Issue No. 1: Topic= : Bridging

date: Mon, 27 Oct 2003 13:27:19 -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. 2 content-type: multipart/related; boundary="----=_NextPart_000_003B_01C39C8E.0BA3F750"; type="text/html" mime-version: 1.0 This is a multi-part message in MIME format. ------=_NextPart_000_003B_01C39C8E.0BA3F750 content-type: text/html; charset="Windows-1252" content-transfer-encoding: quoted-printable content-location: http://www.frameworksinstitute.org/products/issue1bridging.shtml Issue No. 1: Topic= : Bridging

Issue No. 1
To= pic:=20 Bridging

"If they can get you asking the wrong questions, they don't have = to=20 worry about the answers."
Tom Pynchon, Gravity's Rainbow

This Kids Count E-Zine takes up a popular public relations techni= que,=20 bridging, and re-examines it in the light of what we know about fram= ing,=20 to create a more informed practice for use by children's advocates w= ith=20 media.

Bridging, or answering a question by not answering the question, = is a=20 way to segue from a reporter's stated question to the information an= =20 interviewee wishes to impart to an audience. Implied in that definit= ion is=20 the fact that reporters often ask questions that advocates do not=20 necessarily wish to "honor" with an answer. The bridge is the way th= e=20 advocate gets from one side of an argument to another. Here is a cla= ssic=20 example of bridging:

Reporter: "Isn't it true that safety is the first thing a mom = looks=20 for in a daycare setting?" Spokesperson: "While safety is important,= it=20 needs to be balanced with other considerations, like the quality of = the=20 environment and the qualifications of the staff. Let me tell you wha= t=20 happens in the mind of a child at the age of 3...."

According to standard public relations practice, this is an effec= tive=20 bridge. The spokesperson took the reporter from a naive question to = an=20 informed response. But, drawing on what we now know about how people= =20 process information, this bridging technique is NOT effective.=20

The problem with bridging, as it is often practiced, is that it a= ccepts=20 the frame of the question - a safety frame, in this example - and of= ten=20 repeats it, before reframing.

What does this mean? The question itself prompts a certain idea o= r=20 cluster of connections in the mind of the viewer/listener. If the=20 spokesperson repeats the frame as part of the bridging technique, we= 're 0=20 for 2 before we've even started. If you've just told the viewer/list= ener=20 twice that "this is about safety," it's an uphill battle to get them= to=20 realize that "it's not really about safety at all, it's about educat= ion."=20 Far from contradicting or dismissing the reporter's frame, we've acc= epted=20 it and confirmed it, adding to the audience's initial orientation to= the=20 subject. An efficient thinker will simply use those cues to erect th= e=20 frame of interpretation that corresponds, and dismiss most of what c= omes=20 afterward. There are ways around this problem.

Going back to our original example of the daycare question, the=20 enlighted bridger should have answered:

"There are several considerations for parents seeking early=20 childhood education...."

The answer does not repeat the negative frame, seems responsive t= o the=20 question, and allows the spokesperson to go where they want to go. H= ere=20 are some simple techniques for effective bridging.

RULE #1: NEVER REPEAT A NEGATIVE FRAME.
Too often the=20 reporter tosses you a question that repeats a stereotype, is=20 sensationalist or uninformed. Use an innocuous phrase or throw away = line=20 to bridge away from the negative frame...That's a great question (pa= use).=20 You've hit an important point. Here's what I think about early child= hood=20 education...

As reporters told FrameWorks representatives, don't expect us to = do=20 your reframing for you. It's day care as far as we're concerned. If = you=20 want to call it something else, it will have to come out of the mout= hs of=20 advocates.

Alternatively, restate the question to set up a different fram= e.=20 The question you raise is really about how we do a better job in=20 supporting very young children and their working parents. And the an= swer=20 is that we have to...

Another way to steer the interview with a bridge is to dismiss= the=20 old frame and immediately substantiate a new one. That way you s= ignal=20 to the reporter that you are giving them something new, a fresh angl= e on=20 an old story, something that will make them look good with their edi= tors=20 or producers.

Reporter: "How many children in this state are at risk for poo= r=20 daycare?"

Spokesperson: "Safety has gotten a lot of attention, but the b= iggest=20 threat to our children hasn't received the attention it deserves. (P= AUSE)=20 The big story about early childhood development is that our schools= =20 haven't caught up with our science. We now know that there's a lot o= f=20 learning going on very early in children. Not just information, but= =20 prosocial and antisocial behavior, interpersonal and moral developme= nt,=20 and a sense of responsibility for oneself and others. The early=20 foundations for all these important aspects of child development hap= pen=20 earlier than we even suspected a decade ago. Most parents and policy= makers=20 don't yet understand that everything starts in those early years." <= /I>

RULE #2: KNOW HOW YOUR INTERVIEW WILL BE USED.
Always k= now=20 the rules of the game you are playing. Is this a live or taped inter= view?=20 Is there ample time to edit or is it scheduled for tonight's evening= news?=20 If it's taped and you will be edited, you can reasonably assume that= , if=20 you give a great soundbite, the anchor will re-rerecord or edit arou= nd=20 you. So, PAUSE between your bridge and your declarative statement, s= o they=20 can salvage the latter without catching several syllables.

The way it happened (live):
Reporter: "What's all the fuss = about=20 zero to three year old kids. You and I played with dirt and spoons, = and we=20 grew up OK. Isn't this just a big over-reaction by yuppie parents wh= o are=20 hurrying their children into overachievement?"

Spokesperson: "It's interesting you ask that............I beli= eve=20 we've always needed better early childhood education. But now we nee= d it=20 more than ever. Our economy has changed. It absolutely requires bett= er=20 educated workers. And because our economy makes it harder for one pa= rent=20 to stay at home with a child, we need to make sure that a child's=20 intellectual, emotional and moral learning all begin early on if we = are to=20 prepare them for the future."

The way it was produced (canned):
Evening News: "Sally Jane= s, the=20 head of Kids Count, Turtle Island, says the economy is driving paren= ts and=20 our society toward better day care."

"I believe we've always needed better early childhood educatio= n. But=20 now we need it more than ever. Our economy has changed. It absolutel= y=20 requires better educated workers. And, because our economy makes it = harder=20 for one parent to stay at home with a child, we need to make sure th= at a=20 child's intellectual, emotional and moral learning all begin early o= n if=20 we are to prepare them for the future."

Note that, had the spokesperson not rambled that last sentence ou= t=20 conditional clause first, s/he would likely have had the more societ= al=20 part of the message cut. It might have ended up: "Our economy makes = it=20 harder for one parent to stay at home with a child." End of quote. S= o=20 sometimes you don't want to pause but rather to weave a clause=20 inextricably into your answer.

Thinking carefully about what you want to pack into your soundbit= e is a=20 very important bit of preparation. But whether you are talking to pr= int or=20 broadcast reporters, some of the rules are the same:

RULE #3: FRAME THE DATA, OR DON'T FIGHT NARRATIVE WITH=20 NUMBERS.
Too often, advocates succumb to what linguist Debora= h=20 Tannen calls "the argument culture" - they try to fight fire with fi= re. So=20 when a reporter asserts a perspective, the spokesperson resorts to=20 "disproving" it with data. A quick rule of thumb in framing: the nar= rative=20 is more powerful than the numbers, the meaning more memorable than t= he=20 mean.

In focus groups conducted over two years on children's issues in = which=20 Kids Count-like data was presented to participants, we have only rar= ely=20 heard an issue discussed by real people with reference to the number= s. The=20 fact is that many Americans find it hard to digest data and interpre= t it;=20 mathematical literacy is a major hurdle. But, that aside, the psyche= is=20 often resistant to data that erode a comfortable view of the world. = Quite=20 often, the numbers are reinterpreted to substantiate an entirely dif= ferent=20 conclusion. From the social science roots of framing research we lea= rn=20 this maxim: If the facts don't fit the frame, the facts get rejected= not=20 the frame.

Yet, the facts are what produced the media opportunity in the fir= st=20 place. The release of new data is a reliable news hook. So the job o= f the=20 good spokesperson is to bridge from the trend to the interpretation.= Don't=20 rebut, trump!

Even mathematicians recognize this. John Allen Paulos writes,=20 "People...consider numbers as coming from a different realm than=20 narratives and not as distillations, complements or summaries of the= m"=20 (Once Upon A Number, Basic Books, 1998). You haven't done you= r job=20 until you tell what the number means.=20

"The process of converting data into easily understandable inform= ation=20 that communicates its relevance to an issue has been termed 'social= =20 math'," writes the Advocacy Institute (Blowing Away the Smoke: A = Series=20 of Advanced Media Advocacy Advisories for Tobacco Control Advocates<= /I>,=20 1998). In a future Kids Count E-Zine, we'll explore this issue in de= pth.=20 But as it relates to bridging, the trick is to have an interpretatio= n, a=20 "story" ready to translate the number thrown at you into a more powe= rful=20 meaning. This does not mean you should drop all numbers, but rather = that=20 you should use them sparingly and always link them to meaning.

Reporter: "Isn't it true that 4 out of 5 kids under the age of= three=20 are cared for at home and end up doing OK in school? What's the=20 problem?"

Spokesperson: "Our preschoolers are watching 15 billion hours = of=20 television every year. Only half of infants and toddlers get read to= . What=20 those numbers add up to is an enormous brain drain, since what we no= w know=20 is that what is learned early is learned forever. If we nurture our = kids=20 on junk food or starve them for stories and stimulation, we aren't g= oing=20 to meet our economy's challenges tomorrow. Children are the future, = and=20 the future is being decided now in the inadequate child care centers= we've=20 put in place or refused to fund."

RULE #4: USE METAPHORS TO BRIDGE.
As cognitive linguis= t=20 George Lakoff has demonstrated in his research (see Moral Politic= s,=20 University of Chicago Press, 1996), "People reason metaphorically." = That=20 is to say that people make connections between one set of things and= =20 another. They use what is familiar (my family, my neighbors) to allo= w them=20 to understand what is foreign or complex (my nation, other nations).= =20 Moreover, these metaphorical patterns are not "merely" colorful=20 expressions; they are embedded in people's conceptual systems and th= ey are=20 largely uniform across a population. They comprise a shared culture.= And=20 they direct action; all the parts of the metaphor come with the anal= ogy:=20 for example, if foreign countries are neighbors, they don't want us = to=20 meddle, we should only show up when they need us and then leave. The= good=20 news is that we often hold several conflicting views or potential wa= ys of=20 seeing an issue, depending upon the prism or "frame" through which w= e view=20 it. So, if foreign countries are partners in a world community, then= we=20 have common interests and need to collaborate regularly. The challen= ge for=20 the spokesperson is to bridge from a negative frame to one that sets= up=20 the kind of reasoning that favors positive social policies.

As George Lakoff and Joseph Grady have demonstrated, "If children= are=20 viewed as precious objects of a fixed nature, then simply storing th= em=20 safely is a reasonable goal for a day care center. On the other hand= , if=20 children are seen as being malleable objects - as having their minds= =20 crucially shaped in a permanent way by their earliest experiences - = then=20 the requirements for day care are much more than mere storage" (see = Bales,=20 ed., Effective Language for Discussing Early Childhood Education and= =20 Policy, Benton Foundation with the Human Services Policy Center,=20 University of Washington, fall 1998).

Applied to bridging, this means the effective spokesperson always= is=20 ready with a powerful metaphor that can redirect reasoning.

Reporter: "Isn't this emphasis on education for two- and three= -year=20 olds misplaced? Are we going to put up flash cards in their cribs? H= ow can=20 an infant benefit from Beethoven?"

Spokesperson: "There's an old saying that many parents know, '= As the=20 twig is bent, so grows the tree.' We've always known instinctively t= hat=20 the early years were important - that's why we teach kids nursery rh= ymes.=20 We just didn't know exactly how they helped shape our children's min= ds.=20 Now we know that the whole foundation for learning is set in those e= arly=20 years. They learn right from wrong very early, they learn the social= =20 relationships that will determine how they get along as citizens and= as=20 workers. The moral and social foundations of the child are the moral= and=20 social foundations of the society as a whole."

Notice how the spokesperson did not waste time addressing the red= =20 herrings directly. S/he offered substitute metaphors that redirected= =20 attention to familiar, positive images: a cultivation metaphor, a br= ain=20 science frame, a cornerstone of society model, and an investment in = the=20 future message.=20

RULE #5: CONTEXTUALIZE
If they give you a portrait, bri= dge to=20 a landscape. If they give you an episode, bridge to the theme of the= whole=20 series.

Framing research shows that a human interest story alone, especia= lly=20 the more vivid and detailed it is, will not lead people to conclude = that a=20 policy solution is required for an entire population. More than like= ly,=20 the case study or example will be interpreted as tragic or regrettab= le and=20 worthy of pity or charity but without extension; and often, the case= is=20 simply an exception, or the exception that proves the rule (the good= =20 parent who finds safe, affordable daycare and thereby demonstrates t= hat=20 more parents could do so if they tried harder). So the effective bri= dger=20 connects the isolate case to trend data, to social situations that c= aused=20 the problem, and to the policy solutions that are required.

Reporter: "Last week this station ran a horrific story about a= =20 toddler trapped in a closet for more than three hours while no one a= t this=20 daycare center noticed. How can parents tell if a daycare center is = safe=20 for their child?"

Spokesperson: "Until we fix the early education system by maki= ng=20 sure that all environments for children are stimulating, well superv= ised,=20 with skilled trained professionals, there will be a lot more horror= =20 stories. And a lot more stories that never get told of children who = are=20 not challenged, and who are not learning to learn. Both are tragedie= s, and=20 wasteful of our most precious resources, our future. A good daycare = center=20 is one where the teachers have been well trained in early child=20 development, where the ratio of educators to children is no more tha= n X to=20 Y, where the environment is both safe and nurturing, where moms and = dads=20 are welcome, and families can afford to bring their children."

Bridging is an art, but one that needs to be informed with the so= cial=20 science of framing. To do it well: practice, practice, practice.

For further reading on bridging:
Wallack, Lawrence, Kat= ie=20 Woodruff, Lori Dorfman and Irene Diaz, Using Pivot Phrases in= News=20 for A Change: An Advocate's Guide to Working With the Media, Thousan= d=20 Oaks, CA: Sage Publications, 1999.

For further communications research on early childhood=20 education:

Bales, Susan Nall, Communicating Early Childhood Education: Us= ing=20 Strategic Frame Analysis to Shape the Dialogue in Bulletin of Ze= ro to=20 Three, National Center for Infants, Toddlers, and Families, June/Jul= y=20 1999, Volume 19, No. 6, available online from http://www.zerotothree.org/.

Bales, Susan Nall, ed. Effective Language for Discussing Early=20 Childhood Education and Policy, Benton Foundation with the Human Ser= vices=20 Policy Center, University of Washington, Fall 1998, downloadable onl= ine=20 from www.benton.org/Librar= y.

Bales, Susan Nall, ed. Effective Language for Communicating Child= ren's=20 Issues, Coalition for America's Children with the Benton Foundation,= May=20 1999, downloadable soon online at http://www.usakids.org/.

Klein, Ethel. Funding Early Care and Education: An Assessment of = Public=20 Support, Ewing Marion Kauffman Foundation, March 1999.

COPYRIGHT =A9 2003 - THE FRAMEWORKS INSTITUTE

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