Laura-
This sounds like it will be another great resource for practitoners. Since
your article isn't out yet, could you share some highlights about the steps
involved in how to form group and then the level of interaction the
facilitator has in the development process once the group is formed? 

Also, how do you typically handle the technology component particularly if
the group members may have low literacy skills and may not know how to use a
computer or digital camera?  

Finally, what type of time period do recommend planning for in order for a
group to go through all 10 steps?
Thanks-
Susan

-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Laura Nimmon
Sent: Tuesday, November 18, 2008 2:25 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2473] 10 steps for creating photonovels

Good points Susan.  Sometimes the populations we work with are led to
believe that they have no say in the shaping of the future, and thus
sometimes experience a crushing effect on their spirits. The photonovel
process provides participants with a chance to include their human voice,
expressed through humour or emotion, which distinguishes these health
materials from others.  And thus it is essential that this human element is
not erased within the content of the photonovel.
  
On another note: 

For those of you wondering how to go about facilitating a photonovel project
you can check out this 10 step guideline:

Nimmon, L. & Begoray, D. (2008). Creating participatory photonovels in the
classroom: A practical guide. Adult Basic Education and Literacy Journal.
2(3), 174-178

We discuss: (1) forming a photonovel group, (2) naming of a problem, (3)
considering the audience, (4) writing a photonovel story, (5) developing
characters and costumes, (6) taking the photographs, (7) preparing the
dialogue, (8) using digital technology, (9) seeking audience feedback and
(10) publishing your photonovel 

This article is in press and will be available in a few weeks!

Laura


--
Laura Nimmon
Ph.D Student
Social Sciences & Humanities Research Council of Canada Doctoral Fellow
Michael Smith Foundation for Health Research Senior Graduate Trainee
www.photonovel.ca

Language and Literacy Education
University of British Columbia
2125 Main Mall
Vancouver, BC
Canada V6T 1Z4




-----Original Message-----


> Date: Tue Nov 18 10:35:04 PST 2008

> From: "Susan Auger" <sauger at mindspring.com>

> Subject: [HealthLiteracy 2471] Re: Photonovella experiences

> To: "'The Health and Literacy Discussion List'" 

> <healthliteracy at nifl.gov>

>

>  I think the story and drama are vital elements to any photonovella- 

> they are like a soap opera. I understand that in Latin American 

> countries this format is a very popular form of media & entertainment- 

> whether it's a photonovella,radio novella or telenovella.

> 

> In adapting this format for health education, it's an important point 

> to remember. I approach developing photonovellas a bit differently 

> than the process described by John and Laura, which is learner or

community-centered.

> We use a collaborative approach, which balances many different 

> perspectives, agendas, and levels of power. The underlying priniciple 

> is that everyone is a teacher and a learner. As developers (I usually 

> work at least one other person), we function as facilitators. I will 

> say more about the rationale tomorrow.

> 

> A good example of this in practice...and getting back to the point 

> about the importance of story.

> We recently developed a photonovella on gestational diabetes. Our 

> starting point was the personal story of a Latina whose experience 

> with gestational diabetes reflected many of the themes and core issues 

> we had identified in our background research (e.g., focus groups with 

> Latinas with or who had gestational diabetes, review of literature and 

> existing bilingual educational diabetes materials, interviews of 

> health professionasl working in high-risk maternity clinics and 

> gestational diabetes programs across the US, and representatives in 

> federal and state agencies addressing diabetes, review of diabetes 

> programs in Latin Amercian countries, and consultation with the project's

multidisciplinary advisory board).

> 

> We asked her to write in her story in her own words in Spanish. We 

> then translated it into English (and later back translated to 

> Spanish). The resulting photonovel script, while it began with her 

> story, reflected many voices and experiences. During the review and 

> development process, a tension existed between the story & drama and 

> the health education 'agenda.' There was (and is always) a tension 

> between content, space, and reading level. In an effort to simplify 

> and reduce text, inevitably health professional reviewers tend to 

> eliminate 'the story,' the emotional scenes, the caring gestures and 

> comments, the funny remarks. These are the very elements that make 

> photonovellas so appealing and fun to read...and what distinguishes 

> them from pamphlets, bulleted lists and visually slick but often cold 

> and impersonal copy. Throw in the power dynamics of funders, medical 

> providers, and other 'experts' and this is where the story and voice 

> and feelings of the target audience often gets drowned out or lost, along

with the spirit and power of the photonovella.

> 

> We have learned to get expectations out up front about what's 

> negotiable and non-negotiable (this would include written and visual 

> content) and to create a clear vision for the end product(not the 

> details since they emerge from the process but the spirit of what we 

> are trying to create). We also establish clear guidelines with 

> everyone before the process begins about how we will make decisions. 

> Although the balancing process can be quite challenging, having a 

> consensus on these types of things before you begin makes the facilitation

process easier.

> 

> Susan

> 

> Auger Communications, Inc.

> PO Box 51392

> Durham, North Carolina 27717

> tel:  919.361.1857

> fax: 919.361.2284

> email: auger at augercommunications.com

> 

> -----Original Message-----

> From: healthliteracy-bounces at nifl.gov

> [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney

> Sent: Tuesday, November 18, 2008 11:32 AM

> To: healthliteracy at nifl.gov

> Subject: [HealthLiteracy 2468] Re: Photonovella experiences

> 

> This is very cool - I have never heard of using photonovellas in media!

> It suggests another aspect of the photonovella that has not been 

> mentioned

> yet: the story. The "what's happening next?" aspect may indeed be as 

> important an element as the visuals, the readability and the presense 

> of characters that "look like"me".

> 

> Susan and John, What do you think of the relative importance of these 

> different aspects of photonovellas?

> 

> Has anyone else seen them used in media like they did in New York city?

> Does anyone from New York want to elaborate on the bus/subway campaign?

> 

> Thanks,

> Julie

> 

> Julie McKinney

> Health Literacy List Moderator

> World Education

> jmckinney at worlded.org

> >>> "Cheryl Pasternack" <Cheryl.Pasternack at nychhc.org> 11/18/08 11:17 

> >>> AM

> >>>

> 

> Others from New York City may have mentioned that in the 80s and 90s 

> the New York City Department of Health had a fotonovela bus and subway 

> car card campaign about HIV/AIDS -- it was like a soap opera, with 

> passengers eagerly waiting for the next installment.

> 

> 

> Cheryl Pasternack, CHES

> Director, Grants Management

> Lincoln Medical & Mental Health Center

> 234 E. 149th  Street, Room 4C-162

> Bronx, NY  10451

> Email:   Cheryl.Pasternack at nychhc.org 

> Phone: (718) 579-5697

> Fax:     (718) 579-4602

> 

> 

> 

> >>> "Julie McKinney" <julie_mcKinney at worlded.org> 11/17/2008 2:48 PM 

> >>> >>>

> Hi Everyone,

> 

> We will hear more from our guests soon about the theory behind 

> photonovellas, the benefits, and also some practical information about 

> how to go about the process of creating them. In the meantime, if 

> anyone else has a comment about your expeirence using photonovellas in 

> health care or adult literacy settings, please share some thoguhts with

us.

> 

> For example: If you have used photonovellas with students or patients, 

> how did they react to seeing the photonovella? How well did they 

> understand the information? How did this compare with their reaction 

> to other forms of educational materials?

> 

> Julie

> 

> Julie McKinney

> Health Literacy List Moderator

> World Education

> jmckinney at worlded.org

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