"Sending messages is likely to only be effective in conjunction with a comprehensive approach involving a wider range of activities, such as dialogue or training. The media, such as newspapers, radio and television, are the main way that messages to change attitudes and behaviour are communicated in
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campaigns. In conflict situations, the media does not necessarily always either promote or prevent conflict, but still acts as an important, influential force in most societies. The media can help inform decisions and counteract hateful and violent messages, but can also undermine peacebuilding processes. There is no single way that the media affects audiences, and the media cannot ‘inject’ behaviours or attitudes into people’s minds but rather affects the formation of attitudes and beliefs which in turn impact on behaviour. In addition to media interventions, two approaches to sending messages are identified that seem of particular relevance: social marketing and the inclusion of educational messages in entertainment programmes. A number of case studies are identified in the report that cover multi-faceted interventions and include a messaging component. Projects are explored from Burundi, Rwanda, Kenya, the Democratic Republic of Congo and Bosnia." (www.gsdrc.org)
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"This manual is for media practitioners and social activists who wish to use the power of entertainment and mass media to promote health, human rights and social justice. Drawing on successful stories and case studies from Africa and elsewhere, this manual aims to inspire, give fresh ideas and share
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experiences of interesting edutainment programmes. If you are a social activist or development worker, it will introduce you to the exciting opportunities that edutainment presents. If you are an edutainment practitioner, it invites you to think about your own practice, whether you are using multimedia, TV dramas, radio talk shows, theatre, social media or on-the-ground community dialogues and advocacy." (Page 3)
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"Entertainment-education interventions frequently include an explicit persuasive appeal, such as an epilogue, at their conclusion. This may help to overcome potential limitations of narrative persuasion by highlighting and clarifying the underlying message. Despite this potential, an explicit persua
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sive appeal may also undermine the subtle approach that distinguishes narrative persuasion and thereby induce reactance and/or counterarguing. The purpose of this study was to experimentally test these two possible outcomes. In particular, the effect of an explicit persuasive appeal in the context of a dramatic television program about the dangers of drinking and driving was examined. Overall, results revealed that the narrative and explicit persuasive appeal interact to influence drinking-and-driving attitudes. Theoretical and practical implications are discussed." (Abstract)
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"This book traces some of the key research conducted over a ten-year period by honours, MA and PhD students who have attended the CCMS Entertainment Education / communication for participatory development course from its inception in 2002, until 2011. There has been a marked shift in the paradigm gu
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iding this post-graduate course, which is explored in the introductory chapter. Innovative methodologies and indigenised theories are brought to bear through each research project, which include conceptually integrated, paradigm-specific graduate work. It keeps abreast of current debates, contributes to international conferences and peer-reviewed publications and assists CCMS in retaining a comparative world benchmark. Much of the work included in this collection reflects the Freireian derived experientialist pedagogy of CCMS, where students take responsibility for developing their own research directions within specific research programmes. There is a strong emphasis in this collected work on media, social justice, and human rights issues, especially relating to historically disadvantaged communities. The book includes two primary research foci: development communication and public health communication. Development communication invokes new ways of harnessing media and localised cultural frames in promoting development strategies, health promotion, private-public partnerships and community development. Public health communication in the context of this work involves applying the emergent field of Education Entertainment via a framework of communication for social and behavioural change. In order to provide a wide range of examples of research approaches and topics, we have included edited, shortened versions of 35 research papers." (Pages xix-xx)
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"By assessing edutainment as a space of cultural translation, Drama for Development advances an often neglected perspective in this topics' research. It focuses on what happens when various goals, worldviews and needs from donors, producers and the audiences come together in the production and meani
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ng construction of soap operas. The perspective is illustrated by examples from the largely South Asian experiences of the BBC World Service Trust, itself seen as a cross-cultural contact zone. Tensions between western scientific paradigm and local researcher in the audience research process (chapter 3), the cosmopolitan competencies of the production team in harmonizing the urge for authenticity, cultural sensitivity and development objectives (chapter 6) and the construction of social realism as an interplay of the observed realities of the audiences and the neo-liberal themes of donors (e.g., opium in ch.6 and forced marriage in chapter 11) exemplify some of the processes taking place in that zone. The epistemological position of the book is complementary to the more technical perspective of the existing body of literature, which sometimes fails to capture the complex processes of meaning construction and link it to the wider social context." (commbox)
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"In summary, the present chapter analyzed the role of digital games in the growing practice of entertainment-education. We argued that serious games should not be automatically labeled as E-E digital games just because they include some social content. Connections were drawn between the social inter
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actional possibilities afforded by the technology of digital games vis-a-vis the more traditional mass-mediated E-E programs, expounding on the five key attributes of experiential game play, multimodality, interactivity, persuasive, interactive narrative, and social interaction. We concluded by noting that digital games offer tremendous generative potential for broaching alternative interventional possibilities for social change, and that scholarship on digital games would benefit from questioning the dominant psychosocial theoretical leanings that privilege linearity, causality, reductionism, and individualcenteredness." (Page 285)
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"Community workers in developing countries can provide on-the-ground support to encourage the general public to adopt and maintain behaviour change. This book is designed specifically as a guide for the creation of distance education programmes for these community workers. Covering the whole process
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of project development, it provides detailed guidance on project start-up and management, curriculum preparation, media selection - especially radio and television -, programme format choice, scriptwriting and review, programme production, preparation of support books and participant guides and methods of audience feedback. An extended section covers Internet-based distance education. The guiding principle for the preparation of distance education materials applied in this guide is the "6T" pattern, i.e.: "Telling, Teaching, Transforming, Testing, Tasking and Telling"." (CAMECO Update 1-2009)
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"This publication focuses on unique communication-centered approaches to social change and introduces basic concepts, strategies and theories supporting edutainment strategies to foster social change and social movement building. It provides examples of how the organizations have used edutainment st
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rategies, describing challenges, lessons learned and insights for the future, especially related to strategic planning and evaluation. It also provides references for where to find more information or who to seek for further advice on the design and implementation of these approaches." (Foreword)
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"Zusammenfassend bleibt festzustellen, dass mit Hilfe von Entertainment Education (EE) erwiesenermaßen positive Verhaltens- und Wissenseffekte zu erzielen sind. Allerdings wurde auch schon festgestellt, dass die Wirkung einzelner EE-Botschaften nicht unbedingt vorhersagbar ist: Nach der Ausstrahlun
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g der US-Serie All in the family, die auf humorvolle Weise gegen ethnische Vorurteile arbeiten wollte, wurde zum Beispiel festgestellt, dass sich einige der Zuschauer ausgerechnet mit der negativen, vorurteilsbehafteten Figur des Archie Bunker identifizierten, und dass vor allem stark voreingenommene Rezipienten die Serie lieber ansahen als weniger voreingenommene Rezipienten (sogenannter Archie Bunker-Effekt; Lampert, 2003). Schließlich muss man bei der Beurteilung von EE auch berücksichtigen, dass dahinterstehende Interessen häufig für die Zuschauer nicht transparent sind, und diese Interessen können ganz unterschiedlicher Natur sein, so zum Beispiel wenn Indhira Gandhi sich für die Umsetzung von EE im indischen Staatsfernsehen einsetzt (Poindexter, 2004), oder wenn es um die stärker ökonomisch geprägten Entscheidungen in privaten Fernsehkanälen geht." (Seite 164)
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"This book includes 17 articles on the current state of communication for development from renowned communication practitioners and scholars. It covers five areas: an introduction to the relationship between development, participation and communication; the theoretical underpinnings of development c
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ommunication; the development communication strategies of international institutions like UNESCO, FAO and UNICEF; concrete experiences in HIV/AIDS communication and the concepts behind; and case studies on community media and media projects in conflict areas. The special value of this book is that the project examples are not just presented in a descriptive manner, but analyzed in detail according to the underlying communication concepts. In addition, various contributions trace the history of participatory communication approaches to development. This is a revised and updated version of a 2003 UNESCO publication called Approaches to Development: Studies on Communication for Development." (CAMECO Update 4-2008)
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"This paper is a peer review of journals addressing the issue of the impact of development communication in a number of development projects and programs. It provides an overview of this discipline and then discusses the evidence about the impact of development communication according to a typology
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developed on the basis of the articles reviewed. This study is part of a wider process that provided support to the First Congress on Communication for Development, an event that took place in Rome on October 2006." (Back cover)
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"In this paper we will be looking at the evidence of impact from interventions in the so-called ‘traditional’ media – TV, radio and, to a much lesser extent, print – and factors contributing to that impact. By ‘media interventions’ we mean using mass-media in support of development objec
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tives and as part of development projects to help bring about behaviour change – for instance, the use of TV/radio spots (also known as PSAs – public service announcements) to promote condom use, or radio programmes to promote better agricultural practices. This should not be confused with so-called ‘media development’, which aims to create independent and professional media, recognising the potential of the media as an important independent agent of social and political change, for example in governance." (Introduction)
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"This collection of 10 original essays honors the intellectual legacy of Prof Everett M Rogers (1931–2004), a pioneering and distinguished teacher—scholar of diffusion of innovations, communication networks, and social change. Well-known colleagues and contemporaries write on topics that not onl
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y piqued Rogers' curiosity, but to which he made seminal and lasting contributions. The concluding documents Rogers' life journey from his modest farm boy beginnings in Iowa, through his distinguished academic career, to his final return to the farm." (Publisher description)
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