Learning to Swim with Salmon: Pilot Evaluation of Journalism as a Method to Create Information for Public Engagement
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Notice bibliographique
Résumé
Democratic public engagement is an endeavor that must cope with information. In their recent typology of 102 engagement mechanisms, Rowe and Frewer highlight this importance and state: According to such an information flow perspective, an exercise's effectiveness may be ascertained by the efficiency with which full, relevant information is elicited from all appropriate sources, transferred to (and processed by) all appropriate recipients, and combined (when required) to give an aggregate/consensual response. (1) Hence, in part, it is information that must flow and be taken up for democratic public engagement to achieve its goals. (2) However, how best to create this 'engaging information' is a challenging problem. For instance, in the case of democratic engagement over the governance of genomics--the study of 'genes and their functions'--much of the information required for democratic public engagement is scientific and hence conceptually complex, as well as riddled with technical jargon and the vested interests of experts in developing their own field. This information is therefore not easily presented to citizens with often limited technical expertise. Consequently, efforts to engage citizens about genomics need to answer i) what information someone would need to effectively participate in democratic deliberation on a given topic, and ii) how to obtain, assess, and present this information in a manner that encourages public engagement with the information and each other? This paper presents a brief summary of early experimentation with the use of journalism as a technique to cope with the above difficulties and produce information useful for democratic engagement on the topic of salmon genomics. Journalism is a widely variant profession, but for the purposes of this paper is defined as storytelling, in a truth-seeking tradition, that aims to serve citizens without a legal foundation. (3) As a research technique, journalism has similarities to qualitative methods (4) in requiring (i) restraint, (ii) direct observation, and (iii) continual examination of a topic in light of new observations to a previously established news standard. (5) With this in mind, journalism was used as a research method in an initial pilot study that aimed to create print media stories with an increased potential to engage citizens over salmon genomics. Two test stories were developed within a hypothetical situation where a local news media outlet decides to write a 650 word story on a science project involving salmon genomics that may help in developing disease resistant fish. These stories were created by drawing on interviews, theories of science communication, and scientific expertise through collaboration with salmon researchers from the consortium for Genomics Research on All Salmonids Project [cGRASP]. (6) Briefly, the two test stories differed in their philosophical stance on the role of science journalism in a democracy, the first being a traditional objective and information-based story (transmission model), and the second being a non-traditional subjective and educational-based story (engagement model). (7) These philosophical stances were then operationalized into 13 guiding principles for story creation. For instance, the transmission model set out to: (i) portray science as fixed and certain, (ii) focus a story on events/publications/media relations, (iii) legitimatize itself in the science itself, and (iv) take its purpose as the transmission of information. While, the engagement model set out to: (i) portray science as uncertain/embedded in society, (ii) focus a story on the consequences of choices, (iii) legitimatize itself in personal knowledge, and (iv) take its purpose as active engagement and education in support of democracy. While a detailed analysis of the two stories created is outside the scope of this paper, the introduction to the articles is telling of their differences. …
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,037 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle