"The book examines the history and evolution of communication for development, as well as prospects for the future. Introductory comments are extended into two chapters which are conceptual and general. The first expands the description of the roles communication has been required to play in develop
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ment programmes. The second, admitting that the majority of development projects fail, looks for explanations. Parts Two and Three review in substantial detail the place of communication in agriculture and in nutrition. As well as presenting a detailed history of attempts to affect agricultural practice and nutritional practice through information programmes, they are an argument for a particular approach to communication for development. They do not assume that information is valuable; they start with an examination of evidence for the possibility of using information to affect particular agricultural or nutritional behaviours. The way in which non-conventional (non-media based) programmes have tried to provide such information is described. Comparison across programmes stimulates the presentation of a list of problems with designing and implementing information programmes in conventional ways. This then serves as a framework for analysing the potential and realized contributions of media-based programmes. At their best, it is argued, media-based programmes do help resolve the problem of organizing, maintaining and paying for the necessary corps of field staff. Implications are drawn for practice, and prescriptions drawn up for doing information for development well. Critical elements are: financial and managerial feasibility; responsiveness; message development; integration with other institutions; support in the process of change; patience; political attractiveness. Implications for media-based and face-to-face programmes are drawn." (https://www.cabdirect.org)
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"We analyze India's experience with 'Hum Log', the first indigenous soap opera on Doordarshan, the government national television network in India. This television series was patterned after previous experiences with soap operas for development in Mexico. 'Hum Log' was immensely popular with both it
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s audience and its advertisers during the 17 months of its broadcast in 1984-85. 'Hum Log's' very high ratings (up to 90 in North India) contributed to (1) a proliferation of domestically-produced television serials on Indian television, (2) increased commercialization of the Indian television industry, and (3) a shift of talent from the Bombay movie industry into television production. Prospects for pro-development television soap operas in other Third World countries, drawing on the Indian experience, seem promising." (Introduction)
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"This review of the literature on educational radio covers reports on research from many areas of the world. Prepared as an internal report for the South African Broadcasting Corporation (SABC) and Educational Radio and Television (ERTV), it was intended to provide a basis for both fruitful discussi
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ons and more specific and practical local research. The topics reviewed are organized under seven major headings: (1) The Functions of Broadcasts (the potential of radio); (2) Ideas That We Can Implement (understanding radio, health education programs, pre-school children, learning to listen, and disabled children); (3) Educational Radio Formats (open broadcast, open broadcasts with print, radio campaigns, radio school, radio forum farms, the radio animation groups, radio-vision, and interactive radio); (4) Educational Radio Style (in holding children's attention, program presentation, learning materials, "interactive" radio, and humor); (5) Educational Radio Management (cost control, systematic instructional development, distributed learning, research design, formative evaluation, summative evaluation, research in ERTV and SABC, organization and utilization in SABC); (6) Educational Radio Target Audience (teenagers and young adults, children, the teacher's role in infant and primary schools, role of parents, the teacher/radio partnership, Radio Teacher Training Programme, and radio audience); and (7) Radio Classroom. Brief descriptions of several educational radio programs that were presented in a series from January to April 1974 are appended." (ERIC ED304096)
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"[...] Unter welchen gesellschaftlichen, organisatorischen, berufsstrukturellen und personellen Bedingungen transportieren Journalisten in Entwicklungsländern den Informationsinput in publizistische Aussagen und inwiefern korrespondieren diese Bedingungen mit der "Leitidee" von Entwicklungsjournali
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smus? Gefragt wird mit anderen Worten nach der Funktionalität journalistischer Handlungen und Orientierungsmuster. Nach einer mühevollen Datenerhebung, in der die Schwierigkeiten zum Ausdruck kommen, die hier zu überwinden sind, konzentriert sich Großenbacher auf die unterschiedlichen politischen und institutionellen Bedingungen des Entwicklungsjournalismus in den beiden Ländern. Die politische Entwicklung Senegals, das bereits vor der Unabhängigkeit gewisse demokratische Privilegien genoß, hat die Entstehung einer Tradition der Medienfreiheit begünstigt. Sie hat zu einer für franko-afrikanische Verhältnisse einzigartigen Pressevielfalt geführt. Umgekehrt sind die Medien in Benin seit den Regierungswechseln von 1937 nichts als politische Instrumente der jeweils herrschenden Elite in einem sozialistischen Einparteienstaat. Die Presse unterliegt strenger staatlicher Reglementierung. Infolge der restriktiven Bedingungen konnte sich das Pressesystem im Vergleich zu Senegal nur bescheiden entwickeln. In einem ausführlichen Schlußkapitel stellt Großenbacher die beiden Mediensysteme vergleichend einander gegenüber. Er stellt fest: Obwohl ein allgemein verbindliches Konzept von Entwicklungsjournalismus fehlt, lassen sich die verschiedenen Ansätze doch auf einen, allerdings schmalen gemeinsamen Nenner bringen. Dem erklärten Anspruch an die Medien, die nationale Entwicklung zu unterstützen, steht der Umstand im Wege, daß in beiden Ländern eine ausformulierte nationale Kommunikationspolitik fehlt. Eingehend befaßt sich Großenbacher mit der ruralen Presse. Sie erweist sich als kaum überlebensfähig, und auch die neue Regionalradiostation im Norden des Landes kann die ihr ursprünglich zugedachte Aufgabe als Radio für die ländliche Bevölkerung nicht wahrnehmen, außerdem werden im Bereich der audiovisuellen Medien zunehmend internationale Einflüsse wirksam. An diesem Beispiel zeigt sich auch die Problematik des Transfers institutioneller Strukturen aus industrie- bzw. informationsgesellschaftlichen Verhältnissen in Entwicklungsländer." (Rezension von Franz Ronneberger, in: Publizistik vol. 37, 1992, Seiten 269–270)
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"This ambitious, broad-ranging study of one of the world's most interesting genres laudably tries to cover the telenovela industry, its creative process, the contents of novelas, and their reception by the working class. Besides having the descriptive richness one might expect of a book-length case
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study, the work has a sophisticated and relatively thorough theoretical orientation [...] Overall this book is a very good introduction to Brazilian television and the telenovela in particular. It is also of considerable value to those interested in Bourdieu's ideas, questions of social class and audience in general, or ethnographic research about audiences in the Third World." (Book review by Joseph Straubhaar, in: Journal of Communication, Spring 1990, page 162-164)
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"This book is addressed to those who wish or who have to write educational programmes for radio. Its aim is to point to ways and methods of writing appropriate material for radio. It reviews various radio formats: Non-dramatic ones like announcements, reports, commentary, talk, interviews, etc; and
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dramatised programmes: features and plays. This edition replaces previous ones ("Handbook for Scriptwriters of Adult Education Broadcasts", published by FES in 1969, 2 vol.) and is based on workshops for scriptwriters of adult education broadcasts conducted by the author in Tanzania and other countries for more than 20 years." (Publisher description)
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"En 1980, se inició un proceso de producción de audiovisuales en el Departamento de Comunicaciones del Ministerio de Desarrollo Agropecuario y Reforma Agraria de Nicaragua. El presente trabajo forma parte de ese proceso [...] Consta de tres partes. La primera abarca aspectos del proceso de comunic
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ación y del lenguaje. En la segunda, se desarrolla un manual de producción de audiovisuales. La tercera parte trata sobre aspectos prácticos y adicionales del trabajo con audiovisuales." (Cubierta del libro)
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