Minja Sillanpää, AnaCapri Mauro, Minttu Hänninen, Sam Illingworth, Mo Hamza
Abstract. With the onset of climate change, adaptive action must occur at all scales, including locally, placing increasing responsibility on the public. Effective communication strategies are essential, and adaptation games have shown potential in fostering social learning and bridging the knowledge–action gap. However, few research efforts so far give voice to participants that engage with collaborative games in organisational and community settings. This paper presents a novel approach to studying designer–participant interactions in adaptation games, diverging from traditional learning-focused frameworks. Specifically, it examines Minions of Disruptions™ (MoD), a collaborative tabletop board game, through the lens of how participant perception aligns with the game's design intentions as described by the game designers and facilitators. Through focus group interviews with designers and facilitators, 10 core design intentions were identified and compared with responses from post-game surveys of participants from 2019–2022. Key insights reveal that collaboration and team building are highly effective frames for climate adaptation. However, some design elements, such as time pressure, can hinder discussion, suggesting a need to balance objectives. The method adopted manages to avoid traditional expert-to-public analysis structures and places emphasis on the importance of iterative design based on participant insights. This approach provides valuable guidance for future adaptation game designs, demonstrating that games can effectively engage diverse groups and support local adaptation efforts by creating a sense of belonging and collective purpose.
摘要。随着气候变化的来临，必须在包括地方在内的所有范围内采取适应行动，这就要求公众承担越来越多的责任。有效的沟通策略至关重要，而适应游戏在促进社会学习和缩小知识与行动差距方面已显示出潜力。然而，迄今为止，很少有研究工作能为组织和社区环境中参与协作游戏的参与者提供发言权。本文提出了一种研究适应性游戏中设计者与参与者互动的新方法，有别于传统的以学习为重点的框架。具体来说，本文从参与者的感知如何与游戏设计者和促进者所描述的游戏设计意图相一致的角度，研究了协作式桌面棋盘游戏 Minions of Disruptions™ (MoD)。通过对设计师和主持人进行焦点小组访谈，确定了 10 个核心设计意图，并与 2019-2022 年参与者的游戏后调查反馈进行了比较。主要见解表明，协作和团队建设是适应气候的高效框架。然而，一些设计要素，如时间压力，可能会阻碍讨论，这表明需要平衡目标。所采用的方法设法避免了传统的专家对公众的分析结构，并强调了基于参与者见解的迭代设计的重要性。这种方法为未来的适应性游戏设计提供了宝贵的指导，表明游戏可以有效地吸引不同群体的参与，并通过创造归属感和集体目标来支持当地的适应工作。
{"title":"A collaborative adaptation game for promoting climate action: Minions of Disruptions™","authors":"Minja Sillanpää, AnaCapri Mauro, Minttu Hänninen, Sam Illingworth, Mo Hamza","doi":"10.5194/gc-7-167-2024","DOIUrl":"https://doi.org/10.5194/gc-7-167-2024","url":null,"abstract":"Abstract. With the onset of climate change, adaptive action must occur at all scales, including locally, placing increasing responsibility on the public. Effective communication strategies are essential, and adaptation games have shown potential in fostering social learning and bridging the knowledge–action gap. However, few research efforts so far give voice to participants that engage with collaborative games in organisational and community settings. This paper presents a novel approach to studying designer–participant interactions in adaptation games, diverging from traditional learning-focused frameworks. Specifically, it examines Minions of Disruptions™ (MoD), a collaborative tabletop board game, through the lens of how participant perception aligns with the game's design intentions as described by the game designers and facilitators. Through focus group interviews with designers and facilitators, 10 core design intentions were identified and compared with responses from post-game surveys of participants from 2019–2022. Key insights reveal that collaboration and team building are highly effective frames for climate adaptation. However, some design elements, such as time pressure, can hinder discussion, suggesting a need to balance objectives. The method adopted manages to avoid traditional expert-to-public analysis structures and places emphasis on the importance of iterative design based on participant insights. This approach provides valuable guidance for future adaptation game designs, demonstrating that games can effectively engage diverse groups and support local adaptation efforts by creating a sense of belonging and collective purpose.\u0000","PeriodicalId":52877,"journal":{"name":"Geoscience Communication","volume":"60 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141923522","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Debabrata Bej, Sandip Sankar Ghosh, Srijan Haldar, Arindam Roy
Abstract. Air pollution has become a serious matter of concern in the global south, and a significant amount of funding has been used to create awareness of air pollution. The conventional method of sensitization relies on workshops where slide-based presentations, images, plots and graphs are shown to participants. However, sensitization about air quality using such an audio-visual format might not be sufficient to create adequate impact. Here, in this study, we propose a new sensitization technique, the pollution walk, where participants and a subject matter expert will walk through different urban micro-environments with a live air quality monitor. A pilot involving three such pollution walks with 24 participants was conducted in a South Asian megacity, and pre- and post-walk surveys were conducted. The results indicate a greater sense of understanding among the participants, and the multi-disciplinary nature of the air pollution problem has been communicated well. To understand the long-term impact, a survey after 1 year was conducted which clearly indicates high levels of awareness and behavioural changes among the participants.
{"title":"Air pollution walk as an impact education tool for air quality sensitization: a pilot from an Indian megacity","authors":"Debabrata Bej, Sandip Sankar Ghosh, Srijan Haldar, Arindam Roy","doi":"10.5194/gc-7-151-2024","DOIUrl":"https://doi.org/10.5194/gc-7-151-2024","url":null,"abstract":"Abstract. Air pollution has become a serious matter of concern in the global south, and a significant amount of funding has been used to create awareness of air pollution. The conventional method of sensitization relies on workshops where slide-based presentations, images, plots and graphs are shown to participants. However, sensitization about air quality using such an audio-visual format might not be sufficient to create adequate impact. Here, in this study, we propose a new sensitization technique, the pollution walk, where participants and a subject matter expert will walk through different urban micro-environments with a live air quality monitor. A pilot involving three such pollution walks with 24 participants was conducted in a South Asian megacity, and pre- and post-walk surveys were conducted. The results indicate a greater sense of understanding among the participants, and the multi-disciplinary nature of the air pollution problem has been communicated well. To understand the long-term impact, a survey after 1 year was conducted which clearly indicates high levels of awareness and behavioural changes among the participants.\u0000","PeriodicalId":52877,"journal":{"name":"Geoscience Communication","volume":" 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141831019","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract. Participatory processes for identifying local climate change adaptation measures have to be performed worldwide. As these processes require information about context-specific climate change hazards, we show in this study how to quantify climate change hazards with their uncertainties in regions all around the globe and how to best communicate the potential hazards with their uncertainties in order to identify local climate change adaptation strategies. In a participatory process on water-related adaptation in a biosphere reserve in Germany, we used the freely available output of a multi-model ensemble provided by the Inter-Sectoral Impact Model Intercomparison Project (ISIMIP) initiative, which provides global coverage, to quantify the wide range of potential future changes in (ground)water resources. Our approach for quantifying the range of potential climate change hazards can be applied worldwide for local to regional study areas and also for adaptations in agriculture, forestry, fisheries, and biodiversity. We evaluated our approach to communicating uncertain local climate change hazards by means of questionnaires that the stakeholders in the participatory process and the audiences from the general public of two project result presentations answered. To support the stakeholders in participatory climate change adaptation processes, we propose the use of percentile boxes rather than boxplots for visualizing the range of potential future changes. This helps the stakeholders identify the future changes they wish to adapt to, depending on the problem (e.g., resource scarcity vs. resource excess) and their risk aversion. The general public is best informed by simple ensemble averages of potential future changes together with the model agreement on the sign of change. Using or adapting our quantification and communication approach, flexible climate change adaptation strategies can and should be developed worldwide in a participatory and transdisciplinary manner, involving stakeholders and scientists.
{"title":"Quantifying and communicating uncertain climate change hazards in participatory climate change adaptation processes","authors":"Laura Müller, Petra Döll","doi":"10.5194/gc-7-121-2024","DOIUrl":"https://doi.org/10.5194/gc-7-121-2024","url":null,"abstract":"Abstract. Participatory processes for identifying local climate change adaptation measures have to be performed worldwide. As these processes require information about context-specific climate change hazards, we show in this study how to quantify climate change hazards with their uncertainties in regions all around the globe and how to best communicate the potential hazards with their uncertainties in order to identify local climate change adaptation strategies. In a participatory process on water-related adaptation in a biosphere reserve in Germany, we used the freely available output of a multi-model ensemble provided by the Inter-Sectoral Impact Model Intercomparison Project (ISIMIP) initiative, which provides global coverage, to quantify the wide range of potential future changes in (ground)water resources. Our approach for quantifying the range of potential climate change hazards can be applied worldwide for local to regional study areas and also for adaptations in agriculture, forestry, fisheries, and biodiversity. We evaluated our approach to communicating uncertain local climate change hazards by means of questionnaires that the stakeholders in the participatory process and the audiences from the general public of two project result presentations answered. To support the stakeholders in participatory climate change adaptation processes, we propose the use of percentile boxes rather than boxplots for visualizing the range of potential future changes. This helps the stakeholders identify the future changes they wish to adapt to, depending on the problem (e.g., resource scarcity vs. resource excess) and their risk aversion. The general public is best informed by simple ensemble averages of potential future changes together with the model agreement on the sign of change. Using or adapting our quantification and communication approach, flexible climate change adaptation strategies can and should be developed worldwide in a participatory and transdisciplinary manner, involving stakeholders and scientists.\u0000","PeriodicalId":52877,"journal":{"name":"Geoscience Communication","volume":"7 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141099133","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract. Earth sciences (ESs) are relevant to society and its relationship with the Earth system. However, ES education in K-12 environments in the United States faces several challenges, including limited exposure to ESs, lack of awareness of ES careers, and low ES literacy. International associations have recognized these challenges and recommended that Earth scientists improve the public's perception of the relevance of ES. In recent years, informal science communication and outreach platforms such as the Streaming Science model of electronic field trips (EFTs), which connect K-12 classrooms with science, engineering, technology, and mathematics (STEM) professionals, have gained popularity as an educational technology tool. EFTs are inexpensive, have spatiotemporal benefits, and have proven an effective informal science education pathway for introducing STEM content into formal classrooms to increase positive attitudes and interest in STEM careers. Nevertheless, EFTs in ES for K-12 environments have not been widely disseminated, and their impact on ES education has yet to be studied. This study presents the creation and implementation of an EFT in geology called “Rocks Really Rock: An Electronic Field Trip across Geological Time.” The program was implemented in seven schools in spring 2022. The EFT was built in Web Google Earth and had six stops that featured prerecorded videos recorded in different locations in Idaho (USA). The lead presenter or author used multimedia and science communication strategies such as storytelling to develop and teach concepts related to geological time, rock formation, and landscape-forming geological processes. The content aligned with four specific topics listed in the National Science Foundation's Earth Sciences Literacy Principles and intersected with the Next Generation Science Standards for middle-school classrooms. Participating students (n=120) completed a post-assessment after the program implementation to evaluate its impact. Results showed that the EFT positively impacted students' attitudes toward geology, geology careers, and perceptions of geology literacy. We identified the three main factors that determined a positive attitude change in K-12 students toward ES: (1) the use of videos and the Web Google Earth platform to create outreach materials for K-12 students, (2) the use of storytelling to craft the content of an EFT, and (3) the asynchronous interactions between teacher, student, and scientist. The results indicated a statistically significant positive change in attitudes toward geology, suggesting that participating in the EFT increased students' positive attitudes toward ES. These findings demonstrate the potential of expanding EFT to other ES fields and reaching middle- and high-school students. We suggest that EFTs are effective outreach tools that can address the challenges in ES education and that can be extended to other ES areas and distributed to students in middle, high, and home sc
摘要。地球科学（ES）与社会及其与地球系统的关系息息相关。然而，美国 K-12 环境中的地球科学教育面临着一些挑战，包括对地球科学的接触有限、缺乏对地球科学职业的认识以及地球科学素养较低。国际协会已经认识到这些挑战，并建议地球科学家提高公众对环境科学相关性的认识。近年来，非正式的科学交流和外联平台，如电子实地考察（EFTs）的 "流科学"（Streaming Science）模式，将 K-12 年级的教室与科学、工程、技术和数学（STEM）专业人员联系在一起，作为一种教育技术工具越来越受欢迎。电子实地考察费用低廉，具有时空效益，而且已被证明是一种有效的非正规科学教育途径，可将 STEM 内容引入正规课堂，从而提高对 STEM 职业的积极态度和兴趣。然而，在 K-12 环境的 ES 中使用的 EFT 还没有得到广泛传播，其对 ES 教育的影响也有待研究。本研究介绍了名为 "Rocks Really Rock：跨越地质时空的电子实地考察"。该项目于 2022 年春季在七所学校实施。电子实地考察建立在网络谷歌地球上，有六个站点，展示了在美国爱达荷州不同地点录制的预录视频。主讲人或作者使用多媒体和科学传播策略（如讲故事）来发展和教授与地质时间、岩石形成和地貌形成地质过程有关的概念。内容与美国国家科学基金会地球科学素养原则中列出的四个特定主题相一致，并与中学课堂的下一代科学标准相交叉。参与学生（n=120）在计划实施后完成了一项后评估，以评估其影响。结果表明，EFT 对学生的地质学态度、地质学职业和地质学素养认知产生了积极影响。我们确定了决定 K-12 学生对 ES 的态度发生积极变化的三个主要因素：（1）使用视频和网络谷歌地球平台为 K-12 学生制作宣传材料；（2）使用讲故事的方式精心制作 EFT 内容；（3）教师、学生和科学家之间的异步互动。结果表明，学生对地质学的态度发生了统计学意义上的积极变化，表明参加 EFT 增加了学生对 ES 的积极态度。这些研究结果表明，将 EFT 扩展到其他 ES 领域以及初中和高中学生是有潜力的。我们建议，EFT 是有效的外联工具，可以应对 ES 教育中的挑战，并可扩展到其他 ES 领域，分发给初中、高中和家庭学校的学生，为 ES 教育中的科学教育工作者提供支持。
{"title":"Rocks Really Rock: electronic field trips via Web Google Earth can generate positive impacts in attitudes toward Earth sciences in middle- and high-school students","authors":"Carolina Ortiz-Guerrero, J. Loizzo","doi":"10.5194/gc-7-101-2024","DOIUrl":"https://doi.org/10.5194/gc-7-101-2024","url":null,"abstract":"Abstract. Earth sciences (ESs) are relevant to society and its relationship with the Earth system. However, ES education in K-12 environments in the United States faces several challenges, including limited exposure to ESs, lack of awareness of ES careers, and low ES literacy. International associations have recognized these challenges and recommended that Earth scientists improve the public's perception of the relevance of ES. In recent years, informal science communication and outreach platforms such as the Streaming Science model of electronic field trips (EFTs), which connect K-12 classrooms with science, engineering, technology, and mathematics (STEM) professionals, have gained popularity as an educational technology tool. EFTs are inexpensive, have spatiotemporal benefits, and have proven an effective informal science education pathway for introducing STEM content into formal classrooms to increase positive attitudes and interest in STEM careers. Nevertheless, EFTs in ES for K-12 environments have not been widely disseminated, and their impact on ES education has yet to be studied. This study presents the creation and implementation of an EFT in geology called “Rocks Really Rock: An Electronic Field Trip across Geological Time.” The program was implemented in seven schools in spring 2022. The EFT was built in Web Google Earth and had six stops that featured prerecorded videos recorded in different locations in Idaho (USA). The lead presenter or author used multimedia and science communication strategies such as storytelling to develop and teach concepts related to geological time, rock formation, and landscape-forming geological processes. The content aligned with four specific topics listed in the National Science Foundation's Earth Sciences Literacy Principles and intersected with the Next Generation Science Standards for middle-school classrooms. Participating students (n=120) completed a post-assessment after the program implementation to evaluate its impact. Results showed that the EFT positively impacted students' attitudes toward geology, geology careers, and perceptions of geology literacy. We identified the three main factors that determined a positive attitude change in K-12 students toward ES: (1) the use of videos and the Web Google Earth platform to create outreach materials for K-12 students, (2) the use of storytelling to craft the content of an EFT, and (3) the asynchronous interactions between teacher, student, and scientist. The results indicated a statistically significant positive change in attitudes toward geology, suggesting that participating in the EFT increased students' positive attitudes toward ES. These findings demonstrate the potential of expanding EFT to other ES fields and reaching middle- and high-school students. We suggest that EFTs are effective outreach tools that can address the challenges in ES education and that can be extended to other ES areas and distributed to students in middle, high, and home sc","PeriodicalId":52877,"journal":{"name":"Geoscience Communication","volume":"4 22","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141021215","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Frances Wijnen, M. Strick, Mark Bos, E. van Sebille
Abstract. Climate scientists and others are urged to communicate climate science in a way that non-scientific audiences can understand, that makes it more relevant to their lives and experiences, and that inspires them to act. To achieve this, climate scientists undertake a range of climate communication activities to engage people with climate change. With the effort and time spent on climate communication activities comes the need to evaluate the outcomes, impact, and effectiveness of such efforts. Here, we aimed to gain insight into the impact and effectiveness of climate communication efforts by scientists by conducting a systematic literature review. However, our most important finding is that there are hardly any studies in which climate communication activities by scientists are evaluated: we found only seven articles over the past 10 years. We analyze these articles for the role of the scientists, the audiences reached, and the reported outcomes and impact of the activities. We end our study with several recommendations that should be considered when setting up studies on evaluating the impact of climate communication activities by scientists.
{"title":"Evaluating the impact of climate communication activities by scientists: what is known and necessary?","authors":"Frances Wijnen, M. Strick, Mark Bos, E. van Sebille","doi":"10.5194/gc-7-91-2024","DOIUrl":"https://doi.org/10.5194/gc-7-91-2024","url":null,"abstract":"Abstract. Climate scientists and others are urged to communicate climate science in a way that non-scientific audiences can understand, that makes it more relevant to their lives and experiences, and that inspires them to act. To achieve this, climate scientists undertake a range of climate communication activities to engage people with climate change. With the effort and time spent on climate communication activities comes the need to evaluate the outcomes, impact, and effectiveness of such efforts. Here, we aimed to gain insight into the impact and effectiveness of climate communication efforts by scientists by conducting a systematic literature review. However, our most important finding is that there are hardly any studies in which climate communication activities by scientists are evaluated: we found only seven articles over the past 10 years. We analyze these articles for the role of the scientists, the audiences reached, and the reported outcomes and impact of the activities. We end our study with several recommendations that should be considered when setting up studies on evaluating the impact of climate communication activities by scientists.\u0000","PeriodicalId":52877,"journal":{"name":"Geoscience Communication","volume":" 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140689346","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract. Academics are encouraged to integrate scientific research with the public, but methods of doing so are often transient and insubstantial. Students and future scientists also require training and exposure to the importance of public outreach and science communication within STEM fields. Here, I describe two projects that provide a template for using children's books as an efficient and impactful means of science communication. The first part describes an international research project that culminates in the writing, illustration, and distribution of a children's book. Farzana’s Journey is a children's book based on multidisciplinary research on the pairing of the physical and human systems in coastal Bangladesh. Written, illustrated, and freely distributed in the Bengali language, the book is a place-based tool to teach rural Bangladesh communities about the natural world and our scientific findings. Through the development and distribution of the book, we encouraged collaboration and public outreach with scientists, artists, and students concerned with enhancing educational and social opportunities in rural communities. We also ensure a physical tie to the community after the project's culmination. The book sparks children’s curiosity in the local environment while also demonstrating a means for sustainable educational outreach with impoverished, remote communities. The second part of the paper provides an overview of how this type of science communication can be taught to early-career scientists. Students in an intensive learning undergraduate course produce children's books about a scientific concept or process. I describe the curricular context and layout of the course, the assessment of deliverables, and the impacts of the science storytelling process as a model for teaching communication literacy. Together, these efforts demonstrate the potential impact of children's books on science communication efforts among students, early-career scientists, and local communities.
{"title":"Children's books for research-based outreach and science communication pedagogy","authors":"Chelsea N. Peters","doi":"10.5194/gc-7-81-2024","DOIUrl":"https://doi.org/10.5194/gc-7-81-2024","url":null,"abstract":"Abstract. Academics are encouraged to integrate scientific research with the public, but methods of doing so are often transient and insubstantial. Students and future scientists also require training and exposure to the importance of public outreach and science communication within STEM fields. Here, I describe two projects that provide a template for using children's books as an efficient and impactful means of science communication. The first part describes an international research project that culminates in the writing, illustration, and distribution of a children's book. Farzana’s Journey is a children's book based on multidisciplinary research on the pairing of the physical and human systems in coastal Bangladesh. Written, illustrated, and freely distributed in the Bengali language, the book is a place-based tool to teach rural Bangladesh communities about the natural world and our scientific findings. Through the development and distribution of the book, we encouraged collaboration and public outreach with scientists, artists, and students concerned with enhancing educational and social opportunities in rural communities. We also ensure a physical tie to the community after the project's culmination. The book sparks children’s curiosity in the local environment while also demonstrating a means for sustainable educational outreach with impoverished, remote communities. The second part of the paper provides an overview of how this type of science communication can be taught to early-career scientists. Students in an intensive learning undergraduate course produce children's books about a scientific concept or process. I describe the curricular context and layout of the course, the assessment of deliverables, and the impacts of the science storytelling process as a model for teaching communication literacy. Together, these efforts demonstrate the potential impact of children's books on science communication efforts among students, early-career scientists, and local communities.\u0000","PeriodicalId":52877,"journal":{"name":"Geoscience Communication","volume":"296 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140749907","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract. Fostering understanding and support for environmental and climate issues requires a foundational understanding of how environmental discourse interacts with the public. Animated films exist as a medium in which environmental messaging is distributed to the public with the goal of inducing behavioral change in an audience. The goal of this paper is to link the messaging of such films with audience feedback. This will be accomplished by analyzing the impact of two environmentally focused animated films, The Lorax and Tomorrow, produced in Hollywood (United States) and Dhallywood (Bangladesh), respectively, and by using environmental humanities discourse analysis to examine how people responded to these films on social media websites. The first part of the article is the analysis of selected social media pages to understand the impact of these two films on contemporary environmental discourse, and the second part comprises an analysis of the environmental narrative of the films. I selected these two films for four reasons: (i) they are both environmental educational and pedagogical tools, (ii) they use environmental storytelling, (iii) they both address sustainability, and (iv) they may have influenced some discourse on environmental issues on social media. The study demonstrates that environmentally driven animated films can affect and shape the discourse of their audiences. This study also demonstrates how narratives from films such as The Lorax and Tomorrow can lead an audience to consider large-scale environmental issues.
{"title":"“Unless someone like you cares a whole awful lot, nothing is going to get better”: an environmental discourse analysis of animated films The Lorax (2012) and Tomorrow (2019)","authors":"Mohammad Mizan-Rahman","doi":"10.5194/gc-7-63-2024","DOIUrl":"https://doi.org/10.5194/gc-7-63-2024","url":null,"abstract":"Abstract. Fostering understanding and support for environmental and climate issues requires a foundational understanding of how environmental discourse interacts with the public. Animated films exist as a medium in which environmental messaging is distributed to the public with the goal of inducing behavioral change in an audience. The goal of this paper is to link the messaging of such films with audience feedback. This will be accomplished by analyzing the impact of two environmentally focused animated films, The Lorax and Tomorrow, produced in Hollywood (United States) and Dhallywood (Bangladesh), respectively, and by using environmental humanities discourse analysis to examine how people responded to these films on social media websites. The first part of the article is the analysis of selected social media pages to understand the impact of these two films on contemporary environmental discourse, and the second part comprises an analysis of the environmental narrative of the films. I selected these two films for four reasons: (i) they are both environmental educational and pedagogical tools, (ii) they use environmental storytelling, (iii) they both address sustainability, and (iv) they may have influenced some discourse on environmental issues on social media. The study demonstrates that environmentally driven animated films can affect and shape the discourse of their audiences. This study also demonstrates how narratives from films such as The Lorax and Tomorrow can lead an audience to consider large-scale environmental issues.\u0000","PeriodicalId":52877,"journal":{"name":"Geoscience Communication","volume":"106 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140265614","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract. Translation of geoscience research into tangible changes, such as modified decisions, processes, or policy, in the wider world is an important yet notably difficult process. Illustratively, university-based scientists and professionals work on different timescales, seek different insights, and may have a substantial cognitive distance between them. The work on Co-RISK reported in this paper is motivated by an ongoing need for mechanisms to aid this translation process. Co-RISK is an accessible (i.e. open access, paper based, zero cost) toolkit for use by stakeholder groups within workshops. Co-RISK has been developed to aid the co-creation of collaborative inter-organisational projects to translate risk-related science into modified actions. It is shaped to avoid adding to a proliferation in increasingly complex frameworks for assessing natural hazard risk and is given a robust basis by incorporating paradox theory from organisation studies, which deal with navigating the genuine tensions between industry and research organisations that stem from their differing roles. Specifically designed to ameliorate the organisational paradox, a Co-RISK workshop draws up “maps” including key stakeholders (e.g. regulator, insurer, university) and their positionality (e.g. barriers, concerns, motivations) and identifies exactly the points where science might modify actions. Ultimately a Co-RISK workshop drafts simple and tailored project-specific frameworks that span from climate to hazard, to risk, to implications of that risk (e.g. solvency). The action research approach used to design Co-RISK, its implementation in a trial session for the insurance sector, and its intellectual contribution are described and evaluated. The initial Co-RISK workshop was well received so it is envisaged to be applicable to other sectors (i.e. transport infrastructure, utilities, government). Joint endeavours enabled by Co-RISK could fulfil the genuine need to quickly convert the latest insights from environmental research into real-world climate change adaptation strategies.
{"title":"Co-RISK: a tool to co-create impactful university–industry projects for natural hazard risk mitigation","authors":"J. Hillier, Michiel van Meeteren","doi":"10.5194/gc-7-35-2024","DOIUrl":"https://doi.org/10.5194/gc-7-35-2024","url":null,"abstract":"Abstract. Translation of geoscience research into tangible changes, such as modified decisions, processes, or policy, in the wider world is an important yet notably difficult process. Illustratively, university-based scientists and professionals work on different timescales, seek different insights, and may have a substantial cognitive distance between them. The work on Co-RISK reported in this paper is motivated by an ongoing need for mechanisms to aid this translation process. Co-RISK is an accessible (i.e. open access, paper based, zero cost) toolkit for use by stakeholder groups within workshops. Co-RISK has been developed to aid the co-creation of collaborative inter-organisational projects to translate risk-related science into modified actions. It is shaped to avoid adding to a proliferation in increasingly complex frameworks for assessing natural hazard risk and is given a robust basis by incorporating paradox theory from organisation studies, which deal with navigating the genuine tensions between industry and research organisations that stem from their differing roles. Specifically designed to ameliorate the organisational paradox, a Co-RISK workshop draws up “maps” including key stakeholders (e.g. regulator, insurer, university) and their positionality (e.g. barriers, concerns, motivations) and identifies exactly the points where science might modify actions. Ultimately a Co-RISK workshop drafts simple and tailored project-specific frameworks that span from climate to hazard, to risk, to implications of that risk (e.g. solvency). The action research approach used to design Co-RISK, its implementation in a trial session for the insurance sector, and its intellectual contribution are described and evaluated. The initial Co-RISK workshop was well received so it is envisaged to be applicable to other sectors (i.e. transport infrastructure, utilities, government). Joint endeavours enabled by Co-RISK could fulfil the genuine need to quickly convert the latest insights from environmental research into real-world climate change adaptation strategies.\u0000","PeriodicalId":52877,"journal":{"name":"Geoscience Communication","volume":"17 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139816440","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Bikem Ekberzade, A. R. Carrasco, Adam Izdebski, Adriano Sofo, A. Larsen, Felicia O. Akinyemi, V. Bruckman, Noel Baker, Simon Clark, Chloe Hill
Abstract. According to a 2019 United Nations report, of all the known species, up to 1 million face extinction globally. Despite being considered a pressing global risk with several international efforts to protect and to restore, biodiversity loss and the degradation of ecosystems continue at an alarming rate. In December 2022, the UN Biodiversity Conference (COP15) saw the adoption of the Kunming-Montreal Global Biodiversity Framework, where four overarching international goals for biodiversity and 23 targets were set. While this is a positive step towards addressing the drivers of biodiversity loss, we will need not just public and political will but also more effective methods to integrate and use scientific information to reach the goals and targets outlined. To facilitate this, scientists and research institutions need to establish alternative and new approaches to transform the way science is conducted, communicated, and integrated into the policymaking process. This will require the scientific community to become proficient at working in interdisciplinary and transdisciplinary teams, establishing connectivity across scientific disciplines and engaging in the policymaking process to ensure that the best available scientific evidence is not only comprehensible to decision-makers but also timely and relevant. This commentary details how scientists can embrace transformative change within and outside of their own communities to increase the impact of their research and help reach global targets that benefit society.
{"title":"GC Insights: Fostering transformative change for biodiversity restoration through transdisciplinary research","authors":"Bikem Ekberzade, A. R. Carrasco, Adam Izdebski, Adriano Sofo, A. Larsen, Felicia O. Akinyemi, V. Bruckman, Noel Baker, Simon Clark, Chloe Hill","doi":"10.5194/gc-7-57-2024","DOIUrl":"https://doi.org/10.5194/gc-7-57-2024","url":null,"abstract":"Abstract. According to a 2019 United Nations report, of all the known species, up to 1 million face extinction globally. Despite being considered a pressing global risk with several international efforts to protect and to restore, biodiversity loss and the degradation of ecosystems continue at an alarming rate. In December 2022, the UN Biodiversity Conference (COP15) saw the adoption of the Kunming-Montreal Global Biodiversity Framework, where four overarching international goals for biodiversity and 23 targets were set. While this is a positive step towards addressing the drivers of biodiversity loss, we will need not just public and political will but also more effective methods to integrate and use scientific information to reach the goals and targets outlined. To facilitate this, scientists and research institutions need to establish alternative and new approaches to transform the way science is conducted, communicated, and integrated into the policymaking process. This will require the scientific community to become proficient at working in interdisciplinary and transdisciplinary teams, establishing connectivity across scientific disciplines and engaging in the policymaking process to ensure that the best available scientific evidence is not only comprehensible to decision-makers but also timely and relevant. This commentary details how scientists can embrace transformative change within and outside of their own communities to increase the impact of their research and help reach global targets that benefit society.\u0000","PeriodicalId":52877,"journal":{"name":"Geoscience Communication","volume":"47 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139823442","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract. Translation of geoscience research into tangible changes, such as modified decisions, processes, or policy, in the wider world is an important yet notably difficult process. Illustratively, university-based scientists and professionals work on different timescales, seek different insights, and may have a substantial cognitive distance between them. The work on Co-RISK reported in this paper is motivated by an ongoing need for mechanisms to aid this translation process. Co-RISK is an accessible (i.e. open access, paper based, zero cost) toolkit for use by stakeholder groups within workshops. Co-RISK has been developed to aid the co-creation of collaborative inter-organisational projects to translate risk-related science into modified actions. It is shaped to avoid adding to a proliferation in increasingly complex frameworks for assessing natural hazard risk and is given a robust basis by incorporating paradox theory from organisation studies, which deal with navigating the genuine tensions between industry and research organisations that stem from their differing roles. Specifically designed to ameliorate the organisational paradox, a Co-RISK workshop draws up “maps” including key stakeholders (e.g. regulator, insurer, university) and their positionality (e.g. barriers, concerns, motivations) and identifies exactly the points where science might modify actions. Ultimately a Co-RISK workshop drafts simple and tailored project-specific frameworks that span from climate to hazard, to risk, to implications of that risk (e.g. solvency). The action research approach used to design Co-RISK, its implementation in a trial session for the insurance sector, and its intellectual contribution are described and evaluated. The initial Co-RISK workshop was well received so it is envisaged to be applicable to other sectors (i.e. transport infrastructure, utilities, government). Joint endeavours enabled by Co-RISK could fulfil the genuine need to quickly convert the latest insights from environmental research into real-world climate change adaptation strategies.
{"title":"Co-RISK: a tool to co-create impactful university–industry projects for natural hazard risk mitigation","authors":"J. Hillier, Michiel van Meeteren","doi":"10.5194/gc-7-35-2024","DOIUrl":"https://doi.org/10.5194/gc-7-35-2024","url":null,"abstract":"Abstract. Translation of geoscience research into tangible changes, such as modified decisions, processes, or policy, in the wider world is an important yet notably difficult process. Illustratively, university-based scientists and professionals work on different timescales, seek different insights, and may have a substantial cognitive distance between them. The work on Co-RISK reported in this paper is motivated by an ongoing need for mechanisms to aid this translation process. Co-RISK is an accessible (i.e. open access, paper based, zero cost) toolkit for use by stakeholder groups within workshops. Co-RISK has been developed to aid the co-creation of collaborative inter-organisational projects to translate risk-related science into modified actions. It is shaped to avoid adding to a proliferation in increasingly complex frameworks for assessing natural hazard risk and is given a robust basis by incorporating paradox theory from organisation studies, which deal with navigating the genuine tensions between industry and research organisations that stem from their differing roles. Specifically designed to ameliorate the organisational paradox, a Co-RISK workshop draws up “maps” including key stakeholders (e.g. regulator, insurer, university) and their positionality (e.g. barriers, concerns, motivations) and identifies exactly the points where science might modify actions. Ultimately a Co-RISK workshop drafts simple and tailored project-specific frameworks that span from climate to hazard, to risk, to implications of that risk (e.g. solvency). The action research approach used to design Co-RISK, its implementation in a trial session for the insurance sector, and its intellectual contribution are described and evaluated. The initial Co-RISK workshop was well received so it is envisaged to be applicable to other sectors (i.e. transport infrastructure, utilities, government). Joint endeavours enabled by Co-RISK could fulfil the genuine need to quickly convert the latest insights from environmental research into real-world climate change adaptation strategies.\u0000","PeriodicalId":52877,"journal":{"name":"Geoscience Communication","volume":"24 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139876361","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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