Students use their stakeholder maps to consider how reporting can better meet their information needs.
This exercise is also available on Google slides.
Learning Goals
Students will learn to deepen their understanding of the stakeholders in their stories and how they might be engaging with and using their reporting.
Note
Note: This activity should be done after students have completed the participated in the Systems Thinking: Stakeholder Mapping exercise. It should also 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 Systems Thinking: Capture, Cluster, and Connect exercise.
Materials
- Sticky notes
- markers
- flip chart paper.
Time
30-45 minutes
Process
Exercise
Step 1:
Explain what this activity will be about: how taking the time to consider both the stakeholders connected to your stories and what their information needs are can deepen your reporting. It can also help you better connect with your community, bringing them into the reporting process in engaging ways.
Step 2:
Have students break back into the small groups they were in for the Stakeholder Mapping exercise and revisit the maps they created. Take a few minutes to add any stakeholders that might be missing.
Step 3:
In their small groups, have them answer these questions for each cluster of stakeholders they’ve developed:
- How are these stakeholders affected by the issue?
- What is their capacity to influence or affect change within the system?
- How could they inform or deepen reporting on the issue?
Step 4:
Having a deep understanding of the role stakeholders play in systems is important. In addition, bringing them into the reporting process can create deep and meaningful relationships between reporters and community.
Thinking about the issue and common coverage of it, have students pick one group of stakeholders and answer the following questions:
- How does typical coverage of this issue resonate with this group?
- What are creative ways this group could receive this information—beyond a print or digital newspaper?
- How can this group be engaged after a story has run? What are some ways of getting feedback from your community?
This step can be done with one group of stakeholders or all, depending on time.
Step 5:
Have the groups come back together and share what they came up with.
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.