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Production, Narratives, and Identity in Science Communication Videos.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Production, Narratives, and Identity in Science Communication Videos./
Author:	Castillo, Stephanie.
Description:	1 online resource (97 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-01, Section: A.
Contained By:	Dissertations Abstracts International84-01A.
Subject:	Mass communications. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29281421click for full text (PQDT)
ISBN:	9798802743287

Production, Narratives, and Identity in Science Communication Videos.
Castillo, Stephanie.

Production, Narratives, and Identity in Science Communication Videos. - 1 online resource (97 pages)

Source: Dissertations Abstracts International, Volume: 84-01, Section: A.

Thesis (Ph.D.)--Vanderbilt University, 2022.

Includes bibliographical references

With the rise of sharing science online through social media platforms, scientists, science educators, and communicators have turned to become producers of science videos. Based on science filmmaking practices and online video learning theory, we crafted a workflow to support and guide scientists, educators, and communicators in producing science videos. In addition, as the need to engage the general public with scientific discourse online increases, it is important to understand how different audiences perceive, understand, or change their behavior after interacting with science videos. To explore how young adults engage with science videos, two videos with different narrative structures were produced: science-centered and scientist-centered. The two videos were randomly presented to 211 participants who provided feedback through four open-ended questions: (1) Were there any moments/scenes you particularly liked, (2) disliked, (3) what did you learn, and (4) what was relatable about the featured scientist (a biomedical engineer who so happens to be a Black woman)? Student feedback gave insight into how production elements support or detract from the video's narrative, and how the narrative influences the degree of relatability to the scientist presented. Our findings will help inform how scientists, educators, and communicators can present the science or scientists, depending on their production objective.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798802743287Subjects--Topical Terms:

3422380
Mass communications.
Subjects--Index Terms:

Science communicationIndex Terms--Genre/Form:

542853
Electronic books.

Production, Narratives, and Identity in Science Communication Videos.
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504 $a Includes bibliographical references
520 $a With the rise of sharing science online through social media platforms, scientists, science educators, and communicators have turned to become producers of science videos. Based on science filmmaking practices and online video learning theory, we crafted a workflow to support and guide scientists, educators, and communicators in producing science videos. In addition, as the need to engage the general public with scientific discourse online increases, it is important to understand how different audiences perceive, understand, or change their behavior after interacting with science videos. To explore how young adults engage with science videos, two videos with different narrative structures were produced: science-centered and scientist-centered. The two videos were randomly presented to 211 participants who provided feedback through four open-ended questions: (1) Were there any moments/scenes you particularly liked, (2) disliked, (3) what did you learn, and (4) what was relatable about the featured scientist (a biomedical engineer who so happens to be a Black woman)? Student feedback gave insight into how production elements support or detract from the video's narrative, and how the narrative influences the degree of relatability to the scientist presented. Our findings will help inform how scientists, educators, and communicators can present the science or scientists, depending on their production objective.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a Mass communications. $3 3422380
650 4 $a Science education. $3 521340
650 4 $a Educational technology. $3 517670
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653 $a Science communication
653 $a Scicomm
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653 $a Video production
653 $a Mass media communication
653 $a Multimedia
653 $a Storytelling
653 $a Social media
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