Hi Folks,
Last year we started toying around with making a few infographics in order to help explain big ideas in scholarly communication to lay audiences. Unfortunately, we didn’t get any of these out the door. I ran out of time, plus I think the editorial process ended up being too much for such a basic product---you must have seen 10 different versions of the first infographic last summer.
So, I’m going to try this again, but simplified. This time around, I’m just going to bother you for 1-2 rounds of edits/corrections on these (noting that the most important component here is the message, not the design, but if you want to make recommendations on the design, that’s fine too). The first infographic is attached; a second will be sent around in a few weeks. Let me know if you have any ideas about what other scholarly communication infographics the world needs. The ones currently on the drawing board are:
Thanks much,
Glenn
Glenn Hampson
Executive Director
Science Communication Institute (SCI)
Program Director
Open Scholarship Initiative (OSI)
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What do you want it to be about? 😊 It’s been a while since I’ve looked at this so I’m not positive what the group had in mind at the time. I *think* it sprang from the idea that we should show how we science unearths truths but at the same time these truths are continually questioned and refined. The issue, I think, is to help explain why we are confident the world is round (sort of), that vaccines work, and that dinosaurs lived hundreds of millions of years ago and not 6,000 years ago. “Science” as a process isn’t widely understood; it has also been misappropriated over time by, well, just about everyone. So, many people today end up wondering why we should trust the same people who brought us The Science Diet to tell us why we should take the Coronavirus vaccine (answer: It’s not the same people, or the same process). Make sense?
Best,
Glenn
Thanks Rob---really great ideas. I’ll see if these can be added to the current infographic (maybe just in words?) without confusing it too much. Otherwise, these would fit nicely into a new, separate infographic that explains where research comes from and how it helps society---again, not a really well-understood concept at the lay level.
Cheers,
Glenn
From: osi20...@googlegroups.com <osi20...@googlegroups.com> On Behalf Of Rob Johnson
Sent: Saturday, January 23, 2021 8:21 AM
To: The Open Scholarship Initiative <osi20...@googlegroups.com>
Subject: Re: infographics redux
Great idea Glenn, infographics are increasingly valuable these days. I like the idea lifecycle, and you've done a good job in distilling something inherently complex down to a small number of steps and words. No easy task!
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On Jan 23, 2021, at 12:23 PM, Jo De <dnn...@gmail.com> wrote:
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Love it. Hey---if you or any OSIers want to sketch these out, please go for it. Send me text and I’ll pretty it up into an infographic and send the first draft back around for review/revision. All your ideas are great. And to the extent we can revise/repackage/link to existing CC-BY materials from reputable sources (so we aren’t totally reinventing the wheel at every turn), that’s also good.
I think we’ll need to start with English versions first and then maybe UNESCO or some other partner here (like CACTUS) might be willing/able to provide professional Spanish and French translations. Re-typesetting (and re-proofing) translations is a bear but it’s important work---happy to do it.
Thanks Maggie,
Glenn
I think this is a different role involved. In the UK this is filled (to some extent by this organisation Sense about Science: https://senseaboutscience.org).
I also see OSI as an organisation seeking international influence. USA is no longer even the country producing the majority of research though still a leader in thinking. Infographics are great for this purpose.
Anthony
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I love Sense about Science Anthony---thanks for highlighting their great work. In the world of science communication, there are also groups like COMPASS who wield good influence; and not to toot our own horn here, but SCI has also paneled and keynoted a number of important scicomm conversations over the years. There is just, alas, such a paucity of funding and effort in this space. Te more voices we can have helping out here the better.
As far as the layman orientation is concerned, we can always do both, of course. Our policy papers are firmly planted in wonk-ville; our issue briefs are written for people in the field who need to learn more; and our infographics can be primers for the public. Surprisingly (maybe?), I find that a lot of people in the policy debate are not at all conversant at the level you might think/hope they should be. Providing a very basic and approachable introduction to science communication and open issues will be of value to a lot of policy makers in this space.
We should probably even talk about sharing the key points from your Harbingers work as an infographic---this is highly relevant, cutting edge stuff.
Cheers,
Glenn
On Jan 23, 2021, at 2:01 PM, David Wojick <dwo...@craigellachie.us> wrote:
Anyone graduating from US public school has had a lot of science, including a lot on the nature of science. You can look at the state K-12 standards to see what is taught in each grade. In the new Next Generation Science Standards there is even more emphasis on the nature of science, too much in my view because there is then less on the nature of the world around us. I suspect there is relatively little on the nature of research, but have not looked at that. Might be fun.
On Jan 23, 2021, at 2:55 PM, David Wojick <dwo...@craigellachie.us> wrote:
Maggie,
David,
I’m afraid Maggie is right, emphatically so. There aren’t enough qualified STEM teachers in the US K-12 systems, most high school students graduate without an adequate background in math and science, and education quality varies widely by state (see here, for example, for an essay on the evolution of teaching about evolution). These aren’t just opinions--- scicomm literature is simply chock-full of statistics, surveys, outcome measures, etc. confirming this. I’m afraid that your DOE experience doesn’t reflect these current facts on the ground. Science literacy and belief in science are problems that have been with us for a while and probably won’t improve dramatically anytime soon.
Best,
Glenn
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In the UK it used to be norm to divide children at 13/14 into a science stream and a humanities stream and to some extend still is. Our prime minister is an example of someone who probably gave up any science as early as that. At university level we concentrate on a single subject and it is possible but very difficult to mix science and humanities in the way that you can do routinely with majors and minors.
Anthony
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It’s just one survey among a great many David---just Google “science education” and you’ll get some sense of extensively programmed and analyzed this topic is. We aren’t talking about 1958 high school biology here 😊. And these metrics do indeed bear directly on literacy. The question is what people retain/believe, not what they were taught. Take algebra, for example. All high school students are taught algebra, but this also marks an inflection point for a great many students where they just can’t learn any more math---they hit algebra, they don’t get it, and so they lose interest in science and math at that point. Our metric isn’t how many students we’re teaching algebra, but how many students are learning it.
Cheers,
Glenn
Let’s take this off-list if you’re interested in discussing more---just remove OSI from the cc.
Thanks much,
Glenn
From: David Wojick <dwo...@craigellachie.us>
Sent: Saturday, January 23, 2021 4:34 PM
To: Glenn Hampson <gham...@nationalscience.org>