This lesson plan teaches journalists how to take a proactive approach to newsgathering by investigating, anticipating, exploring, and exposing stories of significant public interest.
It’s based on the article ‘Proactive journalism‘ which we recommend trainers read before adapting this lesson outline for your own purposes.
Proactive journalism is an approach where journalists anticipate, explore, and expose stories of significant public interest rather than simply reacting to events. This lesson equips trainers with the tools to teach journalists how to set the news agenda by moving beyond surface-level reporting to uncover hidden truths and hold power to account.
Sessions timetable
09:00–10:00 – Session 1: Defining proactive journalism
- Aims: To understand the difference between reactive and proactive reporting and identify the core mindset of a proactive journalist.
- Presentation: Define proactive journalism as an investigative approach focused on public interest. Contrast it with “reactive” journalism (e.g., reporting on a fire or a press release) and explain the importance of integrity in setting the agenda.
- Activity: Give participants three recent reactive headlines. In pairs, they must brainstorm how to turn each into a proactive investigation idea.
- Discussion: Why is it often easier for newsrooms to remain reactive? What are the risks to accuracy when we only follow press releases?
10:00–11:00 – Session 2: Observing and questioning
- Aims: To develop critical thinking skills for examining information and challenging assumptions.
- Presentation: Focus on the first stage of the proactive process. Discuss how to look beyond surface-level facts in official statements. Introduce the need to identify bias in sources.
- Activity: Provide a standard government press release. Participants must list five unanswered questions and three diverse perspectives that are missing from the text.
- Discussion: How does seeking diverse views improve impartiality?
11:00-11:15 – Break
11:15–12:45 – Session 3: Learning and investigating
- Aims: To learn in-depth research strategies and how to validate information.
- Presentation: Detail the investigation stage. Explain the importance of independent data and refusing to report on anything that is not fully understood. Emphasise that fairness requires giving all parties a chance to respond to findings.
- Activity: Participants choose a local issue and create a research plan. They must identify: 1) What they know, 2) What they don’t know, and 3) Three independent sources (not official spokespeople) to verify claims.
- Discussion: What are the dangers of knowledge gaps in a published story?
12:45–13:45 – Lunch
13:45–15:00 – Session 4: Analysing and deducting
- Aims: To systematically evaluate collected evidence and identify patterns.
- Presentation: Show how to connect the dots between disparate pieces of information. Discuss assessing the impact and reach of a story and considering the long-term implications for stakeholders.
- Activity: Provide three seemingly unrelated news snippets from the past month. In groups, participants must try to find a common theme or underlying systemic issue that links them.
- Discussion: How do we ensure our conclusions remain objective and based purely on evidence?
15:00-15:15 – Break
15:15–16:15 – Session 5: Reflecting and collaborating
- Aims: To understand the role of peer review and ethics in strengthening a story.
- Presentation: Explain the reflecting and collaborating stage. Highlight how feedback from editors helps challenge a journalist’s own assumptions. Discuss maintaining privacy and managing offence when reporting challenging news.
- Activity: One participant presents their story idea; the other acts as an editor to poke holes in the logic, questioning source reliability and ethical risks.
- Discussion: Why is collaboration vital for editorial integrity?
16:15–17:00 – Session 6: Contextualising and illuminating
- Aims: To provide the ‘why’ of a story through history and trends.
- Presentation: Discuss how to find the real story by looking at history, trends, and economic factors. Explain how context helps the audience understand the significance of the news.
- Activity: For a current story, participants must research and list three historical events or previous government promises that provide necessary context to the current situation.
- Discussion: How does context empower citizens to make better decisions?
Assignment
The proactive pitch: Identify one local issue that is currently being reported only “reactively” (e.g., a recurring traffic problem, a brief crime report, or a seasonal health issue). Write a 500-word pitch for a proactive investigation. Your pitch must include:
- The underlying cause you intend to explore.
- A list of diverse, non-official sources you will interview to ensure impartiality.
- How you will use data or history to provide context.
Materials needed
- Handouts of the “proactive journalism” article.
- Recent local newspapers or access to news websites.
- Sample press releases for the Session 2 activity.
- Whiteboards or flip-charts for group brainstorming.
Assessment
- Participation: Engagement in group discussions and team exercise.
- Critical Thinking: Ability to identify missing perspectives in press releases.
- Quality of Pitch: The assignment’s ability to demonstrate a shift from reactive to proactive thinking, incorporating ethics and context.
Conclusion
Proactive journalism is the backbone of public service reporting. By following the stages of observing, learning, analysing, reflecting, and contextualising, journalists can move beyond “he-said-she-said” reporting to provide meaningful, in-depth coverage. This approach not only improves the quality of the content but also builds trust with the audience by holding power accountable. This lesson plan provides a structured framework for training journalists in proactive reporting techniques. It is based on the Media Helping Media article: proactive journalism: ensuring issues are fully explored.
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