The Benefits of the Video Abstract as a Newly Emerging Academic Genre (English version) (original) (raw)

Transmissions: Critical Tactics for Making and Communicating Research, edited by Kat Jungnickel (MIT Press, 2020)

Catalyst: Feminism, Theory, Technoscience

Kat Jungnickel, brings together scholars to examine the question of how research communication or transmission can be innovated. In the Introduction, Jungnickel explains that the mission of the book is to investigate how researchers' notions about the ultimate form their contributions will take (journal article, art installation, documentary film, etc.) recursively influence the research process and outcome itself. Jungnickel rightly points out that a lack of "attention has been given to how the dissemination of research delimits what kind of research can be done" (2). The collection is divided into four sections, themed "Critical Discomfort," "Public-Making," "Holding Ambiguity," and "Evoking the Sensory." The chapters in these sections report on a broad range of research-in-practice outputs. Contributions include art installations, creative writing, and performances. Most works in the collection belong to the emerging category of artworks made by researchers in fields that do not commonly entail making or practice as part of their scholarly work, such as sociology, anthropology, ethnography, ecology, and informatics.

Bridging the gap between experts and publics: the role of multimodality in disseminating research in online videos

2019

espanolInternet ofrece a los investigadores diversas herramientas para difundir los resultados de su investigacion y satisfacer las necesidades de informacion de publicos diversos. Una de estas herramientas es el video cientifico en linea, dirigido a publicos mas o menos expertos en la disciplina, y que puede compartirse a traves de varias plataformas. El presente estudio analiza una serie de videos utilizados por diferentes grupos de investigacion para informar sobre su trabajo y resultados. Mi objetivo es analizar como se utilizan las estrategias multimodales en estos videos para recontextualizar el conocimiento cuando se dirige a un publico mas amplio. El analisis revela la existencia de cuatro tipos de estrategias, que pueden llevarse a cabo por medio de la coordinacion de varios modos semioticos: (i) estrategias para construir la credibilidad y autoridad del grupo de investigacion; (ii) estrategias para construir argumentos persuasivos; (iii) estrategias para adaptar la informa...

Los académicos en las redes sociales: La visibilidad de la investigación académica y la amplificación del público

Estudios sobre el Mensaje Periodístico, 2012

With Web 2.0 and online social networks, the contemporary idea of networking finds its application also within the academia, thereby allowing free access to scientific work through voluntary sharing of the scholar researchers/authors. This article investigates the tools that facilitate such amplification and its pos sible outcomes in the short and middle run. The explosion of usercreated media content on the web in the past decade unleashed a new media universe, which was made possible by free web platforms and inexpensive software tools which enable people to share their media and easily access media produced by others. Besides the changes in the structure of the web, rapidly fallen costs and increased speed of in ternet connection also allowed for higher possibilities for collaboration, participation and amplification of audience for academic research.

On New Forms of Science Communication and Communication in Science: A Videographic Approach to Visuality in Science Slams and Academic Group Talk

Qualitative Inquiry, 2019

In this article, we focus on the communicative character of visuality and visual representations ("visuals") in transdisciplinary science communication (science slams) and interdisciplinary communication within science (group talks). We propose a methodology for the study of visuality and the use of visuals as communicative actions. Both unfold within a triadic structure of social actors and the objectivations they (re-)produce. Therefore, we combine the approach of videography and focused ethnography. This research design allows not only putting actions under an audiovisual microscope but also to combine ethnographic knowledge stemming from fieldwork with the audiovisual analysis in front of screens. Using data from our empirical fields (science communication in science slams as well as communication within science in group talks), we illustrate the vital role of visuality of new practices in the communicative construction of (scientific) reality. In doing so, we also emphasize the importance of audiovisual methods for qualitative empirical social research today.

Communicating Science: a Modern Event

2020

Science is by its very nature an intersubjective, public, collaborative and democratic (at least in principle) enterprise. The modern scholar of nature, in fact, cannot but communicate first of all to his/her colleagues the results of his/her research, since, in the final analysis, science is a socially shared and socially validated corpus of knowledge. The results of research must therefore be made public but non only among the specialists. The modern way of communicating science has triggered a progressively accelerating circulation of documents (rather than researchers), reversing a more than secular trend in which scholars reached the places where knowledge was deposited and archived. The modern databases, that host books, newspaper and periodicals like actual libraries and are accessible online, represent the last expression of this inverted mobility between documents and consultants.

WP216 Armon & Georgakopoulou 2017. Popularization in action: Small stories of scientific expertise

This study examines news interviews with scientific experts for the stories they occasion so as to present their research to media audiences. Interactions between scientists and hosts are examined in a corpus of interviews with scientific experts broadcasted live on Israeli television with the " small stories " approach that looks at storytelling as talk-in-interaction that is tailored to participants' agendas. Popularization is typically studied as a form of translation or diffusion of scientific knowledge adapted from academic sources for popular consumption. Popularization studies have examined how academic knowledge is disseminated and contextualized in different formats and genres and the role of professional or amateur mediators in making science public. While previous studies have looked into popularization narratives as packaged for popular consumption, this article looks at their occasioning in relation to the agendas of researchers and journalists. Experts are found to structure many accounts as tellings of ongoing events or hypothetical scenarios and reference their research, practices, or the entities they study. These stories are shown to support a positive presentation of the findings communicated while distancing the experts from exaggerated or future-oriented claims that their hosts are understood to be drawing.

Editorial: The Science-Media Interface – On the relation between internal and external science communication

De Gruyter eBooks, 2023

The publication and distribution of scientific results is of major importance for knowledge societies (Stehr, 1994; Castelfranchi, 2007), especially in the face of the complex and multifaceted challenges in today's world. This volume takes as its starting point a twofold interest in the communicative interplay between science and the mass media. First, the ways in which "scientific facts" as the result of scientific research, discourse, and shared conventions (Fleck, 2019 [1935]) become part of public communication, especially through journalism. Second, the ways in which public communication about, and especially journalistic representations of and references to, scientific knowledge affect processes of knowledge production, scientific discourse, and allocation of reputation within science. Major actors in this interface are researchers themselves, professional science communicators and science journalists, but also platforms and intermediary organizations that curate scientific research for distribution into mass media. Each of these have their own approach to the selection, presentation and mediation of scientific knowledge. To highlight different aspects of the science-media interface, this volume integrates perspectives from scientometrics and quantitative science studies, and from communication science and journalism studies. The concepts of internal and external science communication are useful for distinguishing the communication practices by which scientific knowledge is produced, verified, shared, and acknowledged within the scientific community from those by which it is communicated and engaged with outside of the scientific community (Leßmöllmann & Gloning, 2019). The rise of digital media has, however, led to a refiguration of science communication, characterized by new actors, practices and orientations (Broer & Hasebrink, 2022) and a blurring of traditional role divisions between the production, evaluation and dissemination of science (Franzen, 2019; Neuberger et al., 2019). As the works in this volume highlight, the boundaries between internal and external science communication are permeable, resulting in deeply interwoven relationships affecting both forms of science communication.

Editorial: Collective entanglements in the doing of research

Reconceptualizing Educational Research Methodology

In this final issue of RERM in 2020, no less than 20 authors have participated in the materialization of four articles, which connect to each other in various ways. All of the articles focus upon productive relations, between authors, as well as between materials and people. All four articles illustrate the productiveness of moments in doing research that challenge the distinctions between researcher and researched, the concrete and the abstract, and the author and the text, arguably contrasting and adding humbleness to dominant academic structures centering the “researcher I” and its individual quest for qualifications.