Napoli, Philip M. “Connecting Journalism and Public Policy: New Concerns and Continuing Challenges," Digital Journalism, 2020, vol. 8, no. 6, pages 691-703.
Summary and Review
Author Philip Napoli's research was spurred by concerns about digital platforms' gatekeeping and effect on free speech. Napoli explains that experts in free speech and technology agree almost unanimously that digital platforms exert excessive control over what content spreads; how, when, and where it spreads; and who consumes it (692). Studies show that some, though not all, problems related to excessive control over content can be attributed to platforms' algorithms, which don’t always distinguish effectively between accurate and inaccurate information (692).
Napoli discusses potential solutions to problems in existing platform regulation legislation, including Section 230 of the Communications Decency Act of 1996, which gives internet service providers "substantial immunity from liability for third-party content that they host/disseminate; while at the same time preserving for these service providers the right to curate/edit content as they see fit" (696). Napoli then describes in detail why and how Congress created Section 230. He does not speculate about its future existence.
Lesson Plan: Journalism in a Digital Democratic Society Discussion
Optional Assessment Activity: Complete the activity below before introducing students to Napoli's article and use the Critical Thinking, Information Literacy, and Media Literacy rubric as a "pre-test" to establish a baseline. Then, repeat the activity after introducing students to Napoli's article.
After assigning Napoli's article, bring to class the First Amendment to the U.S. Constitution. Project the Amendment or hand out copies. Have the class read it aloud. Then, facilitate a discussion using these questions:
Are there any aspects of modern journalism that the First Amendment doesn't address? What are they? How could policy, regulation, or practice address them?
Should new journalism policies or practices still be based on the First Amendment, which was written long before digital journalism existed? Why or why not?
Why do you think the Constitution's authors made laws for free press part of the First Amendment when they were creating a new democratic country?
What role does or should journalism play in a democratic society?
Does digital journalism's role in a democratic society differ from traditional journalism's? Why or why not?
What problems might be created by leaders, such as presidents, limiting press access to information out of a desire to prevent disinformation (Napoli 693)?
Evaluation of Discussion Participation
If written summaries are assigned as part of discussion preparation, use the Asynchronous Online Discussion Rubric or Synchronous Discussion Rubric (online or face-to-face) to evaluate students' contributions.
Use a Rubric for Student Summary to evaluate summaries assigned separately from discussions.
To complete assessment, use the Critical Thinking, Information Literacy, and Media Literacy rubrics to evaluate students' skills before and after being introduced to Napoli's article. Analyze the pre and post results to create an assessment report, clarify learner outcomes, and/or set goals for future lessons.
Lesson Plan: Separating News from Mis/Disinformation Activity
Note: This activity may also be used for assessment according to the optional assessment activity instructions above.
If possible, schedule class in a computer lab where students can access digital news providers. If that's not an option, bring to class articles on the same topic from a variety of news providers. Put students in small groups. Assign each group 2 articles on the same topic. Have each group answer the answer the questions below and share its answers with the class.
Sample topics: origins of the Covid-19 pandemic, effectiveness of Covid-19 vaccines, Hunter Biden's laptop, Donald Trump's involvement in the January 6, 2020 Capitl riot
Sample publications (select some from their news divisions and some from their op-ed divisions): Fox News, CNN, NPR, Buzzfeed, Newsweek, Vox, Mother Jones, New York Post, The Post Millennial, the BBC, Twitter, Huffington Post, The Patriot radio station, The Joe Rogan Experience podcast, The Rachel Maddow Show, Tucker Carlson, American Federation of Teachers newsletter
What does each publication say is its mission or purpose?
How much advertising appears in/on each publication?
Who owns each publication?
What is each publication's political affiliation or stance? Or, do they claim to be politically neutral? How can you tell? Provide evidence for your answer.
Has any information in the articles been proven inaccurate? Give examples.
Do you see "political speech creep" in either article (Napoli, 693)? Give examples.
Based on your answers to the questions above, which of the following would you say is the publication's mission or purpose: inform, entertain, persuade, advocate, etc.? Why? Provide evidence for your answer.
Does the article help the publication accomplish its purpose? Why or why not?
Based on your answers above, how credible do you consider each publication as a source of accurate news and information?
After reading Napoli's article and examining the publications' articles, what do you think is the difference between misinformation and disinformation? Define each term.
Evaluation of Activity Participation
Use the Asynchronous Online Discussion Rubric or Synchronous Discussion Rubric (online or face-to-face) or Activity Rubric to evaluate students' contributions.
To complete assessment, use the Critical Thinking, Information Literacy, and Media Literacy rubrics to evaluate students' skills before and after being introduced to Napoli's article. Analyze the pre and post results to create an assessment report, clarify learner outcomes, and/or set goals for future lessons.
Lesson Plan: Governing Internet Platforms Discussion
After assigning Napoli's article, bring to class a copy of Section 230 of the Communications Decency Act of 1996. Project the Act or hand out copies. Have the class read it aloud. Then, facilitate a discussion using these questions:
Napoli's article claims that “there are partisan local news operations, operated and funded by political action committees (PACs), political parties, or wealthy political operatives, bringing the partisan slant that has come to characterize much of our national news to the local level” (695). Explain why you agree or disagree. Cite an example(s) from your own experience or other class materials to support your answer.
Section 230 “grants ‘interactive computer service’ providers substantial immunity from liability for third-party content that they host/disseminate; while at the same time preserving for these service providers the right to curate/edit content as they see fit” (Napoli 696).
What do you think is the difference between misinformation and disinformation? Define each term.
What categories should be created for types of misinformation and disinformation?
Napoli claims “Now everything is—or can be made—political” (693). Explain why you agree or disagree.
Napoli states that “in order to insure [sic] that their brands’ ads are presented in a positive context, advertisers are explicitly avoiding having their ads placed amidst coronavirus news stories [or other negative news stories]—a dynamic that essentially sucks the economic viability right out of the type of news coverage that the public needs the most” (693). Explain why you agree or disagree.
What problems might be created by leaders, such as governors or presidents, limiting press access to information or freedom to report certain information under the pretense of “cracking down on disinformation” (693).
What problems might be created by leaders, such as governors or presidents, limiting press access to information or freedom to report certain information under the pretense of “cracking down on disinformation” (Napoli 693).
How would you answer Napoli's question: “Can we really expect government officials at any level, or of any political persuasion, to fight back aggressively against a process [allowing slant in news coverage or letting platforms influence the spread of information] that ultimately works to diminish their accountability to the public?” (696).
Evaluation of Discussion Participation
If written summaries are assigned as part of discussion preparation, use the Asynchronous Online Discussion Rubric or Synchronous Discussion Rubric (online or face-to-face) to evaluate students' contributions.
Use a Summary Rubric to evaluate summaries assigned separately from discussions.
Assignment: Writing Your Internet Governing Policies
Rewriting Section 230 of the Communications Decency Act of 1996 to fit today's needs. Refer to relevant course materials, such as Philip M. Napoli's “Connecting Journalism and Public Policy: New Concerns and Continuing Challenges," as support for policies in your new, updated version of Section 230. You may delete, change, and add to the existing Section 230 as much as necessary. You may also change its format, if you'd like, such as creating a bulleted list of policies.
Evaluation of Assignment
Use the Written Assignment Rubric to evaluate students' work.