"I have primarily looked at how Radio Selam, an Ethiopian peace radio programme run by the local Ethiopian Evangelical Church Mekane Yesus (EECMY), might have been constrained by four spheres of influence. The spheres I looked at encapsulated certain organizational, individual, economic and politica
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l influences. Given my number of corroborating sources and the similarities to research presented in the theory chapter, I feel I have shown that it is plausible that all four spheres generally influence and also constrain the project." (Conclusion, page 110)
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"Web 2.0 for development (Web2forDev) is a way of employing web services to intentionally improve information-sharing and collaborative production of content for development. It is about how development actors can relate and connect to other stakeholders, produce and publish their own material, deci
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de on levels of access to information and redistribute pieces of content released by others. This publication, a result of the Web2forDev conference at the FAO headquarters in Rome in 2007, shares learning and reflections from practice and considers the ways forward for using Web 2forDev. Eight case studies are presented and discussed. For instance, one interesting experience is the Kenyan website 'Ushahidi' (meaning 'witness' in Kiswahili) as an example of 'crowdsourcing' crisis information: people who witness acts of violence report the incidents they have seen, the incidents are placed on a map-based view on the website for others to see and in most cases are verified by local groups working on the ground. At the post-election violence in Kenya in early January 2008, local radio stations used Ushahidi as an information source. It is also expected to serve in other countries as a tool from early conflict warning to tracking a crisis situation as it evolves. A practical section called "tips for trainers" provides descriptions and links to further information ("where to get started") on blogging, twitter, wikis, social networking, RSS feeds, tagging and social bookmarking. In addition, various articles discuss lessons learnt and challenges identified." (CAMECO Update 4-2009)
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"This report is intended to serve as a guide for organizations considering establishing journalist-training programs in Nigeria, Ghana and Uganda. The report provides an overview of the challenges and opportunities in the journalism profession in these three countries. Generalizations across countri
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es are difficult. Thus, we encourage anyone making use of this report for program planning to consider the findings on each country as a distinct entity." (Executive summary)
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"The book brings together a range of community peacebuilding experiences that apply open and distance learning. The emphasis on community requires distance educators to change focus. The book addresses how to help a community articulate its own purposes for learning and then support it in achieving
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them. The role of radio, video and audio recordings to carry stories to larger audiences is explored. By raising expectations and challenging assumptions, use of these media can be catalysts that accelerate other processes of change." (Publisher description)
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"Evaluation data gathered between 1975 and 2000 demonstrated that Interactive Radio Instruction (IRI) had improved learning outcomes in conventional classrooms by between 10% and 20% when compared with control classrooms not using IRI. These programs often had relatively well-funded evaluation compo
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nents, often taught a single subject, and focused almost entirely on improving quality. This study focuses on the use of IRI in more taxing circumstances and the outcomes it achieved as well as children learning in conventional school settings. It looks at the use of radio to teach children who are not in school, who are affected by conflict, who are orphans, who live in countries where most social systems have broken down or never existed – the poorest, least supported and most remote learners to whom access to education has traditionally been denied. It also looks at IRI operating in systems of huge scale, such as the 20+ million learners in India. The projects documented in this study were largely carried out since 2000 (although reference is made to earlier projects also) and addressed early childhood education, mathematics and language instruction and teacher training. They were not research projects, and their circumstances challenged data collection and student testing. Nevertheless, the data demonstrate that these IRI programs have had a positive impact on learning outcomes and on the behavior of teachers. Interactive Radio Instruction (IRI) delivers daily 30-minute radio broadcasts that promote active learning and are designed to improve educational quality and teaching practices in schools and to deliver a complete basic education to learners not in school. This paper uses student assessment data collected on recent EDC IRI projects to determine the impact of IRI on student achievement and to highlight general patterns that emerged from the review. In all, 15 projects provided 37 records (grade-year combinations e.g. grade 1 in 2007) containing student learning data which served as the basis of this report." (Executive summary)
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"The Yearbook 2009 focuses on youth as a generation of actors and citizens who are increasingly exposed to and making use of media/ICT for entertainment and informational purposes, for social networking and mobilization, and for knowledge sharing. At the core of this creativity and these innovative
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practices is media and information literacy. Young people’s competence in using media, their ability to produce, understand and interact with the multiplicity of both new and old media formats and technologies have been instrumental in the manifestation of social processes of change. This book seeks to explore theoretical assumptions as well as empirical evidence of media and information literacy in action. But it also gathers examples of how youth in developing countries have used their skills to bring about change." (Publisher description)
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This report documents the scant attention that agriculture and women agriculturalists have received from news media.
"Der vorliegende Aufsatz berichtet erste deskriptive Befunde aus einer multinationalen Studie zum Vergleich von Journalismuskulturen. Im Rahmen des Projekts wurden insgesamt 1700 Journalisten in 17 Ländern zu ihren professionellen Orientierungen befragt. Im Vordergrund standen Fragen nach dem Verst
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ändnis der eigenen gesellschaftlichen Rolle, den erkenntnistheoretischen Grundlagen und ethischen Imperativen im Journalismus. Im Ländervergleich zeigt sich dabei, dass jene Rollenmodelle, die durch Distanz und Nichtinvolviertheit gekennzeichnet sind, durchaus zu den weltweit akzeptierten journalistischen Standards zählen. Darüber hinaus ist den Journalisten global relativ übereinstimmend die Verlässlichkeit und Faktizität von Informationen sowie das strikte Einhalten von Unparteilichkeit bzw. Neutralität sehr wichtig. Umstritten sind hingegen interventionistische Aspekte der Berufsausübung, wobei sich die größten Differenzen zwischen den entwickelten Staaten des Westens und Transformationsgesellschaften zeigen. Große Länderunterschiede lassen sich auch bezüglich der Rolle von Subjektivität sowie der Vermischung von Fakten und Meinung feststellen." (Abstract)
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"Providing counseling for reporters who have witnessed some of the worst things that can happen to humanity – with no tools to handle the emotional shock – was identified as one of the most imminent and crucial needs for support to Kenyan media practitioners in the aftermath of the disputed Dece
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mber 2007 presidential election. An unprecedented wave of politically motivated violence was triggered when the Electoral Commission of Kenya declared President Mwai Kibaki winner of the presidential election. More than 1,000 Kenyans were killed and over 500,000 displaced. [...]
On this background, IMS decided to engage in a post-election violence trauma counseling project in close cooperation with the Kenya Association of Photographers, Illustrators and Designers (KAPIDE), Kenya Correspondents’ Association (KCA) and Kenya Union of Journalists (KUJ). Under the theme: 'Healing the messenger – Post-election trauma counseling for Kenyan Journalists', trauma counseling was provided for a total of 150 journalists and photographers in five different locations. The sessions were conducted by leading Kenyan psychiatrist and expert in disaster management, Dr. Sobbie Mulindi, and a rapid response team from the Kenyatta National Hospital. This booklet offers insights into the experiences the journalists went through as told by themselves during the counseling sessions. All accounts reproduced in this handbook conceal the identity of the journalists to respect wishes for anonymity and the continued feeling of trauma and sensitivity characterizing the post-election situation in Kenya. The booklet also provides guidance to recognizing and dealing with trauma as elaborated and presented by Dr. Sobbie Mulindi and his team." (Preface)
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"This volume documents from historical and contemporary perspectives, the situations, trends and issues of cartooning in a number of African countries, and profiles the individuals, forms and phenomena that stand out. All types of cartooning are covered, including comic books, comic strips, gag and
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political cartoons, and humour magazines. The contributors are scholars, writers, and practitioners of comic art who are either residents of or research visitors to Africa. Their approaches run the gamut from historical/contemporary overviews, to problem analysis of the profession and cartoonists, to textual analysis." (Publisher description)
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"GISWatch has three interrelated goals: surveying the state of the field of information and communications technology (ICT) policy at local and global levels; encouraging critical debate; strengthening networking and advocacy for a just, inclusive information society. Each year the report focuses on
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one particular theme. GISWatch 2009 focuses on access to online information and knowledge – advancing human rights and democracy. It includes several thematic reports dealing with key issues in the field, as well as an institutional overview and a reflection on indicators that track access to information and knowledge. There is also an innovative section on visual mapping of global rights and political crises. In addition, 48 country reports analyse the status of access to online information and knowledge in countries as diverse as the Democratic Republic of Congo, Mexico, Switzerland and Kazakhstan, while six regional overviews offer a bird’s eye perspective on regional trends." (Back cover)
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"In Tanzania pirated video copies of foreign films are subject to a profound practice of remediation. Video narrators who either perform live simultaneous translations and commentaries on such films in video parlours, or mediatise their interpretations as VHS cassettes and DVDs with Kiswahili voice-
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over, are in great demand and have established themselves as mediators between American, Chinese, Indian, and Nigerian films and their local audiences. In this essay I will introduce two such video narrators, Lufufu and King Rich, and part of their work, such as sequences from a version of the Nigerian Pentecostal classic Karishika (Christian Onu, 1998) by King Rich, and of Titanic (James Cameron, 1997) and Super Love (Andy Amenechi, 2003) by Lufufu." (Introduction)
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"One of the major obstacles to the development of a professional media is the lack of qualified education and training and media training remains a neglected area in Sudan. Education and training in journalism and related areas provided by universities are not responding sufficiently to the needs of
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building journalistic skills. Meanwhile, a number of media training initiatives carried out by Sudanese and international media training institutions have largely been conducted ad hoc but do not address the needs with a long-term and integrated vision, and without overall coordination and strategy framework. In order to address this need, International Media Support developed a project with the objective to map out lessons learned and the challenges and priorities for media training in Sudan." (Introduction, page 4)
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