Who Are You Writing for? Differences in Response to Blog Design Between Scientists and Nonscientists

Science Communication

Volumn 40, Issue 1, 2018, Pages 109-123

  Gardiner, Anna ^a   Sullivan, Miriam ^a   Grand, Ann ^a  

^a UNIVERSITY OF WESTERN AUSTRALIA   (Australia)

Author keywords

audience; blogging; public engagement with science; recall

Indexed keywords

EID: 85040688534     PISSN: 10755470     EISSN: 15528545     Source Type: Journal    
DOI: 10.1177/1075547017747608     Document Type: Article

References (50)

1. Ainley M., Ainley J., (2011). Student engagement with science in early adolescence: The contribution of enjoyment to students’ continuing interest in learning about science. Contemporary Educational Psychology, 36(1), 4-12.
2. Austin P. C., Brunner L. J., (2003). Type I error inflation in the presence of a ceiling effect. The American Statistician, 57, 97-104.
3. Banas J. A., Dunbar N., Rodriguez D., Liu S. J., (2011). A review of humor in educational settings: Four decades of research. Communication Education, 60, 115-144.
4. Baumer E. P. S., Sueyoshi M., Tomlinson B., (2011). Bloggers and readers blogging together: Collaborative co-creation of political blogs. Computer Supported Cooperative Work, 20, 1-36. doi:10.1007/s10606-010-9132-9
5. Bonetta L., (2007). Scientists enter the blogosphere. Cell, 129, 443-445. doi:10.1016/j.cell.2007.04.032
6. Bubela T., Nisbet M. C., Borchelt R., Brunger F., Critchley C., Einsiedel E., … Jandciu E. W., (2009). Science communication reconsidered. Nature Biotechnology, 27(6), 514-518.
7. Buzzard C., Crittenden V. L., Crittenden W. F., McCarty P., (2011). The use of digital technologies in the classroom: A teaching and learning perspective. Journal of Marketing Education, 33, 131-139.
8. Chen S. W., Behm-Morawitz E., (2017). Deciphering blog users: Young adults’ personalities, motivations, and perceived importance of blog features. Information, Communication & Society, 36, 1-13.
9. Clark J. M., Paivio A., (1991). Dual coding theory and education. Educational Psychology Review, 3, 149-210.
10. Cohen J. W., (1988). Statistical power analysis for the behavioral sciences. Hillsdale, NJ: Lawrence Erlbaum.
11. Coturnix. (2006, August 29). Science blogging: What it can be [Web log post]. Retrieved from http://scienceblogs.com/clock/2006/08/29/science-blogging-what-it-can-b/
12. De Jong T. (2010). Cognitive load theory, educational research, and instructional design: Some food for thought. Instructional Science, 38, 105-134.
13. Dufty N., (2011). Engagement or education? Australian Journal of Emergency Management, 26(3), 35-39.
14. Dytham C., (1999). Choosing and using statistics: A biologist’s guide. Oxford, England: Blackwell Science.
15. Falk J. H., Moussouri T., Coulson D., (1998). The effect of visitors’ agendas on museum learning. Curator, 41, 107-120.
16. Falk J. H., Storksdieck M., Dierking L. D., (2007). Investigating public science interest and understanding: Evidence for the importance of free-choice learning. Public Understanding of Science, 16, 455-469.
17. Glynn S. M., Brickman P., Armstrong N., Taasoobshirazi G., (2011). Science motivation questionnaire II: Validation with science majors and nonscience majors. Journal of Research in Science Teaching, 48(10), 1159-1176.
18. Jarreau P. B., (2015a). All the science that is fit to blog: An analysis of science blogging practices (Unpublished doctoral dissertation). Louisiana State University, Baton Rouge. Retrieved from http://digitalcommons.lsu.edu/gradschool_dissertations/1051
19. Jarreau P. B., (2015b). Science bloggers’ self-perceived communication roles. Journal of Science Communication, 14(4), 1-25.
20. Jarreau P. B., Porter L., (2017). Science in the social media age: Profiles of science blog readers. Journalism & Mass Communication Quarterly. Advance online publication. doi:10.1177/1077699016685558
21. Kalyuga S., Chandler P., Sweller J., (2000). Incorporating learner experience into the design of multimedia instruction. Journal of Educational Psychology, 92, 126-136.
22. Kedrowicz A. A., Sullivan K. R., (2012). Professional identity on the web: Engineering blogs and public engagement. Engineering Studies, 4, 33-53.
23. Kornejeva L., (2012). Why blogs? An exploratory study on blog reading among young women in Sweden (Unpublished master’s thesis). University of Gothenburg, Gothenburg, Sweden. Retrieved from https://gupea.ub.gu.se/bitstream/2077/30572/1/gupea_2077_30572_1.pdf
24. Kouper I., (2010). Science blogs and public engagement with science: Practices, challenges, and opportunities. Journal of Science Communication, 9(1), 1-10.
25. Luzon M. J., (2013). Public communication of science in blogs: Recontextualizing scientific discourse for a diversified audience. Written Communication, 30, 428-457.
26. Mahrt M., Puschmann C., (2014). Science blogging: An exploratory study of motives, styles, and audience reactions. Journal of Science Communication, 13(3), A05.
27. Masters G. M., (2013). Opening up the conversation: An exploratory study of science bloggers (Unpublished master’s thesis). University of Maryland, College Park, MD. Retrieved from http://drum.lib.umd.edu/bitstream/handle/1903/14776/Masters_umd_0117N_14637.pdf?sequence=1&isAllowed=y
28. Matthews M. L. M., (2011). A funny thing happened on the way to the hippocampus: The effects of humor on student achievement and memory retention (Unpublished doctoral dissertation). Arizona State University, Tempe. Retrieved from repository.asu.edu/attachments/56681/content/McCartney_asu_0010E_10676.pdf
29. Matthews J., Wallis L., (2015). Broadcasting, listening and the mysteries of public engagement: An investigation of the AAA online audience. Australian Archaeology, 81, 1-11.
30. Mayer R. E., (2003). The promise of multimedia learning: Using the same instructional design methods across different media. Learning and Instruction, 13, 125-139.
31. Mewburn I., Thomson P., (2013). Why do academics blog? An analysis of audiences, purposes and challenges. Studies in Higher Education, 38, 1105-1119.
32. National Science Board. (2016). Science and technology: Public attitudes and understanding science and engineering indicators. Arlington, VA: Author. Retrieved from https://www.nsf.gov/statistics/2016/nsb20161/#/report/front-matter/about-science-and-engineering-indicators
33. Pallant J., (2011). SPSS survival manual. Sydney, New South Wales, Australia: Allen & Unwin.
34. Parpala A., Lindblom-Ylänne S., Komulainen E., Litmanen T., Hirsto L., (2010). Students’ approaches to learning and their experiences of the teaching–learning environment in different disciplines. British Journal of Educational Psychology, 80, 269-282.
35. Pipps V., Walter H., Endres K., Tabatcher P., (2009). Information recall of internet news: Does design make a difference? A pilot study. Journal of Magazine & New Media Research, 11(1), 1-20.
36. Ranger M., Bultitude K., (2016). “The kind of mildly curious sort of science interested person like me”: Science bloggers’ practices relating to audience recruitment. Public Understanding of Science, 25, 361-378.
37. Riesch H., (2014). Why did the proton cross the road? Humour and science communication. Public Understanding of Science, 24, 768-775.
38. Ryan R. M., Connell J. P., Plant R. W., (1990). Emotions in nondirected text learning. Learning and Individual Differences, 2, 1-17.
39. Schmidt G., (2008). To blog or not to blog? Nature Geoscience, 1, 208-208.
40. Searle S.D., (2014). How do Australians engage with science? Preliminary results from a national survey. Retrieved from http://diffusion.weblogs.anu.edu.au/files/2014/05/Searle-S.D.-2014.-How-do-Australians-engage-with-science.-April-2014.pdf
41. Shanahan M. C., (2011). Science blogs as boundary layers: Creating and understanding new writer and reader interactions through science blogging. Journalism, 12, 903-919. doi:10.1177/1464884911412844
42. Shema H., Bar-Ilan J., Thelwell M., (2012). Research blogs and the discussion of scholarly information. PLoS One, 7, e35869.
43. Spyridakis J. H., Wenger M. J., (1991). An empirical method of assessing topic familiarity in reading comprehension research. British Educational Research Journal, 17, 353-360.
44. Steele C. M., Spencer S. J., Aronson J., (2002). Contending with group image: The psychology of stereotype and social identity threat. Advances in Experimental Social Psychology, 34, 379-440.
45. Sundar S. S., (2000). Multimedia effects on processing and perception of online news: A study of picture, audio, and video downloads. Journalism & Mass Communication Quarterly, 77, 480-499.
46. Thorsen E., (2013). Blogging on the ice: Connecting audiences with climate-change sciences. International Journal of Media & Cultural Politics, 9, 87-101.
47. Tola E., (2008). To blog or not to blog, not a real choice there.. Journal of Science Communication, 7, 1-3.
48. Veletsianos G., Shaw A., (2017). Scholars in an increasingly open and digital world: Imagined audiences and their impact on scholars’ online participation. Learning, Media and Technology. Advance online publication. doi:10.1080/17439884.2017.1305966
49. Wilkins J. S., (2008). The roles, reasons and restrictions of science blogs. Trends in Ecology & Evolution, 23, 411-413. doi:10.1016/j.tree.2008.05.004
50. Yong E., (2013, July 29). Who are you? [Web log post]. Retrieved from http://phenomena.nationalgeographic.com/2013/07/29/who-are-you-the-2013-edition/