"This toolkit is a step-by-step guide to develop, produce, broadcast, and monitor a social and behavior change (SBC) mass media campaign. The outputs from this creative development process can and should be used to guide the design of additional communication channels in an integrated, mixed-media c
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ampaign, such as community mobilization and outreach activities, although this toolkit does not directly address those activities. This toolkit includes several blank templates with instructions, as well as examples from other SBC campaigns, to adapt to your context.
Using an SBC approach in your campaign increases the likelihood of meaningful change among your intended audience. Without a rigorous process rooted in SBC theory, audience insights, and testing, even a campaign with high appeal and production value may not have the desired impact. Although this toolkit is meant to showcase a gold standard for developing an SBC mass media campaign, few campaigns will follow the exact same steps. Adaptations are encouraged.
Most steps in this document are meant to be followed sequentially. However, we recommend you first read the entire document to identify steps that require significant lead time (e.g., contracting with external vendors such as production studios and creative agencies). Failing to start these activities on time could disrupt later progress." (https://sbclearningcentral.org)
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"This handy booklet aims to empower the reader with 50 compact introductions to relevant topics, which aim to capture the essential mindset and diversity of working practice in contemporary science communication. It is aimed at researchers across all disciplines seeking further qualifications, entry
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-level employees in science communication departments and anyone who wants to take their first steps in the field. These 50 essentials offer an introduction to the tumultuous world of science communication – from the pens of many proven experts who have formed the team of authors." (Editorial, page 7)
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"This guide is intended to help creators producing or thinking about making shortform video content seeking to counter extremism. Our goal is not to tell you what to create; your original content is what makes your channel creative and organic. Instead, we hope to provide you with tools and tips to
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create stronger content that harnesses evidence from decades of academic research. Creating short-form video content (with expected video length to be 15-60 seconds) that counters extremism (both violent and nonviolent) and promotes positive values is a powerful way to engage with your audience. To help you succeed in this mission, we have compiled a guide that not only inspires creativity but also provides practical tips for further success." (Page 2)
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"In an era where digital interactions dominate, young people must be equipped with more than just basic digital literacy skills. Media and Information Literacy (MIL) has become an essential competency, enabling them to critically navigate the overwhelming _ow of information in our fast-paced and com
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plex information ecosystem. With the Internet user base getting younger every day - data shows that one in three internet users is a child - countries worldwide are increasingly working on integrating MIL into their education systems. Despite these advancements, many young people still grapple with challenges such as disinformation, hate speech, and other harmful online content. Additionally, new technologies continue to emerge, creating challenges with unknown impacts. For example, 80% of young people aged 10 to 24 use AI multiple times a day for education, entertainment, and other purposes. Global youth organizations are at the forefront of UNESCO's efforts to promote MIL among young people through informal education. This toolkit serves as a primary resource to help these organizations incorporate MIL into their strategies, policies, and operations, aiming to make MIL a lasting component of their practices and peer-to-peer educational programs." (Abstract)
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"The purpose of this guidance note is to support the planning and implementation of fit-for purpose project real-time evaluations (RTEs) in accordance with the Adaptation Fund’s Evaluation Policy. The intended audience for this guidance note is people who plan and manage Fund evaluation activities
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, primarily within Fund Implementing Entities, the Technical Evaluation Reference Group of the Adaptation Fund (AF-TERG), and the Fund secretariat and Board. It is intended as a flexible resource that can be adapted to various Fund contexts. As such, this guidance note may also be useful to others conducting RTEs or interested in the topic of RTEs and evaluations in the climate change adaptation community and wider. This guidance note defines what an RTE is and what are its benefits. It provides guidance on when to undertake RTEs, who should do it, and how to plan for an RTE, and conduct data collection, analysis, and reporting." (Page 2)
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"Ex post evaluations and other post-project studies undertaken by multilateral and bilateral development agencies, as well as other international actors, vary widely in their scope and approach. This guidance note explains how ex post evaluations at the Adaptation Fund work in terms of approach and
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practical logistics." (Page 2)
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