Message posted on 12/12/2019
Reminder: Call for Papers - The role of online videos for the communication of science and research - Deadline for Abstracts: 1 January 2020
Dear Colleagues, <br> <br>Asheley R. Landrum (Texas Tech University) and I are curating a Research Topic <br>on the use of online videos for science and research communication for <br>Frontiers publishers. <br> <br>We are looking for papers to be published in the following journals: <br> Frontiers in Communication <br>Section - Science and Environmental Communication <br> Frontiers in Environmental Science <br>Section - Science and Environmental Communication <br> Frontiers in Human Dynamics <br>Section - Digital Impacts <br> <br>If the Research Topic receives at least 10 contributions, Frontiers will <br>produce an additional e-book of the collection once all of the manuscripts <br>have completed the review process. <br> <br>Submission of Abstracts are due 1 January 2020. <br>Full Manuscripts are due 1 July 2020. <br> <br>Please submit abstracts and full manuscripts at http://bit.ly/SciCommVideo. <br> <br>Frontiers publications are available open access. Fee Waivers are available <br>for this Research Topic. <br> <br>I include more information about our research topic below. Please also visit <br>http://bit.ly/SciCommVideo. <br> <br>Best, <br> <br>Joachim Allgaier <br> <br>-------------- <br>New Directions in Science and Environmental Communication: Understanding the <br>Role of Online Video-Sharing and Online Video-Sharing Platforms for Science <br>and Research Communication <br> <br>Background <br> <br>In this Research Topic we are interested in the impact of online <br>video-sharing on the public communication of science and the environment, but <br>also on intra-scientific communication and practice. The online video format <br>has great potential for science and environmental communication, but there <br>are also potential problems and pitfalls that need to be reflected. We are <br>interested in the role of online video-sharing platforms, such as YouTube, <br>Vimeo and others, for the public communication of science and research. <br> <br>Production <br> <br>We are looking for various perspectives on the production of online videos, <br>i.e. who creates and uploads videos with scientific and environmental <br>contents and what are the intentions and purposes of these videos? What are <br>the differences and similarities between professional, amateur, institutional <br>and other actors who produce online videos? How do the different creators of <br>videos about science and the environment legitimize themselves and what <br>audiences do they want to reach and for what reasons? What are the <br>differences in practices and intentions of journalists, YouTubers, <br>scientists, scientific institutions and others when it comes to online <br>video-sharing? <br> <br>Content <br> <br>Which scientific and environmental topics and what kinds of research and <br>knowledge are represented in publicly available online videos and which are <br>not? Are there certain scientific disciplines that use online videos for <br>public and/ or intra-scientific communication more often than others? What <br>kind of video formats, genres, videographic styles etc. are most successful, <br>widespread and adequate for science and environmental communication? How can <br>the quality of scientific online videos be assessed? What role do <br>misinformation, disinformation and conspiracy theories play in online videos <br>about scientific and environmental topics and what could be done to <br>successfully counteract erroneous and problematic video content? Can <br>differences concerning topics, frames or aesthetic aspects be found and <br>analyzed, and if so how? What are the differences between the online videos of <br>professional, amateur, institutional and other user/ producer cultures? Are <br>there differences in the online videos from diverse geographical locations, <br>languages and disciplinary communities? <br> <br>Audiences, reception and communities <br> <br>How are online videos on science and the environment perceived by various <br>audiences? Do scientists and researchers also make use of the online-video <br>format, and if so, how and why? How do different audiences make sense of the <br>online videos they are watching and how do they affect perceptions, knowledge <br>and attitudes? How do different users seek and find online videos about <br>science and the environment and how do they assess the credibility of the <br>videos? What communities emerge around specific video channels featuring <br>science and environmental online videos and how do various audiences/ <br>communities and video creators interact? What is the role of specific online <br>video-sharing platforms for the dissemination, recommendation and practices <br>of environmental and science communication via online video? <br> <br>Methodological innovations <br> <br>What quantitative, qualitative, computational and other methods could be used <br>to study scientific and environmental online-videos and practices of online <br>video-sharing? <br> <br>Practical perspectives <br> <br>We are also interested in perspectives of online video practitioners or <br>researchers and others who experimented with online videos for science and <br>environmental communication. We also welcome case studies and the experiences <br>of science YouTubers and experience reports of exchanges with scientists, <br>scientific institutions, journalists, filmmakers and others who use online <br>videos for environmental and science communication. <br> <br>We are looking for various types of contributions and articles types that <br>address these and related questions and issues. <br> <br>Article types <br> <br>Frontiers in Communication: Section - Science and Environmental Communication <br>https://www.frontiersin.org/journals/communication/sections/science-and-envir <br>onmental-communication#article-types <br> <br>Frontiers in Environmental Sciences: Section - Science and Environmental <br>Communication <br>https://www.frontiersin.org/journals/environmental-science#article-types <br> <br>Frontiers in Human Dynamics: Section - Digital Impacts <br>https://www.frontiersin.org/journals/human-dynamics#article-types <br> <br> <br>PS: If you are interested in science/environmental communication on YouTube <br>these links might also be of interest: <br> <br>Allgaier, J. (2019): Science and Environmental Communication on YouTube: <br>Strategically Distorted Communications in Online Videos on Climate Change and <br>Climate Engineering. Frontiers in Communication, 4:36. doi: <br>10.3389/fcomm.2019.00036 <br>https://www.frontiersin.org/articles/10.3389/fcomm.2019.00036/full <br> <br>Science communication online: The influence of YouTube and the youtubing of <br>influencers <br>https://blogs.nottingham.ac.uk/makingsciencepublic/2019/10/18/science-communi <br>cation-online-the-influence-of-youtube-and-the-youtubing-of-influencers/ <br> <br> <br>YouTube Fix Your AI for Climate Change! An Invitation to an Open Dialogue <br>https://genr.eu/wp/youtube-fix-your-ai-for-climate-change-an-invitation-to-an <br>-open-dialogue/ <br> <br> <br>Climate Protection Policy in Germany: YouTubers and Scientists united against <br>the Government? <br>https://www.naturevolve.com/single-post/2019/11/12/Climate-Protection-Policy- <br>in-Germany-YouTubers-and-Scientists-united-against-the-Government <br> <br> <br>-- <br>Dr. Joachim Allgaier <br>Senior Researcher <br>Human Technology Center (HumTec) <br>Chair of Society and Technology <br>RWTH Aachen University <br>Theaterplatz 14 /Raum 235 <br>52062 Aachen /Germany <br> <br>Twitter: @JoachimAllgaier <br>Web: https://www.researchgate.net/profile/Joachim_Allgaier <br>_______________________________________________ <br>EASST's Eurograd mailing list <br>Eurograd (at) lists.easst.net <br>Unsubscribe or edit subscription options: http://lists.easst.net/listinfo.cgi/eurograd-easst.net <br> <br>Meet us via https://twitter.com/STSeasst <br> <br>Report abuses of this list to Eurograd-owner@lists.easst.netview formatted text
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