How can we use numbers for advocacy?
This set of ideas was developed by Ugne, Toni, Felipe, Elisha and Adriana at the IFLA workshop in the Hague, December 2009
If results are to be used for advocacy
- Present in as simple a manner as possible avoiding complicated mathematical figures
- Start with positive, then present challenges
- Simple data, few numbers
- Clear illustrations of stories, pictures, graphs, etc to emphasize impact, i.e. comparative analysis that demonstrate impact,
- Find relevancy (relevant to the person) /Answer the question! Serve the purpose.
- Make the connection between libraries and stakeholder
- Establish supporting role of libraries to stakeholders
- Review priorities of a stakeholder and present relevant data supporting those priorities
- Remain sensitive, tactful, diplomatic to the local political agenda
- Relate data to international goals, millennium goals, environmental goals
- Simplify request in terms that are most effective i.e. 1 euro for each person in Lithuania
- Present data that are of a comparative nature with similar environments for all levels
- Present in written texts like annual reports, however executive summaries may be more effective
- Language must be adequate for the general public
- Give feedback to those from whom data is collected
- Demonstrate trends as appropriate
- Have it first interpreted by a trained expertIdentify the various stakeholders, i.e. parents, teachers, policymakers, peers, other support groups
- Use influential persons to pass on messages
- Conduct outreach for the greater societal good
- Use geographical maps, pointing out libraries; teaching libraries how to upload their information onto GoogleMaps/Earth
- Use multimedia: web, print, video, social networking, actual persons
- Present stats in a fun way, fun facts/trivia
- Avoid removing clout from the statistics themselves, and be able to back up the ‘glossy’ with the real figures (present the interpretation and still be able to support with the actual figures)
- Remain transparent
- Documentation must be able to be presented at different reading levels
- Create/find an example for each one of the numbered statements
- Use data that are already there, using examples that are there (with proper attribution) like increasing cost of serials (lots of clout). Library examples.
Roswitha: Be able to combine single data to indicators – and to explain how and why.