Libro

MEDIA LITERACY AND INTERCULTURAL DIALOGUE
5.3. Data Collection
Strategies, Debates and Good Practices
To collect the data, we have used different instruments. The first instrument was
the use of a questionnaire to collect personal data and data regarding the level
of digital literacy. This helped the researchers tailor the workshops to the needs
of the participants. It also helped organize the logistics and methodology of the
training process.
A second instrument, fundamental in identifying the specific needs of women,
has been the focus groups. The development of these has laid the basis for the
process of change in each woman’s perception of herself and the role she plays
in society. This activates the process of empowerment.
Through a critical and constructive dialogue they have questioned the
development models that had prevailed in the society and which in one or other
women were invisible. They have introduced concepts such as patriarchy,
gender, women's rights and discrimination. From there it has begun a phase of
awareness of the roles assumed, imposed and/or transmitted.
Another data collection instrument was the semi-structured interview. The
interviews were conducted in the same environment where women develop
their daily life and this has helped to build trust and comfort.
The semi-structured interview focused on the collection of the expression of
women participating in the workshops around a flexible general script built from
the evaluation questions (the interview guide). In the evaluation of the data this
instrument was most used. In our case this has served to cross the information
gathered during the focus groups and finally collect the results of our
workshops.
The interviews have been conducted with a small number of the women who
participated in the workshops, at the discretion of the subject-type sampling we
consider appropriate. All interviews were done in person. We used the
camcorder for recording, after asking permission from the participants.
A final technique used to ask all participants to write their life story. This has
served to make the women reflect on their experiences in the light of new
concepts such as dignity, equality of opportunity, patriarchal oppression, gender
roles, and also to help them recover the memory of their experiences.
Throughout the whole process of training, the trainers made direct observations
of the progress, constraints and obstacles encountered by women in their
efforts to learn the basic use of ICT, which builds the systematization of
pedagogical process.
6. Results
Through these workshops, designed and intended for women members of
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