"This guidebook has been developed for use by professionals, policymakers and the research community involved in media development around the world. Its development was based on the UIS questionnaires on media statistics (see Appendices II, III and IV). This guide is not intended to provide a full s
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et of monitoring and evaluation indicators, but rather a limited number of indicators that can easily be calculated based on administrative data available within most countries. For this reason, this tool is flexible, open to changes and can be adapted to the context of a given country. Over time, the guidebook will be updated according to changes to the questionnaire and data requirements. Qualitative indicators that may emerge from the regulatory framework questionnaire are not a concern of this guide; the guide is more quantitative in nature rather than constituting a qualitative assessment tool that is required for the in-depth analysis of laws and regulations. At the time of publication (May 2013), 54 country profiles have been published on the UIS website and further countries may be added in the future. The profiles present national regulations and data on broadcast and print media." (Executive summary)
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"Gubrium and Harper describe how visual and digital methodologies can contribute to a participatory, public-engaged ethnography. These methods can change the traditional relationship between academic researchers and the community, building one that is more accessible, inclusive, and visually appeali
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ng, and one that encourages community members to reflect and engage in issues in their own communities. The authors describe how to use photovoice, film and video, digital storytelling, GIS, digital archives and exhibits in participatory contexts, and include numerous case studies demonstrating their utility around the world." (Publisher description)
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"This is a hands-on reference guide for media development practitioners. It is based on principles and practices of design research that have been long used by the private sector, and grounded in the experience Reboot has gathered in designing and implementing international development projects arou
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nd the world. This guide was born out of a collaboration between Reboot and Internews, through its Center for Innovation and Learning, and its Pakistan Country Office. Together, we sought to understand the complexity of the information ecosystem in the Federally Administered Tribal Areas (FATA) region of Pakistan. Our ultimate goal was to design contextually appropriate programs that improved access to information by communities in this region." (Page 4)
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"A complete guide to all phases of documentary production, this is an essential handbook for student filmmakers and professional documentarians alike. Written in concise language and easy reference, the text provides a progression of real-world learning skills, including organization and design. Als
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o itemized is the necessary equipment, with technical information for universal comprehension of equipment and application" (Publisher description)
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"This tool is used to assess the SBCC knowledge and competence of individuals and how successful a specific training has been for them. Individuals about to take an SBCC training fill in the pre-assessment provided in this document, then fill in the post-assessment right after completing the trainin
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g. The questions and items are the same for both assessments. Individuals completing a successful training and filling in the post-assessment will answer a higher number of questions correctly and rate their own SBCC competencies at increased levels. It is the comparison that matters. The difference between an individual’s scores and ratings in the two assessments allows the training to be monitored and measurably evaluated. The score indicates whether an individual increased his or her SBCC knowledge, skills, and competencies during the training, and the ratings can suggest whether further training or capacity strengthening is needed and in which specific SBCC competencies." (Introduction, page 4)
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"Any scientist or engineer who communicates research results will immediately recognize this practical handbook as an indispensable tool. The guide sets out clear strategies and offers abundant examples to assist researchers-even those with no previous design training-with creating effective visual
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graphics for use in multiple contexts, including journal submissions, grant proposals, conference posters, or presentations. Visual communicator Felice Frankel and systems biologist Angela DePace, along with experts in various fields, demonstrate how small changes can vastly improve the success of a graphic image. They dissect individual graphics, show why some work while others don't, and suggest specific improvements. The book includes analyses of graphics that have appeared in such journals as Science, Nature, Annual Reviews, Cell, PNAS, and the New England Journal of Medicine, as well as an insightful personal conversation with designer Stefan Sagmeister and narratives by prominent researchers and animators." (Publisher description)
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"Uno de los propósitos de este manual es invitarles, por un lado, a pensar la comunicación más allá de los medios y el uso instrumental de las tecnologías de la información. De lo que se trata es de pensar la comunicación, como diría Rosa Maria Alfaro, como un proceso mediante el cual se cre
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a y estimula el diálogo, la discusión, la toma de conciencia sobre la realidad social, la propia identidad cultural, la confianza, el consenso y el compromiso entre las personas con aquellas apuestas éticas que se afirman en el horizonte de ser y construir comunidad. Por otro lado, intentamos compartir la idea de que la comunicación no es solo un asunto de comunicadores. Por lo tanto, deberíamos incorporarla como un componente estratégico y transversal en el quehacer de nuestras organizaciones, de modo tal que pensemos y actuemos comunicacionalmente. Desde esta perspectiva, este manual incluye criterios éticos y metodológicos, así como herramientas prácticas para construir estrategias de comunicación desde las organizaciones que están articulando la ética y la misión cristiana con el cambio social y la incidencia en la solución de los problemas estructurales de nuestra sociedad." (Introducción)
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"Mixed methods (MM) evaluations seek to integrate social science disciplines with predominantly quantitative (QUANT) and predominantly qualitative (QUAL) approaches to theory, data collection, data analysis and interpretation. The purpose is to strengthen the reliability of data, validity of the fin
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dings and recommendations, and to broaden and deepen our understanding of the processes through which program outcomes and impacts are achieved, and how these are affected by the context within which the program is implemented. While mixed methods are now widely used in program evaluation, and evaluation RFPs frequently require their use, many evaluators do not utilize the full potential of the MM approach."
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"This guide is designed for reporters and editors who already have some experience covering business and finance. The goal is to help journalists develop stories that examine how a company is governed, and spot events that may have serious consequences for the company’s survival, shareholders and
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stakeholders. Topics include the media’s role as a watchdog, how the board of directors functions, what constitutes good practice, what financial reports reveal, what role shareholders play and how to track down and use information shedding light on a company’s inner workings. Journalists will learn how to recognize “red flags,” or warning signs, that indicate whether a company may be violating laws and rules. Tips on reporting and writing guide reporters in developing clear, balanced, fair and convincing stories." (Página 5)
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"This Learning Note is published by the Operational Communications Division in the World Bank’s External Affairs Vice Presidency. It aims to help task managers communicate with service providers as they prepare for an urban water supply reform project. The focus is on how strategic public communic
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ation programs can help governments and stakeholders improve the delivery and sustainability of water supply services. The note will also be helpful for government officials, policy makers, utility managers, communication specialists, and NGOs who are navigating the social and political issues associated with water reform and who want to improve the commercial viability of the services. It does not prescribe solutions for how services should be delivered, but examines how integrating strategic communication programs into the broader reform agenda can help achieve better development results." (Background, page V)
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"‘Killer facts’ are those punchy, memorable, headline-grabbing statistics that make reports special. They cut through the technicalities to fire people up about changing the world. They are picked up and repeated endlessly by the media and politicians. They are known as ‘killer’ facts becaus
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e if they are really effective, they ‘kill off’ the opposition’s arguments. The right killer fact can have more impact than the whole of a well-researched report."
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"DRR (Disaster risk reduction) advocates are increasingly asked by government and local partners what the exact scope and content of their subject is, and to explain, beyond generalities, the ‘actionable risk reduction messages.’ Key messages comprise the core, common and comprehensive informati
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on about safety and resilience that are needed to promote consistent and sustained DRR. If these actionable messages were universally practised, we could substantially avoid the effects and impacts of disaster. This document focuses on harmonizing these messages. This has meant working to ensure that the key points are conveyed consistently, even when they are conveyed to different audiences or by different stakeholders. This is different from standardizing messages, which involves working to achieve consensus around a single set of uniform messages for a particular audience. By setting out this common reference source, it is hoped that practitioners will make voluntary efforts to harmonize their messages. The goal is common understanding and consistency in the application of common themes, worldwide." (Page 11)
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"For community radio stations, one important gauge of relevance is the Popularity of their programming outputs, as without evidence of this it is difficult to justify providing access to scarce broadcast frequency resources. In part, the popularity ofprogramming outputs can be assessed through varia
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nts of the type ofquantitative research carried out for larger stations by the Radio Joint Audience Research Limited (RAJAR). However because such research ‘does not produce listening figures for a particular Programme on a particular day‘ (Lister et al 2010: 67) it cannot provide detailed qualitative data concerning how satisfied individuals are with the speciflc content of Particular programming. More broadly, its generic audience sample is not best suited to surveying niche listening, such as, for example, to minority language outputs. With the above in mind, how might individual community radio stations approach the issue of audience research so that they can obtain cost-effective and reasonably reliable data suitable for their needs? The following case study examines the approach taken by one particular community radio station serving a ‘community of place' that is the city of Norwich in the east of England." (Page 349)
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"You can’t expect supporters to dive into your website, newsletter or other written materials unless you entice them with pithy, pointed or engaging subject lines, headlines, tweets and status updates. Th ese bits of text, whether a few words or a few short sentences, are sometimes called microcon
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tent, a term coined by Jakob Nielsen, who in a 1998 article referred to Introduction Getting the Words Right microcontent as 'short content that needs to be immediately clear and inviting to a reader, and which still make sense when removed from its original context' (when it appears as a snippet in search results, for example)." (Introduction)
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"Aid work in relation to conflict and peace is often based on approaches, strategies and tactics that are rooted in theories of change (understandings about why particular inputs or activities are expected to achieve intended results [outputs, outcomes and impacts]) that are unstated or ill-defined.
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They are embedded in the skills and approaches of individual practitioners and peacebuilding organisations, their capacities and technologies, attachments to favourite methodologies, and the perspectives of different stakeholders about conflict and peace. In the imaginary example of an anti-bias peace programme for journalists in Annex C, one question would be how the planned workshops, consciousness raising, and skills development might actually change conflict reporting. The programme could track the language used in reporting before and after the effort and also survey public attitudes. At the same time, it could see whether the activities were achieving the expected results – or if unexpected obstacles appeared. For instance, it might turn out that individual journalists have very little influence over the use of inflammatory language and that editors determine the use of such language to boost sales. That outcome would suggest that the “theory”, about inducing changes in reporting by training journalists, was flawed. One related task is to identify the sources of theories. Are they a) based on experience (the programme designers’ personal and professional experience or that of the stakeholders and beneficiaries consulted during programme design); or b) research-based? Evaluation can contribute to improving the design and implementation of ongoing programmes." (Page 80)
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"Quality assurance (QA) systems applied in educational contexts are generally concerned with inputs — how much money is spent, what staffing, resources and support are provided, what kinds of teaching and learning are involved, and so on. There is an assumption — not always fulfilled — that th
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e higher the standards of the inputs, the higher the quality of the outputs. In this toolkit, we propose a different approach: the evaluation of the programmes’ outcomes, outputs and impacts. We examine the differences between informal and self-directed learning, nonformal education and training (NFE) and formal education; provide examples of NFE programmes using a variety of face-to-face, distance education and technology-based teaching and learning methods; examine the approaches to QA that are required in NFE; consider the outputs, outcomes and impacts that can be achieved in NFE programmes; propose the adoption of a rigorous but simple-to-use QA framework which is based on outputs, outcomes and impacts." (Back cover)
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