vso photovoice facilitators guide

Photovoice Facilitator’s GuideEngaging beneficiaries in project planning, monitoring, evaluation and learning

Preface

Photovoice is a community-driven participatory action research (PAR) method that brings photography and social change together. Project organisers hand over digital cameras to community members so that they can take pictures of and discuss their perspectives on issues, challenges, opportunities and impacts. Focusing on images helps involve individuals who often feel unable to share, or are uncomfortable sharing, their opinions. Community members lead this process and, by discussing their photos, build common understanding, begin to draft their own action plans, advocate for outside assistance, and assess the impact of projects.

Photovoice has been used by VSO Cameroon as supported by Cuso International to engage beneficiaries in participatory monitoring and evaluation (M&E), programme-planning and decision-making processes. It has been particularly useful in environments where collaboration is needed to bring diverse stakeholders together to realise sustainable development.

This Guide aims to provide guidelines and recommendations for planning, facilitating and reporting on photovoice projects.

This Guide, and the learning that has fed into it, would not have been possible without the commitment of Cuso International, VSO Cameroon, and partner organisations including the African Model Forest Network (AMFN). Special acknowledgement is due to those who wrote or contributed to this Guide including Greg Spira, Aysha Johnson, Caroline Spira and the entire Inclusion Enhanced team at VSO Cameroon.

This guide has been published with the support of the Government of Canada, VSO and Cuso International gratefully acknowledge the financial support of the Government of Canada through Natural Resources Canada and the Canadian International Development Agency (CIDA). Special thanks to Greg Spira (Cuso International) for his contribution to the development of this guide.

Text: Aysha Johnson, Greg Spira, Caroline Spira and Miriam Stein

Photography: VSO Cameroon photovoice project participants Cover photo © 51010495/FillesCM2Region de l’Extrême-Nord du Cameroun/VSO Cameroon

Layout: www.revangeldesigns.co.uk

© Cuso International and VSO – Unless indicated otherwise, any part of this publication may be reproduced without permission for nonprofit and educational purposes on the condition that Cuso International and VSO is acknowledged. Please send Cuso International and VSO a copy of any materials in which Cuso International and VSO material has been used. For any reproduction with commercial ends, permission must first be obtained from Cuso International and VSO.

ISBN: 978-1-903697-18-4

Photovoice Facilitator’s Guide

3

Contents

Developing proposals with partners 4

Project planning 6

Outline of introductory workshop 7

Camera return and printing 11

Discussion workshop elements 12

Case study Ndo’o: The white diamond of the forest 13

Case study Polluted water source 14

Final reporting 16

Equipment 17

Additional notes to facilitators 18

Frequently asked questions 19


4

The following subjects should be discussed with partner organisations when developing a photovoice project proposal:

The photovoice method

Photovoice is a community-driven Participatory Action Research method that brings photography and social change together. Project organisers hand over digital cameras to community members so that they can take pictures of and discuss their perspectives on issues, challenges, opportunities and impacts. Focusing on images helps involve individuals who often feel unable to share, or are uncomfortable sharing, their opinions. Community members lead this process and, by discussing their photos, build common understanding, begin to draft their own action plans, advocate for outside assistance, and assess the impact of projects.

Note: It is also useful to discuss and share the results, when available, of past photovoice projects.

Focus on participation of beneficiaries

Photovoice projects begin with the belief that members of grassroots communities and the beneficiaries of our work possess invaluable insights into the complexity of social issues and factors affecting project success. Likewise, they are often best placed to speak about how projects

have impacted their lives and how these projects could be made more effective. Therefore, photovoice projects amplify the voices and vision of beneficiaries in order to understand the context and plan and review projects.

Partners considering running a photovoice project must share these beliefs and commit to actually using the project results to shape upcoming projects, plan for subsequent project phases or undertake beneficiary-driven advocacy initiatives.

Description of the project (theme, goals and objectives)

Facilitators, volunteers and partners should collaborate to identify the theme of the photovoice project, as well as broad goals and specific objectives. Including beneficiaries in shaping the photovoice project’s purpose, goals and objectives (see ‘Project planning’ section below) can help ensure the project’s purpose is understandable and relevant to the participants themselves.

While VSO and Cuso International do not determine the themes of individual photovoice projects, proposed projects that use equipment or resources from these sources should include themes that reflect the shared interests and values of these partners. At times, VSO and Cuso International may suggest photovoice projects of mutual interest.

Anticipated outputs

Facilitators should discuss and plan the following two levels of anticipated outputs with partners undertaking photovoice projects:

Reporting: • VSO and Cuso International require that projects be documented in a formal written report. The written report details the following:

– project goal and objectives– participants involved– process followed (including research

questions)– rules and responsibilities as

developed by participants (including acceptable photo usage)

– summary of results and project learning

– thumbnails of photographs with participants’ descriptions (see Appendix 6)

Internal usage:• It is important to stress that unless explicitly stated otherwise, using or acting upon the information obtained through the photovoice process becomes the responsibility of the partner organisation.

Developing proposals with partners


5

Schedule of activities

A full schedule should be developed with the partner. It should consider the following:

Availability of photovoice equipment•

Weather• It is not recommended to hold photovoice projects during the rainy season as cameras will become more vulnerable to water damage

Number of rounds of photography • and discussion Depending on project objectives, one or more rounds of photography and discussion may be needed. At least two rounds of photography and discussion should be included when seeking to both assess impacts of past projects and explore new opportunities for interventions.

Target participants • Appropriate measures need to be taken to recruit participants from the target group. If target participants live in areas where there is no access to telephones, the project planning team will need to use local networks to contact participants. Make sure to allow time for participants to receive word of the project, confirm attendance and make necessary travel/familial arrangements.

Availability of participants• – for half/full day training and discussion workshops

Location of workshops and camera • collection This will depend on factors such as the time and cost implications

of transporting/accommodating participants. It may be more cost-effective for project facilitators to travel to participants for workshops/camera collection.

Refreshments required for workshops•

Time needed to print photographs• Past experience demonstrates that one full day should be allowed for photo printing (more in remote areas)

Reporting deadlines•

Pre-workshop organisation (venue, logistics, etc)

Partners are required to assist with project logistics such as in securing an appropriate venue where participants can engage in discussions.

Communication (partner–beneficiary and between partners)

The organising partner and facilitator will be jointly responsible for all communications with project participants on all matters including project timing, expectations, responsibilities and follow-up activities. The partner and facilitator will also be responsible for communicating with the project funder or strategic partners on the project status, needs for support and reporting.

When appropriate, VSO and Cuso International will also share emerging best practice on using photovoice as a tool for beneficiary engagement in research, project planning, and M&E. This could include making relevant past project briefs or full reports and results available to partners.

© 3

5001

236/

Mus

ab/V

SO C

amer

oon


6

It cannot be overstated that facilitating effective photovoice projects requires planning for the unique context of each country, partner organisation, beneficiary group or programming of VSO or Cuso International. No two projects will be exactly the same. Therefore, careful planning of each photovoice project should be carried out between facilitator and partner organisation. In some cases Cuso International or VSO may ask that these plans be shared in advance.

In order to maintain both a rigorous research process, and to ensure consistency in the method used, a recommended project-planning template is provided in Appendix 1. This requires identification of the following photovoice project plan elements:

project description•

project theme•

partner and location•

project goals•

project objectives (these should • be Specific, Measurable, Achievable, Realistic, Time-bound)

research question(s) and discussion • questions

research process, parameters • and participants

timeline and schedule•

budget.•

The Project Plan Template should be used when planning all projects and be shared, when relevant or required, with Cuso International and VSO.

Project planning© 51013915/Vodebo/VSO Cameroon


7

This first workshop of the series serves as the participants’ introduction to the photovoice method and to the task in hand. Subjects to cover are presented below (sample agenda is provided in Appendix 2):

Introductions

Workshop facilitators introduce themselves, stating their name and the name of the organisation they represent, and ask participants to do the same.

What is photovoice?

This will be included in the project plan, but – as a reminder – photovoice is a method of increasing beneficiaries’ influence in programme development and review by sharing their insights and perspectives through pictures and discussions. Participants use cameras to answer the research question(s) and show their vision of present and future.

Since 2010, VSO Cameroon as supported by Cuso International has delivered 17 photovoice projects in Cameroon including:

projects on maternal health to find • out local women’s main maternal health challenges and solutions. The information collected has been used to inform the development of VSO Cameroon’s strategy in this area

projects on livelihoods to assess the • impact of partner organisations’ livelihood activities to date, and to provide recommendations of activities and measures of success for future programmes. This data has been used to inform the development of the partners’ activities and VSO Cameroon’s strategy in this area

a project exploring the impact of one • of VSO Cameroon’s Council partners’ basic services activities and developing recommendations for their future programme

a project on adult literacy to find out • about local adult literacy provision, needs and opportunities. This data has been used to inform the development of VSO Cameroon’s strategy in this area

a project identifying human rights • priorities and mapping out strategies for change

participatory budgeting projects • exploring community members’ priorities for community development budget allocation and to enhance accountability and citizen engagement in the preparation of Council budgets.

This data was used to shape Council budget allocations for 2012–13

projects on education aimed at • understanding why many girls do not go to school. This data has been used to inform VSO Cameroon’s strategy and that of local partners

an HIV/AIDS project to capture • testimonials of local volunteers and beneficiaries affected by the work of VSO Cameroon’s partner organisation and to explore needs and opportunities for future services. The results were used to demonstrate the impact of interventions to community members and funders and to improve programmes.

Outline of introductory workshop

© 35001240/Babessi/V

SO Cam

eroon


8

Photovoice project overview

Purpose for the partner and beneficiaries: Facilitators introduce participants to the goal of the project and research questions as outlined in the project plan. Translating the question into the local language can help ensure that all members of the group understand what they are being asked to do. Facilitators then write the research question(s) on a piece of flip chart paper.

When available, facilitators should use previous photovoice project results to show participants what a photovoice project “looks like”.

Project organiser’s purpose: Facilitators explain the project organiser’s interest in undertaking this project, which will probably be one or a combination of the following:

to use PAR methods to engage • beneficiaries in understanding development context and assessing impacts of work

to undertake participatory M&E and • participatory needs assessments

to build skills in M&E and move • the organiser towards becoming a learning organisation

to provide rich qualitative material • that can support advocacy efforts.

How many photos will be taken? How many will be printed? Who keeps them? Facilitators explain that each participant can take as many photographs as they like but a maximum of 20 will be printed. It may also be helpful to explain that all printed photographs will need to be accompanied by a written explanation; therefore participants choosing to print all 20 photographs will have to provide twice as many explanations as those choosing to print 10. This helps focus the photography phase. Facilitators should prepare participants for next steps: during the discussion workshop they will present one or two photos or photo essays per person to the entire group.

Note: The facilitator should develop plans to mitigate any literacy concerns during the written component of the discussion workshop.

Facilitators should also let participants know:

how many printed photographs • participants versus organisers will keep

that VSO, Cuso International, project • organisers and funders may keep electronic copies of photographs. These can only be used in the ways agreed later in the workshop.

Note: In the past, it has proved essential to let participants know that no one is going to sell their photos or make any money from them. Participants must also be prepared to explain this to others in their communities, as well as why they are taking pictures.

Risks, rights and responsibilities

This session is aimed at getting participants to think about the risks to themselves as photographers and to those who appear in their photos. Participants themselves should brainstorm the risks, rights and responsibilities relating to their participation. However, facilitators will need to ensure that discussions include the following:

risks related to photography and • participation – if not raised by the participants, facilitators should raise the risk of theft and the risk of water damage from rain. VSO Cameroon has never had a camera stolen, so the group should endeavour not to be the first group to have this happen

© 51010497/Project H

ope/VSO

Cameroon


9

obtaining (oral) permission to • photograph, particularly from the parents of children

rights of the photographer (copyright) • – facilitators should say that photographers retain full copyright but consent to allow others to use the photographs in the ways agreed (see below). Facilitators should explain that all photos will be attributed to the photographers in the following way: camera number, local organisation name, strategic partner (eg ©MA497/MDDHL/VSO Cameroon)

rights of the people in the pictures • – if not raised by the participants, facilitators should raise the issue of privacy (eg taking photos of naked people, taking photos of dead people), the right to remain anonymous and the right not to be stereotyped/othered.

Participant rules and responsibilities

Facilitators should get participants to agree on rules and responsibilities for taking photos. Facilitators write these up on flip chart paper as they are agreed upon.

Uses of the photographs

Participants need to agree how the photographs that they take can be used:

locally• in the country• by VSO, Cuso International, etc• by the partner organisation • in the press• online• other.•

If not raised by participants, facilitators could suggest uses for programme planning, impact assessment, brochures, reports, funding proposals, exhibitions, partner websites, etc. Facilitators should write these up on flip chart paper as they are agreed by participants and include these in project reporting.

Research question presentation and discussion – What photographs can be taken?

This is the chance for participants to start to think about how they can answer the research question(s) through their photographs – to brainstorm the possible subjects of their photographs. Facilitators should break up the group into smaller subgroups and give each subgroup a piece of flip chart paper and a pen. Ask participants to brainstorm any ideas they have for the subject of their photographs. Once finished brainstorming, participants should share their ideas in a plenary session.

Facilitators should endeavour to broaden the discussion away from pure outputs to outcomes. For example, if the research question concerns the impact of water on livelihoods – instead of solely taking photos of irrigated crops, facilitators could encourage participants to think of taking photographs of other, less direct, impacts such as children who are unable to attend school when there is no water to nurture crops as these form the basis of families’ livelihoods.

When the project involves developing a vision of future changes, participants may need support in coming up with ideas of what can form the subject of their photographs. Photographing examples, existing elsewhere, of the kind of change that they want to see in their own communities is one option.

Sharing next steps

Facilitators should write these next steps (ie camera return date, workshop dates, what participants will do in next workshops, etc) on flip chart paper and discuss with participants.


10

Camera sign-out

Facilitators should ensure that all participants complete all sections of the camera sign-out sheet (see Appendix 4). Participants should bring their official identification cards to participate in photovoice projects. If participants do not have this then it is up to the facilitator to decide whether or not to allow the participant to use a camera. If a guarantor is chosen, previous experience suggests that the person who originally recommended the participant for photovoice can be a good choice. This binds the participant’s care for the camera, and their active involvement in the project, to relationships with others in the community.

Administrative matters

At the end of the session, facilitators should ensure that all participants have completed the relevant attendance sheets and transport and food reimbursement sheets.

Camera training

If possible, facilitators should divide the group up into subgroups each with its own facilitator. Previous photography experience or advanced skills are not needed to participate in photovoice projects. Facilitators should hand out cameras and take participants through the following basic skills:

How to use cameraswrist strap• on/off• zoom• play/picture mode• flash (automatic)• taking picture• pre-focus•

Care of cameracleaning• batteries• avoiding theft (reminder)• weather (reminder)•

Basic photography techniqueholding camera – elbows in• framing your shot• portrait/landscape• having your back to the light source•

© 35001240/Fom

od/VSO

Cameroon

© 35001240/Fom

od/VSO

Cameroon


11

Selecting the photographs to print

As each participant returns their camera, the facilitator should sign the camera in (see Appendix 4), download all images to their computer and determine which ones the participant would like to have printed (up to 20).

Numbering the photographs

Facilitators should copy all the photos for printing into one folder on the computer and give each picture a unique number to facilitate photograph and photographer identification. This will allow for easy matching of photos to descriptions in the discussion workshop and final report.

Printing (via a print shop)

Facilitators should save the photos for printing to a USB stick and take this to a photo printer. In larger towns some shops will be open to negotiating discounts for printing these larger numbers of photos.

Printing (portable printer)

Use of a portable printer with optional battery pack can be useful when working in remote areas that lack either shops for printing or electricity for using a standard photo printer.

Camera return and printing

This section provides brief guidelines on how to handle the photographs delivered by participants.

© 5

1010

385/

Fille

sCM

2Reg

ion

de l’

Extr

ême-

Nor

d du

Cam

erou

n/V

SO C

amer

oon


12

Discussion workshop elements

Preparation

In preparation for this workshop facilitators should:

write the unique photograph number • on the back of all printed photos

have notebooks and pens for all • participants, in addition to all the usual workshop supplies

write the camera number on the front • of each booklet

write the research question on • flip chart paper for participants to reference

consider the language of discussion • and whether local-language translation will be needed.

Handing out photographs and writing descriptions

Hand out the photos and notebooks to participants and explain that for each photo they should write a short answer to the following questions:

What do you see? • Note: It is helpful to advise participants to imagine that they are describing their photograph to someone who cannot see the picture themselves.

What change/opportunity does this • photo show?

Why is this important for you? • OR what steps are needed to realise this opportunity?

It is important that all photographs are accompanied by written descriptions. These need not be more than a few sentences. Participants may struggle with knowing how to describe a photograph. Therefore, using the above questions will help guide their description.

Note: Facilitators should circulate, ensuring participants are answering the questions, and also providing writing assistance to less literate participants. It can also be helpful – although more time-consuming – to have participants work with a partner so that they can help each other describe their photographs.

Choosing photos for presentation

Participants need to choose one or two photos (time permitting) to present to the group. These should be the photos that portray the key issues for them, not those that are the most aesthetically pleasing. If participants have more than one photo that together tell the same story, these can be treated as one photo essay for the presentation/write-up.

The following section provides guidelines on preparing for and facilitating the discussion workshops.

© T

ubah

/VSO

Cam

eroo

n


13

The photos show ndo’o, a non-timber forest product near the village of Eboundja. Ada is opening the ndo’o. We call it the white diamond of the forest because when we sell it we can make lots of money. Today the Bagyélis no longer have easy access to collect these non-timber forest products, as there is competition from others in the village.

I decided to present ndo’o because it is a resource that enables us, the Bagyélis, to quickly have some money to improve our lives, to send our children to school, to eat and to pay for healthcare.

At this season of the year, we go into the forest to collect and open the fruits. We go back to the village to sell and people come to buy. We sell in buckets at lower prices than non-Bagyélis. For example, I saw a buyer who paid 12,500 FCFA for five piles, but in our village we sell 2.5L buckets for 5,000 FCFA. For a 10L bucket the price should be 25,000 FCFA, but there it is 10,000 FCFA. They trick us with the prices.

So selling is our biggest problem. We can collect a lot, but to make a lot of money, it’s hard. The buyers treat the Bagyélis differently from the others, who can sell at higher prices. Non-Bagyélis can decide to sell for 10,000 FCFA, and they can insist on this price. But when the buyer offers the Bagyéli in the forest 5,000 FCFA he will sell at this price because he doesn’t have another option.

Also, there are some problems with the collecting. Where the Bagyélis used to have easy access they now have to compete with the Bantous.

To solve these problems we, the Bagyélis, need to organise, stock our products and sell in groups. This way the CAMAMF can help us to bring our products to international markets where we can make bigger profits. I sell well because I’m not like my brothers, I know the real prices. So to help my brothers sell better, I need to inform them of the real prices and bring a buyer to them. Then they will trust me and gain confidence in themselves. For example, last year I sold a sac for 50,000 FCFA that they would have sold for 25,000 FCFA. So my in-laws had lots of money last year. I am a leader of the Bagyéli platform, so I am in a good position to do this. To support me, the CAMAMF can build my capacities and help pay my transport costs so that I don’t have to walk.

The youth from the PLAJERCAM could also help the Bagyélis. They live next to us and they don’t know how to save for tomorrow. For the 5L bucket he will take as little as 1,000 FCFA. When we tell them to save their ndo’o for tomorrow, they don’t listen to us. So there needs to be a lot of awareness-raising. Perhaps the youth could buy their ndo’o at the same price that you buy from the Bantous. Afterwards you can stock all the ndo’o together, transform it and sell in large quantities.

Case study

Ndo’o: The ‘white diamond of the forest’

“...it is a resource that enables us, the Bagyélis, to quickly have some money to improve our lives, to send our children to school, to eat and to pay for healthcare”

©84

2451

0/CA

MA

MF/

PLA

BACA

M/V

SO C

AM

ERO

ON


14

This photo shows a source with water bottles. This is what I want to see changed in the future. I want us to build wells. This isn’t just for the development of my family, but for the whole community, so that we all have safe drinking water.

The image that you see here is 1km away from WIJMA’s sawmill. WIJMA is a logging company. All the sawdust falls into the water and people drink it. If you came here and we told you to drink this water and you put it in your mouth, some people would say “but this is poison”. There is sawdust everywhere around the factory. A woman who cooks outside will definitely have sawdust in her pot. In the future, to show that there is a little bit of development in my community, we need wells.

Here in our commune, there are problems with pollution from WIJMA and SOCAPALM, a large plantation that produces palm oil. There is toxic waste from their factory that is dumped directly into the water. The river is completely polluted. This is a big problem because from there the small rivers flow directly into the Lobé river where most people earn their living by fishing.

We don’t know how many fish or plants will be killed. For the moment there are still some big fish, but WIJMA and SOCAPALM must improve their environmental policies.

As a solution, we propose that WIJMA provides protected wells for us. At our level, in our villages with our platform, we have no power because the government has given all the power to the big industries. WIJMA has been in this area for 40 years and we don’t have a single well.

The biggest challenge to getting potable drinking water is to meet with the big companies, WIJMA or SOCAPALM, and tell them “Guys, look at what you are causing. Can’t you build wells to heal the communities that are next door?”.

Soon there will be the forum for the big actor at the CAMAMF. The goal is that big companies like WIJMA agree to sit down and give local populations, through their platforms like the youth platform, the opportunity to start this dialogue.

Case study

Polluted water source

“There are problems with pollution from a large plantation that produces palm oil. There is toxic waste from their factory that is dumped directly into the water. The river is completely polluted”

© 3

5001

243/

CAM

AM

F/PL

AJE

RCA

M/L

OKO

UN

DJÉ

/VSO

CA

MER

OO

N


15

Presentations and discussion

The facilitator’s role in the presentation and discussion workshop is to help participants draw out what they sought to show in their photograph(s). Therefore, the facilitator should support risk-taking, ask probing (but not threatening) questions and encourage dialogue among other participants in order to capture similar and diverging perspectives. It is also the facilitator’s role to help ensure that participants speak to how their photograph addresses some aspect of the project’s research question. Examples of these different question types, drawn from previous photovoice projects, can be found in Appendix 7.

Each participant should be allocated at least one opportunity to present a photograph to the group. Most workshops, time permitting, include two presentations per person. Ask each participant to say their name and the photograph number when starting the presentation (for the transcriber and/or digital recorder).

All presentations should be captured on the Dictaphone (digital audio recorder). Permission for recording must be obtained from participants. The only purpose of the Dictaphone is to ensure that all the key points are captured correctly. If permission is withheld, one of the facilitators should take notes on the key points of the presentations.

If using a projector, display the photograph being presented on the screen. If a projector is not available then the photograph being described should be passed around to the other participants.

It is important for the facilitator to set some ground rules for the presentations, such as:

time limits:• Allocate an amount of time for each presentation and the questions/discussion thereafter. Ten minutes per photo is a reasonable amount of time

number of photographs shared:• This will depend on the amount of time allocated for presentation and discussion of each photo

presentation content • (ie speaking to the discussion questions)

respectful contributions from other • participants – eg not making subjects personal, no right/wrong, focusing on issue, etc.

Once participants have presented their photos, the rest of the group should be engaged in discussion. Some sample questions to engage the group can be found in Appendix 7.

Next steps

If this is the last discussion workshop, then facilitators should start the reporting process. If there is another research question for another round of photographs, then facilitators should present the new research question and get participants to undertake another session brainstorming the potential subjects of photographs. Facilitators should also discuss the timeline for next steps.

In either case, the following should always be undertaken:

Collect participant feedback

At the end of the last discussion workshop, facilitators should ask participants to give verbal feedback on how they found the project, namely:

what was positive about the project • or what worked well?

what was challenging about the • project or didn’t work well?

what they would change about • the training or photography and discussion process.

Note: Participants are much more willing to give both positive and negative feedback when it is explained that their comments will lead to changes in the method for future projects.

Collect notebooks with descriptions and administrative matters

Collect all notebooks used to record • participants’ descriptions.

Ensure all participants have completed • both the attendance and the transport and food reimbursement sheets (see Appendix 3 and Appendix 5).

After the workshop

Transcribe notes from the notebook • and digital recorder as soon as possible. The idea here is to capture the main points from participants’ descriptions in their own words, minus duplication.

Keep attendance sheets, transport/• food reimbursement sheets, camera sign-out sheets and notebooks for financial monitoring purposes, and to correct any errors in transcription/clarify meanings that may be unclear.


16

The front page of the reportappropriate logos of organisers, • partners and funders

project title •

a photograph from the project •

dates the project took place •

‘Project Final Report’.•

Executive summary A brief description of the goal of the • project, project location and groups involved

Description of processProject goal and objectives•

Research questions •

Participants involved (eg numbers, • gender, place of origin, etc)

Coordinators and facilitators involved•

Review of the project plan (including • general timeline description)

Variations in process•

Number of photographs produced and • other outputs

Risks, responsibilities and rulesRisks and responsibilities • – for the photographer – for people photographed

Rules to follow•

Approved photograph usageFor VSO, Cuso International, etc•

For participants•

For project organiser (eg RAFM)•

Others•

Exceptions•

Note: Whenever possible, the written explanations provided during the workshops should accompany photos used.

“What to photograph” brainstorms Note: If two or more rounds of photography/discussion were conducted then this section should include each round’s brainstorm (divided by relevant research question).

Photographs and descriptionsThe report should provide a table with the photographs that were formally presented by the participants during the discussion workshop. Another table should separately present the rest of the photographs that were printed and the accompanying brief written explanations. For both tables the photos should be inserted into the table provided in Appendix 6. In order to fit in the report (and avoid excessive file size), photographs should be resized and compressed to the following specifications:

resolution – 180•

height (landscape)/width • (portrait) – 2.14 inches (4.07cm)

width (landscape)/width • (portrait) – 2.85 inches (6.27cm).

Facilitator lessons learned and observations

Final reportingThe following report sections are recommended:

© 35001240/Cam

amf/V

SO Cam

eroon


17

Camera equipment and photographs

Preparing cameras for lending: To prepare the cameras for lending, facilitators should do the following:

restore the original camera settings •

format the memory card•

recharge camera’s main and spare • batteries

clean the lens.•

Troubleshooting the cameras: If there are problems with the cameras, facilitators should refer to the camera manuals.

Storage of photographs: Digital copies of all photographs taken should be kept by facilitators and by the project organisers. VSO, Cuso International or other relevant parties may request copies of the digital files for use in accordance with the usages agreed upon by participants. Whenever possible the images should be stored in multiple locations (hard drives, DVDs, servers, etc).

Dictaphone (digital recorder)

Facilitators should check that the Dictaphone battery is charged prior to the session and that the memory is clear for recording. Recordings should be downloaded onto the facilitator’s computer after the discussion workshop and erased from the Dictaphone ready for the next use.

Equipment

Portable printer

Facilitators should refer to the instructions provided in the portable printer manual.

The ink and paper requirements and consumption vary based on the individual printer model. It is important to note that some printer manufacturers use region-specific ink cartridges for printers sold in their area. Please ensure the correct ink has been secured for the printer model (and region) you have. Therefore, the same printer model, when bought in Canada, the UK or on the African continent, may use different ink model numbers, and inks from another region may not work. The ink model numbers can either be found in the manual or on the printer itself.

Most photo-capable portable printers also recommend using an optional photo ink cartridge. This is highly recommended, as the quality of printed photographs will be poor if using standard colour ink cartridges. In addition, it is advisable to exclusively use the ink of the printer manufacturer as this will prevent damage to the printer caused by the poor quality of generic ink available in some locations. Generic ink is also not likely to be suitable for use as photo ink.

© M

iriam Stein/Cam

amf/V

SO Cam

eroon


18

Using interpreters, translators and transcribersIt may be necessary to employ an interpreter when either one or more participants speaks only a local language or when participants have limited literacy skills. Where possible, please try to enlist the help of somebody from the partner organisation or somebody local as this may increase the comfort level of participants, thereby enabling them to speak freely. This will also reduce project costs.

Meals during religious festivalsIf your workshop takes place with participants who are observing religious festivals during which it is forbidden

to take food and drink, and you are providing a meal for participants, facilitators should provide these participants with cash in lieu of the cost of their meal. This is to pay for them to buy food to break their fast.

Transport budgetUnder exceptional circumstances, out-of-pocket expenses may be provided to project participants. This is at the discretion of the lead facilitator and such payment should only be used to reimburse actual transport costs as opposed to providing an incentive to attend. These costs should be included in the project budget.

SuppliesBasic supplies that may be required include:

flip chart paper• markers• pens• small notebooks• projector (optional)• extension cord/s• laptop• dictaphone• memory stick.•

Additional notes to facilitators©

35001242/Babessi/VSO

Cameroon


19

How many participants can each photovoice project have?

Depending upon the number of cameras available and the scope for having participants share cameras, a photovoice project can have between 6 and 12 participants. This range is recommended for the purposes of holding effective, representative discussions, ensuring that every participant gets the chance to present their photo(s), and to be cost-effective.

How many rounds of photography should we do?

Facilitators should plan to have one round of photography per research question. Depending on project objectives (and research questions), multiple rounds of photography and discussion may be needed. For example, two rounds of photography and discussion should be included if a project seeks to explore both the opportunities for new interventions and the indicators by which the effectiveness of interventions can be assessed. However, facilitators should carefully consider whether multiple rounds are required and whether interest exists for additional sessions.

How should we involve representatives from partner organisations or other stakeholders?

It can sometimes be helpful to invite representatives from partner organisations to attend photovoice workshops. Where representatives from the partner organisation have had no previous experience of running photovoice projects, project facilitators should hold a workshop/meeting with them beforehand to explain the role that they would like these people to take. Partner organisation representatives are normally not involved as participants. Outside stakeholders may observe the process, but they should be encouraged not to participate in discussions as this may reduce the comfort levels of the beneficiaries participating.

How can we ensure that we involve as many of our target beneficiaries as possible?

This point needs to be carefully considered by project facilitators and partner organisations during the proposal development process, and specific provision made as part of the schedule of events. Previous experience suggests that it is extremely important to provide potential participants with ample notice, taking into account any communication/transport challenges and arrangements that participants will need to make to take care of familial responsibilities in their absence.

What happens if a camera is lost or stolen?

VSO and Cuso International require participants who have lost or had a camera stolen to file a police report. A copy of the report must be provided to project organisers and funders for their records. In cases where the loss or theft of the equipment is deemed to be due to gross negligence on the part of the participant, the participant or partner organisation may be required to make restitution of the value of the equipment.

What happens if a camera is broken?

Participants are provided with clear instructions on the use and care of the equipment. However, it does occur that cameras break or malfunction during a project. If this happens, participants must tell the project facilitator right away. The equipment may then be fixed or removed from rotation.

What if participants take bad photos? Are there any bad photos?

There are no bad photos, and photography skills are not needed for participation in photovoice projects. The value of the photos lies in their ability to start discussion and to bring visuals to the issues discussed.

Frequently asked questions

Carlton House, 27a Carlton Drive Putney, London, SW15 2BS, UK

+44 (0) 20 8780 7500 www.vsointernational.org

VSO is a registered charity in England and in Wales (313757) and in Scotland (SC039117).

9 781903 697184

ISBN 978-1-903697-18-4

VSO Bahaginanwww.vsobahaginan.org

VSO Irelandwww.vso.ie

VSO Netherlandswww.vso.nl

VSO UK www.vso.org.uk

Cuso Internationalwww.cuso-international.org

This guide has been published with the financial support of Cuso International and the Government of Canada through the Canadian International Development Agency (CIDA).

vso photovoice facilitators guide

Documents