Communication has become a topic for study and reflection today which has aroused deep and considerable interest, not just because technology has enabled communication in ways that were unthinkable some decades ago, but also because we have become increasingly aware that its quality is at risk. Just as we begin to understand the importance of the air we breathe when it becomes no longer breathable and we need to intervene and do something about it, so it is for communication. Scientists and technicians, philosophers, psychologists, sociologists, educators have become deeply interested in it: thus our understanding of what communication is has grown. We have understood at least the following “truths”:

a. Human communication cannot be reduced to the flow of information beginning from a transmitter and ending up at a receiver; we have gone well beyond the linear model. A scheme of this kind might work for machines but not for people. Authentic communication demands mutual attention and dialogue; it comes about when there is cooperation amongst people to define content which is really shared, hence a circular, dialogue model.

b. When we communicate, we do not just develop messages but manage relationships. We work on two planes contemporaneously, content (ideas, statements…) and relationships (we define the type and quality of the relationship which binds us to our interlocutor). It is very important to be aware of this because often it is not the ideas but our belief that our interlocutor is not interested in us or our ideas, which blocks communication.

c. Communication cannot be identified with any specific activity. Certainly, I seek to communicate through the words I use with my interlocutor, but the message cannot be reduced to these words. Beyond words, and sometimes despite them, we communicate through gesture, facial expression, visual contact, our mode of dress, body language, our very presence in a determined setting. Communication, then, is a dimension of all my actions. In this sense we can say that everything is communication.

d. The quality of our communication is not guaranteed solely by our respect for the syntax of the language we are using. There is a context, and range of values which move us in a coherent direction. In the past we might have used the image of inter-connected beakers or glasses: by pouring water into one beaker, I raise the level of communication between all of them in the sense that the liquid I pour in distributes itself through all the beakers and the level grows in a uniform way across all of them. It is not enough to work on just one aspect of my communication; everything has to be improved.

Today, however, we can use a more effective metaphor: we can speak of an “ecosystem”. The quality of communication in a determined context is guaranteed by a plurality of interacting factors. It follows that everyone, and also every organism, communicates in a truly effective way if there is consistency between the intentional message and the messages actually sent via what is done and what in fact is.

Once we understand communication this way it becomes even more interesting to refer to Jesus,¹ not just to find out what he said directly and explicitly about the issue, but more as a reflection on his “communicative” way of being and acting with people, the disciples, children, sinners, authorities, his Father. The fact that he was both Man and God becomes important (the principle of Incarnation). Let us read what Communio et Progressio has to say in no. 11:

While He was on earth Christ revealed Himself as the Perfect Communicator. Through His “incarnation”, He utterly identified Himself with those who were to receive His communication and He gave His message not only in words but in the whole manner of His life. He spoke from within, that is to say, from out of the press of His people. He preached the Divine message without fear or compromise. He adjusted to His people’s way of talking and to their patterns of thought. And He spoke out of the predicament of their time.

It is also productive to make reference to Don Bosco, not just to assess his activity as writer, publisher, distributor… and reflect on his impassioned recommendation that his sons continue his intense activity in the field which later came to be called “social communication”. This is but one aspect of the teachings Don Bosco left us in the communications area.

There is much more yet to be discovered and applied to our current experience. Don Bosco is great for the communicative quality he infused into his presence amongst the young, for inventing an educational praxis of exceptional value the “preventive system”, as he called it), for setting up the oratory, and for his use of any resource at his disposal for the good of the young.

Here it is worth listening to one specialist in communication studies, Umberto Eco. He attributesDon Bosco with having brought about a “great revolution” in the communications field, and for having proposed, then realised through the oratory structure, the utopia of “a new way of being together”, one that can be offered as an effective strategy in a society of mass communications no longer characterised by certain ’dinosaurs’ (radio, television, newspapers, cinema), but broken up into a series of compartments (“blue-jeans, drugs, sale of used-guitars, mobs and groups are also part of mass communications”). In this context “the need is not to produce more dinosaurs, but be aware of the many channels and build up new ways of using, changing, alternating them, bringing them together”.

Don Bosco invented [this revolution], then exported it through a network of parishes and Catholic Action, but the core is there where this clever reformer saw that industrial society needed new ways of coming together, first for young people then for adults, and so he invented the Salesian oratory: a perfect machine where every communication channel, from games to music, theatre to press, is managed in its own way in its simplest fundamentals then re-used and discussed when communication results. We recall that by the 1950’s a network of twelve thousand small parish halls had succeeded in influencing film producers”.

The cleverness of the oratory is that it lays down a moral and religious code for those who attend, but also accepts those who don’t follow it! In this sense Don Bosco’s project influenced all of Italian society in the industrial era”. And so that “Don Bosco’s project” may continue to be effective, Eco goes on, we need “someone or some group with the same sociological imagination, the same alertness to our times, the same organised inventiveness. Outside this framework no ideological force can draw up a global policy of mass communication, and will be limited to dealing with (uselessly for the most part and often in a damaging way) those who run the big dinosaurs, where there is less value than we are led to believe”.²

We could hardly leave such a utopian description of Don Bosco’s “great revolution” without a reference to someone whom we know to be Don Bosco’s inspiration at a profound level: St Francis of Sales. While we might think of the saintly Bishop of Geneva as a communicator par excellence in almost every respect (he was a creative journalist, amongst many other aspects of the communicator’s ’trade’), we only need look at the incipient oratory at Valdocco to realise what it was about Francis that had so deeply inspired Don Bosco. We can let the Salesian historian Fr Peter Stella tell us about it: Right from the outset, Don Bosco’s rooms and the chapel were at the heart and centre of the oratory at Valdocco; both can be considered places holding a range of messages which Don Bosco addressed to his interlocutors.

Young people and adults who entered his room saw a plaque on the wall which read: Da mihi animnas, coetera tolle, which as well as being a motto was also a brief prayer addressed to God. It is significant that the chapel, later replaced by a more spacious church, was dedicated to St Francis of Sales to indicate, according to Don Bosco’s own explicit claim, his educational style: no severe arrangements, but the kindliness of the educator; cheerfulness displaying the intimate correspondence with divine grace which young people needed to achieve and express…³

Don Bosco, we could be fairly certain, did not look to Francis of Sales to inspire him in some particular aspect of communication activity, but what characterises both ’Francis and John’, in reality, is the creative, optimistic, gentle but insistent way they overcame all obstacles to spread the Gospel of salvation. They were, at different times and in different places (though not too different, geographically and culturally speaking; after all, they shared the beauty of the Alps and lakes and ’Piedmont’ plains), true communicators of God’s love, and constructors of His Kingdom.

1.

This material brings together the key elements of a framework for communication, and guidelines and policies for SSCS in action, such as they appear in the documents of the Salesian Congregation after GC20 (1971-2) and over recent years. As such, it is a working tool for those who have particular responsibilities for fostering communications at global, regional and local levels. It should be read in conjunction with the “Guidelines for the Formation of Salesians in Social Communication”, addressed specifically to Salesians.

2.

The material comes in three parts:

a. SSCS

b. Guidelines for the Formation of Salesians in Social Communication

c. Appendices

A fourth part, the handbook, which bears the title Salesian, Communicator, is currently under revision and thus not included in this collection.

The first section, SSCS, contains: a preface; statements about key concepts; a glossary; vision and mission; strategic objectives; policies; organisation, roles, functions; appendices.

3.

Don Bosco had a broad understanding of communication. The letter he wrote on the dissemination of good books is like a magna carta expressing his apostolic heart, faith and entrepreneurial vision.

4.

Communication was a priority mission area for him: “This dissemination of good books is one of the principle ends of our Congregation… I beg and plead with you, then, not to neglect this most important part of our mission”.⁴ It is also of interest that in his very first encounter with Pope Pius IX as written up by the cleric Rua who accompanied him, Don Bosco responded to the Pontiff’s question as to what he did in Turin, in these words: “Your Holiness, I am involved in educating youth and with the Catholic Readings” (BM Book 5)

5.

Besides the press and the “dissemination of good books,” Don Bosco used all available communication tools and languages for education available in his time: the theatre, academies, music …

6.

Don Bosco employed a range of communication strategies to reach young people, some of whom were uneducated and even illiterate. The use of narrative forms, illustration, his sacramental appreciation were all equally important for an effective communicator, with games, ’good nights’, a lively narration of dreams, stories, and through liturgy.

7.

Don Bosco had seen the power of information for the animation of his spiritual family, and for the mobilisation of society for his mission. The creation of the “Salesian Bulletin” addresses precisely such purposes as these. Today the possibilities for providing information and creating community are enormous, following in the footsteps of Don Bosco in this regard. They include ANS, provincial and digital newsletters, the various web sites, social networks and so on.

8.

His vision was aimed at the education and evangelisation of youth and popular environments. He thought, then, of communication as a real system involving everyone and everything: "Our publications tend to form an ordered system, which broadly encompasses all the classes that make up human society".⁵ In fact the word ’system’ is dear to Don Bosco, who used it especially to indicate the relationship between the elements that characterise his style of education: the preventive system.⁶

9.

Don Bosco’s vision was carried forward dynamically by his successors, as can be shown especially in the writings of all the Rectors Major, from General Chapters and other documentation in the Congregation.⁷

10.

It is true that it was often necessary to draw attention to our growth in commitment to this charismatic aspect, and move to a positive attitude and entrepreneurial position rather than a defensive one before the media. Fr Ricaldone said as much when he indicated: “We cannot be content with just the negative side; we have to shore up against evil in print by disseminating good books”.⁸

11.

In tune with the changing times, the development of new technologies and their impact on society and culture, especially after the Special General Chapter (1971-2), a broader and more complete view of the communications area and its manifold meanings has matured, as well as a common and coordinated development and organisation. In fact, the Chapter had cited the report by Fr Ricceri which recognised that "a systematic, coordinated approach appropriate to the importance and relevance of the instruments of social communication, has not been fostered".⁹

12.

General Chapters and documents which followed them further reveal the consolidation of convictions and the new more systemic activity of the Salesians in the communications field, where we note:

• an awareness of the importance of communication as "mass education, producer of culture, an alternative school";¹⁰
• the priority of this area for education and evangelisation;¹¹
• a broader view of communication as a human dimension that has communion and the advancement of human society as its primary purpose;¹²
• the "exploitation of all forms and expressions of communication: interpersonal communication, group production of messages, and critical use of the educational resources of communication";¹³
• the value of communication as a new meeting place for young people;¹⁴
• the formalisation of services, leadership and coordination of policies, structures: the General Councillor for Social Communication¹⁵ and the Provincial Delegate;¹⁶ the role of the Provincial and his Council;¹⁷ The involvement of every confrere;¹⁸ information channels and production centres;¹⁹ The duties of Provincial Conferences;²⁰
• the qualification and training of personnel.²¹

 

13.

The period from 1990 onwards has been dominated by new and prodigious development especially in the digital media world. It was marked out as a ’new frontier’ in 2008 by GC26, where "we also feel questioned by new technologies and the educational challenges they pose".²² The Chapter recognised that there are "many virtual worlds inhabited by young people … and that we are not always able to share with them and animate them through lack of formation, time and sensitivity" (no. 102) and has proposed, inter alia, "responsible use, and more effective educational animation and evangelisation" (no. 104) and that the communities "use communications technologies to provide greater visibility for their presence and to spread the charism" (n. 110)

14.

The SSCS aims to foster a Salesian communicative environment which is a communion of individuals, works, projects and activities. It aims to set in place the development and application of communication resources for the education and evangelisation of young people, especially those who are poor, and of society. It does not do this alone, but works with other sectors responsible for the Salesian mission.

4.4.1 Beliefs and values

15.

Beliefs and values are the ideas that identify, define and guide the activities of the Salesian Congregation in the communication field.

16.

The term communication refers to people involved in interpersonal and group relationships, but also to a cultural and social environment that involves everyone in a network, with considerable mediation of tools and technologies. Intrinsic to the sense of the word communication are values like reciprocity, participation, giving and taking. This is why we can say that everyone involved in the communication process is a subject of ’social’ communication.

17.

The human person is a being in communication, dialogue, a being for others, a condition and possibility for each and every act of communication. We are all communicators although we are not all professional communicators.

18.

True and effective human communication is a process of human relationships which, in addition to passing on clear messages, is able to generate:

• understanding;
• communion;
• solidarity
• participation;
• respect;
• mutual enrichment;
• improvement of human relations;
• living together in fellowship.

19.

The most important content of communication is the gift that God makes of himself to humanity in the Risen Jesus. The most important conviction Salesians have concerning this is that they bear witness to the love of God revealed in Christ and communicate this through the various signs, symbols and languages of communication.

20.

Evangelisation, catechesis and education do not operate without an adequate human and communication process.

21.

The media are a gift from God and are of fundamental importance for education and evangelisation in our times.

22.

Communication is a broad field of meaningful action that falls within the apostolic priorities of the Salesian mission.

23.

The Salesian charism has innovative potential in the communications area.

24.

Don Bosco’s preventive system sums up the Salesian style of communication.

25.

This is why the Salesian Congregation’s communication policy is based on criteria that are the hallmark of well-differentiated Salesian activity. These criteria indicate the major decisions and their manner of implementation in this area:

4.4.2 Important criteria for Salesian communication

Incarnation:

26.

The youthful and popular charism of Salesian life guides the communications efforts of both community and individuals. This results in communication that seeks to establish a positive relationship of openness and solidarity with young people and with people generally, and in this way our communication also presents works and activities in various contexts around the Salesian world. As well as real life situations, we need to offer an updated interpretation of world events and situations from the inculturated viewpoint of evangelisation and education.

Vocational testimony:

27.

The SSCS needs to develop efforts to ensure that the institution’s image for young people is testimony to Christian engagement in social transformation. We are aware that "the first educational service that young people expect from us is the testimony of a fraternal life that becomes a response to their deep need for communication, the proposal of humanisation, prophecy of the Kingdom, invitation to accept the gift of God" (GC25, 7). To widen the circle of friends and those who are jointly responsible for youthful and popular activity, we are committed to stirring up interest in the situation of young people and their needs, in Don Bosco’s mission, his work for human development and evangelisation, activities to liberate young people and people generally from immediate difficulties, in view of their growth as human beings. We think of ’selling’ as awakening new Salesian vocations: building up a vast movement in the style of Don Bosco.

Evangelisation and Education:

28.

The Salesian charism is an educative charism. To evangelise by educating and to educate by evangelising sums up Salesian activity in the communications area. For us spiritual sons of Don Bosco and St Francis of Sales, such activity is in perfect harmony with the choices made by our founder and patron. Salesian communication, therefore, has this educational side to it, and expresses it as a commitment to the cause of culture and education, as a safeguarding of Salesian cultural tradition, a response to the question of communication and the skills of educators and young people in this area, and as communication content and form. We believe that our commitment to education is "our most important contribution to changing the world for the coming of the Kingdom" (GC24, 99).

Preventive System:

29.

"The original contribution that we can offer to the cause of education is called the preventive system" (GC24, 99), which is at the core of the communicative environment. "In Don Bosco’s way of thinking and in Salesian tradition, the preventive system continues to be identified with the Salesian spirit: it is teaching, pastoral care, spirituality, combined into one dynamic experience bringing together teachers (as individuals and communities) and students, content and methods, attitudes and clearly identifiable behaviours" (GC21, 96). Salesian communication is characterised by the preventive system … it spreads the values of the Salesian spirit as apostolic impulse, a sense of God and the Church, predilection for the young, family spirit, optimism and joy, a practical sense of things, creativity and flexibility, work and temperance, and the practice of the preventive system - a form of ’assistance’ made up of reason, religion, kindness. These features together portray the ideal and enviable profile of the Salesian educator.

Ethics and Professionalism:

30.

As with all human activities, Salesian activity in the communication dimension implies ethical and professional criteria guided, in this case, by the educational and evangelical nature of this activity. Ethics expresses the professional honesty of the communicator in a state of permanent search for truth, in an attitude of institutional consistency, neither triumphalist nor self-referential, with a democratic attitude of deep respect for facts and the recipients whom he or she serves without deception, cheating or manipulation; with respect for copyright, image, privacy, law. Professionalism involves a rigorous way of doing things, appropriate to the nature of the reality we are dealing with. For communication this means: systematic, critical and continuous assessment of data; identification of recipients to differentiate interaction and information; quality of form and content, adapted to the recipient according to his or her its capabilities, and to the type of media with its demands.

Interdisciplinarity:

31.

To be effective in mission, we look to Don Bosco who encouraged numerous initiatives and forms of communication with various media such as theatre, music, art, literature … trying every means possible to communicate without ever losing the communal feel of our mission to education. Interdisciplinary communication is a requirement of the Salesian charism: a tool for communion in the global expression of the Salesian mission; a response to the needs of a rounded education which implies sharing of knowledge and diversity of languages; an expression of leadership and the involvement characteristic of the Salesian educational process.

Human rights:

32.

One of these rights (a third generation right) is the right to communicate. This right is very appropriate for the poor and is therefore a right to be advanced and supported by the Salesian Family, which can become the voice for the voiceless, helping those who cannot make themselves heard.

System:

33.

To work systematically means working with a shared vision, in alignment with the Church and the Congregation, with integrated policies and projects at various levels, sectors well-articulated; it means certain work approaches, involving people, networking among ourselves and with other institutions in society who share the same mission. Openness to teamwork and partnership is a guideline for life inherent to our project and organisation as a Congregation, a Family and a Salesian Movement. Today we have no hesitation in describing this as an ecosystem.

Networking:

34.

Networking amongst individuals and groups calls for qualities of authenticity and genuineness, and the capacity to build trust and sustain relationships. It also means acknowledging that people look for guidance or consider ’witness’ when they make decisions, and that this dynamic actually comes into play in networking amongst human beings.

35.

The priority target of action for the Salesian Congregation in the Social Communications Sector, as also for every Salesian, is young people, especially the poorest amongst them. Popular environments and the missions are another priority target. Given that all these are beneficiaries of the mission, all communication is geared to meet their needs for education and evangelisation. Having said that, both in Don Bosco’s approach and in our contemporary understanding of ’ecosystem’ as applied to the field individuals and groups are not only beneficiaries but also key players in their own right.

5.1.1 Young people need:

36.

• to be creative, play an active part in their own growth, in society, and with us in our mission;
• to understand, be familiar with and use resources and processes of communication for their education, and their relationship with God, people, nature, and society;
• to be critically aware of how to interact with the media and live in the interconnected world which they are part of;
• information that will assist their growth in society, their life project, and their relationship to the world;
• information on the Congregation, the Church, Religious Life.
• to be formed for the digital generation that they are, and also to responsible use of various types of media (mass, folk, personal, convergent etc.) for competent, active engagement as creators in opportunities offered by social media (social networks, web sites), as well as by youthful and popular forms of expression.

5.1.2 Popular environments and missions need:

37.

• communication resources appropriate for the work of formation and the socio-political, cultural and religious development of ordinary people;
• data sources and research on youth;
• to network to exchange and consolidate projects;
• to foster human rights, including the right to communicate.
• critical awareness of how to interact with the media and live in the interconnected world which they are part of.

38.

Other beneficiaries/key players are the Salesians, lay people who share responsibility with us, the Salesian Family, supporters of Don Bosco, society (media, government, civil, non-government and church organisations, other specific sectors). Activity in the communication dimension responds to their needs, ensuring that these services benefit their priority targets.

5.1.3 Salesians need:

39.

• a clear awareness that they are to "discover the presence of God [in the young] and invite them to be open to his mystery of love" (GC26 2)
• to know the language of young people;
• to know appropriate forms of non-linear logic, non-linear ways of representing the truth (the language of images, multimedia design, narrative presentation…);
• to be ready for a positive attitude towards and critical reception and mastery of the use of tools and their languages;
• to be prepared as cultural animators;
• ongoing formation for working professionally in communication;
• materials to help carry out the educational and pastoral mission;
• information on the life of the Congregation, the Salesian Family, youth and education;
• mental preparation for growth of and in a sense of community and belonging (corporate synergy);
• expertise in integrating the message of education and evangelisation in today’s media culture;
• to disseminate Salesian principles and values;
• a willingness to use the tools in the right way in the context of the mission and in accordance with religious directives.
• to be prepared for networking.

5.1.4 The Congregation needs:

40.

• Salesians who are formed to be evangelisers, educators and communicators;
• a professional, stable and flexible communication system (integrated strategic plan, network, structures and appropriate tools, communication with society, ecosystem, communications);
• qualified personnel;
• information on and mental preparation for animation projects;
• a mindset which sees the importance of sharing responsibility with lay people in this field (cf. GC24);
• formation and production centres (facilities and resources - businesses);
• formation and consolidation, in terms of society, of the Congregation’s image as an educational and evangelising institution working in the service of poor youth and popular environments;
• movement of information between the General Administration and the Provinces.

5.1.5 Lay people who share responsibility with us need:

41.

• to see themselves as true partners with us in the Salesian mission;
• to understand the language of young people;
• to know the Salesian system;
• to be formed as cultural animators and leaders;
• to be formed in the use of communication resources in education;
• to be prepared for networking;
• documentation and training materials for education and pastoral work;
• innovative communications resources.

5.1.6 The Salesian Family needs:

42.

• documentation and training materials for education and pastoral work;
• communication resources for the mission;
• to network amongst the Salesian Family and with other Church and civic bodies.
• to preserve its heritage;
• access to sources of the history of the Salesian Family;
• updated information on events in the Salesian world;

5.1.7 The Church and society need:

43.

• information which keeps the world of communications alert, and also keeps alive the formation of critical awareness;
• correct information and good news about youth, education, the Church, religion, society …;
• the diffusion of values for a culture of justice, peace, solidarity and communion;
• new spiritual offerings presented through new media;
• an appeal to people of good will to help us promote our mission to youth.

The desired results are:

44.

that young people, especially those who are poor, may understand, master and make critical use of processes, language and communication resources in their relationship with God, people, nature, society, and be informed of developments in evangelisation, the Church, Religious Life, the Congregation, the Province.

45.

that popular environments and missions be served by adequate communication resources for the work of formation and for socio-political, cultural, religious development, and by information and research on youth.

46.

that Salesians be readied for the role of cultural animator and be able to understand and master the new languages of communication, with the support of communication resources for their educational mission, and that they may receive information on the life of the Congregation, the Salesian Family, youth and education, and be resolved to disseminate Salesian beliefs and values.

47.

that the Congregation, with its ecosystem of professional communication be at the service of communion and mission with motivated, stable, and qualified people who have vision and a shared approach; formation and production centres, appropriate tools for information, and an established image as an evangelising and educating institution working in the service of poor youth and the working class, networking with other institutions and groups with similar concerns for young people.

48.

that lay people who share responsibility with Salesians may understand the language of youth, know the preventive system, be formed as cultural animators, and be supported with communication resources for their educational and pastoral work, and be informed about the reality of young people and education.

49.

that the Salesian Family be informed about Salesian history and events and this heritage be preserved; and that its members be supported by communication resources for their educational and pastoral activity.

50.

that Church and society be served by information which keeps the communications world alert (including correct information on youth and education, the Church and religion), and by formation to critical awareness and a culture of peace.

51.

In order to foster the Salesian Social Communication System or ecosystem, certain parties with particular qualities need to be considered:

EDUCATORS interested first and foremost in interpersonal communication between old and young, lay and religious. In the spirit of the preventive system, everyone is committed to developing communication skills, confident and friendly co-existence, relations and cooperation of all kinds.

SALESIAN COMMUNITIES and EDUCATIVE COMMUNITIES, despite the diversity of roles and responsibilities, are together responsible for the development of communication.

PROFESSIONALS with specific roles and responsibilities of communication defined by the organisation, both inside and outside the community.

MANAGERS AND LEADERS at their respective levels and with their respective responsibilities: At the general level of the Congregation, the RECTOR MAJOR AND HIS COUNCIL, THE GENERAL COUNCILLOR FOR SOCIAL COMMUNICATION and the DEPARTMENT TEAM;

At the national and/or regional level, the REGIONAL or NATIONAL DELEGATE or COORDINATOR;

At provincial level the PROVINCIAL WITH HIS COUNCIL, the DELEGATE and SC COMMISSION/TEAM;

Locally, the RECTOR AND HIS COUNCIL and the local SC COORDINATOR AND TEAM.

Given that we consider the system to be a true communications ecosystem, and given that enterprises such as radio, television and the humble website are open to the world by nature, we include society as a whole in this list, but more especially society as represented by the outreach (which may be virtual in addition to physical or geographical) of the local Salesian community and its work.

5.4.1 Animation

52.

Animation is a fundamental Salesian way of thinking and acting which, among other things, sees application of the measures provided for in the "Guidelines for the Formation of the Salesians in Social Communication," and for the management of communication in educational processes and in internal and external relationships.

5.4.2 Formation

53.

Formation enables peoples’ communication skills and the management of communication in educational processes and in internal and external relations of the Congregation.

5.4.3 Information

54.

Salesian information fosters a sense of belonging and communion, education and evangelisation of youth, creating awareness among and mobilising people for Don Bosco’s mission; it also presents an adequate image of the Congregation.

5.4.4 Production

55.

Production aims to produce and support programs, resources, communications enterprises and works, web sites, which serve the educational and pastoral mission to the young. That said, we need to distinguish between the more general activity of production at many levels of communication, and the more particular demands of production at enterprise level.

56.

Communication is developed within the framework of the Salesian mission to youth, a dimension that runs across all educational and pastoral action, as an activity considered at the same level as other Salesian works, and as a field of activity of the mission; it is the management of processes and products that aim to create and enhance Salesian communication environments. Because of the centrality and uniqueness of the mission, Salesian communication also seeks to coordinate with, be in tune with all other sectors of the Salesian mission.

57.

SSCS activities are geared to generating results consistent with Salesian beliefs and values, as well as solidarity and peace in society at large, as a service to charismatic communion in the Congregation and amongst the Salesian Family.

58.

The Congregation’s activity in communication is entirely at the service of the Church’s mission, focused on the education and evangelisation of youth, especially those who are poor, and on the faith of people in popular settings. (cf C. 6)

59.

Advancing communication is everyone’s responsibility, under the leadership and coordination of the Councillor for Social Communication at world level, and Provincials and Delegates at province level. It implies systematic activity, with common and integrated policies and plans as part of the Animation Programme of the Rector Major and his Council and the Overall Province Plan (OPP).

60.

"Social Communication goes beyond the narrow confines of a province. It should therefore be thought of as a network. What can not be done with the efforts of a single Province can be realised with the involvement of several "(AGC 370.41).

61.

"There should be liaison and cooperation (regarding these services) between those in charge of them and the Councillor General for Social Communication" (R. 31). “Publishing houses in the same country or region should devise suitable methods of collaboration, so as to adopt a unified plan” (R. 33).

62.

Along these lines, where there are opportunities and where it is convenient countries, regions, can organise conferences, teams, facilities, or shared services, consultancy and liaison for communication to serve the provinces. These facilities and services are governed by specific statutes or conventions agreed between provinces, with the participation of the Regional Councillor after consultation with the General Councillor for Social Communication.

63.

Communication is advanced when the communicative competencies of individuals and the institution are improved. Competencies (a term much in use amongst educators today) can be objectively assessed. This assessment is guided by parameters or objective indicators to measure the index of achievement of desired outcomes and implementation according to the criteria listed. It all takes place through participation of the people involved, to evaluate the effectiveness of plans and processes begun, and to guide subsequent steps.

64.

The unique character and organic structure of the Salesian mission indicates the possibility and the need for interdepartmental teams (e.g. YM, SC, Missions), especially to contribute to shared activity

6.2.1 Animation

65.

Management of animation and communication in the Educational process takes into consideration:

• mass communication, convergent and personal media, especially in terms of social media as vehicles of information and development of - innovative models and new thinking; all this requires careful attention in education.
• the enhancement of communication in the educative community, respecting leadership and participation;
• the production of messages;
• education with media, seen as instruments for use in educational processes generally, media education, which refers to the critical understanding of media, not just as tools but as language and culture, and education for media aimed at training professionals;
• artistic expressions, cultural activities, music, sports and leisure in a typically Salesian style;
• care of the environment in its various aspects;
• openness to "forms of education and evangelisation which emphasise communication as a vital new area of aggregation of young people."

66.

Management of animation and communication in internal relationships takes into consideration:

• the ongoing effort to build a community of people with common vision and shared mission, Salesian spirit and planning, in a family atmosphere which involves everyone: Salesians and lay people (cf in particular GC24 in this regard), educators and their pupils;
• the visibility of the Salesian community as the animating nucleus of a welcoming presence;
• incentives for all activities that promote interchange, facilitate the exchange of experiences;
• an attitude which goes beyond sectoral activities and works, and functional areas (youth ministry, social communication, missions …) at local, provincial and global level;
• fostering unity in the growing diversity of ever-changing cultures and situations, with constant dialogue between the Centre and provinces, so that on the one hand there is understanding and acknowledgement of local situations and problems and, on the other, openness to the universality of the Congregation;
• proximity on the part of the General Administration to Conferences and Provincial groups, planning interventions in local network rather than from above, involving regional or provincial centres and delegates;

67.

Management of animation and communication in external relations takes into consideration:

• care of the Congregation’s public relations;
• care of the institutional and public image of the Congregation;
• assistance to the Rector Major and his Council in general, to provincials and their councils in their own area, in relationships with people, communities, institutions, media, public activities;
• promotion of knowledge of the Congregation by ecclesiastical and civil government, in order to assist the carrying out of the Salesian mission;
• working with the media for the education of youth and dissemination of good news;
• use of whatever opportunities are possible to enter the world of media, learn about media use and positively influence their content;
• liaison and involvement with Church and civic organisations that operate in and coordinate the communication field;
• participation in events and social movements in the communication field that have relationship with education and pastoral ministry.

6.2.2 Formation

68.

The formation of Salesians takes into consideration:

• Article 82 of the Regulations: "Our Salesian mission orientates and characterises at all levels the intellectual formation of the members in a way that is original and unique. Therefore the program of studies must preserve a balance between serious and scientific reflection and the religious and apostolic dimensions of our way of life. Those branches of study shall be cultivated with special care which deal with the education of and pastoral work for youth, catechesis and social communication".
• The guidelines of the Ratio (The Formation of the Salesians of Don Bosco. Principles and Norms);
• Awareness and preparedness of confreres so that they can communicate in a professional manner;
• The Guidelines for the formation of Salesians in Social Communication: content and methods for the various stages of formation, joint paper by the Departments for Formation and Social Communication (2006).

69.

The management of formation projects of Salesians and educators considers these three levels (cf. AGC 370, p. 22-25):

General basic level

• deeper appreciation of theological and pastoral grounds for communication;
• the study and implementation of Don Bosco’s preventive system as one of the best expressions of communication and as a baseline for all formation;
• formation for communication skills in educators, beginning with their needs;
• preparation for teamwork and other forms of cooperative learning;
• understanding, critical evaluation of, interaction with media, going beyond the simple requirement of consumers, users;
• critical awareness, and being in tune with languages that convey the culture of young people, such as literature, theatre, music, movies;
• preparation for playing a critical part in today’s ’digital continent’ represented especially by blogs, instant messaging, texting …

The level of animators, and educational and pastoral workers

• the need to understand the culture of a globalised world, but also to being able to contribute to the creation of alternative models of a culture of solidarity;
• interaction with the mass communication system, ensuring the formation of people who are attentive and creative … using media to benefit the whole community;
• competence in the use of language, resources and communication tools for educational and pastoral activities;
• formation of media educators, edu-communicators, cultural leaders.

The level of specialised preparation

• specific technological and professional formation;
• participation in programs of centres for formation to communication.

70.

Running formation projects for young people takes into account:

• formation in interpersonal and group communicative competencies, beginning with their needs;
• formation of cultural leaders;
• formation for critical understanding of media;
• communication and expression in the various languages of theatre, music, dance, folk forms, printing, art, film, TV, Internet …;
• competence in the use of communication language, resources and tools.

6.2.3 Information

71.

Information treated as a fundamental factor in creating Salesian communicative environments and for the necessary mobilisation of society in view of the needs of young people.

72.

Information differentiated and adapted to meet the needs of any specific recipient - an individual or group - in an appropriate and suitable language and medium.

73.

Information consistent with the communication policies and criteria of the Congregation.

74.

The exchange of information and experience encouraged as a growth factor in the sense of unity and belonging to the Congregation and the Salesian Family.

75.

Information which contributes to the support and development of the Project of Animation of the Rector Major and his Council as well as that of the Province and the communities.

76.

Over and above personal contact and knowledge of young people in each community or work area, we focus on a well-documented knowledge of the ever-evolving world of the young. A wealth of information needs to be brought together for a better understanding, an increase in appreciation and a better definition of our service. At the same time we offer this same information to society in order to create opinion and awareness that give rise to policies and activities for youth.

77.

We provide a constantly updated database that gives us rapid, precise and secure information regarding personnel, works and activities, to support the animation and proper functioning of the Congregation as an organisation.

78.

The information area of activity is also concerned with the storage of digital information, which includes the development of policies at different levels to ensure that digital material of value is prepared in such a way that facilitates its preservation. Various digital processes are involved in the conservation of historical and cultural documents of the Congregation, both written and in images (still or moving), sound, or objects, through management of archives, libraries, museums, monuments.

79.

Corporate, institutional image is attended to through correct and complete information which clearly manifests the social significance of Don Bosco’s work. "We labour in economically depressed areas and for poor youth. We collaborate with them educating them to a sense of moral, professional and social responsibility…. we contribute to the development of both people and environment. We share in a way appropriate to religious in the witness and commitment of the Church to justice and peace. While not getting involved in ideologies or party politics, we reject everything that encourages deprivation, injustice and violence, and we cooperate with all who are trying to build a society more worthy of man’s dignity. The advancement to which we dedicate ourselves in the spirit of the Gospel makes tangible the love of Christ which makes men free and is a sign that the Kingdom of God is among us” (C. 33).

80.

Tools, structures and information products are constantly upgraded and professionally qualified, especially:

• Salesian iNfo Agency (ANS) with its network of correspondents in the regions and provinces;
• Public relations services, press offices and official spokespersons;
• Salesian Bulletins;
• Portals and Web Sites;
• Documentation and archival services;
• Provincial newsletters and many other Salesian information products;
• The platform of tools and technological means of communication that allow more timely, cost and energy saving, permanent and personal access to information.

6.2.4 Production

6.2.4.1 Publishing Enterprises

81.

Don Bosco’s educational work bears the imprint of his work as a writer and editor. As an author he wrote devotional, training, education and schooling texts. To support his publishing activities he set up the Society for the dissemination of good press and founded the Printing Press at the Valdocco Oratory.

Vision

82.

• The Salesian publishing enterprises are part of the cultural, social and political life of the people, especially young people in ordinary settings, and are open to the cultures of countries where they are to understand them and inculturate the gospel message in them (cf. Constitutions Art. 7).

• Through their activities they help the Congregation play an active role in the process of evangelisation and catechesis, in society, school and culture; they regulate their editorial policy on the relationship between faith and culture as interpreted by the Magisterium; they acknowledge the authenticity of secular values [ or better, ’human’?? ], their autonomy and relevance to the faith, and reject any form of fundamentalism.

• They are a creative and educational presence in culture, paying particular attention to its popular and humanistic dimension, following Don Bosco and the Salesian tradition of education and pedagogy.

• Salesian Publishing operates in the field of education, evangelisation, catechesis, formation and education. These publishers are committed to facilitating the proclamation of the Gospel, accompanying the discovery and development of the faith, facilitating the synthesis between faith and culture, educating to a critical, aesthetic, moral sense, and promote openness to religion. (Cf. Constitutions Art. 31 and 34, Regulations Art 32).

 

Entrepreneurial structure

 

83.

• Following the example of Don Bosco, who gave stability to his publishing business, and as required by the Regulations (No. 31), Salesian Publishing houses are set up on a secure economic and legal basis.

• As for other works in the Province, the Provincial and his Council clearly define the legal structure of the Publishing House in accordance with applicable laws in the country, the owners, the object of its activity, its organisational structure, clear roles, responsibilities and functions. They exercise their continuing duty to monitor and address the situation.

• The owners of the Publishing House should set out in official documentation the core values, guidelines for decisions, policies, actions, scope: the basic reason for the existence of the publishers, the mission, the objectives to be pursued.

• The enterprise will develop a strategy to achieve the mission that was entrusted to it through an assessment of its strengths and weaknesses, its financial and human resources, its innovative capacity, and identify its target market area, core business, develop its strategic plan, as well as a financial and marketing plan, and set out its tasks: who does what, when and how.

6.4.2.4  Salesian web sites

84.

We can identify three nuclei of a Salesian web site: identity, purpose, the nature of the medium itself

Vision - Identity

85.

The identity of a Salesian website is charismatic and institutional.

• Charismatic identity can be expressed in terms of: the mission (salvation of youth), a reference to Don Bosco and his appeal as a figure, the term ’Salesian’, a style inspired by the preventive system, a sense of community and the way it creates community

• Institutional identity. There are different levels of institutional identity according to the nature of the website: a site can be ’official’ (of the Congregation, the region or province) or of a work, a sector, a typically Salesian activity. Things such as a logo, the various ’links’ help express this belonging. In an official site it would be normal to include a link to the Congregation’s website.

• A Salesian website always aims at bearing witness to its Christian and evangelising identity.

Purpose

86.

The purpose of a Salesian website may involve at least animation, formation/education, information (news, videos …), storage (documents, images, sound …), advertising (without too much self-reference). One of these purposes will normally be the main purpose of the site.

The nature of the medium itself

87.

Today we talk about Web 2.0 and tomorrow it may be Web 3.0. A website built a decade ago will not respond to the expectations of today. It is essential that a Salesian website continue to grow.

88.

There is no doubt that this development implies aspects like design, icons, navigability, interactivity, accessibility, also an ability to manage complicated sites in the simplest way, using the tools available today.

89.

The Salesian webmaster belongs to a broad movement which can make its own contribution. That is why we can speak of a ’community of practice’ that should be developed and strengthened:

• We want this community to be developed through dialogue, openness and involvement of all stakeholders;
• The public and private feel of our websites as well as our community of practice require a balance between these two aspects;
• We believe that a Salesian website adds value to what is ’Salesian’ thus helping the broader Salesian community and its mission;
• The community of practice of Salesian webmasters is a welcoming place like a community hall or other similar places;
• Each community has its own rhythms and to the extent to which the community of practice of Salesian webmaster has its rhythms, it will demonstrate its vitality. This community of practice will seek practical approaches in this respect (information sharing, exchange of e-mail, forums or other).

6.2.4.3 Salesian Radio

Mission

90.

We are radio institutions working with a Salesian style: we evangelise popular and youth culture, educating, guiding, informing and involving.

Vision

91.

We promote the formation of associations, the participation of young people and the working classes; we arouse in them a critical sense of reality and help human and Christian values to permeate society.

Practical guidelines

92.

• Implement educational, cultural and pastoral programs;
• Disseminate specialised programs with an identity founded on the Salesian preventive system;
• Set up youth programs related to production of a Salesian and educational nature after consulting them. This encourages their own production;
• Information that offers support and constructive criticism of society;
• Cooperate in campaigns for the protection and promotion of human rights;
• Aim at self-sustainability of radio and TV with local support and networking projects;
• Promote the Salesian vocation

General guidelines

93.

• Inform, educate and evangelise young people and the working classes using the language of radio;
• Promote culture, education and religion through a ethical quality programming;
• Generate and sustain programs, resources and radio enterprises which serve the educational and pastoral mission to youth;
• Prepare and train professional radio staff in the Salesian charism on a regular basis, to guarantee the quality of the message of evangelisation;
• Engage in social justice and human rights with radio messages for the purpose creating of awareness.
• Disseminate religious values and Salesian pedagogical values creatively by making use of appropriate resources.
• In all areas of the Province, and locally, encourage networking with the Salesian Congregation and the Church.

6.3.1 Basic processes

94.

To ensure the proper functioning of an institutional system it is necessary to identify the various processes that comprise it. These processes are a set of interrelated actions necessary for carrying out the corporate mission of the institution.

95.

The description of the process indicates what must be done and how it must be realised through a variety of activities. This is different from the organisational setup that defines functional areas with their attributes and responsibilities.

96.

The following processes are identified for the SSCS:

• Planning;
• Development;
• Advancement;
• Support: management and services.

97.

The following is a diagram of how SSCS works and a description of the processes.

6.3.2 Planning process and policies

98.

The planning process ensures the constant updating of SSCS in the light of the the needs of recipients, directing activity to a more effective achievement of objectives (desired results).

99.

The planning process is managed as a strategic condition for promoting SSCS, to guide its development and enhance the convergence of actions which will achieve the desired results.

100.

The SSCS is guided by a Sector Action Plan (SAP) overall, integrated into the Project of Animation of the Rector Major and his Council, and aimed at creating synergy between the provinces and cooperation among specific works for formation and production.

101.

At the provincial level SSCS is driven by a Provincial Social Communication Plan (PSCP) integrated into the Overall Province Plan (OPP), which looks at the specific situations of each Province and tries to apply the Congregation’s communication policy to the Province along with application of the general six year plan drawn up by the Rector Major and his Council

6.3.3 Development process and policies

102.

Development aims at fostering the vitality, dynamics, and Salesian style of communication as a dimension running across all educational and pastoral activity in the mission and its works, with its own characteristics and as a specific and integrated communications ecosystem.

103.

The development of communication and the building up of the SSCS are supported by analysis, research, study and reflection activities, and are monitored through assessment, consultation, formation and growth.

104.

The task is to gain better understanding of the Salesian pastoral approach to communication at the service of the Salesian Congregation, the Church and society.

105.

To facilitate this, advisory councils at world and province level are to be created. These are teams of Salesian and lay experts in different fields or areas, coordinated respectively by the General Councillor for Social Communication and the Provincial Social Communication Delegate.

106.

Formation of Salesian and lay specialists in communication is essential to the realisation of the priority assigned to it in the Salesian mission.

6.3.4 Advancement process and policies

107.

Advancement of communication involves maintaining and enhancing the efficiency of the areas of activity: animation, formation, information and production, for an effective implementation of communication in the service of the Salesian mission.

108.

The advancement of communication occurs within the following choices:

• efforts aimed at the formation of people, teams and centres dedicated to developing messages, rather than being concerned about acquiring instruments or managing physical facilities;
• projects aimed at creating communication processes, to serve the Salesian Educative and Pastoral Project (SEPP), charismatic communion and mobilisation for the mission, rather than task-oriented and isolated works.

109.

Processes and structures are to be created with adequate personnel and resources to carry out animation, formation, information and production, at a general and provincial level.

110.

The coordination of communication promotion is to be carried out by the Councillor for Social Communication in general and the Delegate for Social Communication at provincial level.

111.

The Provincial, according to instructions from General Chapter 23, must appoint the Social Communications Delegate, who "will help each community promote communication, will lend his services to various sectors, and will maintain relationships with local Church and civil bodies" (GC23, 259).

6.3.5 Support process and policies

112.

The support process ensures the availability and proper management of adequate staff, resources and services needed for SSCS to operate.

113.

The management of this process of support is to be carried out in agreement with the Economer General and/or Provincial Economer.

114.

The management of personnel takes into consideration:

• alignment with the beliefs and values of the Congregation, and commitment to exercising the Salesian mission;
• support and development of a human resources policy that allows the SSCS to rely on a framework of qualified, stable and motivated personnel;
• ongoing formation of people for development of its potential and for their proper placement in the work structure;
• implementation in accordance with legal requirements and regulations.

115.

The management of economic resources and assets takes into consideration:

• availability, appropriate implementation and control of resources needed to achieve the role of SSCS in the Congregation;
• implementation in accordance with existing legal regulations and legal requirements of civil society and the Congregation;
• professionalism in procedures;
• a budget which corresponds to each of the plans.

116.

The management of services takes into consideration:

• the organisation and its working approaches, so that organisational structures are constantly updated and adapted to the desired results within the framework of the Constitutions and Regulations of the Congregation and so that improvements achieved in a given sector or area of the Congregation are shared with others;
• proper operation of computerised systems to guarantee a fast and secure basis on which to make the management decisions needed to achieve the desired results;
• availability of legal support to guide the implementation of SSCS and defend the interests of the Congregation in this area.

117.

The management of language resources and translation takes into consideration:

• ensuring the terminological consistency of Salesian discourse both internally and as addressed to others;
• seeing to the faithful, communicative translation of messages and communications from the Rector Major and his Council, and other bodies of animation, formation and information; ’faithful’ here means fidelity to the original language and context, ’communicative’ here means understandable to readers in their cultural context; promoting standards, especially in textual products of the General Administration.

118.

The DSC supports the management of the Congregation’s linguistic data in collaboration with the Salesian Central Archives, through the digitisation of text, text memory (TM), etc.. The DSC offers its skills and advice to the Salesian Central Archives and others responsible for the management of linguistic data of the Congregation

119.

The DSC in collaboration with the Secretary-General and/or the Vicar of the Rector Major sees to co-ordination of the ’pool’ of translators and offers support services for their task.

120.

The DSC draws up style guides for different situations, for example, the General Administration, for translators in different languages.

121.

Organisation involves the process of identifying and grouping the work to be accomplished: defining and assigning tasks, delegating authority, establishing adequate relationships to enable people to work in teams, seeking the desired results.

7.1.1 Organisation Chart

122.

7.2.1 Role:

The General Councillor:

123.

The General Councillor animates the Congregation in the communications area: encourages action in the communication field and coordinates in particular, at global level, the centres and facilities that the Congregation operates in this field.

7.2.1.1 Details of the role

The General Councillor:

124

- raises awareness of the significance of communication and the effectiveness of the communications educational apostolate in the Congregation.

125

- accompanies and supports Provincials in the task entrusted to them by Article 31 of the Regulations for advancing social communication.

126.

- maintains the quality of Salesian intervention in the communications area.

127.

coordinates the various areas that make up the Social Communication Department.

128.

coordinates at a worldwide level the centres and facilities that the Congregation operates in the communications field.

129.

sees to application of general planning and integration of the team with all its functions, as well as integration with the Rector Major and his Council and other departments.

7.3.1 Role

130.

The Social Communication Team:

? - contributes along with the General Councillor to the advancement of social communication.

7.3.1.1 Details of the role

131.

The Social Communication Team:

- collaborates constantly with everything concerning the Social Communication Department’s objectives.

132.

- carries out tasks assigned by the Councillor for the conduct of services of the department, such as:

• ANS;
• Press office;
• The Italian Salesian Bulletin;
• Salesian Bulletins;
• Web Portal;
• Documentation and archives;
• Photographic services.

133.

- carries out tasks assigned by the Councillor to conduct the planning process over the six year periods. such as:

• participating in communication events and organisations internal to the Congregation or outside
• coordinating and cooperating with the processes involved in events organised by the Department.
• maintaining and developing the website of the Congregation, located at the General Administration, which is characterised as a portal in the sense of being a niche provider of information and services in the Salesian area. What was said in the ’Production’ section about a Salesian website applies a fortiori to the Congregation’s own website.

7.4.1 Role:

134.

The World Advisory Council:

• accompanies the development of the Congregation’s communication, makes assessments, carries out research, studies,draws up guidelines and offers materials for constant updating.

7.4.1.1 Details of the role

135.

The World Advisory Council:

• gives ongoing advice on communication in the Congregation, particularly to the Social Communication Department.

136.

The various Salesian and lay team members, experts in different areas of animation, formation, information and entrepreneurial activity, collaborate constantly with the Department through their studies and suggestions in response to requests, but also by offering positive suggestions of a spontaneous and personal kind.

137.

The sharing and offering of personal contributions occurs preferably via the Internet. Depending on needs, consultations and meetings may be convened at a regional or world level, with participation of experts in specific areas or with the participation of the whole team.

7.5.1 Role:

138.

The Delegate:

• encourages teamwork and cooperation among the provinces in the field of communication and joint action, with the broad strategic vision of the mission and of the Congregation.

7.5.1.1 Details of the role

139.

The Delegate:

• accomplishes the task entrusted to him or her by statute or conventions of the regional or conference delegation.

140.

• maintains close liaison and cooperation with the General Councillor for Social Communication and the Department.

141.

• encourages the development and implementation of a common plan of action, and cooperating in the communication area, overseeing the implementation of overall planning in the region or conference.

7.6.1 Role:

142.

The Provincial with his Council:

• promotes communication in the province.

7.6.1.1 Details of the role

The Provincial with his Council:

143.

• deals with and monitors the quality of communication within and outside the Province, among the confreres, with the groups of the Salesian Family, the Church and communities and civic and social institutions and groups, among provinces and with the General Council .

144.

• appoints the Provincial Social Communication Delegate, and the Communication Commission or team.

145.

• prepare confreres to be active in press, cinema, radio and television circles.

146.

• establishes and strengthens publishing centres for the production and dissemination of books, periodicals and other materials, and centres of production and broadcasting of audiovisual, radio, television programmes.

147.

• establishes reviewers for publications that require Church review.

7.7.1 Role:

148
The Delegate:

• can be a Salesian or lay person and fosters communication in the Province on the Provincial’s behalf. The preference is for the person to be full time.

7.7.1.1 Details of the role

149.

The Delegate:

• collaborates with different teams (depending on the structure that exists on behalf of the Salesian mission to the young in the Province) for an integrated implementation, working in particular in a coordinated way with delegates for other sectors. In the case of Province business operations, enterprises, the delegate ought find appropriate representation, in agreement with the provincial economer, on the board or other management structure.

150.

• collaborates in drawing up and applying the Provincial Social Communication Plan.

151.

• accompanies and animates, to the extent that it is possible, all that relates to communication in the Province:

• the Provincial Council;
• Salesian communities;
• local contacts for communication;
• different areas of communication activities;
• ongoing formation of Salesian confreres in the communications area;

152.

networks with people responsible for each level in the Province, to coordinate the activities of the SSCS, emphasising the Salesian criteria outlined in an earlier part of this section:

• Development and execution of plans at the various provincial and local levels;
• Advancement process and implementation of activities and programs in formation, information and production.
• Integration in the YM Team/Provincial Commission.
• Presence in leadership teams involved with Communications production.

153.

needs an overall perspective that allows him or her to make well-targeted interventions to ensure a balance between the local Salesian information centre and the world centre, in the following areas:

• ANS (Salesian Info Agency): local information (correspondents);
• the production and dissemination of information within the Province and the Salesian Family, tools such as the Provincial Newsletter, - - the Salesian Bulletin, other local products;
• the operation of the website;
• the functioning of the press office;
• an active and positive contact with structures, people and media in the area;
• Salesian image, in terms of quality and quantity;
• the significance of our presence in the media and the press.

154.

• attends communications (SSCS) meetings at different levels (Conference, Region, World), contributing to action in synergy in the Congregation.

155.

• works with Church, religious, governmental and civilian groups involved in communication.

(Provincial Commission or otherwise named)

7.8.1 Role:

The Social Communication Team:

156.

• contributes, with the Delegate and Province, in the task of advancing communication.

7.8.1.1 Details of the role

The Social Communication Team:

157.

• works as a team within the system, and work constantly with everything concerning the mission in the communication field.

158.

• contributes to the drafting and implementation of provincial plans for animation, formation, consultation in the communication field.

159.

• contributes to the Delegate’s work with information, study, sharing, planning and experimentation.

160.

• assumes the tasks assigned by the Provincial or the Delegate for the conduct and support of works or activities, or participation in events and communication organisations.

161.

• encourages communication for education and evangelisation of youth and popular environments.

7.9.1 Role:

The local Coordinator:

162.

• fosters communication in the local Community and its work.

7.9.1.1 Details of the role

The local Coordinator:

163.

• works with the youth ministry team in all that concerns the education of young people, and interacts with representatives of other sectors for integrated implementation in the local work.

164.

• cooperates in drafting and applying the local Social Communication Plan.

165.

• provides leadership in everything concerning communication in the work:

• the Educative Community Council;
• Salesian community;
• local communication commission;
• different communication activities.

166.

• coordinates SSCS activities, through effective participation of people holding responsibilities in the area, ensuring that the system works effectively in that it responds to the needs of its beneficiaries and key players, using Salesian criteria:

• drafts and applies plans;
• the advancement process and implementation of activities and programs in formation, information and production.

167.

• activates the local side of Salesian information:

• promotes production and diffusion of information in the work and within the Salesian Family, and sees to instruments like the local newsletters and other typical products;
• accompanies the activities of locals who share responsibility with him or her;
• guides the local website in its operation;
• guides the workings of the press office;
• maintains active and positive contact with structures, people and media in the local area;
• promotes the Salesian image, and in terms of quality and quantity, aims for maximum presence in mass media and press.
• provides ANS (Salesian Info Agency ) - in the Province and in Rome - with local information and then disseminates this information locally, in an intelligent way;

168.

• takes part in Province SSCS meetings, contributing constantly to teamwork.

169.

• works in with Church, religious, governmental, civic groups involved in communication.

7.10.1 Role

ANS:

170.

• produces Salesian information to feed Salesian media and disseminates its products amongst media, in the service of the Salesian mission.

7.10.1.1 Function

ANS:

171.

• is at the disposition of the various bodies in the Congregation (Rector Major, General Council, Departments, Provinces, etc.) to help them make effective use of information and communication as a way of pursuing their objectives of animation and government.

172.

• encourages contact, via information on their various circumstances, between members of the Congregation around the world, as also the member groups of the Salesian Family.

173.

• gathers up the various issues around us and helps the Congregation, Salesian Family and society to read and interpret them according to the Salesian mission.

174.

• contributes to the quality of the Congregation’s information media and media belonging to the Salesian Family member groups. The Agency aims to offer a service to these media to help them give energy to the content and its presentation.

175.

• sees that the Congregation and the Salesian Family is known throughout the world, providing information on relevant factors disseminated to the local Church, and to information media generally.

176.

• highlights the youth and education problems in the world, developing and distributing information products around the world which refer to the situation with youth and education, and which have a Salesian perspective.

177.

• organises and coordinates the network of correspondents in every Salesian geographical area.

178.

• prepares correspondents for professional activity in the information field.

179.

• works in accordance with policies and criteria guiding Salesian communication.

180.

• acts at two levels:

World:

in Rome, and in close collaboration with governing groups in the Congregation and the Saleisan Family, the Agency’s Centre establishes the necessary contacts with International Agencies, worldwide databases, the Vatican and all Salesian communities. Products of a global nature, be they internal or for external consumption, are managed by the centre, then distributed directly to clients or sent out to Provincial Delegates to be then placed with national media.

Province:

The Provincial Delegate (province correspondent) for Social Communication, working closely with the Province’s governing bodies, established contacts with information media and agencies at national level, with the Bishops Conference Press Office and with Salesian communities in the Province. The Delegate (personally or through another correspondent) passes on to the Agency’s centre in Rome all information on the Province which may be of interest, and in accordance with criteria and policies already established, distributes information products from the Agency centre to national agencies and information media . The Delegate, who also has responsibilities towards the Agency, drafts and distributes Salesian information of relevance to the local area to local media. Local correspondents, Salesians or members of the Salesian Family in various presences, cooperate in this.

181.

• sees to the production and shipping of ANS products, such as:

• ANSfoto: printed monthly
• ANS website
• Other products as needed

7.11.1 Role

The Press Office:

182.

• maintains contacts with information agencies, media and the broader public, to draw attention to youth or educational problems and to look after and defend the image of the Congregation and Salesian activities.

7.11.1.1 Function

The Press Office:

183.

• is a service operating within ANS.

184.

• organises and updates a databank on the Salesian, youth and eudcation situation.

185.

• accompanies information current in the media regarding the Salesian mission, informing those with immediate need to know about this information in the Congregation and interact with the media in this regard.

186.

• establishes contacts with agencies and especially with journalists to provide information on the Salesian mission and mobilise them for the cause of educating youth.

187.

• manages a communication and marketing plan for the Congregation’s (or Province’s) image.

188.

• organises reports from governing individuals in the Congregation for various media levels, and viceversa.

7.12.1 Role

Public Relations:

189.

• manages official relations of the Rector Major and his Council with the Congregation, and of the Congregation for external consumption, at the general level, and for the Provincial and his Council at Province level.

7.12.1.1 Function

Public Relations:

190.

The Rector Major has responsibility – which in particular cases he delegates to his Vicar, the Secretary General, official spokesperson or others – for the official relations between the Council and the Congregation and between the Congregation and the outside world, especially in the case of the Apostolic See, the Union of Superiors General (USG), other Institutes and Congregations, other institutions and bodies either Church or civic, especially for making statements or taking a position on behalf of the Congregation.

191.

The Provincial and his Council define how this works at Province level, in agreement with the press office.

7.13.1 Role

The Salesian Bulletin:

192.

• spreads Don Bosco’s spirit, makes Salesian work and its needs known, links and encourages different groups in the Family, foster vocations helping the Salesian movement grow, and encouraging collaboration in the mission.

7.13.1.1 Function

The Salesian Bulletin:

193.

• is produced according to directives from the Rector Major and his Council, and appears in various editions and languages as a general organ of Salesian work, and not as a particular one for each region.

194.

• has as its purpose to incarnate the values of the unique Salesian vocation in different cultural areas.

195.

• is a magazine in function of the mission, addressed to public opinion more than the institution. this means sensitivity to locating itself in the world that people and the Church experience today, and offering a Salesian ’reading’ of this, especially where youth and education are concerned.

196.

The Social Communication Department sets up a central coordinating service to:

• coordinate the renewal process (accompaniment, animation and articulation);
• guide the information policy and planning over the six year period;
• set up plans for accompaniment, formation and support for management, and to extend its dissemination;
• link the various SBs through the web site.

197.

This service has an advisory council made up of specialists in the area.

7.14.1 Role

The Web Portal:

198.

• manages Internet resources for information, formation, sharing, in service of the project of animation and government of the Congregation, as a source of information on the Salesian charism and as a tool for mobilising society for the cause of youth.

7.14.1.1 Function

The Web Portal:

199.

• is a navigation platform for the Internet which offers a niche opportunity, tools and services, such as: language choice, search engine, Intranet, links, chat… and specialised information on education and evangelisation of the young.

200.

The DSC manages the General Administration’s portal:

• facilitating interaction between the Centre and the Provinces, and maintains an updated list of Salesian websites;
• maintaining an adequate structure of people and technological means for this interactive function;
• forming people for this interaction;
• playing an animating role with other Salesian webmasters around the world.

201.

The Delegate, at Province level, provides Salesian guidance and a professional orientation for the websites in the Province, in conformity with the Congregation’s general communication policy.

7.15.1 Role

Documentation and archives:

202.

• gather, preserve and make available documentation on the Salesian charism, experience and work.

7.15.1.1 Function

Documentation and archives:

203.

At a general level responsibility for the Salesian General Archives (ASC) belongs to the Secretary General; it functions in accordance with the “Central Archives Regulations”.

204.

The Archives bring together historical records, i.e. material no longer in use or for current consultation, but available however when requested.

205.

Another section is the photographic archives, which keeps photographs and film/video of a historical or current nature. The one in charge of this archives makes available materials for communication publication and for various other documentation purposes.

206.

The Social Communication Department also manages the Department’s archives and archives of its various services (ANS, SB, Portal), as well as databases and documentation for current consultation purposes.

207.

The Social Communication Department may offer specific competencies to the Secretary General or those in charge of the various sections of the ASC regarding preservation policies and strategies, especially those involving technical and digital aspects.

7.16.1 Role

The Provincial Newsletter:

208.

• sees to the circulation of current Salesian information amongst Salesian communities, Educative communities and the Salesian Family. This serves communion, shared experiences, growth in a sense of belonging, and creative renewal.

7.16.1.1 Function

The Provincial Newsletter:

209.

• produces information at the service of the Province Animation Plan for the various sectors in their educational and pastoral organisation.

210.

• offers information, within the details of this plan at Province level, on:

• the Province’s history;
• history of the Salesian charism: offering a re-reading of the Salesian charism in the Province, without just being a chronology of - events past, present or to come;
• proposes collaboration and vocational commitment (in its broad sense) to lay people who share Don Bosco’s style.

211.

• offers information on the vitality of the communities and works in the Province. It should not be just an historical collection, or a press review, nor just a list of Salesian or Church documents.

212.

• offers the more relevant items of interest to the Salesian world.

7.17.1 Role:

Formation Centres:

213.

• contribute to the Salesian mission by forming teachers, researchers, experts and other workers in the communications field, keeping a balance between theoretical knowledge and practical skills.

7.17.1.1 Function

Formation Centres:

214

• have various profiles: universities (therefore academic) or informal education (with various kinds of programmes and timetables).

215.

How each centre is to function is guided by a specific Salesian educative and pastoral plan and by action plans which respond to the concrete needs of all those involved, integrated into the Overall Province Plan (OPP).

216.

The DSC fosters mutual collaboration between centres for formation to communication using the following guidelines, activities or strategies:

• works in tune with the Formation and Youth Ministry Departments;
• researches elements of understanding and cooperation amongst faculties of communication belonging to IUS and various formation centres;
• gives a formation response to the question of edu-communication and professional formation.