ASC2018 - 11-15 Nov, Sydney

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September 1, 2018 by asc2018

The value of social media for scientists: what do students think?

When: Tuesday 13th November, 4:00pm – 5:30pm
Where: Theatre, Level 2 down the stairs to the right of the registration/foyer area
Hashtag: #T12

Twitter is widely considered a useful and effective communication tool among scientists. I explored the perceptions of 472 research-active science students regarding the potential role that social media in general, and specifically Twitter, could play in scientists’ professional lives.

I initially asked students (pre-survey) whether they currently used Twitter and asked for their responses to statements including: ‘Social media plays an important role in the professional life of a scientist’, ‘Social media is a valid way to communicate about science with other scientists’ and ‘Having a professional presence on social media can help my science career’. A month after a class focused on the value of Twitter and other social media to scientists, I asked students to respond to the same statements (post-survey) and also established how many of them had begun using Twitter.

All results were similar across all years (2014 – 2018). Initially, most students used social media personally, but not professionally, and less than a third were Twitter users. Most students perceived social media to be a valid way of communicating about science with lay audiences; few believed this to be true for communicating among scientists.

At the time of the post-survey, half the class used social media both professionally and personally and roughly 80% answered that they were Twitter users. The proportion of students who believed that social media was a valid way to communicate about science with scientific audiences had also increased. Students were also more inclined to agree with the statement that social media plays an important role in the professional life of a scientist.

A one-hour session outlining the value of Twitter to scientists was sufficient to encourage many students to start using Twitter and appeared to contribute to more students seeing a role for social media in the professional life of a scientist.

Session

Evidence-based scicom: Research exploring new and social media

Presenter

Jen Martin, Educator and radio personality, The University of Melbourne

Filed Under: 90 minutes, Analysing web and social media data, Behavioural insights, Case Studies, Day 3, Evaluations, Media landscape matters, Novel Topic - suits all levels, Research, Science communication international Tagged With: Social media, Student perceptions, Twitter

September 1, 2018 by asc2018

Evidence-based scicom: Research exploring knowledge, beliefs and perceptions

When: Tuesday 13th November, 2:00pm – 3:30pm
Where: Theatre, Level 2 down the stairs to the right of the registration/foyer area
Hashtag: #T8

When we look around, science communication is everywhere. You see it in museums, in television documentaries, in newspapers, on the radio, in science magazines, social media and the growth in citizen science. But how do we know whether any given effort in communicating science among public audiences is effective? And by which aims and objectives are those efforts measured?

This session will feature research case studies exploring knowledge, beliefs and perceptions and provide insights to improve science communication practice and impact evaluation.

The session is structured into five 15-minute talks and will wrap-up with a 15-minute Q&A for delegates questions and comments.

The session will include the following talks:

  • I’ll see it when I believe it: motivated numeracy in Australians’ perceptions of climate change risk – Matt Nurse and Will Grant
  • Unlocking curious minds: Promoting climate change knowledge and efficacy beliefs among students from lower decile schools – Jagadish Thaker and Daniel Rimmer
  • Community Perceptions of Coastal Hazards in New South Wales – Anna Attard and Robert Brander
  • A sea of deficit: The science communication landscape in Australia – Isabelle Kingsley and Dr Carol Oliver
  • Comparing science communication models with a long-term participatory case study: The Climate Champion Program – Jenni Metcalfe

Session Producer

Isabelle Kingsley, PhD candidate, Science Communication, University of New South Wales

Session Chair

Dr Carol Oliver, Senior Research Fellow, University of New South Wales

Filed Under: 90 minutes, Behavioural insights, Case Studies, Day 3, Developing communication strategies, Evaluations, Novel Topic - suits all levels, Participatory science communication, Research, Science communication international

September 1, 2018 by asc2018

Stereotypes: A Choice

When: Monday 12th November, 10:25am – 12:55pm
Where: L2, Level 2 to the left of the registration/foyer area, down the hallway and through the doors on the right
Hashtag: #M6

Does gender matter when it comes to science communication? What about intersectionality? This session will explore how identity and demographics can influence opportunity for science communicators (and professionals within STEM more broadly) and what strategies can be employed to target self-perception and reframe gender stereotypes. This interactive session is designed to get you thinking and talking to others in the field in engaging, thought provoking activities.

Presenter

Merryn McKinnon, Lecturer, Centre for the Public Awareness of Science, The Australian National University

 

 

Filed Under: 120 minutes, 21st Century Comms, Behavioural insights, Brainstorming, Change agents, Comms for enhancing collaboration, Crossing Borders, Day 2, economics and other infrequently discussed challenges to change, emerging digital, interrogate the reasoning behind scicomm practices today, More about why, Novel Topic - suits all levels, Problem Solving, Professional Development/Skills, Science communication international, Scientists becoming science communicators, Social license to operate, Working with constraints

September 1, 2018 by asc2018

Unlocking curious minds: Promoting climate change knowledge and efficacy beliefs among students from lower decile schools

When: Tuesday 13th November, 2:00pm – 3:30pm
Where: Theatre, Level 2 down the stairs to the right of the registration/foyer area
Hashtag: #T8

Currently, we know little if youth are aware of climate change, understand its scientific causes or consequences, and potential solutions. In addition, science teachers’ needs assessment is largely lacking in developing science communication efforts. Based on a collaboration with head of science teachers in five lower decile schools, short and simple animations were developed based on best science communication practises. In particular, social cognitive theory (e.g., Bandura, 1995, 2000) was applied, to focus not only on climate impacts but also to increase self- and collective efficacy beliefs of students that they can individually and collectively act to mitigate and adapt to climate change. The five short videos featured animations on (1) how do we know climate change is happening, (2) how do we determine the impacts of climate change locally, and (3) what solutions will best help mitigate and adapt to climate change. Further, two local climate scientists were featured in separate videos as they are considered the most trusted source of information for the public, aligning with deference to authority theory (e.g., Brossard & Nisbet, 2007; Brossard, 2013). These videos were developed as a resource to local science teachers to adapt in various classes. Based on pre-post survey of 150 high school students following exposure to the videos, we found that the intervention increased students’ knowledge about anthropogenic climate change, belief in scientific consensus, and in particular, their individual and collective efficacies to come together and act on climate change. The science teachers also mentioned using the videos in other classes. The intervention indicates the potential for a collaborative effort between science communication experts, climate scientists, and local science teachers to be able to engage and elevate students’ knowledge and efficacy beliefs about climate change. This research also found the dwindling resources for science teachers needs to be met such local interventions to help teachers better address current science issues. The success of the intervention indicates the effectiveness of localised campaigns in affecting change.

Session

Evidence-based scicom: Research exploring knowledge, beliefs and perceptions

Presenter

Jagadish Thaker, Lecturer at the School of Communication, Journalism and Marketing, Massey University

Co-Author
Daniel Rimmer

Filed Under: 90 minutes, Behavioural insights, Case Studies, Day 3, Developing communication strategies, Evaluations, Novel Topic - suits all levels, Participatory science communication, Research, Science communication international Tagged With: capacity building, climate change knowledge, experiment, science communication intervention, self-efficacy and collective efficacy

September 1, 2018 by asc2018

Evidence-based scicom: Research exploring new and social media

When: Tuesday 13th November, 4:00pm – 5:30pm
Where: Theatre, Level 2 down the stairs to the right of the registration/foyer area
Hashtag: #T12

Science communication has evolved with the prevalence of new media, bringing opportunities for scientists and communicators to interact with their audiences in new ways. But what is the value of investing time, money and effort into these new and innovative ways of communicating science? What are the impacts and what works best?

This session will feature research exploring new media and social media and provide insights to improve science communication practice and impact evaluation.

The session is structured into five 15-minute talks and will wrap-up with a 15-minute Q&A for delegates questions and comments.

The session will include the following talks:

  • Inquiring science minds want to know: A visual-material approach to understanding the applied practice of interactive science reporting and audience engagement – Susan Rauch
  • How should we communicate science on social media? A machine learning approach to science communication research – Yi-Ling Hwong and Carol Oliver
  • New Role for Science in Science Communication – Lessons to learn from analyzing CCS media coverage in Germany – Simon Schneider
  • The value of social media for scientists: what do students think? – Jen Martin
  • Mapping the science writing and communication landscape in Canada using new media and traditional survey research tool – Michelle Riedlinger

Session Producer, Session Chair

Isabelle Kingsley, PhD candidate, Science Communication, University of New South Wales

Filed Under: 90 minutes, Analysing web and social media data, Behavioural insights, Case Studies, Day 3, Evaluations, Media landscape matters, Novel Topic - suits all levels, Research, Science communication international

September 1, 2018 by asc2018

How should we communicate science on social media? A machine learning approach to science communication research.

When: Tuesday 13th November, 4:00pm – 5:30pm
Where: Theatre, Level 2 down the stairs to the right of the registration/foyer area
Hashtag: #T12

There is concern that a crisis of trust may be looming between society and scientists, as evidenced by the display of considerable public distrust in important issues such as climate change and childhood vaccinations. This perceived erosion of public confidence in science is one of the impetuses behind the public engagement with science movement, whereby scientists are called upon to engage in dialogues with the public to help improve public trust in science and scientists. Thanks to their built-in architecture for participation, social media have been hailed as useful tools that scientists can use to engage directly with the public. Despite the growing interest in social media to communicate science, evidence for the effectiveness of social media in influencing public attitudes towards science is scant. This study addresses two overarching research questions: (1) does communicating with scientists on social media have any effects on public trust in science and scientists? and (2) what are the factors that affect audience engagement and trust in science?

More than 500,000 space science-related social media messages were collected. The main method used is machine learning, demonstrating the feasibility of automated methods in science communication research. Results indicate that communicating with space scientists on social media causes a boost in trust in science and scientists. Further, results also suggest that the factors associated with audience engagement (e.g., retweets, likes) and trust in science are very different: visual elements stimulate audience engagement, while similarity is the biggest determinant of trust. Authenticity is the only feature that impacts both engagement and trust. This suggests that science audiences like and trust messages that are personal, honest, and genuine. The world increasingly needs scientists to also be advocates of science. The findings of this study represent concrete evidence that could help guide social media science communication efforts.

Session

Evidence-based scicom: Research exploring new and social media

Presenter

Yi-Ling Hwong, Post-doctoral research associate, Climate Change Research Centre, UNSW

Co-Author
Dr Carol Oliver, Senior Research Fellow, University of New South Wales

 

Filed Under: 90 minutes, Analysing web and social media data, Behavioural insights, Case Studies, Day 3, Evaluations, Media landscape matters, Novel Topic - suits all levels, Research, Science communication international Tagged With: facebook, machine learning, reddit, science communication, Social media, Twitter

September 1, 2018 by asc2018

Community Perceptions of Coastal Hazards in New South Wales

When: Tuesday 13th November, 2:00pm – 3:30pm
Where: Theatre, Level 2 down the stairs to the right of the registration/foyer area
Hashtag: #T8

Much is known about the physical nature of coastal hazards in New South Wales (NSW) and management interventions available to mitigate their impacts. However, much less is known about social dimensions of communities and coastal users who are, or may be, affected by these hazards. This project aims to assess existing understanding and perceptions of coastal hazards by the NSW ‘coastal community’, specifically relating to inundation and erosion caused by coastal storms and sea level rise, by analysing sources of information and the level of trust regarding these sources.

A multi-tiered survey instrument was disseminated between November 2017 and April 2018 in order to gain information on a cross-section of the NSW coastal community. A total of 1065 survey responses were obtained from teachers (n=355); surf life saving club members (n=307), coastal accommodation visitors (n=237) and managers (n=61), indigenous communities (n=22), ‘frontline’ coastal residents (n=23), and coastal management professionals (n=60).

Results show that most NSW coastal users have a good understanding of coastal erosion and inundation, their associated consequences, and the various hard and soft solutions available to manage their impacts. However, some confusion exists regarding the future rate and impacts of sea level rise on the NSW coast and a significant number of respondents indicated they would still buy, and live in, a house at risk of coastal erosion and inundation.

This study highlights several important differences in perceptions and opinions of coastal hazards between coastal users and coastal management professionals in relation to different coastal environments and the best methods to communicate and educate the coastal community. The results from this study will be freely available through an online resource pack of information targeting various types of end users.

This project is funded by the NSW Department of Justice and supported by the Sydney Coastal Councils Group, Office of Environment and Heritage and Surf Life Saving New South Wales.

Session

Evidence-based scicom: Research exploring knowledge, beliefs and perceptions

Presenter

Anna Attard, Research Assistant and Masters Student, University of New South Wales

Co-Author
Robert Brander

Filed Under: 90 minutes, Behavioural insights, Case Studies, Day 3, Developing communication strategies, Evaluations, Novel Topic - suits all levels, Participatory science communication, Research, Science communication international Tagged With: coastal inundation, coastal management, community engagement, erosion, hazard perception, risk perception

September 1, 2018 by asc2018

Risk Communication in the Risk Society

When: Wednesday 14th November, 8:45am – 9:45am
Where: L2, Level 2 to the left of the registration/foyer area, down the hallway and through the doors on the right
Hashtag: #W4

Modern society is governed by consideration of risks. Social, economic and environmental risks abound and their impact enhanced by social media. In this session, Mary Anne Waldren interviews Kate Hughes about how risks of pollution remediation are communicated by experts to the public. Kate’s recent research inquiry finds that scientists need more than scientific literacy to communicate risks because, all risks are ultimately socially constructed. Kate’s insight about social literacy are worth hearing. They are new, and draw their pedigree from her experience of remediation at the Homebush Olympic site in Sydney, and the adjacent and infamous dioxin contaminated site once owned by Union Carbide. When it comes to risk, it’s context that matters, and this session really starts a new conversation about experts’ risk communication.

Session Chair

Mary Anne Waldren, Consultant, MAW Action Pty Ltd

Presenter

Kate Hughes, Research Communications and Advocacy, Right To Know Publications

Filed Under: 60 minutes, Behavioural insights, Day 4, Research, Risk comms and behavioural insights

September 1, 2018 by asc2018

New Role for Science in Science Communication – Lessons to learn from analyzing CCS media coverage in Germany

When: Tuesday 13th November, 4:00pm – 5:30pm
Where: Theatre, Level 2 down the stairs to the right of the registration/foyer area
Hashtag: #T12

The analysis of the media coverage of CCS in daily newspapers from 2004 to 2014 of CCS (Carbon Capture and Storage) provided new insight into the role of science and science public relations (PR) within the public debate. While CCS is linked to various industry sectors, such as cement and steel production, the German debate predominantly focused on the coal and energy branches. CCS, while it is an important issue within the context of climate-change mitigation options, has played a major role in the agendas of scientists, researchers, and engineers. Nevertheless, CCS media coverage in Germany was dominated by other stakeholder groups. The analysis showed, that science has lost its role as a proactive actor within science communication. It seems, that new approaches for future science PR has to be deduced to strengthen, once again, the role of science communication. Among these approaches, it is important to pursue a more differentiated understanding of target audiences and regional concerns. Science PR has to accept that science itself is no longer the only stakeholder and actor within science communication.

Session

Evidence-based scicom: Research exploring new and social media

Presenter

Simon Schneider, Universität Potsdam, Institut für Erd- und Umweltwissenschaften

 

Filed Under: 90 minutes, Analysing web and social media data, Behavioural insights, Case Studies, Day 3, Evaluations, Media landscape matters, Novel Topic - suits all levels, Research, Science communication international Tagged With: media analysis, mediatisation, science within science communcation

September 1, 2018 by asc2018

Who to believe? How epistemic cognition can inform science communication

When: Wednesday 13th November, 8:40am – 9:10am
Where: Theatre, Level 2 down the stairs to the right of the registration/foyer area
Hashtag: #T1

Two patients with the same condition decide to research possible treatments. They encounter multiple sources, from experts and others, each with different – sometimes contradictory – information. Depending on whom they believe and how they integrate these claims, the patients may make radically different decisions. These situations are commonplace in everyday life, from medical choices, to our voting decisions. How do we understand these differences, and support people in making the best decisions?

Epistemic cognition provides one lens onto this problem. Epistemic cognition is the study of how people think about the justification, source, complexity, and certainty of knowledge. When we evaluate evidence, think about where and when it applies, and connect claims to build models, we engage our epistemic cognition. Understanding how people navigate their own, and others’ knowledge is one of the most pressing social issues of our time in order to develop a sustainable society. I’ll draw on research in epistemic cognition, and my own research on how people search for and talk about evidence, to flag key implications of epistemic cognition research for science communication.

Session Producer

Isabelle Kingsley, PhD candidate, Science Communication, University of New South Wales

Invited Speaker

Dr Simon Knight, Lecturer, Faculty of Transdisciplinary Innovation, University of Technology Sydney

 

Filed Under: 30 minutes, Behavioural insights, Day 3, Keynote, Novel Topic - suits all levels, Risk comms and behavioural insights, Using knowledge from other areas

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