IFLAIFLA--FAIFE: RATIONALEFAIFE: RATIONALE

Lilia F. EchiverriLilia F. Echiverri

President, PLAI (2009President, PLAI (2009--2010)2010)

““Revolutionizing Information: A SeminarRevolutionizing Information: A Seminar--Workshop Workshop on IFLA FAIFE Internet Manifestoon IFLA FAIFE Internet Manifesto””

La Salette Retreat House, Biga, Silang, CaviteLa Salette Retreat House, Biga, Silang, Cavite

June 25June 25--26, 200926, 2009

BACKGROUNDBACKGROUND•• September 18, 2007September 18, 2007

Received an invitation from IFLAReceived an invitation from IFLA--FAIFE through FAIFE through

Dr. Barbara Jones, IFLADr. Barbara Jones, IFLA--FAIFE SecretaryFAIFE Secretary

•• November 26 November 26 -- December 2, 2007December 2, 2007

Attended the IFLAAttended the IFLA--FAIFE training workshop in FAIFE training workshop in

Middletown, Connecticut and New York, U.S.A.Middletown, Connecticut and New York, U.S.A.

ParticipantsParticipants

•• Uganda, Zimbabwe, Nigeria, South Africa, Uganda, Zimbabwe, Nigeria, South Africa,

Philippines, Thailand, Mexico, Costa Rica Philippines, Thailand, Mexico, Costa Rica

and Brazil (librarians and library science and Brazil (librarians and library science

faculty)faculty)

Purpose of the TrainingPurpose of the Training--WorkshopWorkshop

•• The purpose of this trainingThe purpose of this training--workshop was workshop was

to train a core of librarians and library to train a core of librarians and library

science faculty on two important issues:science faculty on two important issues:

–– The Internet ManifestoThe Internet Manifesto

–– The librariansThe librarians’’ role in providing access to role in providing access to

information about such public health issues on information about such public health issues on

AIDS to cover the issues of patron privacyAIDS to cover the issues of patron privacy

BackgroundBackground

July 21July 21--22, 200822, 2008

11stst IFLAIFLA--FAIFE training workshop held at The FAIFE training workshop held at The

National Library (TNL).National Library (TNL).

PARTICIPANTSPARTICIPANTS

•• CambodiaCambodia

•• IndonesiaIndonesia

•• LaosLaos

•• PhilippinesPhilippines

•• SingaporeSingapore

•• ThailandThailand

•• VietnamVietnam

Representatives from the PhilippinesRepresentatives from the Philippines

•• Dr.Dr. Marilou TadlipMarilou Tadlip ((VisayasVisayas))

•• Ms. Nora FeMs. Nora Fe AlajarAlajar (Mindanao)(Mindanao)

•• Mr. Rodolfo Y.Mr. Rodolfo Y. TarlitTarlit (Luzon)(Luzon)

PLAI National ConferencePLAI National Conference

July 23July 23--25, 200825, 2008

PLAI National Conference on Information PLAI National Conference on Information

Access: Internet and Libraries, City Access: Internet and Libraries, City

Garden Hotel, ManilaGarden Hotel, Manila

Memorandum of Understanding Memorandum of Understanding

(MOU)(MOU)

•• March 30, 2009March 30, 2009

Signed a Memorandum of Agreement between Signed a Memorandum of Agreement between

PLAI and IFLAPLAI and IFLA--FAIFE for the Project 2009FAIFE for the Project 2009

IFLAIFLA--FAIFE OBJECTIVEFAIFE OBJECTIVE

The objective of IFLA/FAIFE is to:The objective of IFLA/FAIFE is to:

•• Raise awareness of the essential correlation Raise awareness of the essential correlation between the library concept and the values of between the library concept and the values of freedom of expression. freedom of expression.

•• Collect and disseminate documentation and aim Collect and disseminate documentation and aim to stimulate a dialog both within and outside the to stimulate a dialog both within and outside the library world. library world.

•• Act as a focal point on the issue of freedom of Act as a focal point on the issue of freedom of expression, libraries and librarianship. expression, libraries and librarianship.

THE FOUR STAGES OF THE THE FOUR STAGES OF THE

PROJECTPROJECT

•• Phase OnePhase One -- April 27April 27--28, 200928, 2009

•• Phase TwoPhase Two -- Cascading to different Cascading to different

regions (May regions (May –– October October

2009)2009)

•• Phase ThreePhase Three -- Final Phase (NovemberFinal Phase (November

•• Phase FourPhase Four -- Submission of Final Submission of Final

Reports to IFLAReports to IFLA--FAIFEFAIFE

PHASE ONEPHASE ONE

•• Prior to the training workshop, PLAI distributed Prior to the training workshop, PLAI distributed

and collected baseline data for the impact and collected baseline data for the impact

assessment and evaluation framework of the assessment and evaluation framework of the

ProjectProject

•• April 27April 27--28, 2009 28, 2009 –– Phase One of the Project Phase One of the Project

held at the Astoria Plaza, Pasig Cityheld at the Astoria Plaza, Pasig City

•• 16 Regional Council Presidents16 Regional Council Presidents

•• 2 IFLA2 IFLA--FAIFE officials FAIFE officials

•• 5 Philippine Executive Team5 Philippine Executive Team

•• 3 local speakers3 local speakers

PHASE TWOPHASE TWO

•• May May –– October 2009 October 2009 –– Cascading TrainingCascading Training

PHASE TWOPHASE TWO

•• The Regional Trainers (RTs) trained in Phase One will go back The Regional Trainers (RTs) trained in Phase One will go back

to their regions and arrange training workshops in their to their regions and arrange training workshops in their regions, where necessary, train colleagues to hold further regions, where necessary, train colleagues to hold further

workshops. This is a workshops. This is a ‘‘Cascading TrainingCascading Training’’ approach, and it is approach, and it is intended to train as many librarians, staff, information intended to train as many librarians, staff, information

specialists/ managers as possible in the Internet Manifesto. specialists/ managers as possible in the Internet Manifesto.

They shall conceptualize and plan for a specific activity which They shall conceptualize and plan for a specific activity which plan/activity shall be submitted to PLAI Executive Team and/or plan/activity shall be submitted to PLAI Executive Team and/or

respective PLAI Vice Presidents. During Phase Two the trainers respective PLAI Vice Presidents. During Phase Two the trainers will be responsible for collecting information for impact will be responsible for collecting information for impact

assessment. The questionnaire that has been distributed to you assessment. The questionnaire that has been distributed to you

will be collected, tabulated and evaluated for the impact will be collected, tabulated and evaluated for the impact assessment.assessment.

General GuidelinesGeneral Guidelines

1.1. General Format for SeminarGeneral Format for Seminar--Workshop Workshop

ActivityActivity

2.2. Participants, shall include librarianParticipants, shall include librarian’’s s

(whether licensed or not), non(whether licensed or not), non--librarians librarians

i.e., administrators, paraprofessionals i.e., administrators, paraprofessionals

other professionals, LGU officials and other professionals, LGU officials and

even library science studentseven library science students

General GuidelinesGeneral Guidelines

3.3. Each Regional Council is free to decide Each Regional Council is free to decide whether a seminar fee will be charged or whether a seminar fee will be charged or whether it is free. If there will be payments of whether it is free. If there will be payments of fees, the Executive Committee suggests that it fees, the Executive Committee suggests that it be enough to defray expenses for food and be enough to defray expenses for food and other incidentals to encourage more other incidentals to encourage more attendance.attendance.

4.4. This activity is being applied by PLAI as a CPE This activity is being applied by PLAI as a CPE Provider and approved Provider and approved 10 credit pts10 credit pts. Please . Please comply the CPE reportorial requirements.comply the CPE reportorial requirements.

General GuidelinesGeneral Guidelines

5. Funds shall be provided for5. Funds shall be provided for

-- honorarium of Resource Personshonorarium of Resource Persons

-- Meals of Resource PersonsMeals of Resource Persons

-- Transportation of Resource PersonsTransportation of Resource Persons

General GuidelinesGeneral Guidelines

6.6. Following are reiteration of other Following are reiteration of other requirements:requirements:

a. submission of written report by thea. submission of written report by the RTsRTs to to respective Vicerespective Vice--PresidentPresident

b. Fielding of Survey Questionnaire to b. Fielding of Survey Questionnaire to prospective participants for profiling prospective participants for profiling and and baseline data.baseline data.

c. Submission of the financial liquidation to c. Submission of the financial liquidation to the PLAI Executive Teamthe PLAI Executive Team

Phase ThreePhase Three

•• Date:Date: November 10November 10--11, 200911, 2009�� Final Phase of the ProjectFinal Phase of the Project

•• Venue:Venue: BoholBohol CityCity

PHASE THREEPHASE THREE•• The final phase will bring together the original trainers once The final phase will bring together the original trainers once

more to present their experiences and discuss the impact and more to present their experiences and discuss the impact and

outcomes of the project. Depending on the circumstances, this outcomes of the project. Depending on the circumstances, this

final phase will take place as part of a prefinal phase will take place as part of a pre--arranged conference arranged conference

(such as an annual meeting, seminar, forum, etc.) where a (such as an annual meeting, seminar, forum, etc.) where a

larger audience could hear about the project, or it could be a larger audience could hear about the project, or it could be a

smaller activity. In either case, the final phase should also smaller activity. In either case, the final phase should also

include planning for any related activities in 2010.include planning for any related activities in 2010.

•• FAIFE trainers and the Philippine Executive Team will be FAIFE trainers and the Philippine Executive Team will be

presented for the third stage to review the project and help presented for the third stage to review the project and help

plan any future phases. The main data for the impact plan any future phases. The main data for the impact

assessment will be collected at this stage as participants shareassessment will be collected at this stage as participants share

their experiences with IFLA representatives. We will be their experiences with IFLA representatives. We will be

choosing regional councils to report and share their choosing regional councils to report and share their

experiences.experiences.

PHASE FOUR PHASE FOUR

•• November 30, 2009 November 30, 2009 –– PLAI will deliver a PLAI will deliver a

narrative report on the Project, including narrative report on the Project, including

assessment of the Projectassessment of the Project’’s impact on the s impact on the

libraries involved, as contribution to a final libraries involved, as contribution to a final

IFLA report. This report will contain IFLA report. This report will contain

information on the work done during the information on the work done during the

first three stages, information on the first three stages, information on the

overall impact of the project, and overall impact of the project, and

recommendations for next steps. recommendations for next steps.

Cascading of this training workshop Cascading of this training workshop

will provide a good opportunity for will provide a good opportunity for

all the delegates to share the best all the delegates to share the best

practices not only to different parts practices not only to different parts

of the regional councils but to the of the regional councils but to the

whole world!whole world!

Thank you!Thank you!

IFLAIFLA--FAIFE IMPACT ASSESSMENTFAIFE IMPACT ASSESSMENT

ASSESSING THE IMPACT OF THE FAIFE INTERNET ASSESSING THE IMPACT OF THE FAIFE INTERNET

MANIFESTO WORKSHOPS IN THE PHILIPPINESMANIFESTO WORKSHOPS IN THE PHILIPPINES

•• Many library activities are evaluated in terms of Many library activities are evaluated in terms of

quantity (number of books, number of library quantity (number of books, number of library

activities, number of people trained)activities, number of people trained)

•• It is more difficult to assess the effect of library It is more difficult to assess the effect of library

services on users. Using impact assessment services on users. Using impact assessment

techniques we can try to examine the change techniques we can try to examine the change

stimulated by new programmes or training on stimulated by new programmes or training on

library staff and, ultimately, users.library staff and, ultimately, users.

WHAT IS IMPACT?WHAT IS IMPACT?

•• Impact is Impact is ““....any effect of the service or ....any effect of the service or

initiative on an individual or group.initiative on an individual or group.””

–– Impact is about change:Impact is about change:

•• To peopleTo people’’s livess lives

•• To how groups and organizations behaveTo how groups and organizations behave

•• To communitiesTo communities

WHAT IS IMPACTWHAT IS IMPACT

•• Impact on What? Changes inImpact on What? Changes in

–– Behavior (doing things differently)Behavior (doing things differently)

–– Competence (doing things better)Competence (doing things better)

–– Levels of knowledgeLevels of knowledge

–– Attitudes (e.g. Confidence, valuing library Attitudes (e.g. Confidence, valuing library

staff)staff)

WHAT IS IMPACTWHAT IS IMPACT

•• Impact may beImpact may be

–– Positive or negativePositive or negative

–– Intended or accidentalIntended or accidental

–– Affect users, staff, managementAffect users, staff, management

WHAT DOES IMPACT EVALUATION WHAT DOES IMPACT EVALUATION

ENTAIL?ENTAIL?

•• FocusFocus –– the project roles, areas of the project roles, areas of

impact, objectivesimpact, objectives

•• Indicators Indicators –– what will tell you that what will tell you that

change has occurred?change has occurred?

•• Evidence Evidence –– mainly qualitative, perhaps mainly qualitative, perhaps

with some statisticswith some statistics

IFLAIFLA’’S OVERALL FOCUS AND OBJECTIVES S OVERALL FOCUS AND OBJECTIVES

FOR USING IMPACT ASSESSMENTFOR USING IMPACT ASSESSMENT

•• These are:These are:–– To sustain programmes through grassroots To sustain programmes through grassroots activity and appropriate development fundingactivity and appropriate development funding

–– To leave project participants in a strong position To leave project participants in a strong position to continue professional development through to continue professional development through workshops and other appropriate meansworkshops and other appropriate means

–– To ensure that libraries and equal access to To ensure that libraries and equal access to information are reported and publicisedinformation are reported and publicised

–– To create evidence base of the impact of To create evidence base of the impact of workshop activityworkshop activity

–– To help LIS educators will build ethical To help LIS educators will build ethical approaches to information into programsapproaches to information into programs

WHAT ARE THE OBJECTIVES OF THE WHAT ARE THE OBJECTIVES OF THE

INTERNET MANIFESTO PROJECT?INTERNET MANIFESTO PROJECT?

•• Librarians will:Librarians will:–– Use Article 19 and related ethical principles in their Use Article 19 and related ethical principles in their workwork

–– Perceive, understand and take steps to address Perceive, understand and take steps to address barriers to accessbarriers to access

–– Proactively address access issues in their workProactively address access issues in their work

–– Accept the usefulness of all formats and sources of Accept the usefulness of all formats and sources of information, including ICTinformation, including ICT

–– Be able to train other librarians how to address Be able to train other librarians how to address access issues and barriersaccess issues and barriers

–– Be able to customise training materials for use for Be able to customise training materials for use for local purposeslocal purposes

–– Have an enhanced sense of their professional worthHave an enhanced sense of their professional worth

GOALSGOALS

•• Economic development Economic development –– e.g. Increased rural e.g. Increased rural productivityproductivity

•• Health Health –– e.g. Decrease in HIV/AIDS or other e.g. Decrease in HIV/AIDS or other types of illnesstypes of illness

•• Education Education –– e.g. Better qualified people for the e.g. Better qualified people for the new economic environmentnew economic environment

•• EE--governance governance –– e.g. People and groups are e.g. People and groups are empowered to take a more active role in empowered to take a more active role in governmentgovernment

•• Culture and leisure Culture and leisure –– e.g. Communities e.g. Communities revitalisedrevitalised

•• CommunicationCommunication –– e.g. Social networkinge.g. Social networking

INDICATORSINDICATORS

•• State the specific changes in attitude, State the specific changes in attitude,

behaviour, materials produced etc. That will behaviour, materials produced etc. That will

tell you if you are meeting your impact tell you if you are meeting your impact

objectivesobjectives

•• Are linked to a particular impact objective but Are linked to a particular impact objective but

may give you information about more than may give you information about more than

one objectives [This outline of impact one objectives [This outline of impact

assessment is drawn from Markless, S. and assessment is drawn from Markless, S. and

Dr.R. Dr.R. Evaluating the impact of your library. Evaluating the impact of your library. Facet Publishing 2006].Facet Publishing 2006].

FAIFE OBJECTIVES AND INDICATORS CONCERNING FAIFE OBJECTIVES AND INDICATORS CONCERNING

LIBRARIANLIBRARIAN’’S PROFESSIONAL DEVELOPMENTS PROFESSIONAL DEVELOPMENTProfessional Professional

Development for Development for

LibrariansLibrarians

••Librarians will use Article Librarians will use Article

19 and related ethical 19 and related ethical

principles in their workprinciples in their work

••Librarians will perceive, Librarians will perceive,

understand and take steps understand and take steps

to address barriers to to address barriers to

access librarians will access librarians will

proactively address access proactively address access

issues in their workissues in their work

••Librarians accept the Librarians accept the

usefulness of all formats usefulness of all formats

and sources of information, and sources of information,

including ICTincluding ICT

IndicatorsIndicators

••Libraries run Article 19 Libraries run Article 19 ––

related activitiesrelated activities

••Libraries produce Article Libraries produce Article

19 19 –– related materialsrelated materials

••Librarians integrate ICT Librarians integrate ICT

into their everyday workinto their everyday work

Data CollectionData Collection

••Materials/activity outlines Materials/activity outlines

••Project Stage 3 and Project Stage 3 and

Project Stage 4 Project Stage 4 –– Final Final

ReportReport

••Narrative/testimonies/Narrative/testimonies/

stories (Project Stage 3 and stories (Project Stage 3 and

Project Stage 4)Project Stage 4)

FAIFE OBJECTIVES AND INDICATORS CONCERNING FAIFE OBJECTIVES AND INDICATORS CONCERNING LIBRARIANLIBRARIAN’’S PROFESSIONAL DEVELOPMENTS PROFESSIONAL DEVELOPMENT

••Librarians are able to Librarians are able to

train other librarians train other librarians

how to address access how to address access

issues and barriersissues and barriers

••Librarians are able to Librarians are able to

customise training customise training

materials for use for materials for use for

local purposeslocal purposes

••Librarians will have an Librarians will have an

enhanced sense of their enhanced sense of their

professional worthprofessional worth

••Libraries produced Libraries produced

customised materials for customised materials for

training. training.

••Locally driven cascade Locally driven cascade

training occurstraining occurs

••Librarians use positive Librarians use positive

language to describe language to describe

their professionalism. their professionalism.

Librarians adopt a Librarians adopt a

proactive stance proactive stance

towards informationtowards information

••Reports of training and Reports of training and

collection of training collection of training

materials (Project materials (Project

Stages 3 and 4)Stages 3 and 4)

••Narrative/testimonies Narrative/testimonies

(Project Stage 3)(Project Stage 3)

HOW TO MEASURE THE IMPACT ON ADVOCACY AND HOW TO MEASURE THE IMPACT ON ADVOCACY AND SUSTAINABILITY OF LIBRARY WORK IN THE SUSTAINABILITY OF LIBRARY WORK IN THE

PROJECTPROJECT

Advocacy/SustainabiliAdvocacy/Sustainabili

tytyIndicatorsIndicators Data CollectionData Collection

••To sustain programmes To sustain programmes

through grassroots through grassroots

activity and appropriate activity and appropriate

development funding.development funding.

••To leave project To leave project

participants in a strong participants in a strong

position to continue position to continue

professional professional

development through development through

workshops and other workshops and other

appropriate means.appropriate means.

••Ensure that libraries Ensure that libraries

and equal access to and equal access to

information are reported information are reported

and publicised.and publicised.

••Plans are in palce to Plans are in palce to

continue workcontinue work

••Models and examples Models and examples

of workshop activity are of workshop activity are

producedproduced

••Stories about libraries Stories about libraries

are publishedare published

••Plans are presented Plans are presented

(Project Stage 3)(Project Stage 3)

••Models are presented Models are presented

(Project States 3 and 4)(Project States 3 and 4)

••Examples included in Examples included in

final project report final project report

(Project Stage 4 (Project Stage 4 –– Final Final

Report)Report)

HOW TO MEASURE THE IMPACT ON ADVOCACY AND HOW TO MEASURE THE IMPACT ON ADVOCACY AND SUSTAINABILITY OF LIBRARY WORK IN THE SUSTAINABILITY OF LIBRARY WORK IN THE

PROJECTPROJECT

Advocacy/SustainabilitAdvocacy/Sustainabilit

yyIndicatorsIndicators Data CollectionData Collection

••Create evidence base of Create evidence base of

the impact of workshop the impact of workshop

activity.activity.

••Influence future work Influence future work

through dissemination of through dissemination of

evidence base.evidence base.

••Create an advocacy Create an advocacy

mentality amongst the mentality amongst the

library community.library community.

••LIS educators will build LIS educators will build

ethical approaches to ethical approaches to

information into programs.information into programs.

••Evidence base is created.Evidence base is created.

••Evidence base is open to Evidence base is open to

international library comminternational library comm--

unity, as much as possible.unity, as much as possible.

••Tools for advocacy are Tools for advocacy are

created. Librarians use created. Librarians use

positive language to positive language to

describe their advocacy describe their advocacy

work.work.

••LIS education programs LIS education programs

include modules covering include modules covering

ethical aspects of ethical aspects of

librarianshiplibrarianship

••Final project report (Project Final project report (Project

Stage 4 Stage 4 –– Final Report)Final Report)

••Materials included in final Materials included in final

project report (Project Stage project report (Project Stage

4 4 –– Final Report) Final Report)

Narrative/testimonies/Narrative/testimonies/

stories (Project Stage 3)stories (Project Stage 3)

HOW DO WE COLLECT EVIDENCE?HOW DO WE COLLECT EVIDENCE?

•• QuestionsQuestions pursued through electronic or pursued through electronic or

paper based questionnaires and focus paper based questionnaires and focus

groups)groups)

–– Baseline data can take place at prior to Phase Baseline data can take place at prior to Phase

One and be reassess before Phase Three and One and be reassess before Phase Three and

before the compilation of the final report to before the compilation of the final report to

Phase FourPhase Four

–– Questioning of trainees can take place during Questioning of trainees can take place during

and after the workshop, and before Phase and after the workshop, and before Phase

ThreeThree

HOW DO WE COLLECT HOW DO WE COLLECT

EVIDENCE?EVIDENCE?•• Narratives and testimonies Narratives and testimonies gleaned gleaned

through small group interviews and through small group interviews and ‘‘show show

and testand test’’ sessions during Phase Three of sessions during Phase Three of

the project.the project.

–– Narratives about Narratives about ‘‘what difference did this what difference did this

make to you?make to you?’’

–– One on one interviewsOne on one interviews

–– Group interviewsGroup interviews

–– Focused presentationsFocused presentations

WHAT DO THE PROJECT WHAT DO THE PROJECT

ORGANISERS HAVE TO DO?ORGANISERS HAVE TO DO?

•• The project organisers, working with The project organisers, working with FAIFE, will collect baseline data by filling FAIFE, will collect baseline data by filling out a questionnaire prior to Phase One of out a questionnaire prior to Phase One of the project. The questionnaire addresses the project. The questionnaire addresses issues such as:issues such as:

–– Advocacy activitiesAdvocacy activities

–– Access to information in librariesAccess to information in libraries

–– Existing library trainingExisting library training

–– Adoption of the internet ManifestoAdoption of the internet Manifesto

WHAT DO THE PROJECT WHAT DO THE PROJECT

ORGANISERS HAVE TO DO?ORGANISERS HAVE TO DO?

•• This information will be collected again This information will be collected again

prior to Phase Three (for the purposes of prior to Phase Three (for the purposes of

the report to SIDA, which must be the report to SIDA, which must be

submitted by the end of 2009)submitted by the end of 2009)

•• And it will be collected once again prior to And it will be collected once again prior to

writing of final reportwriting of final report

WHAT DO THE FAIFE TRAINERS WHAT DO THE FAIFE TRAINERS

HAVE TO DO?HAVE TO DO?

•• Most of the formal impact assessment Most of the formal impact assessment

work will be done by FIAFE and the work will be done by FIAFE and the

organiserorganiser’’s in Phase Three and Four of the s in Phase Three and Four of the

projectproject

•• But during Phase One the FAIFE trainers But during Phase One the FAIFE trainers

will assess attitudes of the Regional will assess attitudes of the Regional

Councils core trainers towards the Councils core trainers towards the

subjects covered in the workshop.subjects covered in the workshop.

WHAT DO THE REGIONAL COUNCILS CORE WHAT DO THE REGIONAL COUNCILS CORE

TRAINERS HAVE TO DO?TRAINERS HAVE TO DO?

•• The core trainers, when they return to their The core trainers, when they return to their regions, must also assess the attitudes of their regions, must also assess the attitudes of their trainees to the subjects in the workshop.trainees to the subjects in the workshop.

•• They are responsible for collecting all the impact They are responsible for collecting all the impact evidence in their region evidence in their region –– attitudes and opinions at attitudes and opinions at the beginning of training, attitudes at the end of the beginning of training, attitudes at the end of training and attitudes in the months following the training and attitudes in the months following the training.training.

•• When the trainers return to take part in Phase When the trainers return to take part in Phase Three, they will be expected to report on their Three, they will be expected to report on their findings to the IFLAfindings to the IFLA--FAIFE and Philippine FAIFE and Philippine Executive Team.Executive Team.

WHAT SORT OF QUESTIONS SHOULD YOU WHAT SORT OF QUESTIONS SHOULD YOU

ASK YOUR TRAINEES?ASK YOUR TRAINEES?

•• First of all, remember to record your trainees First of all, remember to record your trainees responses responses –– write them down, or even use a tape write them down, or even use a tape recorder.recorder.

•• It might be difficult to do this during the workshop It might be difficult to do this during the workshop itself, so remember to give yourself some time at an itself, so remember to give yourself some time at an appropriate point to record opinions and attitudes.appropriate point to record opinions and attitudes.

•• The workshop itself will provide much of this The workshop itself will provide much of this information. When the training is finished, before you information. When the training is finished, before you return to participate in Phase Three, you must contact return to participate in Phase Three, you must contact as many of your trainees as possible, and gain as many of your trainees as possible, and gain testimonies from them about what effect the training testimonies from them about what effect the training had on them.had on them.

•• Remember that impact can be negative as well as Remember that impact can be negative as well as positive!positive!

WHAT SORT OF QUESTIONS SHOULD YOU WHAT SORT OF QUESTIONS SHOULD YOU

ASK YOUR TRAINEES?ASK YOUR TRAINEES?

•• Some sample questions?Some sample questions?

–– How you changed the information resources How you changed the information resources

you consult in any way since the workshop?you consult in any way since the workshop?

–– What have you done with the ideas and What have you done with the ideas and

information you received?information you received?

–– Who have you talked to about it?Who have you talked to about it?

–– What are your plans to use the information What are your plans to use the information

and ideas from the workshop in the future?and ideas from the workshop in the future?

WHAT SORT OF QUESTIONS SHOULD YOU WHAT SORT OF QUESTIONS SHOULD YOU

ASK YOUR TRAINEES?ASK YOUR TRAINEES?

•• If asked If asked ‘‘what does this question mean?what does this question mean?’’Answer: Answer: ‘‘Whatever it means to youWhatever it means to you’’

•• Look at the objectives and indicators for Look at the objectives and indicators for professional development and advocacy and professional development and advocacy and sustainability. Use these indicators to phrase sustainability. Use these indicators to phrase your questions to the trainees, andyour questions to the trainees, and

•• See the attached document See the attached document –– ““Collecting Collecting Stories and Constructing Case Studies as Stories and Constructing Case Studies as Impact EvidenceImpact Evidence””. You can use the . You can use the information in this documents.information in this documents.

COLLECTING STORIES TO ASSESS IMPACTCOLLECTING STORIES TO ASSESS IMPACT

The following five questions and answers The following five questions and answers

should tell us what we need to know should tell us what we need to know

about collecting stories as evidence of the about collecting stories as evidence of the

impact of projects like FIAFEimpact of projects like FIAFE’’s Workshops.s Workshops.

Why do we collect stories?Why do we collect stories?

ShouldnShouldn’’t we just collect statistics? Of course we need statistics t we just collect statistics? Of course we need statistics but what statistics can tell us is actually limited and may be but what statistics can tell us is actually limited and may be misleading.misleading.

Example:Example:

If you assembly a loan collection of books for a particular If you assembly a loan collection of books for a particular purpose, such as helping socially excluded minorities feel purpose, such as helping socially excluded minorities feel more actively involved in their communities, counting issues more actively involved in their communities, counting issues will tell you whether these are being borrowed. You may also will tell you whether these are being borrowed. You may also be able to record which members of your target group borrow be able to record which members of your target group borrow the books. What the statistics will not tell you is whether thethe books. What the statistics will not tell you is whether thebooks are being read and whether this activity is making any books are being read and whether this activity is making any difference difference –– whether the minority group feels any less whether the minority group feels any less isolated. Collecting their stories will tell you much more abouisolated. Collecting their stories will tell you much more about t what is happening and how people feel about your efforts.what is happening and how people feel about your efforts.

The FAIFE programme of Workshops can be The FAIFE programme of Workshops can be

measured by statistics:measured by statistics:

•• Number of workshops put on directly FAIFE;Number of workshops put on directly FAIFE;

•• Number of people attending (including number Number of people attending (including number of mean and women, and where they came of mean and women, and where they came from);from);

•• Number of resulting professional activities; etc.Number of resulting professional activities; etc.

We also need stories to give us clues as to what We also need stories to give us clues as to what this might mean, and if the workshops had an this might mean, and if the workshops had an effect how and why this occurred.effect how and why this occurred.

WHO DO WE COLLECT STORIES FROM?WHO DO WE COLLECT STORIES FROM?

•• We can obtain stories from the staff who We can obtain stories from the staff who

provide services, the people who use the provide services, the people who use the

services, and possibly other observers and services, and possibly other observers and

stakeholders such as journalists, political stakeholders such as journalists, political

representatives, officials and NGO representatives, officials and NGO

workers.workers.

What is a story intended to tell What is a story intended to tell

us?us?

•• It gives a chance for stakeholders other It gives a chance for stakeholders other

than ourselves to reveal their experiences than ourselves to reveal their experiences

and perceptions of what happens during and perceptions of what happens during

and after a programme of activity (such as and after a programme of activity (such as

the FIAFE Workshops). It can show the FIAFE Workshops). It can show

successes, but also failures.successes, but also failures.

How do we collect stories?How do we collect stories?

•• Stories can be found just by listening to Stories can be found just by listening to

what is being said about a programme of what is being said about a programme of

activity, but we can also:activity, but we can also:

–– Interview colleagues, users and others;Interview colleagues, users and others;

–– Organise focus groups to get the shared Organise focus groups to get the shared

experience of groups of peopleexperience of groups of people’’

–– Encourage people to write their own stories;Encourage people to write their own stories;

–– Obtain stories from the press or the Internet.Obtain stories from the press or the Internet.

What do we do with the stories?What do we do with the stories?

•• Stories in the form we originally collect Stories in the form we originally collect them in are not necessarily very effective them in are not necessarily very effective for our purposes, so we need to:for our purposes, so we need to:

–– Select the stories that make the points we Select the stories that make the points we think need to be made;think need to be made;

–– Edit the stories to leave out irrelevant detail Edit the stories to leave out irrelevant detail and make them as clear as possible;and make them as clear as possible;

–– Try to find pictures, or other supporting Try to find pictures, or other supporting evidence (like newspaper stories or statistics evidence (like newspaper stories or statistics of use);of use);

–– Structure the stories.Structure the stories.

A SUGGESTED STRUCTURE FOR A A SUGGESTED STRUCTURE FOR A

CASE STUDY STORYCASE STUDY STORY

•• Title or HeadingTitle or Heading

HEAL INFORMATION PARTNERSHIP HEAL INFORMATION PARTNERSHIP

BETWEEN LIBRARIANS AND NURSES IN BETWEEN LIBRARIANS AND NURSES IN

METRO MANILAMETRO MANILA

•• Brief Summary or ExplanationBrief Summary or Explanation

Experiences from a project to develop a new Experiences from a project to develop a new

webweb--based information resource for an based information resource for an

existing womenexisting women’’s clinic.s clinic.

The StoryThe Story

•• For thirty years, the Metro Manila WomenFor thirty years, the Metro Manila Women’’s Clinic had s Clinic had been successfully using a room at a local community been successfully using a room at a local community centre for a nurse to provide health information and centre for a nurse to provide health information and advice to women and girls. In 2007 the Metro Manila advice to women and girls. In 2007 the Metro Manila Public Library obtained donor funding to create a Public Library obtained donor funding to create a website of health information relating to the type of website of health information relating to the type of questions the users regularly asked. Use statistics questions the users regularly asked. Use statistics showed the resource was very popular during the first showed the resource was very popular during the first year of the project, during which access was provided by year of the project, during which access was provided by a librarian using a terminal at the community centre. a librarian using a terminal at the community centre. Users told of the sense of empowerment that they Users told of the sense of empowerment that they obtained from receiving detailed and authoritative obtained from receiving detailed and authoritative information on their health problems. The project team information on their health problems. The project team reported to the donors on the success of the service, reported to the donors on the success of the service, and the donors expressed their satisfaction at the and the donors expressed their satisfaction at the effective use of the funds. In the next year when the effective use of the funds. In the next year when the resource was still updated by the Public Library, but resource was still updated by the Public Library, but funds were not available for a librarian to be on duty at

The MESSAGE OF THE STORYThe MESSAGE OF THE STORY

Users of the Metro Manila WomenUsers of the Metro Manila Women’’s Clinic s Clinic Information service at the community centre Information service at the community centre found the information provided on the Public found the information provided on the Public LibraryLibrary’’s health information website extremely s health information website extremely valuable. The relevance of the content, the advice valuable. The relevance of the content, the advice included and the way it appeared onscreen were included and the way it appeared onscreen were all received with enthusiasm. However, without a all received with enthusiasm. However, without a librarianlibrarian’’s help in finding and interpreting the s help in finding and interpreting the information the women were not so confident and information the women were not so confident and were less inclined to use the resource. The web were less inclined to use the resource. The web resource clearly worked best when it was made resource clearly worked best when it was made available as part of nurse/librarian cooperation in available as part of nurse/librarian cooperation in providing health information.providing health information.

But think creatively!!!But think creatively!!!

•• This is not the only way to do it! Here are This is not the only way to do it! Here are four questions for people to consider when four questions for people to consider when telling their stories:telling their stories:–– What surprised you most about the What surprised you most about the activity/process you are describing?activity/process you are describing?

–– Which part of this activity/process was most Which part of this activity/process was most successful?successful?

–– Which part of this activity/process was least Which part of this activity/process was least successful?successful?

–– What should be done differently if this is tried What should be done differently if this is tried again?again?

The message of the storyThe message of the story

•• You can use the information you gain from You can use the information you gain from

your interviews and research in any way, your interviews and research in any way,

as long as you are communicating the as long as you are communicating the

Impact.Impact.

•• More detail on collecting stories is More detail on collecting stories is

available in the longer document available in the longer document ––

Collecting Stories and Constructing Case Collecting Stories and Constructing Case

Studies as Impact Evidence.Studies as Impact Evidence.