"This article has evolved from the author's continuing relationship, as a broadcaster and trainer, with two so-Called community radio stations. One is a community station according to accepted definitions of the global community radio movement, and the other is an example of community radio in a pub
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lic service environment. Both, the article argues, fail their communities through being too closely associated with the norms and practices that have shifted radio from the sphere of material to the sphere of broadcast, with all that such a move entails in terms of business practices, political intervention (ideological and authoritarian), censorship and essentialist notions of identity and consensus. Through an examination of the concept of community and the exploration of the two radio stations as case studies, the article argues that only radio as art can fully articulate the community voice and go some way to answering the questions as to who is speaking for whom, why and with what consequences." (Abstract)
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"The book was written mainly to inform rural development professionals, practitioners and decision-makers in a variety of organisations – from NGOs and farmer associations to government departments and research and educational institutions – about the diverse uses of video in development. Specif
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ically, it seeks to give decision-makers greater insight into the subject in order to support decisions on the strategic use of video in development. As such, it draws extensively on practical experiences to illustrate the potential of this powerful communication tool for development." (Introduction, page 1)
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"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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"Digital communications technology does many new things. Its spread means that it is no longer a case of a tiny minority of professionals and politicians having a monopoly on mass communication. Implicit in the observations of this report, is the recognition that - amongst other things - digitisatio
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n also disrupts old boundaries between inter-personal and mass communication. What used to be the subject of, or product of, communication between a few individuals, can increasingly be put into the public sphere. Much of this content remains personal in quality, despite it being public in availability. But there is also much that is of public interest. In some ways, this therefore threatens those institutions supposed to be specialising in public interest information. In other ways, it can help them not only reinforce this mission, but to also take a step towards expanding their role into becoming wider public interest content and commun-ications agencies. They can, in short, be the motive force that pulls personal conversations into focussing on journalism that is of common public interest. That image of leading the transformation of mass communication is, however, just one of the scenarios outlined in this report. The others point to lesser roles, even including extinction. It should be noted that scenarios are not predictions of the future, but attempts to highlight a range of possible options. They help guide action in one or other direction. The complication is that digitisation and all that comes with it can deal a surprise to even the best-considered scenario possibilities. Who would have thought that a search engine company (Google) could become such an effective player in the advertising arena? Or that newspaper newsrooms would start hiring video-capable staffers, or that some cell-phone companies would move into distributing content? Could anyone have guessed that a company like Twitter could attract and burn millions of dollars of investment without even a proper business plan about how it intends to make money? The digital revolution, if it is to succeed, needs to have top quality cadres in the newsrooms. In the face of these kinds of developments, it is tempting to throw up one’s hands and take a come-what-may approach. That’s preferable to the illusion of controlling and managing the process. At the same time, between these two extremes of paralysis and over-planning, there is a broad direction that can be identified and pursued. We may not know exactly where we are going, but - as this Report seeks to do - we can look at where we are and what’s immediately ahead. More fundamentally, however, there’s worth in remembering from whence we come. In other words, while looking at the present and near-present, and keeping an eye on what future scenarios we can imagine, we can hold onto our values. In the context of public broadcasting, these values are - in a nutshell - to focus mass communications on deepening democracy and development. These public interest values remain all the more valid in a time when the historical informational “service” model is being expanded to also function as a public interest communicational mode. Keeping these ideals aloft helps state-owned broadcasters steer a course between delivering government-interest and commercial-interest content. They help to define the meaning of universal access in the face of financial pressures and socio-economic divides. They empower people to see the big picture and to bring concerted action to bear on it. In sum, they help us reinvent “public service broadcasting” in a fashion appropriate to its contemporary possibilities. Roll on digitisation in Southern Africa - and the transformation of at least some state-owned broadcasters to become leaders in this process." ("Summing up", page 53-54)
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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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"In today’s climate in the media industry, reporters are expected to cover a broad range of issues. They no longer have the luxury of concentrating on a small piece of a larger puzzle, and at times, they may feel as if they need a better understanding of the background information before moving fo
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rward. Covering eight different topics, this book is not intended to provide reporters with in-depth information on any single topic. It is, instead, intended to provide the necessary building blocks on a variety of themes, and to assist journalists in seeing each story they tackle through a variety of ‘lenses’. This book is also based on a belief that a holistic approach to reporting is important in today’s media industry. The links between the economic recession, poverty, food insecurity, water issues, rural issues, xenophobia, gender issues and children’s issues cannot be emphasised enough." (Introduction)
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