dry: drought risk and you developing a narrative-science...
TRANSCRIPT
DRY: Drought Risk and You
Developing a narrative-science resource in a multi-stakeholder
decision-making utility for drought risk management
Science in Public
July 9th 2015
Narra$ve workshop domains
Health & Wellbeing
Urban & Built Environment
Environment& Ecosystem Services
Water Supply
Agriculture & Hor$culture
Industry & Business
Communi$es
Online Library of narra$ves
What do we mean
by ‘stories of
drought’?
Narra$ve Methods • Digital storytelling workshops – drought-‐science-‐narra$ves, – historic images and narra$ves of drought as memory/story prompts,
– science as prompt, – science-‐story dialogue
Ci#zen Science
Ø Public engagement in science has an
“ u n c e r t a i n a n d c o n t r a d i c t o r y nomenclature” (Rowe and Frewer, 2005)
Ø A philosophy of integra#ng and engaging public percep#ons and knowledge into scien#fic research and decision-‐making processes (Irwin, 1995).
Ø A #me-‐honoured, evolving prac#ce of public par#cipa#on in scien#fic research, through the recording and monitoring of large-‐scale paNerns in nature, and collabora#ve research inves#ga#ons between scien#sts and nonprofessional scien#sts (Crain, Cooper and Dickinson, 2014).
Ci#zen Science
Public Par#cipa#on in Scien#fic Research
“The basic procedures of monitoring and analyzing natural phenomenon are used as plaNorms to unite scien$sts, communi$es, and stakeholders across scales, help frame socially legi$mate indicators of environmental problems, and advance locally relevant and prac$cal conserva$on goals and strategies” (Haywood and Besley, 2014, p.65)
Narra#ves of volunteer par#cipa#on and experience in ci#zen science
Ø Challenging to measure and different types of results produced
Why? Ø Li[le $me or opportunity to cri$cally reflect on
science content or process Ø Learning outcomes best measured over $me
rather then as sta$c assessments Ø Context-‐specific factors ma[er (Posi$ve or
nega$ve experience, whether connec$ons were made between actors and concepts)
“When laypersons are engaged in structured observa$on and interpreta$on of nature, their values change and possibly even converge with those of ecologists, as scien$fic knowledge and prac$ce meet local knowledge and prac$ce. The act of data collec$on becomes not only a narra$ve of nature, but an influence in turn on the actors—the narrators.” (Lawrence, 2006, p. 296)
There is oben li[le empirical evidence for how these changes are s$mulated and supported through conven$onal social research methods (Haywood, 2014). Longitudinal studies in ci$zen science benefit from social studies of par$cipants that provide insights into human behaviour across a range of themes. Longitudinal engagement offers opportuni$es to research the interlinkages between experiences of nature, knowledge, sense of place, values, actudes and behavioural change, and how knowledge, skills, actudes change during par$cipa$on. Implica$ons for informing public engagement, decision-‐making processes, natural resource management and to feedback into project design and to develop project outcomes.
Social Science and Narra#ve
Ethnography Ethnography be applied for longitudinal studies in ci$zen science and combined with other research methods in situ where prac$$oners are: “in the field conduc$ng par$cipant-‐observa$on paired with a range of other methods, living within a community, and gecng deeply involved into the rhythms, logics, and complica$ons of life as lived by a people in a place, or perhaps by peoples in places” (McGranhan, 2014, p. 24) . Narra#ve Walks and Interviews Walk with par$cipants in parks and woodlands to discuss, and gather narra$ves on people’s sense of place, values, actudes , knowledge and behaviours related to nature, grasslands and trees and the impacts and management of drought on these resources. Such an in situ dialogue has many advantages. It allows for the study of the rela$onships between people and places through their situated lifeworld’s, establishes the respondent as ‘knower’ of the natural landscape and compensates for asymmetry in interviewing (Strang, 2010). It allows for mul$ple methods of elicita$on for example, semi-‐structured interviews and par$cipant observa$on, and documenta$on in notes, diaries, drawings, photos, and maps. It offers opportuni$es for rich field interac$ons and discovery while genera$ng a context-‐based empirical material to be con$nuously validated in oral and visual checks linking ‘what you see’ with ‘what you hear’ (Silverman, 2005, p.175).
Ø Narra$ve is about situa$on based exemplars.
Ø Interpre$ve rather than labelling language – create linkages and pa[erns (Negrete & Lartege 2004)
Ø Story as knowledge carrier (Ogborn et al 1996)
Ø Narra$ves are associated with: increased recall, ease of comprehension, shorter reading $mes, mo$va$on and interest, alloca$ng cogni$ve resources, elabora$on, transfer into long-‐term memory.
Ø Narra$ng seems to lend to PERSONAL COMMITMENT (or ‘narra$ve resolve’). (Lejano et al 2013)
Why use Narra$ves?
Storytelling allows students to imagine another $me and place 'to create their own meaning and find the place, the intersec$on between the familiar and the unknown' (Bedford, 2001, p.33).
"In risk communica$on, emo$ons should … be seriously addressed in order to trigger reflec$on…
(Roeser 2012 p.1037)
"In the context of project evalua#on, stories that people tell … may be mined to yield valuable data relevant to project
outcomes, success and adap#ve management... (Leslie, 2012 p.1127)
Concerns: Ø Narra$ves simplify
Ø ‘Probability neglect’ (Sunstein in Roeser 2012)
Ø They are not universal
Ø No conclusive evidence that narra$ves create behaviour change
Summary Ø Trigger new understanding/new ‘ways of seeing’ as spaces for cri$cal reflec$on
Ø Offer ‘closeness’ and empathy -‐ prompt behaviour change/ ’narra$ve resolve’
Ø Temporal/cause-‐effect = suitable format to understand resilience/adapta$on/$pping points/changes in personal and societal goals
Ø Evalua$on is two-‐way/itera$ve –narra$ve feeds back into science/design and public engagement
Thank you – any ques#ons?
References Avraamidou, Lucy and Osborne, Jonathan(2009) 'The Role of Narra$ve in Communica$ng Science',
Interna$onal Journal of Science Educa$on, 31: 12, 1683 — 1707 Crain, R., Cooper, C. and Dickinson, J.L. (2014) Ci$zen Science: A Tool for Integra$ng Studies of Human and
Natural Systems. Annual Review of Environment and Resources [online]. 39 Dahlstrom, M.F. (2014) 'Using narra$ves and storytelling to communicate science with nonexpert audiences'
PNAS Proceedings of the Na$onal Academy of Sciences of the United States of America Vol.111, Suppl.4 pp.13614-‐13620
Irwin, A. 1995. Ci$zen science: a study of people, exper$se and sustainable development. Routledge, London, UK. Haywood, K. and Besley, J.C (2014) Educa$on, outreach, and inclusive engagement: towards integrated indicators
of successful program outcomes in par$cipatory science. Public understanding of Science. 23 (1): 92-‐106 Haywood, B. K. (2014). 'A “sense of place” in public par$cipa$on in scien$fic research'. Science Educa+on (98), pp.
64-‐83. Lawrence, A. 2006. “No personal mo$ve?” volunteers, biodiversity, and the false dichotomies of par$cipa$on.
Ethics, Place and Environment 9(3):279–298Rowe, G. ,and L J. Frewer. 2004. Evalua$ng public par$cipa$on exercises: a research agenda. Science, Technology, and Human Values 29(4):512–556
Lejano, R.P., Tavare-‐Reager, J., Berkes, F. (2013) 'Climate and narra$ve: Environmental Knowledge in everyday life' Environmental Science & Policy 31 pp. 61-‐70
Leslie, M. et al. (2012) 'How good science and good stories can go hand in hand' Conserva$on Biology Vol.27, no. 5, pp.1126-‐1129
McGranahan, C. (2015). 'What is Ethnography? Teaching ethnographic sensibili$es without fieldwork'. Teaching Anthropology (4), pp. 23-‐36.
Negrete, A. & Lar$gue, C. (2004) 'Learning from educa$on to communicate science as a good story' Endeavour Vol.28 No.3 pp.120-‐124
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Silverman, D., 2005. Doing Qualita$ve Research, second ed. Sage, London Strang, V. (2010). 'Mapping histories: cultural landscapes and walkabout methods'. Zhai, J. & Dillon, J. (2014) 'Communica$ng science to students: Inves$ga$ng professional botanic garden
educators' talk during guided school visits' Journal of research in science teaching Vo. 51, No.4 pp. 407-‐429