Accommodating Scientific Illiteracy: Award-Winning Visualizations on the Covers of "Science"

Autor/in	Gigante, Maria E.
Titel	Accommodating Scientific Illiteracy: Award-Winning Visualizations on the Covers of "Science"
Quelle	In: Journal of Technical Writing and Communication, 42 (2012) 1, S.21-38 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-2816
Schlagwörter	Competition; Visualization; Scientists; Science Education; Outreach Programs; Scientific Literacy; Visual Aids; Federal Programs; Periodicals; Technical Writing; Communication Strategies; Content Analysis; Awards; Visual Learning; Visual Literacy; Public Relations; Public Opinion + Suchen Sie Ihr Suchwort? Wettkampf; Visualisation; Visualisierung; Scientist; Wissenschaftler; Naturwissenschaftliche Bildung; Jobcoaching; Anschauungsmaterial; Periodical; Journal; Zeitschrift; Fachzeitschrift; Periodikum; Technical documentation; Technische Dokumentation; Kommunikationsstrategie; Inhaltsanalyse; Award; Auszeichnung; Visual education; Visuelles Lernen; Literacy; Visualization; Schreib- und Lesekompetenz; Public relation work; Öffentlichkeitsarbeit; Öffentliche Meinung
Abstract	The International Science and Engineering Visualization Challenge, recently established by the National Science Foundation (NSF), is an alleged attempt at public outreach. The NSF encourages scientists to submit visualizations that would appeal to non-expert audiences by displaying their work in an annual "special feature" in "Science" magazine, and each year they present the winning image on the cover of "Science" as the ultimate reward. Although the NSF advertises the competition as an attempt to educate non-scientists, the visualizations lack sufficient textual explanation in the "Science" special feature articles and do not demonstrate clear significance for current issues in science. This article assesses the actual motivations behind the NSF's "Visualization Challenge," given the lack of accompanying textual information, and it explores the consequences of allowing "scientific" visualizations to float into the public sphere unexplained. It will be shown that the spirit of this competition exemplifies the current shift from "public understanding of science" to "public appreciation of science" in the growing field of Science Communication, particularly through the technique of "framing" devices. This shift in objective, accentuated in the realm of visual communication, reinforces the public's view of science as a mythic authority. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10