Thanks Laura!  
To you and all list members, one of the questions from Len and Ceci Doak
asked concerned photographs.

The camera lens sees all - even things that distract from the message.
What guidelines or procedures do you suggest to reduce these?

Do you/did you offer any such guidelines to participants? If so, would you
be willing to share them on the list?

With some processes, such as 'photo-voice', a small photography lesson is
recommended to teach participants about photograph composition. With the
digital photography and software now a days that makes manipulating
photographs much easier and viewing photos immediately, do you think this is
still important or valuable?

Susan

-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Laura Nimmon
Sent: Thursday, November 20, 2008 3:25 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2495] Re: 10 steps for creating photonovels

Hi Susan,
There was no technology to create photonovels 3 years ago.  Nor could I find
much information on how to create them.  I intuitively went about the
process and here are some of the major tips I can share as to what I learnt.

1. The beginning of the project is a very important part of the process.
The facilitator acts as someone who listens and talks with the participants
and engages them in problem posing education.  This involves asking them
what they deem to be the most pressing topic they want to explore in their
lives.  In this sense, they gain the right to say and name their world and
history becomes possible rather than deterministic.  In the context of my
study, the women discussed how a change in their diet has affected their
health upon immigrating to Canada.  Upon discussion of their experience, I
then I hired a public health nurse to talk to the women about a healthy diet
and exercise. 
 
2. One thing I have learnt is that although it is possible to have a range
of language levels in a group, it is very difficult to accommodate low level
ESL speakers without some type of support (like translators).  I have
overcome other challenges.  For example, I have had two visually impaired
students in photonovel projects, and they were very much involved in the
process, either acting as main characters or writing the story.

3. Because the problem (story tension) is articulated at the beginning of
the project, the formation of a story line then needs a solution (story
resolution).  Students should also decide what the main message (story
purpose) of their photonovel will be so that there is a focus from the
beginning of the project.
  
4. I am not very competent with technology.  But, as serendipity would have
it, a program called "Comic Life" came out a couple of years ago.  It can be
bought online from www.freeverse.com for a Mac or a Windows computer for
around $25. 
Its really easy to use, and groups I have worked with, regardless of their
literacy level, have picked it up very quickly.  In terms of learning how to
use a digital camera, I have found that participants pick it up very
quickly. I have enjoyed watching some of the shyest members of the group
transform into leaders in their roles of directors or photographers.
I have found that it is important that people "freeze" in their shots
because the pictures come out a lot clearer.  This can be hard especially
because we are all laughing so much.  Despite the serious nature of
photonovels, they are a lot of fun to create and this
joyful/creative/collaborative aspect helps to bond the group and create
social network.

5. A project usually takes around 10-20 hours of time.   

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: Thu Nov 20 03:59:52 PST 2008

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

> Subject: [HealthLiteracy 2487] Re: 10 steps for creating photonovels

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

> <healthliteracy at nifl.gov>

>

>  

> 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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> > 

> > -----------------------------------------

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--
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

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