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Principles of Awareness-Raising for Information Literacy: A Case Study

Richard Sayers

Bangkok: UNESCO (2006), x, 114 pp.

"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 ... more

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Media Development and Poverty Eradication

Barry James

Paris: UNESCO (2006), 70, vi pp.

The articles in this book have been adapted from contributions to the UNESCO-sponsored conference in Colombo, Sri Lanka marking World Press Freedom Day on May 3, 2006.

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Innovative Practices of Youth Participation in Media: A Research Study on Twelve Initiatives from Around the Developing and Underdeveloped Regions of the World
Inspiring Practice

Sanjay Asthana

Paris: UNESCO (2006), 76 pp.

"Young people, working with a range of media materials, produce innovative content through dialogue and discussions says this publication. On the basis of case studies in Ghana, Haiti, India, Kyrgyzstan, Mexico, Mozambique, Nigeria, Somalia, South Africa, Vietnam, and Zambia, the study examines how ... more

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Evaluation of UNESCO's Community Multimedia Centres: Final Report

Heather Creech

Paris: UNESCO, Internal Oversight Service, Evaluation Section (2006), 61 pp.

"Since 2001, UNESCO has established more than 87 Community Multimedia Centres (CMCs) in over 22 developing countries in Asia, Africa and Latin America and the Caribbean with major funding provided by the Swiss Agency for Development and Cooperation ... (SDC). The evaluation describes the initiative's main achievement: 'The CMCs are accepted by and fully integrated into the communities and can in many cases be sustained beyond the pilot phase without core operating grants. The effort and funding that UNESCO has channeled into this transformative initiative have been exceeded by the hard work and commitment of the CMC staff and the communities where they are based. Among other key findings, the evaluators clearly acknowledge the contribution of CMCs to local development, noting that longer term benefits are already being realized within individual communities, such as the gradual removal of barriers to social inclusion, the stimulation of poverty alleviation through access to knowledge of better health, resource management, agriculture practices and the creation of new livelihoods opportunities. CMCs are also recognized as critical tools for local communities to mediate changes brought on by globalization and the advent of new technologies: The CMC role in fostering cultural resilience. The capacity of a community to retain critical knowledge and at the same time adapt to external influences and pressures - is particularly remarkable. In addition to an extensive review of documentation, the evaluation used field research, interviews, questionnaires, an online survey, and case studies to review the CMC initiative, a flagship activity of UNESCO's Communication and Information Sector. Equitable and expanded access to ICTs is promoted in many ways, such as subsidized training for those with special requirements and/or marginalized groups; close work with schools, small businesses and the independent sector; or the provision of information to more remote communities through radio, says the evaluation report. The evaluation also points out challenges faced by the CMC initiative, including the strategic use of CMC networks as delivery mechanisms for development services, from projects and programmes of UN agencies and national governments to those of local civil society groups. Many challenges relate to sustainability of local facilities in low-income and least-developed localities. As CMCs depend on volunteers for the delivery of training, radio programming and other services, they face difficulties in finding appropriate incentives for volunteers and struggle with managing volunteer turnover. Another challenge consists of opportunities for networking and staff development, which to date have been limited. Evaluators point out the need for CMCs to learn from and access expertise more easily and systematically from each other in order to be sustainable. Enabling national policy environments are very important for the development and sustainability of CMCs. Sudden changes in national policies on connectivity charges can destabilize CMCs and broadcast licensing restrictions or restrictions on press freedom can prevent CMCs from being able to broadcast freely and to a broader constituency, says the report." (UNESCO website) more

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Manual de procedimentos administrativos das rádios comunitárias e centros multimedia

Cláudio Arnaldo Rodrigues

UNESCO;UNDP (2006), 69 pp.

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Trends in Audiovisual Markets: Regional Perspectives from the South

Guiomar Alonso Cano (ed.)

[Paris]: UNESCO (2006), 364 pp.

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Citoyens et media: Guide pratique pour un dialogue entre citoyens et media

Jamal Eddine Naji

Rabat: UNESCO;Organisation Marocaine des Droits de l'Homme (OMDH) (2006), 115 pp.

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Media Education: A Kit for Teachers, Students, Parents and Professionals
Key Guidance

Divina Frau-Meigs (ed.)

Paris: UNESCO (2006), 188 pp.

"This Training Kit provides a complex and comprehensive view of media education, encompassing all media, old and new. It seeks new ways in which people can enhance their participation in the political and cultural life of the general community through the media. In particular, it promotes young peop ... more

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Übereinkommen über Schutz und die Förderung der Vielfalt kultureller Ausdrucksformen: Magna Charta der Internationalen Kulturpolitik

Christine M. Merkel (ed.)

Bonn: Deutsche UNESCO-Kommission (2006), 111 pp.

"Am 20. Oktober 2005 verabschiedete die 33. UNESCO-Generalkonferenz das "Übereinkommen über den Schutz und die Förderung der Vielfalt kultureller Ausdruckformen". Der vorliegende Band enthält die zwischen Deutschland, Österreich und der Schwei ... more

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The growth of media in China: And its impact on political and economic development in China

Copenhagen: International Media Support (IMS);Danish National Commission for UNESCO (2006), 26 pp.

"Media in China have a tremendous influence on public opinion and Chinese politics. Several hundred broadcasters, more than 2,000 newspapers and magazines and countless web-media compete fiercely for attention and over a lucrative advertising market. Simultaneously, the state is constantly reassessi ... more

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Evaluation Reports on Selected Projects

Intergovernmental Council of the International Programme for the Development of Communication (IPDC)

Paris: UNESCO (2006), 147 pp.

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Using ICT to Develop Literacy

Cedric Wachholz, Ellie Meleisea (eds.)

Bangkok: UNESCO Bangkok, ICT in Education Unit (2006), 53 pp.

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Young Digital Creators: Educator's Kit

Teemu Leinonen, Joanna Saad-Sulonen

Doyun Lee (coord.)

Helsinki: UNESCO (2006), 97 pp.

"Being creative and collaborative” is the motto of UNESCO’s Young Digital Creators (YDC). YDC is designed for young people of different cultures to collaboratively construct deeper understanding of each other’s cultural values and shared perspectives on global issues of our time. In YDC, the d ... more

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Towards an Improved Strategy of Support to Public Service Broadcasting: Evaluation of UNESCO's Support to Public Service Broadcasting 2005-2006. Final Report

Mark J. Stiles, Cindy Weeks

Paris: UNESCO;Stiles Association (2006), 50 pp.

"Progress on Public Service Broadcasting (PSB) is more likely to occur when there is collaboration with others; where there are strategic opportunities; when UNESCO uses project funds to reward progressive policy change; where there are staff in th ... more

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Un río son miles de gotas: La capacitación en las radios comunitarias

Larisa Kejval

Buenos Aires: AMARC América Latina y Caribe;Interconexiones;UNESCO;PIDC;Servicio de Iglesias Evangélicas en Alemania para el desarrollo (2006), 63 pp.

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In the Service of Young People? Studies and Reflections on Media in the Digital Age: Yearbook 2005/2006

Ulla Carlsson, Cecilia von Feilitzen (eds.)

Göteborg: Nordicom;UNESCO International Clearinghouse on Children, Youth and Media (2006), 437 pp.

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Local Information Networks: Social and Technological Considerations

Seema Nair, Megan Jennaway, Andrew Skuse

New Delhi: UNESCO (2006), 82 pp.

"This publication aims at understanding the nature and importance of various configurations of social and technological networks in community settings that combine to form a Local Information Networks (LIN). In this study LINs are conceptualised as comprising of two very different elements: one soci ... al, the other technological. Disaggregating the social and technological dimensions of local information networks helps us to understand how they work in practice and how they might be strengthened to bring greater social and economic benefits to the poor communities in which they are located. Hence, in both a practical and theoretical sense, a local information network can be thought of as a larger living field of social connections and communicative that determines the nature of information flow. On the technological side, the ICTs respond to specific local information needs expressed by recipient communities. On the social side, the combination of technological and human capacities embodied in a given intervention is superimposed upon a pre-existing field of social relationships. The three initiatives have been selected for the ways in which they demonstrate the use of social and technological elements within the local environment. Namma Dhwani and Nabanna were established through UNESCO’s Information and Communication Technologies for Poverty Reduction project, developed under UNESCO’s crosscutting theme on the eradication of poverty, especially extreme poverty. Akshaya on the other hand, is a State Government of Kerala initiative aimed at ICT literacy. The study concludes with the understanding that the technical dimensions of communication can never be fully divorced from the social if ICTs are to genuinely reach the poor with the information they need. Investment in social networks is critical since traditional forms of communication like word-of-mouth remains the most powerful, intimate and effective form of communication available to the very poor. The study also highlights the importance of local content production and the need to involve communities in the content creation process as key to achieving success is the quality, reliability and relevance of the information communicated." (Foreword) more

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El cantar de las hormigas: Producción periodística en las radios comunitarias

Paula Castello, Ximena Tordini

Buenos Aires: AMARC América Latina y Caribe;Interconexiones;UNESCO;PIDC;Sevicio de Iglesias Evangélicas en Alemania para Desarrollo (2006), 63 pp.

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International Programme for the Development of Communication: An Evaluation of the Reforms = Programme International Pour Le Développement De La Communication: Évaluation des Réformes

Helge Rønning, Kristin Skare Orgeret

Oslo: University of Oslo, Department of Media and Communication;UNESCO (2006), 33, 33 pp.

"The present study of the UNESCO International Programme for the Development of Communication (IPDC) is a follow-up of an evaluation of the Programme undertaken in 2002. The purpose of the study is to assess the efficiency of the reforms that have ... more

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Breaking Barriers: The Potential of Free and Open Source Software for Sustainable Human Development. A Compilation of Case Studies from Across the World

Nah Soo Hoe

Bangkok; New Delhi: UNDP Asia-Pacific Development Information Programme (UNDP-APDIP);International Development Research Centre (IDRC);UNESCO;Elsevier (2006), 115 pp.

Innovative Practices of Youth Participation in Media: A Research Study on Twelve Initiatives from Around the Developing and Underdeveloped Regions of the World Inspiring Practice

Media Education: A Kit for Teachers, Students, Parents and Professionals Key Guidance

Innovative Practices of Youth Participation in Media: A Research Study on Twelve Initiatives from Around the Developing and Underdeveloped Regions of the World
Inspiring Practice

Media Education: A Kit for Teachers, Students, Parents and Professionals
Key Guidance