HP Strategies & Tactics

Chapter9DevelopingandSelectingPrintMaterials.ppt

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Developing and Selecting
Print Materials*

Health Promotion Strategies & Tactics (COH430)

National University

* Bensley, R.J., & Brookins-Fisher, J. (2009). Community health education methods. Third edition. Boston: Jones and Bartlett Publishers, Inc.

Chapter 9 Learning Objectives

1. Recognize diversity of print materials and purposes of each type.

2. Identify steps for developing print materials.

3. Summarize tips and techniques for developing print materials.

4. Identify challenges in developing print materials.

If developed properly

Can be effective in providing information

Motivating behavior change

Directing audience members to needed services

Print Materials

The development process

Takes time

Requires attention to many details

Content

Font

Layout

Readability

Cultural appropriateness

Print Materials

Play a vital role in health education

Encompass a broad spectrum of media

Provide tangible messages

Reinforce oral communication

Stand alone to convey information

Print Materials

Traditional

Pamphlets/brochures

Flyers

Posters

Newsletters

Non-Traditional

Billboards

Calendars

Bookmarks

Restaurant place mats

Stickers

Grocery bag stuffers

Types of Printed Materials

Print Materials

Pamphlets

Most basic and common method

Easily distributed and tailored to meet audience needs

Reach individuals or groups through a variety of channels

Allow readers to pick up information on sensitive topics

Can be read more than once and passed on to others

Print Materials

Flyers

One-page documents

Promote one-time events, activities, or services

Rely heavily on graphics and clearly visible headlines

Relatively inexpensive

Intended for individual or group distribution

Print Materials

Posters

Display at community centers, clinics health departments, schools, worksites

One-page documents
Intended to last longer than flyers

More expensive to develop
Larger size, increased use of color, and professional graphic designs

Personalized posters
Are becoming easier to create and print

Print Materials

Newsletters

Communicate with specific groups of people on a regular basis

Communicate content to a specific group
Update diabetic patients on latest disease-related trend

Raise awareness
HIV/AIDS issues in the community

Promote services and programs
Health department services & programs

Raising money

Print Materials

Steps for Developing Print Materials

Before writing begins, ask the following questions:

Why is this material needed?

Is print the best way to reach the focus audience?

How will this material fit with the program’s existing goals and services?

Are there existing materials that could fill the need or do new materials need to be developed?

Print Materials

Steps for Developing Print Materials

Develop the materials

Seven steps to organize and plan material development

Seven Step Planning Model

Print Materials

Use the Seven Step Planning Model

Define the intended audience

Gather information about intended audience

Develop goals and objectives

Develop content and visuals

Internally review and evaluate material

Field test and revise as necessary

Disseminate the material

Print Materials

Define the intended audience
Clear understanding of the intended audience

Needs, Interests, Culture

Who is most at risk for a given health problem

Who might have missed previously developed messages

Who most needs to receive the materials

Print Materials: Seven Step Planning Model

Seven Step Planning Model

Gather information about the intended audience

Needs, Interests, Concerns

Knowledge, Values, Attitudes, Beliefs

Barriers to change, Motivators

Cultural habits and Language preferences

Demographic data

-CDC Birth Defects Data

-CDC STD Stats

Print Materials

Seven Step Planning Model

Develop goals and objectives for the product
Helps to separate what the audience “needs to know” and what is “nice to know”
Helps to define the knowledge gaps
See table 9-1 p. 215

Print Materials

Seven Step Planning Model

Develop content and visuals
Decide how to best present the message
Health literacy levels among the target population need to be accounted for when developing materials
Assess readability level of materials
Readability formulas include SMOG, FOG, and FRY
Provide a gauge of how difficult a printed piece of information is to read
Online readability formulas to test documents

Print Materials

Let’s Try SMOG, FOG and FRY

FRY: Edward Fry created this readability index
Randomly select three – 100 word passages from one of the printed resources provided
What is the average number of syllables per the 100 words of the selected passage?
What is the average number of sentences per 100 words of the selected passage?
Use graph provided to:
Average # of syllables per 100 words
Average # of sentences per 100 words
Plot dot where two lines intersect
Where the dot lies represents the reading grade level
What grade level are we striving for?

Let’s Try SMOG, FOG & FRY

FOG: Created by Robert Gunning
Select a 100 word passage from one of the printed resources provided

1)Count number of sentences

2)Divide number of sentences into 100 to determine

average sentence length

3) Count number of long words in the passage

Three or more syllables
Try not to include hyphenated words, or words containing “es” or “ed” as the third syllable

4) Add together the average sentence length and number

of long words (steps 2 & 3)

Multiply this total by 0.4
This number indicates the approximate grade level of the passage

Let’s Try SMOG, FOG & FRY

SMOG: Harold C. McGraw, Office of Educational

Research, Baltimore Co. Public Schools, Towson, MD

Count 10 sentences in a row near the beginning of the printed resource provided. Repeat for the middle. Repeat for near the end. 30 total sentences

Count every word with three or more syllables in each group of sentences, even if the same word appears more than once

Add the total number of words counted. Use SMOG conversion table I to locate grade level of material

SMOG index

Seven Step Planning Model

Internally review and evaluate material
Coworkers, health educators,
Include proof reading
Currency and accuracy
Oncologist or American Cancer Society to review a pamphlet focusing on breast cancer

Print Materials

Seven Step Planning Model

Pretest with the target audience and revise as necessary
Materials should be assessed for

Attractiveness
Comprehension
Self-efficacy – Do readers feel they can do what is being asked of them?
Cultural acceptability
Persuasion – Do readers feel compelled to act?

Individual interviews, focus groups, and written feedback – See table 9-2 & 9-3 p.220
Ideally 25–50 intended audience members should review each of the intended materials

Print Materials

Seven Step Planning Model

Disseminate the material
What is the best method for dissemination?
Mailed
Handed out
Posted
Mass quantity distribution
Downloaded
Where will the materials be displayed or distributed?

Print Materials

Tips and Techniques for Developing Effective Print Materials

Determine appropriate content

Focus on layout

Follow print and font guidelines

Select appropriate graphics

Determine readability

Consider special issues

Print Materials

Determine the appropriate content

Limit goals and objectives

Present important information first

Summarize important points

Print Materials

Layout

Cover that grabs the reader’s attention

Ample white space

Use headings to separate text

Use bullets/numbering for key points

Use jagged right edges

Use generous line spacing

Use horizontal print rather than vertical

Avoid orphan or widow lines

Follow a “Z” pattern

Print Materials

Print/Font

Use at least a 12-point font size

Use no more than two different fonts per piece

Serif vs. sans serif type

Stick to simple fonts

Use dark colored print

Use capitals, bold, or italics
Only to emphasize a word or main point

Avoid underlining and courier fonts

Use visual cues such as arrows, circles, or boxes

Print Materials

Graphics

Use graphics to portray the message

Use simple line drawings

Use captions to explain graphics

Use graphics appropriate for the intended audience

Leave ample white space around graphics

Use varying sizes of graphical elements

Anchor graphics to the edge of papers

Use shading with caution

Print Materials

Readability- Fig 9-5 p. 228

Sixth to eighth grade reading level

Readability tests
SMOG, FOG, FRY

Use common (simple or familiar) words and concrete language

Use conversational tone

Explain unfamiliar terms

Use active voice

Action steps should stand out

Short sentences

Print Materials

Consider special issues

Older audiences (font size)
12-point font
Add one point for each decade after age 40
Choose colors, graphics, and cues carefully.

Diversity

Internet-based materials must include review of special considerations:
Copyright violations
Advertisements
Scrolling
PDF files

Print Materials

Overcoming Challenges

Manage time

Keep costs reasonable

Find pre-testers/field testers

Incorporate appropriate visuals or graphics

Print Materials

Expected Outcomes

Materials that fit a need

Clear and understandable materials

Audience-centered and culturally appropriate materials

Print Materials

CDC Plain Language Materials and Resources