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Co-editors Tara Maloney and Chris Loop work with adviser Jim Lang on a story for the Bagpiper, student newspaper at Floyd Central High School. Maloney and Loop worked closely with other reporters on the "fight club" story which involved eight drafts before the story was ready for print.

Bagpiper editors, adviser interact to find 'greater good'

By Dennis Cripe, IHSPA executive director

Editors of the Bagpiper at Floyd Central High School knew they had a big story last fall when a student organized a "fight club" that attracted some 60 students at $5 each to a series of off-campus boxing matches.

But these editors had more on their minds than whether the story met traditional news values. They also had to consider "the greater good" and how reporting such a story might impact their school and publications program.

"Ultimately, it's our story. But we work as a staff to maintain a professional level in our work. There are no short cuts," Tara Maloney, Bagpiper co-editor, said of the story that involved multiple sources and eight drafts.

Jim Lang, Bagpiper adviser, trusts his students' instincts and credits his school's supportive administration with helping him create an atmosphere where students earn trust and freedom by applying both a news and ethical standard to their work.

"My kids must justify their decisions within the context of IHSPA's core values. Stories are evaluated against the concepts of truth, courage, integrity and freedom," Lang said.

"That's why we use core values and discuss the greater good. These concepts provide a framework for students to discuss and make ethically sound decisions," Lang explained.

The fight club story would provide an important opportunity for the Bagpiper staff to exercise its sense of ethics and reporting. To do the story well, the staff would need to cultivate a wide variety of sources.

"If there are no pictures or sources, there is no story," said Kristy Hentchel, a reporter on the story who worked closely with sports editor, Eric Bradner. It wasn't long before co-editors Maloney and Chris Loop became involved.

"I think we wrote eight drafts and then we just pieced the final story together from the drafts," Bradner said.

The process of the writing and rewriting resulted in a story that featured comments from a two-time world champion Pankration (wrestling and barehanded punching) fighter; the Floyd County prosecuting attorney; the Indiana State Boxing Commission director; the county zoning and planning commissioner, a personal injury lawyer and students who had planned or participated in the fights.

The fourth issue of the Bagpiper hit the hallways on Dec. 10, 2004.

"One of my main concerns was about student reaction. I knew the type of people involved [in the fight club] and worried about a negative opinion of the Bagpiper. We want people to say we did our jobs," Loop said.

Student reaction to the Page One story titled, "Friday Night Fights," surprised Bagpiper editors.

"I expected them to think: ‘'Oh my gosh, we (newspaper staff) covered this story.' But people didn't seem too surprised. I guess it's the norm," Loop said.

What is not normal is the fact the Bagpiper staff was able to develop the controversial story without fear of interference or censorship on the part of school officials. Such freedom and trust contrasts strongly with censorship problems at a number of Indiana high schools where advisers have been fired or reprimanded recently for reporting "negative" stories.

Loop credits adviser Lang for establishing a system that balances adviser influence with student decisions.

"Our adviser is hands-off. He leaves final decisions up to us but if you're doing a big story, he's there to guide us," Loop said.

Lang is quick to credit Principal John Marsh for his program's rapid development; however, his "hands off" approach does not mean his students print anything they want, Lang points out.

In fact, the fight club story had to survive a series of checks and balances before sources were interviewed and the story would be considered "done."

Reporters first pitched the story idea to editors who in turn collectively presented justification for the story to Lang. All interviews and reporters' notes were tape- recorded; reporters kept journals of their decisions and daily progress and early drafts were then shared with a local attorney.

Once these steps were met, Lang moved away from the process (unless asked for help) so editors could do their jobs. However, when final drafts were submitted, the advising role changed again for Lang who said, "I became the world's worst devil's advocate."

Lang questioned everything from quotes, facts, word choice, balance and even design decisions.

"The kids produced multiple drafts and were revising with me questioning, pushing, and asking for justifications for their decisions right up to the final minute," Lang said.

Lang likes the give and take relationship he has with his staff because in those moments when his students must defend their decisions, "I find some of the best teachable moments.

"That's when they really believe in their publications and themselves," Lang explained. It's during these times his students learn how to use, "ethical, logical reasoning to achieve that greater good for themselves and for their readers."

Once a story passes through the critical re-writing and questioning stages of story development, Lang says there's one more "courtesy" the staff extends especially in controversial stories.

"If the story is likely to generate phone calls, my kids let the principal know a few days prior to publication," Lang said, noting that this 'understanding' indicates the trust and respect that exists between his staff and the administration. The principal has never censored a story or asked that changes be made.

Lang believes the success of his program is a reflection of principal trust. He's convinced that Marsh "honestly likes our students." Further, Lang believes such ties are difficult for administrators to cultivate today because of other requirements that occupy school officials' time.

In addition to strong ties to his administration, Lang believes the key to his advising lies in the ability to step back and allow students to make their own decisions.

"Yes, occasionally students will make mistakes but by having pride in and taking ownership of their publications, students will learn so much more than if content is dictated to them, or if they only are publishing fluff pieces," Lang said.

Lang takes a dim view of censorship because such practices rob students of real learning.

"We are educators first. It is my job to train my students and guide, advise, and teach them. It's my job to teach students how to make their own decisions, and that kind of learning can't take place when administrative censorship occurs," Lang said.

Marsh, a former college newspaper editor, supports Lang's belief that censorship is the antithesis to education and suggests further that students should develop appropriate ways to question all institutions. He believes the student press provides "an excellent place for that kind of education."

"When administrators don't have a relationship of trust with student journalists and advisers, the Hazelwood [1988 Supreme Court Case] threshold becomes a control factor," Marsh explained in an interview last month with Diana Hadley, assistant IHSPA director.

Lang feels any solid journalism program begins with a trained, certified adviser and a beginning journalism course, "where students can learn the master the basics of reporting, writing, design, along with law and ethics."

Lang believes a good program also requires a commitment from administrators and counselors, "to view journalism as one of the best opportunities for students to master communication and leadership skills."

Marsh, a 2002 recipient of IHSPA's "Friend of the High School Press" award, tries to contribute to the development of all students who live in a free society.

"I see my role primarily as a facilitator," Marsh says. "Education's responsibility is to teach democracy. He describes a strong student newspaper as "a learning lab that is an even more dynamic opportunity for students to learn democracy than student council."

Lang adds that any successful program ultimately is a reflection on students.

"They must be willing to spend the time, energy and effort, while seeing their job as student journalists as an integral part of their school community," Lang said.

This commitment is not lost on Lang's students who do not necessarily major in journalism in college. However, editors value the high school publication experiences they've had.

Co-editor Maloney credits her interviews with so many people as her best learning experience. "I also have learned a lot about leadership being co-editor, and I understand more about legal issues," Maloney said. "Running a staff is incredible."

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