Journalism is about far more than simply gathering information then passing it on. An essential part of the editorial process is to add context in order to offer a deeper understanding.
This workshop is presented in two formats, both using the same source material from Media Helping Media. The first is a two-hour workshop designed for those who are already familiar with the topic but who would like to deepen their understanding. The second is a four-hour, half-day workshop for those who are new to the topic.
Trainers are invited to select the format that best meets the needs of those they are training. The source material for this workshop, which focuses on writing style and journalistic discipline, is Fact-checking and adding context.
Workshop outline 1: Two-hour session
(For trainees familiar with the topic)
09:00–10:00 – Session 1: Verifying claims: the four tests
- Aims:
- To define and differentiate between a journalistic ‘fact’ and an untested ‘claim’.
- To review and apply the essential tests for source verification and fact-checking.
- To reinforce the ethical duty of accuracy and source credibility.
- Presentation:
- Trainer explains that journalism is about far more than simply gathering information; it is about examining everything to ensure it is factual. Define ‘fact’ (something known or proved to be true, distinct from interpretation) and ‘claim’ (untested assertion).
- Present the first three tests for evaluating claims: 1. Is the source credible? (Check their motive and background). 2. Has it happened? (Check chronology and archives). 3. Where is the evidence? (Seek a second, independent source).
- Emphasise that applying these tests is a professional and ethical requirement.
- Activity:
- Trainees work in pairs. The trainer provides two short, fictional ‘claims’ with minimal supporting evidence.
- Trainees must draft a quick, practical verification plan for each claim, detailing the steps they would take for source research and evidence verification. This should include checking their own news organisation’s archive.
- Discussion:
- Group discussion on the long-term damage of publishing unchecked claims. Discuss how an investigation into a false claim may still yield a news story (e.g., revealing a political or social conflict).
10:00–10:45 – Session 2: The power of context and advanced verification
- Aims:
- To apply the fourth test: What is the context? and understand its role in enhancing audience understanding.
- To explore the complexity of ‘truth’ and the need for fairness in presenting multiple interpretations.
- To introduce lateral reading as a crucial skill for source evaluation in the digital age.
- Presentation:
- Trainer defines ‘context’ (“the circumstances that form the setting for an event… and in terms of which it can be fully understood”).
- Discuss the fourth test: What is the context? Explain that adding data, statistics, and historical background is necessary to ‘paint the bigger picture’.
- Explore lateral reading (explaining it as checking a source’s credibility by opening multiple tabs in a browser) and checking for a source’s potential bias or agenda.
- Activity:
- Trainees are given a factually correct but context-poor news report (e.g., a simple statistic). Trainees must then re-write the report, incorporating pre-provided economic, political, and historical context points to make the story fully understandable.
- Trainees briefly discuss using tools like whois to check website validity.
- Discussion:
- Group discussion on the ‘how’ question: How did this event happen? and how understanding processes and mechanisms is a vital part of context. Discuss the need to challenge dominant narratives by providing context that includes marginalised perspectives (context and power).
10:45–11:00 – Assignment – details at the bottom of the page.
Workshop outline 2: Four-hour session
(For trainees new to the topic)
09:00–10:00 – Session 1: The foundation of fact-based journalism
- Aims:
- To understand the core responsibility of a journalist: ensuring all information is factual.
- To clearly define and distinguish between a ‘fact’ and a ‘claim’.
- To introduce the first two tests for source credibility.
- To emphasise journalistic integrity in the editorial process.
- Presentation:
- Trainer establishes the public service role of journalism. Explain that once a story is public, it may be referenced and quoted, meaning if it is untrue, lasting damage will be done.
- Define ‘fact’ as something “known or proved to be true” and a ‘claim’ as information that has not yet been fully tested.
- Present the first two tests: 1. Is the source credible? (Research their background, connections, and motive). 2. Has it happened? (Check if there could be a simple explanation; check history and chronology).
- Activity:
- Trainees are given a short, breaking news scenario where a source is making an extraordinary claim.
- Source credibility mapping: Trainees map out three specific ways they would check the source’s credibility (e.g., checking a public register, searching social media, asking colleagues).
- Discussion:
- Group discussion on the importance of verifying the date of information, especially in rapidly evolving situations, and ensuring the ongoing validity of information.
10:00–11:00 – Session 2: Evidence, verification, and collaboration
- Aims:
- To master the third test: finding supporting evidence.
- To develop the skill of seeking a second, independent source, promoting impartiality.
- To understand fact checking as a collaborative, newsroom-wide process.
- Presentation:
- Trainer presents the third test: Where is the evidence? Emphasise that this evidence must be tested.
- Explain the golden rule: Seek out a second, independent, and trusted source. This is key to maintaining professional impartiality.
- Introduce techniques for the digital age: using a reverse image search (explaining what it is) to verify the authenticity of pictures, and using lateral reading to verify statistics and claims.
- Discuss the importance of fostering a culture of collaborative fact-checking in the newsroom (dedicated teams, collaborative editing).
- Activity:
- Trainees are given a news report containing a statistic or image.
- Reverse-check exercise: Trainees must work in groups to identify how they would check the original source of the statistic or verify the image’s authenticity. They must plan who else in the newsroom they would ask for a second opinion.
- Discussion:
- Group discussion on the difference between fact-checking to confirm a claim and fact-checking to uncover an underlying truth.
11:00-11:15 – Break
11:15–12:45 – Session 3: Adding context and ethical considerations
- Aims:
- Presentation:
- Trainer presents the fourth test, using the dictionary definition of ‘context’ to explain the goal: to enhance audience understanding. Context involves setting out the background, chronology of events, and character profiles.
- Review the four types of context: economic (e.g., historical unemployment data), political (e.g., policy history and motivation), social (e.g., factors contributing to crime), and historical (e.g., background to a protest).
- Discuss the ethics of context, highlighting that a story can be factually accurate but still misleading if the framing is wrong. Explain that journalists must resist manipulation from groups trying to bias their reporting, maintaining integrity. Stress the need for sensitivity to offence when reporting challenging news.
- Activity:
- Context writing: Trainees are given a short, breaking news story. They must take one of the four context types (historical, economic, political, or social) and write a short, informative paragraph that provides that context for the audience.
- Ethical case study: Trainer presents a scenario where adding crucial historical context might involve discussing a past social trauma. Trainees discuss the balance between the public’s right to know and the ethical requirement to show respect for privacy and avoid causing undue offence.
- Discussion:
- Group discussion on how understanding the business model of misinformation (economic incentives for sensational stories) is crucial for combating it.
12:45–13:00 – Assignment: Contextualising a claim (both workshops)
Participants are to find a news story or social media post from the last 48 hours that contains a strong ‘claim’ or a surprising fact.
- Verification: Use the first three tests (source credibility, occurrence, evidence) to attempt to verify the information. Document the steps taken (e.g., what sources were checked, what tools were used, what was the result).
- Contextualisation: Identify the primary type of context (historical, economic, political, or social) that is missing from the original story. Write a 150-word piece designed to accompany the original story that provides this essential context, ensuring the original claim is now fully understood.
- Reflection: Write a short reflection on the process, explaining any ethics issues encountered (e.g., concerns about bias, fairness, or the potential for offence) and how they were handled.
Materials needed for the workshop
(Both workshops)
- Handouts summarising interview types and essentials.
- Example interview transcripts.
- Research resources (internet or printouts).
- Recording devices (optional, for mock interviews).
Assessment
(Both workshops)
- Participation in discussions and activities.
- Quality of drafted questions and peer feedback.
- Performance in mock interviews and reflection.
Conclusion
This workshop has provided a comprehensive, practical framework for applying journalistic discipline to information gathering. By learning to differentiate between a ‘fact’ and an untested ‘claim’, and by systematically applying the four core tests – source credibility, occurrence, evidence, and context – trainees are equipped to produce reporting that not only meets high standards of accuracy but also ensures maximum audience understanding. This disciplined approach is essential for maintaining integrity and upholding journalism as a vital public service. The source material for this training can be reviewed further here: Fact-checking and adding context.
