BACKGROUND IFLA -FAIFE: RATIONALE · and Brazil (librarians and library science faculty) ......
Transcript of BACKGROUND IFLA -FAIFE: RATIONALE · and Brazil (librarians and library science faculty) ......
IFLAIFLA--FAIFE: RATIONALEFAIFE: RATIONALE
Lilia F. EchiverriLilia F. Echiverri
President, PLAI (2009President, PLAI (2009--2010)2010)
““Revolutionizing Information: A SeminarRevolutionizing Information: A Seminar--Workshop Workshop on IFLA FAIFE Internet Manifestoon IFLA FAIFE Internet Manifesto””
La Salette Retreat House, Biga, Silang, CaviteLa Salette Retreat House, Biga, Silang, Cavite
June 25June 25--26, 200926, 2009
BACKGROUNDBACKGROUND•• September 18, 2007September 18, 2007
Received an invitation from IFLAReceived an invitation from IFLA--FAIFE through FAIFE through
Dr. Barbara Jones, IFLADr. Barbara Jones, IFLA--FAIFE SecretaryFAIFE Secretary
•• November 26 November 26 -- December 2, 2007December 2, 2007
Attended the IFLAAttended the IFLA--FAIFE training workshop in FAIFE training workshop in
Middletown, Connecticut and New York, U.S.A.Middletown, Connecticut and New York, U.S.A.
ParticipantsParticipants
•• Uganda, Zimbabwe, Nigeria, South Africa, Uganda, Zimbabwe, Nigeria, South Africa,
Philippines, Thailand, Mexico, Costa Rica Philippines, Thailand, Mexico, Costa Rica
and Brazil (librarians and library science and Brazil (librarians and library science
faculty)faculty)
Purpose of the TrainingPurpose of the Training--WorkshopWorkshop
•• The purpose of this trainingThe purpose of this training--workshop was workshop was
to train a core of librarians and library to train a core of librarians and library
science faculty on two important issues:science faculty on two important issues:
–– The Internet ManifestoThe Internet Manifesto
–– The librariansThe librarians’’ role in providing access to role in providing access to
information about such public health issues on information about such public health issues on
AIDS to cover the issues of patron privacyAIDS to cover the issues of patron privacy
BackgroundBackground
July 21July 21--22, 200822, 2008
11stst IFLAIFLA--FAIFE training workshop held at The FAIFE training workshop held at The
National Library (TNL).National Library (TNL).
PARTICIPANTSPARTICIPANTS
•• CambodiaCambodia
•• IndonesiaIndonesia
•• LaosLaos
•• PhilippinesPhilippines
•• SingaporeSingapore
•• ThailandThailand
•• VietnamVietnam
Representatives from the PhilippinesRepresentatives from the Philippines
•• Dr.Dr. Marilou TadlipMarilou Tadlip ((VisayasVisayas))
•• Ms. Nora FeMs. Nora Fe AlajarAlajar (Mindanao)(Mindanao)
•• Mr. Rodolfo Y.Mr. Rodolfo Y. TarlitTarlit (Luzon)(Luzon)
PLAI National ConferencePLAI National Conference
July 23July 23--25, 200825, 2008
PLAI National Conference on Information PLAI National Conference on Information
Access: Internet and Libraries, City Access: Internet and Libraries, City
Garden Hotel, ManilaGarden Hotel, Manila
Memorandum of Understanding Memorandum of Understanding
(MOU)(MOU)
•• March 30, 2009March 30, 2009
Signed a Memorandum of Agreement between Signed a Memorandum of Agreement between
PLAI and IFLAPLAI and IFLA--FAIFE for the Project 2009FAIFE for the Project 2009
IFLAIFLA--FAIFE OBJECTIVEFAIFE OBJECTIVE
The objective of IFLA/FAIFE is to:The objective of IFLA/FAIFE is to:
•• Raise awareness of the essential correlation Raise awareness of the essential correlation between the library concept and the values of between the library concept and the values of freedom of expression. freedom of expression.
•• Collect and disseminate documentation and aim Collect and disseminate documentation and aim to stimulate a dialog both within and outside the to stimulate a dialog both within and outside the library world. library world.
•• Act as a focal point on the issue of freedom of Act as a focal point on the issue of freedom of expression, libraries and librarianship. expression, libraries and librarianship.
THE FOUR STAGES OF THE THE FOUR STAGES OF THE
PROJECTPROJECT
•• Phase OnePhase One -- April 27April 27--28, 200928, 2009
•• Phase TwoPhase Two -- Cascading to different Cascading to different
regions (May regions (May –– October October
2009)2009)
•• Phase ThreePhase Three -- Final Phase (NovemberFinal Phase (November
•• Phase FourPhase Four -- Submission of Final Submission of Final
Reports to IFLAReports to IFLA--FAIFEFAIFE
PHASE ONEPHASE ONE
•• Prior to the training workshop, PLAI distributed Prior to the training workshop, PLAI distributed
and collected baseline data for the impact and collected baseline data for the impact
assessment and evaluation framework of the assessment and evaluation framework of the
ProjectProject
•• April 27April 27--28, 2009 28, 2009 –– Phase One of the Project Phase One of the Project
held at the Astoria Plaza, Pasig Cityheld at the Astoria Plaza, Pasig City
•• 16 Regional Council Presidents16 Regional Council Presidents
•• 2 IFLA2 IFLA--FAIFE officials FAIFE officials
•• 5 Philippine Executive Team5 Philippine Executive Team
•• 3 local speakers3 local speakers
PHASE TWOPHASE TWO
•• May May –– October 2009 October 2009 –– Cascading TrainingCascading Training
PHASE TWOPHASE TWO
•• The Regional Trainers (RTs) trained in Phase One will go back The Regional Trainers (RTs) trained in Phase One will go back
to their regions and arrange training workshops in their to their regions and arrange training workshops in their regions, where necessary, train colleagues to hold further regions, where necessary, train colleagues to hold further
workshops. This is a workshops. This is a ‘‘Cascading TrainingCascading Training’’ approach, and it is approach, and it is intended to train as many librarians, staff, information intended to train as many librarians, staff, information
specialists/ managers as possible in the Internet Manifesto. specialists/ managers as possible in the Internet Manifesto.
They shall conceptualize and plan for a specific activity which They shall conceptualize and plan for a specific activity which plan/activity shall be submitted to PLAI Executive Team and/or plan/activity shall be submitted to PLAI Executive Team and/or
respective PLAI Vice Presidents. During Phase Two the trainers respective PLAI Vice Presidents. During Phase Two the trainers will be responsible for collecting information for impact will be responsible for collecting information for impact
assessment. The questionnaire that has been distributed to you assessment. The questionnaire that has been distributed to you
will be collected, tabulated and evaluated for the impact will be collected, tabulated and evaluated for the impact assessment.assessment.
General GuidelinesGeneral Guidelines
1.1. General Format for SeminarGeneral Format for Seminar--Workshop Workshop
ActivityActivity
2.2. Participants, shall include librarianParticipants, shall include librarian’’s s
(whether licensed or not), non(whether licensed or not), non--librarians librarians
i.e., administrators, paraprofessionals i.e., administrators, paraprofessionals
other professionals, LGU officials and other professionals, LGU officials and
even library science studentseven library science students
General GuidelinesGeneral Guidelines
3.3. Each Regional Council is free to decide Each Regional Council is free to decide whether a seminar fee will be charged or whether a seminar fee will be charged or whether it is free. If there will be payments of whether it is free. If there will be payments of fees, the Executive Committee suggests that it fees, the Executive Committee suggests that it be enough to defray expenses for food and be enough to defray expenses for food and other incidentals to encourage more other incidentals to encourage more attendance.attendance.
4.4. This activity is being applied by PLAI as a CPE This activity is being applied by PLAI as a CPE Provider and approved Provider and approved 10 credit pts10 credit pts. Please . Please comply the CPE reportorial requirements.comply the CPE reportorial requirements.
General GuidelinesGeneral Guidelines
5. Funds shall be provided for5. Funds shall be provided for
-- honorarium of Resource Personshonorarium of Resource Persons
-- Meals of Resource PersonsMeals of Resource Persons
-- Transportation of Resource PersonsTransportation of Resource Persons
General GuidelinesGeneral Guidelines
6.6. Following are reiteration of other Following are reiteration of other requirements:requirements:
a. submission of written report by thea. submission of written report by the RTsRTs to to respective Vicerespective Vice--PresidentPresident
b. Fielding of Survey Questionnaire to b. Fielding of Survey Questionnaire to prospective participants for profiling prospective participants for profiling and and baseline data.baseline data.
c. Submission of the financial liquidation to c. Submission of the financial liquidation to the PLAI Executive Teamthe PLAI Executive Team
Phase ThreePhase Three
•• Date:Date: November 10November 10--11, 200911, 2009�� Final Phase of the ProjectFinal Phase of the Project
•• Venue:Venue: BoholBohol CityCity
PHASE THREEPHASE THREE•• The final phase will bring together the original trainers once The final phase will bring together the original trainers once
more to present their experiences and discuss the impact and more to present their experiences and discuss the impact and
outcomes of the project. Depending on the circumstances, this outcomes of the project. Depending on the circumstances, this
final phase will take place as part of a prefinal phase will take place as part of a pre--arranged conference arranged conference
(such as an annual meeting, seminar, forum, etc.) where a (such as an annual meeting, seminar, forum, etc.) where a
larger audience could hear about the project, or it could be a larger audience could hear about the project, or it could be a
smaller activity. In either case, the final phase should also smaller activity. In either case, the final phase should also
include planning for any related activities in 2010.include planning for any related activities in 2010.
•• FAIFE trainers and the Philippine Executive Team will be FAIFE trainers and the Philippine Executive Team will be
presented for the third stage to review the project and help presented for the third stage to review the project and help
plan any future phases. The main data for the impact plan any future phases. The main data for the impact
assessment will be collected at this stage as participants shareassessment will be collected at this stage as participants share
their experiences with IFLA representatives. We will be their experiences with IFLA representatives. We will be
choosing regional councils to report and share their choosing regional councils to report and share their
experiences.experiences.
PHASE FOUR PHASE FOUR
•• November 30, 2009 November 30, 2009 –– PLAI will deliver a PLAI will deliver a
narrative report on the Project, including narrative report on the Project, including
assessment of the Projectassessment of the Project’’s impact on the s impact on the
libraries involved, as contribution to a final libraries involved, as contribution to a final
IFLA report. This report will contain IFLA report. This report will contain
information on the work done during the information on the work done during the
first three stages, information on the first three stages, information on the
overall impact of the project, and overall impact of the project, and
recommendations for next steps. recommendations for next steps.
Cascading of this training workshop Cascading of this training workshop
will provide a good opportunity for will provide a good opportunity for
all the delegates to share the best all the delegates to share the best
practices not only to different parts practices not only to different parts
of the regional councils but to the of the regional councils but to the
whole world!whole world!
Thank you!Thank you!
IFLAIFLA--FAIFE IMPACT ASSESSMENTFAIFE IMPACT ASSESSMENT
ASSESSING THE IMPACT OF THE FAIFE INTERNET ASSESSING THE IMPACT OF THE FAIFE INTERNET
MANIFESTO WORKSHOPS IN THE PHILIPPINESMANIFESTO WORKSHOPS IN THE PHILIPPINES
•• Many library activities are evaluated in terms of Many library activities are evaluated in terms of
quantity (number of books, number of library quantity (number of books, number of library
activities, number of people trained)activities, number of people trained)
•• It is more difficult to assess the effect of library It is more difficult to assess the effect of library
services on users. Using impact assessment services on users. Using impact assessment
techniques we can try to examine the change techniques we can try to examine the change
stimulated by new programmes or training on stimulated by new programmes or training on
library staff and, ultimately, users.library staff and, ultimately, users.
WHAT IS IMPACT?WHAT IS IMPACT?
•• Impact is Impact is ““....any effect of the service or ....any effect of the service or
initiative on an individual or group.initiative on an individual or group.””
–– Impact is about change:Impact is about change:
•• To peopleTo people’’s livess lives
•• To how groups and organizations behaveTo how groups and organizations behave
•• To communitiesTo communities
WHAT IS IMPACTWHAT IS IMPACT
•• Impact on What? Changes inImpact on What? Changes in
–– Behavior (doing things differently)Behavior (doing things differently)
–– Competence (doing things better)Competence (doing things better)
–– Levels of knowledgeLevels of knowledge
–– Attitudes (e.g. Confidence, valuing library Attitudes (e.g. Confidence, valuing library
staff)staff)
WHAT IS IMPACTWHAT IS IMPACT
•• Impact may beImpact may be
–– Positive or negativePositive or negative
–– Intended or accidentalIntended or accidental
–– Affect users, staff, managementAffect users, staff, management
WHAT DOES IMPACT EVALUATION WHAT DOES IMPACT EVALUATION
ENTAIL?ENTAIL?
•• FocusFocus –– the project roles, areas of the project roles, areas of
impact, objectivesimpact, objectives
•• Indicators Indicators –– what will tell you that what will tell you that
change has occurred?change has occurred?
•• Evidence Evidence –– mainly qualitative, perhaps mainly qualitative, perhaps
with some statisticswith some statistics
IFLAIFLA’’S OVERALL FOCUS AND OBJECTIVES S OVERALL FOCUS AND OBJECTIVES
FOR USING IMPACT ASSESSMENTFOR USING IMPACT ASSESSMENT
•• These are:These are:–– To sustain programmes through grassroots To sustain programmes through grassroots activity and appropriate development fundingactivity and appropriate development funding
–– To leave project participants in a strong position To leave project participants in a strong position to continue professional development through to continue professional development through workshops and other appropriate meansworkshops and other appropriate means
–– To ensure that libraries and equal access to To ensure that libraries and equal access to information are reported and publicisedinformation are reported and publicised
–– To create evidence base of the impact of To create evidence base of the impact of workshop activityworkshop activity
–– To help LIS educators will build ethical To help LIS educators will build ethical approaches to information into programsapproaches to information into programs
WHAT ARE THE OBJECTIVES OF THE WHAT ARE THE OBJECTIVES OF THE
INTERNET MANIFESTO PROJECT?INTERNET MANIFESTO PROJECT?
•• Librarians will:Librarians will:–– Use Article 19 and related ethical principles in their Use Article 19 and related ethical principles in their workwork
–– Perceive, understand and take steps to address Perceive, understand and take steps to address barriers to accessbarriers to access
–– Proactively address access issues in their workProactively address access issues in their work
–– Accept the usefulness of all formats and sources of Accept the usefulness of all formats and sources of information, including ICTinformation, including ICT
–– Be able to train other librarians how to address Be able to train other librarians how to address access issues and barriersaccess issues and barriers
–– Be able to customise training materials for use for Be able to customise training materials for use for local purposeslocal purposes
–– Have an enhanced sense of their professional worthHave an enhanced sense of their professional worth
GOALSGOALS
•• Economic development Economic development –– e.g. Increased rural e.g. Increased rural productivityproductivity
•• Health Health –– e.g. Decrease in HIV/AIDS or other e.g. Decrease in HIV/AIDS or other types of illnesstypes of illness
•• Education Education –– e.g. Better qualified people for the e.g. Better qualified people for the new economic environmentnew economic environment
•• EE--governance governance –– e.g. People and groups are e.g. People and groups are empowered to take a more active role in empowered to take a more active role in governmentgovernment
•• Culture and leisure Culture and leisure –– e.g. Communities e.g. Communities revitalisedrevitalised
•• CommunicationCommunication –– e.g. Social networkinge.g. Social networking
INDICATORSINDICATORS
•• State the specific changes in attitude, State the specific changes in attitude,
behaviour, materials produced etc. That will behaviour, materials produced etc. That will
tell you if you are meeting your impact tell you if you are meeting your impact
objectivesobjectives
•• Are linked to a particular impact objective but Are linked to a particular impact objective but
may give you information about more than may give you information about more than
one objectives [This outline of impact one objectives [This outline of impact
assessment is drawn from Markless, S. and assessment is drawn from Markless, S. and
Dr.R. Dr.R. Evaluating the impact of your library. Evaluating the impact of your library. Facet Publishing 2006].Facet Publishing 2006].
FAIFE OBJECTIVES AND INDICATORS CONCERNING FAIFE OBJECTIVES AND INDICATORS CONCERNING
LIBRARIANLIBRARIAN’’S PROFESSIONAL DEVELOPMENTS PROFESSIONAL DEVELOPMENTProfessional Professional
Development for Development for
LibrariansLibrarians
••Librarians will use Article Librarians will use Article
19 and related ethical 19 and related ethical
principles in their workprinciples in their work
••Librarians will perceive, Librarians will perceive,
understand and take steps understand and take steps
to address barriers to to address barriers to
access librarians will access librarians will
proactively address access proactively address access
issues in their workissues in their work
••Librarians accept the Librarians accept the
usefulness of all formats usefulness of all formats
and sources of information, and sources of information,
including ICTincluding ICT
IndicatorsIndicators
••Libraries run Article 19 Libraries run Article 19 ––
related activitiesrelated activities
••Libraries produce Article Libraries produce Article
19 19 –– related materialsrelated materials
••Librarians integrate ICT Librarians integrate ICT
into their everyday workinto their everyday work
Data CollectionData Collection
••Materials/activity outlines Materials/activity outlines
••Project Stage 3 and Project Stage 3 and
Project Stage 4 Project Stage 4 –– Final Final
ReportReport
••Narrative/testimonies/Narrative/testimonies/
stories (Project Stage 3 and stories (Project Stage 3 and
Project Stage 4)Project Stage 4)
FAIFE OBJECTIVES AND INDICATORS CONCERNING FAIFE OBJECTIVES AND INDICATORS CONCERNING LIBRARIANLIBRARIAN’’S PROFESSIONAL DEVELOPMENTS PROFESSIONAL DEVELOPMENT
••Librarians are able to Librarians are able to
train other librarians train other librarians
how to address access how to address access
issues and barriersissues and barriers
••Librarians are able to Librarians are able to
customise training customise training
materials for use for materials for use for
local purposeslocal purposes
••Librarians will have an Librarians will have an
enhanced sense of their enhanced sense of their
professional worthprofessional worth
••Libraries produced Libraries produced
customised materials for customised materials for
training. training.
••Locally driven cascade Locally driven cascade
training occurstraining occurs
••Librarians use positive Librarians use positive
language to describe language to describe
their professionalism. their professionalism.
Librarians adopt a Librarians adopt a
proactive stance proactive stance
towards informationtowards information
••Reports of training and Reports of training and
collection of training collection of training
materials (Project materials (Project
Stages 3 and 4)Stages 3 and 4)
••Narrative/testimonies Narrative/testimonies
(Project Stage 3)(Project Stage 3)
HOW TO MEASURE THE IMPACT ON ADVOCACY AND HOW TO MEASURE THE IMPACT ON ADVOCACY AND SUSTAINABILITY OF LIBRARY WORK IN THE SUSTAINABILITY OF LIBRARY WORK IN THE
PROJECTPROJECT
Advocacy/SustainabiliAdvocacy/Sustainabili
tytyIndicatorsIndicators Data CollectionData Collection
••To sustain programmes To sustain programmes
through grassroots through grassroots
activity and appropriate activity and appropriate
development funding.development funding.
••To leave project To leave project
participants in a strong participants in a strong
position to continue position to continue
professional professional
development through development through
workshops and other workshops and other
appropriate means.appropriate means.
••Ensure that libraries Ensure that libraries
and equal access to and equal access to
information are reported information are reported
and publicised.and publicised.
••Plans are in palce to Plans are in palce to
continue workcontinue work
••Models and examples Models and examples
of workshop activity are of workshop activity are
producedproduced
••Stories about libraries Stories about libraries
are publishedare published
••Plans are presented Plans are presented
(Project Stage 3)(Project Stage 3)
••Models are presented Models are presented
(Project States 3 and 4)(Project States 3 and 4)
••Examples included in Examples included in
final project report final project report
(Project Stage 4 (Project Stage 4 –– Final Final
Report)Report)
HOW TO MEASURE THE IMPACT ON ADVOCACY AND HOW TO MEASURE THE IMPACT ON ADVOCACY AND SUSTAINABILITY OF LIBRARY WORK IN THE SUSTAINABILITY OF LIBRARY WORK IN THE
PROJECTPROJECT
Advocacy/SustainabilitAdvocacy/Sustainabilit
yyIndicatorsIndicators Data CollectionData Collection
••Create evidence base of Create evidence base of
the impact of workshop the impact of workshop
activity.activity.
••Influence future work Influence future work
through dissemination of through dissemination of
evidence base.evidence base.
••Create an advocacy Create an advocacy
mentality amongst the mentality amongst the
library community.library community.
••LIS educators will build LIS educators will build
ethical approaches to ethical approaches to
information into programs.information into programs.
••Evidence base is created.Evidence base is created.
••Evidence base is open to Evidence base is open to
international library comminternational library comm--
unity, as much as possible.unity, as much as possible.
••Tools for advocacy are Tools for advocacy are
created. Librarians use created. Librarians use
positive language to positive language to
describe their advocacy describe their advocacy
work.work.
••LIS education programs LIS education programs
include modules covering include modules covering
ethical aspects of ethical aspects of
librarianshiplibrarianship
••Final project report (Project Final project report (Project
Stage 4 Stage 4 –– Final Report)Final Report)
••Materials included in final Materials included in final
project report (Project Stage project report (Project Stage
4 4 –– Final Report) Final Report)
Narrative/testimonies/Narrative/testimonies/
stories (Project Stage 3)stories (Project Stage 3)
HOW DO WE COLLECT EVIDENCE?HOW DO WE COLLECT EVIDENCE?
•• QuestionsQuestions pursued through electronic or pursued through electronic or
paper based questionnaires and focus paper based questionnaires and focus
groups)groups)
–– Baseline data can take place at prior to Phase Baseline data can take place at prior to Phase
One and be reassess before Phase Three and One and be reassess before Phase Three and
before the compilation of the final report to before the compilation of the final report to
Phase FourPhase Four
–– Questioning of trainees can take place during Questioning of trainees can take place during
and after the workshop, and before Phase and after the workshop, and before Phase
ThreeThree
HOW DO WE COLLECT HOW DO WE COLLECT
EVIDENCE?EVIDENCE?•• Narratives and testimonies Narratives and testimonies gleaned gleaned
through small group interviews and through small group interviews and ‘‘show show
and testand test’’ sessions during Phase Three of sessions during Phase Three of
the project.the project.
–– Narratives about Narratives about ‘‘what difference did this what difference did this
make to you?make to you?’’
–– One on one interviewsOne on one interviews
–– Group interviewsGroup interviews
–– Focused presentationsFocused presentations
WHAT DO THE PROJECT WHAT DO THE PROJECT
ORGANISERS HAVE TO DO?ORGANISERS HAVE TO DO?
•• The project organisers, working with The project organisers, working with FAIFE, will collect baseline data by filling FAIFE, will collect baseline data by filling out a questionnaire prior to Phase One of out a questionnaire prior to Phase One of the project. The questionnaire addresses the project. The questionnaire addresses issues such as:issues such as:
–– Advocacy activitiesAdvocacy activities
–– Access to information in librariesAccess to information in libraries
–– Existing library trainingExisting library training
–– Adoption of the internet ManifestoAdoption of the internet Manifesto
WHAT DO THE PROJECT WHAT DO THE PROJECT
ORGANISERS HAVE TO DO?ORGANISERS HAVE TO DO?
•• This information will be collected again This information will be collected again
prior to Phase Three (for the purposes of prior to Phase Three (for the purposes of
the report to SIDA, which must be the report to SIDA, which must be
submitted by the end of 2009)submitted by the end of 2009)
•• And it will be collected once again prior to And it will be collected once again prior to
writing of final reportwriting of final report
WHAT DO THE FAIFE TRAINERS WHAT DO THE FAIFE TRAINERS
HAVE TO DO?HAVE TO DO?
•• Most of the formal impact assessment Most of the formal impact assessment
work will be done by FIAFE and the work will be done by FIAFE and the
organiserorganiser’’s in Phase Three and Four of the s in Phase Three and Four of the
projectproject
•• But during Phase One the FAIFE trainers But during Phase One the FAIFE trainers
will assess attitudes of the Regional will assess attitudes of the Regional
Councils core trainers towards the Councils core trainers towards the
subjects covered in the workshop.subjects covered in the workshop.
WHAT DO THE REGIONAL COUNCILS CORE WHAT DO THE REGIONAL COUNCILS CORE
TRAINERS HAVE TO DO?TRAINERS HAVE TO DO?
•• The core trainers, when they return to their The core trainers, when they return to their regions, must also assess the attitudes of their regions, must also assess the attitudes of their trainees to the subjects in the workshop.trainees to the subjects in the workshop.
•• They are responsible for collecting all the impact They are responsible for collecting all the impact evidence in their region evidence in their region –– attitudes and opinions at attitudes and opinions at the beginning of training, attitudes at the end of the beginning of training, attitudes at the end of training and attitudes in the months following the training and attitudes in the months following the training.training.
•• When the trainers return to take part in Phase When the trainers return to take part in Phase Three, they will be expected to report on their Three, they will be expected to report on their findings to the IFLAfindings to the IFLA--FAIFE and Philippine FAIFE and Philippine Executive Team.Executive Team.
WHAT SORT OF QUESTIONS SHOULD YOU WHAT SORT OF QUESTIONS SHOULD YOU
ASK YOUR TRAINEES?ASK YOUR TRAINEES?
•• First of all, remember to record your trainees First of all, remember to record your trainees responses responses –– write them down, or even use a tape write them down, or even use a tape recorder.recorder.
•• It might be difficult to do this during the workshop It might be difficult to do this during the workshop itself, so remember to give yourself some time at an itself, so remember to give yourself some time at an appropriate point to record opinions and attitudes.appropriate point to record opinions and attitudes.
•• The workshop itself will provide much of this The workshop itself will provide much of this information. When the training is finished, before you information. When the training is finished, before you return to participate in Phase Three, you must contact return to participate in Phase Three, you must contact as many of your trainees as possible, and gain as many of your trainees as possible, and gain testimonies from them about what effect the training testimonies from them about what effect the training had on them.had on them.
•• Remember that impact can be negative as well as Remember that impact can be negative as well as positive!positive!
WHAT SORT OF QUESTIONS SHOULD YOU WHAT SORT OF QUESTIONS SHOULD YOU
ASK YOUR TRAINEES?ASK YOUR TRAINEES?
•• Some sample questions?Some sample questions?
–– How you changed the information resources How you changed the information resources
you consult in any way since the workshop?you consult in any way since the workshop?
–– What have you done with the ideas and What have you done with the ideas and
information you received?information you received?
–– Who have you talked to about it?Who have you talked to about it?
–– What are your plans to use the information What are your plans to use the information
and ideas from the workshop in the future?and ideas from the workshop in the future?
WHAT SORT OF QUESTIONS SHOULD YOU WHAT SORT OF QUESTIONS SHOULD YOU
ASK YOUR TRAINEES?ASK YOUR TRAINEES?
•• If asked If asked ‘‘what does this question mean?what does this question mean?’’Answer: Answer: ‘‘Whatever it means to youWhatever it means to you’’
•• Look at the objectives and indicators for Look at the objectives and indicators for professional development and advocacy and professional development and advocacy and sustainability. Use these indicators to phrase sustainability. Use these indicators to phrase your questions to the trainees, andyour questions to the trainees, and
•• See the attached document See the attached document –– ““Collecting Collecting Stories and Constructing Case Studies as Stories and Constructing Case Studies as Impact EvidenceImpact Evidence””. You can use the . You can use the information in this documents.information in this documents.
COLLECTING STORIES TO ASSESS IMPACTCOLLECTING STORIES TO ASSESS IMPACT
The following five questions and answers The following five questions and answers
should tell us what we need to know should tell us what we need to know
about collecting stories as evidence of the about collecting stories as evidence of the
impact of projects like FIAFEimpact of projects like FIAFE’’s Workshops.s Workshops.
Why do we collect stories?Why do we collect stories?
ShouldnShouldn’’t we just collect statistics? Of course we need statistics t we just collect statistics? Of course we need statistics but what statistics can tell us is actually limited and may be but what statistics can tell us is actually limited and may be misleading.misleading.
Example:Example:
If you assembly a loan collection of books for a particular If you assembly a loan collection of books for a particular purpose, such as helping socially excluded minorities feel purpose, such as helping socially excluded minorities feel more actively involved in their communities, counting issues more actively involved in their communities, counting issues will tell you whether these are being borrowed. You may also will tell you whether these are being borrowed. You may also be able to record which members of your target group borrow be able to record which members of your target group borrow the books. What the statistics will not tell you is whether thethe books. What the statistics will not tell you is whether thebooks are being read and whether this activity is making any books are being read and whether this activity is making any difference difference –– whether the minority group feels any less whether the minority group feels any less isolated. Collecting their stories will tell you much more abouisolated. Collecting their stories will tell you much more about t what is happening and how people feel about your efforts.what is happening and how people feel about your efforts.
The FAIFE programme of Workshops can be The FAIFE programme of Workshops can be
measured by statistics:measured by statistics:
•• Number of workshops put on directly FAIFE;Number of workshops put on directly FAIFE;
•• Number of people attending (including number Number of people attending (including number of mean and women, and where they came of mean and women, and where they came from);from);
•• Number of resulting professional activities; etc.Number of resulting professional activities; etc.
We also need stories to give us clues as to what We also need stories to give us clues as to what this might mean, and if the workshops had an this might mean, and if the workshops had an effect how and why this occurred.effect how and why this occurred.
WHO DO WE COLLECT STORIES FROM?WHO DO WE COLLECT STORIES FROM?
•• We can obtain stories from the staff who We can obtain stories from the staff who
provide services, the people who use the provide services, the people who use the
services, and possibly other observers and services, and possibly other observers and
stakeholders such as journalists, political stakeholders such as journalists, political
representatives, officials and NGO representatives, officials and NGO
workers.workers.
What is a story intended to tell What is a story intended to tell
us?us?
•• It gives a chance for stakeholders other It gives a chance for stakeholders other
than ourselves to reveal their experiences than ourselves to reveal their experiences
and perceptions of what happens during and perceptions of what happens during
and after a programme of activity (such as and after a programme of activity (such as
the FIAFE Workshops). It can show the FIAFE Workshops). It can show
successes, but also failures.successes, but also failures.
How do we collect stories?How do we collect stories?
•• Stories can be found just by listening to Stories can be found just by listening to
what is being said about a programme of what is being said about a programme of
activity, but we can also:activity, but we can also:
–– Interview colleagues, users and others;Interview colleagues, users and others;
–– Organise focus groups to get the shared Organise focus groups to get the shared
experience of groups of peopleexperience of groups of people’’
–– Encourage people to write their own stories;Encourage people to write their own stories;
–– Obtain stories from the press or the Internet.Obtain stories from the press or the Internet.
What do we do with the stories?What do we do with the stories?
•• Stories in the form we originally collect Stories in the form we originally collect them in are not necessarily very effective them in are not necessarily very effective for our purposes, so we need to:for our purposes, so we need to:
–– Select the stories that make the points we Select the stories that make the points we think need to be made;think need to be made;
–– Edit the stories to leave out irrelevant detail Edit the stories to leave out irrelevant detail and make them as clear as possible;and make them as clear as possible;
–– Try to find pictures, or other supporting Try to find pictures, or other supporting evidence (like newspaper stories or statistics evidence (like newspaper stories or statistics of use);of use);
–– Structure the stories.Structure the stories.
A SUGGESTED STRUCTURE FOR A A SUGGESTED STRUCTURE FOR A
CASE STUDY STORYCASE STUDY STORY
•• Title or HeadingTitle or Heading
HEAL INFORMATION PARTNERSHIP HEAL INFORMATION PARTNERSHIP
BETWEEN LIBRARIANS AND NURSES IN BETWEEN LIBRARIANS AND NURSES IN
METRO MANILAMETRO MANILA
•• Brief Summary or ExplanationBrief Summary or Explanation
Experiences from a project to develop a new Experiences from a project to develop a new
webweb--based information resource for an based information resource for an
existing womenexisting women’’s clinic.s clinic.
The StoryThe Story
•• For thirty years, the Metro Manila WomenFor thirty years, the Metro Manila Women’’s Clinic had s Clinic had been successfully using a room at a local community been successfully using a room at a local community centre for a nurse to provide health information and centre for a nurse to provide health information and advice to women and girls. In 2007 the Metro Manila advice to women and girls. In 2007 the Metro Manila Public Library obtained donor funding to create a Public Library obtained donor funding to create a website of health information relating to the type of website of health information relating to the type of questions the users regularly asked. Use statistics questions the users regularly asked. Use statistics showed the resource was very popular during the first showed the resource was very popular during the first year of the project, during which access was provided by year of the project, during which access was provided by a librarian using a terminal at the community centre. a librarian using a terminal at the community centre. Users told of the sense of empowerment that they Users told of the sense of empowerment that they obtained from receiving detailed and authoritative obtained from receiving detailed and authoritative information on their health problems. The project team information on their health problems. The project team reported to the donors on the success of the service, reported to the donors on the success of the service, and the donors expressed their satisfaction at the and the donors expressed their satisfaction at the effective use of the funds. In the next year when the effective use of the funds. In the next year when the resource was still updated by the Public Library, but resource was still updated by the Public Library, but funds were not available for a librarian to be on duty at
The MESSAGE OF THE STORYThe MESSAGE OF THE STORY
Users of the Metro Manila WomenUsers of the Metro Manila Women’’s Clinic s Clinic Information service at the community centre Information service at the community centre found the information provided on the Public found the information provided on the Public LibraryLibrary’’s health information website extremely s health information website extremely valuable. The relevance of the content, the advice valuable. The relevance of the content, the advice included and the way it appeared onscreen were included and the way it appeared onscreen were all received with enthusiasm. However, without a all received with enthusiasm. However, without a librarianlibrarian’’s help in finding and interpreting the s help in finding and interpreting the information the women were not so confident and information the women were not so confident and were less inclined to use the resource. The web were less inclined to use the resource. The web resource clearly worked best when it was made resource clearly worked best when it was made available as part of nurse/librarian cooperation in available as part of nurse/librarian cooperation in providing health information.providing health information.
But think creatively!!!But think creatively!!!
•• This is not the only way to do it! Here are This is not the only way to do it! Here are four questions for people to consider when four questions for people to consider when telling their stories:telling their stories:–– What surprised you most about the What surprised you most about the activity/process you are describing?activity/process you are describing?
–– Which part of this activity/process was most Which part of this activity/process was most successful?successful?
–– Which part of this activity/process was least Which part of this activity/process was least successful?successful?
–– What should be done differently if this is tried What should be done differently if this is tried again?again?
The message of the storyThe message of the story
•• You can use the information you gain from You can use the information you gain from
your interviews and research in any way, your interviews and research in any way,
as long as you are communicating the as long as you are communicating the
Impact.Impact.
•• More detail on collecting stories is More detail on collecting stories is
available in the longer document available in the longer document ––
Collecting Stories and Constructing Case Collecting Stories and Constructing Case
Studies as Impact Evidence.Studies as Impact Evidence.