"This toolkit has been assembled to provide the first few stepping stones for practitioners of participatory video to begin introducing a rights-based approach into their practice. We intend this toolkit to be particularly useful for those already undertaking participatory video work in all its guis
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es. However, we hope the methods, ideas, tools, checklists and additional resources cited will mean its contents are useful and relevant to a broad community of practitioners of participatory communications and media." (Introduction, page 3)
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"This kit is comprehensive and contains 40 modules with several different components, with each component having its own specific method of instruction or pedagogy. In some areas, there will be the need for an instructor, and a sizeable number of learners. In other cases, the learner (depending on h
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is/her level and experience in a specific area) will be able to follow components of the course on his/her own using available modern technology. In this respect, certain modules will be stand-alone and will be user-friendly. The end result will be that the kit will enable users to pursue a process that would strengthen their abilities as individual journalists or communication officers/experts, or as institutions such as ministries of education, finance, media houses, and even societies that would make efficient use of this tool kit as a resource to achieve the goals of Education for All initiative on a sustainable basis." (Page 11)
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"El objetivo de la Guía es acompañar procesos de formación en teoría y técnica audiovisual, así como en comunicación alternativa, que permitan a colectivos sociales la realización de documentales sociales participativos. La Guía se inserta bajo el paraguas de la comunicación alternativa qu
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e defiende una mayor democratización y justicia social. La comunicación alternativa promueve el derecho a la comunicación para ejercer ciudadanía activa así como la necesidad de incorporar en los medios a la diversidad de voces procedentes del conjunto de sectores sociales. En este sentido, el documental social participativo es una herramienta concreta de comunicación alternativa que facilita el acceso de colectivos sociales al derecho a la comunicación con una calidad conveniente [...] Lo que pretende la Guía es sistematizar los conocimientos y nociones básicas para que estén al alcance de la persona formadora y/o del grupo. También recoge sugerencias acerca de cómo estructurar las formaciones y la realización del documental fruto de la experiencia de decenas de procesos de realización de documentales. Al juntar conocimientos y sugerencias, la Guía espera facilitar que diversos colectivos se embarquen en la experiencia de realizar su propio documental. La Guía se dirige a las personas que facilitan y acompañan los procesos de realización del documental social participativo y/o a los propios grupos. Contar con una persona formadora facilita mucho las cosas y la Guía le permitirá estructurar el proceso. Aunque un grupo también puede asumir el reto de realizar un documental de manera autónoma, es este caso, la Guía puede acompañarle." (Introducción)
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"Esta unidad Linguapax es una colección de ejercicios y actividades relacionados principalmente con los ámbitos de lenguas y ciencias sociales, pensados para que el alumnado reflexione, opine y cuestione cuáles son los estereotipos que predominan en nuestra sociedad y cuál es la mejor manera de
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darles la vuelta para favorecer actitudes de respeto y tolerancia. También se proponen actividades destinadas al autoconocimiento, a la reflexión sobre la imagen que podemos tener de nosotros mismos y cómo ésta es percibida por la gente que nos rodea. Este libro pretende ser un trabajo de refuerzo de las actitudes personales, de la autoestima y de la construcción de un criterio personal más allá de las opiniones de los otros, y quiere, en definitiva, fomentar la autonomía de pensamiento para favorecer la diversidad de ideas en los trabajos en grupo." (Introducción, página 4)
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"The guiding principle behind the development of this tool has been to produce a ‘user-friendly’ resource for journalism educators who want to include what we might term as ‘anti-discrimination or human rights awareness’ dimension into their teaching. To that end practical exercises which ar
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e easily adaptable and transferable in terms of context and duration have been collected, and are presented here in a brief and “jargon free” manner. The main aim is that these exercises be read, used, adapted and integrated into current teaching practice. In addition, it was taken for granted that all teachers and academics are familiar with the media culture within which they operate and, therefore, this toolbox does not include specific information of that nature. What is included is a selection of links to relevant European codes and laws. This is to help bolster students’ understanding of the importance given to human rights and anti-discrimination at European level and to provide the relevant sources of information for investigating the legal frameworks. The bulk of the content comprises teaching examples. These have been used by tutors in a variety of situations. For the most part, they have been taught to journalism students at Universities and Colleges, but some techniques have also been applied in-service with media professionals." (Descritpion of the practices, page 13)
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"[...] This book is not necessarily an effort at a highly theoretical exploration but a deeply practical application of the power of communication for updating and renewal of the universal church, more particularly that of India. The phenomenon of Church becoming irrelevant and abandon
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ed in the modern world is the backdrop of the whole study as Srampickal has chosen. So in the first part he makes a self-reflection and critical observation of the present day Church ministry styles and explores more into the background of mental attitudes and value systems sustainedby the church leadership and zealous missionary workers. The defective strategy and style of Church’s communication is found as the root reason for this. The challenge and chances of developing a Communication Theology is the first part of his positive exposition. When the Church becomes a real communicating community the envisioned spiritual ideologies of Christ, will be accepted and appreciated by the global society. He observes that the Church has produced excellent documents regarding communications in the world. Only problem he identifies is that they are practiced neither in the higher official levels nor in the ordinary practical levels. How can this be corrected through the smart and balanced utilization of modern media technology is elaborated in the second part. His thesis that ‘Communications Can Renew the Church’ is convincingly proved with ease and excellence in this book. For him communication is all about more participation of all in managing the church which can surely create a sense of belonging and intimate relations within the church." (Book review by John Edappilly, in: Asian Horizons, vol 4, nr 2, pages 379-380)
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"The dynamics of violent conflict - its instigation, development and resolution - are not very well understood by most journalists nor proficiently reported on, says the author of this document. Howard, a renowned conflict-sensitive reporting specialist, first briefly introduces the role of media in
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conflicts, then offers a model curriculum for a training programme, and concludes by describing training experiences in Kenya and Somalia. The curriculum outline is intended for small groups of relatively inexperienced to mid-career reporters, editors and producers working in conflict-stressed environments and emerging democracies. It emphasises the critical importance of basic standards of journalism, explores the dynamics of conflict and the influence of reliable journalism on conflict mediation, and finally examines specific aspects of delivering a more conflict-sensitive style of reporting." (CAMECO Update 2-2010)
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"A mediados de 2008, se inició un programa de capacitación en comunicación y género, con talleres presenciales subregionales. El programa estuvo dirigido, en primera instancia, a mujeres (líderes y comunicadoras) ya que, en el espacio de la Minga Informativa, se identificó la importancia de fo
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rtalecer el trabajo comunicativo de las mujeres: actoras centrales en las luchas y propuestas de cambio de los movimientos, cuya presencia no logra siempre el protagonismo que merece en las expresiones comunicativas. Esta publicación recoge la sistematización de ideas y materiales procesados y de los intercambios realizados en el marco de dicho programa. Constituye, además, un conjunto de herramientas: textos de reflexión, pautas para el trabajo, “tips” y sugerencias para dinámicas de grupo, que pueden adaptarse según las necesidades de cada organización. Es concebida como un aporte para la formación de líderes y para los procesos de definición de políticas y estrategias en las organizaciones (sean de mujeres o mixtas), partiendo desde la visualización de las múltiples facetas de la comunicación. El énfasis en la comunicación con enfoque de género, lejos de significar un abordaje parcial de la comunicación, invita más bien a incorporar dicho enfoque como un eje transversal del quehacer comunicacional de las organizaciones sociales, en el marco de las estrategias de superación de los desequilibrios de poder entre mujeres y hombres." (Presentación, página 5-6)
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"CINEDUC is an innovative educational method which uses cinema and participative discussion methods to facilitate access to information about topics associated with development. The method was developed as part of a project implemented by the German Development Service (DED) and its partners in Rwan
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da from 2004. The general objective of CINEDUC is to inform, educate and raise a target group’s awareness of a concrete social topic with a view to contributing to improving the lives of the people in question within their communities. CINEDUC aims to activate both individual capacities and community support in finding viable and suitable solutions to social problems." (Introduction)
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"This guide, compiled with the most updated sources at the time of going to press in early 2009, will take you step by step towards becoming an effective investigative journalist, gaining and practicing the necessary skills and thus gaining the self-confidence required to do a job that is both effec
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tive and fulfilling for you. We'll show you each step wit the help of examples of good reporting, both from Afghanistan, countries in the region as well as international examples which turned around situations and removed powerful people from the public scene after they crossed the line." (Preface)
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"In addition to access to scientific information on HIV and AIDS, TV producers need skills to use new information technologies; talent to hold the interest of the public audience and inspiration to report sensitively and creatively about HIV and AIDS. The effort is huge but it pays off when air-time
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is allocated by broadcasters to transmit quality, prime-time programmes. This handbook is intended for TV producers who wish to make that extra effort; it aims to enlarge possibilities for accurate and credible TV reports on HIV and AIDS." (Foreword)
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"This manual was developed and tested as part of the IOM pandemic preparedness for migrants and host communities project. The manual was designed to assist children, adolescents, adults and families living in migrant and host communities and help them cope during and in the aftermath of a pandemic.
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It is important to understand that, people handle difficult situations differently and not all members of a community will cope in the same way. People will experience a wide range of reactions when exposed to distressful events, ranging from the mild to the severe. Some can be amazingly resilient. When a group of people share a difficult experience, some are able to work through it and move on with their lives, while others require more support. The purpose of this training is to revise and strengthen your counselling skills, skills you may not even be aware you possess, as well as refine your communication skills. We will review the steps we use in the process of counselling and practice them in various situations." (Introduction)
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"[...] este libro les tiene que servir para emprender nuevos proyectos en sus vidas de todos los días: hacer una revista con amigos, inventar un nuevo programa de radio que puedan proponer en la radio comunitaria de los lugares dónde viven y ¿por qué no? en una radio de las grandes, las que se c
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onocen como "comerciales"; hacer un proyecto productivo con familiares y amigos que no sólo tenga que ver con el periodismo; para reflexionar siempre sobre el rol que tenemos cuando elegimos ser docentes en las escuelas de nuestros pueblos o cuando queremos compartir nuestros conocimientos y habilidades con vecinos en una salita prestada por un centro cultural de nuestro barrio, para hacer valer nuestros derechos ciudadanos en la cotidianeidad de nuestra democracia (no sólo cuando nos toque votar, después de cumplidos los 18 años) y para muchas cosas más que se les van a ocurrir a ustedes." (Presentación, página 5)
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"La caja de herramientas se ha creado para servir tanto como un recurso para los talleres de capacitación regional para las personas que coordinan las Estrategias Nacionales de Biodiversidad y Planes de Acción (ENBPA), así como un recurso para cuando regresen a sus lugares de trabajo y deban resp
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onder a las problemáticas relacionadas con CEPA, como parte de sus responsabilidades diarias. Esta guía proporciona orientación sobre dónde, cuándo y cómo utilizar una amplia gama de intervenciones educativas y de comunicación. La caja de herramientas consta de cuatro secciones que contienen orientaciones y herramientas para intervenciones en CEPA por parte de los/as coordinadores/as de las ENBPA [...] Las secciones y los temas escogidos se basan en las encuestas que se realizaron a los/las usuarios/as de esta caja de herramientas. La mayor parte del contenido está organizado con base a la pregunta “¿cómo...?”. Debido a que las personas que coordinan las ENBPA son gente ocupada y tienen poco tiempo para leer el contenido de cada “CÓMO” de CEPA, en todas las secciones se presenta en tres formas diferentes: hojas informativas, ejemplos, listados con puntos clave. De esta manera la guía ofrece una oportunidad para que los/as lectores/as revisen rápidamente una página que atrae su atención, hacia otra que puede ser de utilidad inmediata para ellos/as. Esta caja de herramientas no pretende que se lea como un libro de texto o un manual de comunicación, desde la A hasta la Z." (Prefacio)
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"This Manual is primarily designed to be used as a resource for a training course for laypersons on the basics of freedom of expression. It is intended to be used course participants, as well as by the trainers delivering it. While it is largely selfexplanatory, at the same time training will work b
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etter if delivered by trainers who have been provided with inputs from freedom of expression experts, so that they have a broader set of resources to draw upon than are set out in the Manual itself. As a result, it is idea if the trainers have undergone a training of trainers session on how to use the Manual." (Pages 1-2)
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