Issue No. 13: Topi= c: Guide for Using the "Talking Children's Issues" CD-Rom

date: Mon, 27 Oct 2003 14:34:52 -0500 x-mimeole: Produced By Microsoft MimeOLE V5.50.4807.1700 from: subject: The Frameworks Institute: Publications and Products - Kids Count E-Zines - Issue No. 13 content-type: multipart/related; boundary="----=_NextPart_000_009E_01C39C97.7BDEA750"; type="text/html" mime-version: 1.0 This is a multi-part message in MIME format. ------=_NextPart_000_009E_01C39C97.7BDEA750 content-type: text/html; charset="Windows-1252" content-transfer-encoding: quoted-printable content-location: http://www.frameworksinstitute.org/products/issue13framing.shtml Issue No. 13: Topi= c: Guide for Using the "Talking Children's Issues" CD-Rom

Issue No. 13
T= opic:=20 Guide for Using the "Talking Children's Issues" CD-Rom.
by=20 Debbie Morgan with Susan Bales for the FrameWorks Inst= itute=20

By now, you should have received "Talking Children's Issues," a=20 fully-narrated communications presentation on CD-Rom, developed and= =20 produced by the FrameWorks Institute for the Annie E. Casey Foundati= on's=20 KIDS COUNT Network.=20

This new CD-Rom can be an important tool for KIDS COUNT projects = to use=20 as you communicate data and policies for children and families. It c= an be=20 watched individually or in groups. And when watched as a group, it c= an=20 help get others on board with better strategies for communicating=20 children's issues.=20

This E-Zine is designed as a companion document to the CD-Rom= =20 presentation. In the next few pages, we describe a few different= ways=20 KIDS COUNT projects can use the CD-Rom as a training tool with colle= agues,=20 coalition partners, grassroots advocates, community leaders, Board=20 members, and others. These suggestions are not meant to be exclusive= , but=20 rather to spark your creativity for locally appropriate applications= .=20

No matter how you choose to use the CD-Rom, it is important to se= t some=20 overall goals for your session and use those goals to help you decid= e whom=20 to invite to your training. If your goal is to share what you have l= earned=20 about framing children's issues with staff and Board so that everyon= e is=20 on the same page, you may want to limit attendance to those groups a= nd=20 focus your discussion questions around the specific work of your=20 organization. If your goal is to advance the policy work among the b= roader=20 community of child and family advocates, you could organize a sessio= n that=20 uses the CD-Rom as a "jumping off point" for strategizing about upco= ming=20 advocacy efforts.=20

No matter what strategy you pursue, the CD-Rom can help you confi= dently=20 introduce the concept of framing children's issues to the broader=20 community of service and advocacy organizations. Let's take a look a= t some=20 ways to do that.=20

#1: The Always Enjoyable Brown-Bag Lunch=20

Who doesn't enjoy a good brown-bag lunch now and then? After all,= it's=20 an opportunity to learn something in a short span of time =97 while = eating.=20 What could be better! Some organizations and coalitions already have= a=20 regularly scheduled brown-bag lunch series. If that is available to = you,=20 suggest showing the CD-Rom at an upcoming brown-bag and leading a=20 discussion afterward. If no such series already exists, why not crea= te=20 one?=20

But how should you use the brown-bag lunch as a training opportun= ity?=20 Brown-bag lunches are typically short - around 1=BD to 2 hours maxim= um. The=20 KIDS COUNT CD-Rom runs around 45 minutes, but with stop and start-up= , you=20 should budget an hour. Therefore, a brown-bag session allows just en= ough=20 time for viewing the CD-Rom and a brief discussion, making it an ide= al=20 vehicle for an introduction to framing children's issues.=20

We recommend that you give a brief introduction to the CD-Rom, th= en=20 play it on a computer hooked up to an LCD projector. You could then = spend=20 about 20 - 30 minutes leading a discussion. People in attendance wil= l also=20 likely ask questions about the material covered in the presentation,= but=20 don't be flustered! If you don't feel comfortable answering the ques= tion,=20 just write it down and email it to FrameWorks at info@frameworksinstitut= e.org,=20 and we will get back to you with an answer.=20

Discussion questions for a brown-bag session should focus on the = basics=20 of framing, for example:=20

What issues are you currently working on that you would like t= o=20 frame more effectively?=20
What level one values do you think would advance those issues?= =20
What level one values are currently attached to your issues by= the=20 media?=20
Which elements of the frame do you think you are not using=20 effectively?=20
How could you use those elements of the frame to construct a b= etter=20 frame of your issue?

#2: The Framing Refresher Course=20

The CD-Rom can also serve as a refresher course for those staff,= =20 coalition partners or other colleagues who have already heard a=20 presentation or attended a training. Here are some ideas for plannin= g this=20 kind of event. Your refresher course could serve as the basis for ge= tting=20 everyone focused strategically on developing a new communications st= rategy=20 for your organization, planning a communications campaign, organizin= g the=20 communications aspects of an advocacy effort, or writing the=20 communications materials for a publication release.=20

When using the CD-Rom in this capacity, we suggest you ask everyo= ne in=20 attendance to read "KIDS COUNT E-Zine #8: A Five Minute Refresher Co= urse=20 in Framing" in advance of getting together. The E-Zine can be found = at http://www.frameworksinstitute.org/products/issue8framing.shtml.= =20 Then, when everyone gathers for the session, you can show the CD-Rom= and=20 lead a follow-up discussion and/or an exercise to help people practi= ce the=20 methods and techniques described in the presentation.=20

Discussion questions for this kind of event could include:=20

How are we currently framing our issues?=20
How is the state media framing our issues?=20
How is the opposition framing our issues?=20
How are legislators framing our issues?=20
What level one values are we promoting when we communicate our= =20 issues? Are those level one values accomplishing what we want?=20
Are we using all the elements of the frame effectively? If not= , how=20 can we use them more effectively?

Sometimes it helps to do a brief exercise so that people apply fr= aming=20 lessons to something other than the task-at-hand. Here is a sample=20 exercise you can use:=20

Bring a copy of today's local newspaper to the refresher course. = After=20 you've viewed the CD-Rom, take out the paper and pick out an article= as a=20 group. If possible, don't pick an article on an issue you are famili= ar=20 with. If you cannot find an article you want from today's paper, loo= k at=20 recent newspaper editions on-line. Make enough copies of the article= for=20 everyone and then ask the group to review it, along with any visual(= s)=20 that may accompany it. Then, as a group, answer the following questi= ons:=20

What values are being communicated in the core message of the= =20 article?=20
Does the message set up a systems perspective on the problem, = i.e.,=20 does the message make the link between people and their environmen= t as=20 opposed to blaming individuals or groups?=20
Does the message set up policy and systems solutions to the pr= oblem,=20 as opposed to individual transformation (fix the people) or better= =20 information (consumer model)?=20
Who are the key messengers used to tell us what this article i= s=20 really about?=20
What is the probable impact of the use of these messengers?=20
Are there any metaphors or simplifying models used in the arti= cle?=20 If so, what are they? Do these metaphors or models advance or impe= de the=20 goals of the article?=20
Are they using any visuals and symbols in the article? If so, = what=20 are they?=20
Do the visuals add to, or detract from, the overall frame of t= he=20 article? Why?=20
Are numbers and statistics used in the article? If so, how?=20
Are these numbers likely to be understood by their audience? A= re=20 they being deployed appropriately and effectively? Are the memorab= le?=20
Is there a reasonable or rhetorical tone used in the article?= =20
What effect do you think the tone has on the overall effective= ness=20 of the article?

Conclude the refresher course session by giving the group a chall= enge.=20 For example, challenge participants to go back to their own work and= =20 select something they have written - a press release, an executive=20 summary, an op/ed, etc. Then have them ask the same questions about = what=20 they wrote. Challenge them to rewrite something they have written,=20 applying what they've learned about framing.=20

Another idea, as a way of integrating framing practice into every= one's=20 work, is to institute "Framing Fridays" among your staff or partners= . As=20 part of "Framing Fridays," the group would gather for an hour each F= riday,=20 with each person having selected an article out of the past week's=20 newspaper for discussion. It helps to focus on a particular aspect o= f the=20 frame that is dramatized: messengers, metaphors, numbers, visuals an= d=20 symbols, context, tone, stories. At the gathering, each person would= share=20 their article with the group and have a discussion about the way the= issue=20 was framed by the media (you can use the questions in this E-Zine or= =20 create new ones for your discussion).=20

#3: Do-It-Yourself Media Content Analysis=20

In this application, we suggest showing the CD-Rom to the group,= =20 followed by a more lengthy exercise resulting in a media content ana= lysis.=20 This can serve as a foundation for teaching people how to institute = a=20 regular process to identify the frames your organization may be up a= gainst=20 in the daily roll-out of news. This type of training would involve t= wo=20 sessions: one in which we recommend showing the attendees the CD-Rom= , then=20 taking some time for questions, and finally moving into the exercise= on=20 how to do a media content analysis. The exercise involves some prepa= ration=20 work, as well as follow-up work by the participants. Therefore, the = second=20 session would involve coming back together to share and discuss the= =20 results of the content analysis.=20

Listed below are four easy steps for performing a media content=20 analysis exercise. The exercise demonstrates how to capture the news= ,=20 discuss it in a group, educate a constituency on the meaning of fram= ing,=20 and come out with a plan to fight the frames you're up against.=20

STEP ONE:

You will want to select the evening news with the widest viewer= ship;=20 you can determine this by calling the advertising department of an= y=20 station and asking them which nightly news has the biggest audienc= e.=20 Make sure that all tapers clip that same news hour, even though th= ey are=20 clipping different stations. If you have more people than you need= , have=20 them choose an alternative news hour and clip several stations at = that=20 time.=20

Give each taper a videotape with their news hour and station ca= ll=20 letters on the ID sticker. They can then program their VCRs for th= at=20 station and time. At the end of the week, each member of the group= has a=20 sample of roughly seven hours of news coverage.=20

STEP TWO: Next you will want to discover whether your is= sue is=20 getting any coverage at all, whether you are even on the agenda. T= o do=20 this, you must decide what "cluster" of issues you judge to fall w= ithin=20 your area of interest. For example, people interested in violence= =20 prevention might want to look at segments that explicitly addresse= d=20 crime, race, drugs, and economic development. With a big issue lik= e=20 children and families, you must have a short checklist of issues t= hat=20 you define as being related to your public policy goals so that yo= u can=20 winnow down the news. So, at the training session, come up with a = short=20 list of issues that your group wants to track.=20

Then, as a "homework assignment" ask each participant to watch = one=20 segment of their taped news and to code it for the presence of rel= ated=20 issues.=20

They could create a scratch sheet like the following:
Date=20 -
Station -
News hour -
Total number of news segments -= =20
Related segment 1 (title) -
Placement on tape -
Relate= d=20 segment 2 (title) -
Placement on tape -=20

From doing this, you can: (1) compute the relative visibility o= f your=20 issue, and (2) identify the placement of segments you want to subm= it for=20 further analysis.=20

STEP THREE: Organize a second session, during which each= =20 member of the group will bring in the tapes that address your rela= ted=20 issues and show them to the group. Try not to review more than 4 o= r 5=20 segments at a time, as they tend to blur together. You can now beg= in to=20 deconstruct the frames used by the media on your issues. Following= is a=20 summary of a suggested "framing matrix" first developed by Charlot= te=20 Ryan and refined by Liana Winnett to help structure your analysis.= =20 Advocates are advised to refer to the more detailed explanations=20 available from both authors (Ryan, C. 1991. Prime Time Activism: M= edia=20 Strategies for Grass Roots Organizing. Boston: South End Press. Wi= nnett,=20 L. (1997); "Advocate's Guide to Developing Framing Memos." Do The = Media=20 Govern? Politicains, Voters, and Reporters in America. Eds. Shanto= =20 Iyengar and R. Reeves. Thousand Oaks, CA: Sage.) The following is = a much=20 simplified, and editorialized version of these more finely develop= ed=20 tools.=20

Have everyone in the group jot down what you see in each segmen= t=20 corresponding to these categories:=20

Core position: the argument that the evidence, opinio= ns,=20 and examples are compiled to support=20
Metaphor: the analogy or comparison offered in suppor= t of=20 the core position=20
Catch phrase: the slogan or memorable "news bite" tha= t sums=20 up the position=20
Visual images: both those that are running on screen = and=20 any "word pictures" used to dramatize the story for the audience= =20
Source of the problem: who or what is seen as the roo= t=20 cause of the problem? Who or what is presented as the "solution?= "=20
Predicted outcome: what will happen if nothing is don= e?=20 What compels intervention?=20
Appeal to principle: what is the underlying value on = which=20 the appeal is made? Often, these are fundamental values (Level O= nes)=20 like freedom, equality, community, etc. Try to state the princip= le as=20 a statement (personal freedom will be eroded by this law).

Additionally, we suggest you ask what is missing from the=20 frame. Remember that you may have "insider" information about = an=20 issue or problem that helps explain it. Look for who and what isn'= t in=20 the newscast that would help people contextualize the issue.=20

Remember to ask what is the solution being set up by thi= s kind=20 of news? If it results in volunteers, for example, is that going t= o=20 solve your problem in the long-run or distract from efforts to get= =20 systemic reforms?=20

STEP FOUR: Now review and discuss the findings from your= =20 framing matrix. Given what you've learned from the CD-Rom about th= e=20 effects of frames on public understanding, what can you speculate = about=20 how the public understands your issue? Is it well-covered but badl= y=20 framed, in which case you must figure out how to reframe it? Is it= =20 invisible, giving you both a challenge and an opportunity? Summari= ze=20 your meeting with a statement: what are we up against?

The temptation may be to march into media outlets and demand fair= er=20 treatment for your issue. Often seeing the stark outlines of the fra= mes=20 you are up against provokes emotion and a sense of moral outrage. Bu= t=20 remember that journalists frame the way they do because they are tau= ght=20 that certain elements of a story make for better news, engage the pu= blic,=20 etc. They develop rolodexes of experts, insiders and influentials wh= o are=20 "news-worthy." They rely on "B-roll" (background video) as backdrop = for=20 their news stories because time is short and they have an archive of= "good=20 video" in the can that fits the storyline. Until you have a very goo= d idea=20 of the news you want to make to engage people in your issue, and how= you=20 could organize the traditional pieces of a news story to give the=20 journalists a "fresh story," but one that still fits their definitio= n of=20 news, it's best to devote your time to strategic reframing, and not = to=20 "educating the media."=20

Often, advocates are tempted to figure out how to make more of th= e same=20 kinds of news they see in local media. Once you've figured out the=20 formula, you want to be able to give your issue greater visibility. = But=20 remember that quantity is only half of the news equation. You need t= o=20 think carefully how to get the quality of news you need to=20 "reframe" the problem for public solution. Content analysis is only = one of=20 a necessary set of steps to take in your quest for a media strategy.= =20

This kind of framing exercise should be done regularly, to watch = the=20 evolution of your issue over time. Don't just clip the news you make= after=20 a news conference or special event, but watch the context of news as= it=20 plays out year-after-year to get a sense of where you need to weigh = in,=20 and how your issue may be changing.=20

#4: The Situation Analysis=20

A fourth way to use the CD-Rom as a training tool is to use it to= =20 provide the background information needed to conduct a framing situa= tion=20 analysis on a specific children's issue. This situation analysis is= =20 designed to help you take a deliberate look at how your issue is cur= rently=20 framed by the media and then how you want it to be framed, by guidin= g you=20 through a set of questions. You can do this with your own staff or w= ith a=20 coalition devoted to a common issue. But you may need a day's retrea= t to=20 undertake this kind of reflective workshop.=20

In advance of the workshop, select one children's issue that the= =20 participants are currently working on. Ask participants to bring to = the=20 meeting their best and worst news clips on the specific topic you've= =20 chosen. In this situation analysis, you are going to answer a set of= =20 questions from two different perspectives: first, descriptively, how= the=20 news media is framing the issue currently; and second, prescriptivel= y, how=20 you would like the issue to be framed.=20

At the workshop, first put the CD-Rom in a computer hooked up to = an LCD=20 projector and watch it together as a group. Spend some time answerin= g=20 people's questions about the presentation, so they feel comfortable= =20 applying what they have learned. Remember, if you don't feel comfort= able=20 answering a question, just write it down and email it to FrameWorks = at info@frameworksinstitut= e.org,=20 and we will get back to you with an answer.=20

For example, let's take a look at the issue of kids and smoking. = For=20 many years, the traditional way the news media framed the issue was = as=20 follows:=20

Smoking: Old Dominant News Frame
Individualism =97 it's= up to=20 each person to decide whether or not to smoke
Freedom/choice =97 = you=20 can't and shouldn't legislate individual choice
Harmless=20 experimentation =97 everyone tries it, it's part of growing up
Dr= ug=20 addiction (regrettable, person) =97 only some get hooked, it's inter= nal to=20 the person
Responsibility of parents =97 if parents raise their k= ids=20 right, they won't smoke
Bad behavior (teens') =97 kids who do smo= ke are=20 not well disciplined or parented
Vital industry =97 the tobacco i= ndustry=20 is important to American jobs and productivity
Resilience/values = =97 if=20 kids have the right values, they will learn to resist
Protection= (Just=20 say no) =97 the best way to protect our kids is to teach them to=20 resist
Science isn't in =97 it's unclear that smoking really caus= es=20 cancer=20

The tobacco-free kids advocates wanted to reframe the issue, and = did so=20 in a very effective way.=20

Smoking: Recent Reframe
Bad behavior (companies') =97 I= t's the=20 tobacco companies that are acting irresponsibly, not people or=20 kids
BigTobacco/corruption =97 Little people can't fight the powe= r of=20 this giant addicting industry
Manipulation of drug addiction =97 = When=20 people get addicted, it's because they didn't know tobacco was a=20 drug
Responsibility of government =97 Government must regulate th= e=20 marketing of drugs to minors, and other unfair or duplicitous practi= ces=20
Big $/corruption =97 The reason government isn't doing its job i= s=20 because too many politicians are being paid by Big Tobacco
Defect= ive=20 product =97 Government should regulate this product just as it does = any=20 defective product, to protect consumers from harm
Difft from othe= r=20 companies =97 It's not that tobacco control advocates are anti-busin= ess,=20 it's that this industry is a renegade
Clean air (environment) =97= We all=20 have a right to be protected from second-hand smoke, like other form= s of=20 pollution
Protection from advertising =97 The best way to protect= our=20 children is not to allow tobacco advertising to kids in the first=20 place
Scientific consensus =97 The science is in; tobacco kills=20

When you look at these two different sets of frames, you begin to= see=20 how intentionally and strategically the tobacco-control movement has= =20 operated over the past decade. By carefully substituting new frames = for=20 old ones, they created a new story about tobacco in America.=20

To spark your workshop discussion, you will have participants sha= re=20 their best and worst news clips on the specific topic you've chosen.= Elect=20 a facilitator and document the frames you're up against, in much the= same=20 way that we have above. Then look at the substitute frames you've be= en=20 trying to move out: are you telling a comprehensive new story? Are y= ou=20 leaving some old frames out there, unchallenged by new ways of think= ing?=20 Do you really have your reframes boiled down to a few key words so t= hat=20 you, and all your colleagues, remember what it is you are trying to = do?=20

Spend some time documenting the frames you want to move into publ= ic=20 discourse. If your group congeals, you may want to schedule a follow= -up=20 meeting to discuss the message strategy and tactics for implementing= these=20 desirable reframes.=20

We hope these suggestions give you ideas for using the CD-Rom in= =20 creative ways in your state. As always, FrameWorks is eager to hear = how=20 you use these products. Please let us know by email at info@frameworksinstitut= e.org.=20 We hope you enjoy these latest framing tools, and find them useful t= o your=20 important work.=20

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