TLDR Guide to Ch 5 of Communicating Science Effectively: A Research Agenda

Each day so far this week, I’ve shared my highlights of the National Academy of Science’s guide and research agenda for communicating science effectively (ch1, ch2, ch3, ch4). Today I’ll cover the final chapter.

Chapter 5: Building the knowledge base for effective science communication

This chapter brings back a number of issues discussed in earlier chapters with a focus on how the science of science communication can continue to be more informative.

Scientific communications often have an underlying assumption that when communication is done well, the public’s understanding of and attitudes about societal issues will be affected. It seems like a reasonable assumption, but it has not been extensively tested, and there are likely many conditions under which the assumption is false. “Good” communication alone won’t suffice for many of science communicators’ goals.

Future steps for science communicators

The report calls for more partnerships between researchers and science communicators to put into practice the lessons revealed by research on science communication. These partnerships will also be important for furthering research on science communication and testing hypotheses about ideal communication practices.

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I had never considered the possibility that science communication could be irrelevant for the achieving end goals. I think science communicators generally believe that it’s important for their messages to be communicated, and in many cases this is probably true, but I think it is worth considering the relative importance of science communication in creating changes compared to all the other things that also matter.

Using a systems approach to guide research on science communication

In cognitive science, we’re often drawn to look at the cognition of a system. For example, we might not just look at neural activity in order to try to understand some cognitive process, but instead will consider the whole body, environment, and culture in which the cognitive act is situated. This report calls us to think about science communication similarly: every communicative effort is part of a larger system, encompassing the content being communicated, its format, the diverse organizations and individuals who make up the communicators and audiences, the channels of communication, and the political and social contexts that the communication takes place in. This kind of holistic perspective takes into account the system-wide complexity instead of focusing on isolated elements, since findings about elements in isolation may not hold in complex and realistic situations. Since research does often need to be specific to be productive, the report suggests that researchers who are focusing on a single level or element in the system should at least be “acutely aware” of the broader context.

More research

We need more research that will inform best practices for communicating science. Some of this research should come in the form of randomized controlled field experiments, which will involve comparison conditions (for example, strategy A was more successful than strategy B) that take place in identical groups (participants were randomly assigned so that people who received strategy A didn’t differ in any way from those who received strategy B except in the strategy they received).

The report also calls for more training for researchers at all career levels, both so that the science of science communication can continue to become more rigorous, and also so that all other scientists can improve the way they communicate about their own work.

Seriously, we can all get better. This report is long, but it has a lot of important points for science communicators, which I’ve tried to distill into this series of blog posts. For me, the report provides encouragement: there’s a lot we already know about ways to most effectively communicate science, and there’s a comprehensive agenda for continuing to improve.


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