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The student journalist: Roles of the scholastic press in the 21st Century
Unformatted Document Text:  Scholastic press roles 11 the same rights and responsibilities as the mass media” (p. 307). This section was used to argue the importance of teaching media law in the high school journalism curriculum. The sixth edition of the book continued its chapters on in-depth reporting and the law, but it also included one important new section on handling sensitive issues (English & Hach, 1978). This seemed to be an extension of the focus on press rights to a focus on the responsibilities that a student journalist has when reporting controversial stories, including the need to understand community standards. One of the most interesting portions of this chapter, however, came in the suggested activities section, where the authors offer controversial topics that can or should be covered by the students. This is in sharp contrast to the suggestion made just 15 years earlier by Adams and Stratton (1963) to create a list of topics that should not be covered. However, this section was not replicated in future editions of the book, though sections on ethics were included in most subsequent editions. Other editions of Scholastic Journalism have continued to include sections on media law and writing in-depth stories. The example of possible in-depth stories to cover has progressed with each generation, suggesting further that the point of covering these topics is to appeal to the needs of current student readers. Media law sections have also grown, of course, to include sections on the Hazelwood case and state student free- expression laws. While the general structure of the book has remained largely unchanged since the publication of the sixth edition in 1978, the normative roles of the high school newspaper, as expressed by the prefaces in each edition, have been adjusted slightly to emphasize certain aspects. For example, the eighth edition, published in 1990, focused on developing language skills and encouraging civic literacy (English, Hach, & Rolnicki,

Authors: Maksl, Adam.
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Scholastic press roles 
the same rights and responsibilities as the mass media” (p. 307). This section was used to 
argue the importance of teaching media law in the high school journalism curriculum.
The sixth edition of the book continued its chapters on in-depth reporting and the 
law, but it also included one important new section on handling sensitive issues (English 
& Hach, 1978). This seemed to be an extension of the focus on press rights to a focus on 
the responsibilities that a student journalist has when reporting controversial stories, 
including the need to understand community standards. One of the most interesting 
portions of this chapter, however, came in the suggested activities section, where the 
authors offer controversial topics that can or should be covered by the students. This is in 
sharp contrast to the suggestion made just 15 years earlier by Adams and Stratton (1963) 
to create a list of topics that should not be covered. However, this section was not 
replicated in future editions of the book, though sections on ethics were included in most 
subsequent editions. 
Other editions of Scholastic Journalism have continued to include sections on 
media law and writing in-depth stories. The example of possible in-depth stories to cover 
has progressed with each generation, suggesting further that the point of covering these 
topics is to appeal to the needs of current student readers. Media law sections have also 
grown, of course, to include sections on the Hazelwood case and state student free-
expression laws. While the general structure of the book has remained largely unchanged 
since the publication of the sixth edition in 1978, the normative roles of the high school 
newspaper, as expressed by the prefaces in each edition, have been adjusted slightly to 
emphasize certain aspects. For example, the eighth edition, published in 1990, focused on 
developing language skills and encouraging civic literacy (English, Hach, & Rolnicki, 

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