RETHINKING Science Communication Education and Training: Towards a Competence Model for Science Communication

Science communication is at a pivotal stage in its development due to the emergence of digital communication platforms that are not only presenting new opportunities but are also leading to new challenges. In this context, science communicators, who can include scientists, researchers, curators, journalists and other types of content producer, may require new types of preparation and support to engage with multiple audiences, across multiple channels. Despite the increasing need for adequate science communication training, research in the field is sparse and oftentimes refers to single case studies, calling for more comprehensive perspectives on what is needed and what is offered to equip future science communicators with relevant competences to cope with the changing science communication ecosystem. Against this backdrop, this paper takes two approaches, drawing on data from RETHINK, a European project comprising seven countries, Italy, the Netherlands, Poland, Portugal, Serbia, Sweden and the United Kingdom. First, we report on findings from a questionnaire survey completed by 459 science communicators across the seven countries, focusing on how science communicators develop their communication skills, the types of training they have received and the types of training they would like to undertake. Second, we assess exploratory data collected from 13 different science communication degree programs regarding how they seek to embed and consider issues of digital transformation within their curricula. On the basis of both analyses, we will introduce ideas for a competence framework that addresses not only working knowledge and skills but also professional (self-)reflection and the overall mindset and worldviews of students, whilst offering capacity for increased consideration of the role of digital transformation.

Training Graduate Students in Multiple Genres of Public and Academic Science Writing: An Assessment Using an Adaptable, Interdisciplinary Rubric

There is an urgent need for scientists to improve their communication skills with the public, especially for those involved in applying science to solve conservation or human health problems. However, little research has assessed the effectiveness of science communication training for applied scientists. We responded to this gap by developing a new, interdisciplinary training model, “SciWrite,” based on three central tenets from scholarship in writing and rhetoric: 1) habitual writing, 2) multiple genres for multiple audiences, and 3) frequent review and created an interdisciplinary rubric based on these tenets to evaluate a variety of writing products across genres. We used this rubric to assess three different genres written by 12 SciWrite-trained graduate science students and 74 non-SciWrite-trained graduate science students at the same institution. We found that written work from SciWrite students scored higher than those from non-SciWrite students in all three genres, and most notably thesis/dissertation proposals were higher quality. The rubric results also suggest that the variation in writing quality was best explained by the ability of graduate students to grasp higher-order writing skills (e.g., thinking about audience needs and expectations, clearly describing research goals, and making an argument for the significance of their research). Future programs would benefit from adopting similar training activities and goals as well as assessment tools that take a rhetorically informed approach.

Foreign policy change as rhetorical politics: domestic-regional constellation of Global South states

Although the recent advancements in critical constructivist IR on political rhetoric has greatly improved our understanding of linguistic mechanisms of political action, we need a sharp understanding of how rhetoric explains foreign policy change. Here we conceptualize a link between rhetoric and foreign policy change by foregrounding distinct dynamics at the regional and domestic institutional environments. Analytically, at the regional level, we suggest examining whether norms of foreign policy engagement are explicitly coded in treaties and agreements or implicit in conventions and practices of actors. And at the domestic level, we suggest examining whether a particular foreign policy issue area is concurrent or contested among interlocutors. In this constellation, we clarify how four different rhetorical strategies underwrites foreign policy change – persuasion, mediation, explication and reconstruction – how it operates, and the processes through which it unfolds in relation to multiple audiences. Our principal argument is that grand foreign policy change requires continuous rhetorical deployments with varieties of politics to preserve and stabilize the boundaries in the ongoing fluid relations of states. We illustrate our argument with an analysis of Brazil’s South-South grand strategy under the Lula administration and contrast it against the rhetoric of subsequent administrations. Our study has implications for advancing critical foreign policy analysis on foreign policy change and generally for exploring new ways of studying foreign policies of nonwestern postcolonial states in international relations.

The Moral Parameters of Violence: The Case of the Provisional IRA

Over three decades, the Provisional Irish Republican Army waged a campaign of violence that claimed the lives of some two thousand people. This article explores the moral framework by which the IRA sought to legitimate its campaign—how it was derived and how it functioned. On the one hand, the IRA relied on a legalist set of political principles, grounded in a particular reading of Irish history. An interlinked, yet discrete strand of legitimation stressed the iniquities of the Northern Irish state as experienced by Catholic nationalists, especially in the period 1968–1972. These parallel threads were interwoven to build a powerful argument that justified a resort to what the IRA termed its “armed struggle.” Yet the IRA recognized that the parameters for war were set not simply by reference to ideology but also by a reading of what might be acceptable to those identified as “the people” or “the community.” Violence was subject to an undeclared process of negotiation with multiple audiences, which served to constitute the boundaries of the permissible. Often, these red lines were revealed only at the point of transgression, but they were no less important for being intangible. An examination of the moral parameters for IRA violence provides a new perspective on the group, helping to explain IRA resilience but also its ultimate weakness and decline.

Library involvement in health informatics education for health professions students and practitioners: a scoping review

Objective: The purpose of this scoping review is to evaluate the extent of library or librarian involvement in informatics education in the health domain.Methods: We searched eight databases from their inception to 2019 for reports of informatics educational activities for health professionals or health professions students that involved library staff or resources. Two reviewers independently screened all titles/abstracts (n=2,247) and resolved inclusion decisions by consensus. From the full text of the 36 papers that met the inclusion criteria, we extracted data on 41 educational activities.Results: The most frequent coded purposes of activities were “teaching clinical tools” (n=19, 46.3%) and “technology” (n=17; 41.5%). Medical students were the most frequent primary audience (34.1%), though 41.5% of activities had multiple audiences. Evaluation was reported for 24 activities (58.5%), only a few of which assessed short or post-activity impact on attitudes, knowledge, or skills. The most common long-term outcome was applying skills in other courses or clinical experiences. Thematic analysis yielded three areas of outcomes and issues for the library and organizational partners: expanded opportunities, technology and resource issues, and value demonstration.Conclusions: Limited published examples of health informatics educational activities provide models for library roles in informatics education. More librarians should report on their informatics educational activities and provide sufficient details on the interventions and their evaluation. This would strengthen the evidence base about the potential impact of libraries within informatics education.

Promoting School Safety for LGBTQ and All Students

Schools are often unsafe for lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) students; they frequently experience negative or hostile school climates, including bullying and discrimination based on sexual orientation and gender identity at school. Negative school climates and discriminatory experiences can threaten LGBTQ students’ well-being. Simultaneously, a consistent body of research identifies strategies to support LGBTQ and all students to be safe and thrive at school. First, policies that specifically identify or enumerate protected groups such as LGBTQ students create supportive contexts for all youth. Second, professional development prepares educators and other school personnel with tools to support and protect all students. Third, access to information and support related to sexual orientation and gender identity or expression (SOGIE), including curricula that is SOGIE-inclusive, provides students with resources, support, and inclusion, creating school climate. Fourth, the presence of student-led clubs or organizations such as gender-sexuality alliances (i.e., GSAs) improve students’ school experiences and well-being, and contribute to positive school climate. This article reviews the research foundations of each of these strategies and concludes with recommendations for multiple audiences: policymakers, school personnel, parents, and students.

Plan Your Research Communication Strategy

Researchers should chart a communication strategy to maximize the benefit of their communications to their research and career. They first need to free themselves from the attitude that they should fear communicating to lay audiences because of the inherent imprecision of lay communications. Also, they should overcome the fear of communicating beyond their peers because their peers might judge them harshly. They should have a “do-tell” strategy that they communicate as much as possible about their goals and research advances. Such a strategy ensures that their work will reach audiences that they might not have expected. They should also have a “strategy of synergy,” in which they use such content as news releases to reach multiple audiences beyond the media.

Alone With Goffman: Impression Management and the TV Series

Alone is an American reality television series on the History Channel. The show features 10 contestants who are vying to outlast each other while living off the land. Notably, there is no camera crew, and the contestants must film themselves everyday; the production team creates a weekly program that marks the journey of each individual. This study sought to understand the degree to which participants are able to shape their public identities through the video footage they shot and that was subsequently edited in Alone’s cutting room. The research team employed an explorative case study methodology, which allowed them to watch hours of publicly available official video clips from the History Channel’s Alone YouTube channel. The analysis was driven by theory (Goffman’s The Presentation of Self conceptual framework) and an inductive thematic analysis, which took place in a cyclical fashion through interpretation meetings at the end of each of the six series that were watched. The findings first showed that the contestants were performing to multiple audiences, such as their families, the public, the producers, and even God. Second, the boundary between the frontstage and the backstage was highly blurred. Third, the contestants were able to continue shaping and “repairing” their identities through their own social media outlets after the program. Finally, the theme of gendered approaches to living outdoors shone through in ways that were very complex, overlapping, and non-binary. There is an undeniably strong “impression management tension” between the selves that participants wanted to project and the narratives that were constructed by the Alone program’s producers.