Students identify stakeholders in their story, map out the connections between them, and explore the underlying power structures.
This exercise is also available on Google slides.
Learning Goals
Students will learn to think about the different stakeholders in their stories and understand how they are connected.
Note
This activity should ideally be done after students have completed initial research or reporting on a story idea. It works particularly well when students are working together on a group reporting project and have completed the Capture, Cluster, Connect exercise. At minimum, they should have a well thought out topic to focus on.
Materials
- Sticky notes
- markers
Time
35-40 minutes
Process
Exercise
Step 1:
Explain what this activity will be about: how careful consideration of the stakeholders in your story will deepen your reporting and help you identify diverse and unexpected sources. It can also reveal the underlying power dynamics in a system and highlight opportunities for change.
Step 2:
Have students break into small groups (two to four students per group). If they are not working collaboratively on a group reporting project, have each group select one story idea to focus on for this exercise.
Step 3:
Have students answer the following questions about their story idea. Each student should come up with two to three answers per question, and write each answer on a sticky note.
- Who is most affected by this issue, whether positively or negatively?
- Who is directly contributing or doing work on this issue?
- Who is a power broker on this issue?
- Who is affected by this issue in an indirect way?
Step 4:
Have the group put their sticky notes on a wall, board, or chart paper.
Step 5:
Have each group work together to cluster similar sticky notes, noticing the patterns and connections.
Step 6:
Have each group share their clusters with the whole class.
Step 7:
After each group shares, ask volunteers from the rest of the class to suggest one more stakeholder for each question. Encourage them to think beyond the “usual suspects” and get creative.
Step 8:
Have each group compile a source list for their story based on their maps.
Step 9:
Discuss: These maps should help illuminate the way power moves in the system. Are there connections or patterns that you didn’t see before? Are there any surprises? Have any new angles or story ideas emerged?
Have questions? Feedback?
We’d love to hear about your experience using these activities in your classroom, get your thoughts on what we could improve. Email us at resources@journalismdesign.com or fill out this form.