GC - Editorial: The shadowlands of (geo)science communication in academia – definitions, problems, and possible solutions

<!DOCTYPE html PUBLIC "-//W3C//DTD XHTML 1.0 Transitional//EN" "http://www.w3.org/TR/xhtml1/DTD/xhtml1-transitional.dtd">     <html xmlns="https://www.w3.org/1999/xhtml" xml:lang="en" lang="en" class="no-js co-ui">  <head>  <meta http-equiv="Content-Type" content="text/html; charset=utf-8" /> <meta charset="utf-8" /> <meta name="viewport" content="width=device-width, initial-scale=1" /> <meta name="theme-color" content="#000000" /> <meta name="application-name" content="1" /> <meta name="msapplication-TileColor" content="#FFFFFF" /> <link rel="preconnect" crossorigin="" href="https://contentmanager.copernicus.org/" /><link rel="icon" size="16x16" href="https://www.geoscience-communication.net/favicon_copernicus_16x16_.ico" type="image/x-icon" /><link rel="icon" size="24x24" href="https://www.geoscience-communication.net/favicon_copernicus_24x24_.ico" type="image/x-icon" /><link rel="icon" size="32x32" href="https://www.geoscience-communication.net/favicon_copernicus_32x32_.ico" type="image/x-icon" /><link rel="icon" size="48x48" href="https://www.geoscience-communication.net/favicon_copernicus_48x48_.ico" type="image/x-icon" /><link rel="icon" size="64x64" href="https://www.geoscience-communication.net/favicon_copernicus_64x64_.ico" type="image/x-icon" /><link rel="icon" size="228x228" href="https://www.geoscience-communication.net/favicon_copernicus_228x228_.png" type="image/png-icon" /><link rel="icon" size="195x195" href="https://www.geoscience-communication.net/favicon_copernicus_195x195_.png" type="image/png-icon" /><link rel="icon" size="196x196" href="https://www.geoscience-communication.net/favicon_copernicus_196x196_.png" type="image/png-icon" /><link rel="icon" size="128x128" href="https://www.geoscience-communication.net/favicon_copernicus_128x128_.png" type="image/png-icon" /><link rel="icon" size="96x96" href="https://www.geoscience-communication.net/favicon_copernicus_96x96_.png" type="image/png-icon" /><link rel="apple-touch-icon-precomposed" size="180x180" href="https://www.geoscience-communication.net/favicon_copernicus_180x180_.png" type="image/png-icon" /><link rel="apple-touch-icon-precomposed" size="120x120" href="https://www.geoscience-communication.net/favicon_copernicus_120x120_.png" type="image/png-icon" /><link rel="apple-touch-icon-precomposed" size="152x152" href="https://www.geoscience-communication.net/favicon_copernicus_152x152_.png" type="image/png-icon" /><link rel="apple-touch-icon-precomposed" size="76x76" href="https://www.geoscience-communication.net/favicon_copernicus_76x76_.png" type="image/png-icon" /><link rel="apple-touch-icon-precomposed" size="57x57" href="https://www.geoscience-communication.net/favicon_copernicus_57x57_.ico" type="image/png-icon" /><link rel="apple-touch-icon-precomposed" size="144x144" href="https://www.geoscience-communication.net/favicon_copernicus_144x144_.png" type="image/png-icon" /><script type="text/javascript" src="https://cdn.copernicus.org/libraries/mustache/2.3.0/mustache.min.js"></script><script type="text/javascript" src="https://cdn.copernicus.org/libraries/jquery/1.11.1/jquery.min.js"></script><script type="text/javascript" src="https://cdn.copernicus.org/js/copernicus.min.js"></script><script type="text/javascript" src="https://cdn.copernicus.org/apps/htmlgenerator/js/htmlgenerator-v2.js"></script><script type="text/javascript" src="https://cdn.copernicus.org/libraries/photoswipe/4.1/photoswipe.min.js"></script><script type="text/javascript" src="https://cdn.copernicus.org/libraries/photoswipe/4.1/photoswipe-ui-default.min.js"></script><link rel="stylesheet" type="text/css" media="all" href="https://cdn.copernicus.org/libraries/dszparallexer/dzsparallaxer.css" /><script type="text/javascript" src="https://cdn.copernicus.org/libraries/dszparallexer/dzsparallaxer.js"></script><link rel="stylesheet" type="text/css" media="all" id="hasBootstrap" href="https://cdn.copernicus.org/libraries/bootstrap/current/css/bootstrap.min.css" /><link rel="stylesheet" type="text/css" media="all" href="https://cdn.copernicus.org/libraries/bootstrap/current/css/bootstrap-media.min.css" /><link rel="stylesheet" type="text/css" media="all" href="https://cdn.copernicus.org/libraries/bootstrap/current/css/bootstrap-grid.min.css" /><link rel="stylesheet" type="text/css" media="all" href="https://cdn.copernicus.org/libraries/bootstrap/current/css/bootstrap-reboot.min.css" /><script type="text/javascript" src="https://cdn.copernicus.org/libraries/bootstrap/current/js/popper.js"></script><script type="text/javascript" src="https://cdn.copernicus.org/libraries/bootstrap/current/js/bootstrap.min.js"></script><link rel="preconnect" crossorigin="" href="https://cdn.copernicus.org/" /><link rel="stylesheet" type="text/css" media="all" href="https://cdn.copernicus.org/libraries/unsemantic/unsemantic.min.css" /><link rel="stylesheet" type="text/css" media="all" href="https://cdn.copernicus.org/libraries/photoswipe/4.1/photoswipe.css" /><link rel="stylesheet" type="text/css" media="all" href="https://cdn.copernicus.org/libraries/photoswipe/4.1/dark-icon-skin/dark-icon-skin.css" /><link rel="stylesheet" type="text/css" media="all" href="https://cdn.copernicus.org/css/copernicus-min.css" /><link rel="stylesheet" type="text/css" media="all" href="https://cdn.copernicus.org/css/fontawesome.css" /><link rel="stylesheet" type="text/css" media="all" href="https://cdn.copernicus.org/fonts/FontAwesome/5.11.2_and_4.7.0/css/all.font.css" /><link rel="stylesheet" type="text/css" media="projection, handheld, screen, tty, tv, print" href="https://contentmanager.copernicus.org/237997/700/ssl" /><link rel="stylesheet" type="text/css" media="projection, handheld, screen, tty, tv, print" href="https://contentmanager.copernicus.org/2154804/700/ssl" /><link rel="stylesheet" type="text/css" media="print" href="https://contentmanager.copernicus.org/2154805/700/ssl" /><script src="https://contentmanager.copernicus.org/1672/700/ssl" type="text/javascript"> </script><script src="https://contentmanager.copernicus.org/1468/700/ssl" type="text/javascript"> </script><script src="https://contentmanager.copernicus.org/402/700/ssl" type="text/javascript"> </script><script src="https://contentmanager.copernicus.org/2154808/700/ssl" type="text/javascript"> </script><meta name="global_projectID" content="700" /><meta name="global_pageID" content="8391" /><meta name="global_pageIdentifier" content="home" /><meta name="global_moBaseURL" content="https://meetingorganizer.copernicus.org/" /><meta name="global_projectShortcut" content="GC" /><meta name="global_projectDomain" content="https://www.geoscience-communication.net/" /> <title>GC - Editorial: The shadowlands of (geo)science communication in academia – definitions, problems, and possible solutions</title> <meta name="data-non-mobile-optimized-message" content="" /><script id="networker"> window.isSafari = /^((?!chrome|android).)*safari/i.test(navigator.userAgent); /** * */ function createToastsFunctionality() { const toastsWrapper = $('<div>') .attr('aria-live', 'polite') .attr('aria-atomic', 'true') .addClass('toasts-notifications-wrapper'); $('body').append(toastsWrapper); } function isOS() { return [ 'iPad Simulator', 'iPhone Simulator', 'iPod Simulator', 'iPad', 'iPhone', 'iPod' ].includes(navigator.platform) || (navigator.userAgent.includes("Mac") && "ontouchend" in document) } /** * * @param notificationContent */ function addToast(notificationContent) { const toast = $('<div>').addClass('toast').attr('role', 'alert').attr('aria-live', 'assertive') .attr('aria-atomic', 'true').attr('data-autohide', 'false'); const toastHeader = $('<div>').addClass('toast-header'); const toastHeaderTitle = $('<strong>').addClass('mr-auto').html(notificationContent.title); const toastHeaderCloseButton = $('<button>').addClass('ml-2').addClass('mb-1').addClass('close').attr('type', 'button') .attr('data-dismiss', 'toast'); const toastHeaderCloseIcon = $('<span>').attr('aria-hidden', 'true').html('×'); let url = ''; if (notificationContent.hasOwnProperty('url')) { url = notificationContent.url; } else { url = 'https://networker.copernicus.org/my-network'; } const toastBody = $('<div>').addClass('toast-body').html('<a target="_blank" href="' + url + '">' + notificationContent.text + '</a>'); $(toastHeaderCloseButton).append(toastHeaderCloseIcon); $(toastHeader).append(toastHeaderTitle); $(toastHeader).append(toastHeaderCloseButton); $(toast).append(toastHeader); $(toast).append(toastBody); $('.toasts-notifications-wrapper').append(toast); $('.toast').toast('show'); } function coNetworker_sendUsersLocation(location, userHash, publicLabel, projectID, application) { if (templateHasBootstrap()) { createToastsFunctionality(); } userHash = userHash || 'null'; location = location || 'c_content_manager::getProjectTemplateMobileOpt'; publicLabel = publicLabel || ''; if (publicLabel === ''){ publicLabel = location; } if (userHash !== null && userHash.length > 5) { try { if(typeof window.ws === 'undefined' || window.ws === null || !window.ws) { window.ws = new WebSocket('wss://websockets.copernicus.org:8080'); } else { window.ws.close(1000); window.ws = new WebSocket('wss://websockets.copernicus.org:8080'); } const data = { 'type': 'status', 'action': 'start', 'data': { 'userIdentifier': userHash, 'projectID': projectID, 'coApp': application, 'location': location, 'publicLabel': publicLabel } }; if (window.ws === 1) { window.ws.send(JSON.stringify(data)); } else { window.ws.onopen = function (msg) { window.ws.send(JSON.stringify(data)); dispatchEvent(new CustomEvent('loadCommonNetworker')); }; window.ws.onmessage = function (event) { try { const data = JSON.parse(event.data); switch (data.type) { case 'notification': const pushNotificationData = data.data; if (pushNotificationData.hasOwnProperty('user') && pushNotificationData.user.length > 5 && pushNotificationData.user === userHash) { window.showPushNotification(pushNotificationData); } break; } } catch (e) { console.log(e); } } } } catch (e) { console.error(e); } } } window.showPushNotification = function (notificationContent) { showMessage(notificationContent); function showMessage(notificationContent){ if (templateHasBootstrap()) { showBootstrapModal(notificationContent); } } function showBootstrapModal(notificationContent) { const randomId = getRandomInt(100,999); let modal = $('<div>').addClass('modal').attr('id', 'modal-notification' + randomId); let modalDialog = $('<div>').addClass('modal-dialog'); let modalContent = $('<div>').addClass('modal-content'); let modalBody = $('<div>').addClass('modal-body'); let message = $('<div>').addClass('modal-push-message').html('<h3 class="mb-3">' + notificationContent.title + '</h3><p>' + notificationContent.text + '</p>'); let buttonsWrapper = $('<div>').addClass('row'); let buttonsWrapperCol = $('<div>').addClass('col-12').addClass('text-right'); let buttonCancel = $('<button>').addClass('btn').addClass('btn-danger').addClass('mr-2').html('Cancel') let buttonSuccess = $('<button>').addClass('btn').addClass('btn-success').html('OK') $(buttonsWrapper).append(buttonsWrapperCol); $(buttonsWrapperCol).append(buttonCancel); $(buttonsWrapperCol).append(buttonSuccess); $(modalBody).append(message).append(buttonsWrapper); $(modalContent).append(modalBody); $(modalDialog).append(modalContent); $(modal).append(modalDialog); $(buttonCancel).on('click', (event) => { event.preventDefault(); event.stopPropagation(); event.stopImmediatePropagation(); $(modal).modal('hide'); }); $(buttonSuccess).on('click', (event) => { event.preventDefault(); event.stopPropagation(); event.stopImmediatePropagation(); $(modal).modal('hide'); handleOnclickNotification(notificationContent); }); $(modal).modal('show'); setTimeout(() => { dispatchEvent(new CustomEvent('modalLoaded', {'detail': 'modal-notification' + randomId})); }, 1000); } window.addEventListener('modalLoaded', function (event) { setTimeout(() => { $('#' + event.detail).modal('hide'); }, 9000); }); function handleOnclickNotification(notificationContent) { if (notificationContent.hasOwnProperty('withConnect') && notificationContent.withConnect.length > 0) { acceptContactRequest(notificationContent); } if (notificationContent.hasOwnProperty('url')) { if (window.isSafari && isOS()) { window.location.href = notificationContent.url; } else { window.open(notificationContent.url, '_blank').focus(); } } else { if (window.isSafari && isOS()) { window.open('https://networker.copernicus.org/my-network', '_blank'); } else { window.open('https://networker.copernicus.org/my-network', '_blank').focus(); } } } /** * * @param notificationContent */ function acceptContactRequest(notificationContent) { const formData = new FormData(); formData.append('r', notificationContent.userFrom); formData.append('a', 'a'); $.ajax({ url: 'https://networker.copernicus.org/handle-request-job', type: 'POST', data: formData, processData: false, contentType: false, xhrFields: { withCredentials: true }, beforeSend: function () { $('.splash').fadeIn(); $('.lightbox').fadeIn(); } }) .done(function (dataResponse) { const data = JSON.parse(dataResponse); let text = 'Please consider joining the text chat now.'; window.sendPushNotification({ title: window.userDataCommonNetworker.name + ' aims to chat with you.', text: text, user: data.message.userIdentifier, url: notificationContent.url }); $('.splash').fadeOut(); $('.lightbox').fadeOut(); }) .fail(function (error) { $('.splash').fadeOut(); $('.lightbox').fadeOut(); }); } } function templateHasBootstrap() { const bootstrap = document.getElementById('hasBootstrap'); return bootstrap !== null && typeof bootstrap !== 'undefined'; } coNetworker_sendUsersLocation(); dispatchEvent(new CustomEvent('loadCommonNetworker')); function getRandomInt(min, max) { min = Math.ceil(min); max = Math.floor(max); return Math.floor(Math.random() * (max - min + 1)) + min; } </script> <link rel="stylesheet" type="text/css" href="https://cdn.copernicus.org/libraries/photoswipe/4.1/dark-icon-skin/dark-icon-skin.css"> <base href="/"> <link rel="stylesheet" type="text/css" href="https://cdn.copernicus.org/libraries/unsemantic/unsemantic.min.css"> <link rel="stylesheet" type="text/css" href="https://cdn.copernicus.org/libraries/jquery/1.11.1/ui/jquery-ui.min.css"> <link rel="stylesheet" type="text/css" href="https://cdn.copernicus.org/libraries/jquery/1.11.1/ui/jquery-ui-slider-pips.css"> <link rel="stylesheet" type="text/css" href="https://cdn.copernicus.org/libraries/photoswipe/4.1/photoswipe.css"> <link rel="stylesheet" type="text/css" href="https://cdn.copernicus.org/apps/htmlgenerator/css/htmlgenerator.css?v=1"> <meta name="citation_fulltext_world_readable" content=""> <meta name="citation_publisher" content="Copernicus GmbH"/> <meta name="citation_title" content="Editorial: The shadowlands of (geo)science communication in academia – definitions, problems, and possible solutions"/> <meta name="citation_abstract" content="<p><strong class="journal-contentHeaderColor">Abstract.</strong> Science communication is an important part of research, including in the geosciences, as it can (1) benefit both society and science and (2) make science more publicly accountable. However, much of this work takes place in “shadowlands” that are neither fully seen nor understood. These shadowlands are spaces, aspects, and practices of science communication that are not clearly defined and may be harmful with respect to the science being communicated or for the science communicators themselves. With the increasing expectation in academia that researchers should participate in science communication, there is a need to address some of the major issues that lurk in these shadowlands. Here, the editorial team of <i>Geoscience Communication</i> seeks to shine a light on the shadowlands of geoscience communication by geoscientists in academia and suggest some solutions and examples of effective practice. The issues broadly fall under three categories: (1) harmful or unclear objectives, (2) poor quality and lack of rigor, and (3) exploitation of science communicators working within academia. Ameliorating these problems will require the following action: (1) clarifying objectives and audiences, (2) adequately training science communicators, and (3) giving science communication equivalent recognition to other professional activities. In this editorial, our aim is to cultivate a more transparent and responsible landscape for geoscience communication – a transformation that will ultimately benefit the progress of science; the welfare of scientists; and, more broadly, society at large.</p>"/> <meta name="citation_publication_date" content="2024/11/12"/> <meta name="citation_online_date" content="2024/11/12"/> <meta name="citation_journal_title" content="Geoscience Communication"/> <meta name="citation_volume" content="7"/> <meta name="citation_issue" content="4"/> <meta name="citation_doi" content="https://doi.org/10.5194/gc-7-251-2024"/> <meta name="citation_firstpage" content="251"/> <meta name="citation_lastpage" content="266"/> <meta name="citation_author" content="Gani, Shahzad"/> <meta name="citation_author_institution" content="Centre for Atmospheric Sciences, Indian Institute of Technology Delhi, New Delhi, India"/> <meta name="citation_author_institution" content="Institute for Atmospheric and Earth System Research/Physics, University of Helsinki, Helsinki, Finland"/> <meta name="citation_author_orcid" content="0000-0002-6966-0520"> <meta name="citation_author_email" content="shahzadgani@iitd.ac.in"> <meta name="citation_author" content="Arnal, Louise"/> <meta name="citation_author_institution" content="Centre for Hydrology, University of Saskatchewan, Canmore, Alberta, Canada"/> <meta name="citation_author_institution" content="now at: Ouranos, Montréal, Quebec, Canada"/> <meta name="citation_author_orcid" content="0000-0002-0208-2324"> <meta name="citation_author" content="Beattie, Lucy"/> <meta name="citation_author_institution" content="School of Education and Social Sciences, University of the West of Scotland, Scotland"/> <meta name="citation_author_orcid" content="0000-0001-8571-8051"> <meta name="citation_author" content="Hillier, John"/> <meta name="citation_author_institution" content="Department of Geography and Environment, Loughborough University, Loughborough, UK"/> <meta name="citation_author_orcid" content="0000-0002-0221-8383"> <meta name="citation_author" content="Illingworth, Sam"/> <meta name="citation_author_institution" content="Department of Learning and Teaching Enhancement, Edinburgh Napier University, Edinburgh, Scotland"/> <meta name="citation_author_orcid" content="0000-0003-2551-0675"> <meta name="citation_author" content="Lanza, Tiziana"/> <meta name="citation_author_institution" content="Communication and Outreach Unit, Istituto Nazionale di Geofisica e Vulcanologia, Rome, Italy"/> <meta name="citation_author" content="Mohadjer, Solmaz"/> <meta name="citation_author_institution" content="Global Awareness Education, University of Tübingen, Tübingen, Germany"/> <meta name="citation_author_orcid" content="0000-0003-0728-3720"> <meta name="citation_author" content="Pulkkinen, Karoliina"/> <meta name="citation_author_institution" content="Aleksanteri Institute, University of Helsinki, Helsinki, Finland"/> <meta name="citation_author" content="Roop, Heidi"/> <meta name="citation_author_institution" content="University of Minnesota Climate Adaptation Partnership, St Paul, Minnesota, USA"/> <meta name="citation_author" content="Stewart, Iain"/> <meta name="citation_author_institution" content="Royal Scientific Society, Amman, Jordan"/> <meta name="citation_author" content="von Elverfeldt, Kirsten"/> <meta name="citation_author_institution" content="Department of Geography and Regional Studies, Alpen-Adria-Universität Klagenfurt, Klagenfurt, Austria"/> <meta name="citation_author_orcid" content="0000-0003-1136-7206"> <meta name="citation_author" content="Zihms, Stephanie"/> <meta name="citation_author_institution" content="Academic Writing Centre and Graduate School, Glasgow Caledonian University, Glasgow, UK"/> <meta name="citation_author_orcid" content="0000-0003-2342-9988"> <meta name="citation_reference" content="American Society for Cell Biology (ASCB): San Francisco declaration on research assessment, https://sfdora.org/ (last access: 1 December 2023), 2012. "> <meta name="citation_reference" content="Arnal, L., Anspoks, L., Manson, S., Neumann, J., Norton, T., Stephens, E., Wolfenden, L., and Cloke, H. L.: “Are we talking just a bit of water out of bank? Or is it Armageddon?” Front line perspectives on transitioning to probabilistic fluvial flood forecasts in England, Geosci. Commun., 3, 203–232, https://doi.org/10.5194/gc-3-203-2020, 2020. "> <meta name="citation_reference" content="Barrow, M. and Grant, B.: The uneasy place of equity in higher education: tracing its (in)significance in academic promotions, High Educ., 78, 133–147, https://doi.org/10.1007/s10734-018-0334-2, 2019. "> <meta name="citation_reference" content="Bell, H. M. and Tobin, G. A.: Efficient and effective? The 100-year flood in the communication and perception of flood risk, Environ. Hazards, 7, 302–311, https://doi.org/10.1016/j.envhaz.2007.08.004, 2007. "> <meta name="citation_reference" content="Berhe, A. A., Barnes, R. T., Hastings, M. G., Mattheis, A., Schneider, B., Williams, B. M., and Marín-Spiotta, E.: Scientists from historically excluded groups face a hostile obstacle course, Nat. Geosci., 15, 2–4, https://doi.org/10.1038/s41561-021-00868-0, 2022. "> <meta name="citation_reference" content="Besley, J. C. and Nisbet, M.: How scientists view the public, the media and the political process, Public Underst. Sci., 22, 644–659, https://doi.org/10.1177/0963662511418743, 2013. "> <meta name="citation_reference" content="Besley, J. C., Dudo, A., and Yuan, S.: Scientists' views about communication objectives, Public Underst. Sci., 27, 708–730, https://doi.org/10.1177/0963662517728478, 2018. "> <meta name="citation_reference" content="Brimicombe, C.: Is there a climate change reporting bias? A case study of English-language news articles, 2017–2022, Geosci. Commun., 5, 281–287, https://doi.org/10.5194/gc-5-281-2022, 2022. "> <meta name="citation_reference" content="Brownell, S. E., Price, J. V., and Steinman, L.: Science Communication to the General Public: Why We Need to Teach Undergraduate and Graduate Students this Skill as Part of Their Formal Scientific Training, J. Undergrad. Neurosci. Educ., 12, E6–E10, 2013. "> <meta name="citation_reference" content="Bubela, T., Nisbet, M. C., Borchelt, R., Brunger, F., Critchley, C., Einsiedel, E., Geller, G., Gupta, A., Hampel, J., Hyde-Lay, R., Jandciu, E. W., Jones, S. A., Kolopack, P., Lane, S., Lougheed, T., Nerlich, B., Ogbogu, U., O'Riordan, K., Ouellette, C., Spear, M., Strauss, S., Thavaratnam, T., Willemse, L., and Caulfield, T.: Science communication reconsidered, Nat. Biotechnol., 27, 514–518, https://doi.org/10.1038/nbt0609-514, 2009. "> <meta name="citation_reference" content="Bucchi, M. and Trench, B.: Rethinking science communication as the social conversation around science, JCOM, 20, Y01, https://doi.org/10.22323/2.20030401, 2021. "> <meta name="citation_reference" content="Budimir, M., Donovan, A., Brown, S., Shakya, P., Gautam, D., Uprety, M., Cranston, M., Sneddon, A., Smith, P., and Dugar, S.: Communicating complex forecasts: an analysis of the approach in Nepal's flood early warning system, Geosci. Commun., 3, 49–70, https://doi.org/10.5194/gc-3-49-2020, 2020. "> <meta name="citation_reference" content="Burns, T. W., O'Connor, D. J., and Stocklmayer, S. M.: Science Communication: A Contemporary Definition, Public Underst. Sci., 12, 183–202, https://doi.org/10.1177/09636625030122004, 2003. "> <meta name="citation_reference" content="Caltagirone, C., Draper, E. R., Hardie, M. J., Haynes, C. J. E., Hiscock, J. R., Jolliffe, K. A., Kieffer, M., McConnell, A. J., and Leigh, J. S.: An Area-Specific, International Community-Led Approach to Understanding and Addressing Equality, Diversity, and Inclusion Issues within Supramolecular Chemistry, Angewandte Chemie International Edition, 60, 11572–11579, https://doi.org/10.1002/anie.202015297, 2021. "> <meta name="citation_reference" content="Canfield, K. N., Menezes, S., Matsuda, S. B., Moore, A., Mosley Austin, A. N., Dewsbury, B. M., Feliú-Mójer, M. I., McDuffie, K. W. B., Moore, K., Reich, C. A., Smith, H. M., and Taylor, C.: Science Communication Demands a Critical Approach That Centers Inclusion, Equity, and Intersectionality, Front. Commun., 5, 2, https://doi.org/10.3389/fcomm.2020.00002, 2020. "> <meta name="citation_reference" content="Carter, S.: Academic Identity and the Place of Stories: The Personal in the Professional, Springer International Publishing, Cham, https://doi.org/10.1007/978-3-030-43601-8, 2020. "> <meta name="citation_reference" content="Chen, A., Zhang, X., and Jin, J.: The Sagan Effect and Scientists' Public Outreach Participation in China: Multilayered Roles of Social Norms and Rewards, Sci. Commun., 45, 12–38, https://doi.org/10.1177/10755470221143077, 2023. "> <meta name="citation_reference" content="Chubb, J. and Watermeyer, R.: Artifice or integrity in the marketization of research impact? Investigating the moral economy of (pathways to) impact statements within research funding proposals in the UK and Australia, Studies in Higher Education, 42, 2360–2372, https://doi.org/10.1080/03075079.2016.1144182, 2017. "> <meta name="citation_reference" content="Chubb, L. A., Fouché, C. B., and Sadeh Kengah, K.: Co-researching complexities: Learning strategies for edge walking in community–university research partnerships, Research for All, 5, 157–173, https://doi.org/10.14324/RFA.05.1.12, 2021. "> <meta name="citation_reference" content="Cormick, C.: The science of communicating science: The ultimate guide, CSIRO publishing, ISBN 1486309836, 9781486309832, 2019. "> <meta name="citation_reference" content="Cortassa, C.: In science communication, why does the idea of a public deficit always return? The eternal recurrence of the public deficit, Public Underst. Sci., 25, 447–459, https://doi.org/10.1177/0963662516629745, 2016. "> <meta name="citation_reference" content="Costa, E., Davies, S. R., Franks, S., Jensen, A., Villa, R., Wells, R., and Woods, R.: D4.1: Science communication education and training across Europe, Ref. Ares(2019)6766814 - 31/10/2019, 2019. "> <meta name="citation_reference" content="Crameri, F., Shephard, G. E., and Heron, P. J.: The misuse of colour in science communication, Nat. Commun., 11, 5444, https://doi.org/10.1038/s41467-020-19160-7, 2020. "> <meta name="citation_reference" content="Cross, I. D. and Congreve, A.: Teaching (super) wicked problems: authentic learning about climate change, J. Geogr. Higher Educ., 45, 491–516, https://doi.org/10.1080/03098265.2020.1849066, 2021. "> <meta name="citation_reference" content="Crozier, M., Mcclure, J., Vercoe, J., and Wilson, M.: The effects of hazard zone information on judgements about earthquake damage, Area, 38, 143–152, https://doi.org/10.1111/j.1475-4762.2006.00686.x, 2006. "> <meta name="citation_reference" content="Dooley, P.: Why we need to stop explaining science, Biophys. Rev., 9, 69–71, https://doi.org/10.1007/s12551-017-0251-0, 2017. "> <meta name="citation_reference" content="Dutt, K.: Race and racism in the geosciences, Nat. Geosci., 13, 2–3, https://doi.org/10.1038/s41561-019-0519-z, 2020. "> <meta name="citation_reference" content="Fähnrich, B., Wilkinson, C., Weitkamp, E., Heintz, L., Ridgway, A., and Milani, E.: RETHINKING Science Communication Education and Training: Towards a Competence Model for Science Communication, Front. Commun., 6, 795198, https://doi.org/10.3389/fcomm.2021.795198, 2021. "> <meta name="citation_reference" content="Finlay, S. M., Raman, S., Rasekoala, E., Mignan, V., Dawson, E., Neeley, L., and Orthia, L. A.: From the margins to the mainstream: deconstructing science communication as a white, Western paradigm, JCOM, 20, C02, https://doi.org/10.22323/2.20010302, 2021. "> <meta name="citation_reference" content="Fischhoff, B.: Risk perception and communication unplugged: twenty years of process, Risk Anal., 15, 137–146, 1995. "> <meta name="citation_reference" content="Fischhoff, B. and Scheufele, D. A.: The science of science communication, P. Natl. Acad. Sci. USA, 110, 14031–14032, https://doi.org/10.1073/pnas.1312080110, 2013. "> <meta name="citation_reference" content="Fonseca, X., Miguez-Macho, G., Cortes-Vazquez, J. A., and Vaamonde, A.: A physical concept in the press: the case of the jet stream, Geosci. Commun., 5, 177–188, https://doi.org/10.5194/gc-5-177-2022, 2022. "> <meta name="citation_reference" content="Fowler, S.: Burnout and depression in academia: A look at the discourse of the university, Empedocles: European Journal for the Philosophy of Communication, 6, 155–167, https://doi.org/10.1386/ejpc.6.2.155_1, 2015. "> <meta name="citation_reference" content="Frith, U.: Fast Lane to Slow Science, Trends Cogn. Sci., 24, 1–2, https://doi.org/10.1016/j.tics.2019.10.007, 2020. "> <meta name="citation_reference" content="GeoHazards International: Developing Messages for Protective Actionsto Take During Earthquake Shaking, https://4649393f-bdef-4011-b1b6-9925d550a425.filesusr.com/ugd/08dab1_49df199bcf44453f939c5777fa75c18a.pdf (last access: 1 August 2024), 2018. "> <meta name="citation_reference" content="Gill, J. C., Taylor, F. E., Duncan, M. J., Mohadjer, S., Budimir, M., Mdala, H., and Bukachi, V.: Invited perspectives: Building sustainable and resilient communities – recommended actions for natural hazard scientists, Nat. Hazards Earth Syst. Sci., 21, 187–202, https://doi.org/10.5194/nhess-21-187-2021, 2021. "> <meta name="citation_reference" content="Goldenberg, M. J.: Public trust in science, Interdisciplinary Sci. Rev., 48, 366–378, https://doi.org/10.1080/03080188.2022.2152243, 2023. "> <meta name="citation_reference" content="Golding, B., Mittermaier, M., Ross, C., Ebert, B., Panchuk, S., Scolobig, A., and Johnston, D.: A value chain approach to optimizing early warning systems, Global Assessment Report on Disaster Risk Reduction (GAR 2019), Contributing Paper, ETH Zurich, 2019. "> <meta name="citation_reference" content="Guertin, L., Johnson, B. A., and van der Hoeven Kraft, K. J.: The role two-year colleges play in unlearning racism in the geosciences (URGE), New Directions for Community Colleges, 2022, 189–200, https://doi.org/10.1002/cc.20533, 2022. "> <meta name="citation_reference" content="Guidetti, G., Viotti, S., and Converso, D.: The interplay between work engagement, workaholism, emotional exhaustion and job satisfaction in academics: A person-centred approach to the study of occupational well-being and its relations with job hindrances and job challenges in an Italian university, Higher Educ. Quarterly, 74, 224–239, https://doi.org/10.1111/hequ.12239, 2020. "> <meta name="citation_reference" content="Hernandez, P. R., Adams, A. S., Barnes, R. T., Bloodhart, B., Burt, M., Clinton, S. M., Du, W., Henderson, H., Pollack, I., and Fischer, E. V.: Inspiration, inoculation, and introductions are all critical to successful mentorship for undergraduate women pursuing geoscience careers, Commun. Earth Environ., 1, 1–9, https://doi.org/10.1038/s43247-020-0005-y, 2020. "> <meta name="citation_reference" content="Hillier, J. K., Saville, G. R., Smith, M. J., Scott, A. J., Raven, E. K., Gascoigne, J., Slater, L. J., Quinn, N., Tsanakas, A., Souch, C., Leckebusch, G. C., Macdonald, N., Milner, A. M., Loxton, J., Wilebore, R., Collins, A., MacKechnie, C., Tweddle, J., Moller, S., Dove, M., Langford, H., and Craig, J.: Demystifying academics to enhance university–business collaborations in environmental science, Geosci. Commun., 2, 1–23, https://doi.org/10.5194/gc-2-1-2019, 2019. "> <meta name="citation_reference" content="Hillier, J. K., Welsh, K. E., Stiller-Reeve, M., Priestley, R. K., Roop, H. A., Lanza, T., and Illingworth, S.: Editorial: Geoscience communication – planning to make it publishable, Geosci. Commun., 4, 493–506, https://doi.org/10.5194/gc-4-493-2021, 2021. "> <meta name="citation_reference" content="Hooker, C., Capon, A., and Leask, J.: Communicating about risk: strategies for situations where public concern is high but the risk is low, Publ. Health Res. Practice, 27, e2711709, https://doi.org/10.17061/phrp2711709, 2017. "> <meta name="citation_reference" content="Hutchins, J. A.: Tailoring Scientific Communications for Audience and Research Narrative, Current Protocols Essential Laboratory Techniques, 20, e40, https://doi.org/10.1002/cpet.40, 2020. "> <meta name="citation_reference" content="Illingworth, S.: A spectrum of geoscience communication: from dissemination to participation, Geosci. Commun., 6, 131–139, https://doi.org/10.5194/gc-6-131-2023, 2023. "> <meta name="citation_reference" content="Illingworth, S., Stewart, I., Tennant, J., and von Elverfeldt, K.: Editorial: Geoscience Communication – Building bridges, not walls, Geosci. Commun., 1, 1–7, https://doi.org/10.5194/gc-1-1-2018, 2018. "> <meta name="citation_reference" content="John, S.: Epistemic trust and the ethics of science communication: against transparency, openness, sincerity and honesty, Social Epistemology, 32, 75–87, https://doi.org/10.1080/02691728.2017.1410864, 2018. "> <meta name="citation_reference" content="Jones, J. H.: The Tuskegee syphilis experiment, in: The Oxford Textbook of Clinical Research Ethics, edited by: Emanuel, E. J., Crouch, R. A., Arras, J. D., Moreno, J. D., and Grady, C., Oxford University Press, New York, NY, USA, 86–96, 2008. "> <meta name="citation_reference" content="Jones, L. M.: Preparing a population for an earthquake like Chi-Chi: The Great Southern California ShakeOut, in: US-Iran Seismic Workshop, 29 June–1 July 2009, Irvine, California, United States, 1–14, 2009. "> <meta name="citation_reference" content="Jünger, J. and Fähnrich, B.: Does really no one care? Analyzing the public engagement of communication scientists on Twitter, New Media &amp; Society, 22, 387–408, https://doi.org/10.1177/1461444819863413, 2020. "> <meta name="citation_reference" content="Kappel, K. and Holmen, S. J.: Why Science Communication, and Does It Work? A Taxonomy of Science Communication Aims and a Survey of the Empirical Evidence, Front. Commun., 4, 55, https://doi.org/10.3389/fcomm.2019.00055, 2019. "> <meta name="citation_reference" content="Kelp, N. C. and Hubbard, M.: Scaffolded Curriculum for Developing Science Communication Skills in Life Science Undergraduates, J. Microb. Biol. Educ., 22, 1–8, https://doi.org/10.1128/jmbe.v22i1.2255, 2020. "> <meta name="citation_reference" content="Keohane, R. O., Lane, M., and Oppenheimer, M.: The ethics of scientific communication under uncertainty, Politics, Philosophy &amp; Economics, 13, 343–368, https://doi.org/10.1177/1470594X14538570, 2014. "> <meta name="citation_reference" content="Kerr, G. W.: FameLab, cultural relations and `going virtual' at the time of a pandemic, British Council, London, https://napier-repository.worktribe.com/output/2764695/famelab-cultural-relations-and-going-virtual-at-the-time-of-a-pandemic (last access: 1 August 2024), 2021. "> <meta name="citation_reference" content="Kinchin, I. M. and Francis, R. A.: Mapping pedagogic frailty in geography education: a framed autoethnographic case study, J. Geogr. Higher Educ., 41, 56–74, https://doi.org/10.1080/03098265.2016.1241988, 2017. "> <meta name="citation_reference" content="Kompella, P., Gracia, B., LeBlanc, L., Engelman, S., Kulkarni, C., Desai, N., June, V., March, S., Pattengale, S., Rodriguez-Rivera, G., Ryu, S. W., Strohkendl, I., Mandke, P., and Clark, G.: Interactive youth science workshops benefit student participants and graduate student mentors, PLOS Biol., 18, e3000668, https://doi.org/10.1371/journal.pbio.3000668, 2020. "> <meta name="citation_reference" content="Krause, N. M., Brossard, D., Scheufele, D. A., Xenos, M. A., and Franke, K.: Trends – Americans' Trust in Science and Scientists, Public Opinion Quarterly, 83, 817–836, https://doi.org/10.1093/poq/nfz041, 2019. "> <meta name="citation_reference" content="Lahiri-Roy, R., Belford, N., and Sum, N.: Transnational women academics of colour enacting `pedagogy of discomfort': positionality against a `pedagogy of rupture', Pedagogy, Culture &amp; Society, 0, 1–19, https://doi.org/10.1080/14681366.2021.1900345, 2021. "> <meta name="citation_reference" content="Liang, X., Su, L. Y.-F., Yeo, S. K., Scheufele, D. A., Brossard, D., Xenos, M., Nealey, P., and Corley, E. A.: Building Buzz: (Scientists) Communicating Science in New Media Environments, Journalism &amp; Mass Communication Quarterly, 91, 772–791, https://doi.org/10.1177/1077699014550092, 2014. "> <meta name="citation_reference" content="MacPherson-Krutsky, C. C., Brand, B. D., and Lindell, M. K.: Does updating natural hazard maps to reflect best practices increase viewer comprehension of risk?, Int. J. Dis. Risk Reduct., 46, 101487, https://doi.org/10.1016/j.ijdrr.2020.101487, 2020. "> <meta name="citation_reference" content="Márquez, M. C. and Porras, A. M.: Science Communication in Multiple Languages Is Critical to Its Effectiveness, Front. Commun., 5, 31, https://doi.org/10.3389/fcomm.2020.00031, 2020. "> <meta name="citation_reference" content="Martinez-Conde, S.: Has Contemporary Academia Outgrown the Carl Sagan Effect?, J. Neurosci., 36, 2077–2082, https://doi.org/10.1523/JNEUROSCI.0086-16.2016, 2016. "> <meta name="citation_reference" content="McGowan, E. G. and Alcott, L. J.: The potential for using video games to teach geoscience: learning about the geology and geomorphology of Hokkaido (Japan) from playing Pokémon Legends: Arceus, Geosci. Commun., 5, 325–337, https://doi.org/10.5194/gc-5-325-2022, 2022. "> <meta name="citation_reference" content="McKinnon, M. and O'Connell, C.: Perceptions of stereotypes applied to women who publicly communicate their STEM work, Humanit. Soc. Sci. Commun., 7, 1–8, https://doi.org/10.1057/s41599-020-00654-0, 2020. "> <meta name="citation_reference" content="Metcalfe, J.: Comparing science communication theory with practice: An assessment and critique using Australian data, Public Understanding of Science, 28, 382–400, 2019. "> <meta name="citation_reference" content="Mohadjer, S., Mutz, S. G., Kemp, M., Gill, S. J., Ischuk, A., and Ehlers, T. A.: Using paired teaching for earthquake education in schools, Geosci. Commun., 4, 281–295, https://doi.org/10.5194/gc-4-281-2021, 2021. "> <meta name="citation_reference" content="Morawska, L. and Cao, J.: Airborne transmission of SARS-CoV-2: The world should face the reality, Environ. Int., 139, 105730, https://doi.org/10.1016/j.envint.2020.105730, 2020. "> <meta name="citation_reference" content="Mulder, H. A. J., Longnecker, N., and Davis, L. S.: The State of Science Communication Programs at Universities Around the World, Sci. Commun., 30, 277–287, https://doi.org/10.1177/1075547008324878, 2008. "> <meta name="citation_reference" content="Nave, R., Isaia, R., Vilardo, G., and Barclay, J.: Re-assessing volcanic hazard maps for improving volcanic risk communication: application to Stromboli Island, Italy, J. Maps, 6, 260–269, https://doi.org/10.4113/jom.2010.1061, 2010. "> <meta name="citation_reference" content="Neil, R. B.: Community attitudes to natural hazard insurance: what are the salient issues?, in: Natural hazards and reinsurance, edited by: Oliver, J. and Britton, N. R., Lilyfield, Regents Park, NSW, 107–121, 1989. "> <meta name="citation_reference" content="Oliver, K., Kothari, A., and Mays, N.: The dark side of coproduction: do the costs outweigh the benefits for health research?, Health Res. Policy Syst., 17, 33, https://doi.org/10.1186/s12961-019-0432-3, 2019. "> <meta name="citation_reference" content="Oreskes, N.: What Is the Social Responsibility of Climate Scientists?, Daedalus, 149, 33–45, https://doi.org/10.1162/daed_a_01815, 2020. "> <meta name="citation_reference" content="Padilla, L.: Understanding uncertainty on a map is harder than you think, interactions, 29, 19–21, https://doi.org/10.1145/3530048, 2022. "> <meta name="citation_reference" content="Papatsiba, V. and Cohen, E.: Institutional hierarchies and research impact: new academic currencies, capital and position-taking in UK higher education, British J. Soc. Educ., 41, 178–196, https://doi.org/10.1080/01425692.2019.1676700, 2020. "> <meta name="citation_reference" content="Pappenberger, F. and Beven, K. J.: Ignorance is bliss: Or seven reasons not to use uncertainty analysis, Water Resour. Res., 42, W05302, https://doi.org/10.1029/2005WR004820, 2006. "> <meta name="citation_reference" content="Pownall, M., Talbot, C. V., Henschel, A., Lautarescu, A., Lloyd, K. E., Hartmann, H., Darda, K. M., Tang, K. T. Y., Carmichael-Murphy, P., and Siegel, J. A.: Navigating Open Science as Early Career Feminist Researchers, Psychology of Women Quarterly, 45, 526–539, https://doi.org/10.1177/03616843211029255, 2021. "> <meta name="citation_reference" content="Randall, K., Ewing, E. T., Marr, L. C., Jimenez, J. L., and Bourouiba, L.: How did we get here: what are droplets and aerosols and how far do they go? A historical perspective on the transmission of respiratory infectious diseases, Interface Focus, 11, 20210049, https://doi.org/10.1098/rsfs.2021.0049, 2021. "> <meta name="citation_reference" content="RDF: Vitae Researcher Development Framework, https://www.vitae.ac.uk/vitae-publications/rdf-related/researcher-development-framework-rdf-vitae.pdf/view (last access: 1 June 2024), 2011. "> <meta name="citation_reference" content="Rogers, S. L., Lau, L., Dowey, N., Sheikh, H., and Williams, R.: Geology uprooted! Decolonising the curriculum for geologists, Geosci. Commun., 5, 189–204, https://doi.org/10.5194/gc-5-189-2022, 2022. "> <meta name="citation_reference" content="Schneider, M., McDowell, M., Guttorp, P., Steel, E. A., and Fleischhut, N.: Effective uncertainty visualization for aftershock forecast maps, Nat. Hazards Earth Syst. Sci., 22, 1499–1518, https://doi.org/10.5194/nhess-22-1499-2022, 2022. "> <meta name="citation_reference" content="Science Europe: A Values Framework for the Organisation of Research, Zenodo [data set], https://doi.org/10.5281/zenodo.6637847, 2022. "> <meta name="citation_reference" content="Sellnow, T. L., Ulmer, R. R., Seeger, M. W., and Littlefield, R.: Effective risk communication: A message-centered approach, Springer Science &amp; Business Media, Springer New York, NY, https://doi.org/10.1007/978-0-387-79727-4, 2008. "> <meta name="citation_reference" content="ShakeOut: Great ShakeOut Earthquake Drills, https://www.shakeout.org/ (last access: 21 August 2024), 2024. "> <meta name="citation_reference" content="Simis, M. J., Madden, H., Cacciatore, M. A., and Yeo, S. K.: The lure of rationality: Why does the deficit model persist in science communication?, Public Underst. Sci., 25, 400–414, https://doi.org/10.1177/0963662516629749, 2016. "> <meta name="citation_reference" content="Social Sciences Feminist Network Research Interest Group: The Burden of Invisible Work in Academia: Social Inequalities and Time Use in Five University Departments, Humboldt Journal of Social Relations, 39, 228–245, 2017. "> <meta name="citation_reference" content="Steelman, T. A. and McCaffrey, S.: Best practices in risk and crisis communication: Implications for natural hazards management, Nat. Hazards, 65, 683–705, https://doi.org/10.1007/s11069-012-0386-z, 2013. "> <meta name="citation_reference" content="Stein, S., Geller, R. J., and Liu, M.: Why earthquake hazard maps often fail and what to do about it, Tectonophysics, 562–563, 1–25, https://doi.org/10.1016/j.tecto.2012.06.047, 2012. "> <meta name="citation_reference" content="Stewart, I. S. and Hurth, V.: Selling planet Earth: re-purposing geoscience communications, Geological Society, London, Special Publications, 508, 265–283, https://doi.org/10.1144/SP508-2020-101, 2021. "> <meta name="citation_reference" content="Sturgis, P. and Allum, N.: Science in Society: Re-Evaluating the Deficit Model of Public Attitudes, Public Underst. Sci., 13, 55–74, https://doi.org/10.1177/0963662504042690, 2004. "> <meta name="citation_reference" content="Thompson, J. J., Wilby, R. L., Hillier, J. K., Connell, R., and Saville, G. R.: Climate Gentrification: Valuing Perceived Climate Risks in Property Prices, Ann. Am. Assoc. Geogr., 113, 1092–1111, https://doi.org/10.1080/24694452.2022.2156318, 2023. "> <meta name="citation_reference" content="Tierney, K. J.: Socio-economic aspects of hazard mitigation. Disaster Research Center, University of Delaware, 1993. "> <meta name="citation_reference" content="van der Bles, A. M., van der Linden, S., Freeman, A. L. J., and Spiegelhalter, D. J.: The effects of communicating uncertainty on public trust in facts and numbers, P. Natl. Acad. Sci. USA, 117, 7672–7683, https://doi.org/10.1073/pnas.1913678117, 2020. "> <meta name="citation_reference" content="Vohland, K., Land-Zandstra, A., Ceccaroni, L., Lemmens, R., Perelló, J., Ponti, M., Samson, R., and Wagenknecht, K. (Eds.): The Science of Citizen Science, Springer International Publishing, Cham, https://doi.org/10.1007/978-3-030-58278-4, 2021. "> <meta name="citation_reference" content="Watermeyer, R. and Rowe, G.: Public engagement professionals in a prestige economy: Ghosts in the machine, Studies in Higher Education, 47, 1297–1310, https://doi.org/10.1080/03075079.2021.1888078, 2022. "> <meta name="citation_reference" content="Watson, C. S., Elliott, J. R., Ebmeier, S. K., Biggs, J., Albino, F., Brown, S. K., Burns, H., Hooper, A., Lazecky, M., Maghsoudi, Y., Rigby, R., and Wright, T. J.: Strategies for improving the communication of satellite-derived InSAR data for geohazards through the analysis of Twitter and online data portals, Geosci. Commun., 6, 75–96, https://doi.org/10.5194/gc-6-75-2023, 2023. "> <meta name="citation_reference" content="Weingart, P. and Guenther, L.: Science communication and the issue of trust, JCOM, 15, C01, https://doi.org/10.22323/2.15050301, 2016. "> <meta name="citation_reference" content="Wheaton, A.: Shift happens; moving from the ivory tower to the mushroom factory, Higher Educ. Res. Develop., 39, 67–80, https://doi.org/10.1080/07294360.2019.1670145, 2020. "> <meta name="citation_reference" content="Williams, O., Sarre, S., Papoulias, S. C., Knowles, S., Robert, G., Beresford, P., Rose, D., Carr, S., Kaur, M., and Palmer, V. J.: Lost in the shadows: reflections on the dark side of co-production, Health Res. Policy Syst., 18, 43, https://doi.org/10.1186/s12961-020-00558-0, 2020. "> <meta name="citation_reference" content="Wilsdon, J. and Willis, R.: See-through Science: Why public engagement needs to move upstream, Demos, ReseachGate, https://doi.org/10.13140/RG.2.1.3844.3681, 2004. "> <meta name="citation_pdf_url" content="https://gc.copernicus.org/articles/7/251/2024/gc-7-251-2024.pdf"/> <meta name="citation_xml_url" content="https://gc.copernicus.org/articles/7/251/2024/gc-7-251-2024.xml"/> <meta name="fulltext_pdf" content="https://gc.copernicus.org/articles/7/251/2024/gc-7-251-2024.pdf"/> <meta name="citation_language" content="English"/> <meta name="libraryUrl" content="https://gc.copernicus.org/articles/"/> <meta property="og:image" content="https://gc.copernicus.org/articles/7/251/2024/gc-7-251-2024-avatar-web.png"/> <meta property="og:title" content="Editorial: The shadowlands of (geo)science communication in academia – definitions, problems, and possible solutions"> <meta property="og:description" content="Abstract. Science communication is an important part of research, including in the geosciences, as it can (1) benefit both society and science and (2) make science more publicly accountable. However, much of this work takes place in “shadowlands” that are neither fully seen nor understood. These shadowlands are spaces, aspects, and practices of science communication that are not clearly defined and may be harmful with respect to the science being communicated or for the science communicators themselves. With the increasing expectation in academia that researchers should participate in science communication, there is a need to address some of the major issues that lurk in these shadowlands. Here, the editorial team of Geoscience Communication seeks to shine a light on the shadowlands of geoscience communication by geoscientists in academia and suggest some solutions and examples of effective practice. The issues broadly fall under three categories: (1) harmful or unclear objectives, (2) poor quality and lack of rigor, and (3) exploitation of science communicators working within academia. Ameliorating these problems will require the following action: (1) clarifying objectives and audiences, (2) adequately training science communicators, and (3) giving science communication equivalent recognition to other professional activities. In this editorial, our aim is to cultivate a more transparent and responsible landscape for geoscience communication – a transformation that will ultimately benefit the progress of science; the welfare of scientists; and, more broadly, society at large."> <meta property="og:url" content="https://gc.copernicus.org/articles/7/251/2024/"> <meta property="twitter:image" content="https://gc.copernicus.org/articles/7/251/2024/gc-7-251-2024-avatar-web.png"/> <meta name="twitter:card" content="summary_large_image"> <meta name="twitter:title" content="Editorial: The shadowlands of (geo)science communication in academia – definitions, problems, and possible solutions"> <meta name="twitter:description" content="Abstract. Science communication is an important part of research, including in the geosciences, as it can (1) benefit both society and science and (2) make science more publicly accountable. However, much of this work takes place in “shadowlands” that are neither fully seen nor understood. These shadowlands are spaces, aspects, and practices of science communication that are not clearly defined and may be harmful with respect to the science being communicated or for the science communicators themselves. With the increasing expectation in academia that researchers should participate in science communication, there is a need to address some of the major issues that lurk in these shadowlands. Here, the editorial team of Geoscience Communication seeks to shine a light on the shadowlands of geoscience communication by geoscientists in academia and suggest some solutions and examples of effective practice. The issues broadly fall under three categories: (1) harmful or unclear objectives, (2) poor quality and lack of rigor, and (3) exploitation of science communicators working within academia. Ameliorating these problems will require the following action: (1) clarifying objectives and audiences, (2) adequately training science communicators, and (3) giving science communication equivalent recognition to other professional activities. In this editorial, our aim is to cultivate a more transparent and responsible landscape for geoscience communication – a transformation that will ultimately benefit the progress of science; the welfare of scientists; and, more broadly, society at large."> <link rel="icon" href="https://www.geoscience-communication.net/favicon.ico" type="image/x-icon"/> <script type="text/javascript" src="https://cdn.copernicus.org/libraries/jquery/1.11.1/ui/jquery-ui.min.js"></script> <script type="text/javascript" src="https://cdn.copernicus.org/libraries/jquery/1.11.1/ui/jquery-ui-slider-pips.js"></script> <script type="text/javascript" src="https://cdn.copernicus.org/libraries/jquery/1.11.1/ui/template_jquery-ui-touch.min.js"></script> <script type="text/javascript" src="https://cdn.copernicus.org/js/respond.js"></script> <script type="text/javascript" src="https://cdn.copernicus.org/libraries/highstock/2.0.4/highstock.js"></script> <script type="text/javascript" src="https://cdn.copernicus.org/apps/htmlgenerator/js/CoPublisher.js"></script> <script type="text/x-mathjax-config"> MathJax.Hub.Config({ "HTML-CSS": { fonts: ["TeX"] ,linebreaks: { automatic: true, width: "90% container" } } }); </script> <script type="text/javascript" async src="https://cdnjs.cloudflare.com/ajax/libs/mathjax/2.7.5/MathJax.js?config=MML_HTMLorMML-full"></script> <script type="text/javascript" src="https://cdn.copernicus.org/libraries/photoswipe/4.1/photoswipe-ui-default.min.js"></script> <script type="text/javascript" src="https://cdn.copernicus.org/libraries/photoswipe/4.1/photoswipe.min.js"></script> <script type="text/javascript"> /* <![CDATA[ */ /* ]]> */ </script> <style type="text/css"> .top_menu { margin-right: 0!important; } </style> </head><body><header id="printheader" class="d-none d-print-block container"> <img src="https://contentmanager.copernicus.org/800952/700/ssl" alt="" style="width: 508px; height: 223px;" /> </header> <header class="d-print-none mb-n3 version-2023"> <div class="container"> <div class="row no-gutters mr-0 ml-0 align-items-center header-wrapper mb-lg-3"> <div class="col-auto pr-3"> <div class="layout__moodboard-logo-year-container"> <a class="layout__moodboard-logo-link" target="_blank" href="http://www.egu.eu"> <div class="layout__moodboard-logo"> <img src="https://contentmanager.copernicus.org/800952/700/ssl" alt="" style="width: 508px; height: 223px;" /> </div> </a> </div> </div> <div class="d-none d-lg-block col text-md-right layout__title-desktop"> <div class="layout__m-location-and-time"> <a class="moodboard-title-link" href="https://www.geoscience-communication.net/"> Geoscience Communication </a> </div> </div> <div class="d-none d-md-block d-lg-none col text-md-right layout__title-tablet"> <div class="layout__m-location-and-time"> <a class="moodboard-title-link" href="https://www.geoscience-communication.net/"> Geoscience Communication </a> </div> </div> <div class="col layout__m-location-and-time-mobile d-md-none text-center layout__title-mobile"> <a class="moodboard-title-link" href="https://www.geoscience-communication.net/"> GC </a> </div>  <div class="col-auto text-right"> <button class="navbar-toggler light mx-auto mr-sm-0" type="button" data-toggle="collapse" data-target="#navbar_menu" aria-controls="navbar_menu" aria-expanded="false" aria-label="Toggle navigation"> <span class="navbar-toggler-icon light"></span> </button> </div>  <div class="topbar d-print-none">  </div>  </div> </div> <div class="banner-navigation-breadcrumbs-wrapper"> <div id="navigation"> <nav class="container navbar navbar-expand-lg navbar-light"> <div class="collapse navbar-collapse CMSCONTAINER" id="navbar_menu"> <div id="cmsbox_122260" class="cmsbox navbar-collapse"><button style="display: none;" class="navbar-toggler navigation-extended-toggle-button" type="button" data-toggle="collapse" data-target="#navbar_menu" aria-controls="navbarSupportedContent" aria-expanded="false" aria-label="Toggle navigation"> <span class="navbar-toggler-icon"></span> </button> <div class="navbar-collapse CMSCONTAINER collapse show" id="navbarSupportedContent"> <ul class="navbar-nav mr-auto no-styling"> <li class="nav-item "> <a target="_parent" class="nav-link active " href="https://www.geoscience-communication.net/home.html"><i class='fal fa-home fa-lg' title='Home'></i></a> </li> <li class="nav-item megamenu "> <a target="_self" class="nav-link dropdown-toggle " href="#" id="navbarDropdown10739" role="button" data-toggle="dropdown" aria-haspopup="true" aria-expanded="false">Articles & preprints <span class="caret"></span></a> <div class="dropdown-menu level-1 " aria-labelledby="navbarDropdown10739"> <div class="container"> <div class="row"> <div class="col-md-12 col-lg-4 col-sm-12"> <div class="dropdown-header">Recent</div> <div class="dropdown-item level-2 " style="list-style: none"> <a target="_parent" class="" href="https://gc.copernicus.org">Recent papers</a> </div> <div class="dropdown-header">Highlights</div> <div class="dropdown-item level-2 " style="list-style: none"> <a target="_parent" class="" href="https://gc.copernicus.org/gc_letters.html">GC Letters</a> </div> <div class="dropdown-item level-2 " style="list-style: none"> <a target="_parent" class="" href="https://gc.copernicus.org/editors_choice.html">Editor's choice</a> </div> <div class="dropdown-header">Regular articles</div> <div class="dropdown-item level-2 " style="list-style: none"> <a target="_parent" class="" href="https://gc.copernicus.org/research_article.html">Research articles</a> </div> <div class="dropdown-item level-2 " style="list-style: none"> <a target="_parent" class="" href="https://gc.copernicus.org/review_article.html">Review articles</a> </div> <div class="dropdown-item level-2 " style="list-style: none"> <a target="_parent" class="" href="https://gc.copernicus.org/gc_insights.html">GC Insights</a> </div> </div> <div class="col-md-12 col-lg-4 col-sm-12"> <div class="dropdown-header">Special issues</div> <div class="dropdown-item level-2 " style="list-style: none"> <a target="_parent" class="" href="https://gc.copernicus.org/special_issues.html">Published SIs</a> </div> <div class="dropdown-item level-2 " style="list-style: none"> <a target="_parent" class="" href="https://www.geoscience-communication.net/articles_and_preprints/scheduled_sis.html">Scheduled SIs</a> </div> <div class="dropdown-item level-2 " style="list-style: none"> <a target="_parent" class="" href="https://www.geoscience-communication.net/articles_and_preprints/how_to_apply_for_an_si.html">How to apply for an SI</a> </div> <div class="dropdown-header">EGU Compilations</div> <div class="dropdown-item level-2 " style="list-style: none"> <a target="_blank" class="" href="https://egu-letters.net/">EGU Letters</a> </div> <div class="dropdown-item level-2 " style="list-style: none"> <a target="_blank" class="" href="https://encyclopedia-of-geosciences.net/">Encyclopedia of Geosciences</a> </div> <div class="dropdown-item level-2 " style="list-style: none"> <a target="_blank" class="" href="https://egusphere.net/">EGUsphere</a> </div> </div> <div class="col-md-12 col-lg-4 col-sm-12"> <div class="dropdown-header">Alerts</div> <div class="dropdown-item level-2 " style="list-style: none"> <a target="_parent" class="" href="https://www.geoscience-communication.net/articles_and_preprints/subscribe_to_alerts.html">Subscribe to alerts</a> </div> </div> </div> </div> </div> </li> <li class="nav-item "> <a target="_parent" class="nav-link " href="https://www.geoscience-communication.net/submission.html">Submission</a> </li> <li class="nav-item dropdown "> <a target="_self" class="nav-link dropdown-toggle " href="#" id="navbarDropdown10743" role="button" data-toggle="dropdown" aria-haspopup="true" aria-expanded="false">Policies <span class="caret"></span></a> <div class="dropdown-menu level-1 " aria-labelledby="navbarDropdown10743"> <div > <div > <div class="col-md-12 col-lg-12 col-sm-12"> <div class="dropdown-item level-2 " style="list-style: none"> <a target="_parent" class="" href="https://www.geoscience-communication.net/policies/licence_and_copyright.html">Licence & copyright</a> </div> <div class="dropdown-item level-2 " style="list-style: none"> <a target="_parent" class="" href="https://www.geoscience-communication.net/policies/general_terms.html">General terms</a> </div> <div class="dropdown-item level-2 " style="list-style: none"> <a target="_parent" class="" href="https://www.geoscience-communication.net/policies/guidelines_for_editors.html">Guidelines for editors</a> </div> <div class="dropdown-item level-2 " style="list-style: none"> <a target="_parent" class="" href="https://www.geoscience-communication.net/policies/publication_policy.html">Publication policy</a> </div> <div class="dropdown-item level-2 " style="list-style: none"> <a target="_parent" class="" href="https://www.geoscience-communication.net/policies/data_policy.html">Data policy</a> </div> <div class="dropdown-item level-2 " style="list-style: none"> <a target="_parent" class="" href="https://www.geoscience-communication.net/policies/publication_ethics.html">Publication ethics</a> </div> <div class="dropdown-item level-2 " style="list-style: none"> <a target="_parent" class="" href="https://www.geoscience-communication.net/policies/competing_interests_policy.html">Competing interests policy</a> </div> <div class="dropdown-item level-2 " style="list-style: none"> <a target="_parent" class="" href="https://www.geoscience-communication.net/policies/appeals_and_complaints.html">Appeals & complaints</a> </div> <div class="dropdown-item level-2 " style="list-style: none"> <a target="_parent" class="" href="https://www.geoscience-communication.net/policies/proofreading_guidelines.html">Proofreading guidelines</a> </div> <div class="dropdown-item level-2 " style="list-style: none"> <a target="_parent" class="" href="https://www.geoscience-communication.net/policies/obligations_for_authors.html">Obligations for authors</a> </div> <div class="dropdown-item level-2 " style="list-style: none"> <a target="_parent" class="" href="https://www.geoscience-communication.net/policies/obligations_for_editors.html">Obligations for editors</a> </div> <div class="dropdown-item level-2 " style="list-style: none"> <a target="_parent" class="" href="https://www.geoscience-communication.net/policies/obligations_for_referees.html">Obligations for referees</a> </div> <div class="dropdown-item level-2 " style="list-style: none"> <a target="_parent" class="" href="https://www.geoscience-communication.net/policies/author_name_change.html">Inclusive author name-change policy</a> </div> <div class="dropdown-item level-2 " style="list-style: none"> <a target="_parent" class="" href="https://www.geoscience-communication.net/policies/inclusivity_in_global_research.html">Inclusivity in global research</a> </div> </div> </div> </div> </div> </li> <li class="nav-item dropdown "> <a target="_self" class="nav-link dropdown-toggle " href="#" id="navbarDropdown8330" role="button" data-toggle="dropdown" aria-haspopup="true" aria-expanded="false">Peer review <span class="caret"></span></a> <div class="dropdown-menu level-1 " aria-labelledby="navbarDropdown8330"> <div > <div > <div class="col-md-12 col-lg-12 col-sm-12"> <div class="dropdown-item level-2 " style="list-style: none"> <a target="_parent" class="" href="https://www.geoscience-communication.net/peer_review/interactive_review_process.html">Interactive review process</a> </div> <div class="dropdown-item level-2 " style="list-style: none"> <a target="_parent" class="" href="https://www.geoscience-communication.net/peer_review/editing_for_gc.html">Editing for GC</a> </div> <div class="dropdown-item level-2 " style="list-style: none"> <a target="_parent" class="" href="https://www.geoscience-communication.net/peer_review/checklist_for_editors.html">Checklist for editors</a> </div> <div class="dropdown-item level-2 " style="list-style: none"> <a target="_parent" class="" href="https://www.geoscience-communication.net/peer_review/finding_an_editor.html">Finding an editor</a> </div> <div class="dropdown-item level-2 " style="list-style: none"> <a target="_parent" class="" href="https://www.geoscience-communication.net/peer_review/review_criteria.html">Review criteria</a> </div> <div class="dropdown-item level-2 " style="list-style: none"> <a data-non-mobile-optimized="1" target="_parent" class="" href="https://editor.copernicus.org/GC/my_manuscript_overview ">Manuscript tracking</a> </div> <div class="dropdown-item level-2 " style="list-style: none"> <a target="_parent" class="" href="https://www.geoscience-communication.net/peer_review/reviewer_recognition.html">Reviewer recognition</a> </div> </div> </div> </div> </div> </li> <li class="nav-item "> <a target="_parent" class="nav-link " href="https://www.geoscience-communication.net/editorial_board.html">Editorial board</a> </li> <li class="nav-item dropdown "> <a target="_self" class="nav-link dropdown-toggle " href="#" id="navbarDropdown8366" role="button" data-toggle="dropdown" aria-haspopup="true" aria-expanded="false">About <span class="caret"></span></a> <div class="dropdown-menu level-1 " aria-labelledby="navbarDropdown8366"> <div > <div > <div class="col-md-12 col-lg-12 col-sm-12"> <div class="dropdown-item level-2 " style="list-style: none"> <a target="_parent" class="" href="https://www.geoscience-communication.net/about/aims_and_scope.html">Aims & scope</a> </div> <div class="dropdown-item level-2 " style="list-style: none"> <a target="_parent" class="" href="https://www.geoscience-communication.net/about/subject_areas.html">Subject areas</a> </div> <div class="dropdown dropdown-item level-2 " style="list-style: none"> <a target="_parent" class="dropdown-toggle dropdown-item " href="https://www.geoscience-communication.net/about/manuscript_types.html" > Manuscript types<span class="caret"></span> </a> <div class="dropdown-menu level-2 " aria-labelledby="navbarDropdown8349"> <div > <div > <div class="col-md-12 col-lg-12 col-sm-12"> <div class="dropdown-item level-3 " style="list-style: none"> <a target="_parent" class="" href="https://www.geoscience-communication.net/about/manuscript_types/gc_letters.html">GC letters</a> </div> </div> </div> </div> </div> </div> <div class="dropdown-item level-2 " style="list-style: none"> <a target="_parent" class="" href="https://www.geoscience-communication.net/about/article_processing_charges.html">Article processing charges</a> </div> <div class="dropdown dropdown-item level-2 " style="list-style: none"> <a target="_parent" class="dropdown-toggle dropdown-item " href="https://www.geoscience-communication.net/about/news_and_press.html" > News & press<span class="caret"></span> </a> <div class="dropdown-menu level-2 " aria-labelledby="navbarDropdown8342"> <div > <div > <div class="col-md-12 col-lg-12 col-sm-12"> <div class="dropdown-item level-3 " style="list-style: none"> <a target="_parent" class="" href="https://www.geoscience-communication.net/about/news_and_press/2021-07-23_new-manuscript-type-gc-insights.html">New manuscript type GC Insights</a> </div> </div> </div> </div> </div> </div> <div class="dropdown-item level-2 " style="list-style: none"> <a target="_parent" class="" href="https://www.geoscience-communication.net/about/egu_resources.html">EGU resources</a> </div> <div class="dropdown-item level-2 " style="list-style: none"> <a target="_parent" class="" href="https://www.geoscience-communication.net/about/promote_your_work.html">Promote your work</a> </div> <div class="dropdown-item level-2 " style="list-style: none"> <a target="_parent" class="" href="https://www.geoscience-communication.net/about/journal_statistics.html">Journal statistics</a> </div> <div class="dropdown-item level-2 " style="list-style: none"> <a target="_parent" class="" href="https://www.geoscience-communication.net/about/journal_metrics.html">Journal metrics</a> </div> <div class="dropdown-item level-2 " style="list-style: none"> <a target="_parent" class="" href="https://www.geoscience-communication.net/about/abstracted_and_indexed.html">Abstracted & indexed</a> </div> <div class="dropdown-item level-2 " style="list-style: none"> <a target="_parent" class="" href="https://www.geoscience-communication.net/about/article_level_metrics.html">Article level metrics</a> </div> <div class="dropdown-item level-2 " style="list-style: none"> <a target="_parent" class="" href="https://www.geoscience-communication.net/about/faqs.html">FAQs</a> </div> <div class="dropdown-item level-2 " style="list-style: none"> <a target="_parent" class="" href="https://www.geoscience-communication.net/about/contact.html">Contact</a> </div> <div class="dropdown-item level-2 " style="list-style: none"> <a target="_parent" class="" href="https://www.geoscience-communication.net/about/xml_harvesting_and_oai-pmh.html">XML harvesting & OAI-PMH</a> </div> </div> </div> </div> </div> </li> <li class="nav-item "> <a target="_parent" class="nav-link " href="https://www.geoscience-communication.net/egu_publications.html">EGU publications</a> </li> <li class="nav-item "> <a target="_blank" class="nav-link " data-non-mobile-optimized="1" href="https://editor.copernicus.org/GC/"><i class='fal fa-sign-in-alt fa-lg' title='Login'></i></a> </li>  <li class="d-print-none d-lg-none pt-2 topbar-mobile">  </li>  </ul> </div> </div></div> </nav> </div> <section id="banner" class="banner dzsparallaxer use-loading auto-init height-is-based-on-content mode-scroll loaded dzsprx-readyall"> <div class="divimage dzsparallaxer--target layout__moodboard-banner" data-src="" style=""></div> <div id="headers-content-container" class="container CMSCONTAINER"> <div id="cmsbox_122314" class="cmsbox "> <span class="header-small text-uppercase"> </span> <h1 class="display-4 header-get-function home-header hide-md-on-version2023"> Article   </h1> </div></div> </section> <div id="breadcrumbs" class="breadcrumbs"> <div class="container"> <div class="row align-items-center"> <div class="d-none d-sm-block text-nowrap pageactions"></div>    <div class="justify-content-between col-auto col-md CMSCONTAINER" id="breadcrumbs_content_container"><div id="cmsbox_1090530" class="cmsbox ">  <ol class="breadcrumb"> <li class="breadcrumb-item"><a href="https://gc.copernicus.org/">Articles</a></li><li class="breadcrumb-item"><a href="https://gc.copernicus.org/articles/7/issue4.html">Volume 7, issue 4</a></li><li class="breadcrumb-item active">GC, 7, 251–266, 2024</li> </ol>  </div></div> <div class="col col-md-4 text-right page-search CMSCONTAINER" id="search_content_container"><div id="cmsbox_1090459" class="cmsbox ">       <div class="pswp" tabindex="-1" role="dialog" aria-hidden="true" >  <div class="pswp__bg"></div>  <div class="pswp__scroll-wrap">  <div class="pswp__container"> <div class="pswp__item"></div> <div class="pswp__item"></div> <div class="pswp__item"></div> </div>  <div class="pswp__ui pswp__ui--hidden"> <div class="pswp__top-bar">  <div class="pswp__counter"></div> <button class="pswp__button pswp__button--close" title="Close (Esc)"></button> <button class="pswp__button pswp__button--fs" title="Toggle fullscreen"></button>   <div class="pswp__preloader"> <div class="pswp__preloader__icn"> <div class="pswp__preloader__cut"> <div class="pswp__preloader__donut"></div> </div> </div> </div> </div> <div class="pswp__share-modal pswp__share-modal--hidden pswp__single-tap"> <div class="pswp__share-tooltip"></div> </div> <button class="pswp__button pswp__button--arrow--left" title="Previous (arrow left)"> </button> <button class="pswp__button pswp__button--arrow--right" title="Next (arrow right)"> </button> <div class="pswp__caption "> <div class="pswp__caption__center"></div> </div> </div> </div> </div> <div class="row align-items-center no-gutters py-1" id="search-wrapper"> <div class="col-auto pl-0 pr-1"> <a id="templateSearchInfoBtn" role="button" tabindex="99" data-container="body" data-toggle="popover" data-placement="bottom" data-trigger="click"><span class="fal fa-info-circle"></span></a> </div> <div class="col pl-0 pr-1"> <input type="search" placeholder="Search" name="q" class="form-control form-control-sm" id="search_query_solr"/> </div> <div class="col-auto pl-0"> <button title="Start site search" id="start_site_search_solr" class="btn btn-sm btn-success"><span class="co-search"></span></button> </div> </div> <div class="text-left"> <div id="templateSearchInfo" class="d-none"> <div> <p> Multiple terms: term1 term2<br /> <i>red apples</i><br /> returns results with all terms like:<br /> <i>Fructose levels in <strong>red</strong> and <strong>green</strong> apples</i><br /> </p> <p> Precise match in quotes: "term1 term2"<br /> <i>"red apples"</i><br /> returns results matching exactly like:<br /> <i>Anthocyanin biosynthesis in <strong>red apples</strong></i><br /> </p> <p> Exclude a term with -: term1 -term2<br /> <i>apples -red</i><br /> returns results containing <i><strong>apples</strong></i> but not <i><strong>red</strong></i>:<br /> <i>Malic acid in green <strong>apples</strong></i><br /> </p> </div> </div> <div class="modal " id="templateSearchResultModal" role="dialog" aria-labelledby="Search results" aria-hidden="true"> <div class="modal-dialog modal-lg modal-dialog-centered"> <div class="modal-content"> <div class="modal-header modal-header--sticky shadow one-column d-block"> <div class="row no-gutters mx-1"> <div class="col mr-3"> <h1 class="" id="resultsSearchHeader"><span id="templateSearchResultNr"></span> hit<span id="templateSearchResultNrPlural">s</span> for <span id="templateSearchResultTerm"></span></h1> </div> <div class="col-auto"> <a id="scrolltopmodal" href="javascript:void(0)" onclick="scrollModalTop();" style="display: none;"><i class="co-home"></i></a> </div> <div class="col-auto"> <button data-dismiss="modal" aria-label="Close" class="btn btn-danger mt-1">Close</button> </div> </div> </div> <div class="modal-body one-column">  <div class="grid-container mx-n3"><div class="grid-85 tablet-grid-85"> <button aria-label="Refine" id="refineSearchModal" class="btn btn-primary float-left mt-4">Refine your search</button> <button aria-label="Refine" id="refineSearchModalHide" class="btn btn-danger float-left d-none mt-4">Hide refinement</button> </div></div> <div class="grid-container mx-n3"><div class="grid-100 tablet-grid-100"><div id="templateRefineSearch" class="d-none"></div></div></div> <div id="templateSearchResultContainer" class="searchResultsModal mx-n3"></div> <div class="grid-container mb-0"><div class="grid-100 tablet-grid-100"><div id="templateSearchResultContainerEmpty" class="co-notification d-none">There are no results for your search term.</div></div></div> </div> </div> </div> </div> </div>  <div class="modal " id="templateSearchErrorModal1" role="dialog" aria-labelledby="Search results" aria-hidden="true"> <div class="modal-dialog modal-lg modal-dialog-centered"> <div class="modal-content p-3"> <div class="modal-body text-left"> <h1 class="mt-0 pt-0">Network problems</h1> <div class="co-error">We are sorry, but your search could not be completed due to network problems. Please try again later.</div> </div> </div> </div> </div>  <div class="modal " id="templateSearchErrorModal2" role="dialog" aria-labelledby="Search results" aria-hidden="true"> <div class="modal-dialog modal-lg modal-dialog-centered"> <div class="modal-content p-3"> <div class="modal-body text-left"> <h1 class="mt-0 pt-0">Server timeout</h1> <div class="co-error">We are sorry, but your search could not be completed due to server timeouts. Please try again later.</div> </div> </div> </div> </div>  <div class="modal " id="templateSearchErrorModal3" role="dialog" aria-labelledby="Search results" aria-hidden="true"> <div class="modal-dialog modal-lg modal-dialog-centered"> <div class="modal-content p-3"> <div class="modal-body text-left"> <h1 class="mt-0 pt-0">Empty search term</h1> <div class="co-error">You have applied the search with an empty search term. Please revisit and try again.</div> </div> </div> </div> </div>  <div class="modal " id="templateSearchErrorModal4" role="dialog" aria-labelledby="Search results" aria-hidden="true"> <div class="modal-dialog modal-lg modal-dialog-centered"> <div class="modal-content p-3"> <div class="modal-body text-left"> <h1 class="mt-0 pt-0">Too many requests</h1> <div class="co-error">We are sorry, but we have received too many parallel search requests. Please try again later.</div> </div> </div> </div> </div>  <div class="modal " id="templateSearchLoadingModal" role="dialog" aria-labelledby="Search results" aria-hidden="true"> <div class="modal-dialog modal-sm modal-dialog-centered"> <div class="modal-content p-3 co_LoadingDotsContainer"> <div class="modal-body"> <div class="text">Searching</div> <div class="dots d-flex justify-content-center"><div class="dot"></div><div class="dot"></div><div class="dot"></div></div></div> </div> </div> </div> </div> <style> /*.modal {*/ /* background: rgba(255, 255, 255, 0.8);*/ /*}*/ .modal-header--sticky { position: sticky; top: 0; background-color: inherit; z-index: 1055; } .grid-container { margin-bottom: 1em; /*padding-left: 0;*/ /*padding-right: 0;*/ } #templateSearchInfo{ display: none; background-color: var(--background-color-primary); margin-top: 1px; z-index: 5; border: 1px solid var(--color-primary); opacity: .8; font-size: .7rem; border-radius: .25rem; } #templateSearchLoadingModal .co_LoadingDotsContainer { z-index: 1000; } #templateSearchLoadingModal .co_LoadingDotsContainer .text { text-align: center; font-weight: bold; padding-bottom: 1rem; } #templateSearchLoadingModal .co_LoadingDotsContainer .dot { background-color: #0072BC; border: 2px solid white; border-radius: 50%; float: left; height: 2rem; width: 2rem; margin: 0 5px; -webkit-transform: scale(0); transform: scale(0); -webkit-animation: animation_dots_breath 1000ms ease infinite 0ms; animation: animation_dots_breath 1000ms ease infinite 0ms; } #templateSearchLoadingModal .co_LoadingDotsContainer .dot:nth-child(2) { -webkit-animation: animation_dots_breath 1000ms ease infinite 300ms; animation: animation_dots_breath 1000ms ease infinite 300ms; } #templateSearchLoadingModal .co_LoadingDotsContainer .dot:nth-child(3) { -webkit-animation: animation_dots_breath 1000ms ease infinite 600ms; animation: animation_dots_breath 1000ms ease infinite 600ms; } #templateSearchResultModal [class*="grid-"] { padding-left: 10px !important; padding-right: 10px !important; } #templateSearchResultTerm { font-weight: bold; } #resultsSearchHeader { display: block !important; } #scrolltopmodal { font-size: 3.0em; margin-top: 0 !important; margin-right: 15px; } @-webkit-keyframes animation_dots_breath { 50% { -webkit-transform: scale(1); transform: scale(1); opacity: 1; } 100% { opacity: 0; } } @keyframes animation_dots_breath { 50% { -webkit-transform: scale(1); transform: scale(1); opacity: 1; } 100% { opacity: 0; } } @media (min-width: 768px) and (max-width: 991px) { #templateSearchResultModal .modal-dialog { max-width: 90%; } } </style> <script> if(document.querySelector('meta[name="global_moBaseURL"]').content == "https://meetingorganizer.copernicus.org/") FINDER_URL = document.querySelector('meta[name="global_moBaseURL"]').content.replace('meetingorganizer', 'finder-app')+"search/library.php"; else FINDER_URL = document.querySelector('meta[name="global_moBaseURL"]').content.replace('meetingorganizer', 'finder')+"search/library.php"; SEARCH_INPUT = document.getElementById('search_query_solr'); SEARCH_INPUT_MODAL = document.getElementById('search_query_modal'); searchRunning = false; offset = 20; INITIAL_OFFSET = 20; var MutationObserver = window.MutationObserver || window.WebKitMutationObserver || window.MozMutationObserver; const targetNodeSearchModal = document.getElementById("templateSearchResultModal"); const configSearchModal = { attributes: true, childList: true, subtree: true }; // Callback function to execute when mutations are observed const callbackSearchModal = (mutationList, observer) => { for (const mutation of mutationList) { if (mutation.type === "childList") { // console.log("A child node has been added or removed."); picturesGallery(); } else if (mutation.type === "attributes") { // console.log(`The ${mutation.attributeName} attribute was modified.`); } } }; // Create an observer instance linked to the callback function const observer = new MutationObserver(callbackSearchModal); // Start observing the target node for configured mutations observer.observe(targetNodeSearchModal, configSearchModal); function _addEventListener() { document.getElementById('search_query_solr').addEventListener('keypress', (e) => { if (e.key === 'Enter') _runSearch(); }); document.getElementById('start_site_search_solr').addEventListener('click', (e) => { _runSearch(); e.stopPropagation(); e.stopImmediatePropagation(); return false; }); $('#templateSearchResultModal').scroll(function() { if ($(this).scrollTop()) { $('#scrolltopmodal:hidden').stop(true, true).fadeIn().css("display","inline-block"); } else { $('#scrolltopmodal').stop(true, true).fadeOut(); } }); } function scrollModalTop() { $('#templateSearchResultModal').animate({ scrollTop: 0 }, 'slow'); // $('#templateSearchResultModal').scrollTop(0); } function picturesGallery() { $('body').off('click', '.paperlist-avatar img'); $('body').off('click', '#templateSearchResultContainer .paperlist-avatar img'); searchPaperListAvatar = []; searchPaperListAvatarThumb = []; search_pswpElement = document.querySelectorAll('.pswp')[0]; if (typeof search_gallery != "undefined") { search_gallery = null; } $('body').on('click', '#templateSearchResultContainer .paperlist-avatar img', function (e) { if(searchPaperListAvatarThumb.length === 0 && searchPaperListAvatar.length === 0) { $('#templateSearchResultContainer .paperlist-avatar img').each(function () { var webversion = $(this).attr('data-web'); var width = $(this).attr('data-width'); var height = $(this).attr('data-height'); var caption = $(this).attr('data-caption'); var figure = { src: webversion, w: width, h: height, title: caption }; searchPaperListAvatarThumb.push($(this)[0]); searchPaperListAvatar.push(figure); }); } var target = $(this); var index = $('#templateSearchResultContainer .paperlist-avatar img').index(target); var options = { showHideOpacity:false, bgOpacity:0.8, index:index, spacing:0.15, history: false, focus:false, getThumbBoundsFn: function(index) { var thumbnail = searchPaperListAvatarThumb[index]; var pageYScroll = window.pageYOffset || document.documentElement.scrollTop; var rect = thumbnail.getBoundingClientRect(); return {x:rect.left, y:rect.top + pageYScroll, w:rect.width}; } }; search_gallery = new PhotoSwipe( search_pswpElement, PhotoSwipeUI_Default,[searchPaperListAvatar[index]],options); search_gallery.init(); }); } function showError(code, msg) { console.error(code, msg); $("#templateSearchLoadingModal").modal("hide"); switch(code) { case -3: // http request fail case -2: // invalid MO response case 4: // CORS case 1: // project $("#templateSearchErrorModal1").modal({}); break; case -1: // timeout $("#templateSearchErrorModal2").modal({}); break; case 2: // empty term $("#templateSearchErrorModal3").modal({}); break; case 3: // DOS $("#templateSearchErrorModal4").modal({}); break; default: $("#templateSearchErrorModal1").modal({}); break; } } function clearForm() { var myFormElement = document.getElementById("library-filters") var elements = myFormElement.elements; $(".form-check-input").prop('checked', false).change().parent().removeClass('active'); for(i=0; i<elements.length; i++) { field_type = elements[i].type.toLowerCase(); switch(field_type) { case "text": case "password": case "textarea": case "hidden": elements[i].value = ""; break; case "radio": case "checkbox": if (elements[i].checked) { elements[i].checked = false; } break; case "select-one": case "select-multi": elements[i].selectedIndex = -1; break; default: break; } } } function generateShowMoreButton(offset, term) { var code = '<button aria-label="ShowMore" id="showMore" class="btn btn-success float-right mr-2" data-offset="' + offset + '">Show more</button>'; return code; } function hideModal(id) { $("#"+id).modal('hide'); } function showModal(id) { $("#"+id).modal({}); } function prepareForPhotoSwipe() { searchPaperListAvatar = []; searchPaperListAvatarThumb = []; search_pswpElement = document.querySelectorAll('.pswp')[0]; } function _sendAjax(projectID, term) { let httpRequest = new XMLHttpRequest(); if(searchRunning) { console.log("Search running"); return; } if (!httpRequest) { console.error("Giving up :( Cannot create an XMLHTTP instance"); showError(-1); return false; } // httpRequest.timeout = 20000; // time in milliseconds httpRequest.withCredentials = false; httpRequest.ontimeout = (e) => { showError(-1, "result timeout"); searchRunning = false; }; httpRequest.onreadystatechange = function() { if (httpRequest.readyState === XMLHttpRequest.DONE) { searchRunning = false; if (httpRequest.status === 200) { let rs = JSON.parse(httpRequest.responseText); if(rs) { if(rs.isError) { showError(rs.errorCode, rs.errorMessage); } else { let html = rs.resultHTMLs; $("#modal_search_query").val(rs.term); $("#templateSearchResultTerm").html(rs.term); $("#templateSearchResultNr").html(rs.resultsNr); $("#templateRefineSearch").html(rs.filter); if(rs.filter == false) { console.log('filter empty'); $("#refineSearchModal").removeClass('d-block').addClass('d-none'); } if(rs.resultsNr==1) $("#templateSearchResultNrPlural").hide(); else $("#templateSearchResultNrPlural").show(); if(rs.resultsNr==0) { hideModal('templateSearchLoadingModal'); $("#templateSearchResultContainer").html(""); $("#templateSearchResultContainerEmpty").removeClass("d-none"); showModal('templateSearchResultModal'); } else { if((rs.resultsNr - offset)>0) { html = html + generateShowMoreButton(offset, term); } $("#templateSearchResultContainerEmpty").addClass("d-none"); if( offset == INITIAL_OFFSET) { hideModal('templateSearchLoadingModal'); $("#templateSearchResultContainer").html(html); showModal('templateSearchResultModal'); } else { $('#showMore').remove(); startHtml = $("#templateSearchResultContainer").html(); $("#templateSearchResultContainer").html(startHtml + html); } // prepareForPhotoSwipe(); } } } else { showError(-2, "invalid result"); } } else { showError(-3, "There was a problem with the request."); } } }; if(offset == INITIAL_OFFSET) { hideModal('templateSearchResultModal'); showModal('templateSearchLoadingModal'); } httpRequest.open("GET", FINDER_URL+"?project="+projectID+"&term="+encodeURI(term)+((offset>INITIAL_OFFSET)?("&offset="+(offset-INITIAL_OFFSET)) : "")); httpRequest.send(); searchRunning = true; } function _runSearch() { var projectID = document.querySelector('meta[name="global_projectID"]').content; var term = _searchTrimInput(SEARCH_INPUT.value); if(term.length > 0) { _sendAjax(projectID, term); } else { showError(2, 'Empty search term') } } function _searchTrimInput(str) { return str.replace(/^\s+|\s+$/gm, ''); } function run() { _addEventListener(); $('#templateSearchInfoBtn, #modalSearchInfoBtn').popover({ sanitize: false, html: true, content: $("#templateSearchInfo").html(), placement: "bottom", template: '<div class="popover" role="tooltip"><div class="arrow"></div><button class="m-1 float-right btn btn-sm btn-danger" id="templateSearchInfoClose"><i class="fas fa-times-circle"></i></button><h3 class="popover-header"></h3><div class="popover-body"></div></div>', title: "Search tips", }); $(document).click(function (e) { let t = $(e.target); let a = t && t.attr("data-toggle")!=="popover" && t.parent().attr("data-toggle")!=="popover"; let b = t && $(".popover").has(t).length===0; if(a && b) { $('#templateSearchInfoBtn').popover('hide'); $('#modalSearchInfoBtn').popover('hide'); } }); $('#templateSearchInfoBtn').on('shown.bs.popover', function () { $("#templateSearchInfoClose").click(function(e){ $('#templateSearchInfoBtn').popover('hide'); e.stopPropagation(); e.stopImmediatePropagation(); return false; }); }) $('#templateSearchResultModal').on('hidden.bs.modal', function(e) { $('body').off('click', '#templateSearchResultContainer .paperlist-avatar img'); var pswpElement = document.querySelectorAll('.pswp')[0]; var gallery = null; var paperListAvatar = []; var paperListAvatarThumb = []; $('.paperlist-avatar img').each(function(){ var webversion = $(this).attr('data-web'); var width = $(this).attr('data-width'); var height = $(this).attr('data-height'); var caption =$(this).attr('data-caption'); var figure = { src:webversion, w:width, h:height, title:caption }; paperListAvatarThumb.push($(this)[0]); paperListAvatar.push(figure); }); $('body').on('click', '.paperlist-avatar img', function (e) { if(paperListAvatarThumb.length === 0 && paperListAvatar.length === 0){ $('.paperlist-avatar img').each(function(){ var webversion = $(this).attr('data-web'); var width = $(this).attr('data-width'); var height = $(this).attr('data-height'); var caption =$(this).attr('data-caption'); var figure = { src:webversion, w:width, h:height, title:caption }; paperListAvatarThumb.push($(this)[0]); paperListAvatar.push(figure); }); } var target = $(this); var index = $('.paperlist-avatar img').index(target); var options = { showHideOpacity:true, bgOpacity:0.8, index:index, spacing:0.15, getThumbBoundsFn: function(index) { var thumbnail = paperListAvatarThumb[index]; var pageYScroll = window.pageYOffset || document.documentElement.scrollTop; var rect = thumbnail.getBoundingClientRect(); return {x:rect.left, y:rect.top + pageYScroll, w:rect.width}; } }; gallery = new PhotoSwipe( pswpElement, PhotoSwipeUI_Default,[paperListAvatar[index]],options); gallery.init(); }); }); $('#templateSearchResultModal').on('hide.bs.modal', function(e) { $("#templateRefineSearch").removeClass('d-block').addClass('d-none'); $("#refineSearchModalHide").removeClass('d-block').addClass('d-none'); $("#refineSearchModal").removeClass('d-none').addClass('d-block'); offset = INITIAL_OFFSET; }) $(document).on("click", "#showMore", function(e){ offset+=INITIAL_OFFSET; runSearchModal() e.stopPropagation(); e.stopImmediatePropagation(); return false; }); $(document).ready(function() { $(document).on("click", "#refineSearchModal", function (e) { $("#templateRefineSearch").removeClass('d-none').addClass('d-block'); $(this).removeClass('d-block').addClass('d-none'); $("#refineSearchModalHide").removeClass('d-none').addClass('d-block'); }); $(document).on("click", "#refineSearchModalHide", function (e) { $("#templateRefineSearch").removeClass('d-block').addClass('d-none'); $(this).removeClass('d-block').addClass('d-none'); $("#refineSearchModal").removeClass('d-none').addClass('d-block'); }); $(document).on("click", "#modal_start_site_search", function (e) { runSearchModal(); e.stopPropagation(); e.stopImmediatePropagation(); return false; }); }); } function runSearchModal() { var projectID = document.querySelector('meta[name="global_projectID"]').content; var queryString = $('#library-filters').serialize(); var term = _searchTrimInput($('#modal_search_query').val()); term+='&'+queryString; if(term.length > 0) { _sendAjax(projectID, term); } else { showError(2, 'Empty search term') } } if(document.getElementById('search_query_solr')) { run(); } </script> </div></div> </div> </div> </div> </div> </header>  <main class="one-column version-2023"> <div id="content" class="container"> <div id="page_content_container" class="CMSCONTAINER row"> <div class="col"> <div class="article"> <div id="top"></div> <div class="row no-gutters header-block mb-1 align-items-end"> <div class="col-12 col-xl-5"> <div class="row d-xl-none mb-3"> <div class="col-12" > <div class="d-none d-lg-block articleBackLink"> <a href="https://gc.copernicus.org/">Articles</a> | <a href="https://gc.copernicus.org/articles/7/issue4.html">Volume 7, issue 4</a> </div> <div class="tab co-angel-left d-md-none"></div> <div class="tab co-angel-right d-md-none"></div> <div class="mobile-citation"> <ul class="tab-navigation no-styling"> <li class="tab1.articlf active"><nobr><a href="https://gc.copernicus.org/articles/7/251/2024/gc-7-251-2024.html">Article</a></nobr></li><li class="tab3.discussioo"><nobr><a href="https://gc.copernicus.org/articles/7/251/2024/gc-7-251-2024-discussion.html">Peer review</a></nobr></li><li class="tab450.metrict"><nobr><a href="https://gc.copernicus.org/articles/7/251/2024/gc-7-251-2024-metrics.html">Metrics</a></nobr></li><li class="tab500.relationt"><nobr><a href="https://gc.copernicus.org/articles/7/251/2024/gc-7-251-2024-relations.html">Related articles</a></nobr></li> </ul> </div> </div> </div> <div class="d-lg-none"> <span class="articleBackLink"><a href="https://gc.copernicus.org/">Articles</a> | <a href="https://gc.copernicus.org/articles/7/issue4.html">Volume 7, issue 4</a> </span> <div class="citation-header" id="citation-content"> <div class="citation-doi">https://doi.org/10.5194/gc-7-251-2024</div> <div class="citation-copyright">© Author(s) 2024. This work is distributed under <br class="hide-on-mobile hide-on-tablet" />the Creative Commons Attribution 4.0 License.</div> </div> </div> <div class="hide-on-mobile hide-on-tablet"> <div class="citation-header"> <div class="citation-doi">https://doi.org/10.5194/gc-7-251-2024</div> <div class="citation-copyright">© Author(s) 2024. This work is distributed under <br class="hide-on-mobile hide-on-tablet" />the Creative Commons Attribution 4.0 License.</div> </div> </div> </div> <div class="col-7 d-none d-xl-block"> <div class="text-right articleBackLink"> <a href="https://gc.copernicus.org/">Articles</a> | <a href="https://gc.copernicus.org/articles/7/issue4.html">Volume 7, issue 4</a> </div> <div class="tab co-angel-left d-md-none"></div> <div class="tab co-angel-right d-md-none"></div> <div class="mobile-citation"> <ul class="tab-navigation no-styling"> <li class="tab1.articlf active"><nobr><a href="https://gc.copernicus.org/articles/7/251/2024/gc-7-251-2024.html">Article</a></nobr></li><li class="tab3.discussioo"><nobr><a href="https://gc.copernicus.org/articles/7/251/2024/gc-7-251-2024-discussion.html">Peer review</a></nobr></li><li class="tab450.metrict"><nobr><a href="https://gc.copernicus.org/articles/7/251/2024/gc-7-251-2024-metrics.html">Metrics</a></nobr></li><li class="tab500.relationt"><nobr><a href="https://gc.copernicus.org/articles/7/251/2024/gc-7-251-2024-relations.html">Related articles</a></nobr></li> </ul> </div> </div> </div> <div class="ms-type row no-gutters d-none d-lg-flex mb-1 mt-0 align-items-center"> <div class="col"> <div class="row no-gutters align-items-center"> <div class="col-auto"> Editorial </div> <div class="col">  | <a target="_blank" href="https://creativecommons.org/licenses/by/4.0/" rel="license" class="licence-icon-svg"><img src="https://www.geoscience-communication.net/licenceSVG_16.svg"></a> </div> </div> </div> <div class="col-auto text-right">12 Nov 2024</div> </div> <div class="ms-type row no-gutters d-lg-none mb-1 align-items-center"> <div class="col-12"> Editorial | <a target="_blank" href="https://creativecommons.org/licenses/by/4.0/" rel="license" class="licence-icon-svg "><img src="https://www.geoscience-communication.net/licenceSVG_16.svg"></a> | <span>12 Nov 2024</span> </div> </div> <a class="article-avatar hide-on-mobile hide-on-tablet" href="https://gc.copernicus.org/articles/7/251/2024/gc-7-251-2024-avatar-web.png" target="_blank"> <img border="0" src="https://gc.copernicus.org/articles/7/251/2024/gc-7-251-2024-avatar-thumb150.png" data-caption="© Author(s). Distributed under the Creative Commons Attribution 4.0 License." data-web="https://gc.copernicus.org/articles/7/251/2024/gc-7-251-2024-avatar-web.png" data-width="600" data-height="329"> </a> <h1>Editorial: The shadowlands of (geo)science communication in academia – definitions, problems, and possible solutions</h1> <div class="auto-fixed-top-forced article-title"> <div class="grid-container show-on-fixed" style="display: none"> <div class="grid-85 mobile-grid-85 tablet-grid-85 grid-parent"> <span class="d-block hide-on-mobile hide-on-tablet journal-contentHeaderColor">Editorial: The shadowlands of (geo)science communication in academia – definitions, problems, and possible solutions</span> <span class="d-block hide-on-desktop journal-contentHeaderColor">Editorial: The shadowlands of (geo)science communication in academia – definitions, problems,...</span> <span>Shahzad Gani et al.</span> </div> <div class="grid-1 mobile-grid-15 tablet-grid-15 grid-parent text-right"> <a id="scrolltop" class="scrollto" href="https://gc.copernicus.org/articles/7/251/2024/#top"><i class="co-home"></i> </a> </div> </div> </div> <div class="mb-3 authors-with-affiliations"> <nobr><span class="hover-cursor-pointer journal-contentLinkColor hover-underline" data-toggle="modal" data-target=".author908942">Shahzad Gani<a href="mailto:shahzadgani@iitd.ac.in"><i class="fal fa-envelope ml-1"></i></a></span>,</nobr> <nobr><span class="hover-cursor-pointer journal-contentLinkColor hover-underline" data-toggle="modal" data-target=".author908943">Louise Arnal</span>,</nobr> <nobr><span class="hover-cursor-pointer journal-contentLinkColor hover-underline" data-toggle="modal" data-target=".author908944">Lucy Beattie</span>,</nobr> <nobr><span class="hover-cursor-pointer journal-contentLinkColor hover-underline" data-toggle="modal" data-target=".author908945">John Hillier</span>,</nobr> <nobr><span class="hover-cursor-pointer journal-contentLinkColor hover-underline" data-toggle="modal" data-target=".author908946">Sam Illingworth</span>,</nobr> <nobr><span class="hover-cursor-pointer journal-contentLinkColor hover-underline" data-toggle="modal" data-target=".author908947">Tiziana Lanza</span>,</nobr> <nobr><span class="hover-cursor-pointer journal-contentLinkColor hover-underline" data-toggle="modal" data-target=".author908948">Solmaz Mohadjer</span>,</nobr> <nobr><span class="hover-cursor-pointer journal-contentLinkColor hover-underline" data-toggle="modal" data-target=".author908949">Karoliina Pulkkinen</span>,</nobr> <nobr><span class="hover-cursor-pointer journal-contentLinkColor hover-underline" data-toggle="modal" data-target=".author908950">Heidi Roop</span>,</nobr> <nobr><span class="hover-cursor-pointer journal-contentLinkColor hover-underline" data-toggle="modal" data-target=".author908951">Iain Stewart</span>,</nobr> <nobr><span class="hover-cursor-pointer journal-contentLinkColor hover-underline" data-toggle="modal" data-target=".author908952">Kirsten von Elverfeldt</span>,</nobr> <nobr>and <span class="hover-cursor-pointer journal-contentLinkColor hover-underline" data-toggle="modal" data-target=".author908953">Stephanie Zihms</span></nobr> </div> <div class="modal fade author908942" tabindex="-1" aria-hidden="true"> <div class="modal-dialog modal-dialog-centered modal-dialog-scrollable"> <div class="modal-content"> <div class="modal-header"> <div class="container-fluid p-0"> <h3 class="modal-title">Shahzad Gani</h3> <div class="row no-gutters"> <div class="col-12">CORRESPONDING AUTHOR</div> <div class="col-12"><a href="mailto:shahzadgani@iitd.ac.in"><i class="fal fa-envelope mr-2"></i>shahzadgani@iitd.ac.in</a></div> </div> <div class="row no-gutters"> <div class="col-12"> <a class="orcid-authors-logo" target="_blank" href="https://orcid.org/0000-0002-6966-0520" data-title="https://orcid.org/0000-0002-6966-0520"><svg class="mr-2" version="1.1" xmlns="http://www.w3.org/2000/svg" xmlns:xlink="http://www.w3.org/1999/xlink"><image xlink:href="https://www.geoscience-communication.net/orcid_icon.svg" src="https://www.geoscience-communication.net/orcid_icon_128x128.png" width="100%" height="100%"></image></svg>https://orcid.org/0000-0002-6966-0520</a> </div> </div> </div> <button type="button" class="close" data-dismiss="modal" aria-label="Close"> <span aria-hidden="true">×</span> </button> </div> <div class="modal-body"> <div class="container-fluid p-0"> <div class="row"> <div class="col-12 mb-3"> Centre for Atmospheric Sciences, Indian Institute of Technology Delhi, New Delhi, India </div> </div> <div class="row"> <div class="col-12 mb-3"> Institute for Atmospheric and Earth System Research/Physics, University of Helsinki, Helsinki, Finland </div> </div> </div> </div> </div> </div> </div> <div class="modal fade author908943" tabindex="-1" aria-hidden="true"> <div class="modal-dialog modal-dialog-centered modal-dialog-scrollable"> <div class="modal-content"> <div class="modal-header"> <div class="container-fluid p-0"> <h3 class="modal-title">Louise Arnal</h3> <div class="row no-gutters"> <div class="col-12"> <a class="orcid-authors-logo" target="_blank" href="https://orcid.org/0000-0002-0208-2324" data-title="https://orcid.org/0000-0002-0208-2324"><svg class="mr-2" version="1.1" xmlns="http://www.w3.org/2000/svg" xmlns:xlink="http://www.w3.org/1999/xlink"><image xlink:href="https://www.geoscience-communication.net/orcid_icon.svg" src="https://www.geoscience-communication.net/orcid_icon_128x128.png" width="100%" height="100%"></image></svg>https://orcid.org/0000-0002-0208-2324</a> </div> </div> </div> <button type="button" class="close" data-dismiss="modal" aria-label="Close"> <span aria-hidden="true">×</span> </button> </div> <div class="modal-body"> <div class="container-fluid p-0"> <div class="row"> <div class="col-12 mb-3"> Centre for Hydrology, University of Saskatchewan, Canmore, Alberta, Canada </div> </div> <div class="row"> <div class="col-12 mb-3"> now at: Ouranos, Montréal, Quebec, Canada </div> </div> </div> </div> </div> </div> </div> <div class="modal fade author908944" tabindex="-1" aria-hidden="true"> <div class="modal-dialog modal-dialog-centered modal-dialog-scrollable"> <div class="modal-content"> <div class="modal-header"> <div class="container-fluid p-0"> <h3 class="modal-title">Lucy Beattie</h3> <div class="row no-gutters"> <div class="col-12"> <a class="orcid-authors-logo" target="_blank" href="https://orcid.org/0000-0001-8571-8051" data-title="https://orcid.org/0000-0001-8571-8051"><svg class="mr-2" version="1.1" xmlns="http://www.w3.org/2000/svg" xmlns:xlink="http://www.w3.org/1999/xlink"><image xlink:href="https://www.geoscience-communication.net/orcid_icon.svg" src="https://www.geoscience-communication.net/orcid_icon_128x128.png" width="100%" height="100%"></image></svg>https://orcid.org/0000-0001-8571-8051</a> </div> </div> </div> <button type="button" class="close" data-dismiss="modal" aria-label="Close"> <span aria-hidden="true">×</span> </button> </div> <div class="modal-body"> <div class="container-fluid p-0"> <div class="row"> <div class="col-12 mb-3"> School of Education and Social Sciences, University of the West of Scotland, Scotland </div> </div> </div> </div> </div> </div> </div> <div class="modal fade author908945" tabindex="-1" aria-hidden="true"> <div class="modal-dialog modal-dialog-centered modal-dialog-scrollable"> <div class="modal-content"> <div class="modal-header"> <div class="container-fluid p-0"> <h3 class="modal-title">John Hillier</h3> <div class="row no-gutters"> <div class="col-12"> <a class="orcid-authors-logo" target="_blank" href="https://orcid.org/0000-0002-0221-8383" data-title="https://orcid.org/0000-0002-0221-8383"><svg class="mr-2" version="1.1" xmlns="http://www.w3.org/2000/svg" xmlns:xlink="http://www.w3.org/1999/xlink"><image xlink:href="https://www.geoscience-communication.net/orcid_icon.svg" src="https://www.geoscience-communication.net/orcid_icon_128x128.png" width="100%" height="100%"></image></svg>https://orcid.org/0000-0002-0221-8383</a> </div> </div> </div> <button type="button" class="close" data-dismiss="modal" aria-label="Close"> <span aria-hidden="true">×</span> </button> </div> <div class="modal-body"> <div class="container-fluid p-0"> <div class="row"> <div class="col-12 mb-3"> Department of Geography and Environment, Loughborough University, Loughborough, UK </div> </div> </div> </div> </div> </div> </div> <div class="modal fade author908946" tabindex="-1" aria-hidden="true"> <div class="modal-dialog modal-dialog-centered modal-dialog-scrollable"> <div class="modal-content"> <div class="modal-header"> <div class="container-fluid p-0"> <h3 class="modal-title">Sam Illingworth</h3> <div class="row no-gutters"> <div class="col-12"> <a class="orcid-authors-logo" target="_blank" href="https://orcid.org/0000-0003-2551-0675" data-title="https://orcid.org/0000-0003-2551-0675"><svg class="mr-2" version="1.1" xmlns="http://www.w3.org/2000/svg" xmlns:xlink="http://www.w3.org/1999/xlink"><image xlink:href="https://www.geoscience-communication.net/orcid_icon.svg" src="https://www.geoscience-communication.net/orcid_icon_128x128.png" width="100%" height="100%"></image></svg>https://orcid.org/0000-0003-2551-0675</a> </div> </div> </div> <button type="button" class="close" data-dismiss="modal" aria-label="Close"> <span aria-hidden="true">×</span> </button> </div> <div class="modal-body"> <div class="container-fluid p-0"> <div class="row"> <div class="col-12 mb-3"> Department of Learning and Teaching Enhancement, Edinburgh Napier University, Edinburgh, Scotland </div> </div> </div> </div> </div> </div> </div> <div class="modal fade author908947" tabindex="-1" aria-hidden="true"> <div class="modal-dialog modal-dialog-centered modal-dialog-scrollable"> <div class="modal-content"> <div class="modal-header"> <div class="container-fluid p-0"> <h3 class="modal-title">Tiziana Lanza</h3> </div> <button type="button" class="close" data-dismiss="modal" aria-label="Close"> <span aria-hidden="true">×</span> </button> </div> <div class="modal-body"> <div class="container-fluid p-0"> <div class="row"> <div class="col-12 mb-3"> Communication and Outreach Unit, Istituto Nazionale di Geofisica e Vulcanologia, Rome, Italy </div> </div> </div> </div> </div> </div> </div> <div class="modal fade author908948" tabindex="-1" aria-hidden="true"> <div class="modal-dialog modal-dialog-centered modal-dialog-scrollable"> <div class="modal-content"> <div class="modal-header"> <div class="container-fluid p-0"> <h3 class="modal-title">Solmaz Mohadjer</h3> <div class="row no-gutters"> <div class="col-12"> <a class="orcid-authors-logo" target="_blank" href="https://orcid.org/0000-0003-0728-3720" data-title="https://orcid.org/0000-0003-0728-3720"><svg class="mr-2" version="1.1" xmlns="http://www.w3.org/2000/svg" xmlns:xlink="http://www.w3.org/1999/xlink"><image xlink:href="https://www.geoscience-communication.net/orcid_icon.svg" src="https://www.geoscience-communication.net/orcid_icon_128x128.png" width="100%" height="100%"></image></svg>https://orcid.org/0000-0003-0728-3720</a> </div> </div> </div> <button type="button" class="close" data-dismiss="modal" aria-label="Close"> <span aria-hidden="true">×</span> </button> </div> <div class="modal-body"> <div class="container-fluid p-0"> <div class="row"> <div class="col-12 mb-3"> Global Awareness Education, University of Tübingen, Tübingen, Germany </div> </div> </div> </div> </div> </div> </div> <div class="modal fade author908949" tabindex="-1" aria-hidden="true"> <div class="modal-dialog modal-dialog-centered modal-dialog-scrollable"> <div class="modal-content"> <div class="modal-header"> <div class="container-fluid p-0"> <h3 class="modal-title">Karoliina Pulkkinen</h3> </div> <button type="button" class="close" data-dismiss="modal" aria-label="Close"> <span aria-hidden="true">×</span> </button> </div> <div class="modal-body"> <div class="container-fluid p-0"> <div class="row"> <div class="col-12 mb-3"> Aleksanteri Institute, University of Helsinki, Helsinki, Finland </div> </div> </div> </div> </div> </div> </div> <div class="modal fade author908950" tabindex="-1" aria-hidden="true"> <div class="modal-dialog modal-dialog-centered modal-dialog-scrollable"> <div class="modal-content"> <div class="modal-header"> <div class="container-fluid p-0"> <h3 class="modal-title">Heidi Roop</h3> </div> <button type="button" class="close" data-dismiss="modal" aria-label="Close"> <span aria-hidden="true">×</span> </button> </div> <div class="modal-body"> <div class="container-fluid p-0"> <div class="row"> <div class="col-12 mb-3"> University of Minnesota Climate Adaptation Partnership, St Paul, Minnesota, USA </div> </div> </div> </div> </div> </div> </div> <div class="modal fade author908951" tabindex="-1" aria-hidden="true"> <div class="modal-dialog modal-dialog-centered modal-dialog-scrollable"> <div class="modal-content"> <div class="modal-header"> <div class="container-fluid p-0"> <h3 class="modal-title">Iain Stewart</h3> </div> <button type="button" class="close" data-dismiss="modal" aria-label="Close"> <span aria-hidden="true">×</span> </button> </div> <div class="modal-body"> <div class="container-fluid p-0"> <div class="row"> <div class="col-12 mb-3"> Royal Scientific Society, Amman, Jordan </div> </div> </div> </div> </div> </div> </div> <div class="modal fade author908952" tabindex="-1" aria-hidden="true"> <div class="modal-dialog modal-dialog-centered modal-dialog-scrollable"> <div class="modal-content"> <div class="modal-header"> <div class="container-fluid p-0"> <h3 class="modal-title">Kirsten von Elverfeldt</h3> <div class="row no-gutters"> <div class="col-12"> <a class="orcid-authors-logo" target="_blank" href="https://orcid.org/0000-0003-1136-7206" data-title="https://orcid.org/0000-0003-1136-7206"><svg class="mr-2" version="1.1" xmlns="http://www.w3.org/2000/svg" xmlns:xlink="http://www.w3.org/1999/xlink"><image xlink:href="https://www.geoscience-communication.net/orcid_icon.svg" src="https://www.geoscience-communication.net/orcid_icon_128x128.png" width="100%" height="100%"></image></svg>https://orcid.org/0000-0003-1136-7206</a> </div> </div> </div> <button type="button" class="close" data-dismiss="modal" aria-label="Close"> <span aria-hidden="true">×</span> </button> </div> <div class="modal-body"> <div class="container-fluid p-0"> <div class="row"> <div class="col-12 mb-3"> Department of Geography and Regional Studies, Alpen-Adria-Universität Klagenfurt, Klagenfurt, Austria </div> </div> </div> </div> </div> </div> </div> <div class="modal fade author908953" tabindex="-1" aria-hidden="true"> <div class="modal-dialog modal-dialog-centered modal-dialog-scrollable"> <div class="modal-content"> <div class="modal-header"> <div class="container-fluid p-0"> <h3 class="modal-title">Stephanie Zihms</h3> <div class="row no-gutters"> <div class="col-12"> <a class="orcid-authors-logo" target="_blank" href="https://orcid.org/0000-0003-2342-9988" data-title="https://orcid.org/0000-0003-2342-9988"><svg class="mr-2" version="1.1" xmlns="http://www.w3.org/2000/svg" xmlns:xlink="http://www.w3.org/1999/xlink"><image xlink:href="https://www.geoscience-communication.net/orcid_icon.svg" src="https://www.geoscience-communication.net/orcid_icon_128x128.png" width="100%" height="100%"></image></svg>https://orcid.org/0000-0003-2342-9988</a> </div> </div> </div> <button type="button" class="close" data-dismiss="modal" aria-label="Close"> <span aria-hidden="true">×</span> </button> </div> <div class="modal-body"> <div class="container-fluid p-0"> <div class="row"> <div class="col-12 mb-3"> Academic Writing Centre and Graduate School, Glasgow Caledonian University, Glasgow, UK </div> </div> </div> </div> </div> </div> </div> <div class="abstract sec" id="abstract"><div class="grid-container no-margin header-element"><span class="grid-100 mobile-grid-100 tablet-grid-100 grid-parent more-less-mobile" data-show="#abstract .co-arrow-open,.abstract-content" data-hide="#abstract .co-arrow-closed,.abstract-mobile-bottom-border"><div class="h1"><span class="section-number"> </span>Abstract<span class="hide-on-desktop hide-on-tablet triangleWrapper"> <i class="co-arrow-closed" style="display:none"></i><i class="co-arrow-open" style="display:inline-block"></i></span></div></span></div> <div class="abstract-content show-no-js"><p id="d2e273">Science communication is an important part of research, including in the geosciences, as it can (1) benefit both society and science and (2) make science more publicly accountable. However, much of this work takes place in “shadowlands” that are neither fully seen nor understood. These shadowlands are spaces, aspects, and practices of science communication that are not clearly defined and may be harmful with respect to the science being communicated or for the science communicators themselves. With the increasing expectation in academia that researchers should participate in science communication, there is a need to address some of the major issues that lurk in these shadowlands. Here, the editorial team of <i>Geoscience Communication</i> seeks to shine a light on the shadowlands of geoscience communication by geoscientists in academia and suggest some solutions and examples of effective practice. The issues broadly fall under three categories: (1) harmful or unclear objectives, (2) poor quality and lack of rigor, and (3) exploitation of science communicators working within academia. Ameliorating these problems will require the following action: (1) clarifying objectives and audiences, (2) adequately training science communicators, and (3) giving science communication equivalent recognition to other professional activities. In this editorial, our aim is to cultivate a more transparent and responsible landscape for geoscience communication – a transformation that will ultimately benefit the progress of science; the welfare of scientists; and, more broadly, society at large.</p></div><span class="abstract-mobile-bottom-border mobile-bottom-border hide-on-desktop hide-on-tablet" style="display:none"></span></div> <div id="oldMobileDownloadBox" class="widget dark-border hide-on-desktop download-and-links"> <div class="legend journal-contentLinkColor">Download & links</div> <div class="content"> <ul class="additional_info no-bullets no-styling"> <li> <a class="triangle" data-toggle=".box-notice" data-duration="300" title="PDF Version (2011 KB)" href="https://gc.copernicus.org/articles/7/251/2024/gc-7-251-2024.pdf" > Article (PDF, 2011 KB) </a> </li> </ul> </div> </div> <div id="downloadBoxOneColumn" class="widget dark-border hide-on-desktop download-and-links"> <div class="legend journal-contentLinkColor">Download & links</div> <div class="content"> <ul class="additional_info no-bullets no-styling"> <li><a class="triangle" title="PDF Version (2011 KB)" href="https://gc.copernicus.org/articles/7/251/2024/gc-7-251-2024.pdf">Article</a> <nobr>(2011 KB)</nobr> </li> <li> <a class="triangle" title="XML Version" href="https://gc.copernicus.org/articles/7/251/2024/gc-7-251-2024.xml">Full-text XML</a> </li> <li><a class="triangle" href="https://gc.copernicus.org/articles/7/251/2024/gc-7-251-2024.bib">BibTeX</a></li> <li><a class="triangle" href="https://gc.copernicus.org/articles/7/251/2024/gc-7-251-2024.ris">EndNote</a></li> </ul> </div> </div> <div id="share" class="oneColumnShareMobileBox widget dark-border hide-on-desktop"> <div class="legend journal-contentLinkColor">Share</div> <div class="content row m-0 py-1"> <div class="col-auto pl-0"> <a class="share-one-line" href="https://www.mendeley.com/import/?url=https%3A%2F%2Fgc.copernicus.org%2Farticles%2F7%2F251%2F2024%2F" title="Mendeley" target="_blank"> <img src="https://www.geoscience-communication.net/mendeley.png" alt="Mendeley"/> </a> </div> <div class="col-auto"> <a class="share-one-line" href="https://www.reddit.com/submit?url=https%3A%2F%2Fgc.copernicus.org%2Farticles%2F7%2F251%2F2024%2F" title="Reddit" target="_blank"> <img src="https://www.geoscience-communication.net/reddit.png" alt="Reddit"> </a> </div> <div class="col-auto"> <a class="share-one-line last" href="https://twitter.com/intent/tweet?text=Editorial%3A+The+shadowlands+of+%28geo%29science+communication+in+academia+%E2%80%93+definitions%2C+problems%2C+and+possible+solutions https%3A%2F%2Fgc.copernicus.org%2Farticles%2F7%2F251%2F2024%2F" title="Twitter" target="_blank"> <img src="https://www.geoscience-communication.net/twitter.png" alt="Twitter"/> </a> </div> <div class="col-auto"> <a class="share-one-line" href="https://www.facebook.com/share.php?u=https%3A%2F%2Fgc.copernicus.org%2Farticles%2F7%2F251%2F2024%2F&t=Editorial%3A+The+shadowlands+of+%28geo%29science+communication+in+academia+%E2%80%93+definitions%2C+problems%2C+and+possible+solutions" title="Facebook" target="_blank"> <img src="https://www.geoscience-communication.net/facebook.png" alt="Facebook"/> </a> </div> <div class="col-auto pr-0"> <a class="share-one-line last" href="https://www.linkedin.com/shareArticle?mini=true&url=https%3A%2F%2Fgc.copernicus.org%2Farticles%2F7%2F251%2F2024%2F&title=Editorial%3A+The+shadowlands+of+%28geo%29science+communication+in+academia+%E2%80%93+definitions%2C+problems%2C+and+possible+solutions" title="LinkedIn" target="_blank"> <img src="https://www.geoscience-communication.net/linkedin.png" alt="LinkedIn"> </a> </div> <div class="col pr-0 mobile-native-share"> <a href="#" data-title="Geoscience Communication" data-text="*Editorial: The shadowlands of (geo)science communication in academia – definitions, problems, and possible solutions* Shahzad Gani et al." data-url="https://gc.copernicus.org/articles/7/251/2024/" class="mobile-native-share share-one-line last"><i class="co-mobile-share display-none"></i></a> </div> </div> </div> <div id="citation-footer" class="sec"> <div class="h1-special journal-contentHeaderColor">How to cite. </div> <div class="citation-footer-content show-no-js"> <p> <div class="citation-footer"> Gani, S., Arnal, L., Beattie, L., Hillier, J., Illingworth, S., Lanza, T., Mohadjer, S., Pulkkinen, K., Roop, H., Stewart, I., von Elverfeldt, K., and Zihms, S.: Editorial: The shadowlands of (geo)science communication in academia – definitions, problems, and possible solutions, Geosci. Commun., 7, 251–266, https://doi.org/10.5194/gc-7-251-2024, 2024. </div> </p> </div> </div> <div id="article-dates" class="sec"> <div class="article-dates dates-content my-3"> <nobr>Received: 22 Dec 2023</nobr> – <nobr>Discussion started: 15 Jan 2024</nobr> – <nobr>Revised: 30 Aug 2024</nobr> – <nobr>Accepted: 26 Sep 2024</nobr> – <nobr>Published: 12 Nov 2024</nobr> </div> </div> <div id="1_introduction_science_communication_and_geosciences" class="sec"><div class="section1-content hide-on-mobile-soft show-no-js"><span id="page262"></span></div></div><div class="sec intro" id="section1"><div class="grid-container no-margin header-element"><span class="grid-100 mobile-grid-100 tablet-grid-100 grid-parent more-less-mobile" data-hide="#section1 .co-arrow-open,.section1-content" data-show="#section1 .co-arrow-closed,.section1-mobile-bottom-border"><div id="Ch1.S1" class="h1"><span class="label">1</span> Introduction: science communication and geosciences<span class="hide-on-desktop hide-on-tablet triangleWrapper"> <i class="co-arrow-closed"></i><i class="co-arrow-open" style="display:none"></i></span></div></span></div> <div class="section1-content show-no-js hide-on-mobile-soft"><p id="d2e288">Science communication is a broad field that has been growing and evolving over the last few decades. At the start of this century, its remit and scope had expanded, with Burns et al. (2003, p. 183) framing it as “the use of appropriate skills, media, activities, and dialogue to produce one or more of the following personal responses to science: Awareness,<span id="page252"></span> Enjoyment, Interest, Opinion-forming, and Understanding.” Since then, over the following 2 decades, the theory and practice of science communication has continued to broaden, drawing in an ever-wider set of different actors and disciplines. As a result, this definition appears limited and outdated now.</p><p id="d2e291">In the 1980s, the initial motivation behind the public understanding of science (PUS) movements was the “deficit model”, which assumed that the public's skepticism towards modern science was caused by a lack of scientific knowledge, implying that the public received information passively. The belief was that scientists should convey more information to the public to change opinions and develop a positive attitude towards science. However, it is now understood that public communication of science is far more complex than the knowledge deficit model suggests. Despite the persistence of the discredited deficit model in scientific circles (Cortassa, 2016; Simis et al., 2016), even its core practitioners recognize the need to reconsider science communication in light of a deeper understanding of contemporary society. While most practitioners agree with Fischhoff and Scheufele (2013), who stated that communication is a two-way process (wherein scientists must both listen and speak), the aforementioned publication argues that this process should adhere to the same rigorous standards of evidence as science itself. They advocate for science communication grounded in existing research and subjected to empirical evaluation, rather than relying on intuition. In contrast, others, such as Bucchi and Trench (2021), prefer to view science communication as a social conversation, expanding the concept of quality beyond mere impact or effectiveness and encouraging a multifaceted understanding where the evaluation should not be based solely on the assessment of one participating party.</p><p id="d2e294">These contrasting viewpoints are important because science communication is a crucial component of research that can benefit society, advance scientific understanding, and make science more publicly accountable. Oreskes (2020) argues that scientists have a moral obligation to inform society about threats that nonexperts cannot identify on their own. However, she also cautions that expertise is specific, so scientists must respect the expertise of others, implying an obligation to both speak and listen. Scientists need to communicate within their domains of expertise and respect the knowledge of professionals in other areas (Oreskes, 2020, p. 43). This is particularly the case within the field of geosciences, where geoscientists are working on many topics directly relevant to human and environmental well-being. Cross and Congreve (2021) assert that to address “wicked problems” like climate change and those related to disaster risk management, academics must possess strong communication skills in addition to their technical expertise. They believe it is the duty of geoscience educators to help undergraduate students and young people, more broadly, develop these skills.</p><p id="d2e297">Surveys indicate a high level of public trust in scientists, especially those in universities (Krause et al., 2019; Goldenberg, 2023). This trust places scientists in a unique position as communicators. Because people listen to and trust scientists, they expect them to disclose important information (Thompson et al., 2023). Scientists, aware of their unique position, feel responsible for sharing sensitive information with the public. Given the diverse communication channels between academics and the public, academics must handle these channels carefully, clearly acknowledging and explaining uncertainties. The public often expects academics to have all the answers and not make mistakes, as seen during the COVID-19 pandemic. This requires scientists to be clear, effective, and thoughtful communicators, as well as kind, empathetic, and humble.</p><p id="d2e301">Furthermore, the range of channels employed for communication is diverse, spanning from science journalism and institutional communication through social media to public relations and marketing. It extends further to encompass museum exhibitions, science events organized by cities and countries in collaboration with marketing and event management firms, science centers, science cafés, science slams, science blogs, and more. Weingart and Guenther (2016) add that even the traditional role of providing scientific advice to policymakers has been rebranded as science communication. Moreover, they highlight that science communication has evolved into an industry over the past few decades. It is no longer solely undertaken by a few dedicated scientists, science journalists, or popularizers with the intention of informing an interested public about the latest research advancements and their broader societal implications. Instead, science communication has become a battleground where various stakeholders compete for attention, power, and influence due to financial interests, job opportunities, and professional identities. Consequently, even the definition of science communication itself is subject to debate and contention. Given this plurality in definitions and practices, it is important to acknowledge the spectrum of science communication and communicators.</p><p id="d2e304">For the purpose of this editorial and the <i>Geoscience Communication</i> (hereafter GC) journal, we refer to Hillier et al. (2021, p. 494) for a working definition of science communication: “We use the term `geoscience communication' to refer to the range of activities included in GC; these fall within a spectrum. At one end is activity-led work that might variously be known as education, outreach, communication, or engagement (e.g., science theater as a medium for effective dialogue), and at the other end is curiosity-led research (e.g., how video games tangentially communicate geoscientific concepts) into how people engage with geoscience.”</p><p id="d2e310">GC engages with geoscience communication and communicators in the following five broad areas (Illingworth et al., 2018), illustrated by recent GC articles that embody these areas: </p><ul><li> <p id="d2e315"><i>Geoscience education</i>. McGowan et al. (2022) explore the potential for using video games as a tool for teaching<span id="page253"></span> geoscience, specifically the geology and geomorphology of Hokkaido, Japan.</p></li><li> <p id="d2e321"><i>Geoscience engagement</i>. Fonseca et al. (2022) focus on the way that physical concepts like the jet stream are represented in the press</p></li><li> <p id="d2e327"><i>Geoscience policy</i>. Brimicombe et al. (2022) investigate the bias of reporting various climate risks in English-language news articles.</p></li><li> <p id="d2e333"><i>History and philosophy of geosciences</i>. Rogers et al. (2022) examine the need for decolonizing the curriculum for geologists.</p></li><li> <p id="d2e339"><i>Open geosciences</i>. Watson et al. (2023) evaluate the dissemination of satellite-based ground deformation measurements through Twitter (now known as X).</p></li></ul><p id="d2e310-3"> Together, these recent GC articles demonstrate the diverse and multifaceted nature of geoscience communication. GC provides a supportive platform for geoscientists, educators, and communicators to share their innovative communication approaches. The core purpose of GC is 2-fold (Illingworth et al., 2018): (1) provision of a wider and more formal recognition for existing and future geoscience communication initiatives and (2) better formalization of the discipline of geoscience communication. In line with the core purpose of GC, in this editorial, we highlight systemic issues ingrained in science communication, especially as it relates to the geosciences and geoscientists in academia. We refer to these issues as “shadowlands” hereafter. We also discuss the divergent perspectives and the spectrum of viewpoints among the authors of this editorial to mirror, to some extent, the spectrum of perspectives within the wider community. Finally, we propose potential solutions for the identified problems and establish the journal's guiding principles.</p></div><span class="section1-mobile-bottom-border mobile-bottom-border hide-on-desktop hide-on-tablet"></span></div> <div class="sec" id="section2"><div class="grid-container no-margin header-element"><span class="grid-100 mobile-grid-100 tablet-grid-100 grid-parent more-less-mobile" data-hide="#section2 .co-arrow-open,.section2-content" data-show="#section2 .co-arrow-closed,.section2-mobile-bottom-border"><div id="Ch1.S2" class="h1"><span class="label">2</span> The shadowlands of science communication<span class="hide-on-desktop hide-on-tablet triangleWrapper"> <i class="co-arrow-closed"></i><i class="co-arrow-open" style="display:none"></i></span></div></span></div> <div class="section2-content show-no-js hide-on-mobile-soft"><p id="d2e353">In academia, a lot of science communication, including geoscience communication, happens in shadowlands, i.e., spaces, aspects, and practices which are not clearly defined and may be harmful with respect to the science being communicated or for the science communicators themselves. While we discuss these issues primarily in the context of geosciences, it is important to note that these are relevant problems that could apply to other scientific fields as well. We outline three such shadowlands of science communication in academia in this article: (1) potentially harmful objectives, (2) poor quality and lack of rigor, and (3) exploitation of science communicators. We would like to point out that, as the authors of this editorial, we do not share the same views on all topics discussed herein; our opinions span a broad spectrum, some of which are illustrated in Fig. 1.</p><div class="fig" id="Ch1.F1"><a target="_blank" class="figure-link" href="https://gc.copernicus.org/articles/7/251/2024/gc-7-251-2024-f01-web.png"><img alt="https://gc.copernicus.org/articles/7/251/2024/gc-7-251-2024-f01" data-webversion="https://gc.copernicus.org/articles/7/251/2024/gc-7-251-2024-f01-web.png" src="https://gc.copernicus.org/articles/7/251/2024/gc-7-251-2024-f01-thumb.png" data-printversion="https://gc.copernicus.org/articles/7/251/2024/gc-7-251-2024-f01-high-res.pdf" data-width="2067" data-height="1134"></a><div class="caption"><p id="d2e358"><strong class="caption-number">Figure 1</strong>The shadowlands of science communication in academia – problems, spectrum of views, and potential solutions. The issues are discussed in detail in Sect. 2; potential solutions are addressed in Sect. 3.</p></div><p class="downloads"><a class="triangle journal-contentLinkColor figure-download" href="https://gc.copernicus.org/articles/7/251/2024/gc-7-251-2024-f01-high-res.pdf" target="_blank">Download</a></p></div><div class="sec"><h2 id="Ch1.S2.SS1"><span class="label">2.1</span> Potentially harmful objectives of science communication</h2> <p id="d2e374">While science communication is generally regarded as a morally good endeavor, valid concerns exist regarding its objectives, particularly in relation to the motivations of science communicators. A significant concern is the influence of funders – when present – on science communication, potentially driven by vested interests. Beyond the ethical dimensions, the following fundamental questions arise: </p><ul><li> <p id="d2e379">What is the primary purpose of the science communicator?</p></li><li> <p id="d2e383">On what terms is science “made and sold”?</p></li><li> <p id="d2e387">How should we navigate the powerful persuasive tool of storytelling in science?</p></li><li> <p id="d2e391">Is success measured by our ability to influence, persuade, and change perceptions and behaviors?</p></li></ul><p id="d2e374-3"> Although there may not be a single “correct” answer to these questions, reflecting on them can help us recognize both unintentional internal biases and hidden external influences that could lead to harmful science communication.</p> <p id="d2e395">The multiple goals of science communication (Besley et al., 2018; Kappel and Holmen, 2019) (Fig. 2) raise the concern of potential tension between different aims. This could be the case when the concerns raised by the public differ from scientists' own evaluation of what is best for society's well-being. Resolving such tensions can be difficult; the public's views can be based on serious misconceptions, but prioritizing scientists' own conceptions (positionality) of societal well-being can risk being paternalistic. Aside from the issue of tension between many aims, there is also the worry that the goals of professional science communication might conflict with the core aims or norms of the relevant scientific disciplines. For example, most scientific disciplines draw especially careful conclusions on the basis of their data, but such nuances might not lend themselves to the “punchy” storytelling preferred in the media. This concern raises its head especially when the professionalization of science communication means that “there is money in the game, there are jobs to be captured, and there are professional identities at stake.” (Weingart and Guenther, 2016, p. 2). Another instance of tension between the goals of science communication and the core disciplinary goals relates to “marketing-led” science communication, in which academics, through disseminating their research stories, become part of the commercial promotional machine for their universities and research institutions (Stewart and Hurth, 2021).</p> <p id="d2e398">Moreover, it is important to acknowledge that another significant aim of science communication can be to scrutinize science itself and hold scientists or scientific practices morally and socially accountable to the public. Science has also had, and continues to have, negative or socially harmful<span id="page254"></span> effects on society (Jones, 2008). In these cases, the goal of science communication may not be to enhance public trust in science but rather to critically examine and ensure that science is held accountable for its actions. This introduces a potential tension between the goals of benefiting society and benefiting science, where science communication may need to balance promoting scientific knowledge with critiquing and holding it accountable.</p> <p id="d2e401">Aside from such instances of potential tension, there is also the question of due process – especially regarding the model of communication and valuable attributes of communication. A major challenge with the broader goal of “informing the public” concerns the deficit model, where the public is viewed as having insufficient knowledge of science which is remedied by scientists' successful communication. Although issues related to the deficit model of science communication are well known (see, e.g., Sturgis and Allum, 2004), it is still regarded a viable model for influencing science policy (Cortassa, 2016; Simis et al., 2016); moreover, there is evidence that scientists endorse it (Besley and Nisbet, 2013). With respect to communicative virtues, openness, honesty, and transparency in science communication are usually recommended (e.g., Wilsdon and Willis, 2004; Keohane et al., 2014). However, there have been some concerns raised that exercising these virtues in science communication can undermine public trust in science (John, 2018). The notion of the deficit model is important to note, but equally we should acknowledge that one-way awareness-raising mechanisms occasionally have their place, e.g., in emergency risk communication situations where actionable risk messaging is required. In such situations, the emphasis should perhaps be on ensuring that the messages are effective (i.e., received as intended). However, in general, both the scientist and the target of the communication must listen, understand, and speak.</p> <p id="d2e405">Many academics find solace in science communication as an antidote to the challenges of higher education, relishing the opportunity to step outside the confines of the ivory tower. As Dooley (2017) notes, when scientists engage in science communication, they should embrace their humanity and use emotions to communicate scientific concepts. This suggests that, conversely, inside the ivory tower, academics may feel dehumanized (Wheaton, 2020). For example, academics report a sense of trepidation or fear around the completion of impact statements or when tick-box efficiency takes primacy over effectiveness (Chubb and Watermeyer, 2017; Chubb et al., 2021). Engaging with socioeconomic and sociocultural topics within science can help academics to get involved with new topics by developing an aspect of inspirational or activating communication that can be regarded as a form of scholars' engagement (Jünger and Fähnrich, 2020). Our aim here is not to “police” the “right” objectives for academic science communications. As we highlight in the subsequent sections, where we focus specifically on geoscience communication, our intention is to make geoscience communicators and their (potential) funders reflect on the shadowlands of geoscience communication. While there is nothing<span id="page255"></span> inherently wrong with pursuing science communication as an antidote to higher education, we believe that it should not come at the cost of the quality and rigor of the communication or the exploitation of communicators.</p> <div class="fig" id="Ch1.F2"><a target="_blank" class="figure-link" href="https://gc.copernicus.org/articles/7/251/2024/gc-7-251-2024-f02-web.png"><img alt="https://gc.copernicus.org/articles/7/251/2024/gc-7-251-2024-f02" data-webversion="https://gc.copernicus.org/articles/7/251/2024/gc-7-251-2024-f02-web.png" src="https://gc.copernicus.org/articles/7/251/2024/gc-7-251-2024-f02-thumb.png" data-printversion="https://gc.copernicus.org/articles/7/251/2024/gc-7-251-2024-f02-high-res.pdf" data-width="2067" data-height="1853"></a><div class="caption"><p id="d2e410"><strong class="caption-number">Figure 2</strong>Taxonomy and goals of science communication based on the literature. Each goal is connected to broader values, including (i) benefit society, (ii) benefit science, and (iii) make science more publicly accountable. This is a rough categorization, as each of the goals may link to each of the three values.</p></div><p class="downloads"><a class="triangle journal-contentLinkColor figure-download" href="https://gc.copernicus.org/articles/7/251/2024/gc-7-251-2024-f02-high-res.pdf" target="_blank">Download</a></p></div> </div><div class="sec"><h2 id="Ch1.S2.SS2"><span class="label">2.2</span> Poor quality and lack of rigor</h2> <p id="d2e428">Oftentimes, science communication strategies do not work, and their failure can lead to enhanced disasters and loss of more lives (e.g., miscommunication about extreme weather events). In this section, we provide examples illustrating instances of poor quality and lack of rigor in science communication, with a focus on risk communication – a form of high-stakes science communication that occurs when a threat is anticipated but not necessarily imminent. While this editorial primarily targets academia and academics, some examples are drawn from science communication outside academia; this is intentional, as communication from government agencies (e.g., extreme weather and earthquake communication) often involves collaboration with university scientists.</p> <p id="d2e431">For risk communication to be effective, it needs to capture and incorporate information about the local context in which the communication work is undertaken. Factors such as population characteristics (e.g., language, ethnicity, and race), socioeconomic status, experience and exposure to a range of hazards, and access to and use of information and communications technologies influence the development and uptake of safety messages; therefore, these factors should be taken into consideration when designing communication outputs for decision-making and advocacy in specific contexts. For example, the “Drop, Cover and Hold On” earthquake drills and the ShakeOut campaigns (ShakeOut, 2024) considered how Californians behaved during past quakes (i.e., running outside or taking shelter in doorways) and focused on the much greater likelihood of injury from nonstructural hazards (i.e., falling or moving objects) compared with structural damage. To ensure its uptake, earthquake scientists and emergency managers worked closely with sociologists, artists, and community participants to capture the regional context in the development and dissemination of disaster risk reduction messages (Jones, 2009).</p> <p id="d2e434">Since 2008, the ShakeOut campaign has gone global, with over 40 million participants registered worldwide for 2022. While there are good reasons to celebrate this, there are also reasons to be concerned. “Drop, Cover and Hold-on” may not be the safest actions to take in highly vulnerable buildings that are small enough to exit safely (such as many of the buildings that collapsed during the 2005 Kashmir earthquake). Therefore, it is important to recognize that there is no single, perfect safety message for any nation, as each nation has its own customs, beliefs, building, geology, and capacities. A scientist who is not aware of local customs and deeply embedded beliefs should exercise caution when communicating safety messages to the public (Geohazards, 2018; Gill et al., 2021).</p> <p id="d2e437">Hazard maps (in print and online) are another example of unidirectional communication output used by governmental and nongovernmental agencies to communicate geohazard risks with the public. Despite their widespread acceptance and use in hazard awareness campaigns and in decision-making, their effectiveness in hazard communication has not been rigorously investigated. Stein et al. (2012) give examples of highly destructive earthquakes that occurred in areas shown by earthquake hazard maps to be relatively safe; moreover, they call for rigorous and objective testing of hazard maps as well as the evaluation and clear communication of uncertainties to users. A lack of basic map reading skills is also identified as one of the key barriers to understanding earthquake-related concepts amongst school students in Tajikistan (Mohadjer et al., 2021). While there are a few hazard map studies (e.g., Crozier et al., 2006; Bell and Tobin, 2007; Nave et al., 2010) exploring variables that influence people's map comprehension, such as viewer perceptions of risk, risk area accuracy, preferences for map features, and misconceptions about visualizations, MacPherson-Krutsky et al. (2020) call for more research on the degree to which different factors contribute to high map comprehension levels. Taken together, scientists, as creators of hazard maps, need to engage in dialogue with a wide range of potential users to rigorously test and improve their communication products.</p> <p id="d2e441">Good data visualization is a crucial means of communicating complex information in a clear and effective manner. Data visualization, along with the representation of uncertainty, plays a pivotal role in science communication, particularly when communicating complex information such as natural hazards or human-induced disasters. Poor data visualization can contribute to ineffective or subpar science communication, as highlighted by Padilla (2022), who discusses the challenges of conveying uncertainty through maps and emphasizes the need for effective visualization strategies to enhance comprehension of these uncertainties. Clear and accurate representation of uncertainty is relevant for many geoscientific challenges such as aftershock forecast maps (Schneider et al., 2022). The incorrect use of color in data visualization, as highlighted in Crameri et al. (2020), can also lead to the misinterpretation of information.</p> <p id="d2e444">Science communication can often be monodisciplinary. However, as pointed out above, collaboration between scientific disciplines (e.g., scientists studying specific hazards) and those assessing societal risk understanding (e.g., social or behavioral scientists) is essential for effective communication (Fischhoff and Scheufele, 2013). A recent example highlighting the lack of collaboration across relevant fields and science communicators, resulting in avoidable deaths, is related to the COVID-19 pandemic. In the early stages of the pandemic, debates arose regarding the modes of transmission of SARS-CoV-2, the virus that causes COVID-19. Morawska and Cao (2020), along with many aerosol scientists, argued that airborne transmission of the virus was<span id="page256"></span> a reality that should be acknowledged and addressed. They contended that the lack of attention to this primary mode of transmission in public health messaging led to a failure to implement adequate control measures, such as mask use and improved indoor ventilation. Randall et al. (2021) provide a historical perspective on the transmission of respiratory infectious diseases and discuss how the lack of understanding of droplets and aerosols led to the undervaluation of the risk of airborne transmission for many respiratory infectious diseases, including COVID-19. The failure to recognize the role of airborne transmission in the spread of these diseases and the communication of incorrect science, including by the World Health Organization in the initial days of the pandemic, led to preventable illnesses and deaths.</p> <p id="d2e447">These examples (1) demonstrate how poor science communication and inadequate science communication systems (including the absence of such systems) can have serious consequences and (2) highlight the importance of accurate and clear communication of scientific information. Additionally, there has also been some public discussion on people conflating public discussions on science and its results with discussions within science (e.g., climate change or COVID-19 vaccinations). Whilst scientists publish in scientific journals and on social media (e.g., X), “pseudoscientists” only do the latter but appear to be scientists to many people due to their loud presence on social media and other platforms. The public often cannot distinguish scientists and pseudoscientists, leading to the misconception that there is no scientific consensus where one exists and that legitimate critics are being silenced. This issue also persists within the scientific community, partly due to the belief that uncertainties cannot be understood by decision-makers and the public and, therefore, cannot be incorporated into a binary yes/no decision-making process (Pappenberger and Beven, 2006). As a result, information is often simplified to remove “unwanted” uncertainties. However, many decision-makers (e.g., those involved in flood early warning) are well-versed in handling uncertainties, as these are present in many other components<span id="page257"></span> of the forecast-based decision-making chain (Arnal et al., 2020; Budimir et al., 2020). Additionally, public audiences can also engage with uncertainties when they are communicated effectively (van der Bles et al., 2020).</p> <p id="d2e450">Despite communication often being at the heart of improved response throughout the disaster cycle (Golding et al., 2019), little attention has been given to the systematic evaluation of communication tools used or developed by scientists to inform and engage in dialogue with the public. These evaluations are important because effective communication, especially related to crises, has been shown to lead to more appropriate responses and the acceptance of more flexible hazard management strategies (Steelman and McCaffrey, 2013).</p> <p id="d2e453">As discussed in the context of risk communication, a linear, unidirectional approach for increasing public awareness does not always lead to action (Neil, 1989; Tierney, 1993; Fischhoff, 1995; Sellnow et al., 2008). An effective communication strategy accounts for the different ways that people view risk and the cultural and socioeconomic context, all of which may affect how the risk is understood (Hooker et al., 2017; Cormick, 2019). Therefore, interaction and dialogue with those facing the risks can shed light on their risk perceptions and how these relate to taking action (or the lack thereof) and provide essential insights into adapted and effective communication strategies. These factors render the evaluation and comparison of communication difficult, as one approach may be successful in a specific context and ineffective in other situations. While we focus on risk communication in this section, the problems and discussions are relevant to many other forms of science communication.</p> </div><div class="sec"><h2 id="Ch1.S2.SS3"><span class="label">2.3</span> Exploitation of science communicators</h2> <div class="sec"><h3 id="Ch1.S2.SS3.SSS1"><span class="label">2.3.1</span> The labor issue and exploitation of early-career scientists and minoritized groups</h3> <p id="d2e471">There is general widespread pressure on all university-based scientists to communicate their research. This applies a workload pressure to everybody, but the impact differs according to time pressure, direction from funding bodies, and the provenance of academics (Martinez-Conde, 2016; Hillier et al., 2019). Anecdotally, at more senior levels, mental health issues leading to breakdowns, marriage failure, and long-term stress are common symptoms which can arise from emotional exhaustion and overwork (Hillier et al., 2019; Guidetti et al., 2020; Wheaton, 2020). The hypercompetitive funding landscape for senior academics, according to Chubb and Watermeyer (2017), can rely on the “research grants culture” or “game-playing” linked to inflated accounts of impact. There may also be a tendency for more senior academics to displace the task of public engagement onto early-career scientists (ECSs) or administrative staff – whether funded explicitly, or not, to do this (Pownall et al., 2021; Watermeyer and Rowe, 2022). Despite these increased responsibilities for public outreach, ECSs continue to have less established influence or agency compared with their more senior colleagues. The tenure of ECSs is predominated by short-term contracts, leading to reduced resilience, burnout, or depression associated with academic precarity (Fowler, 2015; Hillier et al., 2019; Wheaton, 2020). Consequently, exploitation might have a different pathway and greater impact due to perceived insecurities that are commensurate with the commencement of a career (Pownall et al., 2021).</p> <p id="d2e474">ECSs are typically encouraged to be involved with science communication as an activity crucial to developing the next generation of scientists by improving scientific literacy within the public domain outside of academia (Kompella et al., 2020; Kerr, 2021). The motivations to engage with these activities can conversely be ascribed as constraints, as they are associated with the provision of public engagement activity that is identified as low cost or of lesser value, and the mentoring of ECSs by mid-career scientists is devalued in many cases (Barrow and Grant, 2019; Hillier et al., 2019; Kompella et al., 2020). The potential for the exploitation of their labor merits discussion and can be contextualized within the broader concepts of pedagogic frailty, particularly as ECSs constitute the most numerous proportion of researchers in higher education (Kinchin and Francis, 2017; Lahiri-Roy et al., 2021; Pownall et al., 2021). The impact of overwork as structural inequality endemic in academia arguably has repercussions on the mental health of science communicators, indicating a clear link between the mental well-being of academics and their perceptions of work demands. The prominence of research and public engagement demands is recognized, which suggests the approach to these aspects of academia in terms of the potentially negative consequences of exploitation and overwork, with evidence that these effects are most pronounced amongst marginalized (minoritized) groups (Barrow and Grant, 2019; Guidetti et al., 2020; Hernandez et al., 2020; Wheaton, 2020; Caltagirone et al., 2021).</p> <p id="d2e477">The spectrum of marginalization occurs at an intersection of gender, race, caste, sexuality, physical ability, Global North vs. Global South, and other identities and lived experiences that also influence how we see and study science and society (Canfield et al., 2020; Finlay et al., 2021; Lahiri-Roy et al., 2021). Geoscience, amongst all science, technology, engineering, and mathematics (STEM) disciplines, has the lowest percentage of minoritized students and professionals, thereby emphasizing this equity gap. The field is predominantly White, carrying substantial privilege (Berhe et al., 2022; Dutt, 2020). The visibility of minoritized groups through public engagement is crucially important to breaking down stereotypes (Weingart and Guenther, 2016; Guertin et al., 2022). However, the assumption that minoritized groups must hold key responsibility to counter these affects through active, open, and visible engagement predisposes marginalized groups to exploitation as communicators who are expected to provide institutionally led public engagement activity to counter prejudice and be equity-active (Barrow and<span id="page258"></span> Grant, 2019). Equity of marginalized groups in higher education is problematic, and global discourse signifies a range of perspectives that can be adapted to fit cultural and social priorities. This needs to be tempered with the consideration of the ethics of equity in science communication, which undoubtedly shoulders a greater burden of responsibility to promote the visibility of marginalized groups to marginalized science communicators (Barrow and Grant, 2019; Caltagirone et al., 2021; Lahiri-Roy et al., 2021).</p> <p id="d2e480">The “invisible” work of academia is highlighted by the Social Sciences Feminist Network Research Interest Group (2017) as being a significant time drain on academics looking to develop their tenure and promotion. This invisible work can often be assigned to public engagement professionals, contributing to disproportionate demands on different roles that support science communication (Watermeyer and Rowe, 2022). The notion of invisible work is accepted as a norm within academia, particularly for women, which may lead to the exploitation of public groups by relying on their “free” labor, revealing unpalatable aspects of exploitation derived from in-kind contributions from unpaid co-producers (Social Sciences Feminist Network Research Interest Group, 2017; Carter, 2020; Williams et al., 2020; Vohland et al., 2021). Support in the form of mentoring for women in STEM returning to work following a career break can be beneficial; conversely, it can also reinforce gender stereotyping when women are assigned mentoring roles under the misapprehension that they are perceived as more “motherly,” caring, administrative, or outreach oriented (Kompella et al., 2020; McKinnon and O'Connell, 2020). This dynamic underscores the interplay of male privilege, particularly White male privilege, which shields many geoscientists from the pressures and obligations of invisible labor, while minoritized women are burdened with additional and invisible work (Hernandez et al., 2020; Caltagirone et al., 2021).</p> </div> <div class="sec"><h3 id="Ch1.S2.SS3.SSS2"><span class="label">2.3.2</span> Science communication activities can hinder scientific pursuits</h3> <p id="d2e491">The “Sagan effect” refers to the risk that a science communicator may lose their scientific reputation among their peers by simplifying concepts for a broader audience or being too visible (Chen et al., 2023). However, a survey of highly cited US nano-scientists suggests that public communication, such as interactions with reporters and being mentioned on X, can contribute to a scholar's scientific impact (Liang et al., 2014). Martinez-Conde (2016) argues that although most individuals who disseminate science to the public face no significant negative consequences and may even experience some benefits, there is a lack of recognition or reward for their communication efforts within institutional structures. Nevertheless, there are isolated cases in which science communicators have experienced severe consequences. Furthermore, certain scientists from underrepresented groups may be at a higher risk of facing such negative consequences.</p> <p id="d2e494">The impact of scientific research on society is frequently emphasized in academic job descriptions and promotion criteria. According to Hillier et al. (2019), academic researchers may perceive engaging in knowledge exchange with industry as potentially detrimental to their career prospects due to time constraints. The study analyzes promotion criteria and job advert specifications, suggesting that for researchers to thrive, their impact work must align with other demands on their time, such as research and teaching, which are currently deemed more crucial in academia. The relationship between impact work, research, and teaching might be more of an aspirational goal to meet policy and funder expectations (Williams et al., 2020). Notably, higher-tier higher-education institutions appear to have an advantage in securing research grants compared with lower-tier ones, highlighting an equity gap (Papatsiba and Cohen, 2020). Furthermore, while institutional policies often stress the importance of equity, it does not emerge as a significant factor in the promotion process for most academics (Barrow and Grant, 2019).</p> <p id="d2e497">There are also some interesting parallels between our critique of the shadowlands of science communication to ongoing debates on collaboration and co-production. For example, Oliver et al. (2019) discuss the concept of co-production in health research, which involves collaborating with stakeholders in the research process. They identify the costs associated with co-produced research and argue for a cautious approach to co-production until more evidence is available on its impact and costs. Williams et al. (2020, p. 1) respond “Oliver et al. stray too close to `the problem' of `co-production' seeing only the dark side rather than what is casting the shadows. We warn against such a restricted view and argue for greater scrutiny of the structural factors that largely explain academia's failure to accommodate and promote the egalitarian and utilitarian potential of co-produced research.” Similarly, in the case of science communication, even as we cast light on the shadowlands of science communication, we hope to also highlight the structural issues that cast these shadows.</p> </div> </div></div><span class="section2-mobile-bottom-border mobile-bottom-border hide-on-desktop hide-on-tablet"></span></div> <div class="sec" id="section3"><div class="grid-container no-margin header-element"><span class="grid-100 mobile-grid-100 tablet-grid-100 grid-parent more-less-mobile" data-hide="#section3 .co-arrow-open,.section3-content" data-show="#section3 .co-arrow-closed,.section3-mobile-bottom-border"><div id="Ch1.S3" class="h1"><span class="label">3</span> Recommendations for (geo)science communication<span class="hide-on-desktop hide-on-tablet triangleWrapper"> <i class="co-arrow-closed"></i><i class="co-arrow-open" style="display:none"></i></span></div></span></div> <div class="section3-content show-no-js hide-on-mobile-soft"><p id="d2e510">The discussion in the previous section highlights the primary barriers for academics to carry out science communication sustainably and fairly, rather than reasons why they should not engage in science communication. The reasons to do science communication are still relevant, even if institutional barriers make it hard to do so. In this section, we discuss the specific recommendations for problems highlighted in Sect. 2 along with some best practices.</p><div class="sec"><h2 id="Ch1.S3.SS1"><span class="label">3.1</span> Ensure clarity and transparency in objectives and audience</h2> <p id="d2e520">Clarity in science communication pertains to the accurate and straightforward transmission of information, ensuring that the intended message is effectively conveyed and understood by the audience without confusion. Transparency, meanwhile, involves being forthright about the goals, context, and any underlying biases or constraints influencing the communication. Together, clarity and transparency are essential for fostering trust and understanding between scientists and their audiences. Clarity and transparency are critical components of effective science communication. Hutchins (2020) proposes the following protocol to pursue effective science communication: </p><ol><li> <p id="d2e525"><i>Audience</i>. Who will receive the communication and in what setting?</p></li><li> <p id="d2e531"><i>Purpose</i>. What is the purpose of the communication?</p></li><li> <p id="d2e537"><i>Format</i>. Will the communication product be oral, written, or visual (or some combination), and what constraints does this format impose?</p></li><li> <p id="d2e543"><i>Significance</i>. What is the significance of the research for this audience?</p></li><li> <p id="d2e549">Get feedback and revise</p></li></ol><p id="d2e520-3"> Understanding the audience and the purpose of the science communication is paramount when tailoring messages to ensure effective engagement. The success of communication is ultimately gauged by the audience's response, making it a critical metric for assessing whether the communication achieves its intended objective. Clarity is dependent on the context and involves more than just simplifying complex information; it requires careful consideration of language, tone, and framing to align the message with the audience's needs. For example, in a technical report aimed at experts, clarity may be achieved through precision and specificity, whereas in public outreach, clarity may necessitate simplicity and engagement.</p> <p id="d2e553">Going a step further, Stewart and Hurth (2021) argue in favor of the more reflexive, participatory, and interdisciplinary “guide-and-co-create mode.” From the perspective of this editorial, science communicators clarifying and being transparent about the objectives and audience of their science communication is also an effective way of countering the harmful and unclear objectives of science communication (Sect. 2.1).</p> <p id="d2e556">To tailor communications to specific audiences, it is necessary to create a profile of the audience, including their knowledge level and motivation for engaging in the communication. Additionally, it is important to consider the audience's cultural and social background, as this can impact how they receive and interpret information. Similarly, the chosen language of science communication can also be a political question, as academia often incentivizes the use of English, but local communities would benefit from local language(s). As Márquez and Porras (2020, p. 5) note, “There is a language bias in the current global scientific landscape that leaves non-English speakers at a disadvantage and prevents them from actively participating in the scientific process both as scientists and citizens. Science's language bias extends beyond words printed in elite English-only journals. It manifests in how science is reported in mass and social media outlets, in the researchers represented in the media, and often in the lack of contact between communities and their local scientists.”</p> <p id="d2e559">Achieving effective science communication necessitates clarity and transparency in both objectives and audience engagement. By articulating the purpose of communication and grasping the characteristics and motivations of the audience, one can craft tailored communication products that effectively engage and inform. Moreover, highlighting the significance of research and fostering collaboration across diverse communities and languages can contribute to building a more inclusive and impactful scientific community. There is no singular approach to achieving this; rather, it requires the cultivation of expertise and competence within a community of practice – an objective at the core of GC for the geosciences community.</p> </div><span id="page259"></span><div class="sec"><h2 id="Ch1.S3.SS2"><span class="label">3.2</span> Train science communicators</h2> <p id="d2e570">While the importance of science communication is increasingly recognized and emphasized, many scientists do not receive any formal science communication training to develop the necessary skill set. Science communication is often times done by scientists who are not adequately (or at all) trained in science communication (e.g., in visualization or social science), where ad hoc solutions are treated as substitutes for expertise in the sciences of communication (Fischhoff and Scheufele, 2013). While there are increasing amounts of informal training opportunities (e.g., academic conferences and talking to peers), science communication must be part of an academic's formal training in order for it to be effective (Brownell et al., 2013). However, the opportunities at universities are very often irregular and informal. Examples include participation in community events on campus, science festivals (e.g., Pint of Science), presentation platforms (e.g., Three Minute Thesis and TEDx), and media interviews.</p> <p id="d2e573">Researchers' training and development needs are summarized well in the Vitae Researcher Development Framework (RDF, 2011). Domain D of the framework – “Engagement, Influence and Impact” – covers the skills and knowledge needed for researchers to work with others and increase the impact of the research. Subdomain D2 – “Communication and dissemination” – and Subdomain D3 – “Engagement and impact” – highlight the skills needed to excel in this area of research. Metcalfe (2019) reiterates that there is a divide between science communication models and theories used by science communication researchers and what happens in practice. There are three models described by Metcalfe (2019): the deficit model, the dialogue model, and the participatory model. Each comes with its own theories and set of necessary skills. However, their analysis of Australian science communication or engagement activities in 2012<span id="page260"></span> discovered that most activities did not align their activity objectives with the underlying theory. More recently, the Science Europe (2022) framework discusses a values-based approach for the organization of research, including for the communication and dissemination of research, to facilitate (1) autonomy/freedom; (2) care and collegiality; (3) collaboration; (4) equality, diversity, and inclusion; (5) integrity and ethics; and (6) openness and transparency.</p> <p id="d2e576">Communication skills form an integral part of researcher activities; however, these are often focused on the dissemination of knowledge through outputs like research papers. It is important to identify which skills can be transferred to science communication from researcher development in general and which skills are specific to science communication. Kelp and Hubbard (2020) suggest that communication skills should be part of undergraduate education to establish a solid skill base. The Horizon 2020 QUality and Effectiveness in Science and Technology communication project (QUEST, <span class="uri"><a href="https://questproject.eu/" target="_blank">https://questproject.eu/</a></span>, last access: 1 August 2024) developed tools, recommendations, and guidelines for communicators and practitioners (Costa et al., 2019). The QUEST WP4 summary report provides a comprehensive overview of science communication education across Europe. They recommend four key areas for science communication training: scientific knowledge, educational studies, social studies of science, and communication studies. Offering basic science communication training to all scientist as part of their development program or studies is a key recommendation, with an element of broader societal context of the research, rather than skill development alone.</p> <p id="d2e582">Some of the tools and approaches for science communication that should be taught are as follows: conducting interviews; designing surveys; qualitatively/quantitatively analyzing interview/survey outputs; a basic understanding of ethics; designing serious games; storytelling; taking part in public debates; and working with artists, art curators, and art spaces. These tools should also target online communication and interaction (including on social media) and digital content creation (Bubela et al., 2009). Furthermore, training scientists in communication methods based on social science research and techniques that involve the community in scientific issues will help challenge the deficit model and make science communication more effective (Simis et al., 2016).</p> <p id="d2e586">More broadly speaking, we define the following three types of training needs: </p><ol><li> <p id="d2e591"><i>One-way communication</i>. Training for one-way dissemination of science and scientific work focuses on the skills used by journalists and media professionals to present science in a compelling narrative form. For example, writing a news article about a recent scientific discovery or creating a documentary that explains complex scientific concepts to a general audience.</p></li><li> <p id="d2e597"><i>Two-way communication</i>. When the communication aims to inform the public about socially contested ideas and issues (e.g., climate change, vaccination, or genetically modified organisms), understanding the “science of the public” – such as audience analysis and cognitive and social psychology – becomes crucial. This type of training helps scientists engage in dialogues that allow for more targeted and effective messaging.</p></li><li> <p id="d2e603"><i>Three-way communication</i>. The goal here is to contribute scientific input to broader “social conversations about science”, such as those in deliberative forums like citizen juries, assemblies, or community-centered engagements. This approach empowers individuals to use scientific knowledge for their own purposes, requiring training in participatory and facilitative skills.</p></li></ol><p id="d2e586-3"> To improve science communication, Fähnrich et al. (2021) recommend that science communication programs and trainers focus on developing students' mental models and perceptions of the changing societal framework in which science communication takes place. This can be achieved by offering new insights, encouraging the adoption of new perspectives, supporting observations and reflection, and challenging existing worldviews. Incorporating science communication training for geoscience students into their study programs at an early stage (e.g., undergraduate level) can foster a better communication culture between scientific disciplines and different public audiences (Brownell et al., 2013).</p> <p id="d2e609">As with scientific publishing, there is also a case to be made for “slow science communication” – prioritizing high quality over rapidness and quantity (Frith, 2020). Outcomes and impacts of science communication can also take time to bloom and hence may be hard to measure and demonstrate within the lifetime of most scientific projects.</p> </div><div class="sec"><h2 id="Ch1.S3.SS3"><span class="label">3.3</span> Recognize science communication as a valued professional activity</h2> <p id="d2e620">A large part of geoscience research is funded through government agencies around the world. These agencies are often funded by taxpayers; therefore, researchers have a responsibility to communicate their findings to the public. Unfortunately, few scientists around the world receive training in science communication aimed at the broader public. It should be noted that, in most parts of the world, scientists in academia do not receive training in teaching, even though they are expected to teach as part of their job responsibilities. In light of this, it is essential that clear criteria for science communication be included as part of job requirements, with room for performance review and compensation. Science communication should also be incentivized for academic promotions. This would be similar to how teaching is incentivized for promotions.</p> <p id="d2e623">We need to emphasize the importance of giving science communication greater recognition, funding, and job opportunities. Additionally, Mulder et al. (2008) identified several steps for bringing order and appropriate recognition to<span id="page261"></span> the discipline of science communication: (1) formation of a register of science communication programs, (2) recognition of a core framework, (3) establishment of a database of resources for teaching, and (4) establishment of a major prize for science communication. In 2018, the American Geophysical Union (AGU) reorganized and elevated a marginal group (officially a “Focus Group”), “Science and Society”, to “Section” status, making members of this section eligible for society-wide awards. There was pushback on whether excellent communicators should become AGU Fellows, which led to the creation of a new fellow-level award: the Ambassador Award. Similarly, the European Geosciences Union (EGU) has the Katia and Maurice Krafft Award, which recognizes researchers who have developed and implemented innovative and inclusive methods for engaging with and communicating a geoscience topic or event to a diverse audience. Since 2015, the EGU has also awarded Public Engagement Grants to celebrate and recognize excellent science communication in the Earth, planetary, and space sciences. In addition, the <i>Geoscience Communication</i> journal was partly established to recognize researchers and their science communication and public engagement research activities in the geosciences.</p> <p id="d2e629">There is also a case made that not everyone can or should do science communication. Instead, we should support those who are good at it without making them suffer in the domain of their specialization. Irrespective of the stand of “scientists must participate in science communication” or “those who want to/are good at it should be supported”, we must be cautious not to fall into the trap of forcing minoritized groups to selectively carry out this invisible work. The Social Sciences Feminist Network Research Interest Group (2017) argues that, in order to address the issue of invisible labor, we need to quantify and recognize the impact of this work, which is often overlooked or undervalued. We need to make the invisible visible in the case of science communication as well and give recognition to those who contribute their energies towards it.</p> <p id="d2e632">In addition to scientists, some universities now also employ public engagement professionals, science writers, events organizers, and outreach coordinators who support and facilitate communication from scientists. These professionals play a crucial role in easing the communication burden on scientists and ensuring effective public engagement. Their contributions should also be recognized and supported within the academic structure. However, it is important to restate that our focus in this article remains on geoscientists engaging in geoscience communication.</p> <p id="d2e636">In some countries, science communication is mandatory for scientists to ensure career progress. For example, in Italy, science communication is referred to as the “third mission”. At some institutions in the US, faculty receive positive annual salary review “points” for outreach activities. Some faculty members have even adjusted their appointment percentages to include outreach as part of their paid job, partly because of accessible venues (e.g., “Dinosaurs and Disasters day” at the adjacent natural history museum) and partly due to the way grants are structured in the US. The National Science Foundation requires outreach or another clearly defined “broader impact” on grant proposals. Principal investigators can carry out “impact” activities themselves or hire education specialists or communication professionals to assist them. In Canada, where faculty performance is assessed based on annual reports, outreach (such as media interviews) is a subsection in these reports, but it is unclear to what extent it is valued compared to other contributions, such as graduating students or writing scientific papers.</p> <p id="d2e639">While efforts by some national funding agencies to promote science communication are welcome, science communication should also be considered a discipline in itself which requires effort, as in any other field of research. Quite often, scientists believe that participating in events for the public is enough to assure good institutional science communication. However, there are good reasons to not have all scientists participate in science communication. Incentivizing and training those scientists who are motivated to do so by a genuine interest may be a better approach. The scientific institution could take advantage of research groups in the field of science communication that are genuinely interested in identifying the most effective ways to involve the public in science.</p> <p id="d2e642">Improving the assessment of scientific research output by funding agencies, academic institutions, and other entities has become an urgent necessity. In response, a group of scholarly journal editors and publishers convened at The American Society for Cell Biology's Annual Meeting in San Francisco in December 2012. Their objective was to create a set of recommendations, which is called the San Francisco Declaration on Research Assessment (DORA). DORA is now a global initiative that encompasses all academic disciplines (ASCB, 2012). It recognizes that scholarly output extends beyond published journal articles and encompasses other items such as preprints, datasets, software, protocols, well-trained researchers, societal outcomes, and policy changes that result from research. In Canada, the Natural Sciences and Engineering Research Council of Canada (NSERC), in collaboration with four other Canadian research funding agencies, has endorsed this declaration.</p> <p id="d2e645">In line with other scientific realms, science communication should establish clear norms regarding funders and partners to enhance transparency concerning potential vested interests of science communicators. This step ensures that the audience is informed of any external influences that may shape the narrative. Additionally, science communicators should clearly communicate their objectives with their audiences and obtain ethical clearances when relevant. Considering these aspects could help prevent deceptive campaigns, such as those with significant environmental impacts. Furthermore, incorporating these dimensions into the practice of science communication fosters a more transparent and ethically sound landscape, thereby enhancing the credibility and integrity of the field.</p> </div></div><span class="section3-mobile-bottom-border mobile-bottom-border hide-on-desktop hide-on-tablet"></span></div> <div class="sec conclusions" id="section4"><div class="grid-container no-margin header-element"><span class="grid-100 mobile-grid-100 tablet-grid-100 grid-parent more-less-mobile" data-hide="#section4 .co-arrow-open,.section4-content" data-show="#section4 .co-arrow-closed,.section4-mobile-bottom-border"><div id="Ch1.S4" class="h1"><span class="label">4</span> Final thoughts<span class="hide-on-desktop hide-on-tablet triangleWrapper"> <i class="co-arrow-closed"></i><i class="co-arrow-open" style="display:none"></i></span></div></span></div> <div class="section4-content show-no-js hide-on-mobile-soft"><p id="d2e657">Science communication is a vital aspect of the scientific enterprise, and it is our responsibility to communicate scientific concepts and discoveries to nonspecialist audiences. However, as we shed light on the shadowlands of science communication, we also want to clarify that we do not want to discourage scientists from talking to kids; teachers; the public; or, particularly, legislators. There is a spectrum of science communication and science communicators within and outside of academia (Illingworth, 2023), and all of it plays an important role – even if not “professionalized”. However, we must make clear criteria for science communication as part of job requirements, incentivize science communication for academic promotions, and support those who are good at it without making them suffer in the domain of their specialization. We must also ensure that the impact of science communication is visible and valued.</p><p id="d2e660">To make the broader goals discussed in this editorial more actionable for those not in direct positions of power, readers can take the following several initial steps: </p><ol><li> <p id="d2e665"><i>Advocate for inclusive training opportunities</i>. Encourage the integration of science communication training into professional development and academic curricula. Ensure that such training addresses diverse perspectives and includes underrepresented groups to promote equity in science communication.</p></li><li> <p id="d2e671"><i>Promote and share best practices</i>. Share and implement effective science communication strategies within your institution and professional network. Prioritize practices that respect and value the contributions of all communicators and address any systemic biases that might affect their involvement.</p></li><li> <p id="d2e677"><i>Support and mentor colleagues</i>. Provide resources, constructive feedback, and mentorship to early-career colleagues interested in science communication, while recognizing that mentoring is valuable at all career stages. Foster a collaborative environment where early-career scientists can receive guidance and where more experienced colleagues can benefit from fresh perspectives and feedback. Additionally, nominate collaborators, colleagues, or employees who demonstrate excellent work in geoscience communication for recognition, awards, and prizes within their institutes or at national and international levels (e.g., conferences).</p></li><li> <p id="d2e683"><i>Engage in equitable dialogue</i>. Initiate and participate in discussions about the importance and value of science communication. Advocate for fair recognition and compensation for science communicators and work to build broader support within your community, while being mindful of the different challenges faced by underrepresented groups.</p></li></ol><p id="d2e660-3"> While the case in favor of science communication has garnered significant attention in recent years, it is also essential to contemplate why not all academics should be compelled to engage in science communication. This consideration becomes especially pertinent within the context of an already exploitative environment, namely academia. Science communication, when undertaken indiscriminately, may not adhere to the same standards of honesty and rigor expected from either scientists or journalists. Additionally, it is impractical and inefficient to expect every academic to excel in all subspecializations, encompassing research, teaching, enterprise, communication, and more.</p><p id="d2e689">Instead, a more equitable approach entails recognizing the intrinsic value of specialized expertise in the field of science communication and providing unwavering support to dedicated professionals in this domain, while safeguarding against exploitation and potential detriment to their long-term careers. By adopting this approach, we can contribute to a more transparent and responsible landscape within the realm of geoscience communication, effectively addressing concerns related to exploitation and the invisibilization of the invaluable contributions made by science communicators. Such efforts will ultimately preserve the credibility and efficacy of science communication, facilitating the public's enhanced understanding of scientific concepts and, thus, benefiting science, scientists, and society as a whole.</p><p id="d2e692">This editorial is based on a review of the literature and our own experiences, with a focus on geoscience communication. It is not a comprehensive review of the entire field of science communication. The challenges discussed are primarily informed by contexts in the Global North; however, similar shadowlands of science communication likely exist in other regions, influenced by factors such as race, gender, ethnicity, religion, language, and caste. An in-depth analysis through surveys or additional research could reveal more pervasive issues and highlight new challenges. We hope the insights shared here inspire and inform efforts to enhance fair science communication across diverse contexts and disciplines.</p></div><span class="section4-mobile-bottom-border mobile-bottom-border hide-on-desktop hide-on-tablet"></span></div> <div id="section5" class="sec"><div class="grid-container no-margin header-element"><span class="grid-100 mobile-grid-100 tablet-grid-100 grid-parent more-less-mobile" data-hide="#section5 .co-arrow-open,.section5-content" data-show="#section5 .co-arrow-closed,.section5-mobile-bottom-border"><div class="h1"><span class="section-number"> </span>Data availability<span class="hide-on-desktop hide-on-tablet triangleWrapper"> <i class="co-arrow-closed"></i><i class="co-arrow-open" style="display:none"></i></span></div></span></div> <div class="section5-content show-no-js hide-on-mobile-soft"><p id="d2e700">No data sets were used in this article.</p></div><span class="section5-mobile-bottom-border mobile-bottom-border hide-on-desktop hide-on-tablet"></span></div> <div id="section6" class="sec"><div class="grid-container no-margin header-element"><span class="grid-100 mobile-grid-100 tablet-grid-100 grid-parent more-less-mobile" data-hide="#section6 .co-arrow-open,.section6-content" data-show="#section6 .co-arrow-closed,.section6-mobile-bottom-border"><div class="h1"><span class="section-number"> </span>Author contributions<span class="hide-on-desktop hide-on-tablet triangleWrapper"> <i class="co-arrow-closed"></i><i class="co-arrow-open" style="display:none"></i></span></div></span></div> <div class="section6-content show-no-js hide-on-mobile-soft"><p id="d2e706">Conceptualization and methodology: all authors; project administration: SG; writing – original draft: IS, JH, KP, KvE, LA, LB, SG, SM, and TL; writing – review and editing: all authors.</p></div><span class="section6-mobile-bottom-border mobile-bottom-border hide-on-desktop hide-on-tablet"></span></div> <div id="section7" class="sec"><div class="grid-container no-margin header-element"><span class="grid-100 mobile-grid-100 tablet-grid-100 grid-parent more-less-mobile" data-hide="#section7 .co-arrow-open,.section7-content" data-show="#section7 .co-arrow-closed,.section7-mobile-bottom-border"><div class="h1"><span class="section-number"> </span>Competing interests<span class="hide-on-desktop hide-on-tablet triangleWrapper"> <i class="co-arrow-closed"></i><i class="co-arrow-open" style="display:none"></i></span></div></span></div> <div class="section7-content show-no-js hide-on-mobile-soft"><p id="d2e712">At least one of the (co-)authors is a member of the editorial board of <i>Geoscience Communication</i>. The peer-review process was guided by an independent editor, and the authors also have no other competing interests to declare.</p></div><span class="section7-mobile-bottom-border mobile-bottom-border hide-on-desktop hide-on-tablet"></span></div> <div id="section8" class="sec"><div class="grid-container no-margin header-element"><span class="grid-100 mobile-grid-100 tablet-grid-100 grid-parent more-less-mobile" data-hide="#section8 .co-arrow-open,.section8-content" data-show="#section8 .co-arrow-closed,.section8-mobile-bottom-border"><div class="h1"><span class="section-number"> </span>Ethical statement<span class="hide-on-desktop hide-on-tablet triangleWrapper"> <i class="co-arrow-closed"></i><i class="co-arrow-open" style="display:none"></i></span></div></span></div> <div class="section8-content show-no-js hide-on-mobile-soft"><p id="d2e723"><span id="page263"></span>This editorial reflects the authors' views and does not involve sensitive data or human participants; as a result, no ethics approval or informed consent was sought.</p></div><span class="section8-mobile-bottom-border mobile-bottom-border hide-on-desktop hide-on-tablet"></span></div> <div id="section9" class="sec"><div class="grid-container no-margin header-element"><span class="grid-100 mobile-grid-100 tablet-grid-100 grid-parent more-less-mobile" data-hide="#section9 .co-arrow-open,.section9-content" data-show="#section9 .co-arrow-closed,.section9-mobile-bottom-border"><div class="h1"><span class="section-number"> </span>Disclaimer<span class="hide-on-desktop hide-on-tablet triangleWrapper"> <i class="co-arrow-closed"></i><i class="co-arrow-open" style="display:none"></i></span></div></span></div> <div class="section9-content show-no-js hide-on-mobile-soft"><p id="d2e729">Publisher's note: Copernicus Publications remains neutral with regard to jurisdictional claims made in the text, published maps, institutional affiliations, or any other geographical representation in this paper. While Copernicus Publications makes every effort to include appropriate place names, the final responsibility lies with the authors.</p></div><span class="section9-mobile-bottom-border mobile-bottom-border hide-on-desktop hide-on-tablet"></span></div> <div class="ack sec" id="section10"> <div class="grid-container no-margin header-element"><span class="grid-100 mobile-grid-100 tablet-grid-100 grid-parent more-less-mobile" data-hide="#section10 .co-arrow-open,.section10-content" data-show="#section10 .co-arrow-closed,.section10-mobile-bottom-border"><div class="h1"><span class="section-number"> </span>Acknowledgements<span class="hide-on-desktop hide-on-tablet triangleWrapper"> <i class="co-arrow-closed"></i><i class="co-arrow-open" style="display:none"></i></span></div></span></div> <div class="section10-content show-no-js hide-on-mobile-soft"><p id="d2e735">The authors would like to thank the <i>Geoscience Communication</i> editors, Leslie Almberg, Mary Anne Holmes, Mathew Stiller-Reeve, and Katharine Welsh, for participating in initial discussions about this article. We would also like to thank Raymond Spiteri for his intellectual guidance. We would also like to express our gratitude for the numerous informal discussions that we have had with scientist and science communicator colleagues over the years. These exchanges have not only served as a source of inspiration but have also significantly contributed to the content of this editorial. In addition to Robyn Pickering and the anonymous reviewer, who reviewed the manuscript, we would also like to thank David Crookall and Heather Doran for their community comments. Their feedback, along with other communications that we received on the preprint, helped us improve the final article.</p></div><span class="section10-mobile-bottom-border mobile-bottom-border hide-on-desktop hide-on-tablet"></span></div> <div id="section11" class="sec"><div class="grid-container no-margin header-element"><span class="grid-100 mobile-grid-100 tablet-grid-100 grid-parent more-less-mobile" data-hide="#section11 .co-arrow-open,.section11-content" data-show="#section11 .co-arrow-closed,.section11-mobile-bottom-border"><div class="h1"><span class="section-number"> </span>Review statement<span class="hide-on-desktop hide-on-tablet triangleWrapper"> <i class="co-arrow-closed"></i><i class="co-arrow-open" style="display:none"></i></span></div></span></div> <div class="section11-content show-no-js hide-on-mobile-soft"><p id="d2e743">This paper was edited by Caitlyn Hall and reviewed by Robyn Pickering and one anonymous referee.</p></div><span class="section11-mobile-bottom-border mobile-bottom-border hide-on-desktop hide-on-tablet"></span></div> <div class="ref-list sec" id="section12"> <div class="grid-container no-margin header-element"><span class="grid-100 mobile-grid-100 tablet-grid-100 grid-parent more-less-mobile" data-hide="#section12 .co-arrow-open,.section12-content" data-show="#section12 .co-arrow-closed,.section12-mobile-bottom-border"><div class="h1"><span class="section-number"> </span>References<span class="hide-on-desktop hide-on-tablet triangleWrapper"> <i class="co-arrow-closed"></i><i class="co-arrow-open" style="display:none"></i></span></div></span></div> <div class="section12-content show-no-js hide-on-mobile-soft"><p class="ref" id="bib1.bib1"><span class="mixed-citation">American Society for Cell Biology (ASCB): San Francisco declaration on research assessment, <span class="uri"><a href="https://sfdora.org/" target="_blank">https://sfdora.org/</a></span> (last access: 1 December 2023), 2012. </span></p><p class="ref" id="bib1.bib2"><span class="mixed-citation">Arnal, L., Anspoks, L., Manson, S., Neumann, J., Norton, T., Stephens, E., Wolfenden, L., and Cloke, H. L.: “Are we talking just a bit of water out of bank? Or is it Armageddon?” Front line perspectives on transitioning to probabilistic fluvial flood forecasts in England, Geosci. Commun., 3, 203–232, <a href="https://doi.org/10.5194/gc-3-203-2020">https://doi.org/10.5194/gc-3-203-2020</a>, 2020. </span></p><p class="ref" id="bib1.bib3"><span class="mixed-citation">Barrow, M. and Grant, B.: The uneasy place of equity in higher education: tracing its (in)significance in academic promotions, High Educ., 78, 133–147, <a href="https://doi.org/10.1007/s10734-018-0334-2">https://doi.org/10.1007/s10734-018-0334-2</a>, 2019. </span></p><p class="ref" id="bib1.bib4"><span class="mixed-citation">Bell, H. M. and Tobin, G. A.: Efficient and effective? The 100-year flood in the communication and perception of flood risk, Environ. Hazards, 7, 302–311, <a href="https://doi.org/10.1016/j.envhaz.2007.08.004">https://doi.org/10.1016/j.envhaz.2007.08.004</a>, 2007. </span></p><p class="ref" id="bib1.bib5"><span class="mixed-citation">Berhe, A. A., Barnes, R. T., Hastings, M. G., Mattheis, A., Schneider, B., Williams, B. M., and Marín-Spiotta, E.: Scientists from historically excluded groups face a hostile obstacle course, Nat. Geosci., 15, 2–4, <a href="https://doi.org/10.1038/s41561-021-00868-0">https://doi.org/10.1038/s41561-021-00868-0</a>, 2022. </span></p><p class="ref" id="bib1.bib6"><span class="mixed-citation">Besley, J. C. and Nisbet, M.: How scientists view the public, the media and the political process, Public Underst. Sci., 22, 644–659, <a href="https://doi.org/10.1177/0963662511418743">https://doi.org/10.1177/0963662511418743</a>, 2013. </span></p><p class="ref" id="bib1.bib7"><span class="mixed-citation">Besley, J. C., Dudo, A., and Yuan, S.: Scientists' views about communication objectives, Public Underst. Sci., 27, 708–730, <a href="https://doi.org/10.1177/0963662517728478">https://doi.org/10.1177/0963662517728478</a>, 2018. </span></p><p class="ref" id="bib1.bib8"><span class="mixed-citation">Brimicombe, C.: Is there a climate change reporting bias? A case study of English-language news articles, 2017–2022, Geosci. Commun., 5, 281–287, <a href="https://doi.org/10.5194/gc-5-281-2022">https://doi.org/10.5194/gc-5-281-2022</a>, 2022. </span></p><p class="ref" id="bib1.bib9"><span class="mixed-citation"> Brownell, S. E., Price, J. V., and Steinman, L.: Science Communication to the General Public: Why We Need to Teach Undergraduate and Graduate Students this Skill as Part of Their Formal Scientific Training, J. Undergrad. Neurosci. Educ., 12, E6–E10, 2013. </span></p><p class="ref" id="bib1.bib10"><span class="mixed-citation">Bubela, T., Nisbet, M. C., Borchelt, R., Brunger, F., Critchley, C., Einsiedel, E., Geller, G., Gupta, A., Hampel, J., Hyde-Lay, R., Jandciu, E. W., Jones, S. A., Kolopack, P., Lane, S., Lougheed, T., Nerlich, B., Ogbogu, U., O'Riordan, K., Ouellette, C., Spear, M., Strauss, S., Thavaratnam, T., Willemse, L., and Caulfield, T.: Science communication reconsidered, Nat. Biotechnol., 27, 514–518, <a href="https://doi.org/10.1038/nbt0609-514">https://doi.org/10.1038/nbt0609-514</a>, 2009. </span></p><p class="ref" id="bib1.bib11"><span class="mixed-citation">Bucchi, M. and Trench, B.: Rethinking science communication as the social conversation around science, JCOM, 20, Y01, <a href="https://doi.org/10.22323/2.20030401">https://doi.org/10.22323/2.20030401</a>, 2021. </span></p><p class="ref" id="bib1.bib12"><span class="mixed-citation">Budimir, M., Donovan, A., Brown, S., Shakya, P., Gautam, D., Uprety, M., Cranston, M., Sneddon, A., Smith, P., and Dugar, S.: Communicating complex forecasts: an analysis of the approach in Nepal's flood early warning system, Geosci. Commun., 3, 49–70, <a href="https://doi.org/10.5194/gc-3-49-2020">https://doi.org/10.5194/gc-3-49-2020</a>, 2020. </span></p><p class="ref" id="bib1.bib13"><span class="mixed-citation">Burns, T. W., O'Connor, D. J., and Stocklmayer, S. M.: Science Communication: A Contemporary Definition, Public Underst. Sci., 12, 183–202, <a href="https://doi.org/10.1177/09636625030122004">https://doi.org/10.1177/09636625030122004</a>, 2003. </span></p><p class="ref" id="bib1.bib14"><span class="mixed-citation">Caltagirone, C., Draper, E. R., Hardie, M. J., Haynes, C. J. E., Hiscock, J. R., Jolliffe, K. A., Kieffer, M., McConnell, A. J., and Leigh, J. S.: An Area-Specific, International Community-Led Approach to Understanding and Addressing Equality, Diversity, and Inclusion Issues within Supramolecular Chemistry, Angewandte Chemie International Edition, 60, 11572–11579, <a href="https://doi.org/10.1002/anie.202015297">https://doi.org/10.1002/anie.202015297</a>, 2021. </span></p><p class="ref" id="bib1.bib15"><span class="mixed-citation">Canfield, K. N., Menezes, S., Matsuda, S. B., Moore, A., Mosley Austin, A. N., Dewsbury, B. M., Feliú-Mójer, M. I., McDuffie, K. W. B., Moore, K., Reich, C. A., Smith, H. M., and Taylor, C.: Science Communication Demands a Critical Approach That Centers Inclusion, Equity, and Intersectionality, Front. Commun., 5, 2, <a href="https://doi.org/10.3389/fcomm.2020.00002">https://doi.org/10.3389/fcomm.2020.00002</a>, 2020. </span></p><p class="ref" id="bib1.bib16"><span class="mixed-citation">Carter, S.: Academic Identity and the Place of Stories: The Personal in the Professional, Springer International Publishing, Cham, <a href="https://doi.org/10.1007/978-3-030-43601-8">https://doi.org/10.1007/978-3-030-43601-8</a>, 2020. </span></p><p class="ref" id="bib1.bib17"><span class="mixed-citation">Chen, A., Zhang, X., and Jin, J.: The Sagan Effect and Scientists' Public Outreach Participation in China: Multilayered Roles of Social Norms and Rewards, Sci. Commun., 45, 12–38, <a href="https://doi.org/10.1177/10755470221143077">https://doi.org/10.1177/10755470221143077</a>, 2023. </span></p><span id="page264"></span><p class="ref" id="bib1.bib18"><span class="mixed-citation">Chubb, J. and Watermeyer, R.: Artifice or integrity in the marketization of research impact? Investigating the moral economy of (pathways to) impact statements within research funding proposals in the UK and Australia, Studies in Higher Education, 42, 2360–2372, <a href="https://doi.org/10.1080/03075079.2016.1144182">https://doi.org/10.1080/03075079.2016.1144182</a>, 2017. </span></p><p class="ref" id="bib1.bib19"><span class="mixed-citation">Chubb, L. A., Fouché, C. B., and Sadeh Kengah, K.: Co-researching complexities: Learning strategies for edge walking in community–university research partnerships, Research for All, 5, 157–173, <a href="https://doi.org/10.14324/RFA.05.1.12">https://doi.org/10.14324/RFA.05.1.12</a>, 2021. </span></p><p class="ref" id="bib1.bib20"><span class="mixed-citation"> Cormick, C.: The science of communicating science: The ultimate guide, CSIRO publishing, ISBN 1486309836, 9781486309832, 2019. </span></p><p class="ref" id="bib1.bib21"><span class="mixed-citation">Cortassa, C.: In science communication, why does the idea of a public deficit always return? The eternal recurrence of the public deficit, Public Underst. Sci., 25, 447–459, <a href="https://doi.org/10.1177/0963662516629745">https://doi.org/10.1177/0963662516629745</a>, 2016. </span></p><p class="ref" id="bib1.bib22"><span class="mixed-citation"> Costa, E., Davies, S. R., Franks, S., Jensen, A., Villa, R., Wells, R., and Woods, R.: D4.1: Science communication education and training across Europe, Ref. Ares(2019)6766814 - 31/10/2019, 2019. </span></p><p class="ref" id="bib1.bib23"><span class="mixed-citation">Crameri, F., Shephard, G. E., and Heron, P. J.: The misuse of colour in science communication, Nat. Commun., 11, 5444, <a href="https://doi.org/10.1038/s41467-020-19160-7">https://doi.org/10.1038/s41467-020-19160-7</a>, 2020. </span></p><p class="ref" id="bib1.bib24"><span class="mixed-citation">Cross, I. D. and Congreve, A.: Teaching (super) wicked problems: authentic learning about climate change, J. Geogr. Higher Educ., 45, 491–516, <a href="https://doi.org/10.1080/03098265.2020.1849066">https://doi.org/10.1080/03098265.2020.1849066</a>, 2021. </span></p><p class="ref" id="bib1.bib25"><span class="mixed-citation">Crozier, M., Mcclure, J., Vercoe, J., and Wilson, M.: The effects of hazard zone information on judgements about earthquake damage, Area, 38, 143–152, <a href="https://doi.org/10.1111/j.1475-4762.2006.00686.x">https://doi.org/10.1111/j.1475-4762.2006.00686.x</a>, 2006. </span></p><p class="ref" id="bib1.bib26"><span class="mixed-citation">Dooley, P.: Why we need to stop explaining science, Biophys. Rev., 9, 69–71, <a href="https://doi.org/10.1007/s12551-017-0251-0">https://doi.org/10.1007/s12551-017-0251-0</a>, 2017. </span></p><p class="ref" id="bib1.bib27"><span class="mixed-citation">Dutt, K.: Race and racism in the geosciences, Nat. Geosci., 13, 2–3, <a href="https://doi.org/10.1038/s41561-019-0519-z">https://doi.org/10.1038/s41561-019-0519-z</a>, 2020. </span></p><p class="ref" id="bib1.bib28"><span class="mixed-citation">Fähnrich, B., Wilkinson, C., Weitkamp, E., Heintz, L., Ridgway, A., and Milani, E.: RETHINKING Science Communication Education and Training: Towards a Competence Model for Science Communication, Front. Commun., 6, 795198, <a href="https://doi.org/10.3389/fcomm.2021.795198">https://doi.org/10.3389/fcomm.2021.795198</a>, 2021. </span></p><p class="ref" id="bib1.bib29"><span class="mixed-citation">Finlay, S. M., Raman, S., Rasekoala, E., Mignan, V., Dawson, E., Neeley, L., and Orthia, L. A.: From the margins to the mainstream: deconstructing science communication as a white, Western paradigm, JCOM, 20, C02, <a href="https://doi.org/10.22323/2.20010302">https://doi.org/10.22323/2.20010302</a>, 2021. </span></p><p class="ref" id="bib1.bib30"><span class="mixed-citation"> Fischhoff, B.: Risk perception and communication unplugged: twenty years of process, Risk Anal., 15, 137–146, 1995. </span></p><p class="ref" id="bib1.bib31"><span class="mixed-citation">Fischhoff, B. and Scheufele, D. A.: The science of science communication, P. Natl. Acad. Sci. USA, 110, 14031–14032, <a href="https://doi.org/10.1073/pnas.1312080110">https://doi.org/10.1073/pnas.1312080110</a>, 2013. </span></p><p class="ref" id="bib1.bib32"><span class="mixed-citation">Fonseca, X., Miguez-Macho, G., Cortes-Vazquez, J. A., and Vaamonde, A.: A physical concept in the press: the case of the jet stream, Geosci. Commun., 5, 177–188, <a href="https://doi.org/10.5194/gc-5-177-2022">https://doi.org/10.5194/gc-5-177-2022</a>, 2022. </span></p><p class="ref" id="bib1.bib33"><span class="mixed-citation">Fowler, S.: Burnout and depression in academia: A look at the discourse of the university, Empedocles: European Journal for the Philosophy of Communication, 6, 155–167, <a href="https://doi.org/10.1386/ejpc.6.2.155_1">https://doi.org/10.1386/ejpc.6.2.155_1</a>, 2015. </span></p><p class="ref" id="bib1.bib34"><span class="mixed-citation">Frith, U.: Fast Lane to Slow Science, Trends Cogn. Sci., 24, 1–2, <a href="https://doi.org/10.1016/j.tics.2019.10.007">https://doi.org/10.1016/j.tics.2019.10.007</a>, 2020. </span></p><p class="ref" id="bib1.bib35"><span class="mixed-citation">GeoHazards International: Developing Messages for Protective Actionsto Take During Earthquake Shaking, <span class="uri"><a href="https://4649393f-bdef-4011-b1b6-9925d550a425.filesusr.com/ugd/08dab1_49df199bcf44453f939c5777fa75c18a.pdf" target="_blank">https://4649393f-bdef-4011-b1b6-9925d550a425.filesusr.com/ugd/08dab1_49df199bcf44453f939c5777fa75c18a.pdf</a></span> (last access: 1 August 2024), 2018. </span></p><p class="ref" id="bib1.bib36"><span class="mixed-citation">Gill, J. C., Taylor, F. E., Duncan, M. J., Mohadjer, S., Budimir, M., Mdala, H., and Bukachi, V.: Invited perspectives: Building sustainable and resilient communities – recommended actions for natural hazard scientists, Nat. Hazards Earth Syst. Sci., 21, 187–202, <a href="https://doi.org/10.5194/nhess-21-187-2021">https://doi.org/10.5194/nhess-21-187-2021</a>, 2021. </span></p><p class="ref" id="bib1.bib37"><span class="mixed-citation">Goldenberg, M. J.: Public trust in science, Interdisciplinary Sci. Rev., 48, 366–378, <a href="https://doi.org/10.1080/03080188.2022.2152243">https://doi.org/10.1080/03080188.2022.2152243</a>, 2023. </span></p><p class="ref" id="bib1.bib38"><span class="mixed-citation"> Golding, B., Mittermaier, M., Ross, C., Ebert, B., Panchuk, S., Scolobig, A., and Johnston, D.: A value chain approach to optimizing early warning systems, Global Assessment Report on Disaster Risk Reduction (GAR 2019), Contributing Paper, ETH Zurich, 2019. </span></p><p class="ref" id="bib1.bib39"><span class="mixed-citation">Guertin, L., Johnson, B. A., and van der Hoeven Kraft, K. J.: The role two-year colleges play in unlearning racism in the geosciences (URGE), New Directions for Community Colleges, 2022, 189–200, <a href="https://doi.org/10.1002/cc.20533">https://doi.org/10.1002/cc.20533</a>, 2022. </span></p><p class="ref" id="bib1.bib40"><span class="mixed-citation">Guidetti, G., Viotti, S., and Converso, D.: The interplay between work engagement, workaholism, emotional exhaustion and job satisfaction in academics: A person-centred approach to the study of occupational well-being and its relations with job hindrances and job challenges in an Italian university, Higher Educ. Quarterly, 74, 224–239, <a href="https://doi.org/10.1111/hequ.12239">https://doi.org/10.1111/hequ.12239</a>, 2020. </span></p><p class="ref" id="bib1.bib41"><span class="mixed-citation">Hernandez, P. R., Adams, A. S., Barnes, R. T., Bloodhart, B., Burt, M., Clinton, S. M., Du, W., Henderson, H., Pollack, I., and Fischer, E. V.: Inspiration, inoculation, and introductions are all critical to successful mentorship for undergraduate women pursuing geoscience careers, Commun. Earth Environ., 1, 1–9, <a href="https://doi.org/10.1038/s43247-020-0005-y">https://doi.org/10.1038/s43247-020-0005-y</a>, 2020. </span></p><p class="ref" id="bib1.bib42"><span class="mixed-citation">Hillier, J. K., Saville, G. R., Smith, M. J., Scott, A. J., Raven, E. K., Gascoigne, J., Slater, L. J., Quinn, N., Tsanakas, A., Souch, C., Leckebusch, G. C., Macdonald, N., Milner, A. M., Loxton, J., Wilebore, R., Collins, A., MacKechnie, C., Tweddle, J., Moller, S., Dove, M., Langford, H., and Craig, J.: Demystifying academics to enhance university–business collaborations in environmental science, Geosci. Commun., 2, 1–23, <a href="https://doi.org/10.5194/gc-2-1-2019">https://doi.org/10.5194/gc-2-1-2019</a>, 2019. </span></p><p class="ref" id="bib1.bib43"><span class="mixed-citation">Hillier, J. K., Welsh, K. E., Stiller-Reeve, M., Priestley, R. K., Roop, H. A., Lanza, T., and Illingworth, S.: Editorial: Geoscience communication – planning to make it publishable, Geosci. Commun., 4, 493–506, <a href="https://doi.org/10.5194/gc-4-493-2021">https://doi.org/10.5194/gc-4-493-2021</a>, 2021. </span></p><p class="ref" id="bib1.bib44"><span class="mixed-citation">Hooker, C., Capon, A., and Leask, J.: Communicating about risk: strategies for situations where public concern is high but the risk is low, Publ. Health Res. Practice, 27, e2711709, <a href="https://doi.org/10.17061/phrp2711709">https://doi.org/10.17061/phrp2711709</a>, 2017. </span></p><p class="ref" id="bib1.bib45"><span class="mixed-citation">Hutchins, J. A.: Tailoring Scientific Communications for Audience and Research Narrative, Current Protocols Essential Laboratory Techniques, 20, e40, <a href="https://doi.org/10.1002/cpet.40">https://doi.org/10.1002/cpet.40</a>, 2020. </span></p><p class="ref" id="bib1.bib46"><span class="mixed-citation">Illingworth, S.: A spectrum of geoscience communication: from dissemination to participation, Geosci. Commun., 6, 131–139, <a href="https://doi.org/10.5194/gc-6-131-2023">https://doi.org/10.5194/gc-6-131-2023</a>, 2023. </span></p><p class="ref" id="bib1.bib47"><span class="mixed-citation">Illingworth, S., Stewart, I., Tennant, J., and von Elverfeldt, K.: Editorial: <i>Geoscience Communication</i> – Building bridges, not walls, Geosci. Commun., 1, 1–7, <a href="https://doi.org/10.5194/gc-1-1-2018">https://doi.org/10.5194/gc-1-1-2018</a>, 2018. </span></p><span id="page265"></span><p class="ref" id="bib1.bib48"><span class="mixed-citation">John, S.: Epistemic trust and the ethics of science communication: against transparency, openness, sincerity and honesty, Social Epistemology, 32, 75–87, <a href="https://doi.org/10.1080/02691728.2017.1410864">https://doi.org/10.1080/02691728.2017.1410864</a>, 2018. </span></p><p class="ref" id="bib1.bib49"><span class="mixed-citation"> Jones, J. H.: The Tuskegee syphilis experiment, in: The Oxford Textbook of Clinical Research Ethics, edited by: Emanuel, E. J., Crouch, R. A., Arras, J. D., Moreno, J. D., and Grady, C., Oxford University Press, New York, NY, USA, 86–96, 2008. </span></p><p class="ref" id="bib1.bib50"><span class="mixed-citation"> Jones, L. M.: Preparing a population for an earthquake like Chi-Chi: The Great Southern California ShakeOut, in: US-Iran Seismic Workshop, 29 June–1 July 2009, Irvine, California, United States, 1–14, 2009. </span></p><p class="ref" id="bib1.bib51"><span class="mixed-citation">Jünger, J. and Fähnrich, B.: Does really no one care? Analyzing the public engagement of communication scientists on Twitter, New Media & Society, 22, 387–408, <a href="https://doi.org/10.1177/1461444819863413">https://doi.org/10.1177/1461444819863413</a>, 2020. </span></p><p class="ref" id="bib1.bib52"><span class="mixed-citation">Kappel, K. and Holmen, S. J.: Why Science Communication, and Does It Work? A Taxonomy of Science Communication Aims and a Survey of the Empirical Evidence, Front. Commun., 4, 55, <a href="https://doi.org/10.3389/fcomm.2019.00055">https://doi.org/10.3389/fcomm.2019.00055</a>, 2019. </span></p><p class="ref" id="bib1.bib53"><span class="mixed-citation">Kelp, N. C. and Hubbard, M.: Scaffolded Curriculum for Developing Science Communication Skills in Life Science Undergraduates, J. Microb. Biol. Educ., 22, 1–8, <a href="https://doi.org/10.1128/jmbe.v22i1.2255">https://doi.org/10.1128/jmbe.v22i1.2255</a>, 2020. </span></p><p class="ref" id="bib1.bib54"><span class="mixed-citation">Keohane, R. O., Lane, M., and Oppenheimer, M.: The ethics of scientific communication under uncertainty, Politics, Philosophy & Economics, 13, 343–368, <a href="https://doi.org/10.1177/1470594X14538570">https://doi.org/10.1177/1470594X14538570</a>, 2014. </span></p><p class="ref" id="bib1.bib55"><span class="mixed-citation">Kerr, G. W.: FameLab, cultural relations and `going virtual' at the time of a pandemic, British Council, London, <span class="uri"><a href="https://napier-repository.worktribe.com/output/2764695/famelab-cultural-relations-and-going-virtual-at-the-time-of-a-pandemic" target="_blank">https://napier-repository.worktribe.com/output/2764695/famelab-cultural-relations-and-going-virtual-at-the-time-of-a-pandemic</a></span> (last access: 1 August 2024), 2021. </span></p><p class="ref" id="bib1.bib56"><span class="mixed-citation">Kinchin, I. M. and Francis, R. A.: Mapping pedagogic frailty in geography education: a framed autoethnographic case study, J. Geogr. Higher Educ., 41, 56–74, <a href="https://doi.org/10.1080/03098265.2016.1241988">https://doi.org/10.1080/03098265.2016.1241988</a>, 2017. </span></p><p class="ref" id="bib1.bib57"><span class="mixed-citation">Kompella, P., Gracia, B., LeBlanc, L., Engelman, S., Kulkarni, C., Desai, N., June, V., March, S., Pattengale, S., Rodriguez-Rivera, G., Ryu, S. W., Strohkendl, I., Mandke, P., and Clark, G.: Interactive youth science workshops benefit student participants and graduate student mentors, PLOS Biol., 18, e3000668, <a href="https://doi.org/10.1371/journal.pbio.3000668">https://doi.org/10.1371/journal.pbio.3000668</a>, 2020. </span></p><p class="ref" id="bib1.bib58"><span class="mixed-citation">Krause, N. M., Brossard, D., Scheufele, D. A., Xenos, M. A., and Franke, K.: Trends – Americans' Trust in Science and Scientists, Public Opinion Quarterly, 83, 817–836, <a href="https://doi.org/10.1093/poq/nfz041">https://doi.org/10.1093/poq/nfz041</a>, 2019. </span></p><p class="ref" id="bib1.bib59"><span class="mixed-citation">Lahiri-Roy, R., Belford, N., and Sum, N.: Transnational women academics of colour enacting `pedagogy of discomfort': positionality against a `pedagogy of rupture', Pedagogy, Culture & Society, 0, 1–19, <a href="https://doi.org/10.1080/14681366.2021.1900345">https://doi.org/10.1080/14681366.2021.1900345</a>, 2021. </span></p><p class="ref" id="bib1.bib60"><span class="mixed-citation">Liang, X., Su, L. Y.-F., Yeo, S. K., Scheufele, D. A., Brossard, D., Xenos, M., Nealey, P., and Corley, E. A.: Building Buzz: (Scientists) Communicating Science in New Media Environments, Journalism & Mass Communication Quarterly, 91, 772–791, <a href="https://doi.org/10.1177/1077699014550092">https://doi.org/10.1177/1077699014550092</a>, 2014. </span></p><p class="ref" id="bib1.bib61"><span class="mixed-citation">MacPherson-Krutsky, C. C., Brand, B. D., and Lindell, M. K.: Does updating natural hazard maps to reflect best practices increase viewer comprehension of risk?, Int. J. Dis. Risk Reduct., 46, 101487, <a href="https://doi.org/10.1016/j.ijdrr.2020.101487">https://doi.org/10.1016/j.ijdrr.2020.101487</a>, 2020. </span></p><p class="ref" id="bib1.bib62"><span class="mixed-citation">Márquez, M. C. and Porras, A. M.: Science Communication in Multiple Languages Is Critical to Its Effectiveness, Front. Commun., 5, 31, <a href="https://doi.org/10.3389/fcomm.2020.00031">https://doi.org/10.3389/fcomm.2020.00031</a>, 2020. </span></p><p class="ref" id="bib1.bib63"><span class="mixed-citation">Martinez-Conde, S.: Has Contemporary Academia Outgrown the Carl Sagan Effect?, J. Neurosci., 36, 2077–2082, <a href="https://doi.org/10.1523/JNEUROSCI.0086-16.2016">https://doi.org/10.1523/JNEUROSCI.0086-16.2016</a>, 2016. </span></p><p class="ref" id="bib1.bib64"><span class="mixed-citation">McGowan, E. G. and Alcott, L. J.: The potential for using video games to teach geoscience: learning about the geology and geomorphology of Hokkaido (Japan) from playing Pokémon Legends: Arceus, Geosci. Commun., 5, 325–337, <a href="https://doi.org/10.5194/gc-5-325-2022">https://doi.org/10.5194/gc-5-325-2022</a>, 2022. </span></p><p class="ref" id="bib1.bib65"><span class="mixed-citation">McKinnon, M. and O'Connell, C.: Perceptions of stereotypes applied to women who publicly communicate their STEM work, Humanit. Soc. Sci. Commun., 7, 1–8, <a href="https://doi.org/10.1057/s41599-020-00654-0">https://doi.org/10.1057/s41599-020-00654-0</a>, 2020. </span></p><p class="ref" id="bib1.bib66"><span class="mixed-citation"> Metcalfe, J.: Comparing science communication theory with practice: An assessment and critique using Australian data, Public Understanding of Science, 28, 382–400, 2019. </span></p><p class="ref" id="bib1.bib67"><span class="mixed-citation">Mohadjer, S., Mutz, S. G., Kemp, M., Gill, S. J., Ischuk, A., and Ehlers, T. A.: Using paired teaching for earthquake education in schools, Geosci. Commun., 4, 281–295, <a href="https://doi.org/10.5194/gc-4-281-2021">https://doi.org/10.5194/gc-4-281-2021</a>, 2021. </span></p><p class="ref" id="bib1.bib68"><span class="mixed-citation">Morawska, L. and Cao, J.: Airborne transmission of SARS-CoV-2: The world should face the reality, Environ. Int., 139, 105730, <a href="https://doi.org/10.1016/j.envint.2020.105730">https://doi.org/10.1016/j.envint.2020.105730</a>, 2020. </span></p><p class="ref" id="bib1.bib69"><span class="mixed-citation">Mulder, H. A. J., Longnecker, N., and Davis, L. S.: The State of Science Communication Programs at Universities Around the World, Sci. Commun., 30, 277–287, <a href="https://doi.org/10.1177/1075547008324878">https://doi.org/10.1177/1075547008324878</a>, 2008. </span></p><p class="ref" id="bib1.bib70"><span class="mixed-citation">Nave, R., Isaia, R., Vilardo, G., and Barclay, J.: Re-assessing volcanic hazard maps for improving volcanic risk communication: application to Stromboli Island, Italy, J. Maps, 6, 260–269, <a href="https://doi.org/10.4113/jom.2010.1061">https://doi.org/10.4113/jom.2010.1061</a>, 2010. </span></p><p class="ref" id="bib1.bib71"><span class="mixed-citation"> Neil, R. B.: Community attitudes to natural hazard insurance: what are the salient issues?, in: Natural hazards and reinsurance, edited by: Oliver, J. and Britton, N. R., Lilyfield, Regents Park, NSW, 107–121, 1989. </span></p><p class="ref" id="bib1.bib72"><span class="mixed-citation">Oliver, K., Kothari, A., and Mays, N.: The dark side of coproduction: do the costs outweigh the benefits for health research?, Health Res. Policy Syst., 17, 33, <a href="https://doi.org/10.1186/s12961-019-0432-3">https://doi.org/10.1186/s12961-019-0432-3</a>, 2019. </span></p><p class="ref" id="bib1.bib73"><span class="mixed-citation">Oreskes, N.: What Is the Social Responsibility of Climate Scientists?, Daedalus, 149, 33–45, <a href="https://doi.org/10.1162/daed_a_01815">https://doi.org/10.1162/daed_a_01815</a>, 2020. </span></p><p class="ref" id="bib1.bib74"><span class="mixed-citation">Padilla, L.: Understanding uncertainty on a map is harder than you think, interactions, 29, 19–21, <a href="https://doi.org/10.1145/3530048">https://doi.org/10.1145/3530048</a>, 2022. </span></p><p class="ref" id="bib1.bib75"><span class="mixed-citation">Papatsiba, V. and Cohen, E.: Institutional hierarchies and research impact: new academic currencies, capital and position-taking in UK higher education, British J. Soc. Educ., 41, 178–196, <a href="https://doi.org/10.1080/01425692.2019.1676700">https://doi.org/10.1080/01425692.2019.1676700</a>, 2020. </span></p><p class="ref" id="bib1.bib76"><span class="mixed-citation">Pappenberger, F. and Beven, K. J.: Ignorance is bliss: Or seven reasons not to use uncertainty analysis, Water Resour. Res., 42, W05302, <a href="https://doi.org/10.1029/2005WR004820">https://doi.org/10.1029/2005WR004820</a>, 2006. </span></p><p class="ref" id="bib1.bib77"><span class="mixed-citation">Pownall, M., Talbot, C. V., Henschel, A., Lautarescu, A., Lloyd, K. E., Hartmann, H., Darda, K. M., Tang, K. T. Y., Carmichael-Murphy, P., and Siegel, J. A.: Navigating Open Science as Earl<span id="page266"></span>y Career Feminist Researchers, Psychology of Women Quarterly, 45, 526–539, <a href="https://doi.org/10.1177/03616843211029255">https://doi.org/10.1177/03616843211029255</a>, 2021. </span></p><p class="ref" id="bib1.bib78"><span class="mixed-citation">Randall, K., Ewing, E. T., Marr, L. C., Jimenez, J. L., and Bourouiba, L.: How did we get here: what are droplets and aerosols and how far do they go? A historical perspective on the transmission of respiratory infectious diseases, Interface Focus, 11, 20210049, <a href="https://doi.org/10.1098/rsfs.2021.0049">https://doi.org/10.1098/rsfs.2021.0049</a>, 2021. </span></p><p class="ref" id="bib1.bib79"><span class="mixed-citation">RDF: Vitae Researcher Development Framework, <span class="uri"><a href="https://www.vitae.ac.uk/vitae-publications/rdf-related/researcher-development-framework-rdf-vitae.pdf/view" target="_blank">https://www.vitae.ac.uk/vitae-publications/rdf-related/researcher-development-framework-rdf-vitae.pdf/view</a></span> (last access: 1 June 2024), 2011. </span></p><p class="ref" id="bib1.bib80"><span class="mixed-citation">Rogers, S. L., Lau, L., Dowey, N., Sheikh, H., and Williams, R.: Geology uprooted! Decolonising the curriculum for geologists, Geosci. Commun., 5, 189–204, <a href="https://doi.org/10.5194/gc-5-189-2022">https://doi.org/10.5194/gc-5-189-2022</a>, 2022. </span></p><p class="ref" id="bib1.bib81"><span class="mixed-citation">Schneider, M., McDowell, M., Guttorp, P., Steel, E. A., and Fleischhut, N.: Effective uncertainty visualization for aftershock forecast maps, Nat. Hazards Earth Syst. Sci., 22, 1499–1518, <a href="https://doi.org/10.5194/nhess-22-1499-2022">https://doi.org/10.5194/nhess-22-1499-2022</a>, 2022. </span></p><p class="ref" id="bib1.bib82"><span class="mixed-citation">Science Europe: A Values Framework for the Organisation of Research, Zenodo [data set], <a href="https://doi.org/10.5281/zenodo.6637847">https://doi.org/10.5281/zenodo.6637847</a>, 2022. </span></p><p class="ref" id="bib1.bib83"><span class="mixed-citation">Sellnow, T. L., Ulmer, R. R., Seeger, M. W., and Littlefield, R.: Effective risk communication: A message-centered approach, Springer Science & Business Media, Springer New York, NY, <a href="https://doi.org/10.1007/978-0-387-79727-4">https://doi.org/10.1007/978-0-387-79727-4</a>, 2008. </span></p><p class="ref" id="bib1.bib84"><span class="mixed-citation">ShakeOut: Great ShakeOut Earthquake Drills, <span class="uri"><a href="https://www.shakeout.org/" target="_blank">https://www.shakeout.org/</a></span> (last access: 21 August 2024), 2024. </span></p><p class="ref" id="bib1.bib85"><span class="mixed-citation">Simis, M. J., Madden, H., Cacciatore, M. A., and Yeo, S. K.: The lure of rationality: Why does the deficit model persist in science communication?, Public Underst. Sci., 25, 400–414, <a href="https://doi.org/10.1177/0963662516629749">https://doi.org/10.1177/0963662516629749</a>, 2016. </span></p><p class="ref" id="bib1.bib86"><span class="mixed-citation"> Social Sciences Feminist Network Research Interest Group: The Burden of Invisible Work in Academia: Social Inequalities and Time Use in Five University Departments, Humboldt Journal of Social Relations, 39, 228–245, 2017. </span></p><p class="ref" id="bib1.bib87"><span class="mixed-citation">Steelman, T. A. and McCaffrey, S.: Best practices in risk and crisis communication: Implications for natural hazards management, Nat. Hazards, 65, 683–705, <a href="https://doi.org/10.1007/s11069-012-0386-z">https://doi.org/10.1007/s11069-012-0386-z</a>, 2013. </span></p><p class="ref" id="bib1.bib88"><span class="mixed-citation">Stein, S., Geller, R. J., and Liu, M.: Why earthquake hazard maps often fail and what to do about it, Tectonophysics, 562–563, 1–25, <a href="https://doi.org/10.1016/j.tecto.2012.06.047">https://doi.org/10.1016/j.tecto.2012.06.047</a>, 2012. </span></p><p class="ref" id="bib1.bib89"><span class="mixed-citation">Stewart, I. S. and Hurth, V.: Selling planet Earth: re-purposing geoscience communications, Geological Society, London, Special Publications, 508, 265–283, <a href="https://doi.org/10.1144/SP508-2020-101">https://doi.org/10.1144/SP508-2020-101</a>, 2021. </span></p><p class="ref" id="bib1.bib90"><span class="mixed-citation">Sturgis, P. and Allum, N.: Science in Society: Re-Evaluating the Deficit Model of Public Attitudes, Public Underst. Sci., 13, 55–74, <a href="https://doi.org/10.1177/0963662504042690">https://doi.org/10.1177/0963662504042690</a>, 2004. </span></p><p class="ref" id="bib1.bib91"><span class="mixed-citation">Thompson, J. J., Wilby, R. L., Hillier, J. K., Connell, R., and Saville, G. R.: Climate Gentrification: Valuing Perceived Climate Risks in Property Prices, Ann. Am. Assoc. Geogr., 113, 1092–1111, <a href="https://doi.org/10.1080/24694452.2022.2156318">https://doi.org/10.1080/24694452.2022.2156318</a>, 2023. </span></p><p class="ref" id="bib1.bib92"><span class="mixed-citation"> Tierney, K. J.: Socio-economic aspects of hazard mitigation. Disaster Research Center, University of Delaware, 1993. </span></p><p class="ref" id="bib1.bib93"><span class="mixed-citation">van der Bles, A. M., van der Linden, S., Freeman, A. L. J., and Spiegelhalter, D. J.: The effects of communicating uncertainty on public trust in facts and numbers, P. Natl. Acad. Sci. USA, 117, 7672–7683, <a href="https://doi.org/10.1073/pnas.1913678117">https://doi.org/10.1073/pnas.1913678117</a>, 2020. </span></p><p class="ref" id="bib1.bib94"><span class="mixed-citation">Vohland, K., Land-Zandstra, A., Ceccaroni, L., Lemmens, R., Perelló, J., Ponti, M., Samson, R., and Wagenknecht, K. (Eds.): The Science of Citizen Science, Springer International Publishing, Cham, <a href="https://doi.org/10.1007/978-3-030-58278-4">https://doi.org/10.1007/978-3-030-58278-4</a>, 2021. </span></p><p class="ref" id="bib1.bib95"><span class="mixed-citation">Watermeyer, R. and Rowe, G.: Public engagement professionals in a prestige economy: Ghosts in the machine, Studies in Higher Education, 47, 1297–1310, <a href="https://doi.org/10.1080/03075079.2021.1888078">https://doi.org/10.1080/03075079.2021.1888078</a>, 2022. </span></p><p class="ref" id="bib1.bib96"><span class="mixed-citation">Watson, C. S., Elliott, J. R., Ebmeier, S. K., Biggs, J., Albino, F., Brown, S. K., Burns, H., Hooper, A., Lazecky, M., Maghsoudi, Y., Rigby, R., and Wright, T. J.: Strategies for improving the communication of satellite-derived InSAR data for geohazards through the analysis of Twitter and online data portals, Geosci. Commun., 6, 75–96, <a href="https://doi.org/10.5194/gc-6-75-2023">https://doi.org/10.5194/gc-6-75-2023</a>, 2023. </span></p><p class="ref" id="bib1.bib97"><span class="mixed-citation">Weingart, P. and Guenther, L.: Science communication and the issue of trust, JCOM, 15, C01, <a href="https://doi.org/10.22323/2.15050301">https://doi.org/10.22323/2.15050301</a>, 2016. </span></p><p class="ref" id="bib1.bib98"><span class="mixed-citation">Wheaton, A.: Shift happens; moving from the ivory tower to the mushroom factory, Higher Educ. Res. Develop., 39, 67–80, <a href="https://doi.org/10.1080/07294360.2019.1670145">https://doi.org/10.1080/07294360.2019.1670145</a>, 2020. </span></p><p class="ref" id="bib1.bib99"><span class="mixed-citation">Williams, O., Sarre, S., Papoulias, S. C., Knowles, S., Robert, G., Beresford, P., Rose, D., Carr, S., Kaur, M., and Palmer, V. J.: Lost in the shadows: reflections on the dark side of co-production, Health Res. Policy Syst., 18, 43, <a href="https://doi.org/10.1186/s12961-020-00558-0">https://doi.org/10.1186/s12961-020-00558-0</a>, 2020. </span></p><p class="ref" id="bib1.bib100"><span class="mixed-citation">Wilsdon, J. and Willis, R.: See-through Science: Why public engagement needs to move upstream, Demos, ReseachGate, <a href="https://doi.org/10.13140/RG.2.1.3844.3681">https://doi.org/10.13140/RG.2.1.3844.3681</a>, 2004. </span></p></div><span class="section12-mobile-bottom-border mobile-bottom-border hide-on-desktop hide-on-tablet"></span></div> </div>  <div class="pswp" tabindex="-1" role="dialog" aria-hidden="true" >  <div class="pswp__bg"></div>  <div class="pswp__scroll-wrap">  <div class="pswp__container"> <div class="pswp__item"></div> <div class="pswp__item"></div> <div class="pswp__item"></div> </div>  <div class="pswp__ui pswp__ui--hidden"> <div class="pswp__top-bar">  <div class="pswp__counter"></div> <button class="pswp__button pswp__button--close" title="Close (Esc)"></button> <button class="pswp__button pswp__button--fs" title="Toggle fullscreen"></button>   <div class="pswp__preloader"> <div class="pswp__preloader__icn"> <div class="pswp__preloader__cut"> <div class="pswp__preloader__donut"></div> </div> </div> </div> </div> <div class="pswp__share-modal pswp__share-modal--hidden pswp__single-tap"> <div class="pswp__share-tooltip"></div> </div> <button class="pswp__button pswp__button--arrow--left" title="Previous (arrow left)"> </button> <button class="pswp__button pswp__button--arrow--right" title="Next (arrow right)"> </button> <div class="pswp__caption "> <div class="pswp__caption__center"></div> </div> </div> </div> </div></div>  <div id="page_colum_left_container" class="CMSCONTAINER w-sidebar col-auto d-none d-lg-block"> <div class="auto-fixed-top no-shadow old-articleNavigation"> <div id="quicklaunch_buttons" class="cmsbox jo_quicklaunch-bar"> <a href="https://gc.copernicus.org/" class="article-button journal-contentLinkColor journal-contentBorderColor">Articles </a> </div> <div id="main-navigation" class="cmsbox j-navigation"> <ul class="co_function_get_navigation menu_level1"> <li class="menuitem_level1 co_function_get_navigation_is_parent co_function_get_navigation_is_closed" id="co_getnavigation_page_about"> <a href="https://gc.copernicus.org/articles/7/251/2024/#abstract" class="link_level1 scrollto" data-fixed-element=".auto-fixed-top-forced.article-title">Abstract</a></li> <li class="menuitem_level1 co_function_get_navigation_is_parent co_function_get_navigation_is_closed" id="co_getnavigation_page_about"> <a href="https://gc.copernicus.org/articles/7/251/2024/#section1" class="link_level1 scrollto" data-fixed-element=".auto-fixed-top-forced.article-title">Introduction: science communication and geosciences</a></li> <li class="menuitem_level1 co_function_get_navigation_is_parent co_function_get_navigation_is_closed" id="co_getnavigation_page_about"> <a href="https://gc.copernicus.org/articles/7/251/2024/#section2" class="link_level1 scrollto" data-fixed-element=".auto-fixed-top-forced.article-title">The shadowlands of science communication</a></li> <li class="menuitem_level1 co_function_get_navigation_is_parent co_function_get_navigation_is_closed" id="co_getnavigation_page_about"> <a href="https://gc.copernicus.org/articles/7/251/2024/#section3" class="link_level1 scrollto" data-fixed-element=".auto-fixed-top-forced.article-title">Recommendations for (geo)science communication</a></li> <li class="menuitem_level1 co_function_get_navigation_is_parent co_function_get_navigation_is_closed" id="co_getnavigation_page_about"> <a href="https://gc.copernicus.org/articles/7/251/2024/#section4" class="link_level1 scrollto" data-fixed-element=".auto-fixed-top-forced.article-title">Final thoughts</a></li> <li class="menuitem_level1 co_function_get_navigation_is_parent co_function_get_navigation_is_closed" id="co_getnavigation_page_about"> <a href="https://gc.copernicus.org/articles/7/251/2024/#section5" class="link_level1 scrollto" data-fixed-element=".auto-fixed-top-forced.article-title">Data availability</a></li> <li class="menuitem_level1 co_function_get_navigation_is_parent co_function_get_navigation_is_closed" id="co_getnavigation_page_about"> <a href="https://gc.copernicus.org/articles/7/251/2024/#section6" class="link_level1 scrollto" data-fixed-element=".auto-fixed-top-forced.article-title">Author contributions</a></li> <li class="menuitem_level1 co_function_get_navigation_is_parent co_function_get_navigation_is_closed" id="co_getnavigation_page_about"> <a href="https://gc.copernicus.org/articles/7/251/2024/#section7" class="link_level1 scrollto" data-fixed-element=".auto-fixed-top-forced.article-title">Competing interests</a></li> <li class="menuitem_level1 co_function_get_navigation_is_parent co_function_get_navigation_is_closed" id="co_getnavigation_page_about"> <a href="https://gc.copernicus.org/articles/7/251/2024/#section8" class="link_level1 scrollto" data-fixed-element=".auto-fixed-top-forced.article-title">Ethical statement</a></li> <li class="menuitem_level1 co_function_get_navigation_is_parent co_function_get_navigation_is_closed" id="co_getnavigation_page_about"> <a href="https://gc.copernicus.org/articles/7/251/2024/#section9" class="link_level1 scrollto" data-fixed-element=".auto-fixed-top-forced.article-title">Disclaimer</a></li> <li class="menuitem_level1 co_function_get_navigation_is_parent co_function_get_navigation_is_closed" id="co_getnavigation_page_about"> <a href="https://gc.copernicus.org/articles/7/251/2024/#section10" class="link_level1 scrollto" data-fixed-element=".auto-fixed-top-forced.article-title">Acknowledgements</a></li> <li class="menuitem_level1 co_function_get_navigation_is_parent co_function_get_navigation_is_closed" id="co_getnavigation_page_about"> <a href="https://gc.copernicus.org/articles/7/251/2024/#section11" class="link_level1 scrollto" data-fixed-element=".auto-fixed-top-forced.article-title">Review statement</a></li> <li class="menuitem_level1 co_function_get_navigation_is_parent co_function_get_navigation_is_closed" id="co_getnavigation_page_about"> <a href="https://gc.copernicus.org/articles/7/251/2024/#section12" class="link_level1 scrollto" data-fixed-element=".auto-fixed-top-forced.article-title">References</a></li> </ul> </div> </div> <div id="leftColumnExtras" class="CMSCONTAINER w-sidebar col-auto d-none d-lg-block pt-2"> <div class="widget dark-border"> <div class="legend journal-contentLinkColor">Download</div> <div class="content"> <ul class="additional_info no-bullets no-styling"> <li><a class="triangle" title="PDF Version (2011 KB)" href="https://gc.copernicus.org/articles/7/251/2024/gc-7-251-2024.pdf">Article</a> <nobr>(2011 KB)</nobr> </li> <li> <a class="triangle" title="XML Version" href="https://gc.copernicus.org/articles/7/251/2024/gc-7-251-2024.xml">Full-text XML</a> </li> </ul> </div> <div class="content"> <ul class="additional_info no-bullets no-styling"> <li><a class="triangle" href="https://gc.copernicus.org/articles/7/251/2024/gc-7-251-2024.bib">BibTeX</a></li> <li><a class="triangle" href="https://gc.copernicus.org/articles/7/251/2024/gc-7-251-2024.ris">EndNote</a></li> </ul> </div> </div> <div class="widget dark-border"> <div class="legend journal-contentLinkColor">Short summary</div> <div class="content hide-js shortSummaryFull">Science communication in geosciences has societal and scientific value but often operates in “shadowlands”. This editorial highlights these issues and proposes potential solutions. Our objective is to create a transparent and responsible geoscience communication landscape, fostering scientific progress, the well-being of scientists, and societal benefits.</div> <div style="display: none" class="content show-js shortSummaryShorten">Science communication in geosciences has societal and scientific value but often operates in...</div> <div class="content"> <a href="#" class="more-less show-js triangle" data-hide=".shortSummaryFull" data-show=".shortSummaryShorten" data-toggleCaption='Hide'>Read more</a> </div> </div> <div class="widget dark-border hide-on-mobile hide-on-tablet p-0" id="share"> <div class="legend journal-contentLinkColor">Share</div> <div class="row p-0"> <div class="col-auto pl-0"> <a class="share-one-line" href="https://www.mendeley.com/import/?url=https%3A%2F%2Fgc.copernicus.org%2Farticles%2F7%2F251%2F2024%2F" title="Mendeley" target="_blank"> <img src="https://www.geoscience-communication.net/mendeley.png" alt="Mendeley"/> </a> </div> <div class="col-auto"> <a class="share-one-line" href="https://www.reddit.com/submit?url=https%3A%2F%2Fgc.copernicus.org%2Farticles%2F7%2F251%2F2024%2F" title="Reddit" target="_blank"> <img src="https://www.geoscience-communication.net/reddit.png" alt="Reddit"> </a> </div> <div class="col-auto"> <a class="share-one-line last" href="https://twitter.com/intent/tweet?text=Editorial%3A+The+shadowlands+of+%28geo%29science+communication+in+academia+%E2%80%93+definitions%2C+problems%2C+and+possible+solutions https%3A%2F%2Fgc.copernicus.org%2Farticles%2F7%2F251%2F2024%2F" title="Twitter" target="_blank"> <img src="https://www.geoscience-communication.net/twitter.png" alt="Twitter"/> </a> </div> <div class="col-auto"> <a class="share-one-line" href="https://www.facebook.com/share.php?u=https%3A%2F%2Fgc.copernicus.org%2Farticles%2F7%2F251%2F2024%2F&t=Editorial%3A+The+shadowlands+of+%28geo%29science+communication+in+academia+%E2%80%93+definitions%2C+problems%2C+and+possible+solutions" title="Facebook" target="_blank"> <img src="https://www.geoscience-communication.net/facebook.png" alt="Facebook"/> </a> </div> <div class="col-auto pr-0"> <a class="share-one-line last" href="https://www.linkedin.com/shareArticle?mini=true&url=https%3A%2F%2Fgc.copernicus.org%2Farticles%2F7%2F251%2F2024%2F&title=Editorial%3A+The+shadowlands+of+%28geo%29science+communication+in+academia+%E2%80%93+definitions%2C+problems%2C+and+possible+solutions" title="LinkedIn" target="_blank"> <img src="https://www.geoscience-communication.net/linkedin.png" alt="LinkedIn"> </a> </div> <div class="col pr-0 mobile-native-share"> <a href="#" data-title="Geoscience Communication" data-text="*Editorial: The shadowlands of (geo)science communication in academia – definitions, problems, and possible solutions* Shahzad Gani et al." data-url="https://gc.copernicus.org/articles/7/251/2024/" class="mobile-native-share share-one-line last"><i class="co-mobile-share display-none"></i></a> </div> </div> </div> <div class="widget dark-border"> <div class="legend journal-contentLinkColor">Altmetrics</div> <div class="wrapper"> <div class="content text-center"> Final-revised paper </div> <div class="content text-center"> <div class="altmetric-embed" data-link-target="_blank" data-hide-less-than="1" data-no-score data-badge-type="medium-donut" data-doi="10.5194/gc-7-251-2024"></div> </div> </div> <div class="wrapper"> <div class="content text-center"> Preprint </div> <div class="content text-center"> <div class="altmetric-embed" data-link-target="_blank" data-hide-less-than="1" data-no-score data-badge-type="medium-donut" data-doi="10.5194/egusphere-2023-3121"></div> </div> </div> </div> <script type="text/javascript"> !function (e, t, n) { var d = "createElement", c = "getElementsByTagName", m = "setAttribute", n = document.getElementById(e); return n && n.parentNode && n.parentNode.removeChild(n), n = document[d + "NS"] && document.documentElement.namespaceURI, n = n ? document[d + "NS"](n, "script") : document[d]("script"), n[m]("id", e), n[m]("src", t), (document[c]("head")[0] || document[c]("body")[0]).appendChild(n), n = new Image, void n[m]("src", "https://www.geoscience-communication.net/altmetric_donut.png") }("altmetric-embed-js", "https://www.geoscience-communication.net/altmetric_badges.min.js"); $(function () { $('div.altmetric-embed').on('altmetric:hide', function () { if($(this).closest('.widget').find('.altmetric-embed:not(.altmetric-hidden)').length === 0) { $(this).closest('.widget').hide(); } $(this).closest('.wrapper').hide(); }); }); </script> <div class="ajax-content" data-src="https://editor.copernicus.org/similarArticles.php?article=117233&journal=700&isSecondStage=1&ajax=true"> </div> </div> <div class="auto-fixed-top px-1 mb-3 articleNavigation" data-fixet-top-target="#section1"> <button class="btn btn-success mb-3 btn-block" id="mathjax-turn"><i class="fal fa-function"></i> Turn MathJax on</button> <div class="widget dark-border m-0"> <div class="legend journal-contentLinkColor">Sections</div> <div class="content"> <ul class="toc-styling p-0"> <li> <a href="https://gc.copernicus.org/articles/7/251/2024/#abstract" class="scrollto" data-fixed-element=".auto-fixed-top-forced.article-title">Abstract</a> </li> <li> <a href="https://gc.copernicus.org/articles/7/251/2024/#section1" class="scrollto" data-fixed-element=".auto-fixed-top-forced.article-title">Introduction: science communication and geosciences</a> </li> <li> <a href="https://gc.copernicus.org/articles/7/251/2024/#section2" class="scrollto" data-fixed-element=".auto-fixed-top-forced.article-title">The shadowlands of science communication</a> </li> <li> <a href="https://gc.copernicus.org/articles/7/251/2024/#section3" class="scrollto" data-fixed-element=".auto-fixed-top-forced.article-title">Recommendations for (geo)science communication</a> </li> <li> <a href="https://gc.copernicus.org/articles/7/251/2024/#section4" class="scrollto" data-fixed-element=".auto-fixed-top-forced.article-title">Final thoughts</a> </li> <li> <a href="https://gc.copernicus.org/articles/7/251/2024/#section5" class="scrollto" data-fixed-element=".auto-fixed-top-forced.article-title">Data availability</a> </li> <li> <a href="https://gc.copernicus.org/articles/7/251/2024/#section6" class="scrollto" data-fixed-element=".auto-fixed-top-forced.article-title">Author contributions</a> </li> <li> <a href="https://gc.copernicus.org/articles/7/251/2024/#section7" class="scrollto" data-fixed-element=".auto-fixed-top-forced.article-title">Competing interests</a> </li> <li> <a href="https://gc.copernicus.org/articles/7/251/2024/#section8" class="scrollto" data-fixed-element=".auto-fixed-top-forced.article-title">Ethical statement</a> </li> <li> <a href="https://gc.copernicus.org/articles/7/251/2024/#section9" class="scrollto" data-fixed-element=".auto-fixed-top-forced.article-title">Disclaimer</a> </li> <li> <a href="https://gc.copernicus.org/articles/7/251/2024/#section10" class="scrollto" data-fixed-element=".auto-fixed-top-forced.article-title">Acknowledgements</a> </li> <li> <a href="https://gc.copernicus.org/articles/7/251/2024/#section11" class="scrollto" data-fixed-element=".auto-fixed-top-forced.article-title">Review statement</a> </li> <li> <a href="https://gc.copernicus.org/articles/7/251/2024/#section12" class="scrollto" data-fixed-element=".auto-fixed-top-forced.article-title">References</a> </li> </ul> </div> </div> </div> </div> </div> </div> </main>  <footer class="d-print-none version-2023"> <div class="footer"> <div class="container"> <div class="row align-items-center mb-3"> <div class="col-12 col-lg-auto text-center text-md-left title-wrapper"> <div id="j-header-footer" class="text-center text-md-left"> <div class="h1 text-center text-md-left"> Geoscience Communication </div> <p>An interactive open-access journal of the European Geosciences Union</p> </div> </div> <div class="col-12 col-lg-auto text-center text-md-left pt-lg-2"> <div class="row align-items-center"> <div class="col-12 col-sm col-md-auto text-center text-md-left mb-3 mb-sm-0"> <span class="egu-logo"><a href="http://www.egu.eu/" target="_blank"><img src="https://contentmanager.copernicus.org/319373/700/ssl" alt="" style="width: 410px; height: 325px;" /></a></span> </div> <div class="col-12 col-sm text-center text-md-left"> <span class="copernicus-logo"><a href="https://publications.copernicus.org/" target="_blank"><img src="https://contentmanager.copernicus.org/319376/700/ssl" alt="" style="width: 1784px; height: 330px;" /></a></span> </div> </div> </div> </div> </div> </div> <div class="links pb-4 pt-4"> <div class="container"> <div class="row align-items-center"> <div class="col-12 col-xl-auto mt-3"> <div class="row align-items-start align-items-lg-center"> <div class="col-12 mb-3 mb-md-0 pl-md-0 text-center text-md-left"><a href="https://creativecommons.org/licenses/by/4.0/" target="_blank"><i class="fab fa-creative-commons fa-lg mr-1"></i><i class="fab fa-creative-commons-by fa-lg"></i></a> All site content, except where otherwise noted, is licensed under the <a href="https://creativecommons.org/licenses/by/4.0/" target="_blank">Creative Commons Attribution 4.0 License</a>.</div> </div> </div> <div class="col-12 text-center text-md-left col-lg-auto mt-3"> <div class="row align-items-center"> <div class="col d-md-none px-0"></div> <div class="col-auto pr-1"><a href="https://www.geoscience-communication.net/about/contact.html">Contact</a></div> <div class="col-auto px-1">|</div> <div class="col-auto px-1"><a href="https://www.geoscience-communication.net/imprint.html">Imprint</a></div> <div class="col-auto px-1">|</div> <div class="col-auto px-1"><a href="https://www.copernicus.org/data_protection.html" target="_blank">Data protection</a></div> <div class="col-auto pl-2"><a class="twitter-follow-button" target="_blank" href="https://twitter.com/EGU_GC"><i class="fab fa-square-x-twitter fa-2x"></i></a></div> <div class="col d-md-none px-0"></div> </div> </div> </div> </div> </div> </footer> </body> </html>

CINXE.COM

GC - Editorial: The shadowlands of (geo)science communication in academia – definitions, problems, and possible solutions