Part+2

Part 2

VALERIE'S EDITS IN GREEN “**//Segmentation//** (as in //market segmentation//) is dividing a market into groups of potential customers who have similar characteristics and user--life style behavior.

Segments should be: (Above taken from B. Robinson - http://web.utk.edu/~wrobinso/560_lec_commun-analysis.html)
 * Composed of people with shared attributes
 * A group large or important enough to be worth consideration
 * Measurable
 * Not too complicated to understand
 * Accessible for interviews or other contacts.”

Not all members of the organization or those served by it will be interested in your collection. Being specific, identify three segments **likely** to be interested in and **likely** to use your collection. Rank and label these segments as primary, secondary, and tertiary according to the intensity of use of materials as well as the number of actual and potential users. You must estimate the number of likely users in each segment (These estimates don’t have to be exact, but they should be reasonable. An example – a school with an enrollment of 450 students, 25 teachers and 4 administrators. The primary segment could be students and there are 450 of them, the secondary segment is teachers and there are 25 of them and the tertiary segment is school administrators and there are four of them or parents of the students and there could be anywhere from 450 to 900 of them.) THIS NEEDS TO CHANGE FROM OUR GROUP'S ORIGINAL PLAN, PER THE REQUIREMENTS OF SAVE THE CHILDREN: Primary service community are children ages birth to 10 who attend one of Save the Children's 500 Temporary Classrooms located in the Port-au-Prince area of Haiti. These children are both pre-literate and emerging literate. They are motivated to attend school either independently or through parental/adult caregiver guidance. The size of the student body will vary on a daily basis, but can number up to ??500?? per day in any given classroom.

The secondary service community will be children ages 11-17 who are outside the targeted service area of Save the Children, but who may also attend the Temporary Classrooms as well as teachers in the program. There are ??XXX?? of them. The tertiary service community are adult caregivers of the students as well as organizational administrators. This number will fluctuate as the student body does. You should do the following for the **primary** and **secondary** segments only.

1.) Identify at least one (or more) contact person who is knowledgeable about both your subject and those likely to be interested in it. Charles Nandain, Director, Council for Literacy Development, Kenya. We elected to discuss many of our issues with professionals outside Haiti. Telecommunications to and from Haiti make the type of survey work required by this part of the assignment challenging, at best. Save The Children is in the process of hiring an education coordinator for their earthquake response. We hope to utilize this person as a key resource for the completion of the project once s/he is hired. There are many organizations sending books without appropriate receiving facilities or working on the ground with religious organizations. Those types of groups are not useful to the fundamental core of this project (AWK).

Education Department, Save the Children, Washington, DC.

Bertin M. Louis, Jr., Ph.D., Lecturer of Africana Studies, UTK (could we use him as an in-house -- UT -- person for evaluating quality of the creole language books we are selecting between? He is fluent in Creole and is a subject-matter expert on Haiti. A link to his UTK page is here: []

2.) Identify at least two (or more) contact persons who represent typical users or potential users of the collection that you are developing. 3.) Characterize or describe the contact persons. They need not be identified by name. Mr. Nandain, in addition to his role as director of Kenya's Council for Literacy Development, runs their Children's Reading Tent program. He provides administrative perspective and a sense of lessons learned and potential pitfalls in serving a youth population that mirrors in many fundamental ways the children of the emerging medium-term communities outside Port-au-Prince. We acknowledge that it is not, however, a perfect match.
 * This might be more difficult for use, as we have discussed; but I'm wondering if we couldn't pull some testimonies f**ro**m children that have been exposed to this type of relief service before !?! (Laura)**

Need specific names of folks in the Educ. Dept. at STC. Once we speak to them, we need someone on the ground. 4.) Interview the contact persons asking questions about the user community. Typically, questions would focus on: 5.) You may also gather statistical or demographic data about your user community in order to describe it. Some sources for statistical data appear at the end of this assignment.
 * Likely future changes in the subject or topic likely to affect information seeking behavior, specifically collection use.
 * Number of likely users of the collection now and in the future.
 * Characteristics of users likely to influence collection use.
 * Needs of the user community:
 * 1) kind, type of information or recreational material needed:  primary level recreational reading material; quality non-fiction with image prevailing over text; concept book material with image prevailing over text. There must be some reading instructional component to the collection.
 * 2) when material is needed (seasonality):  The materials are needed in Summer 2010. They will remain in the larger community as the Temporary Classrooms become permanent education facilities.
 * 3) orientation (text, images, etc.):  images over text due to lower literacy rates and primary audience of young children. These materials will be foundational building blocks for mother language literacy.
 * 4) material characteristics (older, foreign, etc.) : Materials will be in Haitian Creole. Materials should be new and unused to demonstrate respect for the dignity of the users.
 * 5) format or medium (audio, text, video, etc.): print materials; audio, video, computer only if electricity issues can be mastered, along with security issues
 * 6) How they locate material (friends, library, net, etc.) and which collections do they use now? Haiti is not regarded as a country that possesses a Culture of Reading. As previously noted, adult literacy rates hover around 50 percent. Although many school libraries are still intact following the January 2010 earthquake, their collections remain inadequate to the task of fostering a literate student population. Children get information from adult caregivers and from whichever educational sources they can access in the post-earthquake environment. Many children lack consistent access to reliable information sources. For the secondary and tertiary service communities, primary sources of information are informal communication channels. Many of these informal networks were damaged following the earthquake simply due to the high number of fatalities and the dispersion of the populace.
 * 7) Do present collections enhance or detract from users' ability to accomplish necessary tasks? To be successful? The present collections detract from the children's ability to attain even basic literacy skills. Save The Children estimates its NGO will need at least 30,000 units to meet the needs of the children ages 10 and under accessing its Temporary Classrooms.

Challenges for Children Key Facts
 * Of all the nations in the Western Hemisphere, none has faced greater challenges to improve the lives of its children than Haiti. In addition to its poor development indicators, Haiti is the country most affected by HIV/AIDS outside of sub-Saharan Africa. HIV/AIDS in Haiti dramatically affects the well-being of children whose health is already compromised by poverty and inadequate access to basic health care.**
 * **Population: 9,035,497**
 * ** Size: slightly smaller than Maryland **
 * **Poorest country in western hemisphere**
 * **80 percent of population lives under the poverty line; 54 percent lives in abject poverty**
 * **More than 2/3rds of labor force do not have jobs**
 * **2/3rds of population depend on agricultural sector, mainly small-scale subsistence farming**
 * **Four tropical storms in 2008 severely damaged transportation infrastructure and agricultural sector**
 * **Widespread deforestation (to pay off debt ) has resulted in soil erosion, and has exacerbated damage to the economy from frequent natural disasters**
 * **Inadequate clean water supply; access limited to about half the population**
 * **2.2 percent of population estimated to be HIV positive**
 * Sources: CIA World Factbook 2009; WorldBank.org 2009**

Even before the January 2010 earthquake and aftershocks, Haiti was an impoverished country beset by poverty and illiteracy. According to 2003 estimates from the Central Intelligence Agency, adult literacy rates (defined as over age 15 who can read and write) are 52.9% total (54.8% male, 51.2% female) [CIA, "Haiti", The World Factbook, https://www.cia.gov/library/publications/the-world-factbook/geos/ha.html (accessed March 15, 2010)]. In a transnational comparison, Haiti ranked 179 of 205 countries in terms of adult literacy [ NationMaster.com, "Education Statistics/Literacy/Total Population (most recent) by country, http://www.nationmaster.com/graph/edu_lit_tot_pop-education-literacy-total-population (accessed March 14, 2010)].

Children in Haiti are especially beset by problems with illiteracy and education. According to UNESCO, fewer than 70 percent of Haitian children reach the Fifth Grade. That literacy rates remain around the 50 percent mark is an indication of the quality of the Haitian educational process. We should not assume that reaching Fifth Grade means a child will be literate. 6.) On the basis of the interviews, plus other evidence gathering, prepare a list of findings that together constitute your analysis of the user community and their information needs from the collection. What should the ideal collection on your subject include to meet community needs and wants?
 * This section might also have to be based on previous testimonies...for the purpose of the project that is due to Dr. Black, as well as to help us get an idea of what people with these demographics and life experiences (forgive me if any portion of this sentence isn't politically correct...no offense is meant by the statement!)

The children of Haiti who access Save the Children's Temporary Classrooms deserve materials that respect their heritage, their mother language (Creole), and their unique psychological circumstances following the devastating January 2010 earthquake.

Materials will be durable, of good literary/artistic quality, and accessible to the users. Materials will rotate among 500 classrooms, so there will be a high number of multiples within the 5,000 unit collection developed by the University of Tennessee.

Materials will focus on early literacy/reading skills development. To meet this goal there will be an emphasis among the materials towards those that favor image over text, poetry and rhyme appropriate to the age group, beginning readers, concept books, and short chapter books .**