VOICE OF THE YOUTH NETWORK BLOGGER

VOICE OF THE YOUTH NETWORK

Successful audio stories most often contain these elements -
Audio Elements
* 3-5 interviews that represent the breadth of your subject
· Recorded Narration that introduces you and your subject
· Five or more sounds that emphasize your subject
· Music – due to copyright laws we discourage the use of
pre-recorded commercial music. It is possible to use it for free
for educational purposes, but only in small doses. Rather, if you
want some background music for your program find some local musicians
to record. Make sure the music complements your story.

the CREATIVE PROCESS
For audio production the basic process can be outlined by working
through the question – What am I responding to?
That discussion leads us to then ISOLATE – EMPHASIZE – RECORD – and
then PRESENT the answer.

In AUDIO RECORDING we respond to the question by saying or thinking-
· I really want to hear that person's stories
· I have this idea I want to develop using interviews
· What a great natural or man-made sound. I want to save it.

The art of audio sound recording and radio production is one of
listening. The world is full of wonderful sound, including that of
the human voice as it tells a story or describes a thought. As you
listen for recording it is important to think in layers, remembering
that each sound, recorded separately, can later be layered with other
sounds and voices to create a sound collage. Narration, interviews,
music and sound effects are all recorded and gathered separately to be
assembled in the studio.

We ISOLATE in audio through microphone technique, getting as close as
we can to the source of sound. When possible various kinds of
microphones can be employed for specific purposes.
(audio process, cont'd)

We EMPHASIZE in audio when we produce the final edited program. A
sound will stand out when no other sounds surround it and a sound will
be de-emphasized if other sounds are layered with it or if its level
(recording volume) is reduced.

We RECORD in audio by proper use of the audio recorder and microphone.
To get a good recording it's important to eliminate all extraneous
sounds. When in someone's house or office that means to listen for
potential interference and to –
· unplug the phone, especially cell phones
· turn off all appliances including the TV in distant rooms
· close doors, curtains, and windows
· ask family or office personnel to remain quiet or leave!
· make sure that the microphone and mic cords are still, as their
movement creates
sound. In the wild or outdoors sound gathering often means waiting
for distracting
sounds to cease or pass.

Finally, we PRESENT by making a radio program that is shared via radio
broadcast, distributed to individuals or heard at an exhibit via a
listening station.
In Audio Recording we seek to create a smorgasbord of creative choices
through knowledge of and control over technical and compositional
elements so that we can all feast at the table of sound.

Audio Function
Success in audio recording comes from being comfortable with the
equipment, understanding how sound is recorded and produced, and by
always monitoring sound quality. Sound recording can enrich your
experience in the world because it will focus your hearing on the many
sounds that compose any given moment of a day. Be prepared to record
by –
· becoming familiar with the recorder and it's controls
· listening for sounds that DISTRACT (the fridge, TV, etc)
· writing down some important questions for your interview
Before venturing off into the field it is good to –
· check the battery level and take extras
· load your first disc and take extras
· make sure you have headphones (and that little jack) and microphone/with cord
· also have a notepad with your questions and release forms

Sound Composition

the Interview
Interviews are the most important element in our radio production and
their success is based on two things: 1)having good initial questions
to ask, and 2) listening, so that you can elicit more stories from
the interviewee. An interview is really a portrait of a person made
with their words. The most important skill in interviewing is to
listen while showing interest. A person who knows they are really
being listened to will be more comfortable telling stories and will
tell more. As interviewer your job is to ask initial questions, then
listen, then ask follow-up questions or through gesture elicit more
talking – all while keeping track of your recording quality.

Preparing to Interview
Upon entering a home or office to conduct an interview there are 4
procedures to follow.
1) Scan the room for distracting sounds that either need eliminated or reduced.
(TV, fridge, some forms of lights, pets, family, outdoor noises,
appliances, phone)

2) Find a suitable and comfortable place to conduct the interview. A
room with furniture and some drapes will create better sound than one
with plain hard walls.

3) While doing both of the above maintain a conversation with the
person you are interviewing. Let them listen through the headphones
as you turn sounds off. Be professional as you set up and you will
find that interviewees will take more ownership in your project. As
you set up explain what you are doing with the equipment and how the
project is coming together.

4) Place the recorder so you can see the recording level and your
notes. Put your ears (headphones) on. Place or hold the microphone
off to the side, ideally about 6-12 inches away from the person's
mouth. Handholding a microphone and doing this may put you too close
to them physically for personal comfort. Make sure the microphone is
aimed at the person's mouth. Do a sound check by having the person
say something and checking the Recording level.

Conducting an Interview
The most important part of conducting an interview, once your
equipment is set up is to keep the conversation moving by requesting
stories instead of one word or short phrase answers. Here are a few
other pointers.
· Keep the microphone on the person you are interviewing. Your
question will be heard
but since it's not part of the final production it is not
important, or even good technique,
to keep turning it towards you. Besides, it might make too much noise.

· Keep your voice off the other person's voice. Be careful NOT to
talk too soon after the
person has finished or to start talking before they are done. You
need a few seconds of
no sound before and after each answer so that you can edit the
tape. We normally
acknowledge another's comments by saying "yeah," "OK," "uh-huh," or
something like
that. For radio it is good technique to acknowledge what a person
is saying via a nod of
the head, a smile or something else that is nonverbal. Hand
gestures can indicate that
you want the person to tell you more.

· Record 30 seconds of ambient sound (room noise) after each interview.

Interview Questions
One of the more challenging and interesting parts of conducting an
interview is selecting and arranging a plan of questioning. It is
usually a good idea to start out with general questions and move to
the specific. It is also good to ask the person you are interviewing
to rephrase your question as part of their answer. Questions should
elicit story answers.

Here are a few questions to get an interview started –
· Please introduce yourself by stating your name and telling how you
came to live here.
· What is your role/job/position (in the community) and what are your
responsibilities?
· Describe how you came to be interested in this kind of work.
· What do you like about your kind of work?
· What do you like about our/your community? What makes it a good
place to live?
(name the community in your question and in their answer)
· Please describe an event or experience that relates to your work
that is particularly
interesting, intriguing or even funny.

For people with specific jobs (fireman, canal operator, etc)
· What special training is needed to do what you do?
· Please describe and define any special terms that apply to your work?
· Please describe a basic day at work.
· What is the relationship of your work to the community as a whole?
How does your
work fit into the makeup of the community?

For folk or fine artists.
· How did you get interested in your form of art? Who inspired you?
Did you have to
study, and if so, where?
· Please describe your creative process? When do you work? How do
ideas come to
you? Why do you choose to use the materials that you do? How do
you know when
you are done?
· How does the local landscape and community inspire your work?
· What are you trying to say or express in your work?

If you are gathering opinions on a particular topic or subject you
should be, first, a little familiar with the subject, and second, you
should hold off on your personal opinions.

The key to getting "good tape" as they say in the industry, is to
conduct your interview in a way that elicits stories and elongated
answers. Use the "talkwith" approach where you elicit stories by
saying "tell me about…….what's the story of….." etc.
The final big point is to NOT ask questions in such a way that you get
only a yes/no answer. Such as "do you like…..?"

Going Further
Inside of each question you have prepared are more stories and
questions. Listen to the answer and they will come out. Inside of
each question are more stories and interesting information. Listen.
Allow the current story/answer to end and then you can say something
like "That was interesting. Could tell me more about_______."
You are collecting important stories and history. Conduct an
interview that extends on beyond the goal of your project. Tape is
cheap. Stories are priceless. When done, ask if there's anything
else they want to add, say thanks and get the permission on tape for
you to use their recording. You can do this by asking, "May I have
your permission to use this recording for my project?"

Gathering Sound Effects
Sound effects serve to enrich a radio production. They help paint an
aural and visual image of your subject. When placed at the end of an
important comment a well chosen sound effect acts like an exclamation
mark. What are the sounds of your subject? What sounds do you hear
in the words of your interviews? What sounds are natural? Which do
you need to create? Listen to your interviews and your own idea for
good sound.

Example: Your interviewee says, "I remember growing up on our farm
hearing the rooster crow in the morning and the sound of bacon frying
for breakfast. Later in the morning we'd go milk the cows and come
evening we'd sit on the porch and listen to the distant birds as
grandpa told stories as he rocked back and forth in his creaking old
chair."
Imbedded in each and every story are wonderful sounds that, when
layered into the production can give life to the story. In this
example one could gather and use many sounds (highlighted).

Some sounds occur naturally on their own time. These include birds,
water, animals, rain on the roof. Others can be created or
controlled. These include a car starting, a door closing, someone
walking in dry leaves. Both require the same technique. Think of
sound effects as another interview. To interview a lake, river, door
or waterfall you must
· Listen for any distracting sounds and WAIT for them to pass or cease.
· Place your microphone close to the sound source.
· Check your recorder controls and audio levels
· Keep the microphone still
· Record several seconds of no sound before and after sound effect.
· It is also good practice to give a voice cue….."waterfall take 1"
for each sound effect.
This will make it easier to find when editing.

VOICE OF THE YOUTH NETWORK BLOGGER

Introduction

"We can convince all the youth around us that we have to be heard so new ideas can come out … and we have to show the children what their rights are, so if any violations happen, they will know." Participant from Sudan, Voices of Youth online chat, November 2002

Effective communication is essential to bringing about change, and communication with and between young people has a special part to play.

There are several reasons for this. Firstly, young people tend to be more willing than older people to change their behaviour. Secondly, changes in the behaviour of young people are likely to make the most difference in the future, because young people have the most future! Last but not least, young people are the best communicators with other young people.

There are many different ways of getting your message across, and the best approach depends on what you are trying to achieve. These pages provide an introduction to different communication methods, explain the special characteristics and advantages of each and offer a practical guide to using them.

Letters

Letters are a good way of asking for information and telling decision-makers and other influential people what you think.

Nowadays most of the people you may want to write to will have an e-mail address. But e-mails are very easy to ignore, so it is probably still best to make at least the first approach with a formal letter.

This page contains a few tips for writing letters as well as some examples of different sorts of letters you may find useful.
General tips

Here are some tips that will apply to all your letters.

* Type your letter if you can. If this is not possible, write it out neatly.
* Include the full name, title and address of the recipient. Try to identify an individual to write to — you may be able to do this via a website or by phoning an organization's main public enquiry number.
* Include the date, and a full address for a reply, as well as a phone number and e-mail address if you have them.
* Keep the content brief and focused. It is normally a good idea to stick to one issue per letter — you are unlikely to get a useful response if you write an essay on all the world's problems, however brilliant your analysis may be!
* Always be polite and respectful, and use the standard polite forms of address and signing off in your country, or the country of the recipient if different from your own.
* Ask someone to check your spelling and grammar.
* Keep a copy of all your letters (write out another copy if necessary) so you have a record of whom you have contacted, when, and exactly what you said.

Letter template

You could base your letters on the following template:

(Your group's name)
Your full address
Your phone number
Your e-mail address

Date

Recipient's name
Recipient's organization
Recipient's full address

Dear Sir or Madam (or preferably Dear Mr./Mrs./Ms./or the appropriate form of address for that country. Name, if you know the name.)

My name is ________ and I am __ years old.

(If applicable) I belong to / My friends and I have set up the _______ group, which aims to ________ (include your mission statement or otherwise sum up your overall goals here. We have already _________. (Keep this brief, but mention any former projects to encourage the recipient to take you seriously. For example, an AIDS Awareness Club might say something like: "We have already held a series of school-based discussion groups on protecting yourself from HIV." You could also include an important background fact in this paragraph, for example, on the subject of education, "We are driven by the knowledge that more than 121 million children of primary-school age are not in school, including _____ in our region.")

I am writing to you because (see below for tips on the content of various types of letters) _____________________________________________________

_____________________________________________________

_____________________________________________________

Thank you for taking the time to consider my/our letter. I look forward to hearing from you.

Sincerely,

Sign your name

Print or type your name

For a template, print out this Word document.

Content

Asking for information or resources: If you are looking for general information, ask organizations if they have an information pack for young people. Otherwise, try to be as precise as you can about the information you want. For example:

I am writing to you because I/we are researching the subject of child labour in ________ (country/community). I/we would like to know if you have information about how many children below the age of 12 are involved in any economic activity, and how many other children are involved in work that may interfere with their education? Also, could you tell us exactly what our country's laws are on child labour?

I am writing to you because I/we are planning a series of community activities to raise awareness about HIV and AIDS and wondered if you have information fact sheets or booklets that we can distribute.

Writing to officials: If you are writing to a public official to give your views on a given issue it is important to show you have a good understanding of the subject, but as always, keep it brief and make sure you get your facts right. Do not be afraid to say why you care about this issue or to include personal experience if it is relevant. You should also include any suggestions you have for solutions to the problem — but do so respectfully. Ask the official about their own views and what action they are planning.

For example:

I am writing to you because I am very worried about the commercial sexual exploitation of children. I have read about this subject on UNICEF's website and in the press and I have also personally met a girl aged 15 who was offered a 'job' that turned out to involve sex.

It is terrible to think of people my own age whose lives are being ruined in this way. I know that young people have a right to be protected from abuse both under the Convention on the Rights of the Child and under the laws of our own country.

May I respectfully suggest two possible steps that might help with this problem? Firstly, to take more action to work with street children to find a solution, and secondly to set up a special force to track down the people who are behind the exploitation?

I would be very grateful if you would let me know your thoughts and proposals on this issue.

Writing to the media: writing to a newspaper, magazine, radio station or other media outlet can be a good way of expressing your views and raising awareness (see also Using the Media). Most local and national newspapers publish relevant letters from readers, and radio stations may have a programme dedicated to airing listeners' views. But there is a lot of competition for such outlets, so do not be disappointed if your letter is not chosen the first time you write. Contact details for readers' or listeners' letters are normally given on the relevant letters pages or at the beginning of a publication, at the beginning or end of a programme, and/or on the outlet’s website. Address your letter 'To the editor' or 'To the producer' and then give the name of the publication or programme (in this case, it is not usual to use the person's name even if you know it).

If you are responding to a particular article or programme (and this will make it more likely that your letter will be used), give the date of the article or programme and the headline or title. As always, keep your letter brief and to the point, get your facts right, and express yourself as well as you can — it is always a good idea to ask someone else with good writing skills to read over what you have written, even if you are a good writer yourself. Include personal experiences and opinions, or try to find some other original approach to the subject.

For example:

I am writing in response to your article "Schools face funding cuts" on ________ (give exact date).

This is bad news for all students, but I wonder if you and your readers have considered the special implications for girls. Among 'developing' countries, including our own, 62.9 million girls are recorded as being out of school, as compared to 54.4 million boys. My friends and I conducted a survey that showed that nearly --% of girls in our local area are not regularly attending school. Any cut in resources is bound to make this situation worse.

I believe that giving all children an education should be a top priority. Until girls and women take their place as educated and valued members of our communities, our country will not only be denying a fundamental human right, but wasting a vital resource. No real success or development can be achieved with only half the population participating and contributing.

Remember to use the correct form for all your letters (see the Letter template).

Public speaking

Public speaking is a good way of getting your views and message across at meetings, special events and other gatherings.

It can be difficult to stand up and speak in front of other people. But this is an important skill if you want to get your message across.
Preparation

If you are going to deliver a set speech at an event or meeting, you should have time to prepare it word for word. Make sure you do the necessary research, and keep it fairly brief so you do not bore your audience (20 minutes should generally be quite long enough). You should also make sure to take into consideration who your audience is and what their interests are. Then use the following tips on structure and content.

In the introduction:

* If it is your event, thank people for coming.
* Introduce yourself (give your name, age, group name and school if applicable).
* Introduce the issue that you are going to discuss.
* Try to grab your audience's attention straight away with a dramatic fact, statistic or a real life story.
* Give a very brief outline of what your speech will cover and why the issue is important to you.

In the main body of the speech:

* Make your content as concise and lively as you can, including examples involving real people. You could include an interesting or funny story that you have read about, or about something that has happened to you or someone you know. But beware trying to be funny about a sad subject or trying to make jokes if you are not comfortable with it. Try ideas out on other people first.
* Always bear your audience in mind. For example, you can be more informal if you are talking only to other young people than if your audience includes teachers, officials or other adults.
* Include vital facts from your research illustrating your main points.
* Say what you think should be done about the issue and what you and/or your group are trying to do.
* Say what you think the impact of these actions will be – and what the consequences are of not taking action.

In the conclusion:

* Sum up your main points.
* Explain how members of the audience can get involved.
* Say you will try to answer questions from members of the audience afterwards (if applicable).
* Thank people for listening.

Delivery

* Here are a few tips on delivering a speech successfully:
* Always memorize your speech! This will make it seem more spontaneous and allow you to make eye contact. Make a list of your main points to help you if you get stuck.
* Try to relax and not fidget.
* Speak slowly, loudly and clearly.
* Look at your audience.
* Do not be afraid of showing that you feel deeply about the issue. Your enthusiasm and commitment will inspire others.
* Practise giving your speech in front of a mirror to see how you look and how it sounds.

Contributing to a discussion

Many of the tips on delivering a speech are also relevant to taking part in a discussion at a meeting or other event. If you know what the subject of the discussion is in advance, you can prepare exactly what you want to say, although the content should be much briefer. If you decide to make a spontaneous contribution during the course of a meeting or event, you can still try to work out what you will say in your head while someone else is speaking.

Events

"We have to work from within and not wait for other people to do everything." Youth from Peru

You can take advantage of special events at school or in the community to spread your message. Ask for permission to display posters, distribute fact sheets and pamphlets, and perhaps even have a stall with games and prizes. You can also use events as an opportunity to engage people in discussion and pass on information in person.

Organizing your own event may be even more effective, but it will involve a lot of effort and organization: see Planning Projects.

Here are just a few ideas for events at which you can raise awareness and communicate information, whether or not you organize them yourself:

* Rallies and fairs: these are (you hope!) large gatherings with lots of stalls, activities and games.
* Walks and marches: organized walks and marches are another good way of attracting attention. You can carry posters or banners and hand out information leaflets. You could also arrange a sponsored walk to raise funds.
* Concerts: stage your own or ask for permission to hand out material at public concerts.
* Sports events: many successful groups use sports as a focal point for activities
* Theatrical events: short dramas, comedy sketches and puppet shows are a good way of communicating information without boring people!

Posters and leaflets
Poster for the Take Control initiative, Namibia
Posters

Posters are a simple but effective way of publicizing events and communicating important messages to the public at large. They can be displayed at special events and at school or in the community.

Larger organizations involved in the issue you have chosen may have posters that you can use for public information. If you decide to create your own, try to make them attractive and easy to read, with appropriate pictures or graphics and one simple, memorable message in large lettering that will attract attention. You can also include more detailed information in smaller lettering, as in the HIV-awareness poster featured here. If you are making your own information posters, get them checked by someone who has expertise in the subject — someone who works or volunteers in a non-governmental organization or public office, for example, or a teacher. Remember to include contact information for your group.

Think carefully about where you will put up your posters — try to find a location where lots of people will pass by but where they will not get lost in the crowd.
Flyers

Flyers — simple leaflets that you hand out to announce events — are also simple, direct and effective. Make sure you include all the necessary information and do not make mistakes. (It is a good idea to ask more than one person to check any written material intended for distribution.)

To be effective, flyers need to be distributed widely. You can hand out flyers in the street, distribute them door to door or leave piles of them in suitable locations, for example in a community hall.

Take a look at Voices of Youth's flyer in either Word or PDF.


Fact sheets and pamphlets

Information fact sheets and pamphlets are a good way of communicating detailed information, but they can be expensive to produce, and you need to make absolutely sure you get your facts right and express the information clearly. Again, larger organizations may well have developed suitable printed material that you can use. If you decide you want to develop your own, as with posters, you should consult suitable non-governmental organizations or public offices for advice, and try to find someone who is qualified to act as a consultant.

MAKING A DIFFERENCE

MAKING A DIFFERENCE

Introduction

"My suggestion is to become a doer instead of just a hearer. And things can be done. A doer hears and accepts the need for action, working towards the common goal of the people and their concerns."

The state of the world is such that there are an awful lot of things to be done. There are also many different approaches.

If you would like to become a doer, this section aims to help you take the first steps:

* to identify the issues that matter to you most;
* to inform yourself about those issues;
* to think about the sort of action you want to take and the level at which you want to be involved — local, national, global, or a combination.

hoosing your issue

"We are the world’s children.We are the victims of exploitation and abuse. We are street children.We are the children of war. We are the victims and orphans of HIV/AIDS. We are denied good-quality education and health care. We are victims of political, economic, cultural, religious and environmental discrimination. We are children whose voices are not being heard: it is time we are taken into account. From the Children's Forum at the UN Special Session on Children

Being affected by a particular issue, or feeling strongly about it, is usually the reason why people want to take action. So you may not need help with finding a 'cause'.

On the other hand, action needs a sharp focus to be effective, so the first thing you may want to do is assess your priorities (figure out what is most important to you). For example, it is hard to take effective action on an issue as broad as global poverty. There are so many causes and so many consequences. It is better to concentrate on a specific issue connected to poverty, such as child labour, education, homelessness, right to play, emergencies and HIV and AIDS. Then you could select a particular aspect of one of these issues. Just to give a few examples:

Education: discrimination against girls in education

Homelessness: children living on city streets

Child labour: children working long hours in your country

Right to play: children not having a space to play sport

Emergencies: children needing support and care during an emergency

HIV: lack of information about the virus and how to keep yourself safe

Doing your research is an essential step in deciding exactly what you want to work on and what specific action you will take.

Doing your research

"If we gain a greater understanding of what we face, we can face it better. 'Know your enemy' and all that!" Youth from Canada, Voices of Youth message board
Children walk past housing shelters
© UNICEF/HQ99-0324/Horner
Members of the Children’s Movement for Peace in Colombia walk past shelters housing people made homeless by an earthquake.

Research is a crucial part of deciding on which issue you want to take action. And once you have made your decision, you will probably want to investigate the subject in more depth. The more you know about your issue, the more effective your action is likely to be. Here are some of the questions you should think about:

* Who is affected, directly and indirectly?
o Is there a particular group that is vulnerable, for example girls, or a particular age-group?
o How does the issue or problem affect the wider community?
* Where do the people who are affected live?
o Is this a global, regional, national, or local problem, or a combination?
* How are people affected?
o Which rights are being violated?
o How does this issue change/impact people's lives? Negatively and positively.
o Does anyone, or any group, benefit from the situation as it is?
* Why are people affected?
o What is the underlying cause of the problem? In other words, what other factors — such as poverty, lack of school books, unemployment, or lack of access to clean water, to give just a few examples — may be partly responsible?
o What are the reasons why this group or groups of people are affected more than others?
* What can be done?
o What solutions have been suggested or tried?
o What seems to work best, or what do you think might work best?
o Who is in a position to make decisions to bring about change?
o Who is preventing change?
o What is the most effective action that you could take to improve the situation?

There is a lot of information out there, and much of it is readily available, especially if you have access to the Internet — which you clearly do! But in some cases, and particularly if you are concerned with what is happening locally, you may need to do some more active detective work. Here are some ideas about where you can look for information and how you can try to make sure that information can be trusted.

Non-governmental organizations, schools and universities, governments, local institutions and businesses all have a wide range of published information that could be useful. Sources include:

Printed material: newspapers, books, magazines and journals. If you have access to a library or youth centre, where many of these resources should be available for free, use it!

Websites: these days there are online versions of vast quantities of material that were traditionally only available in print, as well as a huge range of information specially created for the World Wide Web.

Other media: news programmes, documentaries and even dramatizations on radio or television, or at the cinema or on video, can all be useful.

As well as using information that is publicly available, you could contact people and organizations and ask questions directly. This can be very helpful, because you can focus on specific questions. For example, you could try:

* contacting corporations and local businesses;
* contacting national and local government representatives;
* talking to teachers, parent/guardians and other relations, and community leaders;
* talking to other young people;
* carrying out your own surveys and interviews;
* contacting local organizations, groups and religious institutions.

Remember that locally based research may be the most useful for practical action in your community. For example, although it is a good idea to inform yourself about the global situation concerning such issues as HIV and AIDS, education, or access to clean water, it may be more practical and helpful to know that local families affected by HIV need help with chores, or that young children need supervision on the journey to school, or that there is a load of rotting rubbish near your water supply!
Assessing information sources

Unfortunately, you cannot believe everything you read, hear or see. Organizations, institutions and individuals tend to have goals and beliefs that affect what information they choose to present and how they present it. Even sources that aim to give all sides of an argument may distort the truth because of such factors as limited resources (so they may not know all the facts), editorial values (for example, the desire to make a story exciting or relevant to a local audience) or unconscious bias, or because they simply made mistakes!

This does not mean that research is pointless and that it cannot help you get closer to the truth. But it does mean that you should:

* use a variety of sources to cross-check facts and conclusions, and to give you all sides of the argument;
* always bear in mind who is providing information. In particular, ask yourself:
o Who is financing or sponsoring this source?
o What qualifications do the authors have? Have you heard of them?
o Who is the information aimed at?
o Do the authors and sponsors have specific interests/goals/beliefs/experiences that might influence the way in which they present information?
o Where do the authors get their facts and how reliable are the sources of those facts?
o How up-to-date is the information?

The numbers game

Statistics are often used to support an argument or position. But judging their reliability is itself difficult. Statistics can be chosen and interpreted to support particular points of view. To some extent you can judge the reliability of facts by the reputation of the source and the breadth of the investigation. A large-scale survey by a top university, for example, would carry more weight than a small survey carried out by the supporters of a specific campaign. If you can find out how and from whom the statistics were collected, this will also help you determine how reliable they are. For example, a survey that only interviews men will yield very different results to one that interviews both men and women.

If you want specific local figures and you find they are not available, you could conduct your own survey.
The wild web

The Internet has made a vast amount of information instantly available to anyone with access to the World Wide Web. However, for the very reason that there is such a variety of information online, and because it is so easy for anyone to set up a website, you need to be especially careful when you are assessing Internet sources. All the questions in Assessing Information above are relevant, but it is particularly important that you ask yourself who is really behind the information on the website. Is it just an individual or a small campaigning group? Who backs or funds the site? If the status of the information providers is not clear and easy to check, beware!

Doing your research

"If we gain a greater understanding of what we face, we can face it better. 'Know your enemy' and all that!"

Research is a crucial part of deciding on which issue you want to take action. And once you have made your decision, you will probably want to investigate the subject in more depth. The more you know about your issue, the more effective your action is likely to be. Here are some of the questions you should think about:

* Who is affected, directly and indirectly?
o Is there a particular group that is vulnerable, for example girls, or a particular age-group?
o How does the issue or problem affect the wider community?
* Where do the people who are affected live?
o Is this a global, regional, national, or local problem, or a combination?
* How are people affected?
o Which rights are being violated?
o How does this issue change/impact people's lives? Negatively and positively.
o Does anyone, or any group, benefit from the situation as it is?
* Why are people affected?
o What is the underlying cause of the problem? In other words, what other factors — such as poverty, lack of school books, unemployment, or lack of access to clean water, to give just a few examples — may be partly responsible?
o What are the reasons why this group or groups of people are affected more than others?
* What can be done?
o What solutions have been suggested or tried?
o What seems to work best, or what do you think might work best?
o Who is in a position to make decisions to bring about change?
o Who is preventing change?
o What is the most effective action that you could take to improve the situation?

Finding information

There is a lot of information out there, and much of it is readily available, especially if you have access to the Internet — which you clearly do! But in some cases, and particularly if you are concerned with what is happening locally, you may need to do some more active detective work. Here are some ideas about where you can look for information and how you can try to make sure that information can be trusted.

Non-governmental organizations, schools and universities, governments, local institutions and businesses all have a wide range of published information that could be useful. Sources include:

Printed material: newspapers, books, magazines and journals. If you have access to a library or youth centre, where many of these resources should be available for free, use it!

Websites: these days there are online versions of vast quantities of material that were traditionally only available in print, as well as a huge range of information specially created for the World Wide Web.

Other media: news programmes, documentaries and even dramatizations on radio or television, or at the cinema or on video, can all be useful.

As well as using information that is publicly available, you could contact people and organizations and ask questions directly. This can be very helpful, because you can focus on specific questions. For example, you could try:

* contacting corporations and local businesses;
* contacting national and local government representatives;
* talking to teachers, parent/guardians and other relations, and community leaders;
* talking to other young people;
* carrying out your own surveys and interviews;
* contacting local organizations, groups and religious institutions.

Remember that locally based research may be the most useful for practical action in your community. For example, although it is a good idea to inform yourself about the global situation concerning such issues as HIV and AIDS, education, or access to clean water, it may be more practical and helpful to know that local families affected by HIV need help with chores, or that young children need supervision on the journey to school, or that there is a load of rotting rubbish near your water supply!
Assessing information sources

Unfortunately, you cannot believe everything you read, hear or see. Organizations, institutions and individuals tend to have goals and beliefs that affect what information they choose to present and how they present it. Even sources that aim to give all sides of an argument may distort the truth because of such factors as limited resources (so they may not know all the facts), editorial values (for example, the desire to make a story exciting or relevant to a local audience) or unconscious bias, or because they simply made mistakes!

This does not mean that research is pointless and that it cannot help you get closer to the truth. But it does mean that you should:

* use a variety of sources to cross-check facts and conclusions, and to give you all sides of the argument;
* always bear in mind who is providing information. In particular, ask yourself:
o Who is financing or sponsoring this source?
o What qualifications do the authors have? Have you heard of them?
o Who is the information aimed at?
o Do the authors and sponsors have specific interests/goals/beliefs/experiences that might influence the way in which they present information?
o Where do the authors get their facts and how reliable are the sources of those facts?
o How up-to-date is the information?

The numbers game

Statistics are often used to support an argument or position. But judging their reliability is itself difficult. Statistics can be chosen and interpreted to support particular points of view. To some extent you can judge the reliability of facts by the reputation of the source and the breadth of the investigation. A large-scale survey by a top university, for example, would carry more weight than a small survey carried out by the supporters of a specific campaign. If you can find out how and from whom the statistics were collected, this will also help you determine how reliable they are. For example, a survey that only interviews men will yield very different results to one that interviews both men and women.

If you want specific local figures and you find they are not available, you could conduct your own survey.
The wild web

The Internet has made a vast amount of information instantly available to anyone with access to the World Wide Web. However, for the very reason that there is such a variety of information online, and because it is so easy for anyone to set up a website, you need to be especially careful when you are assessing Internet sources. All the questions in Assessing Information above are relevant, but it is particularly important that you ask yourself who is really behind the information on the website. Is it just an individual or a small campaigning group? Who backs or funds the site? If the status of the information providers is not clear and easy to check, beware!

Sample survey
The School Attendance Survey

Our group, Kids in School, is carrying out a survey about school attendance in our local area. Please take a few moments to answer the questions. We hope the information will help our campaign to make sure all children get an education, which is their right under the Convention on the Rights of the Child.

All information will be anonymous.

Thank you for taking part in our survey!

Please circle the answers you choose clearly.

1. What is your gender?
Male / Female

2. What is your age?
under 10 / 10-13 / 14-16 / 17-19 / over 19

3. Are you in full-time education?
Yes / No

4. Are you in part-time education?
Yes / No

5. Do you sometimes have to miss school because of other commitments?
No, never / Very occasionally / Occasionally / Quite frequently / Frequently

6. If you are of school age but you are not in school, or you sometimes have to miss school, what is/are the main reason/s? (circle more than one option if appropriate)
Cost of school / Problems getting to school / Helping at home / Doing other work / Marriage / Parents do not think school is worth while

7. Do you think all boys should be at school?
Yes / No / Depends on the circumstances

8. Do you think all girls should be at school?
Yes / No / Depends on the circumstances

9. Would you be interested in supporting our campaign to get more girls and boys into school?
Yes / No / Maybe

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Address
Choosing your approach

"Society has to change. The change must come from people, not just governments." Sandra, 15, Mexico, speaking at the Children's Forum of the United Nations Special Session on Children, May 2002

Once you have chosen your issue and done some research, the next step is to decide what sort of approach you want to take. This page outlines some options. But remember that you do not necessarily have to choose between them. A combination of approaches may also be possible.
Individual or group?

Firstly, you need to decide whether you want to act as an individual or as part of a group.

Be a role model: Large-scale change involves individuals changing the way they behave. So making sure your own behaviour is in line with your aims and beliefs is a good starting-point. If you show the strength of your beliefs in the way you live, you can become a role-model: your commitment and confidence will influence and inspire others.

Help others in your community: Another good starting-point for individual action is simply to help out where you can in your family and community. As an individual you could also plan your own project or campaign. Or you could concentrate on spreading the word by talking to young people and other members of the community, or using any of the approaches to raising awareness and making your views known described in Communication. Passing on important information is one of the most effective forms of action.

Come together: Much can be done as an individual. But there is undoubtedly strength in numbers. If you want to join forces with other like-minded people, one option is to support or join an existing national or international organization. Such organizations may have programmes or campaigns involving young people, such as peer-education programmes (in which young people receive training to pass on information to others in their age-group).

Alternatively, if there is one, you could join a school, community or other local group working in your chosen field.

If there is not an existing group, you could form your own group or club to take action. This would give you and other members more control over the aims of the group and how it carries them out, but bear in mind that this option requires a lot of work and a long-term commitment.
Local, national, or international?

Whether or not you are acting as an individual or as part of a group, action can be taken on many different levels: local, national and international. UNICEF, for example, works on all three levels:

* internationally, as a forum for decision-making and setting goals for protecting children's rights;
* nationally, on country-wide campaigns and programmes in cooperation with governments and non-governmental organizations;
* locally, with local government, community and other voluntary groups, on specific projects aiming to make a difference to people's – and children’s – daily lives.

Similarly, an individual or small local group can try to help influence policy and action at the national and even international levels, or they can focus on a specific local problem.

Whatever the direction you choose, working out your goals and exactly how you will try to reach them is crucial. So the next step is Getting organized.