Diversity and Representation in Animation and Character Design Challenge Awards | Pixel Vienna 2023 

The panel discussion that took place at Vienna Pixel had professionals of the animation field discuss the topic of diversity and representation in animation.

The discussion starts off with the guests discussing their favorite childhood characters, pointing out the fact that these characters heavily influence people, following them into their adult lives even. 

The question is posed as to how character design can made good when following „classic“ character design approaches, that have lots of rules and principles, have the potential to reinforce bad stereotypes. 

One issue that needs to be addressed is the fact that the reinforcement of such types happens already in art school, for example in live drawing sessions, where the models are often white, think and straight, not sufficiently integrating other body types into the education of art students. The professionals then recommend to go outside, to sit on the bus, for instance, and look art people, to look at their body shapes and outfits and whatever else, as there is so much diversity in that. They point out that when it comes to character design, artists tend to see a lot online or in the production of big studios that they compare their own work to and then find ones line, narrowing down their way of finding inspiration elsewhere because they feel comfortable in that line of work and don’t have to take too many risks. 

Another challenge for artists is their own subconscious prejudices, which means that it is important for people to talk to the groups they want to represent in order to do it correctly. Some studios even have diversity teams that ensure the representation of the characters is suitable as sometimes, even if there are no bad intentions, people can get it wrong if they don’t talk to the ones it actually concerns. 

The classic school of animation works quite well in communicating intention, action and characteristics but sometimes they tend to be overdrawn, one of the artists mentions. They talk about how they discovered that representing someone through their actions rather than the look of the character can be very interesting, as you can’t tell from their look whether they are good or bad. 

Larger productions have seen a lot of progress however there is still a long way to go. The professionals then move on to describing some experiences they have made concerning the topic of representation themselves.

One example that is named is about one artist working on a project that featured trans-persons and there was a lot of discussion within the team as to how to show the respective sequences. However, the team consisted of CIS people only, so they called in some friends to talk with and get feedback from them to make sure the representation was authentic. Another example was a game with a story about a disabled person, where the team reached out to an agency for accessibility and a disabled basketball player, who even supported the work on the game design for the apartment to realistically depict how the character interacts with the world. 

Representation requires thorough, self-critical research from the creators and it is really a responsibility that they share through all kinds of diversity, be it gender, disability, or race. They also stress that intersectional research is important, explaining how just talking to a person of color, for instance, isn’t enough to represent all of one entity. Social backgrounds, living circumstances, dreams and personal definition need to be considered.

Often, higher positions in the industry are predominantly led by men, whereas women, queer people, or marginalized groups might have trouble to reach these positions. Still, the panel guests convey that it is an organic process and that being sensitive and open to listen and give people opportunities is important, so that spaces that, for example, support a persons specific requirements can be set up. Listening is one of the issues in the industry, and good leaders should take in the people around them. But, on a positive note, they also mention that they feel a big shift in awareness in the next generation coming on. 

One thing that is still noticeable in many areas of the industry is even present in the education at universities and art schools – male-identifying students have shown up to collect feedback more than non-male identifying people, with more confidence/certainty, showing just how much it is still engraved in women’s minds how much more they have to prove themselves and that they are harder on themselves, often questioning their abilities. Therefore, mutual support and opening up towards each other is of great importance. 

The panel concludes the talk with some questions from the audience, debating over topics like cultural consulting and as to why it is not a priority at big studios, for example.  The answer to this comes out pretty clearly states that after all, a company’s goal is still to make money and that in the end, the value of the content comes from and with the value of the people/end-consumer of the contents because this translates back into the company. Therefore, it can be hard to find initiatives or to get them right. Also, there is still a lot that is not known to many people, so some disabilities, for instance, might not be represented because too little people actually know about them. 

The panel guest suggests to do anti-bias training, to really inform themselves and to do so actively in order to tell appropriate stories.

They then move on to other questions, and one important topic mentioned is the issue of constantly feeling not educated enough even if they do research, talk to and bring in people to tell their stories – and yet, mistakes happen. Still, it is important to think about the intention behind that, and maybe being able to separate certain treats of a character from others. In the example, the representation of an asexual person who is a mean character is mentioned, as it left the community disappointed due to their portrayal, as asexual people are not often seeing representation in the media. But it is about the intention behind it – would the creators portray all asexuals as mean and manipulative or is this just a character that happens to be both of these things? 

Overall, it matters how and why we create characters audiences can identify with, and there should be a way of creating them that connects to their story and on how they solve problems – and to then go from there, in order to discover their form and shape based on the character rather than its look.

Also, characters should not be reduced to one identity in terms of what they can portray, such as in having an immigrant always tell their „immigrant story“ and taking away the rest of their identity. 

Also, all of us have stereotypes inside of us and we also live clichés, and creating content that is expected is just less interesting, because people often expect what’s coming etc.

To sum up: being aware and open-minded, talking to people, listening and educating oneself is a major part in the creating and portraying of character. There is much work yet to be done, but there also is a noticeable shift in the industry, sparking hope for the future!

The challenges of communicating science | Part 3

Social Media 

Nonetheless, scientists have increasingly been engaging in science communication, together with universities, being pressured by the demand for „accountability“. 

Among scientists, the need for media attention and gaining visibility has created a competitive field, increasing the risk for tainting scientific knowledge with an underlying motive of gaining the attention of as many persons as possible. Some scientists have achieved a status as „visible scientists“ by actively engaging in popularization in order to increase their public visibility, however, this popularity is often not just owed to the fact that they have made particularly fascinating discoveries, but is also due to assuming controversial positions or being flamboyant in their status as a public figure. 

When looking at individual scientists, it is especially difficult to distinguish between their motives when it comes to science communication, as it is hard to recognize whether their goal is genuine communication to the public or self-promotion. 

Social media has proven to be a powerful tool to do both of these things simultaneously – performance indicators can be summed up in numbers enable comparability across the disciplinary boundaries, enhancing social media usage following this principle of quantified reputation. There has also been a noteworthy increase of the potential reach that can be achieved through the internet and altmetrics which can be controlled through quantitative indicators have been expanded. The motives of self-promotion merges perfectly with the demand for democratization, as platforms such as YouTube, Blogs, or Facebook are propagated as tools for direct communication that is not influenced by any intermediate gatekeepers, thus suggesting that scientists can genuinely communicate eye to eye with the public. What is not taken into account, however, is whether the appropriate audience is reached within the undifferentiated public. Furthermore, it must also be questioned whether social media communication offers content of sufficient quality and credibility as does communication through traditional mass media outlets. Also, there is a widespread uncritical usage of social media in the age of data capitalism which follows political and the advertising industry’s interest.

Social media communication is on the rise, with many scientists, institutes, and universities performing science communication through these channels.  Understandably so, as it offers opportunities and can be beneficial, however, it is necessary to keep some factors in mind. Major social media platforms are heavily dependent on income via advertisement fees. Of course, the advertisement industry is also present in other mass media tools, particularly newspapers, however, there is one significant difference, as journalists can operate independently next to the mass of advertisers. Social media operates on algorithms that seemingly optimize and personalize the contents for the user, which in turn means that communication is selected based on user preference. Social media communication tends to follow major opinions, creating spaces where users encounter content that reinforce their opinions and beliefs. A principle, that counters the actual intention of science communication, which is supposed to be informative, share new developments and foster critical thinking within the recipients. 

Social media platforms, however, are not neutral, as, for example, an incident with Facebook has shown where they indirectly admitted to actively influencing the „trending news“ part.

The lack of quality control on social media is a factor that definitely needs to be considered, especially seeing as the access to the medium is essentially unlimited. So, how much trust can be put into the mediums and channels?

It is certainly something to keep in mind, since social media is an important source for scientific knowledge. An important factor here is to make sure that the source of the knowledge is made known and can be considered credible. As scientists make more use of social media to share their progress, they are usually aware of the sources of the shared information. Therefore, to ensure successful, truthful science communication through these channels, it is essential to secure the credibility of communication and have a trustworthy communicator.

Source: Weingart, P. and Guenther, L. (2016). ‘Science communication and the issue of trust’. JCOM 15 (05), C01.
https://jcom.sissa.it/article/pubid/JCOM_1505_2016_C01/

https://doi.org/10.22323/2.15050301

Discussion 

If scientists wish to be effective when it comes to communicating, they need to understand the beliefs of the relevant interest groups, businesses, policy makers, and other stakeholders in discussions that are in need of scientific expertise. 

Communicating ineffectively can be detrimental to both science and society. Science depends on the support of the public, requiring the people’s values and trust in science. Properly learning how to communicate is therefore invaluable, as it can help scientists to understand and address the questions their audiences are asking.

Source: The Science of Science Communication, S.465 https://www.pnas.org/doi/epdf/10.1073/pnas.1312080110

Personal Conclusion

While the upper paragraphs are heavily focused on some of the challenges and even dangers that arise through methods of science communication, the author of this paper still believes that the newly arising channels are of great importance to the society, as there also lies so much potential in them, especially when it comes to the possibility of accessing knowledge, obtaining information with easy access, and enabling a public discourse, only to name a few. Still, the arising issues are something that need to be communicated too, as awareness when it comes to these factors will help the consumer to distinguish credible sources from non-credible ones at least to some extent. Communicating neutrally is, for sure, an immense challenge, and especially when one is working towards a cause or representing an institution, one will lean toward communicating findings in a way that benefits them in some way – be it in order to gauge a certain reaction, to strengthen an image, to secure funding, or to increase visibility. It is this author’s opinion that communicators should work on assuming more neutral and objective positions, and to be aware of the responsibility they carry when they communicate scientific knowledge to a broad public.

But also the general public has an obligation, which is to not lose their capability of critical thinking and to take on the responsibility of concerning and informing themselves properly and in-depth in order to make informed decisions.

The public needs to be aware and educated on these underlying critical topics, as they are undeniably influencing how, when and why we are being presented with certain information, and that may not be an easy task, as it has become easy to get comfortable with being fed information without even having to search for it. This, however, lacks conscious differentiation between credible and non-credible sources and puts one in danger of consuming content within a bubble that does not consider information outside of it. Sharing and obtaining knowledge requires effort from both sides – the scientific community and the general public.

The challenges of communicating science | Part 2

In light of all challenges that come with connecting science and society, it is of great importance that scientists realize their ethical obligation to produce intelligible, factual information and to inform the public about relevant findings and research results. This should allow the public to make informed decisions based on science-based, reliable data and facts. Therefore, communication in the field has to be adequate in its form in order for people to be able to use the information that is being provided. To achieve this, universities and colleges need to better train scientists in the field of communicating their research to the public. Academics, policy makers and scientists have to come up with creative ways for effective media communication, building a collaborative environment between society and science.

Quelle: The Power of Science Communication, Jucan 

https://www.sciencedirect.com/science/article/pii/S1877042814050010

With the responsibility of the field of science communication comes much food for thought, especially with nowadays’ boom of science communication. 

The following paragraphs will explore some of the challenges that have been arising with it in a couple of different fields. 

Public Relations (PR)

Another challenge is the pressure on universities and research centers to perform in order to legitimize science funding in the eye of „public accountability“. Science is nowadays expected to be presented to the public, and these expectations have led to the original meaning of science communication (the reporting of research relevant to either practical issues and/or of educational pertinence) being sidetracked by the fixation on attention. Organizations tend to work in a „push-communication“ mode, communicating findings to the undifferentiated public. While this counts as science communication, since PR and press professionals take over some of the communication of the knowledge from their institution’s scientists (as institutions often employ PR specialists for controlling communication to the outside), this practice inevitably leads to science communication being influenced by the need to achieve certain purposes, such as building an image, branding, or marketing, resulting in a conflation of science communication with institutional propaganda.

Research centers and universities have been expanding their PR and press departments, creating another stakeholder group engaged  in science communication (PR specialists and press officers) which is engaged specifically in academic institutional communication. Some institutions’ communication to the public has been taken over entirely by press officers, which in turn implies that PR is the superior method of science communication, and following the assumption that scientists themselves are not sufficiently capable to communicate with the public on an appropriate level and to leave this to communication professionals. If that would be the general practice, PR professionals would be taking over science communication to the general public and taking it away from the scientists themselves, as the public is thought to be receptive only to PR communication. 

Source: Weingart, P. and Guenther, L. (2016). ‘Science communication and the issue of trust’. JCOM 15 (05), C01.
https://jcom.sissa.it/article/pubid/JCOM_1505_2016_C01/

https://doi.org/10.22323/2.15050301

Press work

Media communication is a key factor and press professionals carry the responsibility of supplying the public with information. Depending on how well this work is done, it can either have a positive influence and prevent damage, or it itself can be the cause of damage. In order to better understand the challenges, this paragraph will focus on an example concerned with public health emergencies. According to the WHO, press work done in such emergency situations needs to be able to improve knowledge and understanding of the situation and actively framing a story before others can do so, establish an institution as the main source of expertise, to prevent rumors and misinformation, and gain support for certain endeavors. Issues can arise when, for example, long lasting events such as the pandemic influenza in Germany lead to official sources not providing information  at times, causing periods of time that are low in news. Such „empty spaces“ can be troublesome, as they tend to be filled with unofficial, misinformed and potentially damaging sources if official sources do not communicate. 

On the other hand, however, sharing too much active information is also not always perceived well, as having a constant presence of an issue present in media outlets can lead to uncertainty within the public. 

It is of great importance to communicate expert opinions that are reliable, and to decide very carefully, what should and has to be communicated to the public. Media outlets are multipliers, often defining the level of the public’s information. Information material that is created for media professionals, for example press releases, assessments of the situation or responses on frequently asked questions are often also being used by citizens and the professional public / expert audiences if they are available online. Often, press material is also the foundation for creating citizen information, and influence also the language used in such measures. Therefore, it needs to be recognized that there is a lot of responsibility falling to press and media professionals, especially when it comes to communicating swiftly.

Quelle: Sind wir gefährdet? Krisenkommunikation für ein Bundesinstitut auf dem Gebiet des Gesundheitsschutzes / Susanne Glasmacher

The challenges of communicating science | Part 1

Introduction

Society is in need of science in order to achieve economic, political, and social success. At the same time, science lives off the talents, freedom, and the resources made available by the society. Especially in time of crisis such as epidemics, financial crisis, new medicinal information or earthquakes, it is essential to have scientifically based voices be heard and to do so via professional communication – as the risk of having topics not adequately represented in the public, and with that losing their resources, trust and relevance, is rising with each day that they are not communicated well or at all.  

In order to be effective, a lot of responsibility actually falls to the researchers themselves when it comes to communicating their findings. Ideally, scientists should not only present their respective findings, but also be prepared to take the public’s needs and views into consideration. 

Source: The Power of Science Communication, Jucan 2014

Overall, it can be said that science communication relies heavily on trust – and that goes for both internal and public/external science communication. The recipients of the knowledge need to trust the source itself but also in the chosen medium that is used to communicate the knowledge. 

Source: Weingart, P. and Guenther, L. (2016). ‘Science communication and the issue of trust’. JCOM 15 (05), C01.
https://jcom.sissa.it/article/pubid/JCOM_1505_2016_C01/

https://doi.org/10.22323/2.15050301

Development & Challenges  

Over the last decades, science communication has transformed into its own industry. The historical roots of its popularization lie in the 19th century, where science started to become so specialized that it needed to be „translated“ for interested parties of the general public, a public that was fascinated by the knowledge science offered, sharing the devotion to generating knowledge for the common good. These popularizers are assumed to have been trusted just as much as science itself. 

Nowadays, however, we find ourselves in an entirely different state, no longer profiting as much from scientists, science journalists or professional popularizers who are engaged in relaying information to the public about new discoveries in research and their wider indications and significance for society. Rather, science communication has turned into an arena with various stakeholders battling for attention, seeking the power of definition due to the fact that money is an important factor in the game. Even the term „science communication“ itself has been subject to being battled for in its definition and multiple definitions of it have emerged.

Tools used for it cover an immense range, reaching from science journalism over social media, PR, museum exhibitions, social events, science centers, and much more.

This boom in the field of science communication is thought to have multiple interrelated causes. One of these causes would be the push for democratization of science. An element of this democratization would be the „engagement with the public“, a term that suggests scientists now reaching out to communicate with the common public. The demand for such outreach by scientists to communicate as much as possible with people has been increasing, attaining tremendous popularity as it is appealing to supporters of the principle of democratization and, at the same time, valuable for institutional PR (aimed at reaching as many people as possible) and political legitimation strategies (which strive for a voter majority).

Now, in principle, science is seen as the ultimate reference when it comes to reliable knowledge. Issues, however, arise, when communication of scientific contents is thought to be influenced by interests or tainted with persuasive communication methods, creating an atmosphere where people are suspicious of bias. If an average person comes to doubt the communicated contents, they are no longer able to rely on it and therefore unable to make informed decisions. As an example, if information shared about the benefits and risks of vaccination is no longer relied upon by the public, people will tend to rely on speculation or faith rather than actual knowledge. This leads us to one big challenge in the field of science communication, as with it comes a large responsibility: science communication is an extremely important link between the actual scientific knowledge and the public. How credible science itself is perceived is actually depending massively on the communication of it. 

There is an abundance of sources that supplies people with scientific information (e.g. science PR, scientists, science journalists) through different media / channels such as TV, social media, or newspapers. Now one has to remember that there are multiple actors involved in communicating science and it is assumed that these may have own underlying  interests in their ways of communication – be it generating interest in the hopes that controversial technological projects are more widely accepted, ensuring legitimacy for expenditure, or politically motivated propagandistic communication. Cases like these also identify some significant groups of stakeholders: on the one hand, there are government officials and administrators, on the other hand, we have event management firms that employ specialists in marketing or exhibition. 

Source: Weingart, P. and Guenther, L. (2016). ‘Science communication and the issue of trust’. JCOM 15 (05), C01.
https://jcom.sissa.it/article/pubid/JCOM_1505_2016_C01/

https://doi.org/10.22323/2.15050301

Science Communication online | Part 2

The following blogpost will be focused on the dissemination of the article Will Podcasting and Social Media Replace Journals and Traditional Science Communication? No, but . . ., which was published in the American Journal of Epidemiology, as it offers valuable insights into science communication that makes use of new media as a means for conveying scientific knowledge.

The digital world we find ourselves in these days is a rapidly changing landscape, with the emergence of new developments and platforms constantly redefining our ways of communication. There is a vast offer of platforms to use, with new ones continuously being added. The relevance of these tools in science communication has been increasing, offering a large-scale audience content that was previously mainly accessible within the scientific community.

The authors recognize great potential in new media usage in order to build on knowledge translation and education, as digital media can often be openly accessed and therefore more useful in reaching larger and more diverse target groups, including scientists, trainees, and the lay public than traditional forms of science communication. 

Blogging emerged as one of the first forums to relay scientific information apart from traditional channels such as scientific journals. But the digital landscape is vast and new platforms are emerging continuously. 

Looking at the topic of epidemiology, for instance, the coronavirus epidemic sparked substantial interest from the public, thus platforms such as Instagram, TikTok, Twitter (now X) or Facebook, as merely an internet connection is needed to access social media platforms and their contents, while few people have access or subscriptions to scientific journals.

Twitter, for instance, offered many ways that could be used for engaging with and disseminating scientific content. 

A widely used approach was making use of the so called „tweetorial“, which are series of tweets that provide short tutorials for certain subjects. A tweet could be 280 characters long and be accessed openly. Tweetorials are therefore a lot shorter than a conventional manuscript, as the character limit forces the authors to focus on simpler language to get the information across within this limited space. 

While a medium like that is maybe more suitable for big-picture explanations and not necessarily conducive for details study descriptions and analysis, it could be a valuable supplement to traditional approaches rather than a replacement.

Another way Twitter was utilized in order to disseminate research was the live-tweeting of, for example, seminars scientific conferences, making some of the content available for people who could not attend the events. Live-tweeting means the posting of a series of tweets about a presentation’s content in realtime, often including a shared hashtag.

A completely different approach to sharing scientific information with the public is the usage of podcasting to do so. Podcasts are recorded audios disseminated via the internet and can be replayed through browsers or in a podcast application. A lot of these podcasts are freely accessible and can be subscribed to by individuals. 

As download and offline options have emerged, offline usage presents no issue to the listener, making podcasts a popular medium, for instance while commuting, traveling, exercise or walks. 

Podcasting enables researchers to explain study results to a more diverse and larger audience than traditional methods and cover a vast number of topics across numerous disciplines such as basic science, public health, or clinical medicine. The number of listeners varies, with some podcasts reaching niche audiences, while others are being listened to by hundreds of thousands of people. 

Now, while these and other formats of science communication are rising in relevance, also the question as to why these new media are gaining influence in this field can be posed. The authors of this article assume that 2 of the biggest reasons for this occurrence: user cost and convenience. While conferences require fees and traveling costs, journals require costly subscriptions, and the contents of academic talks are frequently limited to those in personal attendance, new media formats are available at any point in time, with easy access to information. People often make use of this in „found-time“, which mans the time in between activities, for instance during travel. Free platforms are therefore highly effective when it comes to science communication and have the potential to reach larger audiences than traditional channels. 

Furthermore, new media has been contributing to the democratization of expertise, and also access to experts. International correspondence poses no issue through the worldwide availability of online platforms, allowing for engaging with experts, learning from professionals, or diversifying the field, also offering a platform for previously marginalized or excluded voices. 

The authors describe a use case for the field of epidemiology, which can surely be considered for most fields of science topics. Curricula can be expanded and made to include new media. This enables the supplementation of traditional contents via podcasts, YouTube video talks, online course lectures or tweetorials, for instance. As much of this content is available for free, it is easier to integrate into classes, as students do not have to worry about extra expenses, as would be the case with journal articles or textbooks. Also, independent student engagement in expert online discussions on relevant topics is possible with little effort. New media can further the facilitation of non-traditional paths into the respective fields, as information can be shared with those who are not up to date in the area, supplying them with current expertise and conversations. 

The commentary concludes that new media might not (especially in the near future) replace traditional methods of science communication, instead they are adding to them, augmenting, influencing, and improving traditional media. Social media is continuously finding places within the scientific community and offers great potential for future endeavors. Many journals, academic institutions, and conferences already make use of new online technologies, impacting the future of science communication significantly. 

This blog post is largely concerned with the more positive potentials of new media  science communication and will be continued in the next post with the challenges and risks that arise through its usage.

Quelle: 

https://academic.oup.com/aje/article/190/8/1625/6292357#google_vignette

Science Communication Online | Part 1

In the area of external science communication, online media and social media have seen a rise in relevance. The following blog post will explore the foundations and forms of this type of science communication in more detail.

Overall, it can be said that scientists and scientific institutions are hesitant in making use of science communication in online and social media for the public, while societal stakeholders like NGOs are more active in that field. Scientific topics are discussed very diversely in online media and are thus faced with the challenge of controversial topics being talked about by non-scientific actors. 

The usage of science communication has increased. As explained previously, science communication includes all communication focussed on scientific knowledge or scientific work, both within the institutionalized science and outside of it. It also includes the communication on different channels, one of which is online-communication. The relevance of this field has risen significantly throughout past years, so much that one cannot even call it a „new“ medium for science communication or „its future“, but must rather seen as an integral part of it. 

Online communication includes, on the one hand, „classic“ internet-communication such as science journalism or the display of scientific topics on websites. On the other hand, there is social media with the most prominent forms being the following:

  • So called „collaborative projects“ such as Wikipedia, where a large number of users works on one project
  • Blogs and Microblogs such as Twitter (now „X“)
  • Content communities such as YouTube, where users share visual, audio, or audio-visual content
  • Social Media Platforms like Facebook 

Source: https://link.springer.com/chapter/10.1007/978-3-658-12898-2_15

Science and Social Media 

As people are using social media more, it also means that they receive news via social media. A 2017 poll shows that 68% of adults in the U.S. see news on social media either incidentally or purposefully. News sources online are especially relevant when it comes to information on science-related topics. While many do not actively seek out information on scientific topics, the visibility thereof is still indicated with 55% of all U.S. adults reporting that they see posts on social media that are related to science. 18% of U.S. adults actively follow accounts or pages that are focusing on science-related topics. 

Social media is increasingly important as a source of information, especially when it comes to scientific topics. There are a few factors that should be considered in the entirety of this topic’s consideration.

It is yet to be explored how the available information is being translated into actual knowledge and attitudes toward science topics. Much of how humans gain knowledge is influenced by the demand, need, and acceptance of the acquirable information within an individual’s own worldview and their cultural background. For example, someone’s perceived need to learn or their motivation to acquire knowledge about a certain scientific topic correlates with the ability of gaining said knowledge. 

Furthermore, people with a higher socio-economic status (SES) or higher levels of education seem to have an advantage in their ability to retain and learn from information exposure over people with a lower socio-economic status. Certain media have the potential to shrink knowledge gaps (for instance television, as it has the potential to make information accessible to people with a lower SES). Media such as printed newspapers on the other hand often increase knowledge gaps. Information that is available online, which also includes science-related topics, is indicated to have positive effects, with the potential to decrease gaps.

Overall, research is showing that social media / online media in general is neither to be labeled as entirely bad or entirely good when it comes to accessing correct knowledge. 

Source: https://jcom.sissa.it/article/pubid/JCOM_2004_2021_A01

Therefore, it is to be assumed that making use of social media and online media tools to communicate scientific knowledge should not be underestimated and, in this author’s opinion, can be a very valuable tool if used consciously and responsibly both when it comes to creating, publishing and consuming content. 

Science Communication

In order to be able to communicate scientific findings and events, such as the FHJ Arctic Expedition is going to be, it is necessary to explore the topic and principles of science communication. This blog post will give an introduction over the topic, explain its relevance, and define the term itself.

Introduction

Scientific knowledge and information are the foundation of the modern knowledge and media society, with scienctific knowledge increasingly spreading within our society and shaping the actions of both individuals and political, economic, and other institutions.

A lot of this knowledge is being spread via the media, be it „classic“ mass media such as newspapers, papers, radio, TV, or, with the rise of online media, increasingly social media and other digital platforms. These channels are important for many people and are often the sole sources of information which contribute to their knowledge of scientific topics. Therefore, it is also important in what way scientific results, organizations and contributors in their respective fields are being presented and communicated to the public, how their reputation and believability can be ensured and what effects they have on their audiences. ( https://link.springer.com/chapter/10.1007/978-3-658-12898-2_1 , S.3)

While it is harder these days to separate public communication about scientific topics (such as journalistic or educative contents from museums or fictional/entertainment formats like films or comics) from non- or semi-public science communication, where scientific knowledge is created, tried and circulated (within science conferences or scientific publications), causing the boundaries between the scientific and societal public to blur, the significance of science communication is undeniable, shaping the understanding and the image people have of science. (Ibid S.4)

The Relevance of Science Communication

Humans have to make an abundance of decisions throughout their entire lifespan. These decisions often include science-related topics – parents have to decide whether or not they want to vaccinate their child, people suffering from an illness have to decide whether or not they are willing to risk certain treatment methods or operations, companies have to decide what investments they are willing to make, and political decision makers have to contemplate whether nuclear power is worth the risk, just to name a few examples. For each of these question there is a variety of (and sometimes very controversial) answers, that can be considered. Also, there is scientific knowledge available that can be used in these considerations. (https://books.google.at/books?hl=de&lr=&id=yGZ4DwAAQBAJ&oi=fnd&pg=PP3&dq=wissenschaftskommunikation&ots=cSROIHTbdL&sig=avDg8h2jssbOfunrRWv95PYuW0M#v=onepage&q=wissenschaftskommunikation&f=false S.11) While scientific results may not always prove to be correct and must always be seen as some sort of work in progress even when something is „proven“ (due to some probability of  failure/wrongness), science produces the best kind of knowledge that individuals, societies and institutions can use as the foundation for making decisions. Scientific knowledge has one deciding factor in its favor: the systematic, methodological approach of creating and gaining knowledge.

Defining science communication 

As scientific knowledge is produced, the way it is being communicated is of great importance – and this leads us to the field of science communication. The exact definition is not always clear, as interpretations of it differ. The following definition by  Schäfer et. Al. from 2015 tries to capture the term with all its facets, defining it as follows: 

Science communication includes all forms of communication that are focused on scientific knowledge or scientific work, both within and outside of the institutionalized science, including their production, content, usage and effects. This definition includes therefore also science journalism, knowledge-based mass-communication and relevant PR, but also exceeds these. For one, science communication can happen within and between social groups. Also, the media communication of such topics can differ: we can differentiate between science-internal communication, which is mainly targeted at experts („scholarly communication“) and science-external communication targets outer-science audiences such as the broad public or also more specified groups of people (such as deciders in politics or economy). Both forms of science communication can happen on different levels of publicity, ranging from topic-centered public spaces such as conferences, museums, science slams or conferences to the usage of mass-media such as newspapers, online-forums or TV-shows for science communication.

Many forms of science communication have become increasingly important. Science-internal communication has seen significant growth corresponding to the rise of sciences themselves. Also science-external, public communication has increased over the years. (Ibid. 12-14)

Topic Alternatives: FHJ Arctic Expedition Team

After some new developments, I have been considering to change my research topics, as I will have the opportunity to join the FHJ Arctic Expedition team on its trip to Greenland. As one of two design students, I will be co-responsible for documenting the expedition and provide all-around media, PR and marketing support. Thus, with the following blog posts I will explore the possibilities in terms of possibly integrating this topic into a master’s thesis project.

To gain a better understanding of the foundation of the FH JOANNEUM Arctic Expedition Team, a short overview will be given over the scope of the project, its contents, goals and execution.

Over the course of the next semester, a group consisting of students, researchers and teachers will organize and participate in an expedition to the Sermilik Polar Research Institute in Greenland. The goal of the expedition is to educate the next generation of Arctic experts and researchers, thus participants will gain knowledge of relevant technology and research topics in order to be able to independently lead further arctic expeditions. During the time in Greenland, the team will develop new use cases and prototypes from different files such as aviation, industry, health, and more. The relevance of this kind of expedition is easily explained with its unique environment and the possible research topics it offers. Furthermore, it is rather rare that scientific expeditions take place in the arctic due to the logistical challenges despite it being such a worthwhile research area.

The FH JOANNEUM Arctic Expedition Team is a unique endeavor that will provide not only valuable insight into various research fields, it is also a pristine example for interdisciplinary measures taken by FH JOANNEUM, as it connects students and professionals from different fields and specialities in a completely new setting. The team will come together and plan the expedition within the framework of its very own course „Arctic Technology“. These classes offer a unique approach to mentoring and educating the next generation of researchers with the peak being the implementation of the expedition in August 2025. Each (student) participant had to hand in an individual project/research proposal, which they will be working on implementing for the excursion. The respective research projects are yet to be revealed to the participants and in time, students will then be supporting each other in realizing the plans.

Students are offered professional support by teachers and experts that are joining the team to round up the experience. 

So, in short: The FH JOANNEUM Arctic Expedition Team is an entirely new interdisciplinary approach to connecting students and professionals from different fields of expertise while supporting research endeavors in the unique field of the arctic. 

As mentioned above, the design students will be in charge of documenting the journey and supporting the media output of the expedition. Thus, this could offer a range of possibilities in terms of a topic for a possible master’s thesis. 

The following angles might be worth exploring: 

  • Creation of a multi-platform/multi-channel multimedia and communication  concept for an Arctic Expedition / Arctic Research including planning, theoretical foundation and execution 
  • Media research communication with an emphasis on arctic research 
  • Reaching out with research: communicating science in popular media/social media with storytelling  

These explorations would offer for an opportunity to research the foundations of science communication in various media / channels while at the same time being able to implement the findings into an actual long-term project. 

Current considerations in terms of media documentation / communication include the following:

  • AET Blog -> A blog series that gives regular insights into the contents of the Arctic Expedition Team, including regular updates on the individual participants 
  • AET Podcast -> On-Site recorded podcast with personal stories of the daily events and research findings 
  • AET Social -> Implementation of a Social Media channel that follows the personal stories of the AET with regular personal updates, project insights, interactive content etc. 
  • AET PR Concept -> Development and implementation of a communication strategy and concept
  • AET Documentary -> An allround-documentary covering everything including the planning/classes, introduction of research projects and the eventual implementation over the course of the expedition itself.

Each of these approaches would support the project, as it is planned to establish the Arctic Expedition Team a long-term project, as well as offer the opportunity of interpreting and analyzing the effectiveness of each measure taken after the expedition itself has taken place, making it possible to stretch this project over the course of the next 1-2 years.

Story based formats in Dementia treatments | Part 1.1: Digital storytelling in dementia treatment

To gain a better understanding as to why digital storytelling could have a potentially positive impact on people with dementia, the following paragraphs will assess the 2017 conference paper “Digital Storytelling and Dementia” and elaborate on the findings of the authors.

Similar to other definitions, the authors of the paper suggest that digital storytelling is a type of narrative which utilizes media technology in order to create short films. Media can include sound, pictures, music, and videos. (Park, 2017, 1) It should be noted that the authors, too, agree on the fact that there is no single definition of digital storytelling, as they vary in the literature and can include the usage of communication assistive devices, ambient assistive technology, or reminiscence therapy, for the purpose of the documented study, however, the first mentioned definition holds. (Park, 2017, 2) 

The authors indicate that past research on this topic has shown potential positive effects for people with dementia to include enhanced relationships and better communication. (Park, 2017, 1) Other benefits that have been mentioned in literature are enhanced well-being, a higher level of confidence, and a sense of purpose.    Furthermore, it is stated that digital storytelling can be effective for conveying important information since it is not dependent on a single method for telling a story but allows for multiple ways to communicate it. Visuals, music and spoken words are, while being selected independently, working as a collective in relaying messages to an audience. Another beneficial factor is the ongoing availability of the content over time: participants can repeatedly  listen to or view stories whenever they please. Also, the stories can be preserved and given to loved ones as a form of legacy. (Park, 2017, 2)

For the study discussed in the paper, seven participants with dementia in the early disease stage were involved in a seven-session workshop over a six-week period. The objective of the workshops was to create digital stories with the help of care partners and researchers. The paper focuses on the first location of an ongoing multi-site project as at the time of its creation, the study was still in the preliminary stage of analysis at the first site only. The purpose of the conducted study was to better understand the benefits of storytelling and digital media usage for people suffering from dementia. (Park, 2017, 2) Sessions included a pre-study interview that was used to collect demographic information and give an impression of the participant’s usage of technology, amongst other factors. In the interview, questions that were intended to stimulate the discussion of stories from the participant’s past and present life. The first two sessions then included conversations about stories meaningful to the participant, encouraging them to think about what story they would want to follow and develop more in-depth. Sessions after that were used to create digital stories and lastly, the participants could share their stories with a larger audience, friends and family included. (Park, 2017, 5)

The discussed outcome of the study suggest an overall beneficial experience with a positive impact on the participants.These preliminary results from the study’s first site were in line with what the literature on the topic suggested in terms of positive developments in the relationship between the participants and their caregivers, as well as increased communication abilities and interactions. Generally, it can be said that topics emerging from the analysis of the data were continuously linked to engagement: the process, the stories as well as the relationships with care partners and the project’s facilitators all proved to be engaging for the participants. The usage of technology was, at times, challenging, as participants were, for example, uncomfortable using the equipment without support. (Park, 2017, 7-8)  Other challenges involved issues with memory and communication. Still, they were in turn appreciative of support and when asked to choose images, effects or songs that would be part of the digital story. Having the right setting with positive support from facilitators and care partners seemed to further enhance the experience for the participants and ultimately, not only the participants but also their care partners enjoyed the final product. (Park, 2017, 7-8) 

To sum up the results, it can be said that the overall outcome of the study can be considered quite positive and the authors feel like the usage of digital methods was, while challenging, still essential in allowing the participants to share their stories in a unique way. Digital storytelling is, according to the preliminary outcome, a promising tool for working with people suffering from dementia in order for them to create stories and interact with others through these stories, as well as to share and preserve them in a rewarding and meaningful way.(Park, 2017, 1, 9)

Story based formats in dementia treatment | Part 1: Digital Storytelling

For this and the following blogpost there shall be a focus on the usage of digital storytelling in dementia treatment. This first part will explain the fundamentals of the concept of digital storytelling whereas the second part will concern itself with the contents of a study that applied the method in a project with persons living with dementia in order to gain a more detailed insight into possible use cases. 

As mentioned in the very first blogpost, dementia is a progressive neurological condition primarily seen in older people, including symptoms like memory loss and difficulties in managing everyday life. (Fels, 2011, 535-536) Interestingly, while people with dementia often struggle with recalling or speaking about current events, it is easier for them to access memories from their earlier lives. (Fels, 2011, 536) Alongside other methods, there is the approach of including digital storytelling into the treatment of people suffering from dementia. Findings of a 2022 literature review indicate that most commonly, digital storytelling is being used as a way of supporting a patient’s memory, identity, reminiscence and their self-confidence. (Rincon, 2022) It also indicates, however, that the level of evidence for the effectiveness in terms of improving emotional, cognitive or affective skills through digital storytelling is rather low and needs to be considered by clinicians when trying to reach certain treatment goals. 

Still, digital storytelling can be a useful tool in upholding an individual’s personality. Various studies indicate that the key factors in the usage of digital storytelling are, as was already mentioned above, the support of a person’s memory, identity, reminiscence or self-confidence and follow an approach based on personal experiences.

In order to understand how these methods are being used, it is necessary to explain the term digital storytelling and the significance of storytelling itself further. 

Storytelling in general has always been used for passing on the knowledge connected to a peoples’ history, heritage and traditions from one generation to the next, and has therefore always been a powerful technique to exchange experiences and communicate knowledge. (Smeda, 2014)

It is an important method of communication – and is also recognized as such in many fields of study such as sociology, nursing research, folklore, and communication studies –  in all of life’s stages, as sharing narratives provides people with the possibility to connect with others and convey lived experiences and events through conversation. Stories can emerge in various forms, be it myths, fictional, autobiographical or other narratives.  (Fels, 2011, 535)

With the evolution and development of digital technologies people continued to tell stories with the help of new multimedia tools, such as digital cameras, computers or editing softwares. (Smeda, 2014)

Simply put, digital storytelling happens when digital technologies are being used to create or tell stories. (Rincon, 2022)  The concept of digital storytelling emerged at the California Center for Digital Storytelling in the late 1980s as a method used by community theatre workers to record, produce and disseminate stories. Generally, there is no one definition of the term “digital storytelling”, however most explanations emphasize the usage of multimedia tools such as video, audio, animation and graphics. The association defines it as a “modern expression of the ancient art of storytelling” (The Digital Storytelling Association, 2011). A definition by Normann describes digital storytelling as “a short story, only 2–3 minutes long, where the storyteller uses his own voice to tell his own story. The personal element is emphasised, and can be linked to other people, a place, an interest or to anything that will give the story a personal touch” (Normann [2011]). 

There are also other definitions that vary in their details, such as a more technology-focused definition  by Meadows that suggests digital storytelling uses cost-effective cameras, computers and non-linear authoring tools in order to produce short multimedia stories that fulfill the social components of storytelling. (Smeda, 2014)

The process of digital storytelling involves active contribution of the individual participants who are invited to construct digital stories in the form of short movies that make use of various media technologies such as images, narration, music, or text. The content consists of personal perspectives on experiences and narratives. (Sitter, 2024, 907) It can be especially useful as a means of combining an individual’s context based experience with meaningful content. Digital storytelling is often mentioned in an educational context, as the concept has been more and more incorporated into the educational systems of the Global North such as North America and Europe. The term Global North describes societies and countries that “are developed in terms of democracy, technology, wealth, and politics.” (Sonday, 2021, 1) The usage of this format in a learning environment can foster qualities such as problem solving ability, critical thinking, collaborative skills. (Sonday, 2021, 1)