"In the words of a South African researcher, the media can help research become linked to policy processes by “getting you into the kitchen, being part of the soup-making”. This paper explores the roles the media play and looks at the linkages between policy, research and media. It considers som
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e of the dilemmas faced, and the options and approaches available when a research programme, institute or researcher is constructing a media strategy. It lays out some of the main steps in developing a strategy. This paper is complemented by Working with the Media: A guide for researchers, which includes practical guidance and tips for engagement with the media. In this paper the term ‘policy’ includes policy formulation, implementation and evaluation and is not restricted to that of government but includes international organisations, bilateral agencies, non-governmental organisations (NGOs), the private sector and others. The media is taken to include community, local, national and international forms of radio, print, television and online services." (Introduction)
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"Eine Geschichte zu erzählen ist grundsätzlich etwas Einfaches, das alle kennen und mit dem sich starke Gefühle hervorrufen und Erkenntnisse herbeiführen lassen. Komplizierter ist die Arbeit mit Geschichten im Rahmen der Tätigkeit von Organisationen, wenn damit zu Reflektionen angeregt, Gemeins
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chaften gebildet, praktisches Wissen vermittelt oder aus Erfahrungen gelernt werden soll. Dieses Handbuch soll der DEZA und ihren Mitarbeitenden und Partnern Denkanstöße und praktische Tipps liefern. Das vorliegende Material soll dazu beitragen, dass Sie die Fähigkeiten und das Vertrauen entwickeln, die zum Geschichtenerzählen und zur Moderation beim Geschichtenerzählen wichtig sind. Zudem hilft es möglicherweise bei der Entwicklung komplexerer Methoden und Programme im Bereich von Wissensaustausch, Organisationsentwicklung und Kommunikation. Konkret enthält das Handbuch folgende Elemente: Tipps, Strukturvorlagen und Instrumente, die Ihnen helfen, sich Erfahrungen in Erinnerung zu rufen, diese mit andern zu teilen und sie zu nutzen; Überlegungen zu den praktischen und emotionalen Aspekten des Geschichtenerzählens; Überlegungen zu den Gefahren einer Institutionalisierung dieser Ansätze; Einblicke in die Erfahrungen der DEZA bei der Arbeit mit Geschichten. Storytelling eignet sich nicht für jede Situation. Die Methoden sollten durch erfahrene Personen sorgfältig ausgewählt und auf Arbeitskontext und -ziele abgestimmt werden. Gewisse Methoden wie der konsequente Einbezug des Geschichtenerzählens in die Kernabläufe einer Organisation, zum Beispiel in Evaluationen, erfordern Geduld und eine langfristige Unterstützung durch das Management. Nur so kann der geeignete Ansatz mittels Trial-and-Error-Verfahren gefunden werden. Das Handbuch soll in erster Linie Möglichkeiten eröffnen und nicht definieren. Es soll Sie dazu motivieren, Ihr eigenes Repertoire zu entwickeln." (Einleitung, Seite 6)
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"This handbook introduces the principles of public awareness-raising with particular emphasis on global efforts to promote awareness of Information Literacy. Information Literacy is defined by the Association of College and Research Libraries in the United States as "the set of skills needed to find
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, retrieve, analyze, and use information." These skills are viewed by many policy makers and educators as critical to the creation of an equitable global 'Information Society' in which both developed and developing nations can share in social and economic development. This handbook has been developed primarily as a resource for administrators, librarians, teachers, lecturers and community leaders charged with responsibility for raising public awareness about Information Literacy. It is hoped that the various approaches and strategies suggested in this publication will serve to stimulate further discussion about Information Literacy and inspire innovative new awareness-raising campaigns." (Introduction, page 3-4)
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"This document is a working paper, written at the request of MC-S-PSB (Group of Specialists on Public Service Broadcasting in the Information Society). Its main purpose is to describe some of the key developments and trends in media, and to address the long list of challenging and often controversia
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l issues confronting Public Service Broadcasting in coming years. A telling example of the profound nature of this change is the term broadcasting itself and its changing connotations. From its origins as a broad term covering communicative activity it is in the process of becoming merely a technical term for one of a number of distribution methods and technologies used by media companies. To avoid the risk of “Public Service Broadcasting” (PSB) being interpreted in this narrow sense of traditional terminology in this report it will be termed “Public Service Media” (PSM). What the report lacks in clear-cut answers will hopefully be compensated for by its plenitude of difficult and provoking questions. Many of them have been formulated and discussed in the course of fruitful debates with colleagues in media and academia and with members of the commissioning Group of Specialists of the Council of Europe." (Foreword, page 5-6)
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"This brief report has been prepared as a guideline to participants and those they work with to help them put participatory video into practice and deepen their application of rights-based strategies in their work. It traces through the process of the workshop held in Hargeisa, from 2 until 9 Decemb
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er 2006. Samuel Musyoki of the Institute of Development Studies, Sussex, was the lead facilitator of the workshop. Thus much of this material draws from his work. Technical video use and exercises draw from Insights into Participatory Video, A Handbook for the Field, Nick and Chris Lunch, Insight, 2006, and Video for Change; a practical guide for activists, Witness, 2000. The facilitation tools also draw from a whole range of Participatory Learning and Action (PLA) principles and methods. PLA refers to ways of working with people through active and direct involvement for facilitating sharing, learning, discovering and action. PLA methods start from the belief that people know and are capable of identifying and sharing issues (life situations), analyzing and learning from their analysis and thus developing strategies and action for addressing the situations. They use visual methods, interactive processes and group learning; put emphasis on enabling people to speak up and out; and are committed to generating knowledge for action (rather than simply for understanding)." (Pages 4-5)
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"Un minuto por mis derechos es un proyecto que convoca a adolescentes entre 14 y 21 años a expresarse de forma creativa y amplia sobre sus derechos a través del lenguaje audiovisual y mediante la realización de videos de 1 minuto de duración. Implica la realización de talleres de capacitación
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con los y las jóvenes en los que pueden compartir espacios de diálogo sobre sus deseos, realidades y problemas, reflexionar en torno a sus derechos, y capacitarse en producción audiovisual. Como cierre de este proceso, los y las jóvenes realizan videominutos relacionados con sus miradas respecto de los derechos del niño y del adolescente, los cuales se difunden en los diferentes circuitos culturales y medios de comunicación como forma de sensibilizar y movilizar a familias, comunidades y sociedad en general." (Página 3)
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"Whether clinicians like it or not, children and families affected by trauma are routinely covered by the media. When that happens, clinicians often face difficult choices [...] Audiences are powerfully affected when direct information comes from children, adolescents or family members. Yet balancin
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g the needs and expectations of survivors, journalists and the public can be complex. By working collaboratively with the media, we can better ensure that the stories of children and families are told responsibly and effectively lead to increased public awareness about the impact of exposure to trauma. This guide is designed to help you be more effective in working with survivors and the media:
• Victims and families: How can you help victims and families who are approached by the media or want to approach the media?
• Journalists: How can you be more helpful as a news source?
• Community: How can you improve community knowledge about trauma and trauma-focused programs for children?" (Introduction)
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"Since its first publication in 1975, Judith Butcher's Copy-editing has become firmly established as a classic reference guide. This fourth edition has been comprehensively revised to provide an up-to-date and clearly presented source of information for all those involved in preparing typescripts an
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d illustrations for publication. From the basics of how to prepare text and illustrations for the designer and typesetter, through the ground rules of house style, to how to read and correct proofs, Copy-editing covers all aspects of the editorial process. New and revised features:up-to-date advice on indexes, inclusive language, reference systems and preliminary pagesa chapter devoted to on-screen copy-editingguidance on digital coding and publishing in other media such as e-booksupdated to take account of modern typesetting and printing technologyan expanded section on law booksan essential tool for new and experienced copy-editors, working freelance or in-house." (Publisher description)
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"This publication gives an account of Britons who feel themselves to be the target of antagonism. A joint enterprise of the British Council and a number of Muslim organisations, the book is written in the belief that much hostility and negativity is founded in, and fostered by, misunderstanding. It
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is neither paranoid nor rose-tinted. It does not presume that agreement in all things is possible; but it does work on the basis that disagreement – as long as it is shaped by sound knowledge rather than prejudice – can be useful, constructive, civilised and civilising for the whole of our society. Those in Britain and around the world who write about this country and its people sometimes need reminding that ‘we’ include almost two million Muslims. This is the basis of a new sense of ourselves – even perhaps a much-debated new sense of ‘Britishness’ – and it is important to ensure that it includes all of us." (Introduction)
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