"The toolkit encompasses a broad variety of issues, which should be considered by judicial actors in the course of their work to protect human rights. It covers legal standards of freedom of expression according to international and regional instruments and core texts and surveys pertinent jurisprud
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ence on freedom of expression from regional and sub-regional courts or quasi-judicial bodies that deal with human rights issues. The toolkit explicates conditions under which speech can be legitimately restricted, while also giving prominence to the safety of journalists and the issue of impunity, the latter representing one of the main obstacles to guaranteeing freedom of expression and freedom of information. Finally, the toolkit also addresses recent challenges to freedom of expression on the internet, including on social media, which have become vital means for sharing information and expressing views. The question of gender representation in media content and careers, and gender-specific threats for women journalists, are also addressed." (Foreword, page 10)
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"Cyberwomen is a digital security curriculum with a holistic and gender perspective, geared towards both professional trainers and those who want to learn how to train others on their digital protection and include gender considerations as they do so. It is made up of training modules, interactive g
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ames and recommendations for evaluating the training, as well as audio-visual and graphic materials as instructional aids." (https://iwpr.net)
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"This learning module designed to be used by journalists, journalism trainers and educators (along with their students) provides historical context for the analysis of the 21st century ‘fake news’ crisis. Relevant case studies and a timeline are designed to better inform users about the causes a
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nd consequences of ‘information disorder’– from harassment of journalists by ‘troll armies’ to the manipulation of elections and diplomatic crises. While news media have historically been caught up in disinformation and misinformation, including through news hoaxes, this is not regarded as legitimate in the dominant contemporary paradigm across different news media. This explains in part why contemporary manifestations of disinformation and misinformation are mainly evident in social media systems – with grave risks to authentic journalism and to open societies more broadly." (Page 2)
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"Thank you for your interest in the AuthorAID Effective Mentorship in Research Communication Toolkit, designed for established researchers in low- and medium-income countries, who mentor PhD students or junior colleagues in research communication. For the purposes of this toolkit, we define research
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communication as the process of interpreting or translating scientific research into a language, format and context that specialists and non-specialists can understand. It involves a network of stakeholders for example researchers, editors, journalists, policymakers, governments generally, user organizations and the public, who are all potential users of research." (Page 5)
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"Thank you for your interest in the AuthorAID writing clubs toolkit, designed primarily for individuals in low- and medium-income countries who are considering, or might consider, starting a writing club. It can also serve individuals who wish to develop existing writing clubs further. Participants
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may be at any career stage - administrators, faculty members of various ranks, postdoctoral fellows and postgraduate students have all established successful writing clubs. For the purposes of this toolkit, a writing club consists of people who meet periodically to discuss their writing, within the context of research communication. The club may be in person, electronically, or both. And it may focus on the writing process, the writing product, or both." (Page 5)
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"The #defyhatenow Social Media Hate Speech Mitigation Field Guide offers tools and strategies to be used in grassroots communities & online campaigns for peacebuilding in South Sudan and around the world. This “Field Guide” contains an overview of relevant grassroots projects, initiatives and st
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rategies and is designed for use in the field with training materials, workshop resources and toolkits for raising awareness, developing counter narratives & mitigating violence related to online hate speech." (Page 2)
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"The SAFE (Securing Access to Free Expression) Initiative is IREX’s flagship effort to enable media practitioners and social communicators to work as safely as possible in closed and closing spaces. SAFE serves to equip media practitioners and social communicators with the means to resiliently con
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tinue their important work and manage—as well as mitigate—the risks and threats they face in their day-today work uncovering injustices, reporting on corruption, and holding authorities accountable [...] The purpose of the SAFE Basic Training Master Curriculum is to share the SAFE training methodology for use by media practitioners, social communicators, civil society organizations, and non-governmental organizations, as well as others around the world working on journalist safety issues. To achieve this, SAFE harnessed the knowledge from the regional training teams and their nearly five years of experience. Based on this knowledge, SAFE compiled this Basic Training Master Curriculum to deliver security trainings around the world." (Page 1, page 4)
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"This handbook is designed to provide tools for civil society institutions interested in developing and utilizing participatory videos as part of their toolkit. It is intended to serve as a practical guide for aiding organizations to conceptualize, produce, and screen participatory videos in communi
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ty settings. Participatory video is a tool for positive social change, used across the globe as a means of empowering marginalized communities to take control of their destinies. This handbook outlines the Michigan State University approach to participatory video. Our approach differs from traditional participatory video methods in its emphasis on the use of video as a scalable teaching tool rather than advocacy. Our approach focuses on integrating farmers' stories in a narrative storytelling style in order to enhance the relevance of agricultural information for local communities." (Foreword)
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"This publication is the result of two workshops. The first was held in March 2016, in Chennai, during which 14 scholars and media education specialists identified ten broad areas on which to build a lesson plan. The second workshop was in July 2016, in Sri Lanka with a similar group which continued
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the work of the first group. The result of these two meetings was the Trainer's Manual for Social Media Education. The manual includes chapters such as 'Benefits and Impact of Social Media on People', 'Information Age and Information Literacy', 'New Media, the Changing Face of Communication', 'Ethics in the Internet: Whose Responsibility?', and 'Media Education and Educommunication'." (Signis Media 2/2018, page 27)
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"This manual is for anyone who provides training and capacity-building for investigative journalists in Africa including facilitators, trainers, lecturers and teachers. It has been written to support journalists in Africa to investigate and report stories of land corruption; a subject that remains u
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nder-reported and poorly understood." (Introduction)
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"Safety of Journalists: A Model Course for the Arab States is a significant instalment in our UNESCO Series on Journalism Education. Developed in partnership with the International Federation of Journalists (IFJ), the publication responds to the difficult situation of many journalists working in the
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Arab States region. Reflecting the vulnerability of such journalists, the Director-General’s 2016 Report on the Safety of Journalists and the Danger of Impunity records that this region registered the highest number of journalists’ killings – 78 deaths in all – in 2014-2015." (Abstract)
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"The objective of the Study Module is to enhance the business knowledge of undergraduate and graduate students of arts, humanities and media and communications, i.e. individuals, who have potential to be (self) employed after their graduation in the field of creative industries. Special focus in the
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study module is given to the latent entrepreneurial propensities, i.e. personal qualities and skills of the individual that would enable students to pursue an entrepreneurial career when given the opportunity or incentive to new venture creation." (Page 4)
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"PhotoVoice: A creative and effective tool for purposes such as monitoring, participatory research, data collection and capacity building. This guide has been developed to help you prepare, organise and facilitate a PhotoVoice training course in low, middle and high-income countries." (Back cover)
"El proyecto Videoteca de las Culturas de la Dirección de Diversidad Cultural y Eliminación de la Discriminación Racial, prioriza la utilización del medio audiovisual para generar procesos reflexivos y pedagógicos en niños, niñas y adolescentes . El lema del proyecto ‘Desde tus ojos, con tu
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voz’ plantea que a través del registro audiovisual propio, la ciudadanía, especialmente los niños, niñas y adolescentes de pueblos indígenas u originarios y población afroperuana puedan utilizar este medio para expresar su mirada, para comunicar su voz. El énfasis del proyecto está en reconocer la importancia que tienen la experiencia y subjetividad de las personas y colectividades que portan la cámara y que representan el mundo desde sus culturas. Así, el proceso audiovisual participativo puede aportar en la construcción de un ciudadano que desde su pensamiento crítico hace pleno ejercicio de su derecho a la comunicación. Al examinar esta posibilidad, debemos entender que los contenidos audiovisuales resultantes no son neutrales, siempre tienen un rol en la formación ciudadana. Es por eso que presentamos las lecciones audiovisuales para ciudadanos y ciudadanas interculturales, a partir de una selección de vídeos participativos y documentales que expresan la mirada y la voz de distintas comunidades afroperuanas, andinas y amazónicas de nuestro Perú. Proponemos estos materiales como disparadores de una reflexión y un trabajo que acerquen a nuestros estudiantes a la comprensión del nosotros peruano." (Presentación, página 4)
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"The IDEAS Facilitators’ Guide provides briefing notes on how you, as a facilitator, can support small-grant recipients to use the IDEAS Guide to clarify their project design, and to plan and manage their evaluation. The Facilitators’ Guide is best used in conjunction with the IDEAS Guide. These
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guides are designed to be used together in the planning and implementation of a workshop. Facilitators can also adapt the steps to suit the mode and length of delivery. The Facilitators’ Guide was developed to accompany the IDEAS Guide to help facilitators to effectively support capacity development for individuals working in grassroots and community organisations who might have little or no experience of evaluation. It may also be helpful for more experienced practitioners. The approach integrates evaluation into the design of projects." (Page 4)
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