Science communication is increasingly important for environmental scientists, and the digital realm offers great opportunity. How can we maximise it?
Recently, I joined a seminar hosted by the British Society for Geomorphology where I discussed how we can provide effective outreach and public engagement resources in the digital format. I gave a keynote talk, where I outlined some of the main points from my experience of running AntarcticGlaciers.
You can watch the full seminar and the other talks, which were all excellent, on the BSG website.
As science communicators and educators, it can be difficult to evaluate exactly what are the key messages to communicate.
The Polar Literacy Initiative (website: polar-ice.org) has done a great job in highlighting the seven key principles about polar regions that we should aim to communicate. These are the ‘big ideas’ that the general public should know about the Polar Regions.
On 14th July 2020 I gave a public webinar, kindly hosted by SedsOnline. The talk covered glaciers and climate change, before outlining how this website aligns with post-16 curriculum and highlighting some other excellent resources for teaching glacial environments.
Thwaites Glacier in West Antarctica is currently the focus of a major scientific campaign. Why is Thwaites Glacier of so much interest, however? How much ice is there, and how much would sea levels rise if it all melted?
Glacier is roughly the size of UK (176 x103 km2). The glacier
terminus is nearly 120 km wide, and the bed of the glacier reaches to >1000
m below sea level. Pine Island Glacier and Thwaites Glacier together account
for 3% of grounded ice-sheet area, but they receive 7% of Antarctica’s snowfall1.
Occasionally, comments on this website call me reticent. I think that this is because I try not to let my personal opinions cloud my professional, scientific judgement. I am proud to be reticent. I always try to be informative, to give values of uncertainties and ranges and assessments of confidence. I try to present both sides of the story, while always relying on peer-reviewed papers published in reputable scientific journals. I try to let the evidence speak for itself. Continue reading →
The following is a shorter, simpler version of the published paper.
Science communication for the time-limited academic
Academic research into climate change is driven by pressing human concerns. Because climate change has the potential to seriously affect our society, the effective communication of this research is increasingly important1. As such, increasing numbers of academics and researchers are taking part in public engagement2-4. But a key question is,
How can time-limited academics, who work in full-time positions, implement effective outreach strategies with limited budgets?
There are as many outlets for science communication as there are scientists doing it. They range from traditional press releases and media interviews1 to science cafes, public debates and lectures, museums, open days, TV programmes2 and films. However each comes with its own specific limitations; many preach to the converted. Many people visiting these events are already interested in science3. Scientists are limited by a lack of training, opportunity and time (we can’t all be the next Brian Cox). These events often offer only a limited time to explain key concepts and deliver powerful arguments. Continue reading →
This is an exciting time to be a scientist interested in science communication. More and more academics are taking the bull by the horns and are starting up blogs and websites. Many NERC-funded research projects now have their own website. But what’s the point in having a blog if no one reads it? Continue reading →