff works now. Do all students realize this is the way you operate? What do they think is working well or not working well now?)
2. Think-pair-share — 10 minutes
Next, group students into groups of three. Allow students to pick a task (reader, writer, speaker). Instruct all students to look over the flow chart and to write down their individual thoughts as to what is working and what isn’t with your current editorial board structure. Then, the group should spend a few minutes discussing its notes. The writer should keep notes on the group’s ideas. Finally, the group should come to a consensus about what they think is working and what is not working and prepare to present to the entire class.
3. Present — 30 minutes
Have each group explain its pros and cons to the class (the speaker talks – one writer can write on whiteboard all pros and cons that are suggested.) See what ideas all groups had in common and discuss as a class what they feel is working/not working and why it is important to see what other schools are doing.
4. Independent research – one week
Each student will be responsible for finding another similar publication staff from somewhere else in the country. (Use resources like the publications you exchange with; a list of similar publications that have won awards like Pacemakers, Gold Crowns, Gallup Awards; a list of high school publications found on www.jeadigitalmedia.org, etc.)
Students should contact the adviser at the school they choose to make sure they are willing to be interviewed and have time to share info about how the staff is structured at their school. Students should also try to get contact information for the editors at the school they choose.
Students should develop a list of interview questions to prepare for their interview and decide how they will conduct the interview. It might be good to conduct a series of interviews so that some rapport can be developed between staff members.
As an end result, each student should design a flow chart that reflects how the editorial board of the staff they have interviewed functions. A written report should include how agendas are prepared for an editorial board meeting and how meetings are actually conducted.
The written report should also include the pros and cons of the editorial board system they have discovered based on the comments gained in the interviews. A distinction should be made between comments of an adviser and those of students.
Finally, the written report should include an analysis by the author of what could work for our staff and what might not work for our staff.
5. Individual presentations to class — 50 minutes
Each student will present his or her research findings to the class by providing us all with a copy of the editorial board information from the school they researched, describing briefly the results of their interviews, listing the pros and cons as reported by the students/advisers at that school, and then the analysis of their findings and how they might work for our staff.
6. Whole group discussion — 50 minutes
Based on the previous day’s presentations, we will discuss as a class what should be included on an editorial board agenda as well as basic rules of parliamentary procedure. Make sure staff members are aware of basic parliamentary procedure (consider adopting Robert’s Rules of Order) and why adopting rules of parliamentary procedure is important to running a successful meeting. Make sure staff members are aware of the rules of etiquette when it comes to running and being a participant in a meeting.
Make sure you consider things like:
– Call to order
– Brief reading/recap of any minutes that were taken at a previous board meeting
– Financial/treasurer’s report from your business/advertising manager
– Old business
– Staff issues
– Publication issues
– New business
– Staff editorial ideas/stance
– Discussion about standing elements
– Community service ideas (as needed)
– Update on current assignments
– Marketing/promotional ideas
– Reports from section editors/ staff leaders
– Other new business?
– Overview of work that needs to be done before the next meeting (be as specific as possible)
– Date/time of next meeting(s)
– Informing the board members in advance about:
– Date/time/location of meetings
– Anticipated length of meeting (do everything in your power to stick to that)
– What will be on the agenda – give board members the opportunity to add items to the agenda in advance, but stick to the agenda. Let members introduce new topics at the appropriate time so you can stay on track.
Each student will create an agenda for an editorial board meeting and describe how they would run the meeting efficiently if they were the editor-in-chief. Topics on the agenda should be specific to whatever is happening on your staff at that time.