session goals defining communication, awareness raising and advocacy for libraries learning to...

Session Goals

• Defining communication, awareness raising and advocacy for libraries

• Learning to develop advocacy goal for solving your library’s problem / perception problem

• Learning to distinguish between target audiences and partnerships

What we mean by:

• Communication = skills of communication and presentation (interpersonal and public)

• Awareness Raising = content & techniques for general audiences

• Advocacy = content & techniques for decision maker audiences

Why Libraries?

• Libraries are potential engine for social and economic change

• Public libraries are trusted local organization with access to information, that can power economic opportunities and community development

• Libraries are important local assets that can provide access to information and technology to everyone, free of charge

Why all this? Why Libraries?

Kaspars Rūklis "Opinion Leaders:

Process

Activities

• Outreach

• Awareness Raising

• Public Relations

• Media Relations

Example: Library Image

Activities

• Marketing

• Branding

• Advocacy

Example: Love Both Ways

What is Advocacy Goal?

• Advocacy Goal is the specific action a library wants people to take to help solve a problem the library faces.

Developing Advocacy Goal

• Problem / Challenge

• Solution

• Advocacy Goal

Example

Problem Libraries do not have computers for public use and slow internet connection speed

Solution Public internet access established as core service; funding for new computers, software and internet speed update is allocated

Advocacy Goal To have local municipality establish internet access in libraries as a core service and allocate continued funding for new hardware, software and internet speed updates X schillings per year

Exercise

• Develop advocacy goal for your project, based on your project outcomes

• Present the goal to the audience

• ARG presents their plan

What is Target Audience?

• Target Audience (for advocacy) refers to a person or group of people that can help bring about the changes to policies, funding, or partnerships that a public library needs to meets its advocacy goal.

Target Audience for Advocacy

• Decision makers, such as a mayor or member of the City Council

and • People, who can influence the decision

makers

What is a Partnership?

• Library partnerships are relationships that provide mutual benefit for both the library and the partner.

Image from Latvia Advocacy Training Presentation

Existing and New Partners

• Who are your existing partners?

• Who are the individuals and organizations you have never approached to discuss library partnership but who you think would be interesting partners?

Exercise

• Determining target audiences and partners

• Presenting them and dividing them up (well-poor informed, positive-not so positive attitude towards the library)

Session Goals

• Determining the connection and ties between Impact Assessment Data and Advocacy

• Finding ways to use this data in real advocacy efforts

StepsCommunity

needs Government

policiesICT tools and

resources

Innovative service

Social and economic

change

Partners

Advocacy activities ….

more funding for libraries

Impact / outcome

assessment

Source: Monika Elbert, EIFL

Libraries and Communities

From telling WHAT libraries provide, to proving HOW libraries change the lives of individuals

and the community

Source: Monika Elbert, EIFL

Inputs - Inputs - something something

that is put in that is put in to achieve to achieve

resultresult

e.g. number of staff, computers

Inputs - Inputs - something something

that is put in that is put in to achieve to achieve

resultresult

e.g. number of staff, computers

Activities –Activities –number of number of

tasks which tasks which must be must be

completed to completed to achieve resultachieve result

e.g. training, events, services

installed

Activities –Activities –number of number of

tasks which tasks which must be must be

completed to completed to achieve resultachieve result

e.g. training, events, services

installed

Outputs - Outputs - immediate immediate countable countable result of a result of a activitiesactivities

e.g. number of sessions

organized, number of

people trained

Outputs - Outputs - immediate immediate countable countable result of a result of a activitiesactivities

e.g. number of sessions

organized, number of

people trained

Impact, or Impact, or changes changes resulting resulting from the from the activityactivity

e.g. increased income,

improved employment prospects,

better health or crops..

Impact, or Impact, or changes changes resulting resulting from the from the activityactivity

e.g. increased income,

improved employment prospects,

better health or crops..

OUTCOME MAPOUTCOME MAP

What to Measure?

Source: Monika Elbert, EIFL

Example - EIYE

Inputs – Inputs – 15 PCs, 3 15 PCs, 3 printers, etcprinters, etc

Inputs – Inputs – 15 PCs, 3 15 PCs, 3 printers, etcprinters, etc

Activities – Activities – training training courses, courses, setting up a setting up a databasedatabase

Activities – Activities – training training courses, courses, setting up a setting up a databasedatabase

Outputs –Outputs –300 youth 300 youth trained as trained as

trainers; up to trainers; up to 700 trained700 trained

Outputs –Outputs –300 youth 300 youth trained as trained as

trainers; up to trainers; up to 700 trained700 trained

Outcomes – Outcomes – ?? ??

XX found XX found jobs? x% jobs? x%

reduction in reduction in loitering loitering and drug and drug taking?taking?

Outcomes – Outcomes – ?? ??

XX found XX found jobs? x% jobs? x%

reduction in reduction in loitering loitering and drug and drug taking?taking?

Source: Monika Elbert, EIFL

Linking Impact and Advocacy

• Evidence of impact is more convincing to stakeholders than statistics alone

• Advocacy needs robust data and well documented stories in order to be credible and trustworthy

• Evidence of impact helps sustain momentum, funding, and political support, when well communicated (targeted advocacy)

Source: Monika Elbert, EIFL

Example: Advocacy + Impact

Group Discussion

• How did you find out your community needs?

• What data (if any) was collected?

• What impact should be measured and for whom is this data intented?

Session Goals

• Identify survey data to be used for library awareness raising, communication and advocacy

• Identify “soft” data, like success stories, to be used for library awareness raising, communication and advocacy

• Review the findings of EIFL’s Library Perception Study and think of potential uses of the data

Library Data

By understanding what your target audience thinks and feels

you can determine the best way to approach and connect with your target audiences to encourage their involvement for support of

libraries

Data

• Quantitative data = numbers

• Qualitative data =stories

Data

• Statistics • Surveys • Interviews, focus groups • Analysis of documents, reports, media stories • Case studies

– In the form of text, photos, film, audio, etc.

Example: Hans Rosling

Perception Study – Ghana

• Over 70% of people interviewed perceive public libraries as spaces for books and study rather than as dynamic institutions focused on community development needs.

Perception Study – Ghana

• There is agreement that two of the major challenges facing public libraries are lack of funding and technology. This agreement, coupled with positive feeling toward public libraries, presents fertile ground for advocacy for support to modernize public libraries, to expand and diversify public library services, and to secure their future sustainability.

Perception Study – Ghana

• A typical user is likely to be a young single male from a middle class background aged between 16 and 30. 72% of users are men. 95% are aged between 16 and 30. 80% are students. Only 28% of library users are women.

Perception Study – Ghana

• Library technology services and librarians’ skills to provide them are limited. – Only 10% of users are using computers or the Internet in

public libraries in Ghana. – Just under 60% of libraries have computers, but these

are mainly for the operations of the library and not for – users. Only 24% of libraries surveyed have computers for

users. – A significant number of librarians (37%) feel they do not

have sufficient technology skills to offer ICT-related services and computer training.

Perception Study – Ghana

• Library technology services and librarians’ skills to provide them are limited.

• There is wide recognition that public libraries can provide services ranging from culture to community development.

• Libraries need more funding.

Example: Never Say Never

Exercise

• Choose one outcome from your project (outcome maps)

• Discuss with your project team what data can you use for communication and in advocacy

• Put one data piece on a separate small sheet of paper

• Afterwards present it to the whole group and determine target audiences for each

Session Goals

•Identify the connections between library data and advocacy content

•Get tips for crafting messages and putting together library stories

What is Key Advocacy Message?

• Key Advocacy Message is a strong, effective message that can provide people outside of the library with a clear understanding of the library’s advocacy goal and a way to help the library reach that goal.

Message

Message is a core statement that explains in a nutshell:

•Your problem •Your goal

•Why your audience should care •What your audience can do to help

Effective Messages

Image from EIFL Message Toolkit

Exercise

• Work in small groups

• Discuss your target audience and three possible messages to be used in advocacy

• Present messages to the whole group

Library Stories

• Library factual story

• Library narrative story

Images from Latvia Advocacy Training Presentation

Library Stories

• Library inspirational story

• Integrated library story

Images from Latvia Advocacy Training Presentation

Example: Empowering Story

Exercise

• Work on including messages into stories

• Keep your target audience in mind

Session Goals

•Working with different kinds of media: traditional, self-edited, social

•Determining which channels are best for what purposes

Traditional – Broadcast – Social Media

Traditional Media

• Radio

• Television

• Print

• Online

Social Media

• Social media describes the online tools that people use to share content, opinions, insights, experiences, and perspectives, and helps facilitate online conversations between groups of people.

Social Media Examples

Facebook is a popular social networking tool with more than 600 million users worldwide. On Facebook, it is important to keep comment fresh, interesting, and engaging to attract and keep fans.

Twitter is a “micro blog” that encourages posting frequent but brief (up to 140 characters) messages. Twitter is best used for sharing news and quick updates on our organization – you can shorten links to articles by using a site like bit.ly to more easily stay within the character limit.

YouTube is a great way to share videos that relate to your organization. By setting up a page on YouTube you can post and tag videos that are relevant to your audience.

Example: Social Media Handbook

What to Use for What?

Image from Pinnacle

Session Goals

• Media today and in the future

• Media outreach

• Do’s and Dont’s

Media Today and Tomorrow

Today In the FuturePress and media relations:

print mediaOnline communication

Online communication Press and media relations: online media

Face to face communication Social media

Press and media relations: online media

Face to face communication

Press and media relations: TV and radio

Press and media relations: print media

Media Outreach

• Raise awareness of library programs and services

• Highlight accomplishments• Tell your story your way and amplify your

message • Raise the profile of public libraries • Build credibility for the library • Build allies in the media

Do’s

• Do tell the truth – ALWAYS.

• Do be honest and accurate. Your credibility and reputation depend on it.

• Do admit it if you don’t know the answer to a question. Offer to get the answer, and do so as quickly as you can.

Do’s

• Do correct mistakes immediately. State that you didn’t give an adequate answer, and you would like to clear up the confusion.

• Do avoid using jargon. Speak in plain language.

• Do assume that everything you say is on the record.

Do’s

• Do be as open with the media as possible.

• Do call reporters if a story appears that is inaccurate. Politely point out what was wrong and substantiate it.

• Do keep a list of accomplishments. Update it frequently.

Do’s

• Do always return phone calls, or have someone return the calls, in time for reporters to meet deadlines.

• Do try to get the information reporters want even if it means an extra effort.

• Do have a sense of humor.

Media

Dont’s

• Don’t lie – EVER.

• Don’t say “ No Comment” – EVER.

• Don’t improvise, don’t speculate, and don’t guess. Good reporters check facts, if you are wrong, your credibility will be destroyed.

Dont’s

• Don’t try to put a comment “off the record” after you have said it.

• Don’t be unresponsive.

• Don’t make news until you have in hand the information to go with it.

Dont’s

• Don’t make an announcement and then later prepare a press release and fact sheets. If you have the material prepared for a press conference, you can spend your time after an announcement explaining it to the press.

• Don’t cover up. If you lie or cover up, you lose your credibility.

• Don’t avoid reporters’ phone calls.

Press Releases

• Be sure there is news

• Use facts, stories

• Use inverted pyramide style

• Write for your audience, do not use “bureaucratic” language

Inverted PyramidCATCHY HEADLINE

NEWESTINFORMATION

What? Where? When? Why? How?

SUPPORTING INFORMATION

BACGROUNDI N F O

OTHER

Interviews

• Be sure you know your message/s

• Prepare for the interview

• Make interview yours

Exercise

• Using your messages and stories, please, adjust them for use: – In a TV interview – In a radio interview – In an interview for a print publication – In an interview for online publication – In social media

Example: Self-Edited Media

Session Goals

• Tips on how to make your presentations a smashing success

• How to use your message in all kinds of presentations: in ones that are short and also in the ones that are, unfortunately, too long

Strong Presentation

• Preparation

• Introduction

• Content organization

• Conclusion Image: Everythingoncamera.com

Words, Body-Language

Body Voice

Posture Volume

Facial expressions Tone

Eye contact Clarity

Gestures Pace

Verbal and Nonverbal Communication

Example: Bergen Library

Twenty Powerful Words

• Now, Today, Immediately, Free, Save, Health, Safe, Proven, Discover, Learn, Know, Understand, You/Your, Protect, Create, Trust, Powerful, Help, Profit

Source: Stratch INRA Hooper

The Rule of Thirds

Image from: www.jakegarn.com

Images and Stories Behind Them

• A picture is worth a thousand words

• Taking and selecting dynamic pictures that tell your story

• Staging a picture in advance or taking a moment snap-shot

Infographics

Credentials • Bill & Melinda Gates Foundation Training

Program “Global Libraries Advocacy Training” materials, 2011

• Father’s Third Son (Latvia) Advocacy Curriculum for Latvia’s Public Libraries, 2011

• American Library Association’s “Library Advocate’s Handbook” , 2008

• Interactive Training Ltd material “Newsletters”, 2011

• Marguerite Sullivan. “A Responsible Press Office: An Insider’s Guide”, 2008