Immunization and child health materials development guide pdf

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The artist can prepare more than one version of the illustration or photograph if project staff are not sure how the message is best portrayed. This way, ideas can be compared for accuracy and effectiveness during pretesting and, ideally, will result in a new illustration that combines the best elements of each. 3. Add Text as Needed. Materials for literate audiences almost always contain text and usually have more text than pictures. Sometimes, IDI and FGD data reveal messages that are difficult to portray pictorially in a material for a low-literate audience. When this happens, you can use additional text to expand slightly on the illustration. For example, the first part of the message, “Immunizing your child will help her stay healthy, but it is not 100 percent effective,” can be illustrated in a straightforward way by showing a young child receiving an immunization and then growing into a healthy adult. But it is challenging to illustrate the concept that immunization is not 100 percent effective. In this case, the text adds to what the picture conveys. See Appendix 4 for more tips on preparing print materials. Page 43
B. Radio Materials Writing scripts for brief, 30-second radio spots is a realistic task for those with little radio production experience. However, writing full half-hour programs, interview-type programs, dramas, and interactive programs requires professional expertise. If you want to do anything more ambitious than spots, hire someone already working in the medium. This person should have enough expertise to translate the content of your creative brief and your messages into the radio format so that it achieves your objectives. 26 See Appendix 5, Hiring Experts, for advice on selecting outside resources. If you are writing your own script, use the information in your creative brief and in your materials development worksheet (Figure 19) to create the first draft of the radio script. The script should include suggestions for sound effects and music. When writing a radio script: • As in figure 21, the script is divided into two columns. The left column indicates to the director or the producer who speaks, at what moment, and in what sequence. It also gives instructions to the person in charge of the production. • The right column tells the production staff the sound effect you want to be heard, or the inflection, modulation, or feeling you want the actor to convey. It also includes the pauses and sounds the actor should use. • The instructions for the production staff are in capital letters. When they call for a sound effect, they are underlined. See Appendix 6 for more tips on preparing radio materials. Figure 21. Caribbean Radio Spot on Measles OPERATOR: Announcer: OPERATOR: OPERATOR: Announcer: Woman 2: Announcer: OPERATOR: CAMPAIGN THEME (DEEP VOICE) Myths about measles. Myth Number One: TRANSITIONAL BREAK (DISDAIN) Measles is nothing! It comes and it goes! SOUND EFFECT (DEEP VOICE) Now the truth. (CONCERN) Measles comes. . .and can take your child with it. (GRAVELY) Forever! (INVITINGLY) If your child is between nine months and fifteen years of age, ask your health authority about Measles Elimination Month. (TRIUMPHANTLY) And make measles. . .history. CLOSING THEME Courtesy of HealthCom: A Toolbox for Building Health Communication Capacity Page 44
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Immunization and Child Health Mater
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immunization and child health mater
Page 7: Table of Contents Page A Letter fro
Page 10 and 11: Materials development is especially
Page 12 and 13: The Guide explores qualitative rese
Page 14 and 15: Step 1. Plan Your Project The first
Page 16 and 17: THE CREATIVE BRIEF 3 A creative bri
Page 18 and 19: Figure 1. Sample Materials Developm
Page 20 and 21: Step 2. Identify and Study Your Aud
Page 22 and 23: • Fieldworkers, traditional birth
Page 24 and 25: 2. Define Your Audience by Stages o
Page 26 and 27: B. Determine Informational Needs of
Page 28 and 29: 2. Decide Which Method Best Meets Y
Page 30 and 31: In-Depth: Effective Qualitative Res
Page 32 and 33: • Ask participants to imagine som
Page 34 and 35: Figure 11. Principles of Question D
Page 36 and 37: Figure 12. Tips for the Facilitator
Page 38 and 39: Figure 14. Example of Organizing FG
Page 40 and 41: immunization. Make sure the questio
Page 42 and 43: 3. Identify Patterns. As the facili
Page 44 and 45: SUMMARY OF FOCUS GROUP PHASES Phase
Page 46 and 47: Figure 17. Organizing Your Notes 22
Page 48 and 49: Step 3. Develop Messages
Page 50 and 51: A meeting with policy-makers may be
Page 52 and 53: Figure 18. Guidelines for Designing
Page 54 and 55: Step 4. Create Draft Materials Keep
Page 58 and 59: C. Video Materials Producing a vide
Page 60 and 61: VIDEO Same expert demonstrates Solo
Page 62 and 63: Special Advantages of the Web. The
Page 64 and 65: • Easy to Create. A single person
Page 66 and 67: MAKE AN INTERACTIVE, “BRANCHING
Page 68 and 69: - Get Outside Help, If You Need It.
Page 70 and 71: Step 5. Pretest and Revise Draft Ma
Page 72 and 73: B. Measuring Variables Pretesting m
Page 74 and 75: Figure 25. Drafts of an ORS Message
Page 76 and 77: Page 62
Page 78 and 79: In-Depth: Effective Pretesting 1. P
Page 80 and 81: Low-Literate Materials Pretest Form
Page 82 and 83: Using the Pretest Data Sheet. Use t
Page 84 and 85: A response to a picture is consider
Page 86 and 87: Figure 30. Sample Illustration, Pre
Page 88 and 89: Figure 32. Completed Print Material
Page 90 and 91: 8) Then, multiply the answer by 100
Page 92 and 93: Figure 35. Pretesting Pattern for O
Page 94 and 95: • Introduction. Introduce yoursel
Page 96 and 97: • Written Pretest Questionnaire.
Page 98 and 99: Step 6. Produce Materials
Page 100 and 101: Economies of Scale. Often, the more
Page 102 and 103: Page 86
Page 104 and 105: Step 7. Distribute Materials and Tr
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Figure 36. Tips for Using Print Mat
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Step 8. Evaluate Materials
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Appendix 18 includes a sample evalu
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References AIDSCAP. How to Conduct
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Glossary of Acronyms AIDSCAP BCC BD
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PATH (Program for Appropriate Techn
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Appendices
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Appendix 1 Topic Guide for Focus Gr
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E. Closure 1. Review any patterns o
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Appendix 3 SMOG Readability Formula
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Leave Plenty of White Space. This m
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Use Simple Illustrations. Avoid ext
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Use Appropriate Illustrative Styles
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Appendix 5 Hiring Experts If you ha
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Sample Letter January 25, 2001 Dire
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Appendix 7 Video Camera Directions,
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22. Titles: (a) Cards, film, slides
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⇑ Clearly identify steps in a tec
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Appendix 10 Sample Questions for Pr
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Appendix 12 Pretest Data Sheet Pret
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Appendix 14 Group Pretest Answer Sh
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Appendix 16 Radio and Video Pretest
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Appendix 18 Evaluation Form Evaluat
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6. What was most useful about the G
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