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Kim N, Skurka C, Madden S. The effects of self-disclosure and gender on a climate scientist's credibility and likability on social media. PUBLIC UNDERSTANDING OF SCIENCE (BRISTOL, ENGLAND) 2024; 33:692-708. [PMID: 38326976 DOI: 10.1177/09636625231225073] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/09/2024]
Abstract
To examine whether different types of disclosure made by climate scientists on social media influence perceived source credibility (i.e. competence, integrity, benevolence) and likability, we conducted a 2 (self-disclosure type: personal vs political) × 3 (proportion of posts including a self-disclosure: 20% vs 50% vs 80%) × 2 (gender identity of scientist: male vs female) between-subjects experiment (N = 734). We found that people liked the scientist more for a personal than political disclosure, rated them as being more competent for a political disclosure, and liked a female scientist more than a male scientist. However, scientist's gender did not moderate the effect of disclosure type or the effect of participants' gender. Our results suggest distinct benefits when scientists deliver different types of messages on social media, although disclosure is unlikely to have substantial effects on lay judgments of scientists' credibility.
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Freund CA, Cronin KA, Huang M, Robinson NJ, Yoo B, DiGiorgio AL. Effects of captions on viewers' perceptions of images depicting human-primate interaction. CONSERVATION BIOLOGY : THE JOURNAL OF THE SOCIETY FOR CONSERVATION BIOLOGY 2024; 38:e14199. [PMID: 37811716 DOI: 10.1111/cobi.14199] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/28/2023] [Revised: 08/30/2023] [Accepted: 09/28/2023] [Indexed: 10/10/2023]
Abstract
Promoting human contact with wildlife can be harmful to animal conservation and welfare by exposing animals to unsafe situations and driving demand for wildlife tourism and exotic pets. Conservationists and researchers justifiably use social media to raise awareness, but professionals posting pictures of themselves with animals can have unintended negative consequences for conservation. Though the International Union for Conservation of Nature Best Practice Guidelines for Responsible Images of Non-Human Primates suggests researchers and animal professionals provide context in captions of images of humans interacting with primates, there is little research investigating whether this approach is effective. We investigated whether informative captions affect viewers' desires to have primates as pets and attitudes toward wildlife conservation. Using 4 mock Instagram posts depicting human-gorilla and human-slender loris interactions, we surveyed 2977 respondents to assess the effect of captions on viewers' perceptions of the images and primate conservation. Likert scale response data were analyzed with ordered probit regression models. Captions clearly contextualizing an image as research resulted in a significantly higher agreement that posts depicted wildlife research (gorilla β = 0.28 [SE 0.06], p < 0.001; loris β = 0.18 [0.06], p = 0.002), but such captions resulted in no significant difference in responses regarding viewers' desires to own primates as pets or questions regarding the primates' conservation statuses. Although most participants agreed the primates were endangered, more than 56% and 59%, respectively, stated they would have a gorilla or loris as a pet, that they would make good pets, or both, further supporting the conclusion that captions do not minimize harmful impacts of images of human-primate interactions.
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Affiliation(s)
- Cathryn A Freund
- Sabin Center for Environment and Sustainability, Wake Forest University, Winston Salem, North Carolina, USA
- Phillip and Patricia Frost Museum of Science, Miami, Florida, USA
| | | | - Michelle Huang
- Department of Computer Science, Princeton University, Princeton, New Jersey, USA
| | - Natalie J Robinson
- Department of Anthropology, Boston University, Boston, Massachusetts, USA
- Gunung Palung Orangutan Conservation Program, Boston, Massachusetts, USA
| | - Boaz Yoo
- Department of Computer Science, Princeton University, Princeton, New Jersey, USA
| | - Andrea L DiGiorgio
- Department of Anthropology, Princeton University, Princeton, New Jersey, USA
- Writing Program, Princeton University, Princeton, New Jersey, USA
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3
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Maggio LA, Céspedes L, Fleerackers A, Royan R. 'My doctor self and my human self': A qualitative study of physicians' presentation of self on social media. MEDICAL EDUCATION 2024. [PMID: 38600689 DOI: 10.1111/medu.15384] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/30/2023] [Revised: 02/06/2024] [Accepted: 03/07/2024] [Indexed: 04/12/2024]
Abstract
INTRODUCTION When using social media, physicians are encouraged and trained to maintain separate professional and personal identities. However, this separation is difficult and even undesirable, as the blurring of personal and professional online presence can influence patient trust. Thus, it is necessary to develop policies and educational resources that are more responsive to the blurring of personal and professional boundaries on social media. This study aims to provide an understanding of how physicians present themselves holistically online to inform such policies and resources. METHODS Twenty-eight US-based physicians who use social media were interviewed. Participants were asked to describe how and why they use social media, specifically Twitter (rebranded as 'X' in 2023). Interviews were complemented by data from the participants' Twitter profiles. Data were analysed using reflexive thematic analysis guided by Goffman's dramaturgical model. This model uses the metaphor of a stage to characterise how individuals attempt to control the aspects of the identities-or faces-they display during social interactions. RESULTS The participants presented seven faces, which included professionally focused faces (e.g. networker) and those more personal in nature (e.g. human). The participants crafted and maintained these faces through discursive choices in their tweets and profiles, which were motivated by their audience's perceptions. We identified overlaps and tensions at the intersections of these faces, which posed professional and personal challenges for participants. CONCLUSIONS Physicians strategically emphasise their more professional or personal faces according to their objectives and motivations in different communicative situations, and tailor their language and content to better reach their target audiences. While tensions arise between these faces, physicians still prefer to project a rounded, integral image of themselves on social media. This suggests a need to reconsider social media policies and related educational initiatives to better align with the realities of these digital environments.
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Affiliation(s)
- Lauren A Maggio
- Department of Medicine, Uniformed Services University of the Health Sciences, Bethesda, Maryland, USA
| | - Lucía Céspedes
- Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET) at the Centro de Investigaciones y Estudios sobre Cultura y Sociedad (CONICET Universidad Nacional de Córdoba), Córdoba, Argentina
| | - Alice Fleerackers
- Interdisciplinary Studies, Simon Fraser University, Vancouver, British Columbia, Canada
| | - Regina Royan
- Department of Emergency Medicine, University of Michigan, Ann Arbor, Michigan, USA
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Abstract
During the century of Journal of Experimental Biology's existence, science communication has established itself as an interdisciplinary field of theory and practice. Guided by my experiences as a scientist and science writer, I argue that science communication skills are distinct from scientific communication skills and that engaging in science communication is particularly beneficial to early-career researchers; although taking on these dual roles is not without its difficulties, as I discuss in this Perspective. In the hope of encouraging more scientists to become science communicators, I provide: (i) general considerations for scientists looking to engage in science communication (knowing their audience, storytelling, avoiding jargon) and (ii) specific recommendations for crafting effective contributions on social media (content, packaging, engagement), an emerging, accessible and potentially impactful mode of science communication. Effective science communication can boost the work of experimental biologists: it can impact public opinion by incisively describing the consequences of the climate crisis and can raise social acceptance of fundamental research and experiments on animals.
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Affiliation(s)
- Brittney G Borowiec
- Department of Biology, University of Waterloo, Waterloo, ON, Canada, N2L 3G1
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5
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Henri DC, Coates K, Hubbard K. I am a scientist: Overcoming biased assumptions around diversity in science through explicit representation of scientists in lectures. PLoS One 2023; 18:e0271010. [PMID: 37418440 PMCID: PMC10328340 DOI: 10.1371/journal.pone.0271010] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/21/2022] [Accepted: 06/05/2023] [Indexed: 07/09/2023] Open
Abstract
The lack of diversity in Science, Technology, Engineering, and Mathematics (STEM) is a significant issue for the sector. Many organisations and educators have identified lack of representation of historically marginalised groups within teaching materials as a potential barrier to students feeling that a Science, Technology, Engineering, and Mathematics (STEM) career is something that they can aspire to. A key barrier to addressing the issue is providing accessible and effective evidence-based approaches for educators to implement. In this study, we explore the potential for adapting presentation slides within lectures to 'humanise' the scientists involved, presenting their full names and photographs alongside a Harvard style reference. The intervention stems from an initial assumption that many formal scientific referencing systems are demographic-neutral and exacerbate prevailing perceptions that STEM is not diverse. We adopt a questionnaire based methodology surveying 161 bioscience undergraduates and postgraduates at a UK civic university. We first establish that students project assumptions about the gender, location, and ethnicity of the author of a hypothetical reference, with over 50% of students assuming they are male and Western. We then explore what students think of the humanised slide design, concluding that many students see it as good pedagogical practice with some students positively changing their perceptions about diversity in science. We were unable to compare responses by participant ethnic group, but find preliminary evidence that female and non-binary students are more likely to see this as good pedagogical practice, perhaps reflecting white male fragility in being exposed to initiatives designed to highlight diversity. We conclude that humanised powerpoint slides are a potentially effective tool to highlight diversity of scientists within existing research-led teaching, but highlight that this is only a small intervention that needs to sit alongside more substantive work to address the lack of diversity in STEM.
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Affiliation(s)
- Dominic Charles Henri
- Department of Biological and Marine Sciences, University of Hull, Hull, United Kingdom
| | - Kirra Coates
- Department of Biological and Marine Sciences, University of Hull, Hull, United Kingdom
| | - Katharine Hubbard
- Department of Biological and Marine Sciences, University of Hull, Hull, United Kingdom
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Dalyot K, Rozenblum Y, Baram-Tsabari A. Engagement patterns with female and male scientists on Facebook. PUBLIC UNDERSTANDING OF SCIENCE (BRISTOL, ENGLAND) 2022; 31:867-884. [PMID: 35621043 PMCID: PMC9535961 DOI: 10.1177/09636625221092696] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
Social networks are becoming powerful agents mediating between science and the public. Considering the public tendency to associate science with men makes investigating representations of female scientists in social media important. Here we set out to find whether the commenting patterns to text-based science communication are similar. To examine these, we collected and analyzed posts (165) and their comments (10,006) published between 2016 and 2018 on an Israeli popular science Facebook page. We examined post characteristics as well as the relevance and sentiment of comments. Several gendered differences in commenting patterns emerged. Posts published by female scientists received more irrelevant and fewer relevant comments. Female scientists received more hostile and positive comments. These findings are consistent with results of previous research, but also demonstrate a more nuanced understanding that when female scientists write using scientific jargon (usually an unwanted feature of popular science writing), they received less hostile comments and were given less advice.
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Affiliation(s)
- Keren Dalyot
- Keren Dalyot, Faculty of Education in Science and Technology, Technion—Israel Institute of Technology, Technion City, Haifa 3200003, Israel.
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Jimenez J, Gamble-George J, Danies G, Hamm RL, Porras AM. Public Engagement with Biotechnology Inside and Outside the Classroom: Community-Focused Approaches. GEN BIOTECHNOLOGY 2022; 1:346-354. [PMID: 36032190 PMCID: PMC9407021 DOI: 10.1089/genbio.2022.0024] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
Biotechnology offers vast benefits to the environment, animals, and human health, and contributes to improving socioeconomic conditions for the public. However, biotechnology innovations continue to trigger public concern and opposition over their potential social, health, and ecological risks. There is an opportunity to increase knowledge and acceptance of biotechnology through engagement, education, and community participation. In this perspective, we highlight crucial factors that shape the public perception of biotechnology and present opportunities for scientists to effectively communicate their ideas while engaging with local and global communities. Initiatives that seek to involve communities in design, development, and adoption processes are crucial for the successful implementation of biotechnology-based solutions.
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Affiliation(s)
- Jorge Jimenez
- Department of Bioengineering, University of Pittsburgh, Pittsburgh, Pennsylvania, USA
| | - Joyonna Gamble-George
- Behavioral Science Training in Drug Abuse Research, New York University Rory Meyers College of Nursing, New York, New York, USA
- Center for Interdisciplinary Research on AIDS, Yale School of Public Health, New Haven, Connecticut, USA
| | - Giovanna Danies
- Design Department, Universidad de los Andes, Bogotá, Colombia
| | | | - Ana Maria Porras
- J. Crayton Pruitt Family Department of Biomedical Engineering, University of Florida, Gainesville, Florida, USA
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8
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Rutjen BT, Većkalov B. Conspiracy beliefs and science rejection. Curr Opin Psychol 2022; 46:101392. [DOI: 10.1016/j.copsyc.2022.101392] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/02/2022] [Revised: 05/30/2022] [Accepted: 06/07/2022] [Indexed: 11/03/2022]
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A Framework for Effective Science Communication and Outreach Strategies and Dissemination of Research Findings for Marine Energy Projects. JOURNAL OF MARINE SCIENCE AND ENGINEERING 2022. [DOI: 10.3390/jmse10020130] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Marine energy is an emerging renewable energy industry with the potential to produce 2300 terawatt-hours per year from resources within the United States. As development and testing of marine energy devices advance, regulatory and permitting decision-makers are concerned about the uncertainty surrounding the potential environmental effects resulting from the introduction of these novel devices in coastal and riverine environments. The Triton Initiative researches and provides recommendations for environmental monitoring technologies and methods to inform industry stakeholders with the data necessary to permit the testing of marine energy systems. Effective dissemination of the research findings is essential for improving the accessibility of data to stakeholders who may use the results to inform policy decisions, yet few frameworks for conducting science communications for marine energy projects exist. In this paper, we present tools, channels, and tactics for developing a science communication framework for marine energy projects, or similar areas of study, using the Triton Initiative’s pilot science communication program as a case study. By leveraging existing bodies of work in disciplines such as communications theory, marketing, public relations, and social science, the presented framework includes audience identification and analysis; channel development, including a website, blog, newsletter, social media, and webinars and presentations; and metrics for determining success. Outcomes from one year of Triton’s case study are presented, including the most effective tactics and lessons learned.
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Yu A, Pichler S, Russo M, Hammer L. Family‐supportive supervisor behaviors (FSSB) and work‐family conflict: The role of stereotype content, supervisor gender, and gender role beliefs. JOURNAL OF OCCUPATIONAL AND ORGANIZATIONAL PSYCHOLOGY 2021. [DOI: 10.1111/joop.12379] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Affiliation(s)
- Andrew Yu
- Department of Management & Marketing Faculty of Business & Economics University of Melbourne Victoria Australia
| | - Shaun Pichler
- Department of Management College of Business & Economics California State University, Fullerton California USA
| | - Marcello Russo
- Department of Management University of Bologna Italy
- Kedge Business School Bordeaux France
| | - Leslie Hammer
- Department of Psychology Portland State University Oregon USA
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11
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Ruzi SA, Lee NM, Smith AA. Testing how different narrative perspectives achieve communication objectives and goals in online natural science videos. PLoS One 2021; 16:e0257866. [PMID: 34644325 PMCID: PMC8513868 DOI: 10.1371/journal.pone.0257866] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/01/2021] [Accepted: 09/14/2021] [Indexed: 11/18/2022] Open
Abstract
Communication of science through online media has become a primary means of disseminating and connecting science with a public audience. However, online media can come in many forms and stories of scientific discovery can be told by many individuals. We tested whether the relationship of a spokesperson to the science story being told (i.e., the narrative perspective) influences how people react and respond to online science media. We created five video stimuli that fell into three treatments: a scientist presenting their own research (male or female), a third-party summarizing research (male or female), and an infographic-like video with no on-screen presenter. Each of these videos presented the same fabricated science story about the discovery of a new ant species (Formicidae). We used Qualtrics to administer and obtain survey responses from 515 participants (~100 per video). Participants were randomly assigned to one of the videos and after viewing the stimulus answered questions assessing their perceptions of the video (trustworthiness and enjoyment), the spokesperson (trustworthiness and competence), scientists in general (competence and warmth), and attitudes towards the research topic and funding. Participants were also asked to recall what they had seen and heard. We determined that when participants watched a video in which a scientist presented their own research, participants perceived the spokesperson as having more expertise than a third-party presenter, and as more trustworthy and having more expertise than the no-spokesperson stimuli. Viewing a scientist presenting their own work also humanized the research, with participants more often including a person in their answer to the recall question. Overall, manipulating the narrative perspective of the source of a single online video communication effort is effective at impacting immediate objective outcomes related to spokesperson perceptions, but whether those objectives can positively influence long-term goals requires more investigation.
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Affiliation(s)
- Selina A. Ruzi
- Department of Applied Ecology, North Carolina State University, Raleigh, North Carolina, United States of America
- * E-mail: (SAR); (AAS)
| | - Nicole M. Lee
- School of Social & Behavioral Sciences, Arizona State University—West Campus, Glendale, Arizona, United States of America
| | - Adrian A. Smith
- North Carolina Museum of Natural Sciences, Research & Collections, Raleigh, North Carolina, United States of America
- Department of Biological Sciences, North Carolina State University, Raleigh, North Carolina, United States of America
- * E-mail: (SAR); (AAS)
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12
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Delhove J, Osenk I, Prichard I, Donnelley M. Public Acceptability of Gene Therapy and Gene Editing for Human Use: A Systematic Review. Hum Gene Ther 2021; 31:20-46. [PMID: 31802714 DOI: 10.1089/hum.2019.197] [Citation(s) in RCA: 58] [Impact Index Per Article: 19.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/08/2023] Open
Abstract
Gene therapy and gene editing technologies are complex and it can be difficult for the public to understand their possible benefits or side effects. However, patient and public support is critical for the successful adoption of any new technology. Given the recent advances in gene therapy and gene editing, their potential clinical benefits, and the significant attention that has been given to the first-known successful attempt at permanent and heritable changes to the human genome, a systematic review was performed to assess beliefs and attitudes toward gene therapy and gene editing for human use, and to highlight the factors that influence acceptability. A systematic search following Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA) guidelines was undertaken in April 2018 to identify articles examining opinions and attitudes regarding the acceptability of gene therapy and gene editing. Overall, 1,561 records were retrieved from 4 databases (Ovid Medline, PsycINFO, Scopus, and Web of Science). Duplicates were removed, and titles and abstracts independently screened, leaving 86 full-text articles assessed for eligibility. Following full-text review, 33 were included, with 5 articles added after forward/backward searching. An additional three articles were added following an updated search in March 2019 (total n = 41). Findings from the studies were integrated according to common themes: the impact of demographics; risks versus benefits of success; treatment specifics (e.g., medical vs. other reasons; disease severity and status; somatic vs. germ line; and mode of delivery); moral or ethical issues; and changes with time. In general, perceptions were positive, particularly for medical reasons and fatal diseases, but were also influenced by perceived risk. Somatic therapies had higher levels of acceptability than germ line therapies. While available in various forms, limitations exist in the measurement of perceptions of gene therapy and gene editing. Treatment acceptability is essential for future clinical trials, so it is important for scientists and clinicians to be clear about the risks and benefits of these technologies, and how these are communicated to the public, while encouraging education about genetic therapies to a broad range of individuals.
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Affiliation(s)
- Juliette Delhove
- Adelaide Medical School, Faculty of Health and Medical Sciences, University of Adelaide, Adelaide, Australia.,Robinson Research Institute, University of Adelaide, Adelaide, Australia.,Respiratory and Sleep Medicine, Women's and Children's Hospital, North Adelaide, Australia
| | - Ivana Osenk
- College of Nursing and Health Sciences, Flinders University, Bedford Park, Australia
| | - Ivanka Prichard
- College of Nursing and Health Sciences, Flinders University, Bedford Park, Australia
| | - Martin Donnelley
- Adelaide Medical School, Faculty of Health and Medical Sciences, University of Adelaide, Adelaide, Australia.,Robinson Research Institute, University of Adelaide, Adelaide, Australia.,Respiratory and Sleep Medicine, Women's and Children's Hospital, North Adelaide, Australia
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13
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Static vs. dynamic methods of delivery for science communication: A critical analysis of user engagement with science on social media. PLoS One 2021; 16:e0248507. [PMID: 33788841 PMCID: PMC8011769 DOI: 10.1371/journal.pone.0248507] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/28/2020] [Accepted: 02/28/2021] [Indexed: 11/19/2022] Open
Abstract
Science communication has been increasingly viewed as a necessity and obligation of scientists in recent years. The rise of Web 2.0 technologies, such as social media, has made communication of science to the public more accessible as a whole. While one of the primary goals of science communication is to increase public engagement, there is very little research to show the type of communication that fosters the highest levels of engagement. Here we evaluate two social medial platforms, Instagram and TikTok, and assess the type of educational science content (ESC) that promotes user awareness and overall engagement. Specifically, we measured the level of engagement between static and dynamic posts on Instagram, and lecture-style and experimental videos on TikTok. User engagement is measured through the analysis of relative number of likes, comments, shares, saves, and views of each post in the various categories. We found that users interact with ESC significantly more (p<0.05) when the content is presented in dynamic ways with a component of experimentation. Together, we took the findings of this study and provided a series of suggestions for conducting science communication on social media, and the type of ESC that should be used to promote better user outcomes.
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14
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Hinde K, Amorim CEG, Brokaw AF, Burt N, Casillas MC, Chen A, Chestnut T, Connors PK, Dasari M, Ditelberg CF, Dietrick J, Drew J, Durgavich L, Easterling B, Henning C, Hilborn A, Karlsson EK, Kissel M, Kobylecky J, Krell J, Lee DN, Lesciotto KM, Lewton KL, Light JE, Martin J, Murphy A, Nickley W, Núñez-de la Mora A, Pellicer O, Pellicer V, Perry AM, Schuttler SG, Stone AC, Tanis B, Weber J, Wilson M, Willcocks E, Anderson CN. March Mammal Madness and the power of narrative in science outreach. eLife 2021; 10:e65066. [PMID: 33616530 PMCID: PMC7899649 DOI: 10.7554/elife.65066] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/23/2020] [Accepted: 01/29/2021] [Indexed: 01/28/2023] Open
Abstract
March Mammal Madness is a science outreach project that, over the course of several weeks in March, reaches hundreds of thousands of people in the United States every year. We combine four approaches to science outreach - gamification, social media platforms, community event(s), and creative products - to run a simulated tournament in which 64 animals compete to become the tournament champion. While the encounters between the animals are hypothetical, the outcomes rely on empirical evidence from the scientific literature. Players select their favored combatants beforehand, and during the tournament scientists translate the academic literature into gripping "play-by-play" narration on social media. To date ~1100 scholarly works, covering almost 400 taxa, have been transformed into science stories. March Mammal Madness is most typically used by high-school educators teaching life sciences, and we estimate that our materials reached ~1% of high-school students in the United States in 2019. Here we document the intentional design, public engagement, and magnitude of reach of the project. We further explain how human psychological and cognitive adaptations for shared experiences, social learning, narrative, and imagery contribute to the widespread use of March Mammal Madness.
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Affiliation(s)
- Katie Hinde
- School of Human Evolution and Social Change, the Center for Evolution and Medicine, and the School of Sustainability, Arizona State UniversityTempeUnited States
- Department of Human Evolutionary Biology, Harvard UniversityCambridgeUnited States
| | - Carlos Eduardo G Amorim
- Department of Biology, California State University NorthridgeNorthridgeUnited States
- Department of Computational Biology, University of LausanneLausanneSwitzerland
| | - Alyson F Brokaw
- Interdisciplinary Program in Ecology and Evolutionary Biology, Department of Biology, Texas A&M UniversityCollege StationUnited States
| | - Nicole Burt
- Department of Human Health and Evolutionary Medicine, Cleveland Museum of Natural HistoryClevelandUnited States
| | | | - Albert Chen
- Milner Centre for Evolution, University of BathBathUnited Kingdom
- Department of Earth Sciences, University of CambridgeCambridgeUnited Kingdom
| | - Tara Chestnut
- National Park ServiceMount Rainier National ParkUnited States
- Department of Fisheries and Wildlife, Oregon State UniversityCorvallisUnited States
| | - Patrice K Connors
- Department of Biological Sciences, Colorado Mesa UniversityGrand JunctionUnited States
| | - Mauna Dasari
- Department of Biological Sciences, University of Notre DameNotre DameUnited States
| | | | | | - Josh Drew
- Department of Ecology, Evolution and Environmental Biology, Columbia UniversityNew YorkUnited States
- Department of Vertebrate Zoology, American Museum of Natural HistorySyracuseUnited States
- Department of Environmental and Forest Biology, SUNY College of Environmental Science and ForestrySyracuseUnited States
| | - Lara Durgavich
- Department of Human Evolutionary Biology, Harvard UniversityCambridgeUnited States
- Department of Anthropology, Boston UniversityBostonUnited States
- Department of Anthropology, Tufts UniversityMedfordUnited States
| | | | | | - Anne Hilborn
- Department of Evolution, Ecology, and Organismal Biology, University of California RiversideRiversideUnited States
| | - Elinor K Karlsson
- Program in Bioinformatics and Integrative Biology, University of Massachusetts Medical SchoolWorcesterUnited States
- Broad Institute of MIT and HarvardCambridgeUnited States
| | - Marc Kissel
- Department of Anthropology, Appalachian State UniversityBooneUnited States
- Department of Anthropology, University of Notre DameNotre DameUnited States
| | | | - Jason Krell
- Center for Science and Imagination, Arizona State UniversityTempeUnited States
| | - Danielle N Lee
- Department of Biological Sciences, Southern Illinois University EdwardsvilleEdwardsvilleUnited States
| | - Kate M Lesciotto
- Department of Clinical Anatomy, College of Osteopathic Medicine, Sam Houston State UniversityHuntsvilleUnited States
- Department of Anthropology, Pennsylvania State UniversityState CollegeUnited States
| | - Kristi L Lewton
- Department of Human Evolutionary Biology, Harvard UniversityCambridgeUnited States
- Department of Integrative Anatomical Sciences, Keck School of Medicine, University of Southern CaliforniaLos AngelesUnited States
- Department of Mammalogy, Natural History Museum of Los Angeles CountyLos AngelesUnited States
- Department of Anatomy & Neurobiology, Boston University School of MedicineBostonUnited States
| | - Jessica E Light
- Department of Ecology and Conservation Biology, the Biodiversity Research and Teaching Collections, and the Interdisciplinary Program in Ecology and Evolution, Texas A&M UniversityCollege StationUnited States
| | - Jessica Martin
- School of Human Evolution and Social Change, Arizona State UniversityTempeUnited States
| | - Asia Murphy
- Department of Ecosystem Science and Management, Huck Institutes of the Life Sciences, Pennsylvania State UniversityUniversity ParkUnited States
| | - William Nickley
- Department of Design, The Ohio State UniversityColumbusUnited States
| | | | | | | | - Anali Maughan Perry
- Engagement & Learning Services, ASU Library, Arizona State UniversityTempeUnited States
| | | | - Anne C Stone
- Human Evolution and Social Change, the Center for Evolution, and Medicine, and the Institute of Human Origins, Arizona State UniversityTempeUnited States
| | - Brian Tanis
- Department of Biology, Oregon State University-CascadesBendUnited States
| | - Jesse Weber
- Department of Integrative Biology, University of Wisconsin-MadisonMadisonUnited States
| | - Melissa Wilson
- School of Life Sciences and the Center for Evolution and Medicine, Arizona State UniversityTempeUnited States
| | - Emma Willcocks
- Department of Biology, Brown UniversityProvidenceUnited States
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15
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Gormally C, Inghram R. Goggles and White Lab Coats: Students' Perspectives on Scientists and the Continued Need to Challenge Stereotypes. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2021; 22:jmbe-22-9. [PMID: 33584944 PMCID: PMC7861208 DOI: 10.1128/jmbe.v22i1.2273] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/02/2020] [Accepted: 12/03/2020] [Indexed: 06/02/2023]
Abstract
For undergraduate students, feeling an affinity with a science community is a key factor related to interest and persistence in science. Thus, how students perceive scientists can affect their sense of belonging. In this study, we interviewed biology majors and nonscience majors at two institutions, including students who were hearing and deaf, to understand their perceptions of scientists. We used a mixed-methods analytic approach, including coding to classify responses and box plots, to evaluate how endorsement of both positive and negative stereotypes and desire for science to afford altruistic, communal opportunities may differ between student populations. Groups studied include women and men students; biology majors and nonscience majors; hearing and deaf students; and introductory and advanced biology majors. Findings indicate that opportunities to see altruistic and communal qualities of science may be important for women, nonscience majors, and deaf students. Interestingly, the majority of students did not assign gender to an imagined scientist. Implications for challenging stereotypes about scientists and making altruistic and communal opportunities in science more visible are discussed.
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Affiliation(s)
- Cara Gormally
- School 4: School of Science, Technology, Accessibility, Mathematics, and Public Health, Gallaudet University, Washington, DC 20002
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Wright CL, Knopp MI, Knopp MV. Online Social Media: Concepts and Practices for Molecular Imaging Professionals. Mol Imaging 2021. [DOI: 10.1016/b978-0-12-816386-3.00070-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022] Open
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Martin C, MacDonald BH. Using interpersonal communication strategies to encourage science conversations on social media. PLoS One 2020; 15:e0241972. [PMID: 33170855 PMCID: PMC7654796 DOI: 10.1371/journal.pone.0241972] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/03/2019] [Accepted: 10/24/2020] [Indexed: 11/18/2022] Open
Abstract
Today, many science communicators are using social media to share scientific information with citizens, but, as research has shown, fostering conversational exchanges remains a challenge. This largely qualitative study investigated the communication strategies applied by individual scientists and environmental non-governmental organizations on Twitter and Instagram to determine whether particular social media practices encourage two-way conversations between science communicators and citizens. Data from Twitter and Instagram posts, interviews with the communicators, and a survey of audience members were triangulated to identify emergent communication strategies and the resulting engagement; provide insight into why particular practices are employed by communicators; and explain why audiences choose to participate in social media conversations with communicators. The results demonstrate that the application of interpersonal communication strategies encourage conversational engagement, in terms of the number of comments and unique individuals involved in conversations. In particular, using selfies (images and videos), non-scientific content, first person pronoun-rich captions, and responding to comments result in the formation of communicator-audience relationships, encouraging two-way conversations on social media. Furthermore, the results indicate that Instagram more readily supports the implementation of interpersonal communication strategies than Twitter, making Instagram the preferred platform for promoting conversational exchanges. These findings can be applicable to diverse communicators, subjects, audiences, and environments (online and offline) in initiatives to promote awareness and understanding of science.
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Affiliation(s)
- Curtis Martin
- Ocean Frontier Institute, Dalhousie University, Halifax, Nova Scotia, Canada
- * E-mail:
| | - Bertrum H. MacDonald
- School of Information Management, Dalhousie University, Halifax, Nova Scotia, Canada
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