MODULE 4: MEDIA ETHICS FOR THE 21ST CENTURY

Table of Contents
MODULE 4: MEDIA ETHICS FOR THE 21ST CENTURY ......................................................................................................1
Module Overview ..........................................................................................................................................................2
Module 4, Task 1 (OPTIONAL): Sharing Information Online Discussion ...................................................................3
Module 4, Task 2a: Interview on Media Message Filters and the Dangers of Sharing Information Online .............4
Module 4, Task 2b: Check for Understanding ...........................................................................................................6
Module 4, Task 3a: Analyzing Media Messages and Their Filters, Part 1 .................................................................6
Module 4, Task 3b: Analyzing Media Messages and Their Filters, Part 2 .................................................................7
Module 4, Task 3c: Check for Understanding .........................................................................................................10
Module 4, Task 4a: Language to Report Information, Part 1 ..................................................................................10
Module 4, Task 4b: Language to Report Information, Part 2..................................................................................11
Module 4, Task 4c: Check for Understanding .........................................................................................................12
Module 4, Task 5 (OPTIONAL): Analyzing Media Messages ...................................................................................12
Module 4, Task 6a: Example Personal Code of Media Ethics .................................................................................15
Module 4, Task 6b (OPTIONAL): Creating a Personal Code of Media Ethics...........................................................16
Module 4, Task 7 (OPTIONAL): Cascading New Knowledge Discussion ..................................................................17
Module 4, Task 8: Module Summary ......................................................................................................................18

© 2024 by Arizona State University. Module 4 Downloadable Packet for the Online Professional
English Network (OPEN), sponsored by the U.S. Department of State with funding provided by the
U.S. government and administered by FHI 360. This work is licensed under the Creative Commons
1
Attribution 4.0 License, except where noted. To view a copy of this license, visit
http://creativecommons.org/licenses/by/4.0/
Module Overview
Welcome to Module 4!
Media Ethics for the 21st Century

In this module, you will learn about the risks of sharing information online. You will also look at how individuals
and organizations decide what information to share online. You will read an example code of ethics for responsible
and ethical online behavior. Then, you will create your own personal code of media ethics. Next, you will read
about analyzing media messages and their filters. In the reading, you will learn about three types of media
message filters and questions you can ask to analyze them. You will also read about language you can use to report
information when you analyze media messages and their filters. You will then practice using that language to
analyze a media message and decide if it is responsible and ethical to share the message. Finally, you will describe
your plans for how you can share the new knowledge you gain in this module with others in your community.

Learning Objectives:

By the end of this module, you will be able to:

• explain the purpose and process of media message filters

• describe the risks of sharing information online
• create a personal code of media ethics
• analyze media messages and their filters
• decide if it is responsible and ethical to share media messages
• cascade new knowledge about media ethics

Course Glossary
We have also created a glossary for you to use as you take the course. In the glossary, you will find words and
definitions that will help you in the course tasks.

You can find the glossary on the Course Glossary page or download a PDF copy of the glossary. Bolded words in
the module are in the glossary.

Below is the schedule for Module 4:

Module 4 Schedule

Task Description Time to Complete

1 OPTIONAL: Post on a Sharing Information Online Discussion 25 minutes

Watch an Interview on Media Message Filters and the Dangers of Sharing
2a 20 minutes
Information Online Video
2b Take a Check for Understanding 25 minutes

3a Read an Analyzing Media Messages and Their Filters Reading, Part 1 15 minutes

3b Read an Analyzing Media Messages and Their Filters Reading, Part 2 25 minutes

3c Take a Check for Understanding 25 minutes

4a Read a Language to Report Information Reading, Part 1 20 minutes

EML21, Module 4, Page 2

 4b Read a Language to Report Information Reading, Part 2 20 minutes

4c Take a Check for Understanding 25 minutes

5 OPTIONAL: Take an Analyzing Media Messages Survey 40 minutes

6a Read an Example Personal Code of Media Ethics 30 minutes

6b OPTIONAL: Post on a Creating a Personal Code of Media Ethics Discussion 25 minutes

7 OPTIONAL: Post on a Cascading New Knowledge Discussion 25 minutes

8 Read a Module Summary 10 minutes

M O D U L E 4 , T AS K 1 ( O P T I O N AL ) : S H AR I N G I N F O R M AT I O N
ONLINE DISCUSSION
Discuss and Share (25 minutes)
This discussion is optional and ungraded.

“Untitled” by Erik Lucatero is licensed under the Pixabay License

Every day we make decisions about what information to share online. When we share a picture on social media or
visit a website, it says something about who we are. But how do we decide what to share or not share with others
online? In other words, how do we choose to filter information about ourselves?

Let’s reflect on what we share online.

Instructions

1. Answer the following questions in a discussion post:

o What kind of websites do you like to visit? What do you do on those websites?
o How do you filter what people learn about you online? In other words, how do you decide what
to share or not to share with others online?
▪ What is 1 example of information you share online?

EML21, Module 4, Page 3

 ▪ What is 1 example of information you do not share online?
o Why do you filter that information?
1. Write 4-8 sentences and post them to the discussion.
2. Reply to 1 (or more) of your peers' discussion posts. When you reply to a peer, please be respectful of
their ideas. OPEN is an inclusive and welcoming community. In 1-2 sentences:
o Write about something your peer does to filter what people learn about them online. Do you do
it also? Why or why not?

Below is an example:

I enjoy social media and online shopping websites. I share photos and videos on social media. I buy a lot of things
on shopping websites. I also post on social media about exercise and share when I complete a workout. I like
sharing this information because I’m proud of being healthy. One example of information I do not share online is
my birthdate. I like to keep this information private and protect my identity.

M O D U L E 4 , T AS K 2 A: I N T E R V I E W O N M E D I A M E S S AG E
F I L T E R S AN D T H E D AN G E R S O F S H AR I N G I N F O R M AT I O N
ONLINE
Watch a Video (20 minutes)
Now let’s watch an interview with Dr. Kristy Roschke1, a media studies professor. Dr. Roschke will discuss media
message filters and the possible dangers of sharing information online.

Before you watch, reflect on the following questions:

1. What can people learn about you from your online activity?
2. How does your online activity affect the content you see on websites?
3. What are possible dangers of sharing information online?

1
Dr. Kristy Roschke is Director of the News Co/Lab at Arizona State University’s Walter Cronkite School of
Journalism & Mass Communication.

Interview on Media Message Filters and the Dangers of Sharing Information

Online – Video Transcript

Ida Sanchez: Welcome to Media Talks. I’m Ida Sanchez and today I’ll be speaking with Dr. Kristy Roschke, Director
of the News Co/Lab at ASU’s Walter Cronkite School of Journalism and Mass Communication.

Dr. Roschke: Hello Ida. I’m happy to be here today.

Ida Sanchez: Thanks for coming. Today we’re going to talk about how media message filters affect what
information we see online. We will also discuss the possible dangers of sharing information online. First of all, Dr.
Roschke, what are media message filters and how do they work?

Dr. Roschke: Sure. There are different types of media message filters. These filters include algorithms, or sets of
instructions, in a website’s code. They decide what content we see on the website. For example, filters on social
media platforms look at the content we’ve viewed before. Then they recommend more content that is similar. So,
if you’ve liked cute cat videos in the past — they notice! The filters will show you more cat videos in the future.

EML21, Module 4, Page 4

Ida Sanchez: That’s true! I’m always seeing the same kinds of videos on social media. But how do media companies
decide what information to filter?

Dr. Roschke: Well, many decisions go into creating media message filters. News organizations filter information
based on how important it is to a large audience. But they also filter based on what you’ve viewed before. So, what
you see when you visit a news website is a mix of news that is important to many people, and news that is
important to you.

Social media platforms design filters to keep us on the platform longer. That’s how they make money. They also
filter based on what you’ve viewed before. But, they are not as interested in filtering information that is important
for many people to know. Instead, social media platforms filter media messages that entertain you and keep you
clicking on more.

Ida Sanchez: That’s very interesting. Now, you mentioned how websites are always collecting data about us. What
are some possible dangers of sharing information online?

Dr. Roschke: That’s a great question. Sharing information online is a part of living in our digital world. We have to
share some information, like our name and email address, to use many websites. But it can be dangerous to share
too much personal information or share information with apps or websites you don’t know. When we share
personal information online, we can’t always control who sees it and how they will use it.

Ida Sanchez: Could you give an example that shows the dangers of sharing information online?

Dr. Roschke: Yes. For example, the number of fake sellers is increasing on social media platforms. It is easy to set
up a fake profile to show items that seem to be too good to be true — because they are! These fake sellers trick
you into buying a product that doesn’t exist, and then they keep your money. By sharing payment information, you
not only give them your money, but also personal information that the fake seller can use again.

Ida Sanchez: How can we protect ourselves and other people when sharing information online?

Dr. Roschke: We can protect ourselves by being careful about what we share. First, change your privacy settings on
social media to share only limited information with people you choose. Don’t share personal information with
anyone you don’t know. Don’t share your birthday, address, or personal identification number unless you must.
Don’t reuse passwords. Turn off location services for most websites and apps. For apps that need your location, like
Maps, keep them on only when using the app.

Most importantly, to protect yourself and others, act responsibly and ethically. One way to act responsibly and
ethically is to make your own personal code of media ethics. The information you share online can affect many
people. Use your own personal code of media ethics to make sure the information you share is more helpful than
harmful.

Ida Sanchez: Well, that’s all the time we have. Dr. Roschke, thank you so much for joining us today.

Dr. Roschke: Thank you for having me too.

Ida Sanchez: And thank you all for watching. See you next time!

Reference

Roschke. K. (2023, November 3). Interview with Kristy Roschke [Interview].

EML21, Module 4, Page 5

M O D U L E 4 , T AS K 2 B : C H E C K F O R U N D E R S T AN D I N G
Check for Understanding (25 minutes)

Now you will take a quiz about the video.

You can take the quiz multiple times. Your highest score will be used as your grade. To pass the quiz, you need to
answer at least 4 questions correctly.

<<This quiz can only be taken online>>

M O D U L E 4 , T AS K 3 A: A N AL Y Z I N G M E D I A M E S S A G E S AN D
T H E I R F I L T E R S , P AR T 1
Read About Analyzing Media Messages and Their Filters, Part 1 (15 minutes)

A media message filter is a person, process, or tool that decides what messages people see on a website. There
are different types of media message filters. Types of media message filters include the author, economics, and
sources. In this reading, you will learn how to analyze a media message and its filters.

Before you read, reflect on the following questions:

1. Why do you think the author is a type of media message filter?

2. What do you do if you think information is missing from a media message?
3. How do you decide if you should or should not share a media message?

Imagine there was a fire in our community. The next day we see a post from a news organization about the fire on
the social media platform Z.com.

The post says CAPITAL CITY: A large fire destroyed an apartment building in the city center on Tuesday morning.
The building manager reported strange people leaving the scene of the fire. People who live in the buildings say the
electrical system had many problems. Police and fire department state that the investigation is continuing.

EML21, Module 4, Page 6

 "Example Media Message" by Arizona State University is licensed under CC BY 4.0

In the next part of the reading, you will ask questions about the media message filters: author, economics, and
sources, to analyze this media message.

M O D U L E 4 , T AS K 3 B : A N AL Y Z I N G M E D I A M E S S A G E S AN D
T H E I R F I L T E R S , P AR T 2
Read About Analyzing Media Messages and Their Filters, Part 2 (25 minutes)

In the first part of the reading, you read an example social media post about a fire in our community.

To analyze this media message, ask questions about the media message filters: author, economics, and sources.

EML21, Module 4, Page 7

 "Example Media Message" by Arizona State University is licensed under CC BY 4.0

Author

The first filter is the author. The author is a filter because they make decisions about what information is important
to include in the message. The author’s background (for example, their education and work experience) can affect
these decisions. The author's purpose, or the reason why the author is writing the message, can also affect these
decisions.

Answer the questions about the author’s background and purpose:

• Who made the message?
• What is the author’s background?
• Why was the message made?

Read laterally about the author. To read laterally means to leave the source and open a new search window.
Search for information about the author’s background. For example, are they a professional journalist or a
community member?

Think about why the message was made to identify the author’s purpose. For example, to persuade us to agree
with a point of view, to inform us because it is important to know, or to entertain us to keep us engaged on their
site?

In the example, Ahmed Rashid is the author of the message. We open a new search window and search for Ahmed
Rashid. We find that he is a reporter for Capital City News. He has been a reporter for 15 years. He has written
many stories about local events and issues. For this message, the author’s purpose is to inform the community
about the fire.

Economics

EML21, Module 4, Page 8

The next filter is economics, or the way money affects businesses. Economics are a filter because media owners
and advertisers make business decisions that affect which messages we see and what information is included in
the messages.

Answer the questions about the media owners and advertisers:

• Who paid for the media message?
• Who makes money from the message?

Think about who paid for the message to be written and who owns the website or platform where we see the
message. Read laterally about the companies or organizations that paid for the message. Look at the ads around
the message. Read laterally about the advertisers.

In the example about the fire, the news organization, Capital City News, paid for the message. When we search for
information about Capital City News, we see that it is owned by Capital City Corporation (CCC). The message is
posted on the social media platform, Z.com. When we search for information about Z.com, we learn that CCC is
the biggest advertiser on the platform. CCC also owns Capital City Supermarket, the ad that is below the news
story.

Sources

The third filter is sources, or someone or something that gives information. Sources are a filter because the
sources of information affect what information reaches or does not reach the public.

Answer the questions about the sources:

• Who are the sources of information in the media message?
• What information is missing?
• Have outside authorities affected the information?

Look at the media message and identify the sources of information. Read laterally about the sources. Think about
any information that we still want to know. Think about any outside authorities who have the power to make
decisions, for example, the police, a company, or government officials. Read laterally about these authorities and
decide if they affected the information.

In the fire example, the sources of information are the apartment building manager, people who live in the
building, and the police and fire department. We search for information about these sources. We learn that the
building manager works for the owner of the building, Capital City Corporation (CCC). Information about CCC is
missing from the media message. We begin to think that CCC has affected the information.

Should we share the message?

Our final step is to decide if it is ethical and responsible to share the media message. Think about the filters
(author, economics, and sources) and our answers to the questions. Use the answers to decide if the media
message is accurate and based on reliable sources.

In the example media message about the apartment building fire, we have learned about the author of the
message. The author works for Capital City News, which is owned by Capital City Corporation (CCC). We also read
laterally about the companies who have paid for and make money from the message, which include CCC. We have
also analyzed the sources of the information in the message. We decide that CCC is an authority that has filtered
the information. As a result, the media message does not present all the information about the fire. We decide not
to share the message and to look for better sources of information.

EML21, Module 4, Page 9

In the Module 4, Task 4a reading, you will learn about language we use to report information while analyzing a
media message and its filters. Then in the Module 4, Task 5 survey, you will analyze a media message and decide if
it is responsible and ethical to share the message.

Reference

National Association for Media Literacy Education. (2023). Key questions to ask when analyzing media
experiences. https://namle.net/wp-content/uploads/2023/05/NAMLE-Key-Qs-Update-2023.pdf.

M O D U L E 4 , T AS K 3 C : C H E C K F O R U N D E R S T AN D I N G
Check for Understanding (25 minutes)

Now you will take a quiz about the Module 4, Task 4a Analyzing Media Messages and Their Filters, Part 1 reading
and the Module 4, Task 4a Analyzing Media Messages and Their Filters, Part 2 reading.

You can take the quiz multiple times. Your highest score will be used as your grade. To pass the quiz, you need to
get 4 out of 5 points.

<<This quiz can only be taken online>>

M O D U L E 4 , T AS K 4 A: L AN G U AG E T O R E P O R T I N F O R M AT I O N ,
P AR T 1
Read About Language to Report Information, Part 1 (20 minutes)

In the Module 4, Task 4a reading, you saw examples of noun clauses. Read the following sentences from the
reading. Notice the bolded noun clauses in the sentences.

We find that he is a reporter for Capital City News.

We learn that CCC is the biggest advertiser on the platform.

Noun clauses are a typical structure that we use to report information. When we analyze media messages and
their filters, we often report information that we have learned from reading laterally. We can then use noun
clauses to report that information.

What are noun clauses?

A clause is a group of words that has a subject and a verb. Look at the example below. Notice that begins the
clause and the subject he and the verb is come after that in the clause.

EML21, Module 4, Page 10

A noun clause is a clause that acts like a noun in a sentence. Look at the two examples below. Notice information is
a noun in the first sentence. Notice the noun clause in the second example. The noun clause acts as a noun in the
second sentence like information in the first sentence.

When reporting information, the noun clause is often the object in the sentence. Look at the example again.
Notice that the noun clause is the object in the sentence. The noun clause comes after the main subject We and
the main verb find in the sentence.

In the next part of the reading, we will look at how we use noun clauses.

M O D U L E 4 , T AS K 4 B : L AN G U AG E T O R E P O R T I N F O R M AT I O N ,
P AR T 2
Read About Language to Report Information, Part 2 (20 minutes)
In the first part of the reading, we learned what noun clauses are. Now let's take a look at how to use them.

How do we use noun clauses?

To report information, use noun clauses after the main verb in the sentence. There are common verbs for
reporting information. Below are some example sentences from the reading. Notice the form of each example
sentence: main subject + main verb + noun clause.

Common Verbs for Reporting Information

Verbs Example Sentences
think We think that Capital City Corporation (CCC) has affected the information.
find We find that he is a reporter for Capital City News.
see We see that it is owned by CCC.
learn We learn that CCC is the biggest advertiser on the platform.

In the examples above, the noun clauses begin with that. Sometimes that is not used. We do not often use that in
informal writing and in speech.

Below are some examples.

• We think Capital City Corporation (CCC) has affected the information.

EML21, Module 4, Page 11

 • We see it is owned by CCC.

Remember to use a noun clause after a main subject and a main verb in a sentence to report information. Below
are other common verbs we use to report information. Read the example sentences with noun clauses.

Noun Clause Examples

Verbs Example Sentences
agree The other sources agree that the electrical system had many problems.
believe I believe CCC filtered the message.
decide We decide that CCC is an authority that has filtered the information.
discover We discover that the author works for CCC.
explain The building manager explained that strange people were near the apartment building.
know I now know that CCC is the largest advertiser on Z.com.
notice I noticed that certain information was missing from the news story.
read I read the author is an experienced journalist.
say Police and fire department say that the investigation is continuing.

To sum up, we can use noun clauses when we analyze media messages and their filters. These clauses help you to
report information. In Module 4, Task 6 discussion, you will practice using noun clauses and analyze a media
message.

Reference

Krause, T. (2023). Grammar: Noun clauses. In Coalescence: Integrated grammar and composition for upper-level
ESOL students of writing. Open Oregon Educational Resources.
https://openoregon.pressbooks.pub/coalescence/chapter/grammar-noun-clauses/Links to an external site.

M O D U L E 4 , T AS K 4 C : C H E C K F O R U N D E R S T AN D I N G
Check for Understanding (25 minutes)
Now you will take a quiz about the Module 4, Task 5a Language to Report Information, Part 1 reading and
the Module 4, Task 5a Language to Report Information, Part 2 reading.

You can take the quiz multiple times. Your highest score will be used as your grade. To pass the quiz, you need to
get 4 out of 5 points.

<<This quiz can only be taken online>>

M O D U L E 4 , T AS K 5 ( O P T I O N AL ) : AN AL Y Z I N G M E D I A
M E S S AG E S
Take a Survey (40 minutes)
This assignment is optional. It will not be graded. You will not receive personalized feedback. You do not need to
complete this task to receive your badge and digital certificate.

Now it’s your turn to practice what you have learned. In this survey, you will analyze a media message and the
media message filters (author, economics, sources). You will then decide if it is responsible and ethical to share the
message with others.

Instructions

EML21, Module 4, Page 12

 1. Find a media message from a website or platform online.
2. Answer the questions to analyze the media message and its filters.
• Use some of the noun clauses from Module 4, Task 5a Language to Report Information in your
answers.

After you take the survey, you can evaluate your own answers and take the survey again. You can take the survey
multiple times. You will not receive individual feedback on your responses.
If you cannot find a post on social media, use the Example Media Message and Additional Sources below to
complete the task.
<<This survey can only be taken online>>

Example Media Message and Additional Sources

Example Media Message

Top 5 Tips to Manage Your Time

Victor Vyborny
Today, we're going to talk about how to manage your time better. According to the American Psychological
Association, more than 20% of people waste more than one hour every day. Stop wasting your time! Here are five
easy tips to help you manage your time.

“Work management time management” by Shiymirthyu is licensed under the Pixabay License

1. Make a Plan for Your Day.

• Start by making a list of things you need to do. Put the most important thing at the top. This
helps you see what you need to do first.
2. Set Clear Goals.
• Know what you want to achieve. If you are finishing a project or learning something new, have
clear goals. They will help you stay focused and not waste your time.
3. Take Breaks.
• Taking short breaks can help you be more productive. After working for a while, rest for 5-10
minutes. This helps your brain relax and get ready for more work.
4. Focus.
• Turn off your phone or stay away from social media while working. These activities can take a lot
of time without you realizing it.
5. Learn to Say No.
• Sometimes, we say yes too much. It's okay to say no to things that don't fit into your schedule or
aren't important. This way, you can focus on what really matters.
There are many technology tools that can help you manage your time. The TimeSaver app can help you plan your
day, set clear goals, schedule breaks, and focus. Remember, managing time well is a skill that takes practice. Keep
trying these tips, and you'll see a big difference in how you use your time. EML21, Module 4, Page 13
Good luck!
Source 1: Article About Victor Vyborny
Below is part of an article about owners of popular apps. Read this part about Victor Vyborny.

Victor Vyborny

“Entrepreneurship” by Sir hennihau is licensed under the Pixabay License

Victor Vyborny owns the company that made TimeSaver. The TimeSaver app is a popular app that helps
people manage their time. TimeSaver is used in many countries around the world. The company currently
makes $53.5 million each year.

Source 2: Research Article Summary

Below is a summary of a research article from the American Psychological Association about people not managing
their time well.

Article Summary
The article is about why people wait until the last minute to do important tasks. It talks with Dr. Joseph
Ferrari, an expert on managing time. He says 20% of people waste at least one hour per day.

Dr. Ferrari says technology, like phones and computers, can waste more time. However, we can use them
to help us save time. People who waste too much time might have other problems, like not being able to
focus.

Dr. Ferrari suggests that society should help people who save time. For example, giving rewards to people
who finish tasks early. It's important to plan and then act. Dr. Ferrari believes we should manage our time
to enjoy life more.

References
(The content in these references is copyrighted, and cannot be adapted, or distributed after the end of this course. It is not Public or Creative
Commons-licensed, and therefore not for public use.)

Hamilton, A. (2010). Psychology of procrastination: Why people put off important tasks until the last minute. American Psychological
Association. https://www.apa.org/news/press/releases/2010/04/procrastination

EML21, Module 4, Page 14

M O D U L E 4 , T AS K 6 A: E X AM P L E P E R S O N AL C O D E O F M E D I A
ETHICS
Read An Example Code of Media Ethics (30 minutes)

"Code of Ethics" by Arizona State University is licensed under CC BY 4.0

In the Module 4, Task 3 Analyzing Media Messages and Their Filters reading, you learned how to analyze media
messages and their filters. Analyzing media messages and their filters helps you decide if it is responsible and
ethical to share media messages. You can also create a personal code of ethics to help you decide if it is
responsible and ethical to share media messages. A code of ethics is a set of guidelines that describes correct,
moral behavior.

Responsible and ethical media messages promote safety and understanding. Unethical media messages can
create misunderstanding and even put people in danger. In the past, journalists at newspapers and other media
platforms had the power to create and spread media messages, but normal people did not. In the 20th century,
journalists worked together to write professional codes of ethics. The journalists wrote their codes of ethics to
make the world a safer place with their media messages.

In the 21st century digital age, all people have the power to create media messages. You can make the world safer
with ethical media messages, or more dangerous with unethical media messages. You can also follow your own
personal code of ethics for responsible and ethical online behavior.

Read the example personal code of media ethics below.

Example Personal Code of Media Ethics

1. I will be accurate and fair. This means that I will:
• tell the complete truth when sharing information;
• check facts by reading laterally before sharing news and information;
• learn both sides of a story before forming an opinion.
2. I will be careful with sources. This means that I will:
• use reliable sources when sharing information;
• not spread rumors or news that has not been confirmed;
• give credit to the original source of information I share.
3. I will respect others. This means that I will:
• be respectful and kind in my online communications;
• not share photos or personal information about someone without their permission;
• not say hurtful or harmful things about others online.
4. I will be accountable. This means that I will:
• admit and correct my mistakes;
• be open to other people’s opinions and criticism;

EML21, Module 4, Page 15

 • think about how my words and actions can affect others.

Creating and following our own personal code of media ethics gives us the power to be honest, respectful, and
responsible digital citizens. Use the example to help you to create your own personal code of ethics in Task 6b.

References

(The content in the references is copyrighted and cannot be adapted or distributed after the end of this course. It
is not Public or Creative Commons-licensed, and therefore not for public use.)

Fourth Estate. (2024). The journalism code of practice. https://journalismcodeofpractice.org/

Society of Professional Journalists. (2014, Sept. 6). SPJ code of ethics. https://www.spj.org/ethicscode.asp

M O D U L E 4 , T AS K 6 B ( O P T I O N AL ) : C R E AT I N G A P E R S O N AL
CODE OF MEDIA ETHICS
Discuss and Share (25 minutes)
This discussion is optional and ungraded.

"checklist businesswoman" by Mohamed Hassan is licensed under Pixabay License

In Module 4, Task 6a, you read the Example Personal Code of Media Ethics. You can add guidelines to this example
to create your own personal code of media ethics. Following your own code of ethics will help you decide what is
responsible and ethical online behavior.

Let’s add new guidelines to the Example Personal Code of Media Ethics. Let’s also discuss how we will follow our
personal code of media ethics.

Instructions

1. Study the Example Personal Code of Media Ethics.

2. Answer the following questions in a discussion post:
• How will you follow 1-2 guidelines from the Example Personal Code of Media Ethics?
• What are 1-2 new guidelines that you would like to add to the Example Personal Code of Media
Ethics?
• How will you follow these new guidelines in your own life?
3. Write 4-8 sentences and post them to the discussion.

EML21, Module 4, Page 16

 4. Reply to 1 (or more) of your peers' discussion posts. When you reply to a peer, please be respectful of
their ideas. OPEN is an inclusive and welcoming community. In 1-2 sentences:
• Write about one of the guidelines your peer added. How would you follow this guideline in your
own life?

Below is an example:

I will follow the example guideline: “I will use reliable sources when sharing information”. Before I post or share
information online, I will read laterally about the source. If it looks good, I will mention the source in my post. That
way, people can trust me as a reliable source of information. One new guideline I will add is “I will click carefully.” I
know that social information systems are always collecting information about me. If a photo, video, or headline
gets my attention, I will think before I click on it.

M O D U L E 4 , T AS K 7 ( O P T I O N AL ) : C AS C AD I N G N E W
K N O W L E D G E D IS C U S S I O N
Discuss and Share (25 minutes)
This discussion is optional and ungraded.

"Feedback" by Tumisu is licensed under Pixabay License

In this module, we have learned how to:

• describe the risks of sharing information online

• create a personal code of media ethics
• analyze media messages and their filters
• decide when to share the media messages

With all of this new knowledge, it is important to cascade or share it. When you cascade knowledge, it increases
the impact of the course and doubles your learning!

Let’s plan on how you can cascade what you have learned from Module 4.

Instructions

1. Answer the following questions in a discussion post:

• What are 2-3 takeaways, or the most important things you have learned, that you want to share?
• Who will you cascade this new knowledge with?

EML21, Module 4, Page 17

 • How will you cascade this new knowledge with them? In other words, will you meet in person
with them or online? Will you show them information from the module? Will you send
information through social media?
2. Write 4-8 sentences and post them to the discussion.
3. Reply to 1 (or more) of your peers' discussion posts. When you reply to a peer, please be respectful of
their ideas. OPEN is an inclusive and welcoming community.
• Choose one of your peer's takeaways.
• In 2-3 sentences, write about why you will share that same takeaway.

Below is an example:

The first takeaway that I want to share is the personal code of media ethics that I created. I also want to share the
media message filter questions. Those questions can really help you to see how the filters affect a message. I want
to send the code of media ethics and the questions to a friend. My friend constantly shares media messages on
social media and doesn’t think about why she should not post everything! I will explain to her what the code and
the questions are. I will then ask her to create her own code of media ethics. I will tell her to use it and the questions
to analyze some of the media messages she wants to share. She will hopefully be more careful about what she
shares.

M O D U L E 4 , T AS K 8: M O D U L E S U M M AR Y
Read a Summary of Module 4 (10 minutes)

Module 4 Key Words by Arizona State University is licensed under CC BY 4.0

In this module, we explored media message filters and the risks of sharing information online. We learned about
how following a personal code of media ethics helps us to protect ourselves and others. We created our own
personal code of ethics and described how we will be responsible digital citizens. We also read about analyzing
media messages and their author, economics, and sources filters. We need to analyze media messages to help us
decide if it is responsible and ethical to share them. Then we learned about language to report information and
practiced using this language to analyze a media message and decide if we should share the message. Lastly, we
described how we will cascade our new knowledge and share what we learned about media ethics.

The next module will explore how to build safe, respectful, and welcoming online communities. You will create
your final action plan for how you will use and share what you have learned in the course.

Congratulations on completing Module 4! Remember to cascade your new knowledge and share what you have
learned in this module with others in your community.

EML21, Module 4, Page 18